August 18, 2025
A $2.5 million collaboration between Mizzou and UConn aims to personalize learning for more engineering students.
A team of Mizzou researchers is employing the power of artificial intelligence (AI) to reimagine how engineering is taught and better support more learners.
Through a $2.5 million grant from the National Science Foundation, Mizzou Engineering is launching a five-year initiative titled “Cultivating Neuroadaptive Learning Ecosystems through AI-Powered Personalized Learning.”
“With AI, we can move beyond one-size-fits-all instruction to create dynamic, personalized learning experiences for every student,” said Marisa Chrysochoou, Dean of the College of Engineering and principal investigator on the project. “This is about unlocking potential — helping more students succeed more quickly and preparing them for the challenges ahead.”
Chrysochoou is joined by a cross-disciplinary team of co-investigators from Mizzou: Roger Fales, associate dean for undergraduate education and student success; Curators’ Distinguished Professor Prasad Calyam, interim associate dean for research; Professor Sarah Orton; and Noah Glaser, assistant professor in the College of Education and Human Development.
Mizzou Engineering is partnering with the University of Connecticut (UConn), home to a nationally recognized Revolutionizing Engineering Departments (RED) project previously led by Chrysochoou.
That initiative pioneered neuroadaptive teaching strategies — approaches that respond to students’ cognitive and emotional states in real time — which now serve as the foundation for this new AI-powered learning model jointly developed by the two schools.
Improving student outcomes
Foundational STEM courses like calculus, programming and mechanics are essential gateways, but they can be challenging for many students without flexible, engaging approaches to learning.
This initiative will transform both the experience for students and faculty. Professors will work in peer learning communities to learn and co-develop best practices for AI integration into a framework for engaged teaching that serves a wide range of learners. Students who are autistic, have ADHD or otherwise identify as neurodiverse are served by the neuroadaptive teaching model that provides flexibility and choice.
Students will gain access to virtual “study buddies” and other AI-driven tools that provide personalized feedback, assist with planning and motivation, and promote learning. The result is a more personalized, accessible and affirming learning experience, and better outcomes.
The initiative also positions Mizzou as a leader in inclusive, AI-informed education. Partnering with UConn allows the College to expand the reach of a proven model while contributing new expertise in AI and immersive learning.
The work is further strengthened by the launch of a new undergraduate certificate in AI literacy, underscoring Mizzou Engineering’s commitment to preparing graduates who are creative problem-solvers, systems thinkers and purposeful citizens.
Chrysochoou said the efforts were all part of a strategic emphasis on digital fluency and workforce readiness.
“Our students will be mastering technical content and develop essential 21st-century skills like time management, adaptability and ethical use of emerging technologies,” she said. “It’s just another way we stay ahead of the curve at Mizzou Engineering.”
Learn more about high-impact research at Mizzou Engineering.