Blog

PASS: Read about our Micro-Placements peer learning research

Within the PASS department we have been joined by Kayleigh while she completes her Micro Placement. During her time with us Kayleigh has undertaken some lit based research about peer learning to help her gain an understanding of why we run PASS at UoS. You can read about her research below.
 

Over the past few months I have been working with the Peer Assisted Study Session (PASS) Scheme. Through this scheme I have been able to see the value of peer learning within an education setting. Graham Hart (1998) states that there are many benefits to using peer education and it is appealing on different levels, for example, people are often attracted to other like-minded people and those on the same level/ in the same group, such as being a student. Throughout my time with PASS I have seen a lot of motivation from PASS leaders wanting to help those who may need it. The sessions they facilitate enable them to gain skills for employability, while also, helping other students on the same course as them.

The PASS Scheme is a global model created in 1970’s, which provides the opportunity to experience facilitated group learning (European Centre for SI-PASS, 2018).  At the University of Suffolk, the PASS Scheme works hard to provide trained PASS leaders for all the Level 4 students. The PASS leaders are made up of experienced 2^nd and 3^rd year students. This, in what I have observed, ensures the relevance and quality of sessions. The Western Australian Centre for Health Promotion Research (2010) emphasises that peer-based programmes can be empowering for participants and those facilitating the session. This is because they can get a sense of responsibility in facilitation of knowledge and skills, as well as increase self-efficacy among other peers. Furthermore, young people are more likely to feel less intimidated in groups where people are facing similar issues (WACHPR, 2010).

The sessions take place at the convenience of the level 4 students, on days they are already in university to make the sessions easier to attend. They also provide the advantage of learning from someone who has been what they have been through previously. Boud et al (2001) states that peer learning provides learning from people who talk in our language, making students feel less uncomfortable to ask what they may think to be ‘silly questions’.  For example, when a student has a problem, the first approach is usually to ask another student rather than the teacher (Boud et al, 2001).

In my experience with PASS, it is a valuable asset to any kind of education because it provides students with an alternative way of learning. In addition to this, if a student is shy as I know I was in level 4, it allows there to be a middleman between you and the lecturer on certain problems the majority of the class is having.  I know that in the future I will include what I have learnt during my time with the PASS Scheme into future career prospects.

Kayleigh Haney

Level 6 Criminology and Youth Studies

References:

Boud, D., Cohen, R., & Sampson, J. (1999). Peer learning and assessment. Assessment &

Evaluation in Higher Education, 24(4), 413-426. doi:10.1080/0260293990240405

Hart, G. (1998). Peer education and community-based HIV intervention for homosexual

men: Peer led, evidence based or fasion driven?. Sexually Transmitted Infection, 74, Pp 87- 94

European Centre for SI-PASS. (2018). SI-PASS around the world. Retrieved at

https://www.si-pass.lu.se/en/about-si-pass/si-pass-around-the-world 

Ministerial Drugs Task Force. (1994). Drugs in Scotland: meeting the challenge. Edinburgh:

Scottish Office.

Western Australian Centre for Health Promotion Research (WACHPR). (2010). What are the

benefits?. Retrieved from http://mypeer.org.au/planning/what-are-peer-based-programs/benefits/

To learn more about PASS at UoS visit our LibGuides page: https://libguides.uos.ac.uk/pass/home or email Abbie Cairns