期刊名称：Journal of University Teaching and Learning Practice
印刷版ISSN：1449-9789
出版年度：2013
卷号：10
期号：2
出版社：University of Wollongong
摘要：Concern about student retention and success remains paramount in universities both in Australia andoverseas, especially in the light of the ongoing massification of higher education, yet current strategies are notnecessarily dealing successfully with the changing demographics of student populations. This is particularly soin the realm of developing student academic literacies. This paper argues strongly for a shift in approaches tothe development of academic literacies, adopting current trends in peer learning rather than relying on thedeficit model of study skills which is frequently employed at Australian universities. We present an overview ofthe innovative PASSwrite model, utilising the principles of peer-assisted study sessions (PASS) to create apeer-led informal environment in which students can develop their academic writing abilities in acollaborative, discipline-specific context. We posit that such an environment can better address students'learning needs across a wide spectrum, from understanding the specific discourse of their discipline andreceiving timely feedback on their writing, to developing confidence in their ability to navigate successfully apath through the maze of academia. We provide an outline of a PASSwrite session to demonstrate how thiscan be achieved, along with the anticipated outcomes. As the project is at an early stage at the time of writing,no firm conclusions can be made, but it is envisaged that these will be presented as the project matures
