How Supplemental Instruction (SI) leaders experience transformative learning and the nature of civic engagement as a result of serving in a peer leadership role in higher education

Publication Year:
2017
Usage 30
Abstract Views 30
Repository URL:
https://rdw.rowan.edu/etd/2478
Author(s):
Lozada, Neva
Tags:
Student Leadership; Supplemental Instruction; Transformative Learning; Higher Education
thesis / dissertation description
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.