Master of Arts, Wittenberg University, 2022, Education

The purpose of this study was to examine to what extent students with disabilities experience a sense of belonging in their high school. The study was conducted with five students with disabilities in the ninth grade whose least restrictive environment is the inclusion classroom. Students were given the Psychological Sense of School Membership Likert scale and asked to rate how true they found each of the 18 different statements. Two students were interviewed about their school experiences to take a deeper look at the factors that may impact a students' sense of belonging. Common themes in both the Likert scale responses and interview responses were compiled and used to draw conclusions regarding the sense of belonging experienced by the students who participated in the study

Committee: Brian Yontz (Advisor); Jeff Pellerito (Committee Member); Amy McGuffey (Committee Member) Subjects: Education; Secondary Education; Special Education

Doctor of Philosophy, The Ohio State University, 2014, EDU Teaching and Learning

Student populations at institutions of higher education across the United States are becoming increasingly diverse with more women, students of color, and students from low-income families enrolling in colleges and universities. Many of these students will be the first in their families to pursue and possibly obtain a college degree (Pascarella, Pierson, Wolniak, & Terenzini, 2004; Reid & Moore, 2008; Terenzini, Springer, Yaeger, Pascarella, & Nora, 1996; Vega & Moore 2012). According to Strayhorn (2008a), 75% of African American students attend predominately white institutions (PWIs). However, their attrition rates remain higher than whites and other ethnic minority college students (D'Augelli & Hershberger, 1993; Loo & Rolison, 1986). Therefore, it is important that research be conducted on first-generation African American students at predominately white institutions. The purpose of this research study was to critically analyze the academic and social experiences of first-generation African American students and their sense of belonging at a predominately white institution in the Midwestern region of the United States. A qualitative research design was employed that utilized one-on-one interviews in order to better understand the lived experiences of these college students. Additionally, critical race theory (CRT) was utilized as the theoretical framework, with specific emphasis on the tenet of counter-storytelling and narratives as a way to understand how race and racism impacted the experiences of first-generation African American students at a predominately white institution. In addition, critical race methodology particularly its attention to race and racism was utilized as a methodological approach for this research study. The following seven themes emerged from the data: (a) pre-collegiate academic and social experiences, (b) academic preparation in high school, (c) academic experiences/academic sense of belonging, (d) social experiences/social s (open full item for complete abstract)

Committee: Valerie Kinloch Dr. (Advisor) Subjects: African Americans; Education; Higher Education

Ed.D., Antioch University, 2024, Education

Loneliness was declared a national epidemic in May 2023 and an international global threat in November 2023. Sense of belonging, or lack thereof, can greatly contribute to loneliness. Students who feel a sense of belonging at their institution tend to be more engaged and experience higher success rates, which can lead to increased persistence and retention. The objective of this professional innovation dissertation was to investigate how inclusive and equitable teaching practices might increase sense of belonging for students in the learning environment. This study advocates for marginalized students, placing the responsibility for a change in learning environment back on the institution with a specific focus on teaching practices. Maslow's hierarchy of needs provides the foundation for sense of belonging. That hierarchy combined with the intersectionality framework emphasizes how students often have multiple identities, and the combination of identities can impact the way they engage in the learning environment. The transformative paradigm provides institutions with the lens to consider how changes in the learning environment are necessary to provide the types of support students need to be able to develop a sense of belonging. The professional development materials created in this dissertation suggest that critical self-reflection and transformative learning are necessary for faculty to gain an understanding of their students and provide the inclusive and equitable experience they need to develop a sense of belonging, overcoming barriers created by the institution and the complexity of having multiple identities. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Committee: Lesley Jackson Ph.D. (Committee Chair); Gary Delanoeye Ed.D. (Committee Member); Michelle Ramzan Ed.D. (Committee Member) Subjects: Educational Leadership; Higher Education

Doctor of Philosophy, The Ohio State University, 2024, Educational Studies

Historically, religion has been an understudied topic in higher education research, and Hindu students in particular have received insufficient attention. This qualitative study helps fill this knowledge gap by investigating how some Hindu students experience belonging at a large, public, Midwestern university. Using an emic/etic approach, I conduct a thematic analysis informed by descriptive phenomenology followed by a theoretical analysis using critical religious pluralism theory to understand how three Hindu students experience belonging on their university campus. The data collection methods used were semi-structured interviews and photo-elicitation. The four main themes which emerged from the data were religious and cultural identities, religious literacy, the importance of community, and individual spirituality. The critical religious pluralism theory-based analysis focused on religious literacy as a justice issue, the way neutrality perpetuates privilege, and the role of Christian privilege, drawing insights from these content areas about students' experiences of belonging. Overall, this study demonstrates the importance of providing both neutral and sectarian safe spaces on campus for Hindu students; building religious literacy into training and programming for faculty, staff, and students; and giving attention to Hindu students' spiritual development to support Hindu students' sense of belonging. This study also demonstrates how critical it is to analyze religion separately from culture.

