Dr. Jeff LaBelle on the Future of Biomedical Engineering

Dr. Jeff LaBelle

Dr. Jeff LaBelle is a professor of biomedical engineering at Grand Canyon University, an adjunct professor at the Mayo Clinic College of Medicine Arizona, and the president of Labellelabs, LLC. He holds a Ph.D. and M.S. in Biomedical Engineering from Arizona State University, as well as a B.S. and M.S. in Electrical Engineering from Western New England University.

His lab leads multidisciplinary efforts across three key areas: biosensors, wearable technologies, and advanced manufacturing combining expertise from medicine, engineering, business, and the sciences. Over his 20-year career, Dr. LaBelle has mentored more than 300 students and postgraduates. His mentorship has contributed to over 120 patent disclosures, 60+ patent applications, 13 licensed technologies, 28 awarded patents, and more than 70 publications. Many of these innovations were developed in collaboration with physicians at Mayo Clinic Arizona to ensure clinical relevance and impact.

Q: What inspired you to pursue a career in biomedical engineering, and how has your journey led you to teach at Grand Canyon University?

My academic journey began with degrees in electrical engineering, but it was during that time working across industries like aerospace, semiconductors, and even forensics that I realized the potential of engineering to impact healthcare. I pursued a master’s and Ph.D. in biomedical engineering to bridge that gap.

Along the way, I worked various jobs to support my education, which shaped both my work ethic and my approach to solving problems. I became a professor because I love teaching, mentoring, and applying technology to real-world challenges. That passion brought me to Grand Canyon University, a university committed to hands-on, student-focused learning.

Q: How does Grand Canyon University’s biomedical engineering program distinguish itself from other programs, and what unique opportunities does it offer students? 

A: A report I once read noted that about 75% of biomedical engineering programs across the country follow a similar model. GCU falls into the more innovative 25%.

We start with a Common Core approach where all engineering disciplines, mechanical, electrical, biomedical, and more study foundational topics together. Then, in our senior capstone projects, students from various fields, including business and computer science, come together on multidisciplinary teams. That real-world collaboration is incredibly rare and valuable.

More importantly, our program emphasizes hands-on learning. Students work directly with lab equipment — not just in theory, but through practical use, experimentation, and even troubleshooting. It’s how real engineers learn, and it’s central to our educational philosophy.

Q: Can you discuss some of the current research projects or collaborations you are involved in, and how they are contributing to advancements in biomedical engineering? 

A: Right now, we're leading a diabetes research initiative funded by the Helmsley Charitable Trust, an exciting project with global implications.

We’re also collaborating with Medtronic, a unique opportunity for a university of our size. What makes GCU different is our approach to intellectual property, we don't claim ownership. Our students and collaborators retain rights to their innovations. Our focus is on learning outcomes and career preparation, not owning patents. That creates a space for more open, effective industry partnerships.

Q: In what ways do you integrate real-world applications and industry partnerships into your teaching to prepare students for careers in biomedical engineering? 

A: I’m a strong believer in grounding education in real-world relevance. One of our student teams, for example, worked on a TENS device embedded in a prosthetic socket to help manage phantom limb pain, a very real solution to a very real problem.

We also integrate current events like aviation safety incidents or developments in AI into class discussions. These topics help students connect what they’re learning to what’s happening in the world around them. Industry speakers also regularly visit our classes, which students love. Often, they engage more with guest experts than with us professors and honestly, that’s a good thing. 

Q: What are some of the most exciting trends or innovations in biomedical engineering that you believe will shape the future of the field?

A: AI is certainly a hot topic. It’s a powerful tool not to replace doctors, but to enhance diagnostic decision-making. The real value of AI comes from using high-quality data and understanding its limitations.

Wearable technology is another area with huge potential. While we’ve been researching it for years, other countries are already deploying these tools in hospitals and homes. The U.S. needs to catch up not just with CGMs, but across a range of clinical applications.

That said, I am concerned about how health data is being commoditized. We should be using this information to improve lives — not just to generate profits. Ethical, transparent use of personal data is crucial as we move forward.

Q: How do you see the role of biomedical engineers evolving in the healthcare industry, and what skills do you think are the most crucial for students to develop?

A: Biomedical engineers are becoming critical connectors bridging medicine, technology, and business. To succeed, students need to master both the fundamentals and the soft skills. That means strong communication (written and verbal), critical thinking, problem-solving, and an ability to set boundaries because downtime fuels creativity.

I also advocate for incorporating art into STEM and turning it into STEAM. Creativity drives innovation. I’ve worked as a blacksmith, and I love to sculpt and draw. That kind of hands-on creativity sharpens your ability to think differently.

We also need to rethink how we teach. We can’t just push students to the top of Bloom’s Taxonomy without laying the groundwork. Knowledge and understanding come first and we’re skipping those steps too often.