One of the Grand Challenges for Engineering is advancing personalized learning, but challenges remain to identify and understand potential student pathways. This is especially difficult in complex, open-ended learning environments such as innovation-based learning courses. Student data from an iteration of an innovation-based learning course were analyzed using two educational data mining techniques: classification and clustering. Classification was used to predict student success in the course by creating a model that was both interpretable and robust (accuracy over 0.8 and ROC AUC of over 0.95). Clustering grouped student behavior into four main categories: Innovators, Learners, Surveyors, and Surface Level. Furthermore, noteworthy variables from each model were extracted to discover what factors were most likely to lead to course success. The work presented contributes to gaining a better understanding of how engineering students innovate and brings us closer to solving the Grand Challenge of advancing personalized learning.