Peer Assisted Study Sessions (PASS)

Get help with your course from other students

Peer Assisted Study Sessions (PASS) are optional student-led study groups that help students deepen their understanding of the content and skills in their course, in a supportive and collaborative learning environment.

PASS sessions are run weekly during the semester. They’re designed to complement lectures and tutorials, providing an opportunity for students to review and clarify course content, skills, and study strategies through meaningful learning activities.

PASS facilitators are enthusiastic, empathetic students, who’ve already completed the subject and received great results. Sessions are tailored based on students’ needs through structured learning activities and revision.

To join a PASS session, check the course site on Blackboard for times and room sessions.

Students who regularly attend pass benefit

PASS has been proven to help students achieve better grades, feel more motivated, improve smart study skills, and feel more connected to peers.

Attendance in PASS supported courses is recommended for all students, whether aiming for a Pass or High Distinction, but is not compulsory.

Regularly attending PASS sessions can help students:

  • Improve their grades. Whether you’re working towards a HD or a Pass, Studies show that students regularly attending PASS are more likely to achieve a better grade than if they did not attend. The more sessions you attend, the greater the improvement is likely to be.1
  • Develop smarter approaches to study and learning that can be applied to other courses and assignments.
  • Improve confidence as a learner and overall motivation for studies.
  • Connect and learn from other students studying the same course.

Contact Us

For any inquiries or feedback, kindly contact the PASS team at pass@nd.edu.au.

1 Allen, P. J., de Freitas, S., Marriott, R. J., Pereira, R. M., Williams, C., Cunningham, C. J., & Fletcher, D. (2021). Evaluating the effectiveness of supplemental instruction using a multivariable analytic approach. Learning and Instruction, 75, 101481–. https://doi.org/10.1016/j.learninstruc.2021.101481

Dawson, P., van der Meer, J., Skalicky, J., & Cowley, K. (2014). On the Effectiveness of Supplemental Instruction: A Systematic Review of Supplemental Instruction and Peer-Assisted Study Sessions Literature Between 2001 and 2010. Review of Educational Research, 84(4), 609–639. https://doi.org/10.3102/0034654314540007