{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/108053"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/108053","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Students’ experience TOE (Team Oral Examination) dipping in a leadership capstone class","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.","abstract_html":"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.","abstract_has_math":false,"creators":["Ade, Emily"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.S.","degree_level":"Thesis","degree_discipline":"Agricultural Education","degree_department":null,"school":null,"contributors":["Chunoo, Vivechkanand S"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-08-26T21:58:06Z","date_published":"2020-08-26T21:58:06Z","updated_at":"2026-07-22T22:24:47Z","subjects":["leadership","examination"],"languages":["eng"],"rights":["Copyright 2020 Emily Ade"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/108053","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Chunoo, Vivechkanand S"]},{"key":"dc:creator","label":"Author","values":["Ade, Emily"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2020-08-26T21:58:06Z","2020-05-13","2020-05"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Agricultural Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["leadership","examination"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2020 Emily Ade"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/108053"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["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.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2020-08-25 without embargo terms","The student, Emily Ade, accepted the attached license on 2020-05-12 at 16:14.","The student, Emily Ade, submitted this Thesis for approval on 2020-05-12 at 16:58.","This Thesis was approved for publication on 2020-05-13 at 16:53.","DSpace SAF Submission Ingestion Package generated from Vireo submission #15366 on 2020-08-25 at 17:14:30","Made available in DSpace on 2020-08-26T21:58:06Z (GMT). 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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. 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