Abstract
This piece is presented from ongoing empirical research exploring barriers to student (re)engagement at a Midwestern university as COVID-19 persists. While college student personnel have worked to restore student life as campus operations have transitioned back in-person, college student engagement has struggled at many institutions across the United States. Taking a qualitative, phenomenological approach–with transformative leadership as a theoretical framework–this study revealed virtual exhaustion, student voice exclusion, and competing priorities as barriers to re-engaging with campus activities. This piece concludes with transformative advising as a possible approach for college student personnel to address these barriers alongside students.
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