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Abstract

Establishing goals is central to the success of the basic course. The degree to which those goals are realized depends, in large measure, upon the manner in which they are established and reviewed. This article assists course directors and instructional staff by examining the process of defining objectiveness, a process which encompasses goals, mission, and vision and which benefits from widespread, active involvement. This article presents sample objectives for consideration, and it notes the conditions under which the process of defining objectives thrives or is threatened.