Exploring University Student Experiences with Community Engagement During the COVID-19 Pandemic.
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| Title: | Exploring University Student Experiences with Community Engagement During the COVID-19 Pandemic. |
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| Authors: | Tyson, Michele1,2, Mleta, Bright3,4 |
| Source: | Journal of Higher Education Outreach & Engagement. 2026, Vol. 30 Issue 1, p97-112. 16p. |
| Subject Terms: | *Tutors & tutoring, *COVID-19 pandemic, *Higher education, *College students, *Community involvement, *Educators, Social belonging |
| Abstract: | This study examined the experiences of undergraduate and graduate students who served as elementary school–level tutors through a grant-funded community-engaged partnership between a private institution of higher education and a public school district during the COVID-19 pandemic. The aim of this work is to explore the impact of this single-case community-engaged experience on the tutors’ individual educational trajectories and their own learning. This study uses principles of narrative data collection to understand the collective experience as a singular case. Specific results include individual influence, personal fulfillment, a shared sense of community, and the importance of belonging to a group as outcomes of program participation in the community-engaged work. The findings also highlight the value of community-engaged work in understanding a sense of belonging in a time of crisis and provide insight on how future higher education and K-12 partnerships could address supplemental learning in the form of tutoring. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Higher Education Outreach & Engagement is the property of University of Georgia, Office of the Vice President for Public Service & Outreach and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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