Centralisation: placing Peer Assisted Study Sessions (PASS) within the wider work of learning developers

Authors

  • Maxinne Connolly-Panagopoulos The University of Glasgow

DOI:

https://doi.org/10.47408/jldhe.vi21.647

Keywords:

Peer Assisted Study Schemes, Peer Assisted learning, Learning developers, Supplemental Instruction

Abstract

This article investigated whether a centralised PASS system, run in partnership between academic leads (ALs) and Learning Developers (LDs), might be supported by staff and students currently involved in PASS (N=10) within a Higher Education Institution (HEI). The study interviewed staff from the humanities, physical science, medical science and the arts. Findings revealed that all participants were in favour of some form of centralisation. Centralised training of PASS mentors, advertising and quality control received the strongest support. Based on these findings, the article argues that if LDs work closely with ALs, centralisation is a viable solution to common challenges to PASS such as low attendance, misconceptions about PASS, administrative costs and scheme maintenance.

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Published

29-09-2021

How to Cite

Connolly-Panagopoulos, M. (2021) “ Centralisation: placing Peer Assisted Study Sessions (PASS) within the wider work of learning developers”, Journal of Learning Development in Higher Education, (21). doi: 10.47408/jldhe.vi21.647.

Issue

No. 21 (2021)

Section

Papers

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