Date Approved

11-1-2017

Embargo Period

11-2-2019

Document Type

Dissertation

Degree Name

EdD Educational Leadership (Doctor of Education)

Department

Educational Services and Leadership

College

College of Education

First Advisor

Johnson, Ane Turner

Second Advisor

Sisco, Burton

Third Advisor

Sam, Cecile

Subject(s)

Peer teaching; College students; Leadership

Disciplines

Higher Education

Abstract

To empower students to become influential social change agents, institutions of higher education must move away from traditional academic models of civic engagement and toward alternative approaches of engaging students outside of the classroom. Providing students an opportunity to serve in a leadership role can lead to the actualization of transformative learning experiences, which may materialize in a heightened development of skills that are transferable to future academic, professional, and civic aspirations. While the majority of research on peer-facilitated academic assistance programs, such as Supplemental Instruction (SI), examines positive effects on participants, few studies set out to examine the additional impact that the program has on undergraduate student leaders (Lockie & Van Lanen, 2008; Malm, Bryngfors, & Morner, 2012; Skalicky & Caney, 2010; Stout & McDaniel, 2006). This case study assists in filling the void in research on how undergraduate students benefit, both by experiencing transformative learning and the nature of civic engagement, as a result of serving in a leadership role within a peer-facilitated academic assistance program in higher education.

Available for download on Saturday, November 02, 2019

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