Date of Submission

2026

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Psychology

Department Chair

Jessica Glass Kendorski, Ph.D., NCSP, BCBA-D

First Advisor

Virginia Salzer, Ph.D.

Second Advisor

Jessica Kendorski, Ph.D.

Third Advisor

Barbara Auris, Ed.D.

Abstract

This study builds on existing research examining the impact of First-Year Experience (FYE) courses, with a specific focus on community college students, and expands the measures of success for these courses. Most scholarship on the impact of FYE courses on student success focuses on students at four-year institutions and emphasizes academic achievement and retention as key measures of success. In this study, data were collected from community college students enrolled in an FYE-101 course during the Fall of 2025. Pre- and post-course surveys (see Appendices B and C) were administered at the beginning and end of one 15-week and two 7-week semesters. Survey items assessed attitudes toward the FYE-101 course, familiarity and engagement with campus resources, connectedness to the college community, perceived growth in academic skills, and anticipated challenges. Results indicated statistically significant positive changes in student perceptions of the course, connectedness to peers, and sense of belonging to the campus community throughout the semester. In addition, students indicated an overall improvement in academic skills and mindset. Overall, results support FYE courses as a powerful, evidence-based intervention that can positively impact community college students’ transition into postsecondary education. Implications include harnessing positive student perceptions to enhance student engagement in FYE courses, expanding FYE to additional populations within the community college to enhance students’ sense of connectedness and belonging, and providing ongoing, scaffolded support in key skill-based areas such as time management.

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