Scholarship

2019

Fedesco, H.N., Bonem, E.M., Wang, C., & Henares, R. (2019). Connections in the classroom: Separating the effects of instructor and peer relatedness in the basic psychological needs scale. Motivation and Emotion, https://doi.org/10.1007/s11031-019-09765-x

Hsu. H. K., Wang, C. V., & Levesque-Bristol, C. (2019). Reexamining the impact of self-determination theory on learning outcome in online learning environments. Education and Information Technologies. DOI: 10.1007/s10639-019-09863-w [online first]

Levesque-Bristol, C., Flierl, M., Zywicki, C., Parker, L.C., Connor, C., Guberman, D., Nelson, D., Maybee, C., Bonem, E., & FitzSimmons, J. (2019). Creating Student-Centered Learning Environments and Changing Teaching Culture: Purdue University’s IMPACT Program. Occasional Paper in National Institute for Learning Outcome Assessment (NILOA), 38.

Levesque-Bristol, C., Maybee, C., Parker, L.C., Zywicki, C., Connor, C., & Flierl, M. (2019). Shifting culture: Professional development through academic course transformation. Change: The Magazine of Higher Learning, 51(1), 35-41.

Wang, C., Hsu, H. K., Bonem, E. M., Moss, J. D., Yu, S., Nelson, D. B., & Levesque-Bristol, C. (2019). Need satisfaction and need dissatisfaction: A comparative study of online and face-to-face learning contexts. Computers in Human Behavior. DOI: https://urldefense.proofpoint.com/v2/url?u=https-3A__doi.org_10.1016_j.chb.2019.01.034&d=DwIGaQ&c=slrrB7dE8n7gBJbeO0g-IQ&r=TBR49T8jRviBTCrsf8A91A&m=tMyJp4PoPkUp6ril1u2m7sUE4tenX4EOfjvQZPxpJic&s=0VmjnhGs-pReMZrAq7dVlCUu48NC-3qGEFu7jxB4EwM&e= [online first]

 

2018

Aron, M., Connor, C., & Miller, S. (2018, January). Secret Decoder Ring: Why Faculty Choose to Pass on Faculty Development. Presentation at EDUCAUSE Learning Initiative Annual Meeting, New Orleans, LA.

Bonem, E.M., Wang, C., Lott, E.A., Fedesco, H.N., & Levesque-Bristol, C. (2018, November). Modeling the experiences of women in STEM courses using a self-determination theory framework. POD Conference “Leading in Times of Change”, Portland, OR.

Connor, C. (2018, March). Engaging and Supporting R1 faculty in Online Education. Presentation to the University of Florida Online Faculty Advisory Committee.

Fundator, R., Maybee, C, & Flierl, M. (2018, April). Crushing Curiosity: How information literacy can hinder or foster student engagement. Information Literacy Summit, Palos Hills, IL.

Flierl, M., Bonem, E., Maybee, C., & Fundator, R. (2018). Information literacy supporting student motivation and performance: Course-level analyses. Library and Information Science Research, 40(1), 30-37.

Kuh, G. D. (2018, July). The impact of IMPACT: Evaluation of the Purdue University Instruction Matters: Purdue Academic Course Transformation (IMPACT) initiative. West Lafayette, IN: Purdue University Office of the Provost.

Lott, E. A. & Nunes, L. (2018). Learning outcome transformation in course redesigns. International Society for the Scholarship of Teaching and Learning (ISSoTL) Conference Toward a Learning Culture, Bergen, Norway.

Maybee, C. (2018). IMPACT learning: Librarians at the forefront of change in higher education. Oxford: Chandos.

Nelson, D., Bonem, E.M., & FitzSimmons, J. (2018, November). How do FLCs shape active learning in collaborative classrooms? Presentation at the POD Conference, Portland, OR.

Parker, L., Bonem, E.M., & Zywicki, C. (2018, November). Multiple levels, single truth: Connecting faculty learning, pedagogy and student outcomes in a large scale course transformation program. American Evaluation Association Conference, Cleveland, OH.

Wiles, B. and Levesque-Bristol, C. (2018). College Algebra and the Confluence of Transformations in Curricula, Pedagogy, Placement, and Culture. Gateway Course Experience Conference, Gardner Institute for Excellence in Undergraduate Education, Houston, TX.

