ABSTRACT
A common definition of learning is “a relatively permanent change in behavior brought about by practice or experience” (Lachman, 1996, p. 477). This behavioral view of learning has often been undervalued in higher education. Demonstrations of academic knowledge through the creation of written artifacts (e.g., student essays and exams) is the traditional manner of assessing student learning in colleges and universities. This contrasts with the culture of the workplace, which identifies successful learning outcomes through performance improvement and the application of knowledge in specific real-world contexts.
