Learning Outcomes for Students’ Teamwork Skills Development

Abstract

Increased emphasis on collaborative and active learning has led many business schools and programs to engage students in team projects as an important part of their curricular enhancements. However, learning goals for student teams tend to mostly emphasize the team’s outcome, with little focus on developing skills for effective team processes. Identifying effective and measurable learning goals is the first and most important step in the assurance of learning process. Upon determination of teamwork skills valued in the workplace based on a literature review, this article proposes learning goals for developing students’ teamwork skills for application in higher education.

Introduction

Teams of all types have become a vital element of organizational performance and change due to dispersed knowledge and increasingly complex tasks. Teams have been lauded for improving the quality of decision making (Kerr & Tindale, 2004), for fostering innovation and creativity (Larson & LaFasto, 1989), and for enhancing organizational learning (Edmonson, Dillon & Roloff, 2008), among many other benefits. It is believed that team structures will be increasingly adopted by the organizations of the future (Katzenbach & Smith, 1993; Guzzo, 1995; Cohen & Bailey, 1997).

With increased organizational demand for more collaboration and coordination, the use of teams in the workplace has increased and has created the need for managers who possess effective teamwork skills. Colleges and universities are responding to these demands by providing opportunities for their students to work in team projects and engage in collaborative learning. For example, a Google (2016) search on ‘team projects in college’ resulted in over 285,000,000 hits. In fact, a recent survey conducted by the Higher Education Research Institute (2014), reported that 86% of freshman in the U.S. worked with their peers on a course-based group project.

Researchers on teams have long stressed the distinction between effective team ‘performance’ and effective team ‘process’ (Griffin & Mathieu, 1997; Cannon-Bowers & Salas, 1998; Stewart, Manz, & Sims, Jr., 1999; Marks, Mathieu, & Zaccaro, 2001). This distinction is significant as it shifts the focus from team outcomes to the processes underlying effective teams. If working in teams has many advantages, it is also widely documented that teams can lead to many inefficiencies and even disasters. For example, Lencioni (2005) focuses on the five common dysfunctions of teams (absence of trust, fear of conflict, lack of commitment, avoidance of accountability, and inattention to results) and on the tactics to overcome them. On the other hand, Hackman (2002) focuses on the continued monitoring and support of a team, including team and individual coaching, facilitating, leadership development, and the nurturing of ties between the team and its external networks, in order to ensure its success. In this context, the pivotal role of effective teamwork skills as a key leverage to improving team processes and thus team effectiveness in the workplace cannot be overstated (Guzzo & Dickson, 1996).

This paper addresses the educational implications of this focus on team processes, that is, on preparing students to become effective team members. More specifically to focus on what teamwork skills students must develop to engage effectively in the team process. Since teams are important building blocks for work in organizations, preparing students to master the teamwork skills necessary to be effective team members is a key goal for business education. It is thus not surprising that both Accreditation Council for Business Schools and Programs (ACBSP, 2010) and AACSB International (2013), the leading accrediting agencies for business programs, emphasize teamwork and collaborative learning. In addition to the expectation that programs develop clear collaborative learning goals, ACBSP insists on the importance of assessing the level of attainment of the adopted goals:

[The] learning outcomes of the education process are of paramount importance. Student learning outcomes cover a wide range of skills, knowledge, and attitudes that can be influenced by the educational experience. Therefore, when implementing a student learning outcomes assessment program, careful consideration must be given to the learning outcomes that are most important to the missions of the institution and business programs and the level of the degree awarded.(ACBSP, 2010, p. 25)

Although there is no mandated uniform set of goals required of all institutions as long as each school defines its program’s learning goals consistent with its missions and objectives, the new standards of both accreditation bodies include a number of requirements that relate to developing students’ team skills. For example, ACBSP emphasizes that baccalaureate and graduate degree programs should include active “cooperative or collaborative learning in which students work interactively in teams that promote interdependence and individual accountability to accomplish a common goal.” (ACBSP, 2010, p. 61)

Business schools and programs around the world have responded to industry and accreditation requirements by defining teamwork, learning goals, and adding multiple group projects and a variety of pedagogical strategies to cover management topics on teams. The meaning of skills needed to work effectively in teams has varied considerably. Generally, it encompasses knowledge, skills, and abilities (Stevens & Campion, 1994) and it often includes behaviors (e.g., participation at meetings, being prepared, completing work on time, taking initiative), and attitudes (e.g., being respectful, being helpful and flexible). However, team goals are generally defined in broad terms or are limited in scope (Dickson, 1997; Diamond, 1988). For example, consider the following undergraduate program learning goals:

“…understand your own sense of purpose and identity and are adept at leading and functioning effectively in teams.” (Babson College, 2015)

“Collaborate productively with others, functioning effectively as both members and leaders of teams.

