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Guest Editorial – Designing transition through curriculum: From induction to embedded practice.

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Bibliographic Details
Title:	Guest Editorial – Designing transition through curriculum: From induction to embedded practice.
Authors:	Carey, William¹, Nutt, Diane
Source:	Journal of Perspectives in Applied Academic Practice. 2026, Vol. 14 Issue 2, Part 2, p210-213. 4p.
Subject Terms:	Curriculum planning, First year experience programs, Teaching teams, College student adjustment, Higher education, Online education, *Student activities, Professional identity
Abstract:	This article focuses on designing curriculum to support student transition from induction to embedded practice in higher education, emphasizing a broad understanding of curriculum that includes content, assessment, professional identity, and co-curricular elements. It highlights the application of Kift’s (2009) Second Generation First Year Experience (FYE) Curriculum Principles—transition, diversity, design, engagement, evaluation, and monitoring—and Butcher et al.’s (2019) expanded curriculum model incorporating hidden and extra-curricular aspects. The collection of papers explores discipline-specific initiatives, the role of care and relational pedagogy, curriculum-aligned practices involving multiple staff roles, and extended induction programs that enhance student engagement and success. Additionally, it addresses support for educators teaching first-year students and adaptations to changing higher education contexts, including online learning and the use of AI for feedback literacy. [Extracted from the article]
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Database:	Education Research Complete

Description
Abstract:	This article focuses on designing curriculum to support student transition from induction to embedded practice in higher education, emphasizing a broad understanding of curriculum that includes content, assessment, professional identity, and co-curricular elements. It highlights the application of Kift’s (2009) Second Generation First Year Experience (FYE) Curriculum Principles—transition, diversity, design, engagement, evaluation, and monitoring—and Butcher et al.’s (2019) expanded curriculum model incorporating hidden and extra-curricular aspects. The collection of papers explores discipline-specific initiatives, the role of care and relational pedagogy, curriculum-aligned practices involving multiple staff roles, and extended induction programs that enhance student engagement and success. Additionally, it addresses support for educators teaching first-year students and adaptations to changing higher education contexts, including online learning and the use of AI for feedback literacy. [Extracted from the article]
ISSN:	20519788