Twin Cities campus

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Twin Cities Campus

Multicultural College Teaching and Learning M.A.

Organizational Leadership, Policy and Development
College of Education and Human Development
Link to a list of faculty for this program.
Contact Information
Department of Organizational Leadership, Policy, and Development, 206 Burton Hall, 178 Pillsbury Dr. SE, Minneapolis, MN 55455 (612-624-1006; fax: 612-624-3377)
Email: olpd@umn.edu
Website: http://www.cehd.umn.edu/olpd/
  • Program Type: Master's
  • Requirements for this program are current for Fall 2018
  • Length of program in credits: 30 to 34
  • This program does not require summer semesters for timely completion.
  • Degree: Master of Arts
Along with the program-specific requirements listed below, please read the General Information section of this website for requirements that apply to all major fields.
The master of arts in multicultural college teaching and learning offered by the Department of Organizational Leadership, Policy, and Development (OLPD) provides an opportunity for intensive study of a transformative approach to teaching and learning to promote access to and success for traditionally underserved students. The program is multidisciplinary and a broad understanding of multiculturalism is employed that includes race, ethnicity, class, gender, sexual orientation, disability, age, and religion, so as to acknowledge that personal identity is complex and intersectional. Students engage in a critical examination of contemporary frameworks in educational theory, as well as the study of best practices for addressing them, such as multicultural education, critical pedagogy, assessment, and classroom research. Students are required to complete a semester-long supervised practicum and a one-semester supervised internship.
Program Delivery
  • via classroom (the majority of instruction is face-to-face)
Prerequisites for Admission
The preferred undergraduate GPA for admittance to the program is 3.00.
Special Application Requirements:
Applicants must submit two letters of recommendation from persons familiar with their scholarship and research potential, transcripts, a current résumé, and answer to two essay questions found within the University's online application. The GRE is not required for EPL and MCTL M.A. applicants but is required for application to other M.A. program tracks (CIDE, ES, HE, and HRD). International students must also submit a TOEFL or IELTS score, but international applicants to the M.A. program are exempt from the GRE. All applications for admission are reviewed once a year. All new students begin in fall semester unless permission to start earlier is granted by the track coordinator. The annual deadline is February 1 for the two-year M.A. program. The annual deadline is February 1 for one-year M.A. program options (not available for the HRD or MCTL tracks). Letters of recommendation, résumé, essays, and other department application materials are submitted via the University online application system. Unofficial GRE scores, transcripts, and TOEFL/IELTS score may also be submitted via the online application for admission review purposes only. Admitted students must submit official GRE scores (as applicable), transcripts (sent directly from institution[s]), and TOEFL/IELTS scores (as applicable) to the University as a condition of any admission offer. Applicants must have completed appropriate undergraduate and graduate study. In some cases, where previous coursework or degrees are marginally related, otherwise qualified applicants will be asked to complete additional background courses after admission. Applications are encouraged from individuals who may have completed undergraduate and/or master's programs in social science, liberal arts, public affairs, and business fields. The department offers study opportunities for professionals who are employed full time as well as for those who wish to pursue graduate studies full time.
International applicants must submit score(s) from one of the following tests:
  • TOEFL
    • Internet Based - Total Score: 79
    • Internet Based - Writing Score: 21
    • Internet Based - Reading Score: 19
    • Paper Based - Total Score: 550
  • IELTS
    • Total Score: 6.5
  • MELAB
    • Final score: 80
Key to test abbreviations (TOEFL, IELTS, MELAB).
For an online application or for more information about graduate education admissions, see the General Information section of this website.
Program Requirements
Plan A: Plan A requires 15 major credits, 9 credits outside the major, and 10 thesis credits. The final exam is written and oral.
Plan B: Plan B requires 18 major credits and 12 credits outside the major. The final exam is written and oral. A capstone project is required.
Capstone Project:The Plan B master's degree requires students to complete a capstone project. Students must demonstrate familiarity with the tools of research or scholarship in multicultural college teaching and learning, the ability to work independently, and the ability to present the results of their investigation effectively. The capstone project will involve a combined total of approximately 120 hours (the equivalent of three full-time weeks) of work. The OLPD graduate faculty will specify the nature and extent of the options available to satisfy this requirement. In conjunction with the capstone project, students must enroll in the 3 credit OLPD 5087 MA Research Seminar.
This program may be completed with a minor.