Facilitate team meetings and collaborate effectively in both face-to-face and virtual interactions.

Identify and employ best team practices.

Assess and offer feedback on one’s own effectiveness as well as one’s team members’ effectiveness with respect to productivity and relationship-building in both oral and written formats.

Articulate and analyze the value of inclusivity in a variety of business settings.” (Indiana University Bloomington, 2015)

Identifying meaningful and measurable learning goals is the first and most important step in the assessment process (Baker & Salas, 1992; Banta, Lund, Black, & Oblinger, 1996; Palomba & Banta, 2001; Kemery & Stickney, 2014, Loughry, Ohland, & Woehr, 2014). Whether the assessment is geared towards evaluation of students’ performance or providing midpoint feedback to students for their development, or it is for program outcome assessment purpose, instructors and curriculum coordinators must formulate clear learning goals for the learning process. Recognizing that different desired learning outcomes may exist, three sets of learning goals to address the needs of a variety of training and educational focuses are presented. These goals are derived from an investigation of various skills needed for effective teamwork identified in the team literature. The remainder of the paper is organized as follows: in the first section, the purposes of collaborative learning and types of learning goals and their roles in the outcome of the educational process are discussed. Next, the skills for effective teamwork that are valued in the workplace are identified based on a review of influential studies on the subject. The article then presents three formulations of learning goals for different applications in higher education. Finally, a brief discussion of the implications and suggestions for instructors and program coordinators along with areas for future research conclude the article.

Learning Goals and Assurance of Learning

The purpose of this article is to identify the learning goals for students’ teamwork skill development. Formulating reliable and measurable learning goals is critical for developing teamwork skills needed to improve team processes. The underlying logic is that by focusing on learning goals, instructors and program coordinators will be able to determine ways to improve the processes that drive effective teams in the workplace. Setting goals is a key motivational process for individuals (Locke & Latham, 1984; 1990). In the areas of training and education, effective goal setting facilitates the transfer of learning to the workplace (Latham & Seijts, 1997). Research has indicated that the types of goals that individuals pursue are robust predictors of behavior and performance in achievement contexts (Dweck, 1986; Bunderson & Sutcliffe, 2003). More specifically, emphasis on the development of skills, knowledge and competence (i.e., a learning goal orientation) leads to more task-focused, learning-oriented behaviors, whereas a focus on demonstrating competence and avoiding failure (i.e., a performance goal orientation) leads to more ego-oriented, instrumental and defensive behaviors (Button, Mathieu, & Zajac, 1996; VandeWalle, Brown, Cron, & Slocum, 1999; Kozlowski, Gully, Brown, Salas, Smith, & Nason, 2001). Also, good performance requires learning the necessary skills; having learning goals would serve better than performance goals because they increase student’s self-efficacy, which results in higher motivation (Bandura, 1997; Seijts & Latham, 2001; Bell & Kozlowski, 2002).

The research findings discussed above have important implications for educators. In the case of collaborative learning assignments that emphasize teamwork skills, learning goals have developmental purposes for students and focus on ‘team processes’ (i.e., what process elements account for a team’s high productivity). Whereas, collaborative learning assignments that emphasize performance goals typically have evaluative purposes for students and are focused on ‘team outcomes’ (i.e., team productivity). A recent empirical study found that simply by having students in team projects is not sufficient for the “development of their leadership” skills even when they are motivated to act interdependently in order to succeed in the class group assignment (Rosch, 2015, p. 113). Learning goals help students to acquire new skills and improve their knowledge by learning from the mistakes they might make in the process. However, with performance goals, students tend to avoid negative evaluations in order to maximize their positive scores and attain the highest grade for the assignment. As such, students have the tendency to avoid the risk of receiving a negative evaluation for a more challenging assignment, and thus miss important learning opportunities along the way (Miller, Behrens, Greene, & Newman, 1993).

