Abstract
This paper describes a large-scale, voluntary, and informal project in which physics graduate students at Northeastern University help undergraduates who are taking physics courses. This approach has been of particular benefit to students in the large freshman and sophomore lecture classes. Its appeal is reflected by the high level of participation of both undergraduate and graduate students. On the basis of our experiences at Northeastern University, we also present specific suggestions that could help other departments who may wish to initiate similar programs.
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