Wiles, B. and Levesque-Bristol, C. (2018). On the Removal of Motivational and Structural Barriers in the Classroom and across the Mathematics Curriculum. Critical Issues in Math Education Workshop, Mathematical Sciences Research Institute, Berkeley, CA.

Wiles, B., & Levesque-Bristol, C. (2018). The Relationship Between Basic Psychological Needs, Learning Environments, and Academic Performance in Undergraduate Calculus.  Presentation at the 40th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.  Clemson, NC.

Yu, S., & Levesque-Bristol, C. (2018). Are students in some college majors more self-determined in their studies than others? Motivation and Emotion, 42, 831-851.

2017

Bonem, E. M., Fedesco, H. N., & Zissimopoulos, A. N. (2017, October). ‘What’ vs. ‘How’: Examining course features that promote student learning. POD Conference, Montreal, BC.

Connor, C., Welzant, H., & Woods, A. (2017, October). Faculty Matters: Three Approaches to Onboarding and Support. Presentation at WICHE Cooperative for Educational Technologies (WCET) Annual Meeting, Denver, CO. 

Fedesco, H. N., Kentner, A., & Natt, J. (2017). The effect of relevance strategies on student perceptions of introductory courses. Communication Education, 66,196-200.

Flierl, M. & Maybee, C. (2017, October). Information literacy, motivation, and learning (panel presentation) at Fall Meeting of the Association of Research Libraries, Washington, DC.

Guberman, D., Layow, E., and Bonem, E. (October, 2017). Course Transformation: Measuring Improvements in Student Learning. ISSoTL Conference “Reaching New Heights”, Calgary, Alberta.

Laux, C., & Nunes, L. D. (2017, May). Elaboration of a consistency map of strategic processing in Six Sigma students’ projects. Paper presented at the Fourth International Conference on Lean Six Sigma for Higher Education, West Lafayette, IN, USA.

Levesque-Bristol, C., Moss, J., and Wiles, B. (2017). A Motivational Framework for Understanding Student Engagement and Outcomes in STEM courses at Purdue University. Indiana STEM Education Conference, West Lafayette, IN.

Maybee, C. & Flierl, M. (2017). Motivating learners through information literacy. In S. Kurbanoğlu, J. Boustany, S. Špiranec, E. Grassian, D. Mizrachi, L. Roy, & T. Çakmak (Eds.), Information Literacy in the Inclusive Society (Communications in Computer and Information Science Series): Proceedings of the 4th European Information Literacy Conference (pp. 698-707). Heidelberg: Springer.

Mentzer, N., Laux, D., Zissimopoulos, A., & Richards, K. A. R. (2017). Peer Evaluation of Team Member Effectiveness as a Formative Educational Intervention. Journal of Technology Education, 28(2), 53-82.

Moss, J., Guberman, D. & Neubauer, K. (2017, October). TAs in active learning spaces: The other students in the class. Presented at POD Conference, Montreal, BC.

Neubauer, K., Huang, W., & Hands, N. (2017, November). Teamwork makes the dream work: IMPACT (Instruction Matters: Purdue Academic Course Transformation) at Purdue. Presented at the Original Lilly Conference on College Teaching, Oxford, OH.

Nigoghosian, G., Weidner,L. M., Nunes, L. D., & Stamper, T. I. (2017, February). Teaching Morphological Species Identification to Forensic Science Students: Advantages, Problems and Results. Poster presented at the 69th American Academy of Forensic Science Annual Meeting, New Orleans, LA, USA.

Nunes, L. D., (2017, May). From the Lab to the Classroom: Research at the Interface Between Cognitive Science and Education. Presentation accepted for the 29th APS Annual Convention, Boston, MA, USA.

Ravai, G., Erdei, R., Nunes, L. D., & Kodam, S. (2017, April). The Introduction of Informal Cooperative Learning into our Programming Laboratories. Presentation at the 18th Annual Midwest SoTL Conference, South Bend, IN, USA.

Ravai, G., Nunes, L. D., Erdei, R., & Kodam, S. (2017, June). The impact of course redesign in students’ performance and perceptions – Considerations about Institutional Course Redesign. Presentation in a panel at the WEPAN Change Leader Forum: Creating a Mindset for Action, Westminster, CO, USA.