Some research studies (Meece, 1994; Seifert, 1996) indicate that learning goals and performance goals are relatively complementary and that students are able to have multiple goals concurrently, which leads to more flexibility in achieving higher efficacy in various contexts and learning situations. Valle, Cabanach, Nunez, Gonzalez-Pienda, Rodriguez, and Pineiro (2003) subdivide performance goals into two categories of social reinforcement goals and performance goals. For these authors, social reinforcement goals are those that reflect students’ tendency to learn in order to obtain approvals and avoid parents’ and professors’ rejection. Performance goals refer to the students’ tendency to achieve good academic grades and advance in their studies. Using cluster analysis across three groups of students with different goals (learning goals, performance goals, and social reinforcement goals), Valle et al. (2003) found that the students with predominance of multiple goals were more successful. In sum, a focus solely on performance goals is less likely to result in process improvements within teams, but more likely to result in learning opportunities being foregone. Students need learning goals in order to develop as effective team members and learn new skills necessary for teamwork.

Learning goals are also an important element of the outcome assessment process. Assessing teamwork is complex and multifaceted due to mainly having multiple purposes and measurements (Kemery & Stickney, 2014). In higher education, there are three distinct but related purposes for assessment: evaluative, developmental, and outcome assessments. While evaluative and developmental approaches are used to provide feedback to the individual student about his or her performance, the primary goal of outcome assessment is to determine how well a program or a pedagogical approach is meeting, in the aggregate, the desired learning goals. The main difference between evaluative and developmental assessments is that the goal of the former is to assign a fair grade while the goal of the latter is to provide specific feedback for improvement (Druskat & Wolff, 1999; Farh, Cannella, & Bedeian, 1991; Fedor, Bettenhausen, & Davis, 1999). While evaluative assessments focus on the knowledge and contributions of the individual to the team, developmental assessments focus on the skills and behaviors learned by the team members. Teamwork assessment should be based on multiple measures designed to evaluate different knowledge, skills, and abilities administered by different individuals (i.e., self, peer, instructor, and program director).

In the workplace, when assessing characteristics of a team (e.g., composition) or a team’s processes (e.g., communication), the perspective is to look at the team as a whole and the purpose of the assessment is often to decide whether the team is working as effectively as it should or to determine whether additional resources and support are needed. The purpose of assessing individuals is typically to determine the training needs of individual team members. In an academic environment, the focus of developmental assessments should be on the individual, and thus we will examine the skills and behaviors that individual students need to be effective team members. Table 1 summarizes the descriptions and purposes of each type of team assessment and provides examples of common assessment items.

There is an increasing recognition of the need for making methods of assessment clear to students at the outset. Students’ learning is enhanced by their understanding of the assessment criteria and methods employed (Rust, Price, & O’Donovan, 2003). Given this paper’s interest in the developmental aspect of teamwork assessment and in individual students’ readiness to be effective team members, the next sections focus on students’ teamwork skills and the learning goals necessary to facilitate the learning of these skills.Table 1. Types of Students’ Team Performance Evaluation

Teamwork Skills Valued in the Workplace

What teamwork skill sets should the student develop in order to respond to the challenges of working effectively in teams? Determining the skill attributes for effective performance in teams in a classroom environnent poses unique challenges (Feichtner & Davis, 1985; Dickson, 1997; Cox & Bobrowski, 2000; Loughry, Ohland, & Woehr, 2014). Attending meetings, being prepared, doing a fair share of the work, and completing assignments on time are examples of learning goals frequently found across many schools. These are not true skills; at best, they represent instrumental goals that may promote a fair distribution of work, satisfied team members, and a satisfactory outcome. These characteristics are without doubt important and should not be overlooked by students or instructors. They are often manifestations of a sense of accountability, hard work, and respect for others that is critical to teamwork. However, they are not skills and the instructor should aim higher. A useful framework for understanding teamwork skills is to distinguish between (a) task-specific versus task-generic competencies, and (b) team-specific versus team-generic competencies (Cannon-Bowers, Tannenbaum, Salas, & Volpe, 1995). For Cannon-Bowers and colleagues, transportable competencies are those that are both team-generic and task-generic, that is, skills that can be applied in a variety of contexts and tasks. These competencies are not more critical or less critical to the success of the team than team-specific or task-specific competencies; they are, however, more general, “transferrable”, and “teachable” (Ibid., p. 340), and thus are considered in this study.

