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PEER ASSISTED STUDY SESSIONS (PASS) PROGRAM: A Teaching and learning support program

Fadhliyansah SaipulActing Assistant Manager, Education Development & Program CoordinatorEducation ManagementMonash University Malaysia

History of PASSSupplemental 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 retentionincrease the graduation rates of students

The history

1970s

What is PASS?Regularly scheduledSupplementaryPeer-facilitatedVoluntaryNon-remedial

Unit-focusedHow-to-learnWhat-to-learnActive learning

What students saySI sessions are facilitated by student leaders and are focused on increasing understanding and on deeper learning.University of Missouri Kansas City1 hour of PASS is equal to 4 hours of individual study. The University of Adelaide

PASS in Monash MalaysiaInitiated 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 MUAPASS ensures the quality of Monash and promotes a continuous education development approach at Monash Malaysia.Monash University Malaysia in July 2014 as a pilot programPASS in Monash Malaysia4 schools 15 PASS Leaders 8 Units1 hour per session (5 to 20 students)PASS Peer Review Panel in week 4 and 7Online student survey - mid and end of term Student focus group for PASS LeaderReport to Monash University & the Australasian National PASS CentreSemester 1, 2015Semester 2, 2015Target to support at least 5 units

Improve on publicity

Training modulesChallengesIndividual student PASS Leaders Academic Staff InstitutionAcceptance Student attendanceStudent expectationsBudgetBenefitsBenefits & challenges of PASSBenefits of PASSIndividual Student - confidence and self-esteem, develops ability to master course concepts, study and cognitive skills.PASS Leaders - develop skills (leadership and communication skillsAcademic Staff - regular feedback on how course content is being received by the learnerInstitution - improve student performance and success - reduce failure rates and develop an active learning community. Challenges and opportunities for enhancementAcceptance by the unit coordinators ability to teach. Students attendance - PASS Leaders encouraged to attend lecture; have positive and professional relationships with the lecturersPromoting attendance - at all lectures and tutorials; Moodle systems Students not attending lectures or tutorials - expected PASS to provide a mini version of lecturesAttend 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 7provide constructive feedback to PASS Student Leaders to improve the quality of student mentoringonline student survey- mid and end of term student focus group for PASS LeaderReport to PASS office at Monash University & the Australasian National PASS CentreQ&AReferences 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