Use of 4xxx courses towards program requirements is not permitted.
A minimum GPA of 2.80 is required for students to remain in good standing.
At least 1 semesters must be completed before filing a Degree Program Form.
The Plan A master's requires a minimum of 34 credits. Students must complete a minimum of 15 credits in the major field (including practicum and internship), a minimum of 6 elective credits outside, one additional 3 credit research methods course, as well as 10 thesis credits and a master's thesis. The Plan B master's degree requires a minimum of 30 credits. Students must complete 15 credits in the major field, the 3 credit MA Research Seminar, and a capstone project, as well as a minimum of 12 elective credits.
Required core courses (15 cr minimum)
The following courses are required for both the Plan A and the Plan B. Student must take 3 credits of OLPD 8796. Additional credits of OLPD 8796 may be taken with advisor approval.
CI 5106 - Multicultural Teaching and Learning in Diverse College Contexts (3.0 cr)
OLPD 5796 - Supervised Practicum in Multicultural Postsecondary Teaching and Learning (3.0 cr)
CI 5116 - Action Research in Educational Settings (3.0 cr)
OLPD 5712 - College Student Development Theory and Practice (3.0 cr)
OLPD 8796 - Supervised Internship in Postsecondary Teaching and Learning (3.0-12.0 cr)
Electives (Plan A 6 cr) (Plan B 12 cr)
To be determined with advisor; used to reach total of 34 credits Plan A or 30 credits Plan B. Options include:
CI 5137 {Inactive} (3.0 cr)
or CI 5145 - Critical Pedagogy (3.0 cr)
or CI 5323 - Online Learning Communities (3.0 cr)
or CI 5325 - Designing and Developing Online Distance Learning (3.0 cr)
or CI 5331 - Introduction to Learning Technologies (3.0 cr)
or CI 5351 - Technology Tools for Educators (3.0 cr)
or CI 5367 {Inactive} (3.0 cr)
or CI 5536 - Equity, Policy, and Assessment in Science Education (3.0 cr)
or CI 8131 - Curriculum and Instruction Core: Critical Examination of Curriculum in Context (3.0 cr)
or CI 8461 - Sociocultural Theory, Education, and Literacy (3.0 cr)
or EPSY 5113 {Inactive} (3.0 cr)
or EPSY 5114 - Psychology of Student Learning (3.0 cr)
or EPSY 5151 - Cooperative Learning (3.0 cr)
or EPSY 5221 - Principles of Educational and Psychological Measurement (3.0 cr)
or EPSY 5243 - Principles and Methods of Evaluation (3.0 cr)
or EPSY 5244 - Survey Design, Sampling, and Implementation (3.0 cr)
or EPSY 5261 - Introductory Statistical Methods (3.0 cr)
or EPSY 5262 - Intermediate Statistical Methods (3.0 cr)
or GRAD 5102 - Preparation for University Teaching for Nonnative English Speakers (2.0 cr)
or GRAD 5105 - Practicum in University Teaching for Nonnative English Speakers (2.0 cr)
or GRAD 8101 - Teaching in Higher Education (3.0 cr)
or GRAD 8102 - Practicum for Future Faculty (3.0 cr)
or GRAD 8200 - Teaching and Learning Topics in Higher Education (1.0 cr)
or OLPD 5056 - Case Studies for Policy Research (3.0 cr)
or OLPD 5061 - Ethnographic Research Methods (3.0 cr)
or OLPD 5132 - Intercultural Education and Training: Theory and Application (3.0 cr)
or OLPD 5201 - Strategies for Teaching Adults (3.0 cr)
or OLPD 5202 - Perspectives of Adult Learning and Development (3.0 cr)
or OLPD 5211 - Introduction to the Undereducated Adult (1.0 cr)
or OLPD 5225 {Inactive} (1.0 cr)
or OLPD 5226 {Inactive} (1.0 cr)
or OLPD 5235 {Inactive} (1.0 cr)
or OLPD 5501 - Principles and Methods of Evaluation (3.0 cr)
or OLPD 5528 {Inactive} (1.0-3.0 cr)
or OLPD 5701 - U.S. Higher Education (3.0 cr)
or OLPD 5704 - College Students Today (3.0 cr)
or OLPD 5721 - Race and Ethnicity in Higher Education (3.0 cr)
or OLPD 5816 {Inactive} (3.0 cr)
or OLPD 8721 - Instruction and Learning in Higher Education (2.0-3.0 cr)
or CI 5105 {Inactive} (3.0 cr)
Plan A and Plan B requirements
Plan A
All Plan A students must take 10 thesis credits and 6 elective credits and one research methods course to be selected in consultation with advisor.