Committee: Matthew Mayhew (Advisor); Cynthia Porter (Committee Member); Penny Pasque (Committee Member); Amy Barnes (Committee Member) Subjects: Education; Higher Education; Religion

PHD, Kent State University, 2024, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

The aim of this qualitative interpretive research study is to further current scholarship about Black undergraduate women students by exploring their interactions, both formally and informally with other Black women at predominantly white institutions (PWIs). My research findings expose how Black undergraduate women formed, maintained, nurtured, or dissolved interactions with other Black women. I conducted one, semi-structured interview with each volunteer participant virtually using the Microsoft Teams platform. I asked questions from a predetermined list of open-ended questions. I used a substantive categorizing strategy to analyze all segments of data and on-going analysis. The findings of the study showed (1) participants experienced moments of support and encouragement from interacting with other Black women one on one, (2) participants actively establish connections and a sense of belonging with other Black women on campus through exchanging greetings and verbal affirmation with initially unknown Black women on campus, (3) participants navigated perceptions of communication and experienced moments of negotiating their identity expressions after interacting with diverse Black women, and (4) participants experienced challenges in their continued interaction with white friends and desire to further connect with more Black undergraduate women on campus.

Committee: Tricia Niesz (Advisor); Christa Porter (Committee Member); Amy Damrow (Committee Co-Chair) Subjects: African American Studies; Black Studies; Education Philosophy; Gender; Gender Studies; Higher Education; Higher Education Administration; Minority and Ethnic Groups; Womens Studies

Doctor of Education (Educational Leadership), Youngstown State University, 2024, Department of Teacher Education and Leadership Studies

Students at the collegiate level face chronic stress due to the lifestyles of heavy workloads, schoolwork, and adjustment to campus life. Being in prolonged periods of stress could negatively affect students' well-being, which can adversely affect other psychological areas such as mindfulness, motivation and engagement, and sense of belonging, as they are related through Seligman's (2011) Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment (PERMA) model. Large-animal activities, such as equine-facilitated learning activities (EFLA), are unique and innovative strategies to lessen the stress of college endeavors. The current mixed-methods investigation focused on implementing an EFLA program with college students at Youngstown State University. The study aimed to determine the impact of a four-week EFLA program on college students by assessing mindfulness, well-being, motivation, engagement, and a sense of belonging. Results from the current investigation can inform researchers and educators about the impacts an EFLA program on college students. Quantitative data results suggest that there were significant differences amongst the control and treatment groups from pre- and post-survey administration on mindfulness and well-being, along with suggesting no statistically significant differences in the sense of belonging, motivation, and engagement. However, the treatment group's mindfulness, well-being, motivation, engagement, and sense of belonging scores increased after the EFLA program, while the control group's scores decreased. Additionally, qualitative accounts suggested themes and favorable responses in students who felt their well-being, mindfulness, motivation, engagement, and sense of belonging increased from the program. Participant perceptions regarding the EFLA program aligned with the quantitative results in the belief that it improved their well-being, mindfulness, sense of belonging, motivation, and engagement. Additionally, well-being (open full item for complete abstract)

Committee: Karen Larwin PhD (Committee Chair); Kenneth Miller PhD (Committee Member); Eddie Howard EdD (Committee Member) Subjects: Education; Educational Leadership; Higher Education; Mental Health

Doctor of Education , University of Dayton, 2024, Educational Administration

Antisemitism has a long and troubling history in the United States, often manifesting in various social settings, including organized sports. This study investigates the experiences of Jewish-American youth athletes in Central Ohio, focusing on how modern antisemitism affects their participation in sports and overall well-being. Recent data shows a resurgence of antisemitic incidents, which has prompted a need for detailed exploration of its impacts on young athletes. The problem addressed in this study is the increasing prevalence of antisemitism in youth sports and its detrimental effects on Jewish teenagers in Central Ohio. Through a Critical Participatory Action Research (CPAR) methodology, this research combines qualitative and quantitative data to provide a more comprehensive understanding of the issue. Surveys conducted with Jewish teenage athletes reveal experiences of verbal abuse, exclusion, and other forms of discrimination leading to heightened psychological distress, and negative impacts to Jewish identity and sense of belonging. This study underscores the urgent need to address antisemitism within youth sports in Central Ohio. By implementing targeted community interventions, harm can be mitigated and a supportive environment for Jewish athletes can be fostered. This research contributes to the broader understanding of how antisemitism affects minority youth in sports and provides a framework for future studies on marginalized groups. Continued efforts and collaboration among community organizations, educational institutions, and policymakers are essential to combat antisemitism and promote inclusivity in youth athletics.

