QCC Course Objectives Form (Long)
Note that a Glossary and Selected Bibliography are available at the end of this form.
QCC COURSE OBJECTIVES FORM
With Explanations and Examples
Rev. for Fall 2007
Date:
Department:
Course:
Curriculum or Curricula:
1. EDUCATIONAL CONTEXT OF THE COURSE
To establish a context for writing course objectives, first describe briefly how this course fits into
the whole set of courses students will be taking for their degree or certificate program. What
does the course contribute to the students’ overall education, either as part of the major
requirements for the particular curriculum or as part of the general education core?
 Is it an entry–level, mid–level, or upper–level course?
 Is it required? If so, how does it serve the curriculum as a whole?
 If the course is not required for a particular curriculum, how does it contribute to
the general education of the students?
TABLE 1: EXAMPLE
Educational Context: EXAMPLE:
Course: SP–211 – Fundamentals of Speech Communication
Curriculum: Associate in Science (A.S.) Degree in Fine and Performing Arts
A foundation (entry–level) course required for both this and other curricula, SP–211 produces students who
speak clearly and effectively while demonstrating research and analytical skills. Group discussions promote
an understanding and application of collaborative problem–solving skills in the classroom and within the wider
communities.
TABLE 1
Educational Context:
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2. CURRICULAR OBJECTIVES
If this course is required for a particular curriculum or for several curricula, review the
statement(s) of student learning objectives for the curriculum or curricula. List the major
curricular objectives (no more than four) that are addressed by this course, and describe how the
course helps the students meet each of these objectives.
NOTE: If the curricular objectives are in the drop-down menu, select the objectives from
the menu. If the course is not required for any curriculum, skip to 3. If the course serves
several curricula, identify at least one relevant objective for each curriculum.
TABLE 2 EXAMPLES
Curricular objectives addressed by
this course
Briefly describe activities in this course which help
students meet each of these curricular objectives
EXAMPLE FROM MECHANICAL
ENGINEERING TECHNOLOGY:
Students will demonstrate the ability to
generate and interpret engineering
drawings.
EXAMPLE FROM NURSING:
Role as provider of care- the graduate of
an A D N nursing program utilizes the
nursing process to provide competent care
to patients across the life cycle.
EXAMPLE FROM MECHANICAL ENGINEERING TECHNOLOGY:
In MT-111 students use T-square, triangles, scales, compass to
draw lines, arcs and other graphic elements comprising
engineering drawings. They also execute tasks as a result of
reading and interpreting drawings.
EXAMPLE FROM NURSING:
The student will develop a nursing care plan for an individual
patient using Orems’s theory of nursing to guide the nursing
process.
The student will give nursing care to selected patient (s) in a
safe, accurate manner.
TABLE 2
Curricular objectives addressed by
this course
Briefly describe activities in this course which help
students meet each of these curricular objectives
1.
2.
3.
4.
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3. GENERAL EDUCATION OBJECTIVES
At its May 2007 meeting, the QCC Academic Senate approved the following revised statement of
Educational Goals and Objectives for QCC students pursuing associate degrees. Drawn from the
College’s Mission Statement, these are the general education objectives for student learning for all
the College’s degree programs. These objectives include a foundation in the liberal arts and
sciences and competence in skills that are valued and/or required by employers, baccalaureate
college programs, and the community at large.
Educational Goals
Students graduating with an Associate’s degree will:


for transfer programs: meet requirements for successful transfer into upper division
of baccalaureate programs
for career programs: demonstrate mastery of discipline-specific knowledge, skills,
and tools required for entry into or advancement in the job market in their field
Educational Objectives
To achieve these goals, students graduating with an Associate’s degree will:
1.
2.
communicate effectively through reading, writing, listening and speaking
use analytical reasoning to identify issues or problems and evaluate evidence in order to
make informed decisions
3. reason quantitatively and mathematically as required in their fields of interest and in
everyday life
4. use information management and technology skills effectively for academic research and
lifelong learning
5. integrate knowledge and skills in their program of study
6. differentiate and make informed decisions about issues based on multiple value systems
7. work collaboratively in diverse groups directed at accomplishing learning objectives
8. use historical or social sciences perspectives to examine formation of ideas, human
behavior, social institutions, or social processes
9. employ concepts and methods of the natural and physical sciences to make informed
judgments
10. apply aesthetic and intellectual criteria in the evaluation or creation of works in the
humanities or the arts
The Special Committee of the Academic Senate on General Education offered the following
suggestions for learning outcomes by which faculty members may assess student achievement of
the College’s Educational Objectives:
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Educational Objective
1.
communicate effectively
through reading, writing,
listening, and speaking
2.
3.
Sample Suggestions for Learning Outcomes

