Term of Award

Spring 2022

Degree Name

Doctor of Education in Educational Leadership (Ed.D.)

Document Type and Release Option

Dissertation (open access)

Copyright Statement / License for Reuse

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.


Department of Leadership, Technology, and Human Development

Committee Chair

Juliann McBrayer

Committee Member 1

Cordelia Zinskie

Committee Member 2

Pamela Wells


This study explored the peer tutor and Supplemental Instruction (SI) Leader experiences in the campus learning center, as seen through the perceived gains in three subcategories: 1) academic performance and learning, 2) non-academic skillsets, and 3) self-confidence and fulfillment. The peer tutor and SI Leaders surveyed in this study had experience in either one or both of these peer educator roles and came from institutions across the nation. In this quantitative study, participants completed a three-part, researcher-created survey that allowed for Likert-scaled responses along with open-ended responses and concluded with demographic items. The major findings from this study showed a significant difference in the perceived gains of the peer educators based on their roles, with tutors reporting greater perceived gains than the SI Leaders. Additionally, the study found that these peer educators perceived the most gains in non-academic skillsets, specifically related to increases in their communication and listening skills. However, there was no statistically significant difference in these perceived gains in terms of the length of time served in the roles. Implications for practice are related to potential increased funding for campus learning centers as well as peer educator training content that considers these gains. Future research on the peer educator experience in the campus learning center could examine these gains in relation to other variables, such as race and type of institution.

OCLC Number


Research Data and Supplementary Material