Assistive Student Profiling for Improved Retention and Engagement (ASPIRE)

Michaela Black, Michaela Keenan, Gavin Breslin, Tandy Haughey, Zoe Younger, Sharon Milner, Garry Prentice

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review


This paper presents a research project which applied psychological student profiling to identify at-risk and high performing students who had just commenced their first year of study at University. The research brought profiled ‘at risk’ and high performing students together within a pro-active support intervention, including development sessions using a theoretically grounded intervention to effect attitude and behaviour change. The study was conducted in partnership with students and shows enhanced curriculum development as a positive output from this approach.
Original languageEnglish
Title of host publication10th European First Year Experience conference - Artevelde University College
Publication statusPublished (in print/issue) - 5 Apr 2016


  • Active learning, Belonging (socially, academic) Induction (Orientation), Learning communities, Peer mentoring, Research on FYE, Retention, Student diversity, Student perspective, Transition from highschool/college to HE, Work and study


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