interpret texts critically

use writing to create and clarify meaning

write in varied rhetorical modes, poetic forms and voices

use writing and oral communication to connect prior knowledge to
disciplinary discourse

apply principles of critical listening to evaluate information

speak clearly, accurately, and coherently in several modes of delivery
use analytical reasoning
to identify issues or
problems and evaluate
evidence in order to
make informed decisions


reason quantitatively
and mathematically as
required in their fields
of interest and in
everyday life









4.
use information
management and
technology skills
effectively for academic
research and lifelong
learning







distinguish the problem or question from a proposed solution or answer
differentiate between facts, assumptions, and conclusions in the
formulation of a proposed solution or answer
evaluate the quality of evidence
describe and compare the way questions, issues, or problems are formulated
within various fields of study
identify problems that need a mathematical solution, and use computational
methods in the mathematics applicable in everyday life
use the language, notation, and inductive and deductive methods of
mathematics to formulate quantitative ideas and patterns
use mathematics appropriate to specific fields of study
estimate when doing mathematical calculations
employ technology to collect, process, and present mathematical
information
describe mathematical, statistical and probabilistic models and methods,
and identify how they are used to obtain knowledge
organize and interpret data and use the data to draw conclusions
determine the extent of information needed for a research question,
problem or issue
access needed information effectively and efficiently
evaluate information and its sources critically and assimilate selected
information
use information effectively to accomplish a specific purpose
demonstrate an understanding of the economic, legal, social, and ethical
issues surrounding the use of information and information technology
employ technology in research and fields of interest
identify the role of technology and its impact on the individual, society and
the environment
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5.
integrate knowledge and
skills in their program of
study





6.
differentiate and make
informed decisions
about issues based on
multiple value systems





7.
work collaboratively in
diverse groups directed
at accomplishing learning
objectives
8.
use historical or social
sciences perspectives to
examine formation of
ideas, human behavior,
social institutions, or
social processes
9.
employ concepts and
methods of the natural
and physical sciences to
make informed
judgments
apply aesthetic and
intellectual criteria in
the evaluation or
creation of works in the
humanities or the arts
10.












create coherent, documented essays, presentations, or solutions to
problems based on gathering, analyzing, and comparing evidence from more
than one perspective
demonstrate critical and creative thought by producing new arguments, art
or solutions to complex problems
analyze and compare evidence to support/refute different points of view on
a particular topic
complete sequential courses that use knowledge and skills from a previous
course to master the higher level course
complete a culminating assignment in a capstone course
identify the key elements of issues and analyze them from the perspectives
of multiple value systems
identify values and their origins in culture, religion, philosophy, political,
social or economic theory
differentiate ethical and non-ethical elements in arguments and/or behavior
distinguish facts from values in issues
apply varying values or ethical principles and approaches to respond to
questions, dilemmas, or problems and describe alternate outcomes
work in groups to accomplish learning tasks and reach common goals
demonstrate interpersonal skills and accountability in working in diverse
groups
design and complete a group project
write or make a presentation based on group work
use historical facts to provide context for understanding information
apply discipline-specific methods to retrieve information
apply discipline-specific methods to reconstruct the historical past
interpret information to analyze historical events
use social sciences concepts to analyze human behavior
discuss social institutions from a historical or social sciences perspective
identify social processes in everyday life



describe fundamental concepts in a field of science
explain and demonstrate the process of scientific inquiry
discuss the role of science and its impact on the individual, society and the
environment



