Journal of Perspectives in Applied Academic Practice

• Welcome to this Special Issue on enabling first year student success in a tertiary world

  William Carey, Diane Nutt, Luke Millard, Joke Vanhoudt, Peter Szakál

  • Welcome Editorial_PDF

• Guest editorial - Students experiencing and shaping the first year: Agency, belonging and participation

  William Carey, Joke Vanhoudt

  • Editorial_Student.PDF

Vignette

• Transitions within transitions: Supporting students, and ourselves, through change in higher education

  Casey Beaumont

  • Beaumont-PDF

• Preparing students for a successful transition and first year studying a pharmacy degree: Preparing for Pharmacy - a first year student’s perspective

  Dr Carl R Harrington, Dr Rosemary Norton, Akshika Yogarajah

  • Harrington+et+al.PDF

• A Cup of Tea and a Chat.

  Susan Hodkin

  • Hodkin_PDF

• Turning challenges into change: Harnessing student voice to make change and increase engagement with our Student Mentoring scheme

  Cayleigh Morgan

  • Morgan_PDF

• Welcome, belong, stay: Student employees reimagining campus life

  Caroline E. Nilstad, Dr. Thomas V. Kalvik

  • Nilstad+VikestadKalvik_PDF

• Inviting everyone to the HE dinner party and empowering them all to take part in the conversation!

  Louise Roche, Elizabeth Miller, Hasti Zare

  • Roche et al_PDF

• Between arrival and departure: The dual first-and-final year experience of one-year Master’s students

  Mabel C Sydney, Kelly Edmunds

  • Sydney+Edmunds_PDF

Case Studies

• The evolution of the peer learning model Supplemental Instruction in Europe and its impact on the student first year experience

  William Carey, Manuel João Costa, Joakim Malm, Marcia Ody, Kaire Uiboleht, Dominique Verpoorten, Aoife Walsh, Linda Wennborg

  • Carey et al_PDF

• “Take away some of the fear”: An evaluation of how a pre-arrival module helped to support student transition to first year psychology

  Megan Jones, Jen Coleman

  • Jones+Coleman_PDF

• Promoting social integration, self-efficacy, and sense of belonging: Embedding connection-building within course induction to support transition into higher education

  Amy Kyte, Sarah Hadlow

  • Kyte+Hadlow_PDF

• Peer Assisted Study Sessions (PASS): Enhancing transitional experiences of first year psychology students

  Aideen McParland, Tayler Truhan, Avril Hawthorne

  • McParland et al_PDF

• The Peer Assisted Student Support (PASS) Leadership module assisting first year students’ transition to higher education at Technological University of the Shannon

  Aoife Walsh

  • Walsh_PDF

Reflective Analysis Papers

• On the transition to undergraduate studies as experienced by working class students

  Neil Speirs

  • Speirs_PDF

Original Research

• The first-year university student in the age of acceleration: Time beliefs, decisions, and impacts

  Deirdre Casey, Dr Marian Hurley

  • Casey+Hurley_PDF

• SIMON: Supporting at-risk students through evidence-based personalized guidance

  Lot Fonteyne, Simon Acke

  • Fonteyne+Acke_PDF

On the Horizon

• My Maynooth on Moodle - Introducing a year-long digital student transition programme.

  Eddie Corr

  • Corr_PDF

• Co-designing and delivering a peer led Induction program at the University of Minho: the Sou.UMinho experience

  Manuel João Costa, Marta Judite Castro Lopes, Júlia Costa, Filipe Rocha

  • Costa+et+al_PDF

• Fostering belonging: challenging imposter syndrome and celebrating the dual identities of articulation students.

  Sue Liddon

  • Liddon_PDF

• Digital feedback histories: Tracing the influence of past experiences on undergraduate students’ university transitions

  Lauren Shields

  • Shields_PDF

• “ChatGPT is my friend” – From solitude to university community with Cura personalis

  Ágnes Stummerné Nagy

  • StummernéNagy_PDF

Opinion Piece

• The AI-Extended Student Mind (or: How ChatGPT Calls for a Gamification of Education)

  Nele Van de Mosselaer

  • N Van de Mosselaer_PDF

Book Reviews

• Healey, M. (2025) The Research-Education Nexus: Engaging students in research and inquiry.  A report for the University of Westminster

  Catriona Cunningham

  • Cunningham_PDF