Students’ experience TOE (Team Oral Examination) dipping in a leadership capstone class

Ade, Emily

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https://hdl.handle.net/2142/108053 Copy

Description

Title

Students’ experience TOE (Team Oral Examination) dipping in a leadership capstone class

Author(s)

Ade, Emily

Issue Date

2020-05-13

Director of Research (if dissertation) or Advisor (if thesis)

Chunoo, Vivechkanand S

Department of Study

Ag Ldrshp Educ Comm Program

Discipline

Agricultural Education

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

M.S.

Degree Level

Thesis

Keyword(s)

• leadership
• examination

Abstract

This qualitative research study presents the benefits and drawbacks of administering a team oral examination in a leadership capstone class. Previous studies related to team oral examinations have focused on team exams, oral exams, exams in leadership education, and team oral exams outside of leadership. This study took place in the capstone course of a leadership certificate program at a public, land grant institution in the Midwestern United States. Participants were enrolled in a capstone leadership course and the data collected came from participants who took the team oral examination and wrote a reflection in response to the process of the team oral examination. Through multiples rounds of document analysis, 11 major themes were identified which included: emotional distress before the examination, the effectiveness of the examination, collaboration, team development, using the exam as an evaluation tool, a way to establish goals and outcomes, group contributions, groups flow, professional development, real-world experience, and the structure of the exam. I concluded the team oral examination was a great way for students to reflect on their groups’ process. Additionally, team oral examinations could be improved by more clear and detailed instructions. At the end of this thesis, I have included recommendations for the future practice and research.

Graduation Semester

2020-05

Type of Resource

Thesis

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http://hdl.handle.net/2142/108053

Copyright and License Information

Copyright 2020 Emily Ade

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