analyze and evaluate literary works
analyze and evaluate works of art
perform or create artistic works
While many of these general education objectives are addressed by specific required courses in the
curricula, there is no strict course- by-objective correspondence for any curriculum. Some of the
learning objectives (such as communication and problem solving skills) are addressed repeatedly in a
number of courses. Some of the learning objectives (such as collaborative skills) are addressed not
as subject matter of a particular course but through the learning activities of courses. Some of
the skills are reinforced through students’ participation in activities outside the classroom, such as
academic advisement and club activity.
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The College’s Assessment Program will be measuring student achievement in each of these general
education areas and will incorporate relevant results from the Course Assessment Project. Results
from assessment of student success in meeting specific curricular objectives will also provide
evidence for academic program reviews.
List the general education objectives (no more than four) that this course addresses and describe
how this course helps students meet the objectives.
When using ACCESS, select the General Education Objectives from the drop-down menu.
TABLE 3 EXAMPLES: (Table revised 6/15/07 for revised Educational Objectives)
Gen ed
objective’s
identification
number from
preceding list
Educational
Objective #2
General educational objectives
addressed by this course:
Select from preceding list.
Briefly describe activities in the course which
help students meet each of these general
education objectives
EXAMPLE GEN ED # 2:
Students will use analytical reasoning to
identify issues or problems and evaluate
evidence in order to make informed
decisions
EXAMPLE FROM CHEMISTRY:
Students apply the knowledge of laws and theoretical concepts
they learned in class in original problems that will enable them
to solve for properties such as the vapor pressure of solutions,
the physical properties of gases, the concentration of
solutions, the composition of mixtures, etc.
EXAMPLE FROM BASIC SKILLS:
Students learn to make inferences, distinguish between fact
and opinion, detect bias, and identify propaganda devices by
critically examining texts from newspapers, magazines, essays,
academic textbooks, and the Internet.
EXAMPLE FROM ENGLISH:
Students attend a library presentation on finding sources; in
class they learn to evaluate and document sources, and they
write a research paper, using at least five different sources.
EXAMPLE GEN ED #4:
Students will use information
Educational
management and technology skills
Objective #4
effectively for academic research and
lifelong learning
EXAMPLE GEN ED # 7:
Students will work collaboratively in
Educational diverse groups directed at accomplishing
Objective #7 learning objectives
EXAMPLE FROM ELECTRICAL ENGINEERING
TECHNOLOGY:
In the laboratory, teams of three or four students work
together using the same equipment to measure voltage,
current and resistance in electric circuits. They learn that
success is a matter of how well the team functions.
TABLE 3
Gen ed
objective’s
identification
number from
preceding list
General educational objectives
addressed by this course:
Select from preceding list.
Briefly describe activities in the course which
help students meet each of these general
education objectives
(1.)
(2.)
(3.)
(4.)
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4. COURSE OBJECTIVES: DESIRED STUDENT LEARNING
Note: Table 4, which follows, is prepared in two stages. Column 1 is prepared first.
These objectives will answer the question: What should students be able to do by the time they
finish a course?
Use the material you have generated in Tables 1-3 as the context for writing the course
objectives in terms of desired student learning Several of them should derive explicitly from the
general education objectives and the curricular objectives that you listed in those tables.
Then list the major learning objectives for students in this course (no more than 10). As you
write the objectives, be sure to take into account the kinds of knowledge (knowledge dimension) and
the types of thinking (cognitive dimension) students will be expected to demonstrate. See the
table below from David Krathwohl.**
Krathwohl Table 2:
Structure of the Knowledge Dimension of the
Revised Taxonomy
Krathwohl Table 3:
Structure of the Cognitive Process Dimension
of the Revised Taxonomy
A.
E.
B.
C.
D.
Factual Knowledge: The basic elements that