Committee: Matthew Witenstein (Committee Chair); Timothy Greger (Committee Member); Barry Resnick (Committee Member) Subjects: American Studies; Developmental Psychology; Education; Health Education; Judaic Studies; Mental Health; Middle School Education; Physical Education; Public Policy; Religion; Secondary Education; Social Psychology; Social Work

Doctor of Education , University of Dayton, 2024, Educational Administration

Caregiver engagement has been a topic of study due to the resulting benefits regarding student's school experience. Students are better prepared to transition to kindergarten, receive higher test scores, increase attendance, and report fewer discipline problems when caregivers work collaboratively with school personnel. This study addresses engagement from the caregiver's perspective. Participant funds of knowledge were assessed through interview and group meeting to determine barriers inhibiting engagement and suggestions to alleviate barriers. The purpose of the research was to increase sense of belonging amongst caregivers through the use of funds of knowledge in order to identify barriers to engagement. Once barriers were identified, the participants created a plan to lessen the effects of the barriers. The group uncovered unanticipated barriers and has laid the groundwork for future events at a small rural K-12 school district.

Committee: Matthew Witenstein (Committee Chair); Jonathan Lischak (Committee Member); Layla Kurt (Committee Member) Subjects: Education; Educational Leadership

Doctor of Philosophy (PhD), Ohio University, 2024, Higher Education (Education)

Quantitative data was collected from 926 traditional-aged postsecondary students, of which most (69%) respondents were upperclassmen in their junior or senior year of college. The findings from this overall research indicate that there has been a shift in how today's Generation Z learners view online and hybrid learning and their ideal way to take college classes. Over half (61%) of the research participants reported hybrid course format as their most ideal way of taking college courses. In addition, the results confirmed that students who engage in positivity practices are generally happier individuals, and there was a positive relationship identified between the status of happiness in students who preferred the hybrid learning method. Finally, when comparing the status of sense of belonging in college students, the research results uncovered a strong association between students' campus involvement and sense of belonging levels. Developing flexible learning cultures, as well as promoting consistent practices of positivity methods and encouraging active campus involvement, are factors associated with higher levels of overall well-being (subjective happiness and sense of belonging) that can lead to healthier student populations, greater academic success, increased retention, and higher graduation rates.

Committee: Peter Mather (Committee Chair); Christine Bhat (Committee Member); Laura Harrison (Committee Member); Mary Tucker (Committee Member) Subjects: Business Education; Higher Education; Instructional Design; Marketing; Mental Health

Doctor of Education, University of Toledo, 2024, Higher Education

This dissertation explores the impact of physical campus spaces on the sense of belonging among commuter students. Drawing on qualitative data collected through photography, videos, interviews, observations, and campus materials, this study investigates how the physical campus environment shape students' perceptions of connection, inclusion, and belonging. By analyzing the themes of functionality, ownership, departmental environment, and external surroundings, the research delves into the intricate interplay between physical spaces and students' sense of belonging. Findings reveal the significant role that functional spaces, amenities, building efficiency, department-specific resources and tools, architecture and the surrounding environment, and community dynamics play in fostering a supportive and inclusive environment for commuter students. Ultimately, this study contributes to the understanding of how physical spaces can influence the sense of belonging and overall student experience on campus.

