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Index: modules/gerd/concept/description.tex
diff -u modules/gerd/concept/description.tex:1.14 modules/gerd/concept/description.tex:1.15
--- modules/gerd/concept/description.tex:1.14	Thu Jul 15 07:18:24 2004
+++ modules/gerd/concept/description.tex	Thu Jul 15 11:05:20 2004
@@ -141,16 +141,15 @@
 {\bf Hypothesis 3:} Learners with an average or above average level of mathematical skills or confidence will more likely develop a conceptual understanding of physics as a result of non-calculation-oriented online formative assessment, by discouraging non-expertlike problem-solving strategies.
 \end{quote}
 As evidenced in the above definition, it should be emphasized that the project does by no means attempt to establish or promote a dichotomomy between "conceptual understanding" and "basic skills/factual knowledge." A physicist needs basic skills and factual knowledge, and the learning of these must not be underemphasized in formative assessment. However, how to best develop these through formative assessment would constitute another valid research project.
-\subsection{Intellectual Merit}The outcomes of this study will provide a broader research base for STEM curriculum development efforts regarding the most effective use of online assessment.
+\subsection{Intellectual Merit}
+Online homework is becoming increasingly prominent in physics education, yet research into its effect has been contradictory, sparse, and, in some cases, not very systematic~\cite{pasc04}. Differences have been reported positive~\cite{kashyda}, negative~\cite{pasc04}, and non-significant~\cite{bonham}. Pascarella~\cite{pascarella02} was one of the very few studies investigating problem-solving strategies, but both Pascarella~\cite{pascarella02} and Bonham~\cite{bonham} only considered the online versions of conventional textbook-like problems. Kashy~\cite{kashyd01b} found that what the authors call "interactive problems," namely those where learners need to read relevant values from graphs or observe simulations, are better predictors of overall success in the course than other problem types, but did not investigate cause and effect relationships, or study problem-solving behavior. 
 
-
-The outcomes will also inform development efforts for online course and learning content management systems, as well as provide input for educational metadata, content exchange, and interoperability standard efforts.
+This study aims to provide a systematic research base regarding the effectiveness of different types of online formative assessment, especially those which do take better advantage of the medium, and inform both curriculum development efforts and practicioners.
 \subsection{Broader Impact/Diversity}
-Currently, every semester approximately 350,000 students are taking introductory undergraduate physics courses similar to the ones under investigation in this project~\cite{aapt}. For many of these students, it is both their first and their last formal exposure to physics.
-It is broadly accepted that frequent formative assessment and feedback are a key component of the learning process~\cite{bransford}. Shifting the focus from summative to formative assessment with feedback can move student motivation from an extrinsic reward to the intrinsic reward of developing understanding of the materials~\cite{stipek}. Intrinsic motivation and positive feedback promote the feelings of competence, confidence~\cite{clark,pascarella02}, and engagement that are crucial to retaining students in introductory STEM courses.  While improving student self-efficacy should have positive impacts on all student retention, Seymour and Hewitt~\cite{seymour} suggest that such changes should have a particularly strong impact on the attrition of women and underrepresented groups in science, who may often feel that science excludes them.
+Currently, every semester approximately 350,000 students are taking introductory undergraduate physics courses similar to the ones under investigation in this project~\cite{aapt}. For many of these students, it is both their first and their last formal exposure to physics. Students will go into a large spectrum of careers, with or without an understanding of the basic concepts of the physical world.
 
+This project has the potential of broader impact, since like many of the other efforts in Physics Education, it is closely connected to the trenches of physics teaching. Results from this study will be applicable in courses across the nation, especially large-enrollment courses. Both the tool (LON-CAPA, Sect.~\ref{loncapa}) and any developed, implemented, and adapted materials (Sect.~\ref{matdev}) will be readily available to physics faculty. Faculty members at the over thirty currenly participating LON-CAPA institutions will be able to profit from this project already during its progress.
 
-
 \section{Background and Environment}
 \subsection{PI Education and Appointments}
 Dr.~Kortemeyer received his Diplom (ÒM.Sc.Ó) in physics in 1993 from the Universit\"at Hannover, Germany (Advisor Prof. P. U. Sauer), and his Ph.D. in physics from Michigan State University in 1997 (Advisor Prof. W. Bauer), both with thesis work in theoretical nuclear physics.He has been working at Michigan State University since 1997. His first appointment has been as an Academic Specialist in the Division of Science and Mathematics Education (DSME), where he has been leading instructional technology development projects for the College of Natural Science, and is the director of the Learning{\it Online} Network with Computer-Assisted Personalized Approach (LON-CAPA) project, see Sect.~\ref{loncapa}.  He also taught introductory physics in a completely online mode, as well as co-taught in a more traditional on-campus setting.
@@ -524,10 +523,17 @@
 \bibitem{breitenberger} Ernst Breitenberger, {\it The mathematical knowledge of physics graduates: Primary data and conclusions}, Am. J. Phys. {\bf 60}(4), 318-323 (1992)
 \bibitem{clement} J. Clement, J. Lochhead, and G. S. Monk, {\it Translation difficulties in learning mathematics}, Amer. Math. Mon. {\bf 88}, 286 (1981)
 
+% Intellectual
+\bibitem{pasc04} Andrea M. Pascarella, {\it The Influence of Web-Based Homework on Quantitative Problem-Solving in a University Physics Class}, Proceedings of the NARST 2004 Annual Meeting, Vancouver, BC (2004)
+\bibitem{kashyda} D.A. Kashy, G. Albertelli, E. Kashy, and M. Thoennessen, {\it Network Technology as a Complementary Tool in Higher Education: An Examination of Educational and Cost Effectiveness}, Chapter in ÒMonograph on the Mellon CEUTT ProgramÓ, edited by Saul Fisher, Mellon Foundation (2002)
+\bibitem{pascarella02} Andrea. M. Pascarella, {\it CAPA (Computer-Assisted Personalized Assignments) in a Large University Setting}, Ph.D. (Physics) dissertation, University of Colorado (2002)
+\bibitem{bonham}
+S. Bonham, R. Beichner, and D. Deardorff,  {\it On-line Homework: Does it Make a Difference?}, Phys. Teach., {\bf 39}(5), 293-296  (2001)
+\bibitem{kashyd01b} D. A. Kashy, G. Albertelli, G. Ashkenazi, E. Kashy, H.-K. Ng, and M. Thoennessen, {\it Individualized Interactive Exercises: A Promising Role for Network Technology}, Proceedings, Frontiers in Education Conference (2001)
+
+% Broader
+
 \bibitem{aapt} American Association of Physics Teachers, {Final Report: Project SPIN-UP (Strategic Programs for Innovations in Undergraduate Physics)}, available online (2003)
-\bibitem{stipek} D. J. Stipek, {\it Motivation and instruction}, in D.C. Berliner and R.C. Calfee (Eds.), {\it Handbook of educational psychology}, New York:  Macmillan Library, 85-113 (1996)\bibitem{clark} K. Clark and F. Dwyer, {\it Effect of different types of computer-assisted feedback strategies on achievement and response confidence}, International Journal of Instructional Media {\bf 25}(1), 55-63 (1998)
-\bibitem{pascarella02} A. M. Pascarella, {\it CAPA (Computer-Assisted Personalized Assignments) in a Large University Setting}, Ph.D. (Physics) dissertation, University of Colorado (2002)
-\bibitem{seymour} E. Seymour and N. M. Hewitt, {\it Talk about leaving: Why undergraduates leave the sciences}, Boulder, CO: Westview Press (1997)
 
 
 % Background

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