students must know to be acquainted with a
discipline or solve problems in it.
a. Knowledge of terminology
b. Knowledge of specific details and elements
Conceptual Knowledge: The interrelationships
among the basic elements within a larger
structure that enable them to function
together.
a. Knowledge of classifications and categories
b. Knowledge of principles and generalizations
c. Knowledge of theories, models, and
structures
Procedural Knowledge: How to do something;
methods of inquiry, and criteria for using skills,
algorithms, techniques, and methods.
a. Knowledge of subject-specific skills and
algorithms
b. Knowledge of subject-specific techniques
and methods
c. Knowledge of criteria for determining when
to use appropriate procedures
Metacognitive Knowledge: Knowledge of
cognition in general as well as awareness and
knowledge of one’s own cognition.
a. Strategic knowledge
b. Knowledge about cognitive tasks, including
appropriate contextual and conditional
knowledge
c. Self-knowledge
F.
G.
H.
I.
J.
Remember: Retrieving relevant knowledge from longterm memory.
a. Recognizing
b. Recalling
Understand: Determining the meaning of instructional
messages, including oral, written, and graphic
communication.
a. Interpreting
b. Exemplifying
c. Classifying
d. Summarizing
e. Inferring
f. Comparing
g. Explaining
Apply: Carrying out or using a procedure in a given
situation.
a. Executing
b. Implementing
Analyze: Breaking material into its constituent parts
and detecting how the parts relate to one
another and to an overall structure or purpose.
a. Differentiating
b. Organizing
c. Attributing
Evaluate: Making judgments based on criteria and
standards.
a. Checking
b. Critiquing
Create: Putting elements together to form a novel,
coherent whole or make an original product.
a. Generating
b. Planning
c. Producing
** From “A Revision of Bloom’s Taxonomy: An Overview” by David R. Krathwohl, Theory Into Practice, 41(4),
pp. 212-218. Copyright 2002 by the College of Education, The Ohio State University. All rights reserved.
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Note: Each objective should use an action verb in completing the sentence, “Students will
_________________.” See the words to use or not use in the excerpts from the Lion
Gardiner workshop materials that follow the Table 4, Column 1 EXAMPLES.
COLUMN 1 of TABLE 4 EXAMPLES: Course Objectives
EXAMPLE A: Students will describe mathematical, statistical and probabilistic models and methods, and identify how they
are used to obtain knowledge.
EXAMPLE B: Students will demonstrate an understanding of the methodology involved in retrieving historical information
and reconstructing images of the historical past. SEE DISCUSSION BELOW
EXAMPLE C: Students will draw conclusions and inferences from scientific observations or experimental results.
EXAMPLE D: Students will perform simple physiological experiments. (osmosis, diffusion, dialysis, enzymatic digestion of
food) by accurately measuring using pipettes, rulers and scientific timers
EXAMPLE E: Students will plan and implement a health promotion teaching project in the community.
EXAMPLE F: Students will describe dance movement using the correct vocabulary in verbal and written form.
Writing Goals and Objectives: Examples of Words NOT to Use*
Students
NO
NO
NO
acquire
develop
participate in
are exposed to
gain a good grasp of
study
learn
take away with
The institution (faculty and student affairs staff members, others)
develop
facilitate
provide opportunities
educate
foster
serve
enhance
give
teach
expose
prepare
train
be aware of
know
have an awareness of
have a (an in-depth) knowledge of
be conversant with
be prepared for a variety of
be familiar with
have a (good) sense of
display a broad and full grasp of
understand**
have a (firm) grasp of
have a (broad) understanding of
become familiar with
** “understand” may be used if it is defined in measurable language – see the Krathwohl table above.
DISCUSSION: In EXAMPLE B above, the “understanding” that students demonstrate may
mean that students will explain – and/or – summarize – and/or – infer the methodology.
Note this kind of cognitive activity is quite distinct from implementing the methodology or
differentiating one methodology from another.
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Writing Goals and Objectives: Examples of Words TO USE*
YES
add
advance
alter
analyze
annotate
apply
appraise
arrange
assign
assay
assess
calculate
canvas
change
check
choose
classify
collect
combine
compare
compose
contrast
convert
create
criticize
dance
deduce
define
demonstrate
