PEER ASSISTED STUDY SESSIONS

(PASS) PROGRAM: A Teaching and

learning support program
Fadhliyansah Saipul
Acting Assistant Manager, Education Development &
Program Coordinator
Education Management
Monash University Malaysia

History of PASS

Supplemental Instruction (SI) - University of Missouri in

the 1970s.
Known as Peer Assisted Learning (PAL) in the US and
UK, PASS in Australasias region - adaptation of the SI.
Purposes:
assist students in achieving success in targeted units
(high risks or traditionally difficult)
increase retention
increase the graduation rates of students

The history

197
0s

What is PASS?

Regularly scheduled

Unit-focused

Supplementary

How-to-learn

Peer-facilitated

What-to-learn

Voluntary

Active learning

Non-remedial

What students say

SI sessions are facilitated by student
leaders and are focused on increasing
understanding and on deeper
learning.
University of Missouri Kansas City
1 hour of PASS is equal to 4 hours of
individual study.
The University of Adelaide

PASS in Monash Malaysia

Initiated in 2008 - accredited by the Australasian National

PASS Centre based at the University of Wollongong.
Maintaining the similarity in support of learning and
teaching services provided at MUA
PASS ensures the quality of Monash and promotes a
continuous education development approach at Monash
Malaysia.
Monash University Malaysia in July 2014 as a pilot
program

PASS in Monash Malaysia

Semester 1, 2015

Semester 2, 2015

4 schools 15 PASS Leaders 8

Units
1 hour per session (5 to 20 students)
PASS Peer Review Panel in week 4
and 7
Online student survey - mid and end
of term
Student focus group for PASS Leader
Report to Monash University & the
Australasian National PASS Centre

Target to
support at
least 5 units
Improve on
publicity
Training
modules

Benefits & challenges of PASS

Benefits

Challenges

Individual student

Acceptance

PASS Leaders

Student attendance

Academic Staff

Student expectations

Institution

Budget

Benefits of PASS

Individual Student - confidence and self-esteem,

develops ability to master course concepts, study and
cognitive skills.
PASS Leaders - develop skills (leadership and
communication skills
Academic Staff - regular feedback on how course
content is being received by the learner
Institution - improve student performance and success reduce failure rates and develop an active learning
community.

Challenges and opportunities for enhancement

Acceptance by the unit coordinators ability to teach.

Students attendance - PASS Leaders encouraged to
attend lecture; have positive and professional
relationships with the lecturers
Promoting attendance - at all lectures and tutorials;
Moodle systems
Students not attending lectures or tutorials - expected
PASS to provide a mini version of lectures
Attend to get answers for assignments.

Quality Assurance

PASS Peer Review Panel (team of Education

Management staff, PASS Unit Coordinators and Leaders
from 2014 cohort) in week 4 and 7
provide constructive feedback to PASS Student Leaders
to improve the quality of student mentoring
online student survey- mid and end of term
student focus group for PASS Leader
Report to PASS office at Monash University & the
Australasian National PASS Centre

Q&A
References
Devey, A. Hicks, M. Gunaratnam, S. Pan, Y. & Plecan, A. (2012) Precious MeTL: Reflections on the use of Tablet PCs and collaborative
interactive software in peer assisted study sessions. Journal of Peer Learning, 5, 2012. Available at:
http://ro.uow.edu.au/ajpl/vol5/iss1/5
Haggis, T., and Pouget, M. (2002). Trying to be motivated: perspectives on learning from younger students accessing higher education.
Teaching in Higher Education, 7 (3), 323-336.
Huijser, H., Kimmins, L. & Evans, P. (2008). Peer Assisted Learning in Fleximode: Developing an Online Learning Community. Journal
of Peer Learning, 1, 2008, 51-60. Available at: http://ro.uow.edu.au/ajpl/vol1/iss1/7
Jacobs, G. & Stone, M.E. (2008). Foreword. In M.E. Stone & G. Jacobs (Eds.), Supplemental Instruction: Improving First-Year Student
Success in High-Risk Courses. (The First-Year Experience Monograph Series No. 7, v-vi). University of South Carolina: National
Resource Center for the First-Year Experience and Students in Transition.
Martin, D. C., Arendale, D. A., & Associates. (1992). Supplemental instruction: Improving first-year student success in high-risk courses
(2nd edition, Monograph series No. 7). Columbia, SC: University of South Carolina, National Resource Center for the Freshman Year
Experience. ERIC Document: ED 354 839.
Meer, J., & Scott, C. (2008). Shifting the balance: from teacher instruction to peer-learning primacy. The Australasian Journal of PeerLearning, 1(1), 70-79. Available at: http://www.uow.edu.au/content/groups/public/@web/@stsv/@pass/documents/doc/uow051815.pdf
Miles, A. C., Polovina-Vukovic, D., Littlejohn, D., & Marini, A. (2010). The Effectiveness of Peer-Assisted Study Sessions (PASS)
Program in Enhancing Student Academic Success at Carleton University. Toronto: Higher Education Quality Council of Ontario.
Sultan, F. S. Narayansany, K. Kee, H. L. Kuan, C. H. Palaniappa, K & Tee, M. Y. Helping students with difficult first year subjects
through the PASS Program. Journal of Peer Learning, 6, 2013. Available at: http://ro.uow.edu.au/ajpl/vol6/iss1/6
Thalluri, J., O'Flaherty, J. A., & Shepherd, P. L. (2014). Classmate peer-coaching: A Study Buddy Support scheme. Journal of Peer
Learning, 7, 2014, 92-104. Available at: http://ro.uow.edu.au/ajpl/vol7/iss1/8
University of Wollongong (2014). PASS Leader manual. PASS Program, Student Services, University of Wollongong (UOW):
unpublished.
Zaccagnini, M. & Verenikina,I. (2013). Peer Assisted Study Sessions for postgraduate international students in Australia. Journal of
Peer Learning, 6, 2013. Available at: http://ro.uow.edu.au/ajpl/vol6/iss1/8
http://www.purdue.edu/studentsuccess/academic/si/index.html