Abstract
ABSTRACT Federal service academy students participated in this transcendental phenomenological study regarding their experiences as peer tutors at military federal service academies. Outcomes from this article differ from those presented in the literature regarding civilian higher education peer tutors. The following research question provided the framework for this study: What outcomes were realized by participants during their peer tutoring experiences in this setting? Transition theory served as the theoretical framework as it postulates how one transitions during a change in one’s assumptive world. Moustakas’s transcendental phenomenological process was used to analyze data collected from interviews, focus groups, and journaling that revealed the tutoring experience enhanced participant leadership potential.
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