2025 ASEE Annual Conference & Exposition

Boosting Innovation Self-Efficacy: The Role of Learning Coaches and Project Mentors in Innovation-Based Learning

This study explores the impact of learning coaches on innovation self-efficacy (ISE) in undergraduate and graduate biomedical engineering students within an innovation-based learning (IBL) program. Innovation self-efficacy, or the belief in one’s ability to successfully engage in innovation-related tasks, was measured using the Innovation Efficacy Scale as in Gerber et al., 2012. The study further studies how graduate students can act as learning coaches. This work examines whether the learning coaches’ guidance and support contribute to increasing innovation self-efficacy. The IES scale was modified to include role-specific items for students to rate how the coach and mentor contributed to their innovation self-efficacy.
Innovation-Based Learning (IBL) is an educational approach designed to foster innovation, particularly in science, technology, engineering, and mathematics (STEM) disciplines such as biomedical engineering. Unlike traditional project-based learning, IBL focuses on solving existing problems, identifying new challenges, and developing impactful solutions through complex, open-ended projects that require applying core engineering concepts while promoting creativity and critical thinking. This framework encourages collaboration, iterative development, and real-world application, helping students create value beyond the classroom. Through constant feedback and peer support, IBL cultivates an innovation-driven mindset and develops leadership skills.
Learning coaches take on two key roles: one-on-one coaches and project mentors. In the one-on-one role, learning coaches meet individually with each student for 20-30 minutes weekly, providing support and advice while facilitating thought-provoking conversations that encourage critical thinking and independent problem-solving. Rather than giving students direct answers, learning coaches help students build confidence in decision-making and engineering solutions. As project mentors, they attend weekly project team meetings to ensure that teams address real-world gaps, offer innovative solutions, and create meaningful impact. Both roles aim to enhance students' capabilities and autonomy in innovation through structured support and experiential learning. The surveys were conducted before participants started working with Learning Coaches and then again after one semester of coaching.
The analysis suggests a positive trend in students' innovation self-efficacy scores after one semester of working with Learning Coaches. Comparison of pre-and post-survey data indicates a consistent increase in innovation self-efficacy, with early results showing potential statistical significance. The program’s experiential learning and mentoring components may enhance students’ confidence in performing innovation-related tasks.
The findings show that adding learning coaching to IBL programs can help students tackle real-world challenges and lead innovation initiatives, leading to long-term professional and academic growth. Future work may include using learning analytics and educational data mining to analyze the impact of learning coaches more effectively.

Authors

Ms. Abigail Tubbs University of North Dakota [biography]

I am a PhD student in Biomedical Engineering at the University of North Dakota. My background is in electrical engineering and I have a passion for increased diversity in engineering.
Mercedes Terry University of North Dakota [biography]

As a Ph.D. candidate enrolled in the University of North Dakota's Biomedical Engineering Program, I am actively engaged in an enriching Innovative-Based Learning (IBL) experience. Within this dynamic academic setting, I have undertaken a leadership role in groundbreaking research focused on Parkinson's disease, collaborating seamlessly with a diverse cohort of both online and in-person graduate and undergraduate students.

One of my greatest sources of satisfaction lies in leveraging my knowledge and skills to mentor undergraduate students, guiding them in the refinement of their research and professional capabilities. I take immense pride in fostering an inclusive and collaborative environment where students can thrive, encouraging their academic growth and contributing to the broader community of biomedical engineering scholars.
Brandon Fugger University of North Dakota [biography]

I am a PhD student in Biomedical Engineering at the University of North Dakota, where I mentor undergraduate and graduate engineering students. My focus is on building a collaborative learning environment and supporting student growth in research and professional development.
Blair Dupre http://orcid.org/0009-0007-4519-4397 University of North Dakota [biography]

Blair Dupre is a Ph.D. student in Biomedical Engineering at the University of North Dakota, focusing on developing diagnostic tools and strategies for Parkinson's disease. Blair brings extensive professional experience in biologics manufacturing, where he has optimized processes to enhance patient care globally. His passion for pharmaceuticals stems from their impact on patient's lives, driving his commitment to improving manufacturing and ensuring the availability of life-saving medications. His work impacts the lives of those with neurological disorders, with a focus on migraines, bipolar disorders, and synucleinopathies.
Dr. Enrique Alvarez Vazquez http://orcid.org/0000-0002-7257-0817 University of North Dakota [biography]

Dr. Enrique Alvarez Vazquez is an assistant professor in the biomedical engineering program at the University of North Dakota (UND), with prior experience as a computer systems engineer at the Center for Visual and Cognitive Neuroscience (CVCN). He holds multiple advanced degrees, including a Ph.D. in Electrical Engineering from North Dakota State University (NDSU), along with expertise in telecommunications, software engineering, and college teaching.

Dr. Alvarez Vazquez specializes in biomedical engineering, with research interests spanning digital/analog communications, embedded systems, computer programming, and systems design. His work includes developing advanced devices for multisensory, psychophysical, and vestibular research. Recently, his focus has expanded to health informatics, digital health, and software engineering.

With an extensive publication record and proficiency in various software languages, Dr. Alvarez Vazquez is deeply passionate about advancing engineering education.
Ryan Striker P.E. http://orcid.org/0000-0001-9058-5636 University of North Dakota [biography]

Ryan Striker is a life-long learner. Ryan has two decades of professional experience designing embedded electronic hardware for industrial, military, medical, and automotive applications. Ryan earned his BS and PhD in Electrical Engineering and his MS in Systems Engineering. Ryan presently serves as the Director of Systems Engineering and Assistant Professor of Biomedical Engineering at the University of North Dakota.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025