Module: PASS Leadership

Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title	PASS Leadership
Module Code	PSY1030 (ITS: PSYC210)
Faculty	Science & Health	School	Psychology
NFQ level	8	Credit Rating	5

Description

Module Aims: Peer Assisted Study Sessions (PASS) is a scheme where more advanced students on a programme facilitate study sessions for Year 1 students. PASS Leadership is a module aimed at increasing the leadership and communication skills of student facilitators of cross-year study sessions.

Learning Outcomes

1. 1E032C8D-0301-0001-E537-20506A201D8A
2. Demonstrate a critical understanding of peer assisted learning and the roles of those involved.
5. 1
6. 1E032C8D-0950-0001-2E58-12F01F441C0B
7. Identify and implement key communication and facilitation skills necessary for successful PASS groups.
10. 2
11. 1E032C8D-0F0E-0001-3026-4330198313E9
12. Critically evaluate the leadership skills essential for the organisation, structure and conduct of PASS sessions.
15. 3
16. 1E032C8D-15E4-0001-73B7-1BF013EA1F42
17. Hold effective PASS study sessions.
20. 4
21. 1E032C8D-180D-0001-63CF-3B90483E1E7A
22. Engage with academic and school staff as required
25. 5
26. 1E032C8D-1BE9-0001-4672-14ECF7291266
27. Critically reflect on personal and leadership growth throughout the PASS process.
30. 6

*Type*	*Hours*	*Description*
Workload	Full time hours per semester
Lecture	6	Online asynchronous lectures delivered via Loop
Seminars	12	Including initial training and weekly planning/debriefing sessions. These will be scheduled synchronous online activities
Group work	10	PASS Sessions
Online activity	12	No Description
Independent Study	85	Preparation for sessions and independent work on CA.
Total Workload: 125

Section Breakdown
CRN	11473	Part of Term	Semester 1 & 2
Coursework	100%	Examination Weight	0%
Grade Scale	PASS/FAIL	Pass Both Elements	N
Resit Category	RC1	Best Mark	N
Module Co-ordinator	Sinead Smyth	Module Teacher

Type	Description	% of total	Assessment Date
Assessment Breakdown
Performance evaluation	Planning, running and reflecting on PASS sessions. Occasionally observed and evidenced by session plans and reflections to be included in the portfolio.	30%	n/a
Portfolio	A substantial reflective piece evidencing reflection on PASS more generally and individual leadership skills and growth more specifically.	70%	n/a

Reassessment Requirement Type
Resit arrangements are explained by the following categories; RC1: A resit is available for both^* components of the module. RC2: No resit is available for a 100% coursework module. RC3: No resit is available for the coursework component where there is a coursework and summative examination element. ^* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment

Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Indicative Reading List

Books:

Topping, K. J. (Ed.). (2001). .: 0, Peer assisted learning: A practical guide for teachers., Brookline books,
Schwarzer, R. (Ed.). (2014).: 0, Self-efficacy: Thought control of action., Taylor & Francis.,
Lepper, M. R., & Greene, D. (Eds.). (2015).: 0, The hidden costs of reward: New perspectives on the psychology of human motivation., Psychology Press.,
Cottrell, S. (2017).: 0, Critical thinking skills. Macmillan Education.,

Articles:

Dawson, P., van der Meer, J., Skalicky, J., & Cowley, K. (2014).: 0, 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., 37569
0: Fostering positive adjustment behaviour:, Social connectedness, achievement motivation and emotional-social learning among male and female university students. Active Learning in Higher Education, 14697874177,

Other Resources

None