Dahm, K. D., & Farrell, S. (2013, June), Effects of Requiring Students to Write Abstracts for Homework Problem Solutions  Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19481

\bibitem{asee_peer_19481}
  Dahm, K. D., \& Farrell, S. (2013, June), \emph{Effects of Requiring Students to Write Abstracts for Homework Problem Solutions}
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--19481

Kevin D. Dahm and Stephanie Farrell.  "Effects of Requiring Students to Write Abstracts for Homework Problem Solutions".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://sftp.asee.org/19481 Internet.  06 Jul, 2024

\bibitem{asee_peer_19481}
  Kevin D. Dahm and Stephanie Farrell.
  "Effects of Requiring Students to Write Abstracts for Homework Problem Solutions".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://sftp.asee.org/19481 Internet.  06 Jul, 2024

@INPROCEEDINGS{asee_peer_19481
author = "Kevin D. Dahm and Stephanie Farrell"
title = "Effects of Requiring Students to Write Abstracts for Homework Problem Solutions"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://sftp.asee.org/19481}
number = {10.18260/1-2--19481}
}

TY  - CPAPER
AB  - This paper will describe a one‐semester study in which students in a course on material balances were required to write abstracts for homework problems.  Students were assigned weekly homework assignments which consisted of problems assigned from the course textbook.  Students completed the assignments in teams of three and submitted one solution per team.  However, in addition, each individual student was required to write an abstract for each problem.  In the abstracts, students summarized the purpose of the problem, the system under consideration, the known and unknown information and the solution procedure.  There were two purposes to assigning the abstracts.  First, it was hypothesized that requiring students to write about their problem solutions in a reflective way could foster a more thorough understanding of the processes being modeled, and instill in students a conscious recognition of effective problem‐solving strategies.  Second, it was hypothesized that the abstracts would provide an effective tool for assessing individual contributions to the team assignments.  The authors will present an assessment of the impact of the abstracts, specifically addressing the following questions:            Did students attain the learning objectives of the course more thoroughly than students in             previous cohorts, who completed the same homework problems in teams of the same size,             but who were not required to write abstracts?            Was there a correlation between the quality of a student’s abstracts and performance on             exams?            Was there a correlation between the quality of a student’s abstracts and the contribution of             that student to the team, as measured by peer evaluations?    
AU  - Kevin D. Dahm
AU  - Stephanie Farrell
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Effects of Requiring Students to Write Abstracts for Homework Problem Solutions
UR  - https://sftp.asee.org/19481
DO  - 10.18260/1-2--19481
ER  -