Students' Capabilities I

Theme

Talk #

50

Title

Engaging Students as Partners in Peer Assisted Study Session (PASS)

Dr. Vivian Jun WU , Office of University General Education, The Chinese University of Hong Kong; Dr. Kenneth Ming LI, Office of University General Education, The Chinese University of Hong Kong; Dr. Wai Man SZETO, Office of University General Education, The Chinese University of Hong Kong; Dr. Amber Lo Ming YIP, Office of University General Education, The Chinese University of Hong Kong; Dr. Andy Chi Chung YU, Office of University General Education, The Chinese University of Hong Kong; Dr. Andy Ka Leung NG, Office of University General Education, The Chinese University of Hong Kong; Mr. Tommy Chi Hin YEUNG , Office of University General Education, The Chinese University of Hong Kong; Mr. Jacky Tsz Kin YIU, Office of University General Education, The Chinese University of Hong Kong; Prof. Mei Yee LEUNG , Office of University General Education, The Chinese University of Hong Kong

Presenter(s)

Abstract / Video

Peer Assisted Study Session (PASS), a widely-adopted peer learning model, is an effective approach of engaging students as partners in teaching and learning. Typically run weekly, PASS are voluntary study sessions led by “PASS Leaders”, students who excelled at the same course in the past. Under the guidance of PASS Leaders, students are working in close partnership with each other in these one-hour study sessions to consolidate understanding, reinforce key concepts and develop effective study strategies. Apart from the partnership among student participants, this poster presentation will also describe how PASS nurtures partnership between different parties, such as student participants, PASS Leaders and course teachers, as well as how these parties can be benefited by this network of partnership. The General Education Foundation Programme has adopted PASS since 2010 and there is concrete evidence indicating the considerable benefits of PASS. Evidence shows that engaging students as partners in PASS effectively enhances students’ subject knowledge, improves independent learning skills, increases their confidence and motivation, and boosts academic performance. PASS Leaders and course teachers are also benefited from PASS. Having taken the role of facilitators, PASS Leaders reflected that their communication skills, leadership skills and intellectual ability were strengthened. Also, feedback from PASS Leaders was a valuable tool to inform teachers of their teaching. This extensive network of partnership formed in PASS helps to build a community which further stimulates the development of teaching and learning.

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