James EllerFollow




School of Education


Doctor of Education (EdD)


Fred Milacci


Accreditation, Learning Outcomes, Peer Education, Student Engagement, Supplemental Instruction (SI), Transition Theory


Education | Educational Assessment, Evaluation, and Research | Educational Methods | Higher Education | Other Education | Scholarship of Teaching and Learning


The purpose of this transcendental phenomenological study was to describe the experiences of undergraduate students who serve as Supplemental Instruction (SI) leaders at a mid-sized, private research university in the Midwestern United States. Using Schlossberg’s transition theory as a theoretical framework, this study attempted to answer the central research question: What is the experience of students who serve as SI leaders at a mid-sized, private research university located in the Midwestern United States? Sub-questions sought to address student expectations moving into the experience, how expectations were met or not met as they moved through the SI leader experience, the expected and unexpected outcomes as they moved out of the experience, and what students perceive to be the value of their experience beyond their tenure as an SI leader. Criterion, intensity, and maximum variation sampling were used to secure 12 co-researchers who experienced the phenomenon of serving as an SI leader at the research site. Data collected through questionnaires, interviews, archival records, and focus groups revealed four themes: (a) importance of relationships, (b) engagement for self and others, (c) valuing teaching and learning, and (d) developing intrapersonal skills for life, learning, and work. The study findings and limitations, implications for practitioners, and recommendations for future research are discussed.