Stamper, T. I., Weidner, L., Nigoghosian, G., M., & Nunes, L. D. (2017, June). Exposing problems teaching students morphological species identication. Poster presented at the 2017 meeting of the Society for Wildlife Forensic Science, Edinburgh, Scotland.

Walters, B., Potetz, J., & Fedesco, H. (2017). Simulations in the classroom: An innovative active learning experience. Clinical Simulation in Nursing, 13(12), 609-615.

Wiles, B. and Levesque-Bristol, C. (2017). A Motivational Framework for the Design and Analysis of Student-Centered Calculus at the University. Poster session presented at the American Psychological Association Annual Meeting, Washington, DC

2016

Abamu, J.(2016). Is your online course designed to fail? New Learning Times. Retrieved from https://newlearningtimes.com/cms/article/3754

Bonem, E.M., & Fedesco, H.N. (2016, November). Increasing consistency across large multi-section courses: A case study. Presentation at the POD Conference, Louisville, KY.

Bonem, E.M, Levesque-Bristol, C., Zissimopoulos, K., Nelson, D. & Fedesco, H. (2016, June). Modeling the effects of student-centeredness on student outcomes. Presentation at the Self-Determination Theory Conference, Victoria, BC.

Bonem, E., Levesque-Bristol, C., Zissimopoulos, A., Nelson, D., & Fedesco, H. (2016). Using self-determination theory to model the effects of student centeredness on the satisfaction of basic psychological needs, motivation and learning outcomes. Presentation at the 6th International Conference on Self-determination Theory, Victoria, British Colombia, Canada.

Connor, C., & Kennedy, A. (2016, October) ASU & Purdue. Fostering Innovation with Instructional Design – A Tale of Two Institutions. Presentation at University Professional & Continuing Education Association Central Regional Annual Meeting, Indianapolis, IN. 

DeBoer, J., Gerschutz, M., Evenhouse, D., Patel, N., Berger, E., Stites, N., Zywicki, C., Nelson, D., Krousgrill, C., Rhoads, J. (2016). Transforming a dynamics course to an active, blended and collaborative format: Focus on the faculty. ASEE Annual Conference Proceedings.

Fedesco, H. N., & Troy, C. (2016). Why this flip wasn’t a flop: What the numbers don’t tell you about flipped classes. Proceedings from ASEE Annual Conference, New Orleans, Louisiana.

Flierl, M. (2016, April). Making an IMPACT: Empowering students via Information Use. First Nations Knowledge Services without Borders Institute, Maskwacis, Alberta.

Flierl, M., Maybee, C., Riehle, C. F., & Johnson, N. (2016). IMPACT lessons: Strategically embedding MIL through teacher development in higher education. In D. Oberg and S. Ingvaldsen (Eds.). Media and Information Literacy in Higher Education: Educating the Educators (pp. 119-133). Oxford: Chandos.

Hsu, H. K., Wang, C. & Levesque-Bristol, C. (2016, August). Testing self-determination theory in online learning environment. Poster presentation at the American Psychological Association Annual Convention, Denver, CO.

Marshall, M., Fedesco, H. N., & Watkins, N., (2016). Exploring technological learning: Student evaluations from online courses. 12th International Congress of Qualitative Inquiry, Champaign-Urbana, Illinois.

Maybee, C. (2016, April). Making an impact: Transforming academic courses through student-centered learning (Keynote). Visiting Scholar Lecture Series, University of Nebraska, Lincoln.

Maybee, C., Flierl, M., & Riehle, C. F. (2016, April). Common conversations about teaching and learning: Making an impact. Visiting Scholar Lecture Series at University of Nebraska, Lincoln.

Maybee, C., Doan, T., & Flierl, M. (2016). Information literacy in the active learning classroom. Journal of Academic Librarianship, 42(6), 705-711.

Richards, K. A. R. & Levesque-Bristol, C. (2016). The Influence of Self-Efficacy and Self-Regulated Motivation on Civic Learning in Service Learning Courses. Journal of College Student Development, 57(7), 827-843.

Stites, N., Evanhouse, D., Tafur, M., Krougrill, C., Zywicki, C., Zissimopoulos, A., Nelson, D., DeBoer, J., Rhoads, J., Berger, E. (2016). Analyzing an abbreviated dynamics concept inventory and its role as an instrument for assessing emergent learning pedagogies. ASEE Annual Conference Proceedings.

