1. Sara McMillan, PhD, PE Agricultural & Biological Engineering
Keywords: active learning, interdisciplinary, problem-based learning, sophomores
Active learning to engage students across disciplinary boundaries and backgrounds
Sara McMillan, PhD, PE
Agricultural & Biological Engineering

2. Why? Problems & Challenges:
Changing demographic of Agricultural & Biological Engineers (ABE): increasingly from international and urban backgrounds
Increasing diversity but not integration
Lack of common set of experiences
Enter program with less “hands-on” experience
Students know theory of statistics without skills to apply it
Educational Objectives:
Increase sense of community between environmental and machine systems majors in ABE through team-based mini-projects that cross these disciplinary boundaries
Improve learning by focusing on problem solving and data analysis with statistics as a tool
“Explain less, do more”: in-class active learning using data they collect

3. When? :
To improve learning and create space in curriculum, ABE chose to teach statistics within the department.
Integrate key concepts throughout core ABE classes to find relevance.
ABE 205: Computations in Engineering Systems (CES) became primary statistics home as well as other topics needed in curriculum.
Statistics was more applied but needed greater depth and opportunity to test skills in new situations.
Fall 2015:
I taught CES for the first time with greater focus on gaining and applying statistical knowledge:
Application through case studies, paired problem solving, guided programming in computer lab.
First cohort of 10 Chinese Agricultural University 2+2 students in ABE
Fall 2016:
Increase active-learning; include team-based mini-projects & field trips

4. Where? Have you tried this in other institutions?
First time teaching statistics so reached out across campus
Active learning approaches in my other classes, but not at this level of integration and evaluation
Is this developed for a single class, a full course, or a curriculum?
Full course although currently only 1 section
Field site for soil quality mini project

5. What? Learning materials & activities: Team-based mini-projects
Example: Soil quality mini project at Purdue Ag. Center includes (1) experimental design, (2) data collection, (3) analysis and interpretation and (4) presentation of results via memo-style report.
Active learning in the classroom
Example: Gallery walk of graph interpretation and critique
Individual practice & homework:
Case study interpretation; choosing the right test; data analysis in JMP
Theory of change:
Learning statistics by analyzing data they collect will improve learning
Creating shared experiences around agriculture will enhance sense of community among ABE students

6. Prognosis? How are you documenting impact?
Select teams randomly with “rules” about integrated teams.
Comparing learning in individual and team-based activities to measure success of cooperative learning
Surveying students at beginning and end of the semester on interests
Peer evaluation to assess team effectiveness
Challenges currently facing?
Resistance to writing
Time-management in the classroom; preparing materials for each class.
Advice from others at FOEE?
Assessment: How do I compare individual versus team-based learning?
Foster engagement versus resistance to cooperative learning?