Tubbs, A., & Beduhn, P., & Striker, R., & Alvarez Vazquez, E., & Ewert, D. (2024, June), Board 8: Work in Progress: Bridging Theory and Practice: Innovation-Based Learning and NSF I-Corps in Modern Engineering Education.    Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--48379

\bibitem{asee_peer_48379}
  Tubbs, A., \& Beduhn, P., \& Striker, R., \& Alvarez Vazquez, E., \& Ewert, D. (2024, June), \emph{Board 8: Work in Progress: Bridging Theory and Practice: Innovation-Based Learning and NSF I-Corps in Modern Engineering Education.  }
  Paper presented at 2024 ASEE Annual Conference \& Exposition, Portland, Oregon.
  10.18260/1-2--48379

Abigail Tubbs, Paige Beduhn, Ryan Striker, Enrique Alvarez Vazquez, and Dan Ewert.  "Board 8: Work in Progress: Bridging Theory and Practice: Innovation-Based Learning and NSF I-Corps in Modern Engineering Education.  ".  2024 ASEE Annual Conference & Exposition, Portland, Oregon, 2024, June.  ASEE Conferences, 2024.  https://peer.asee.org/48379 Internet.  12 Dec, 2024

\bibitem{asee_peer_48379}
  Abigail Tubbs, Paige Beduhn, Ryan Striker, Enrique Alvarez Vazquez, and Dan Ewert.
  "Board 8: Work in Progress: Bridging Theory and Practice: Innovation-Based Learning and NSF I-Corps in Modern Engineering Education.  ".
  \emph{2024 ASEE Annual Conference \& Exposition, Portland, Oregon, 2024, June}.
  ASEE Conferences, 2024.
  https://peer.asee.org/48379 Internet.  12 Dec, 2024

@INPROCEEDINGS{asee_peer_48379
author = "Abigail Tubbs, Paige Beduhn, Ryan Striker, Enrique Alvarez Vazquez, and Dan Ewert"
title = "Board 8: Work in Progress: Bridging Theory and Practice: Innovation-Based Learning and NSF I-Corps in Modern Engineering Education.  "
booktitle = "2024 ASEE Annual Conference \& Exposition"
year = "2024"
month = "June"
address = "Portland, Oregon"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/48379}
number = {10.18260/1-2--48379}
}

TY  - CPAPER
AB  - Bridging Theory and Practice: Innovation-Based Learning and NSF I-Corps in Modern Engineering Education.  
Tubbs, Abigail M.S, Beduhn, Paige, Brown Tre’Darrius, Ramirez, Esmeralda 

The dynamic landscape of the modern world necessitates a paradigm shift in engineering education, moving beyond theoretical knowledge to cultivate practical skills. This abstract will delve into a transformative approach that leverages the National Science Foundation's regional I-Corp program (NSF I-Corp) and innovation-based learning (IBL) principles to revolutionize engineering education, with a focus on advancing repetitive transcranial magnetic stimulation (rTMS). By immersing a mix of graduate and undergraduate students in the collaborative and real-world-oriented environment of the I-Corp Cohort, we establish a critical bridge between classroom knowledge and practical applications in this innovation-based learning (IBL) class project. This research emphasizes the significance of expanding these educational paradigms to equip engineering students to contribute to the continuous evolution of technologies like rTMS.   
Innovation-Based Learning (IBL), a cornerstone for this approach, encourages creative thinking and problem solving, pushing engineering students to go "out of the classroom" and explore novel ideas for real world challenges. When IBL is implemented with the NSF cohort, IBL manifests through user interviews, aligning with the I-Corps mission to promote understanding of market needs and potential application for innovation. The competitive selection of I-Corp teams ensures rigorous training, resources and mentorship to validate commercial potential of innovation.  
Team interviews and surveys were used to capture the experience of student engineer participants in IBL and the NSF cohort. These interviews highlight advantages of hands-on learning and real-world exposure while acknowledging challenges participants encountered. We have surveys about each team member's exposure scheduling and performing interviews with customers, as well as their opinions on the techniques used during research. The feedback collected will offer conclusive evidence of the valuable skills and lessons acquired and provide insights into areas of improvement for future iterations of the program. Recognizing these challenges, future work will focus on refining the curriculum and ensuring a balanced workload, aiming to further optimize the learning experiences of student engineers worldwide. 
 The adoption of innovation-based learning principles and the incorporation of regional I-Corps cohorts into engineering school projects and classes represent a dynamic and forward-thinking approach to education in the field.  By embracing these methodologies, educational institutions can equip their students with the essential skills needed to excel in their academic pursuits and careers as future engineers and innovators. The collaborative and real-world-oriented nature of the I-Corps cohorts serves as a bridge between classroom knowledge and industry application, providing students with invaluable exposure to the challenges and opportunities they will encounter in their professional journeys. The integration of innovation-based learning and NSF regional I-Corps cohorts is a catalyst for reimagining engineering education. This visionary approach empowers students to become agile and resourceful engineers who can drive innovation, meet evolving industry demands, and contribute to the economic growth of their regions. As we explore and expand these educational paradigms, we can anticipate a brighter and more innovative future for engineering education that better equips students to meet the complex challenges of our rapidly changing world. 
 
AU  - Abigail Tubbs
AU  - Paige Beduhn
AU  - Ryan Striker
AU  - Enrique Alvarez Vazquez
AU  - Dan Ewert
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Board 8: Work in Progress: Bridging Theory and Practice: Innovation-Based Learning and NSF I-Corps in Modern Engineering Education.  
UR  - https://peer.asee.org/48379
DO  - 10.18260/1-2--48379
ER  -