Re-engaging Campus Life: A Phenomenological Study on Student Well-being and Co-curricular Participation in the Post-Covid-19 Era

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.

Grantor dc:publisher

Creighton University

Year dc:date.issued

2026

Author dc:creator

• Burke, Liah, Terese

Advisor dc:contributor.advisor

• Rabas, Audrey

• Co-curricular engagement
• Phenomenology
• Post-pandemic education
• Student Development
• Undergraduate experience

Statement dc:rights

• Copyright is retained by the Author. A non-exclusive distribution right is granted to Creighton University and to ProQuest following the publishing model selected above.

Language dc:language.iso

en_US

Repository record dc:identifier.uri

https://cdr.creighton.edu/handle/10504/165644

OAI identifier oai:identifier

oai:cdr.creighton.edu:10504/165644