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 Australasia’s 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

1970s

What is PASS?

•Regularly scheduled

•Supplementary

•Peer-facilitated

•Voluntary

•Non-remedial

•Unit-focused

•How-to-learn

•What-to-learn

•Active learning

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

• 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

Semester 1, 2015 Semester 2, 2015

Target to support at

least 5 units

Improve on publicity

Training modules

Challenges

• Individual student

• PASS Leaders

• Academic Staff

• Institution

• Acceptance

• Student attendance

• Student expectations

• Budget

Benefits

Benefits & challenges of PASS

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 Peer-Learning, 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