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Research shows that community engagement programming has a deep impact on students and community partners. However, the Covid-19 pandemic has deeply altered the ways in which community engagement is done. Programming was forced into a virtual space, and has yet to fully return to pre-pandemic models. This study explores how undergraduate students at the University of Dayton describe their participation in and the impact of virtual community engagement programming for partners. The research questions asked in this study are twofold; How do students at the University of Dayton who participated in virtual community engagement program articulate and describe their experience? And, how do students articulate what they learned from participating in virtual community engagement programming? Through interviews with students, this qualitative study aims to better understand the student experience and articulation of impact, as well as how students make meaning from virtual engagement. It is critical that practitioners understand how students are making sense of virtual programming in order to determine what will remain from this virtual world, what needs changing, and how we can better walk with students throughout the process.
Graham F. Hunter
Primary Advisor's Department
Stander Symposium project, student affairs, School of Education and Health Sciences
United Nations Sustainable Development Goals
"Meaning-Making in Virtual Community Engagement Programming" (2022). Stander Symposium Projects. 2691.