derive
design
determine
differentiate
discriminate
dissect
distinguish
divide
draw
earn
employ
estimate
evaluate
exercise
exert
expand
extrapolate
find
form
generate
give
hold
identify
illustrate
include
integrate
interpolate
interpret
judge
justify
label
list
locate
make
manipulate
match
mobilize
modify
multiply
name
negotiate
offer
omit
operate
perform
pick
plan
point
predict
produce
project
propose
qualify
quantify
quote
rate
read
recite
referee
repeat
reproduce
restate
reveal
revise
section
select
separate
show
sift
sketch
solve
sort
speak
specify
spell
state
strike
subtract
summarize
support
synthesize
take
teach
tell
test
touch
transfer
transform
translate
use
weigh
write
*from Lion F. Gardiner Workshop at QCC, September 14, 2001
COLUMN 1 OF TABLE 4: COURSE OBJECTIVES:DESIRED STUDENT LEARNING
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
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STUDENT LEARNING OUTCOMES
Once the course objectives have been written, the next step is to identify several outcomes that
will show that students have met each objective. It is the learning outcomes that will be
measured (not the course objectives), so they must be written in clear, specific language describing
behaviors, performance or activities. Please note that the learning outcomes are more specific
than the course objectives, but not as specific as student performance on individual course
assignments.
For each course objective listed in Table 4, Column 1, write at least two examples of student
learning outcomes: behaviors, performance, or activities that would demonstrate that students are
meeting that course objective.
TABLE 4 EXAMPLE: Student Learning Outcomes
Course objectives Note:
Copy objectives from the
above Column 1 of Table 4
directly into this column.
Learning outcomes
Note: Each outcome should begin with an action verb in
completing the sentence, “Students will _________.”
EXAMPLE A FROM
MATHEMATICS:
Students will estimate when doing
mathematical calculations
EXAMPLE A:
Students will
a.
b.
c.
d.
EXAMPLE B FROM ELECTRICAL
ENGINEERING TECHNOLOGY:
Students will verify if a circuit is
working correctly
EXAMPLE B:
Students will
a.
determine how a circuit should work by interpreting laboratory
manuals, textbooks, lecture materials, or other research
b.
use computer controlled or manual mode instruments to collect data
c.
write or verbally describe how the circuit should work and determine
if the circuit is performing correctly
recognize the need for estimating results
recognize ways in which estimation aids in obtaining correct answers
use appropriate rounding guidelines to estimate calculated results
recognize from estimating whether a numerical result is of the
correct order of magnitude
EXAMPLE C FROM SPEECH COMMUNICATION:
1.
Students will analyze
1.
Students will
audience characteristics
a.
define audience demographic components
b.
classify potential audience opinions, attitudes and beliefs
2. Students will analyze personal 2.
Students will
strengths and preferences
a.
evaluate the competency of personal knowledge
for subject matter
b.
identify subject areas which can be confidently handled
3. Students will identify
3.
Students will
appropriate informative and
a.
narrow general fields of inquiry to manageable speech topics
persuasive speech topics
b.
write specific purpose statements for speeches to inform and to
persuade
4. Students will write speech
4.
Students will
outlines
a.
compose speech outlines with a traditional three-part structure
b.
reduce sentence-length outlines to key-word performance outlines
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TABLE 4: Course Objectives and Student Learning Outcomes
Course objectives
(Note: copy objectives from
the above Column 1 of Table
4 directly into this column.)
Learning outcomes
1.
a.
b.
a.
b.
a.
b.
a.
b.
a.
b.
a.
b.
a.
b.
a.
b.
a.
b.
a.
b.
2.
3.
4.
5.
6.
7.
8.
9
10.
QCC 7/14/04
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GLOSSARY OF TERMS
Note: These definitions of terms are for the purposes of this assessment project only
Entry-level course
Mid-level course
Upper-level course
(Student) Learning objectives
(Student) Learning outcomes
General education objectives
Curricular objectives
Course objectives
A credit course with no pre-requisites other than passing placement exams or
required remediation; usually considered a first semester course; this course
may be a pre-requisite for mid-level courses
A course which has at least one credit course as a pre-requisite; usually a
second or third semester course; this course may be a pre-requisite for
