Defense Date
2025
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Education
First Advisor
Dr. Lisa Abrams
Abstract
This study examined student engagement across three NSSE administrations at an HBCU—pre-COVID (2018), during COVID (2019), and post-COVID (2022). Engagement was analyzed across four themes: Academic Challenge, Learning with Peers, Experiences with Faculty, and Campus Environment. Results showed that Learning with Peers declined significantly over time, with the largest drop between 2018 and 2022, reflecting pandemic-related disruptions to peer interaction. No significant year effects emerged for the other themes. Two-way MANOVAs indicated that gender, first-generation status, and major did not significantly predict engagement, nor did they interact with year. In contrast, classification emerged as the most consistent predictor, with upper-division students reporting higher engagement. Overall, findings suggest that engagement at this HBCU remained stable across most domains despite COVID-19, with peer learning as the primary area affected. Implications for strengthening collaborative learning opportunities are discussed.
Rights
© The Author
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
12-12-2025