We examined the mentor-protégé relationship and the foundational pillars that make the relationship effective. Through a phenomenological design, we conducted interviews with student leaders to discuss their relationship with their self-identified most significant mentor. Using leader-member exchange and mentor relationship theory as a lens, we…

Objective: There remains a need for effective and ethical development in students, for cohesive and connected societies of moral actors. This paper adopts an authentic leadership development in students perspective as a possible complement to discipline expertise. This research explored whether taking leadership roles while studying had a positive…

Academic peer leadership positions provide opportunities for undergraduate students to develop content knowledge, Twenty-first Century Skills, and their beliefs about teaching and learning. To explore peer leaders' (PLs') epistemological development, the Epistemological Beliefs about Physical Sciences (EBAPS) survey was administered to 135 PLs…

Purpose: To explore undergraduate students' experiences leading and facilitating an out-of-school-time (OST) physical activity program for middle school girls. Method: Five female undergraduate students (N = 4 Black or African American) participated in semistructured individual interviews and submitted weekly reflections during their time leading…

This study explores the academic, professional, and personal career benefits of leading science, technology, engineering, and mathematics (STEM) outreach, from the perspective of undergraduate student leaders. We consider traditional and nontraditional STEM university students, gender, and type of position (paid or volunteer) in this evaluation.…

This study examined the research question, does having a woman in student affairs as a mentor correlate to higher socially responsible leadership scores of undergraduate men? Overall, there were no statistically significant differences between leadership construct scores on measures of socially responsible leadership for undergraduate men who…

As higher education institutions continue to employ students to carry out operational functions and supplement professional staff, they should question how the on-campus employment experience is adding value to students' holistic development and education (Peck et al., 2015). The purpose of this study was to identify student employees' holistic…

Peer tutors at West Chester University's Learning Assistance and Resource Center have the opportunity to advance in their professional roles by becoming Peer Tutor Coordinators (PTCs). PTCs supervise peer tutors within the learning center and are instrumental to its overall success. PTCs acquire time management, communication, problem-solving,…

Developing undergraduate student leaders who are authentic in their leadership and who have a drive to serve and support those around them is not only good for the students and their host schools, but arguably good for students' future employers and even the future of our society. Our goal is to determine how such student leaders could be…

This qualitative case study explores how former Supplemental Instruction (SI) leaders experienced perspective transformation as a result of serving in a peer leadership role at a 4-year, private university through a blended theoretical framework based on the principles set forth by Mezirow and Nohl. Through their participation in interviews and…

This paper examines the potential to foster "grit" and "growth mindset" in an undergraduate curriculum through the use of high-impact practices. [Paper presented at the Annual Meeting of the Northern Rocky Mountain Educational Research Association (NRMERA) (34th, 2016).]

Contemporary college student activism efforts are growing. Little research has been conducted on student activism and leadership development. As student affairs educators consider leadership an important part of an undergraduate education it is important to consider how the context of activism actually influences student leader identity…

This article reports a study based on A. W. Astin's (1984) involvement theory applied in residence halls at a public university in Hong Kong, China. The resident students who were involved as participants or student leaders in this study were found to be better developed in terms of leadership, career development, multicultural experience,…

Participation in high-impact educational activities produces high levels of achievement of desirable educational outcomes across domains including intellectual and practical skills, personal and social responsibility, and integrative and applied learning (Kuh, 2008). The student co-curricular experience has traditionally been viewed as the…

This study highlights the positive impact of participation in an engineering ambassador program on students from two universities: Oregon State University which is a large public university in a college town with a 13% minority student body, and Howard University, a medium sized private university with a relatively small engineering program in an…