id	author	title	date	pages	extension	mime	words	sentences	flesch	summary	cache	txt
cord-035244-5rj76rvg	Rooney, Sarah Ilkhanipour	Promoting Effective Student Teamwork Through Deliberate Instruction, Documentation, Accountability, and Assessment	2020-11-10		.txt	text/plain	4061	183	49	To help students navigate the transition, we provided information about how to set up VPN, use Zoom, and access software licenses, as well as changes to the course structure (revised schedule, weekly advisor meetings, TA office hours, and updated assignment expectations and rubrics). At the end of the course, students individually submitted a final reflection paper that described how they ''function[ed] effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives'', 1 as well as what they learned about themselves and teamwork that they plan to apply in the future. Analysis of CATME peer evaluations revealed that individual teamwork outcomes of ''contributing to the team's work,'' ''interacting with teammates,'' and ''keeping the team on track'' were not altered when comparing design phase 2, which was completed on our final day of face-to-face instruction, to design phase 3, which was completed one month after our course transitioned to a remote-learning format (Table 3).	./cache/cord-035244-5rj76rvg.txt	./txt/cord-035244-5rj76rvg.txt