Peer Assisted Student Support (PASS) and the PASS Leadership module.

Introduced in 2009, the aim of PASS is to assist first-year students in their transition to higher education and develop a sense of belonging in the university. All students can benefit from PASS, however, non-traditional students in particular value the extra support in navigating the adjustment to college. PASS has facilitated a more inclusive approach to empower first-year students to adjust to university and has enabled second-year students to develop key transversal leadership skills.

PASS aligns with the UNESCO ESD Framework to 2030, which seeks to transform learning environments at every level to be more inclusive and sustainable and has had a transformative effect on the experience of all students and PASS Leaders involved in TUS. PASS has created opportunities for students to collaborate and learn from each other, providing the building blocks and relationships to enable transformative change throughout their time in college and when they graduate from TUS.

SATLE priority area: Educational for Sustainable Development

Setting the context

PASS was introduced initially on the Athlone campus in 2009 as part of a collaborative Student-Led Learning project involving Athlone Institute of Technology (AIT) and Galway-Mayo Institute of Technology (GMIT), under the Strategic Innovation Fund (SIF). PASS sessions are facilitated by second-year students. In TUS, PASS is now coordinated through the Centre for Pedagogical Innovation and Development (CPID) which comes under the remit of the Vice-President of Student Education and Experience. This includes a commitment to a full-time academic role within CPID, funded through SATLE, to support the development and implementation of PASS at TUS.

PASS sessions are timetabled weekly during the first semester of the academic year. The sessions are supported by teaching staff, with each PASS group assigned a PASS Supervisor as liaison and mentor. PASS Leaders are awarded a TUS digital badge for completing the requisite training. They may also complete the PASS Leadership module (5 ECTS at Level 6) which is based on their practice and reflection on the Leader role. The module aims to develop students’ leadership, communication and professional development skills. Both the digital badge and the module provide evidence to future employers of how PASS Leaders have taken on a voluntary role and engaged as partners with peers and staff.

The initial successful pilot in Athlone involved 6 Leaders in 2009. 472 PASS Leaders have completed training since then, and 276 Leaders have completed the PASS Leadership module since it was introduced in 2010. PASS is unique in that students from any discipline can apply to complete the module. PASS has been constantly evolving to reflect ongoing technological and pedagogical advances. These developments evolved in tandem with the designation of AIT and Limerick Institute of Technology (LIT) as a Technological University encompassing 7 geographically dispersed campuses.

Goals and key activities

Goals for first-year students, to:

• Adjust quickly to the demands of third-level education.
• Acquire a clear view of course direction and expectations.
• Develop independent learning and study skills to meet the requirements of higher education.
• Enhance understanding of the subject matter of their programme through collaborative group discussion.
• Prepare better for assessed work and examinations.

Goals for PASS Leaders, to:

• Develop personal and professional skills such as leadership, team working, organisation, time management, listening, interpersonal communication, facilitation techniques, presentation skills and increased confidence.

Goals for teaching staff, Departments and Faculties, to:

• Reduce the number of minor requests and queries from first-year students.
• Help students become better prepared for lectures/tutorials, manage workload and prepare for assessments.
• Help students learn more effectively in a peer-based group.
• PASS Leaders provide regular feedback which can be considered by Departmental/Faculty management and academic staff to target support to specific areas of a programme(s) that students find particularly challenging.
• PASS Leaders provide additional feedback to Programme Boards, during institutional audits, Programmatic Reviews or marketing initiatives.

Stakeholder engagement

The first-year students and second-year Leaders are at the core of PASS and are the key beneficiaries. Additionally, PASS requires the involvement of staff who teach or support student learning to assure quality and cross-campus implementation led by the CPID Lecturer in Student Transition and Experience. This involves a range of processes and activities including, but not limited to:

• Recruitment and training of PASS Leaders,
• Weekly structured mentoring sessions with PASS Leaders,
• Observing sessions by staff,
• Liaising with timetabling, finance, registration and Faculty staff,
• Ongoing communications and marketing,
• Annual evaluation.

An additional goal is to support the professional development of staff who engage with PASS, thereby supporting its sustainability. Staff are encouraged to undertake Supplemental Instruction-Peer Assisted Study Sessions (SI-PASS) Supervisor Training with the European Centre for SI-PASS, enabling them to work with the PASS initiative in a variety of roles.

Challenges encountered and solutions

One of the main challenges encountered to date is consideration of the future sustainability of PASS within TUS and planning for its future strategic growth, while assuring its quality within CPID. Similar models have been introduced at higher education institutions (HEIs), both in Ireland and internationally which proved unsustainable. The following reflects some of the key challenges encountered and how they are being addressed:

• Strategic positioning of PASS within the academic organisational structure of the university – migration and embedding of PASS within CPID, since 2022, supported by SATLE.
• Assuring the quality of PASS as the initiative grows on a cross-campus basis – additional staff have been trained to become PASS Supervisors.
• Assuring the quality of the PASS Leadership module – selection of expert External Examiners and Quality Assurance and Enhancement (QAE) processes within CPID, such as Examination and Programme Boards, including Programmatic Review.
• Embedding digital technologies – the provision of an online module in addition to in-person training will be retained and further enhanced especially with the availability of GenAI and the challenges and opportunities it provides.

