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.