{"id":{"repo_id":"creighton","oai_identifier":"oai:cdr.creighton.edu:10504/165644"},"canonical_url":"https://search.dev.ndltd.org/etd/creighton/oai:cdr.creighton.edu:10504/165644","repository":{"repo_id":"creighton","name":"Creighton University","base_url":"https://cdr.creighton.edu/server/oai/request"},"display":{"title":"Re-engaging Campus Life: A Phenomenological Study on Student Well-being and Co-curricular Participation in the Post-Covid-19 Era","abstract":"This Dissertation in Practice explores how the post-COVID-19 climate has shapedundergraduate students’ developmental experiences and co-curricular engagement at Midwest liberal arts institutions. The purpose of the study is to understand how disruptions across the P–16 continuum affected students’ social-emotional development and their transition into college. The aim is to explore how students describe their readiness for connection, involvement, and well-being after experiencing adolescence during the pandemic. This project uses a qualitative phenomenological methodology to investigate the lived experiences of undergraduate students. Semi-structured interviews were conducted to gather student perspectives on belonging, engagement, and developmental needs in the post-pandemic environment. The scope of the Dissertation in Practice includes an overview of relevant student development theory, the context of post-COVID-19 educational conditions, and the institutional setting of Midwest liberal arts campuses. This document outlines the study’s conceptual foundation, research design, and qualitative procedures to describe how the post-pandemic climate influenced students' developmental pathways and their ability to participate fully in co-curricular experiences.","abstract_html":"This Dissertation in Practice explores how the post-COVID-19 climate has shapedundergraduate students’ developmental experiences and co-curricular engagement at Midwest liberal arts institutions. The purpose of the study is to understand how disruptions across the P–16 continuum affected students’ social-emotional development and their transition into college. The aim is to explore how students describe their readiness for connection, involvement, and well-being after experiencing adolescence during the pandemic. This project uses a qualitative phenomenological methodology to investigate the lived experiences of undergraduate students. Semi-structured interviews were conducted to gather student perspectives on belonging, engagement, and developmental needs in the post-pandemic environment. The scope of the Dissertation in Practice includes an overview of relevant student development theory, the context of post-COVID-19 educational conditions, and the institutional setting of Midwest liberal arts campuses. This document outlines the study’s conceptual foundation, research design, and qualitative procedures to describe how the post-pandemic climate influenced students' developmental pathways and their ability to participate fully in co-curricular experiences.","abstract_has_math":false,"creators":["Burke, Liah, Terese"],"institution":"Creighton University","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Rabas, Audrey"],"committee_chairs":[],"committee_members":[],"year":2026,"date_issued":"2026","date_published":"2026","updated_at":"2026-07-24T01:50:35Z","subjects":["Co-curricular engagement","Phenomenology","Post-pandemic education","Student Development","Undergraduate experience"],"languages":["en_US"],"rights":["Copyright is retained by the Author. 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