Strategic alignment with national policies and relevant SATLE priority area

PASS aligns with the Education for Sustainable Development (ESD) focus of SATLE and the United Nations Sustainable Development Goals (SDGs):

SDG No.4: Quality Education – ensures inclusive and equitable quality education and promote lifelong learning opportunities for all.

This SDG relates to the values of TUS, (TUS Strategic Plan 2023-2026):
Inclusive: “TUS embraces diversity as a key strength where everyone is included and has an equal opportunity to progress and achieve”;

Supportive: “TUS cares about its people and their well-being and maintains a student-centred ethos in all that it does”.

SDG No.4 is captured in Priority No.1: Education (Strategic Plan): “TUS will provide a relevant high quality education offering, focused on interdisciplinarity, delivered in both traditional and flexible ways to cater to a diverse cohort of students, across multi-campus locations”, and highlighted in Putting Learning First: TUS Learning, Teaching and Assessment Strategy 2022 – 2025. TUS Graduate Attributes enable the development of life-long skills and competencies that are transdisciplinary and transferable in global contexts. These align with the National Strategy for Higher Education to 2030: “the emphasis has switched from over-specialisation towards deeper and broader disciplinary foundations, with learning objectives that explicitly seek to nurture in students the creativity, enthusiasm and skills required for continual engagement with learning”.

SDG No. 10: Reduce inequalities.

This SDG relates to the inclusive value of TUS. The role of TUS is: “to provide leading student-centred higher education that is research-informed, regionally-relevant and accessible to all”.

Equity of access to tertiary education is a central principle of national education: The National Access Plan: A Strategic Action Plan for Equity of Access, Participation and Success in Higher Education 2022-2028, has two goals:

1. “the higher education student body, at all levels and across all programmes, reflects the diversity and social mix of Ireland’s population,
2. HEIs are inclusive, universally designed environments which support student success and outcomes, equity and diversity”.

The strategic importance of PASS is captured in the Central Statistics Office (CSO) Educational Attainment Report 2024. It found that the region with the lowest level of third-level attainment (aged 25-64 years) is the Midlands (43%), one of the catchment areas of TUS.

A 2025 report on The Commuter Project Study under the N-TUTORR Student Empowerment Programme concluded that “the changes suggested to enhance the academic experience assume empathy towards commuter students, and could be broadly described as a ‘compassionate’ pedagogy or approach which considers the wider context in which students study and seeks to identify and alleviate aspects of the learning environment that create discomfort or disadvantage, and promote well-being”. The outcomes mirror SDG No.4 and SDG No.10. The findings convey the contribution PASS has made in addressing these current educational trends. The recent creation of a Commuter Hub at the University of Manchester as a space where commuter students can find support available to them, reflects one of the strategic goals of the PASS initiative at TUS, within the SDGs framework, where PASS has the potential to act as a Commuter Hub within TUS.

Innovation in specified SATLE priority area

Novel pedagogical approaches

PASS is relevant to all students regardless of ability. This peer-to-peer learning approach is constantly evolving based on students’ needs within their specific discipline. PASS is sustainable because it can adapt to different contexts. PASS strategically addresses digital transformation by mandating that all Leaders be proficient in key digital platforms. Specifically, Leaders receive comprehensive training on the applications of Moodle, Vevox, and Microsoft Forms for resource delivery and feedback. This ensures a consistent, high-quality digital learning environment. Furthermore, the use of Artificial Intelligence (AI) is integrated into both Leader training and weekly mentoring sessions. Leaders are formally instructed and encouraged to manage the pedagogical and ethical dimensions of AI use by:

1. Transparently delineating their own AI usage to students.
2. Documenting AI applications within their reflective journals.

This approach ensures that PASS not only utilises contemporary digital resources but also proactively addresses the evolving landscape of AI ethics and academic integrity. Taking an evidenced-based approach to PASS has led to the introduction of the role of Senior PASS Leader in 2025. These experienced Leaders act as role-models during training and coaching sessions with incoming Leaders, to “PASS on PASS”. In addition, during the most recent review of the PASS Leadership module, the learning outcomes were altered to include a link to the TUS Graduate Attributes. Leaders are now encouraged to reflect on the Graduate Attributes in line with what they have learned during their time as a PASS Leader and reflect on those obtained.

Student as partners

PASS is exemplary of student partnership. Experienced Leaders assist staff during training, organising icebreakers, modelling leadership qualities and answering questions about the role. First-year students are encouraged to select the topics for discussion each week. Leaders work collaboratively, including with academic staff during debriefs to identify and brainstorm suitable activities and techniques for use during sessions. First-year students and Leaders are consulted throughout using surveys to constantly improve the initiative. PASS Leaders provide additional feedback for Examination and Programme Boards and can become key partners in university initiatives by sharing their experiences. For example, PASS Leaders shared their perspectives on inclusion at the launch of the National Charter for Universal Design (UD) in Tertiary Education (ALTITUDE) at TUS.