Stonebraker, I., Robertshaw, M. B., & Moss, J. D. (2016) Student see versus student do: A comparative study of two online tutorials. Tech Trends.

Wang, C., Hsu, H., Moss, J., Yu, S., Nelson, D., & Levesque-Bristol, C. (2016, November). Comparative study of need satisfactions in online and face-to-face environments. Presentation at the POD Conference, Louisville, KY.

Wang, C. & Levesque-Bristol, C. (2016, August). Promoting knowledge transfer through autonomy-supportive environment: Both degree and tendency matter. Poster presentation at the American Psychological Association Annual Convention, Denver, CO.

Wiles, B., Bonem, E., Huckleberry, D., & Delgado, H. (2016). Transformative Education through Course Transformation. Collaboration for the Advancement of Learning Calculus, U of Minn, Minneapolis, MN

Yu, S., Levesque-Bristol, C., Zhang, F. (2016, June). A Life History Perspective on Self-Determination: Subjective Life Expectancy as a Predictor of Self-Determined Career Decision and Academic Motivation. Poster presentation at the 6th International Conference on Self-Determination Theory, Victoria, BC, Canada.

Zhang, J., Fengjian, P., Jha, M., Marla, P., Lee, K., Nelson, D., & Lu, Y. (2016). A system for analysis of code on cloud as an educational service to students. ASEE Annual Conference Proceedings.

2015

Gundlach, E., Maybee, C., & O’Shea, K. (2015). Statistical literacy social media project for the masses. The Journal of Faculty Development (Special issue: Social media in pedagogy and practice: Networked teaching and learning), 29(2), 71-80.

Gundlach, E., Richards, K. A. R., Nelson, D., & Levesque-Bristol, C. (2015). A comparison of student attitudes, statistical reasoning, performance and perceptions for web-augmented traditional, fully online, and flipped sections of a statistical literacy class. Journal of Statistics Education. Vol. 23, Iss. 1.

Jackson, A., Mentzer, N., & Zissimopoulos, A.N. (2015). Factors of Group Design Decision-Making. ASEE Conference Proceedings. Paper presented at ASEE 2015 Annual Conference and Exposition, Seattle: WA.

Maybee, C. (2015, April). Preparing today’s learners: The role of information literacy in the adoption of innovative pedagogies. Invited presentation at the University of Southern Queensland, Toowoomba, Australia.

Mentzer, N., Jackson, A., Richards, K.A., Zissimopoulos, A.N., & Laux, D. (2015). Student Perceptions on the Impact of Formative Peer Team Member Effectiveness Evaluation in an Introductory Design Course. ASEE Conference Proceedings. Paper presented at ASEE 2015 Annual Conference and Exposition, Seattle: WA.

Nigoghosian, G., Weidner,L. M., Nunes, L. D., & Stamper, T. I. (2017, February). Teaching Morphological Species Identification to Forensic Science Students: Advantages, Problems and Results. Poster presented at the 69th American Academy of Forensic Science Annual Meeting, New Orleans, LA, USA.

Walters, B., Nagle, A., & Potetz, J. (2015, February) A Tale of Two Teaching Innovations: One Course’s Journey through Curricular Redesign, Poster session presented at the American Association of Colleges of Nursing Faculty Development, Nashville, TN.

Wiles, B & Huckleberry, D. (2015). Building an Environment for Innovation. Pre-Calculus and Calculus Innovation Workshop, Northwestern University, Evanston, IL

Yeager, E., & Zissimopoulos, A. (2015). Student Performance and Perception of Course Transformation. Paper presented at 2015 AAEA & WAEA Joint Annual Meeting, San Francisco: CA.

Yough, M., Richards, K. A., & Ware, J. A. (2015, August) Flipping the Classroom: Implications for Learning and Motivation. Poster presentation at the 2015 American Psychological Association Convention, Toronto, Canada.

Yough, M., Herron, M. A., Richards, K. A., & Ware, J. A. (2015). Working with what is brought: Promoting conceptual change in a course on learning. College Student Journal, 49(3), 355-368.

Yu, S., Levesque-Bristol, C. (2015, August). Are Students in Some College Majors More Self-Determined in Their Studies than Others? Poster presentation at American Psychological Association Annual Convention 2015, Toronto, ON, Canada.

