Integrating H4MOD into STEM

Exploring the Course at Portsmouth’s School of Computing

We recently interviewed Dr Gail Ollis, Lecturer in Computing and Module Lead for Complex Problem Solving (Hacking for Ministry of Defence (H4MoD)) at the University of Portsmouth. Gail started at the University of Portsmouth as a researcher in 2020. When the Head of Department introduced H4MOD that Autumn, Gail was invited onto the course and took a leading role. She took over full leadership of the module in 2022 and has just completed its 4th iteration.

As Lead Educator of our largest, exclusively STEM-based course, Gail offers her expert insight into embedding the course into an institution and making it a success across multiple degree programmes. This blog explores the value of the course for students and universities, exploring STEM, employability, and team formation.

The Workings of H4MOD at the University of Portsmouth

The module runs across multiple programmes in the School of Computing, as a core module for BSc Software Engineering students, and an optional module for BSc Computer Science, BSc Computer Networks, and BSc Cyber Security and Forensic Computing. With such a large cohort of students, providing not only capability and operationally-focused problems, but sustainability ones too, creates optionality for students in their problem preferences.

A unique challenge that is often noted by educators is being comfortable with not being the expert in the room. Gail reflects, “usually when you set a problem for the students, you know the answer, but with the H4MOD programme, you don’t”. Gail notes that undertaking the course for the first time is “both terrifying and exciting all at once”, and that achieving balance and “seeing students become experts in their own problem space makes it all worth it”.

Adopting Lean Start-up Methodology

Teaching the Lean Start-Up methodology can be challenging, especially for new educators who themselves are relatively new to its concepts. In reflecting on the challenges of stepping back from a traditional classroom setting, in what we call the ‘flipped classroom’ approach, Gail highlights that for both staff and students alike, it is “relentless, and requires commitment throughout the course”, although it doesn’t demand explicit skills prior to starting the course, the students “will get out what they put in”.

Well versed in the methodology as Portsmouth looks to welcome a 5th cohort this upcoming Autumn 2024 term, Gail states that “Lean Start-up works really well in helping to focus in on problems, and the more motivated teams put in the effort to do more Beneficiary Discovery, whereas others are more pedestrian and gradual”. This highlights the need for student teams to embrace the methodology, work together to undertake their interviews, and really get to grips with their problem. 

The integrated ecosystem of stakeholders around each problem on H4MOD can feel like uncharted waters for students, who get the opportunity  to work with senior professionals involved in the problem across government and industry in many ways. To succeed, students must navigate these stakeholders, embrace teamwork, and delegate tasks to ensure that they work cohesively in their teams to get to the most out of their problem discovery.

Student Team Formation and Managing Dynamics

Gail has developed effective team management levers, requiring all students to report on their own engagement as well as the rest of their team’s, providing her with a broad overview of team performance and early indications of any disruption or low engagement within a team. Gail noted that “team formation can be challenging, especially as the students are assigned to teams and get told to get on with it”. She reflects that this enhancement has improved team performance and management of the students throughout the course.

One of the biggest challenges in the H4MOD course at Portsmouth remains “convincing students to spend the time that H4MOD demands”. It can be hard to convey how “very different the programme is to anything they have done before”, and how the methodology and active participation “doesn’t allow for cramming or taking your eye off the ball”. 

Gail reflects on the need to avoid burnout for students. Teamwork is crucial as students “struggle to maintain momentum if other team members don’t engage”. A common pitfall involves too much or too little contribution within teams, resulting in “those most motivated taking on too much, where resentment then sets in”. It is not the role of the educator to micro-manage the team, but grade-contribution scoring both gamifies student engagement and provides checkpoints for teams. This RAG (Red, Amber, Green) system, which “is hard work but important”, continues to evolve with weekly team temperature-checks, intervention tracking, and even using the institution’s Virtual Learning Environment/discussion platform ‘Discord’. This is just one example of how a seasoned Lead Educator has built infrastructure around the H4MOD course and student teams to enhance outcomes and the wider student (and staff) experience on the course.

Enhancing Employability in STEM

In response to the increasing critical skills shortages across the UK, with a growing focus on STEM and digital skills, Gail notes that “H4MOD helps STEM students to really understand the bigger picture”, which transforms knowledge and understanding into application, experience, and expertise. A common challenge with STEM-related or technical degrees is that they “tend to focus on the principles and skills of the technical bits of the discipline, but in the real world, you have to understand you are doing it for a reason, with end users who will benefit or not as a result of their contributions”. The H4MOD course helps to create and strengthen the link between technicality and practicality. A further benefit of H4MOD lies in the job-readiness it enables, with past and present students reporting that H4MOD and the skills gained on the course are the significant reasons they secured their graduate roles or promotions.

A Word of Advice to New Educators

Taking on H4MOD is bold and demanding, and truly connects students, government, and industry in ways that will push students and staff into unknown, unfamiliar, but exciting territories. As Gail notes, the educators are “on the journey with the students... and a bit of faith, trust in the methodology, and a willingness to embrace failure, make mistakes, and be wrong, is crucial to enjoyment and success in the course.”

Ready to bring the course to your university? Get in touch at info@commonmission.uk