Committee: Snejana Slantcheva-Durst (Committee Chair); Jessica Keating (Committee Member); Renae Mantooth (Committee Member); Debra Brace (Committee Member) Subjects: Education; Higher Education

Doctor of Philosophy (Ph.D.), University of Dayton, 2024, Educational Leadership

Collegiate men are overrepresented in student conduct systems across the higher education landscape as they are more likely to engage in high-risk behaviors when compared with their female counterparts (Laker & Davis, 2011). There is a strong correlation between these high-risk behaviors and the ideology of toxic masculinity (Wagner, 2015). Many collegiate men yearn for a sense of belonging and when they are joining community with each other, it can re-enforce the adoption of this toxic masculine ideology (Harris & Struve, 2009). Restorative Justice while not a new concept, is still a relatively newer practice in higher education. As the toxic masculine ideology is leading to many collegiate men engaging in harmful behavior that is not being sufficiently corrected through historical punitive student conduct practices, this study aimed to see if restorative justice could be used a tool to support men engaging in high-risk behavior and combat toxic masculinity by aiding with their self-authorship and sense of belonging. 16 student conduct professionals from across the country participated in this constructivist phenomenological research and data was collected through semi-structured interviews, to learn from their experiences on challenging and supporting male college students with restorative justice practices and philosophy. Eight themes emerged from this study. The themes are as follows: 1) Versatility of restorative justice; 2) Traditional forms of student conduct have significant limitations; 3) Art of vulnerability; 4) Understanding of community impact; 5) Becoming an agent for change; 6) Finding authenticity; 7) Meaningful change; 8) Building and/or finding community.

Committee: Matthew Witenstein (Committee Chair); Bill Fischer (Committee Member); Davin Carr-Chellman (Committee Member); Mary Ziskin (Committee Member) Subjects: Education; Education Philosophy; Education Policy; Educational Leadership; Higher Education; Higher Education Administration

EDD, Kent State University, 2024, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

This qualitative action research study examined the SAGES academic coaching program, a pilot program for first-year students who identify as having a disability. The study focused on the student–coach relationship and goal setting during coaching. Five students and three coaches participated in the study. I observed one coaching session for each student and interviewed students and coaches. I also reviewed survey data and academic performance for each student. Through observations and interviews, I identified four primary strategies coaches used when establishing a relationship with their students: (a) coach took a genuine interest in the student; (b) coach created a positive coaching experience; (c) coach created an inclusive coaching experience; and (d) coach ensured student voice and agency were present during the coaching session. I identified four steps coaches and students experienced when setting goals: (a) coach helped student clarify goals; (b) coach and student worked together on skills and strategies for goal attainment; (c) student used trial and error to test out skills and strategies; and (d) student learned how to implement skills and strategies independently. Through the study, I identified aspects of the program that should be expanded and components that should be added. The program will expand access and build on the individualized and proactive approach. It will emphasize the student–coach relationship, goal setting, and transition to the university. New components include (a) creating a success team, (b) using the learning management system to share resources, (c) incorporating sense of belonging and self-determination, (d) adding training aligned with ICF competencies, and (e) implementing assessment.

Committee: Tricia Niesz (Committee Chair) Subjects: Academic Guidance Counseling; Education; Higher Education; Special Education

Doctor of Education , University of Dayton, 2024, Educational Administration

Minorities working at predominantly white institutions (PWI) of higher education face many challenges. One critical challenge is feeling a sense of belonging (SoB) in their organization. In this qualitative study six members of ERG's at a large PWI in the Midwest were interviewed. Participants varied, in race, gender, age, and role at the University. Three themes emerged which were identity, belonging, and University support. The findings revealed that ERG membership does have a significant impact on the (SoB) for minority staff. The recommended action steps focus on the theme of University support in the forms of funding, access to information, acknowledgment of the voluntary efforts of staff, and informing new and existing staff of the existence of ERG's.

Committee: Clare Liddon (Committee Chair) Subjects: Behaviorial Sciences; Higher Education; Minority and Ethnic Groups; Organizational Behavior

MA, Kent State University, 2023, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

The purpose of this study was to assess first-generation college students' perceptions of peer mentoring for social integration. Most previous research on first-generation college students has been focused on their academic outcomes. Less attention has been paid to social integration into campus life for first-generation college students. The participants in this study were 58 first generation adult college students. Participants' reported social integration to college and their perceptions of peer mentoring for social integration were assessed through an online Qualtrics survey. The findings showed that only one-third of respondents felt mostly or completely socially integrated into college life. Nearly half of the respondents were either moderately or very interested in participating in a peer mentoring program aimed at promoting social integration for FGCSs. Almost two-thirds reported increased social connections and friendships and better understanding of campus resources as likely benefits of a peer mentoring program. When participants were provided characteristics of peer mentors, supportiveness/encouragement was rated very or extremely important. Recommendations for future programming and research were provided

Committee: Maureen Blankemeyer (Advisor) Subjects: Higher Education; Individual and Family Studies; Social Structure

Doctor of Education (Ed.D.), Bowling Green State University, 2023, Leadership Studies

