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Given the powerful and ubiquitous qualities of peer influence, higher educators have begun to harness thisresource in student support and service delivery by using undergraduates as leaders, mentors and educatorsfor their fellow students. This paper analyses data from 1 942 students from 142 institutions in theUnited States who responded to a national survey of peer leaders administered by the National ResourceCenter for The First-Year Experience and Students in Transition in 2009. Descriptive and inferentialanalyses indicate that survey respondents often hold more than one peer leader position, academic positionswere the most common peer leadership experiences, and they receive extensive training for their peerleader roles in the form of initial training, ongoing support and supervision by professional staff. Further,the overwhelming majority of survey respondents felt that their peer leadership experience was highlybeneficial to their skill development, nature of interactions and campus integration. Students engaged incommunity service peer-leader roles reported positive change on more outcomes than peer-leader roles inacademics, residence halls and orientation and peer leaders who received financial compensation reportedpositive differences on a wider range of self-rated outcomes than those students not receiving remuneration.In sum, the examination of peer-leader structures and outcomes provide suggestive evidence that peerleadership meets many of the criteria to be considered as a high-impact practice.

Peer leadership as an emerging high-impact practice: An exploratory study of the American experience