Publication Date

2016

Document Type

Dissertation/Thesis

First Advisor

Kortegast, Carrie A., 1975-

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Counseling, Adult and Higher Education

LCSH

Peer counseling of students; Experiential learning; Educational leadership

Abstract

The purpose of this interpretive study was to identify the transformational learning experiences and leadership development process of college students who participate in peer leadership positions. This study explored the relationship between peer leadership roles and transformational learning. The study was shaped by four research questions: 1) How do college students who engage in peer leadership roles describe their experiences? 2) How do these student leaders make meaning of their experience? 3) What processes help student leaders make meaning of their peer leadership role? 4) What knowledge, skills, and abilities do participants report having gained as a result of their peer leadership role? Participants included 16 college students who were engaged in peer leadership activities. Learning from exposure to diverse peer interactions; identity exploration and reconciliation; enhanced personal, professional, and academic development; community responsibility as leaders; and lack of institutional support emerged as the central themes of this study.

Comments

Advisors: Carrie Kortegast.||Committee members: Laverne Gyant; Laura Johnson.||Includes bibliographical references.

Extent

vi, 141 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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