Abstract
The purpose of this qualitative phenomenological study was to explore the lived experience of student leaders of co-curricular service-learning activities in their development of Appreciative Inquiry framing and effective conflict resolution skills in their roles as servant leaders on Service & Justice Trips. The results of this dissertation in practice aimed to address the gap in literature about conflict resolution skills as a complement to Appreciative Inquiry framing in the formation of undergraduate servant leaders in their formation opportunities and their leadership journey in service-learning activities. In addition to adding scholarship to this discussion, this study also informs practices in leadership formation for undergraduates engaged in service-learning. This study can also aid institutions of higher learning in creation of and support for programming for emerging servant leaders in co-curricular service-learning endeavors. This document includes the DIP proposal, publication-ready manuscript, and professional recommendations.Keywords: phenomenological study, service-learning, Appreciative Inquiry, conflict resolution, servant leadership