Among the numerous studies on the teamwork skills, several studies are often cited and are highly recognized in the literature: these include Benne and Sheats (1948), Hackman and Walton (1986), Larson and LaFasto (1989), Stevens and Campion (1994), Cannon-Bowers et al. (1995), and Thompson (2008). Benne and Sheats (1948) rejected the notion that the team leader is uniquely responsible for the quality and amount of production of the team and proposed a concept of team leader as multilateral shared responsibility. According to this view, competencies are related to group roles that team members are called to play and the team’s performance depends on the awareness of what needs to be done and the ability of its members to deliver it.

For Benne and Sheats (1948) team skills consist of task management skills (initiating, information seeking, opinion seeking, elaborating, energizing, coordinating, orienting, detailing, recording, and challenging) and interpersonal skills (encouraging, harmonizing, compromising, gate keeping, reflecting, following, standard setting). Hackman and Walton (1986) differentiate between diagnostic skills (i.e., intellectual tools and expertise to analyze the work environment and team dynamics) and execution skills for effective team leadership. Execution skills pertain to the hands-on task of leading team members, getting the best out of the team, and overcoming obstacles to implementing team actions. These skills comprise envisioning, inventive, negotiation, decision-making, teaching, interpersonal, and implementation skills. For Larson and LaFasto (1989), teamwork skills are individual behaviors and attitudes that are generally observed in members of successful teams. Highly effective team members have a realistic understanding of their roles and accountabilities, possess objective and fact-based judgments, are collaborative, make the team goal a higher priority than any personal objective, are willing to devote whatever effort necessary to achieve team success and share information, provide help to other team members, possess high standards of excellence, are supportive of team decisions, confront important issues with courage, play leadership in ways which contribute to the team’s success, and respond constructively to feedback from others.

Stevens and Campion (1994) introduced the teamwork knowledge, skills, and ability (KSA) test for selecting team members. They proposed 14 teamwork KSAs organized in two main categories and five subcategories: Interpersonal, which includes conflict resolution, collaborative problem solving, and communication KSAs; and Self-management, which includes goal setting and performance management, and planning and task coordination KSAs. Interpersonal KSAs are focused on the skills needed to foster healthy relations among team members, respect for others, and acceptance of different points of views. Self-management KSAs deal with the abilities to perform essential management functions, such as goal setting and planning, organizing and coordinating group tasks, and ensure the proper balancing of the workload among the team members. Cannon-Bowers et al. (1995) identified seven teamwork competencies necessary for effective teamwork: adaptability, shared situational awareness, performance monitoring and feedback, leadership/team management, interpersonal relations, coordination, and communication. Finally, Thompson (2008) presents a comprehensive set of team leadership skills, which an actual corporation uses in its 360-degree evaluation process. Essential team leadership skills are providing vision; showing entrepreneurship, influencing and convincing; achieving results; focusing on the customer; enhancing cooperation; empowering; managing change; and developing talents.

Proposed Learning Goals

How can we translate the teamwork skills valued in the workplace into learning goals that can be used in higher education? One should focus on individual-centered teamwork skills, what Cannon-Bowers et al. (1995) call transportable skills, and the learning goals should be formulated in such a way as to provide meaningful feedback for students to enable their development of individual teamwork skills. As previously discussed, learning goals should not be confused with performance goals; while complementary, performance goals are for grading and often respond to the instructor’s need to assign individual grades for a team assignment. On the other hand, learning goals should reflect the ability of a student to perform effectively in teams in a variety of contexts, especially after they leave the classroom. Learning goals assume that students make mistakes and that these mistakes are often the foundation of further learning and skill development (Dweck, 1986; Elliott & Dweck, 1988).

Recognizing that different objectives may be desired in different academic programs and learning contexts (Loughry, Ohland, & Woehr, 2014, Goltz, Hietapelto, Reinsch, & Tyrell, 2008.), the following are three possible formulations of team learning goals based on the teamwork skill sets discussed above. The proposed first formulation may be appropriate for a full-term course on teams and it includes ten learning goals, one for each skill set. The second suggestion could be used in a specialized experiential course that focuses on developing hands-on teamwork skills. These experiences are often found in intensive training workshops for executive or project teams, which may include integrative group experiences such as mountain climbing, scavenger hunts, or disaster management games. Finally, the third proposed formulation integrates the ten skills into five combined skill sets making it more suitable for program-level assessment.

