Abstract

This sabbatical project examines the rationale, design, and implementation considerations for establishing a required First-Year Experience (FYE) course at Johnson County Community College (JCCC). As the first year of college represents a critical period of transition—particularly for community college students navigating academic, personal, and institutional challenges—this study investigates how a structured, research-based FYE course can support student persistence, engagement, and success. Drawing on an extensive review of national research, analysis of peer community college models, and site visits and interviews with faculty, administrators, advisors, and counselors, the project explores best practices for FYE course design with particular attention to equity, access, and scalability. Findings indicate that required FYE courses, especially those offering flexible credit options and incorporating high-impact practices, centralized curriculum, embedded advising, and intentional instructor training, are associated with improved academic outcomes and retention, particularly for first-generation and historically underserved students. Based on these findings, the project proposes a model FYE framework tailored to the institutional context, student demographics, and strategic priorities of JCCC. The report concludes that implementing a required, well-designed FYE course represents a timely and strategic opportunity for JCCC to strengthen student transition, foster belonging and learner agency, and advance institutional goals related to equity and completion.

Disciplines

Adult and Continuing Education | Curriculum and Instruction | Higher Education

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