Use of emerging tools and methods

In keeping with SDG No. 4 and SDG No. 10, there is a commitment to introducing an evidence-based approach to the introduction of key concepts and frameworks. For example, Universal Design for Learning (UDL) is explored with Leaders in terms of utilising alternative text, appropriate language and fonts, and harnessing technology such as Brickfield™ and Sensus Access™ to create alternative formats to support their study.

Institutional change

PASS has led to an awareness about first-year experience at a key point as they transition into the university. It has become part of a range of supports at TUS, including ‘Connect and Engage’, the ‘Student Starter Pack’, and retention initiatives such as ‘Second Shot’.

Outcomes

Impact

TUS has developed an evolving and sustainable approach to embedding PASS in partnership with academic staff, professional support staff and most importantly with students as partners. Success is measured through both quantitative and qualitative data from surveys disseminated to students, PASS Leaders and staff teaching on first-year programmes. The influence of PASS on retention is evident as, since 2020, 84 students have confirmed PASS positively influenced their decision to continue first-year studies with positive benefits for those students, their families and the region. Thus, PASS also contributes to the university’s achievement of the objectives of the NAP and in addressing the regional imbalance in terms of third-level attainment.

PASS at TUS is a model of excellent practice which has the potential to be replicated across the Irish tertiary sector. It complements a range of TUS initiatives which are designed to support students at this key phase of transition. TUS is a current member of the RUN-EU Alliance, and the PASS model is of relevance to the Future Advanced Pedagogy Skills Academy (FAPSA) within RUN-EU. In addition, TUS has signed an MoU with the Southern Alberta Institute of Technology (SAIT) and is currently working on projects funded by the HEA and Polytechnics Canada, under each of the priority areas of the National Forum for the Enhancement of Teaching and Learning in Higher Education. The PASS model at TUS has the potential to be shared and replicated across both RUN-EU and SAIT.

CPID developed a rigorous approach to assure the quality and ongoing enhancement of the PASS Leadership module, from a QAE perspective, through the QAE Framework of the university (TUS Policy on Quality Assurance and Enhancement 2022-2025). Feedback on the PASS Leadership module and PASS initiative is provided through several QAE channels, including biannual Programme Boards, annual External Examiner feedback and via the university Programmatic Review process. This QAE approach can be shared with other HEIs.

The range of goals identified in section 3, highlight the improved outcomes for all those involved in PASS including first-years, PASS Leaders, Departments and Faculties. A specific academic role for the implementation of PASS and the PASS Leadership module was created in CPID, funded through SATLE indicating the ongoing commitment of TUS. The impact is evident in the most recent External Examiner report for PASS for 2024-2025, which highlighted the following exemplary practices:

• Leaders are helping new students at TUS to adjust to higher education and get a sense of academic belonging.
• Learning environment is excellent. It provides the students with a real-life working experience where they develop leadership, communication, and group management skills.
• Consistent judgement of student grades between different assessors.
• Support for PASS Leaders is also excellent consisting of an initial training programme followed by various types of support (one-to-one meetings with PASS Supervisor, group meetings with other Leaders, observations of sessions with feedback, as well as reflecting on practices and skill development).

PASS staff and Leaders liaise with different Departments within TUS from operational matters to collaborations: registration, timetabling, library, Students’ Union and Student Resource Centre/Student Services in addition to societies, clubs and other TUS initiatives, for example Equality Diversity and Inclusion, Healthy Campus and Green Campus.

The CPID Lecturer in Student Transition and Experience with staff from the University of Galway Students’ Union and Technological University Dublin established the Irish Network of Peer Assisted Learning (INPAL) in 2024 which aims to:

• Create a place for Peer Assisted Learning practitioners to share practice and to meet.
• Be a peer learning resource and to support setting up and running peer support initiatives.

The CPID Lecturer in Student Transition and Experience is an Associate with the European Centre for SI-PASS since 2022 providing an opportunity to network with similar institutions, engage with staff from different fields, subjects and countries and work collaboratively to make a change in the field of student engagement and learning. This role has enabled partnerships and collaboration with colleagues in HEIs across Europe. In June 2025, TUS hosted SI-PASS Supervisor Training facilitated by Certified Trainers from Sweden and the UK. The three-day training, attended by staff from TUS, Ireland and Estonia, provoked in-depth pedagogical activity.

The PASS Team, led by the Lecturer in Student Transition and Experience is currently developing a five-year plan for embedding PASS further across the seven campuses in the university. This expansion will include the Graduate School which indicates the importance of supporting successful transitions at different stages including as postgraduate researchers. If successful, funding from the National Forum Impact Award will be used to fund a graduate intern position on a pilot basis to support key objectives of the plan. In addition, the commitment to the professional development of staff and collaboration with Faculties and Departments will ensure the necessary resources and supports are provided to ensure that PASS is sustained into the future.