Learning goals for a full course on teams

Communication skills – Each student should be able to express oneself and articulate views of the group and sub-groups, and to understand and effectively use communication networks.
Facilitating and information sharing skills – Each student should be able to promote and clarify communication among team members, to elicit unique and different types of information, and to manage information sharing processes effectively.
Work planning and organization skills – Each student should be able to plan and organize group tasks, to prioritize activities, and to identify resources needed.
Task coordination skills – Each student should be able to direct activities of members, to shift resources and expedite processes when needed, to take care of operational details, and to recognize changes in the environment and to adjust plans.
Collaborative problem solving and group decision-making skills – Each student should be able to question the group assumptions and decision-making methods, to maintain independent and fact-based judgments, to arrive at a multi-faceted understanding of the situation, to foster creativity, and to manage group decision-making processes effectively.
Conflict resolution skills – Each student should be able to persuade others, to recognize and reconcile differences of opinion, to use strategies to resolve disputes and overcome impasses, to negotiate to secure or reallocate resources.
Interpersonal skills – Each student should be able to show empathy toward the feelings or conditions of others, to recognize the importance of and engage in ritual social behaviors, to promote solidarity and trust among team members, to treat others with respect, and to recognize when an intervention may be necessary.
Coaching and collaborative skills – Each student should be able to work with others, to help and instruct others, to support and motivate others, and to adjust behaviors for the success of the team.
Leadership skills – Each student should be able to provide a compelling vision of a desired end state; to set a direction for the team; to carry-out important initiatives for the group; and to energize and inspire others.
Performance monitoring skills – Each student should be able to maintain focus on task, to clarify objectives and standards of performance, to monitor team and individual performance, to provide constructive feedback, and to devise necessary corrective actions.

Learning goals for a specialized/experiential course on teams

Facilitating skills – Each student should be able to run a team meeting and lead a team discussion; clarify positions, assumptions, and feelings; to elicit unique types of information; and to encourage the participation of all team members.
Task coordination skills – Each student should be able to take care of operational details, to make lists and follow plans through completion, to recognize changes in the environment, and to adjust plans.
Conflict resolution skills – Each student should be able to avoid or mediate conflicts, to recognize differences of opinion and use appropriate strategies to resolve disputes, and to promote harmony and achieve consensus.
Coaching and collaborative skills – Each student should be able to work with others, to help others, to motivate and instruct others, and to adjust behaviors for the success of the team.
Leadership and performance monitoring skills – Each student should be able to set challenging goals for team accomplishment, to monitor performance and provide constructive feedback to team members, to clarify standards, and take corrective actions.

Learning goals for program outcome assessment

Communication and facilitation skills – Each student should be able to express oneself, to articulate the views of the group and sub-groups, and to elicit information from all members.
Planning, organization, and coordination skills – Each student should be able to plan, organize, and assign group tasks; to prioritize and coordinate activities; and to manage operational details.
Problem solving and conflict resolution skills – Each student should be able to use group decision-making effectively, to help to overcome impasses, and to resolve conflicts and to negotiate resources.
Interpersonal, coaching, and collaborative skills – Each student should be able to work with others, to show empathy and treat group members with respect, and to promote solidarity and trust among team members.
Leadership and performance monitoring skills – Each student should be able to foster a unified vision and direction for the team, to clarify objectives and standards of performance, to energize and inspire members towards high performance, and to monitor team and individual performance.

Discussion and Conclusion

Our knowledge of developing and assess=ing teamwork skills is still evolving. Recognizing the flattening of the organizational structures and the wisdom of teams, some of the most influential authors in the field of management have long heralded teams as the new system of management (Drucker, 1988; Senge, 1990; Katzenbach & Smith, 1993, 2001) or as the very essence of leadership (Drucker, 1999; Collins, 2001). More recently, Wageman, Nunes, Burruss and Hackman (2008) referred to this evolving trend in management as the “fall of the single heroic CEO and the rise of the leadership team.” (p.1) It is thus not surprising that organizations and employers are increasingly seeking college graduates who are well prepared in teamwork knowledge, skills, and abilities. Colleges and universities have been responding to these demands by providing opportunities for their students to work in team projects and engage in collaborative learning. In addition to the expectation that business schools and programs develop clear collaborative learning goals, AACSB and ACBSP—like any other accrediting agency—insists on the assessment of the level of attainment of the adopted goals and objectives. These have led to many initiatives in collaborative learning (e.g., Hobson & Kesic, 2002; Hansen, 2006; Halfhill & Nielsen, 2007).

