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

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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]
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
FullText Text:
  Availability: 0
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DbLabel: Education Research Complete
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AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
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  Data: From participant to partner in co-creating an extended first year induction.
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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, p238-241. 4p.
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  Data: *<searchLink fieldCode="DE" term="%22First+year+experience+programs%22">First year experience programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+collaboration%22">Teacher collaboration</searchLink><br /><searchLink fieldCode="DE" term="%22Social+adjustment%22">Social adjustment</searchLink><br /><searchLink fieldCode="DE" term="%22Collective+efficacy%22">Collective efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Participatory+design%22">Participatory design</searchLink><br /><searchLink fieldCode="DE" term="%22Self-confidence%22">Self-confidence</searchLink>
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  Data: 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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  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=195296435
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      – Code: eng
        Text: English
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        PageCount: 4
        StartPage: 238
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      – SubjectFull: First year experience programs
        Type: general
      – SubjectFull: Student engagement
        Type: general
      – SubjectFull: Teacher collaboration
        Type: general
      – SubjectFull: Social adjustment
        Type: general
      – SubjectFull: Collective efficacy
        Type: general
      – SubjectFull: Participatory design
        Type: general
      – SubjectFull: Self-confidence
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      – TitleFull: From participant to partner in co-creating an extended first year induction.
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              Text: 2026
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