Full circle moment: From PASS Student to PASS Leader

Bihan first discovered Peer Assisted Study Sessions (PASS) in his first year of engineering, after hearing that ENGG 201 (now ENGG 212) was “super hardcore.” He started attending weekly, never imagining he would one day lead those same sessions.

A few years later, Ayden, now in his first term, showed up regularly to Bihan’s ENGG 225 (Circuits) sessions. His consistency stood out. “I saw Ayden every week that semester and then the semester after at my ENGG 212 sessions”, Bihan recalls.

Before long, Ayden completed the cycle himself—returning not as a student, but as a PASS leader for ENGG 225. It’s a familiar path in PASS: students who once worked through problems at the whiteboard often come back to guide others through the same material. 

So, what makes PASS so special?

PASS (Peer Assisted Study Sessions) is a free program where students who have previously taken and done well in a course now lead and facilitate group study and review. With a peer-based framework, PASS sessions are a helpful supplement—not a replacement—to lectures and tutorials, helping students review material and practice concepts.

For PASS leaders like Ayden and Bihan, that peer-based model is key. Their goal is to create a supportive, low-pressure space where students can work through challenging material without judgement. 

One of the biggest misconceptions, they say, is that PASS sessions feel like mini-lectures. “They look nothing like lectures,” Bihan explains. “It's more like a study session with your friends, [but if] you get off track, there's someone there who can help guide you back on track.”

This is peer-led learning in action: course-specific strategies, exam tips and a chance to see how today's coursework connects to what comes next, all while building community with students navigating the same challenges.

PASS supports high-difficulty courses, not because students lack ability, but because those courses demand more practice. As Bihan puts it, admission to the university already signals that students are capable—PASS simply helps them build confidence as they work through the material. 

The transition from PASS students to leaders

Naturally, for most leaders, the first session is a mix of nerves, excitement and unexpected chaos. 

Bihan's first session was especially memorable. "My first PASS session was a bit of a mess," Bihan admits. "I had 40 students, which is a lot, an outlier even for first sessions." Ayden faced a similar surprise when leading his first session. With 50 students attending, his carefully planned group activities collapsed under the sheer numbers; he hadn't printed enough worksheets, his PASS mentor was observing.

But both of them discovered something important: flexibility matters more than perfection. Fellow students wanted relatable guidance from upper years who had just been in their shoes, not a polished presentation.

When asked about their favorite part of facilitating, both Bihan and Ayden point to the same thing: watching students collaborate. 

"It's always so nice to see when you split them up into groups and you get them to do a problem on the whiteboard and you just kind of stand back and watch them work," Bihan says. Students get stuck, help each other, share strategies, and experience those lightbulb moments together.

Steve Mason, Manager, Learning Support Programs at the Chancellor Cuthbertson Student Success Centre, sees that ripple effect extend beyond individual sessions. “One of my favorite parts of managing the PASS program is seeing the community within the team of PASS leaders, how they help each other and provide encouragement in their work and studies.”

Full circle moment

Now in his final year, Bihan has transitioned from PASS leader to PASS mentor. He no longer runs sessions himself but instead supports new and returning leaders, observing their sessions and providing feedback.

But the most profound satisfaction comes from seeing the long-term impact. Bihan still keeps in touch with many of his former students. Some are on internships now, texting him updates. Others have moved into specialized fields, becoming colleagues rather than mentees.

"They used to be first-years that were just starting out, and now they're third-years, fourth-years," Bihan reflects. "They know so many things. They know things that I don't know because they went down a different path of specialization."

That sense of continuity was especially visible this semester when Bihan observed Ayden leading ENGG 225 — the same course where they first met, now with their roles reversed. Watching Ayden run warm-up activities and guide students through whiteboard problem-solving felt familiar.

“This is exactly how I used to run my sessions when Ayden was a student,” Bihan recalls with a laugh.