2014

Doan, T., Maybee, C. & McNeil, B. (2014, July). Making an IMPACT! Advancing Student-Centered Learning at Purdue University. Presentation at the Society for College and University Planning, Pittsburgh, PA.

Essig, R. R., & Troy, C. D., & Jesiek, B. K., & Boyd, J., & Trellinger, N. M. (2014, June), Adventures in Paragraph Writing: The Development and Refinement of Scalable and Effective Writing Exercises for Large-enrollment Engineering Courses Paper presented at 2014 ASEE Annual Conference, Indianapolis, Indiana.

Nigoghosian, G., Weidner,L. M., Nunes, L. D., & Stamper, T. I. (2017, February). Teaching Morphological Species Identification to Forensic Science Students: Advantages, Problems and Results. Poster presented at the 69th American Academy of Forensic Science Annual Meeting, New Orleans, LA, USA.

Morris, R., Parker, L., Nelson, D., Pistilli, M., Hagen, A., Levesque-Bristol, C., & Weaver, G. (2014) Development of a Student Self-Reported Instrument to Assess Course Reform, Educational Assessment, 19:4, 302-320.

Whittinghill, D. & Nelson, D. (2014). Encouraging generalization of programming concepts outside a student’s home programming language. ASEE Illinois-Indiana Section Conference Proceedings, Terre Haute, IN.

Whittinghill, D., Nelson, D., Richards, K. & Calahan, C. (2014). Improving the affective element in introductory programming coursework for the “non programmer” student. ASEE 121st Annual Conference & Exposition, Indianapolis, IN.

Wiles, B & McClure, J. (2014). Lecture-Free Calculus for Science & Engineering. The Changing Classroom Symposium, Purdue University, West Lafayette, IN

2013

Allen, E. (2013, March). HONR 19901 + HONR 19902 – First-Year Honors Seminar. Poster presented at the IMPACT: The Changing Classroom Symposium. West Lafayette, IN.

Attardo, D. (2013, September). IMPACT: Pedagogical leadership. Presentation given to the Corporate Partners of the Department of Computer Science, Purdue University.

Barnes, I., Dugan, M., & Kirkwood, H. (2013, August). Scaling up, not spreading thin: Using hybrid online/offline instruction to meet common intellectual experience need. Presentation given at the Indiana University Libraries’ Information Literacy Colloquium, New Albany, IN.

Brown, C. & Meyer, D. (2013, March). ECE 270 – Introduction to Digital System Design. Poster presented at the IMPACT: The Changing Classroom Symposium. West Lafayette, IN.

Calahan, C.A., Levesque-Bristol, C., Nelson, D.B., & McCann, J.A., (2013, January). A Perfect storm: Campus-wide course redesign at an American R1 university meets the Pacific Rim. Presentation given at the annual International Higher Education Teaching and Learning Conference, Orlando, FL.

Cayon, L. (2013, March). STAT 301 – Elementary Statistical Methods (Bilingual – English/Spanish). Poster presented at the IMPACT: The Changing Classroom Symposium. West Lafayette, IN.

Darbishire, P., Colavecchia, C. & Barth, J. (2013, March). Unwanted medication collection events: Engaging pharmacy students and serving the community. Poster presented at the IMPACT: The Changing Classroom Symposium. West Lafayette, IN.

Darbishire, P., & Stiner, A. (2013, March). Impacting pharmacy student learning through design of an introductory fast-track active-learning course. Poster presented at the IMPACT: The Changing Classroom Symposium. West Lafayette, IN.

Ebarb, J. & Fliotsos, A. (2013, March). THTR 201 -Theatre Appreciation. Poster presented at the IMPACT: The Changing Classroom Symposium. West Lafayette, IN.

French, M. (2013, March). Revising a dynamics course for engineering technology students. Presentation given at the IMPACT: The Changing Classroom Symposium. West Lafayette, IN.

Gundlach, E. (2013, March). STAT 113 – Statistics and Society. Presentation given at the IMPACT: The Changing Classroom Symposium. West Lafayette, IN.

Gundlach, E., Morris, R. C., Richards, K., A., Nelson, D., & Levesque-Bristol, C. (2013, May). Changing the course structure to meet the needs of students in a statistical literacy class: A comparison of attitudes, statistical literacy, and performance between large-lecture traditional, fully online, and hybrid sections. Poster presented at the United States Conference on Teaching Statistics, Raleigh, NC.

