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This study reflects on the development and implementation of mid-term oral examinations in large-scale lecture courses at a large, public research university; specifically, this work examines the implications of oral exams for fostering student engagement and concept-based comprehension in addition to institutional and course commitments to diversity. This research traces the development of an effective method for administering oral midterms and assesses the advantages and challenges ofdoi:10.20429/ijsotl.2019.130210 fatcat:ynmgcnq4pjazhnhnazrm5xjwza