Significant Learning of Peer-mentors within a Leadership Living-Learning Community: A Basic Qualitative Study uri icon

abstract

  • The purpose of this study was to explore and describe the learning experienced by second-year undergraduate students serving as peer mentors to first-year students within a leadership-themed living-learning community. A basic qualitative approach was used, with data collected from semi-structured interviews conducted with participants at the beginning and end of their year-term as peer mentors. The interview transcripts were coded using Finks (2003) taxonomy of significant learning, where lasting change is a consequence of the learning. Five of the six categories of significant learning were evident, suggesting that the experience of being a peer mentor within a leadership-themed living-learning community creates lasting change within the peer mentors. Additionally, this study reinforces Finks (2003) claim of the interactive rather than hierarchical nature of learning.

published proceedings

  • Journal of Leadership Education

author list (cited authors)

  • Dunn, A., & Moore, L.

citation count

  • 1

complete list of authors

  • Dunn, Allison||Moore, Lori

publication date

  • April 2020