As it is emphasized by ACBSP and AACSB standards, learning outcomes of the education process are of “paramount importance” (ACBSP, 2010, p. 25). Research has shown that simply assigning our students team projects does not necessarily result in their team skills development (Rosch, 2015; Lancellotti & Boyd, 2008). Business schools must have processes in place for “determining for each degree program learning goals that are relevant and appropriate, as well as for designing and delivering curricula to maximize the potential for achieving the expected outcomes.” (AACSB, 2013, p. 29) Identifying appropriate learning goals is a critical step in defining learning expectations and making sure student learning takes place. An important area in which business schools need to develop and use learning goals is the development of students’ teamwork skills, as these have become an important requirement in the modern workplace. Therefore, instructors in business schools need to engage in systematic efforts to ensure the development of these skills for their students. This paper proposes a framework to understand the skills that students need to become effective team members in school and in the workplace, as well as learning goals that facilitate the development of these skills.

Student groups are utilized in many contexts and for variety of purposes in higher education. For example, a course such as organizational behavior may be the primary locus to teach teamwork skills in a business program. On the other hand, a course in managerial accounting may use groups without assigning special responsibilities for improving collaborative learning. And, the responsibilities of a business policy or strategic management course, for example, may lie somewhere in between the two previous examples. Certainly, it would be simplistic to expect that the team learning goals are the same for every course that uses teams, or that learning goals have to focus primarily on teamwork skills. In many instances, the instructor is merely attempting to evaluate the individual contributions of each team member to the final outcome. In these cases, Baker (2008), Carr, Herman, Keldsen, Miller, & Wakefiled (2005), Friedman, Cox, & Maher (2008), Halfhill & Nielsen (2007) and Loughry, Ohland, & Woehr (2014) suggest the use of a simple, holistic approach which differentiates the students’ contributions to the team’s outcome (e.g., performed the assigned tasks and was well prepared, contributed valuable ideas, showed initiative and innovation, did valuable research and analysis, completed assignments on time, and performed work of high quality) from those to the team processes (e.g., attended meetings, was flexible in accommodating group needs, listened and was supportive of others’ contributions, was respectful of others, contributed to a healthy group atmosphere, managed conflict effectively, encouraged others to participate, and demonstrated leadership skills). What is important is to realize that behaviors such as “attended group meetings”, “completed assigned parts on time”, or “was respectful” are not teamwork skills in the sense of a student’s developed abilities to work effectively and intervene successfully in team processes.

Learning goals are an essential element of any type of assessment. Whether assessing the individual student’s performance for grading or providing feedback to the student for future development, or assessing outcomes to assure the learning process is meeting its intended goals, it is crucial that at the outset we identify solid and specific learning goals consistent across the curriculum. Learning goals have a positive impact on ensuring learning of teamwork skills, in part through increasing self-efficacy beliefs about working in teams. In the context of teaching a team course, instructors could supplement the use of teamwork learning goals for team assignments with in-class role-play activities, where students could build their self-efficacy by practicing and developing teamwork behaviors and skills that are targeted in the course. Further, in courses where teamwork learning goals are positioned, it is important that students have access to a variety of materials on teams prior to the start of their team projects. It is also suggested that information regarding goals and expectations, behavior guidelines, and evaluation rubrics be provided to all students.

The primary objective of this research was to identify key learning goals for developing students’ teamwork skills. Upon exploring the skill sets based on a literature review of teamwork skills valued in the workplace, three formulations of learning goals for application in higher education were presented. This study does not present the assessment instruments for measuring the outcome of student’s learning. It is important that before implementation, instructors and assessment coordinators or program directors develop appropriate instruments for assessment data collection, assurance of learning, and continuous improvement purposes. Web-based assessment instruments allow flexibility, mobility, compatibility, and easy aggregation of the information collected. Future research is needed for evaluating the effectiveness of the proposed learning goals by collecting direct assessment information using different instruments designed for evaluations by peers and instructors.

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