This dissertation investigated the impact of fee-based individualized academic support programs on the attitudes of college students with disclosed disabilities toward retention and belonging. The study took place at two public, midsize, state universities located in the Midwestern region of the United States. The research was grounded in William Spady's model of the dropout process and Vincent Tinto's institutional departure model. Both perspectives served as the theoretical frameworks for exploring the impact of fee-based individualized academic support programs on various outcomes, including students' attitudes toward belonging, retention beliefs, college integration, and self-determination. A convenience sample of 110 participants was recruited from both universities. All participants disclosed disabilities either to an on-campus office of disability services or were enrolled in a fee-based program. Factorial Analysis of Variance (ANOVA) was used to examine the effects of enrollment and tutoring status on attitudes toward retention and belonging. Logistic regression further revealed that both attitudes toward retention and self-determination were significant predictors of enrollment in fee-based programs, even when controlling for socioeconomic status (SES). The findings explicitly indicate that both enrollment in a fee-based individualized academic support program and tutoring significantly improved students' integration into the college environment and positively influenced their attitudes toward retention and belonging. Specifically, students enrolled in fee-based programs were found to be more socially and academically integrated, leading to a more favorable outlook on staying enrolled. Moreover, the tutoring aspect was notably impactful; students who participated in tutoring sessions were more integrated and displayed more positive attitudes toward retention and belonging compared to non-tutored students. Tutored students experienced not only acade (open full item for complete abstract)

Committee: Judy Jackson May Ph.D. (Committee Chair); Jonathon Kershaw Ph.D. (Other); Steven Capps Ph.D. (Committee Member); Julia Matuga Ph.D. (Committee Member); Penny Soboleski Ed.D. (Committee Member) Subjects: Educational Leadership; Higher Education

Doctor of Education , University of Dayton, 2023, Educational Administration

As students of color find belonging in their campus community, they not only desire to persist to graduation, but they to seek to thrive and cultivate a sense of place for their peers to do the same. Utilizing Black placemaking framework, this study explored the lived experiences and the interpretation of that experience for Black students at Carmel University. The university's place based identity is rooted in the Imago Dei, the understanding that we are all created in the image of God and are to be fully known in who we are. Hermeneutical phenomenology was employed in the process of data collection which included interviews, observations, and the reflexive journaling of the researcher. In that communicative space, five themes overarching themes were identified in the data analysis: experience of place, belonging, social capital, interpretation of experience, and hope. Findings suggest that while participants value their experience at Carmel, there is an expressed need to support Black student belonging through representation, opportunities, and practices that represent who they are. Further, findings suggest a critical need for a commitment from the institution to take the initiative to create and sustain these opportunities. The study proposes a plan of action grounded in a collaborative process with participants, community members, and invested stakeholders that contributes to belonging and thriving through mentorship and a feasibility study of bringing a Black Greek Letter Organization to campus.

Committee: Ricardo Garcia (Committee Chair); Mary Ziskin (Committee Member); Evin Grant (Committee Member) Subjects: Educational Leadership; Higher Education; Higher Education Administration; Religious Education

Master of Science (M.S.), Xavier University, 2023, Psychology

This study examined how factors such as belonging, burnout, and work-life balance may affect workers' mental health. Gender effects on the relationships were also explored. A total of 200 participants recruited from Prolific.co took part in this study, with one being excluded from the final sample. They were asked to complete a series of self-report questionnaires. The results supported the existence of bivariate relationships between the predictors of belonging, burnout, and work-life balance, and self-reported mental health, but did not support the expected moderating effect of gender on any of these relationships. Limitations of the study, and implications of the findings, were considered.

Committee: Morrie Mullins Ph.D. (Committee Chair); Dalia Diab Ph.D. (Committee Member); Leann Caudill Ph.D. (Committee Member) Subjects: Occupational Psychology; Psychology

Doctor of Education , University of Dayton, 2023, Educational Administration

The purpose of this study is to identify and evaluate how organizations are able to create a sense of community and support teams within remote work environments, especially within times of crisis. The study emphasizes the need for BAC Consulting leadership teams to assess and understand the demographic and cultural makeup of the organization as a means for determining its specific needs. Details from BAC Consulting Baseline Sustainment team members' lived experiences will also be gathered to gain an understanding of the individual and collective challenges they have faced as a result of the COVID-19 pandemic. The goal of the study is to aid in the fostering of a sustainable partnership between employees and leadership as they work to improve employee engagement and create a thriving organizational culture. This qualitative participatory action research study will add to the developing knowledge base while also being a useful tool for administrators interested in making impactful organizational change during times of crises. This study utilized Funds of Knowledge (FoK) and William Kahn's Theory of Employee Engagement as guiding frameworks for improving the employee experience and creating a greater sense of belonging. To collect relevant qualitative data, participants in the study were interviewed individually and also contributed to a working group session. The results were analyzed and common themes were identified. The information was valuable in developing an effective action plan and organizational checklist. These tools were designed to aid in fostering organizational change by providing greater access to training and company resources while increasing employee engagement and team collaboration.

