Peer-led Learning Communities: Exploring Integrative High-Impact Educational Practicesfor Leadership Education

1 Assistant Professor, Kansas State University, Staley School of Leadership Studies
2Graduate Research Assistant, Kansas State University, Staley School of Leadership Studies

Journal of Leadership Education

ISSN: 1552-9045

Article publication date: 15 January 2016

Issue publication date: 15 January 2016

116
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Abstract

The use of high-impact practices is well documented in higher education literature. This brief describes the integrative practice of undergraduate peer-led leadership learning communities as a model of delivery within a large introductory leadership education course for first-year students. Utilizing open-ended questions embedded within end-of-semester teaching evaluation surveys, we analyzed students’ perceptions of the learning community experience and the peer leader’s role. Our findings illustrate how peer leaders play a critical role in fostering a vibrant leadership learning community, which contributes to students’ positive perceptions of their own leadership learning and development.

Citation

Priest, K.L. and Paula, A.L.d.C. (2016), "Peer-led Learning Communities: Exploring Integrative High-Impact Educational Practicesfor Leadership Education", Journal of Leadership Education, Vol. 15 No. 1, pp. 86-95. https://doi.org/10.12806/V15/I1/A1

Publisher

:

Emerald Publishing Limited

Copyright © 2016, The Journal of Leadership Education

License

This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/


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