This article presents the results of a study investigating the experiences of undergraduatesacting as peer leaders in an extensive peer-led team learning program in introductory undergraduate sciences and engineering courses. In an effort to understand the facilitator experience in the program better and to report initial findings on the benefits derived through a peer-facilitation experience, the study identified multiple areas in which peer facilitators reported experiences ofgrowth and the ways in which they understood and responded to this growth.
Micari, M., Streitwieser, B., & Light, G. (2005). Undergraduates Leading Undergraduates: Peer Facilitation in a Science Workshop Program. Innovative Higher Education, 30(4), 269-288. https://doi.org/10.1007/s10755-005-8348-y