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

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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]
Copyright of Journal of Perspectives in Applied Academic Practice is the property of Edinburgh Napier University 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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DbLabel: Education Research Complete
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PubType: Academic Journal
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  Data: Guest Editorial – Designing transition through curriculum: From induction to embedded practice.
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  Data: <searchLink fieldCode="AR" term="%22Carey%2C+William%22">Carey, William</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Nutt%2C+Diane%22">Nutt, Diane</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Perspectives+in+Applied+Academic+Practice%22">Journal of Perspectives in Applied Academic Practice</searchLink>. 2026, Vol. 14 Issue 2, Part 2, p210-213. 4p.
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  Data: *<searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br />*<searchLink fieldCode="DE" term="%22First+year+experience+programs%22">First year experience programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+teams%22">Teaching teams</searchLink><br />*<searchLink fieldCode="DE" term="%22College+student+adjustment%22">College student adjustment</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+activities%22">Student activities</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+identity%22">Professional identity</searchLink>
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  Data: 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]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Journal of Perspectives in Applied Academic Practice is the property of Edinburgh Napier University 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.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=195296429
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      – Code: eng
        Text: English
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        PageCount: 4
        StartPage: 210
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      – SubjectFull: Curriculum planning
        Type: general
      – SubjectFull: First year experience programs
        Type: general
      – SubjectFull: Teaching teams
        Type: general
      – SubjectFull: College student adjustment
        Type: general
      – SubjectFull: Higher education
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      – SubjectFull: Online education
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      – SubjectFull: Student activities
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      – SubjectFull: Professional identity
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      – TitleFull: Guest Editorial – Designing transition through curriculum: From induction to embedded practice.
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              Text: 2026
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