Schmitz, C. D., & Loui, M. C., & Revelo, R. A. (2013, June), Improving Student Engagement Via Content Personalization  Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19733

\bibitem{asee_peer_19733}
  Schmitz, C. D., \& Loui, M. C., \& Revelo, R. A. (2013, June), \emph{Improving Student Engagement Via Content Personalization}
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--19733

Christopher D. Schmitz, Michael C. Loui, and Renata A Revelo.  "Improving Student Engagement Via Content Personalization".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/19733 Internet.  26 Jul, 2024

\bibitem{asee_peer_19733}
  Christopher D. Schmitz, Michael C. Loui, and Renata A Revelo.
  "Improving Student Engagement Via Content Personalization".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/19733 Internet.  26 Jul, 2024

@INPROCEEDINGS{asee_peer_19733
author = "Christopher D. Schmitz, Michael C. Loui, and Renata A Revelo"
title = "Improving Student Engagement Via Content Personalization"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/19733}
number = {10.18260/1-2--19733}
}

TY  - CPAPER
AB  -            Improving Student Engagement Via Content PersonalizationA general education course in engineering can be challenging to teach because non-engineeringstudents have widely different levels of scientific knowledge, mathematical abilities,programming skills, and technology experiences. Consequently, if the course aims at the"average" student, many students will find the course material either too easy or too difficult.Further, when the material seems irrelevant, students are likely to become disengaged. In thisstudy, students' previous experiences are used to personalize the course material throughout thesemester. When students find the course material relevant, they are likely to become engaged andto achieve deep learning (Barkley, 2010). We have implemented content personalization in ageneral education course on digital information technologies. This four-credit course is offeredevery semester with 30 to 60 students. By continually applying the course topics towardspersonal interests, the students were primed to tackle a final project where they were encouragedand guided while applying their skills to a project of personal interest. We are assessing levels ofstudents' engagement and gathering data about students' ability and determination to continueapplying their knowledge in the years after they complete the course. We have found thatinterviewed students showed persistence in the course even when they had great apprehensionearly on. These students also commented positively on the course's hands-on experiences suchas the final project. The majority of students said that the project increased their confidenceabout tackling future technical projects either on their own or through other courses. Finally,many of the interviewed students said that practical laboratory and Web development skills wereimportant in their future courses and professional careers.Barkley, E. F. (2010). Student engagement techniques: A handbook for college faculty. SanFrancisco: Jossey-Bass.
AU  - Christopher D. Schmitz
AU  - Michael C. Loui
AU  - Renata A Revelo
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Improving Student Engagement Via Content Personalization
UR  - https://peer.asee.org/19733
DO  - 10.18260/1-2--19733
ER  -