Committee: Matthew Witenstein Ph.D. (Committee Chair); Elizabeth Essex Ph.D. (Committee Member); Meredith Montgomery Ed.D. (Committee Member) Subjects: Management; Organization Theory; Organizational Behavior

Doctor of Education (Ed.D.), Bowling Green State University, 2023, Leadership Studies

Women are underrepresented in science, technology, engineering, and math (STEM) in higher education institutions and the technology field and vulnerable to attrition. The reviewed literature suggests that the impact of other factors, beyond students' academic performance, leading to well-being and success and affecting female students' retention and persistence, needs attention. Moreover, opportunities for students to learn from one another, develop relationships, and build a sense of community should be investigated. The present study illuminates the experiences of a sense of belonging for female CS students who participated in CODE4her™ CS Mentorship Program for Girls (CODE4her). The embedded single-case approach bounded this phenomenological study. The participants were mentors in CODE4her between 2017 and 2022. The purposefully selected alumnae (n = 7) and current students (n = 5) recollected and described their lived experiences as mentors and CS students and how these experiences shaped their sense of belonging. Data were collected through semi-structured in-depth phenomenological and focus group interviews and an anonymous survey. Data analysis was performed in NVivo following the Modified van Kaam Method. The data analysis revealed that female CS students continue to perceive themselves as not belonging initially. Participating in CODE4her promoted feeling valued, respected, and part of a community. Mentors participated actively and assumed responsibility for their mentoring triads while practicing various skills. They felt supported by other women as they shared experiences, networked, and forged friendships. Students appreciated the program's mission and felt proud of being able to introduce CS to girls and make an impact on them. Mentors perceived that the program provided membership in a community that increased their confidence and a sense of belonging. The lack of a sense of belonging for female students in CS is a complex and significant problem with (open full item for complete abstract)

Committee: Kristina LaVenia Ph.D. (Committee Chair); Patrick Pauken J.D., Ph.D. (Committee Member); Vipa Phuntumart Ph.D. (Other); Rebecca Bates Ph.D. (Committee Member); Christy Galletta Horner Ph.D. (Committee Member) Subjects: Computer Science; Higher Education

Doctor of Philosophy (Ph.D.), University of Dayton, 2023, Educational Leadership

The college student experience was severely altered due to the COVID-19 pandemic during the spring semester of 2020. At that time, college administrators had no idea what was in store for their students in the coming weeks, months, and ultimately years. Because the pandemic is still a new phenomenon, little research exists on the effect of COVID-19 on sense of belonging for college students. This study aimed contribute to that literature base and focused on better understanding the lived experience of students at a small, private institution in the Midwest during the COVID-19 pandemic, specifically looking at sense of belonging and use of campus space through a third space framework. Third spaces are widely studied in the fields of education, cultural studies, and architecture to examine how cultural, human, and physical factors come together (Oldenburg and Brissett, 1982). Third spaces, unique from an individual's home (first space) or work/school (second space), encompass all the other spaces a person occupies (Oldenburg and Brissett, 1984; Bhabha, 1990). These spaces on college campuses are places like student unions, coffee shops, lobbies, and outdoor common spaces. Examining sense of belonging and use of campus space through the lens of third spaces allowed participants to reflect on their experience and offer valuable insights into how they navigated the pandemic, both on and off campus. Five themes emerged from this study. Those themes are: 1) People make the space; 2) Mental Health and Imposter Syndrome affect how people show up to different spaces and present themselves; 3) University-imposed restrictions affected students' ability to make friends and build community; 4) Favorite spaces on campus were overwhelmingly identified as third spaces; and 5) Participants felt a sense of ownership over their sense of belonging.

Committee: Matthew Witenstein (Committee Chair); Karen Lovett (Committee Member); Jennifer Dalton (Committee Member); Charles Russo (Committee Member) Subjects: Education; Higher Education; Higher Education Administration