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From participant to partner in co-creating an extended first year induction.

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Bibliographic Details
Title: From participant to partner in co-creating an extended first year induction.
Authors: Keene, Ethan1
Source: Journal of Perspectives in Applied Academic Practice. 2026, Vol. 14 Issue 2, Part 2, p238-241. 4p.
Subject Terms: *First year experience programs, *Student engagement, *Teacher collaboration, Social adjustment, Collective efficacy, Participatory design, Self-confidence
Abstract: This vignette offers a personal reflection on enhancing the first-year experience at Nottingham Business School (NBS), shaped by three key experiences. ● My personal university experience and the value of having a community. ● Co-developing and evaluating a co-created extended induction programme at NBS. ● Attending EFYE 2025 as a first-time attendee and reflecting on my role as a placement student supporting the first year student experience. Drawing on my own journey of building community as an undergraduate, I reflect on co-developing session content with academic colleagues, supporting Student Mentors, and facilitating feedback processes to refine the induction cycle. The project was driven in the belief that students should be active partners in their learning, with Student Mentors and Assistant Course Leaders collaborating to jointly deliver sessions designed to create a sense of belonging and academic confidence. Attending EFYE for the first time further shaped my understanding of student engagement and the significance of early transition support. Overall, this vignette illustrates how collaborative, student and staff partnerships can strengthen the first-year experience. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:This vignette offers a personal reflection on enhancing the first-year experience at Nottingham Business School (NBS), shaped by three key experiences. ● My personal university experience and the value of having a community. ● Co-developing and evaluating a co-created extended induction programme at NBS. ● Attending EFYE 2025 as a first-time attendee and reflecting on my role as a placement student supporting the first year student experience. Drawing on my own journey of building community as an undergraduate, I reflect on co-developing session content with academic colleagues, supporting Student Mentors, and facilitating feedback processes to refine the induction cycle. The project was driven in the belief that students should be active partners in their learning, with Student Mentors and Assistant Course Leaders collaborating to jointly deliver sessions designed to create a sense of belonging and academic confidence. Attending EFYE for the first time further shaped my understanding of student engagement and the significance of early transition support. Overall, this vignette illustrates how collaborative, student and staff partnerships can strengthen the first-year experience. [ABSTRACT FROM AUTHOR]
ISSN:20519788