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Murphy, Michael P. A. – Journal of Political Science Education, 2017
Building on prior research into active learning pedagogy in political science, I discuss the development of a new active learning strategy called the "thesis-building carousel," designed for use in political theory tutorials. This use of active learning pedagogy in a graduate student-led political theory tutorial represents the overlap…
Descriptors: Undergraduate Students, Active Learning, Writing Strategies, Writing Skills
Simpson, William M.; Koehler, C. Russell – 1984
The pilot project described and evaluated in this report was conducted at Olympic College to test the assignment of volunteer classroom assistants under the supervision of Adult Basic Education (ABE) and English as a Second Language (ESL) instructors to help individualize classroom instruction. Section I introduces the project, the college and its…
Descriptors: Adult Basic Education, Community Colleges, English (Second Language), Program Descriptions
Ruehr, Ruthann Richwine – 1985
Universities in the United States are employing increasing numbers of instructors for whom English is not the first language. Some have difficulty in communicating with their students and colleagues. Michigan Technological University began a program of classroom and tutorial instruction by trained teachers of English as a second language to help…
Descriptors: Classroom Communication, College Faculty, Communication Skills, Communicative Competence (Languages)

LeBlanc, Leona B. – College Teaching, 1992
The design, implementation, and evaluation of a self-paced course in first-year college French are described, focusing on student choice in deciding which of four language skills (listening/speaking, writing, reading, or culture) they would concentrate on. Considered are course organization, use of assistants and student tutors, and course…
Descriptors: Achievement Gains, Classroom Techniques, College Instruction, Course Evaluation
Guyer, Barbara P. – 1989
Higher Education for Learning Problems (H.E.L.P.) is a tutorial program for students at Marshall University (West Virginia) who have learning disabilities. Tutoring in coursework is done by graduate assistants under the supervision of the director or assistant director. Remedial instruction in reading, spelling, and written language is provided by…
Descriptors: Dyslexia, Graduate Students, Higher Education, Learning Disabilities