upper-level courses
A course, usually taken in the third or fourth semester, which has several
credit course pre-requisites
An explicit statement of the skills and knowledge a student is expected to
learn and be able to demonstrate either in general education, in a curriculum,
or in a course
Student behaviors, performance, or activities that demonstrate that
students are meeting or have met the learning objective(s)
Desired student learning in general education skills and in the liberal arts and
sciences: communication, analytic reasoning and problem solving, quantitative
skills and mathematical reasoning, information management, integration of
knowledge, differentiation of values, development of personal and
collaborative skills, history, social sciences, mathematics and sciences, the
humanities and the arts
An explicit statement of the major points of learning that students must
achieve to complete a program of study; these include both general education
objectives and objectives specific to the curriculum
Major points of learning that students must achieve to complete a course;
course objectives include general education objectives, curricular objectives,
and objectives specific to the course
HISTORY AND ATTRIBUTIONS
The prototype of the Course Objectives Form was called the QCC Individual Course Assessment Form, and consisted of six
tables. It was prepared by the following members of the Summer 2002 Pilot Assessment Team:
Rob Becker – English
Belle Birchfield – Electrical and Computer Engineering Technology
Anita Ferdenzi – Social Sciences
Anna May Jagoda – Institutional Research and Assessment
Tom Smith – Speech Communication and Theater Arts
Karen Steele – Academic Affairs
Sylvia Svitak – Mathematics and Computer Science
The prototype of the Course Assessment Form was originally an extension of the QCC Individual Course Assessment Form, Part
2 (Tables 7-10. It was prepared by the Ad Hoc Assessment Committee in February 2003, with the assistance of Joseph Culkin,
as an expansion of the original Table 6. The whole form was revised September 2003 and again in Summer 2004. Mr. Emil
Parrinello, in Queensborough’s Office of Information Technology, has designed the Access database for the QCC Course
Objectives Form.
After the pilot assessment project during 2003-04, the Individual Course Assessment Form was separated into two components
and revised as the QCC Course Objectives Form (which is the base for the Access database form) and the QCC Course
Assessment Form.
All of the examples in this form were written by Queensborough Community College faculty members participating in the
Individual Course Assessment Project, 2002-03 and 2003-04. In May 2007 the Academic Senate adopted a revised statement of
Educational Goals and Objectives, which have been incorporated into this form.
6/15/07
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SELECTED BIBLIOGRAPHY
This bibliography contains sources most heavily used in QCC’s Assessment Program 1999-2003
Angelo, Thomas A., and Cross, K. Patricia, eds.
Classroom Assessment Techniques: Handbook for College Teachers. 2nd ed.
San Francisco: Jossey-Bass, 1993.
Banta, Trudy W., and Palomba, Catherine A., eds.
Assessment Essentials. San Francisco: Jossey-Bass, 1999.
Brookhart, Susan M.
The Art and Science of Classroom Assessment: The Missing Part of Pedagogy.
Washington, D.C.: ASHE-ERIC, 1999.
Diamond, Robert M.
Designing & Assessing Courses & Curricula: A Practical Guide. 2nd ed.
San Francisco: Jossey-Bass, 1998.
Flateby, Teresa L., et al., eds.
A Training Guide for Cognitive Level and Quality of Writing Assessment:
Building Better Thought Through Better Writing.
University of South Florida, May 2000.
Gardiner, Lion. F.
Redesigning Higher Education : Producing Dramatic Gains in Student Learning.
Volume 23, No. 7. Washington, D.C., ASHE-ERIC.
“Writing Curricular and Course Objectives,” Workshop at Queensborough Community College, September
14, 2001.
Krathwohl, David R.
“A Revision of Bloom’s Taxonomy: An Overview. Theory into Practice, 41 (4), pp. 212-218,
College of Education, The Ohio State University.
National Research Council.
Knowing What Students Know: The Science and Design Of Educational Assessment. Washington, D.C.,
National Academy Press, 2001.
Nassau Community College.
Concepts & Procedures for Academic Assessment.
Assessment Committee of the Academic Senate, February 1999.
Wiggins, Grant.
Educative Assessment: Designing Assessment to Inform and Improve Student
Performances. San Francisco: Jossey-Bass, 1998
QCC 7/15/04
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