Hollich, G. (2013, March). Benefits of team-based hybrid course revision for introductory psychology. Presentation given at the IMPACT: The Changing Classroom Symposium. West Lafayette, IN.

Landis, M. H., Horton, A. & Riehle, C. F. (2013, July). Indorsed for IMPACT: Innovative programming to increase student engagement and promote success. Presentation at the Midwest Association of Colleges and Employers (ACE) Conference, Chicago, IL.

Levesque-Bristol, C., Doan, T. & Attardo, D., (2013, July). Fostering blended learning: Successful partnerships and faculty development for institutional change. Presentation at the 10th Annual Sloan Consortium Blended Learning Conference and Workshop, Milwaukee, WI.

Meyer, D. (2013, March). ECE 362 – Microprocessor Systems and Interfacing. Poster presented at the IMPACT: The Changing Classroom Symposium. West Lafayette, IN.

McCann, J. (2013, March). Redesigning Political Science 101 Introduction to U.S. Politics: Placing James Madison’s Republic under the microscope. Presentation given at the IMPACT: The Changing Classroom Symposium. West Lafayette, IN.

Maybee, C., Doan, T., & Garritano, J. (2013, April). Librarians with impact: Contributing to campus-wide learning space and course-redesign initiatives. Panel presentation at the Association of College and Research Libraries Conference, Indianapolis, IN.

Maybee, C., Doan, T. & Riehle, C. F. (2013). Making an IMPACT: Campus-wide collaboration for course and learning space transformation. College and Research Libraries News, 74, 32-35.

Nies, L. (2013, March). Making 100 into five x 20: The journey from a lecture hall to a learning studio. Presentation at the IMPACT: The Changing Classroom Symposium, West Lafayette, IN.

Nies, L. & Payne, L. (2013, March). CE 355 – Engineering Environmental Sustainability. Poster presented at the IMPACT: The Changing Classroom Symposium. West Lafayette, IN.

Pelaez, N. (2013, March). A Purdue “village” helps first-year biology students develop personal strategies to “inform” themselves as professionals in their discipline. Presentation given at the IMPACT: The Changing Classroom Symposium. West Lafayette, IN.

Pelaez, N., Maybee, C. & Slebodnik, M. (2013, August). Why are we doing this? The role of personal relevance in developing biological information literacy. Poster presented at the American Association for the Advancement of Science’s Vision and Change in Undergraduate Biology Education: Chronicling the Changes Conference, Washington, DC.

Reid, P. (2013, February). A faculty-focused course design/redesign process. Presentation at the Educause Learning Initiative Annual Meeting, Denver, Colorado.

Reid, P. (2013, February). IM:PACT: Supporting faculty innovation in course redesign. Presentation at the Educause Learning Initiative Annual Meeting, Denver, Colorado.

Reid, P. & Attardo, D. (2013, March). Making an IM:PACT by partnering with faculty. Presentation at the EDUCAUSE Midwest Regional Conference, Chicago, IL.

Reid, P. & Attardo, D. (2013). Designing the wheel: Built-in instructional technology. EDUCAUSE Review.

Simpson, V. & Richards, L. (2013, March). NUR 222 – Population Health. Poster presented at the IMPACT: The Changing Classroom Symposium. West Lafayette, IN.

Weaver, G. (2013, March). CHM 126 – General Chemistry. Presentation at the IMPACT: The Changing Classroom Symposium. West Lafayette, IN.

Weil, C. (2013, March). AGRY 320 – Genetics. Presentation at the IMPACT: The Changing Classroom Symposium. West Lafayette, IN.

Yough, M., Levesque-Bristol, C., & French, R. A. (2013, March). Course redesign to increase student learning and motivation… in a course on “learning and motivation”. Poster presentation at the IMPACT Symposium: The Changing Classroom, Purdue University, West Lafayette, IN.

2012

Attardo, D., Doan, T. and Levesque-Bristol, C. (2012, December). IMPACT: Course redesign theory and practice. Presentation given to the Department of Athletics, Purdue University.

Graveel, J. G., & VanScoyoc, G.E. (2012, October). Innovative approach to active learning. Presentation at the American Society of Agronomy Annual Meeting, Cincinnati, OH.