Study smarter with PASS

Free, student led study sessions for selected courses

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.

Find out if your course offers PASS

Frequently asked questions

Why come to PASS?

Students who attend PASS often:

  • Improve their grades
  • Learn smarter ways to study
  • Feel more confident and motivated
  • Get to know other students in their course

PASS is an evidence based peer learning program that supports student learning and academic success¹ ² Regardless of your academic goals, PASS is open to everyone! Attendance is always optional, but the more sessions you attend the greater your improvement is likely to be.

When do PASS sessions run?

PASS sessions run weekly during the semester for selected courses.

For session times and locations, check out your Blackboard course site for the most up-to-date information.

Want to become a peer learning facilitator (PLF)?

Peer Learning Facilitators are students who support learning through collaborative, student led study sessions.

You can engage with the PASS Facilitator recruitment process by submitting an Expression of Interest (EOI) for 2027. Applications open during recruitment periods only

Contact Us

For questions, feedback, or further information, please contact the PASS team via email at pass@nd.edu.au.

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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