About me
Before I start talking about Peer Assisted Study Sessions (PASS), let me introduce myself. My name is Danny, and I am a Master of Research Student, researching diabetes and kidney disease with the School of Medicine, in hopes of revealing biomarkers or therapeutic targets to improve outcomes for patients with these conditions.
I have a silver cat named Silvy (whose pictures are featured a lot in my PASS sessions), and I play many sports. This includes gym, Muay Thai, basketball, tennis (I suck at this one), and occasionally, swimming. Aside from sports, in my free time I like to step out and enjoy nature or, play some PlayStation (I still need to finish Resident Evil 4 Remastered).
My involvement with PASS spans more than 3 years, from the first-year student who attended PASS to improve his grades, to the second- and third-year student facilitating an environment for students to study whilst also having fun.
What is PASS and why did I choose to do PASS?
Peer Assisted Study Sessions (PASS) is a program where students engage in peer-led learning to enhance their understanding of a subject and develop strategies to improve academic performance. These sessions are facilitated by a student who has completed and excelled in this subject, allowing them to share study tips and techniques that other students may implement.
I often get this question: ‘why PASS?’ Well, in my undergraduate studies (especially post COVID-19), I felt like the campus lost its liveliness, and it felt like there were no study groups on campus. I saw that PASS was available online for one of my Chemistry subjects. I attended and met a friend. This friend and I decided to study together on campus twice a week, one time after the PASS session and another after our practical. As a result, we both achieved a high distinction grade for that subject. Studying together not only made the experience fun but also allowed us to teach each other by explaining concepts and questions – which I believe is the best way to learn.
After this, I thought of running my own on-campus PASS sessions, where I wanted to create an environment for students to communicate and make friends while also learning content, especially for first-year students. And luckily, I could. I implemented fun activities like KAHOOT, a prizing system, and game shows like ‘Who Wants to Be a Millionaire?’. The feedback I got from students was very positive, with some students making specific comments about how glad they were to make friends.
It was an interesting experience to see students walking one by one on their own in Week 2, to walking in groups in Week 6. When I see students around campus who tell me the practice exam they did in PASS helped them in their final exam, I am again reminded of PASS’s importance. I understand some students prefer studying alone, but I strongly encourage you, whether your goal is to meet friends, learn content, or win game shows and eat the chocolate prizes, give PASS a go.
Common Misconceptions
- I need to know it all before attending PASS – You do not need to know the whole syllabus nor be ready for a final exam in week 5 prior to attending PASS. Sessions are usually constructed around your lecture material and tutorials, to break down difficult topics and go over them again to enhance understanding. We are there to learn together.
- PASS facilitators are tutors – Nope, we are students who want to share our study tips and create a fun environment where all students can ask questions and collaborate to create a beneficial study session. There’s a positive correlation between attending PASS and achieving high grades.
- You have no say in what is covered in a session – Students who find session content easy and prefer to cover other topics may hesitate to speak up, either due to shyness or concern about offending the facilitator. It is quite the opposite – telling facilitators which topics you’d rather cover makes it easier for them to plan and is more beneficial for students.
- I can bring assessment material or homework to the session and get help – Since we are all students in the session, working on any assessments or marked tasks is considered plagiarism. Facilitators can look at assessment criteria and include theory and content directly from lectures or textbooks that may be beneficial, but cannot directly help you with your assessment. You can see other academic support options here.
(Three Young People Studying Together Outdoors With Laptops. Picture Credit: George Pak, 2021)
Tips and Tricks
I included some challenges and how I overcame them which will help if you are a new PASS facilitator reading this:
- Engagement: Not many attendees in your session? Don’t take it personally. One thing I found beneficial is showing your personality when advertising in lectures or tutorials. Think about what would make you intrigued to check out PASS if you were a student. A strong hook at the end of the session is one way to have students come back.
- Breaking the ice: Yikes, it is really quiet and I don’t know what to do. I find humour works well in breaking the ice, reminding the students that you are also a student and not a grumpy teacher allows the session to flow easily. Create personal connections with students and make it feel like a group hangout – within the boundaries of your role – this can include conversations about pets, sports, games, hardest subject, etc.
- Boundaries: Creating a friendly environment where everyone in the room becomes friends is great. But you must maintain control of the situation. Do not be afraid to remind students of professional standards, respect and courtesy when communicating.
- Environment: To ensure a lively session where students are engaged, create a friendly rivalry or challenge. Here are two activities that I’ve used, and other facilitators have found to work well: First, for a fun and engaging reward, let the winners of challenges choose a ‘Meme of the Week’ or ‘Silly Animal of the Week.’ This adds a lighthearted touch and keeps participants motivated. Second, consider using interactive tools like KAHOOT or having participants present on a topic, with small prizes like chocolates, keychains, handballs, or even a Bunnings hat as rewards. These activities not only encourage participation but also create a lively and enjoyable atmosphere.
- Content: Not sure what to include in your sessions? Email the subject coordinator and ask which topics students usually struggle with. Have a look through your personal notes, lectures, and tutorials. And most importantly, ask the students if there are any topics they want to cover.
Whether you are a facilitator or a student attending PASS, make sure to enjoy your time in the sessions and make the best of your time by asking questions and collaborating. Maybe I will see you at one of my sessions this upcoming semester. Until then, all the best!
