ABSTRACT
Because alternative breaks are a student-led movement, most of the necessary training to keep the program moving smoothly and effectively is planned and led by students. The opportunities for peer education among college students create positive outcomes to the complex Bloom's Taxonomy. Leading and teaching peers is the crux of the alternative break program's effectiveness as a dynamic leadership model; they engage other students in holistic higher-level learning. Students learn best when they set their own learning objectives, develop strategies to meet them, and reflect on their performance. Skills and knowledge are greatly enhanced when leaders are surrounded by peers who are doing similar work on other campuses, have the opportunity to contrast and adapt their models compared to others, and are immersed in alternative break information for a full week.