OLPD 8777 - Thesis Credits: Master's (1.0-18.0 cr)
-OR-
Plan B
All Plan B students must take the MA Research Seminar and elective credits to be selected in consultation with advisor to reach required total of 30 credits.
OLPD 5087 - MA Research Seminar (3.0 cr)
 
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CI 5106 - Multicultural Teaching and Learning in Diverse College Contexts
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall
Theory/pedagogy for culturally responsive teaching from perspectives of teachers/learners in postsecondary settings. Critical multicultural education, universal instructional design, integrated multicultural instructional design.
OLPD 5796 - Supervised Practicum in Multicultural Postsecondary Teaching and Learning
Credits: 3.0 [max 3.0]
Grading Basis: S-N only
Typically offered: Every Fall, Spring & Summer
Postsecondary teaching experience in supervised settings. Weekly group supervision session. Classroom experiences, learning centers, and other postsecondary teaching venues. prereq: Grad student in PsTL certificate program or admitted to PsTL master's program
CI 5116 - Action Research in Educational Settings
Credits: 3.0 [max 3.0]
Typically offered: Every Spring
Action research as method of improving teaching/learning in educational settings. Experience doing research in classrooms. Relative strengths/challenges of different approaches to classroom research. Ethical issues.
OLPD 5712 - College Student Development Theory and Practice
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall, Spring & Summer
Multicultural student development theories/theorists. Implications for teaching/learning. Students reflect on The Student Personnel Point of View and Learning Reconsidered: Campus-wide Focus on the Student Experience and other collaborative efforts.
OLPD 8796 - Supervised Internship in Postsecondary Teaching and Learning
Credits: 3.0 -12.0 [max 12.0]
Grading Basis: S-N only
Typically offered: Every Fall, Spring & Summer
Classroom-based or online group supervision. Weekly supervised experiences. Internship settings based on students' interests/goals. prereq: 5196, [grad student admitted to Multicultural College Teaching and Learning MA or College Student Development and Counseling Psychology PhD]
CI 5145 - Critical Pedagogy
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
Examination of critical pedagogy; critique of power relations regarding race, culture, class, gender, and age in various educational settings; consideration of improved practice in education for children, youth, and adults.
CI 5323 - Online Learning Communities
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
Students design/research an online learning environment that promotes community. What community is, how it fosters learning in educational learning environments. Theories of distance learning instruction. Community models. technological tools to develop online communities.
CI 5325 - Designing and Developing Online Distance Learning
Credits: 3.0 [max 3.0]
Prerequisites: 5351 or 5362 recommended
Grading Basis: A-F or Aud
Typically offered: Every Fall
Students research, use, and evaluate technologies for distance learning and design their own learning environments. prereq: 5351 or 5362 recommended
CI 5331 - Introduction to Learning Technologies
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
An exciting look at the field of learning technologies (LT), examining the numerous opportunities this area of study brings to individuals who decide to pursue a LT degree. Students engage in numerous real-world projects as they come to understand both the past and future of technology in education, business, and society as a whole.
CI 5351 - Technology Tools for Educators
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
Develop skills in using technology applications to support teaching and learning. Internet applications, presentation software, Web 2.0 technologies, and Web site development.
CI 5536 - Equity, Policy, and Assessment in Science Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall
Nature of equity, diversity, and policy matters that influence schools/teachers involved in science teaching and scientific literacy. Classroom presentations, discussions, readings in current research. prereq: Med, or grad student, or instr consent
CI 8131 - Curriculum and Instruction Core: Critical Examination of Curriculum in Context
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall & Spring
Central concepts, ideas, and debates in professional field of curriculum. Curriculum in general education. prereq: CI PhD or MA student or instr consent
CI 8461 - Sociocultural Theory, Education, and Literacy
Credits: 3.0 [max 3.0]
Typically offered: Spring Odd Year
Sociocultural theories, from 1960s to present. Vygotskian/neo-Vygotskian. Genre/activity dialogic. New literacy studies. Critical sociocultural. Multimodality. Empirical studies informed by theoretical perspectives.
EPSY 5114 - Psychology of Student Learning
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 3301/EPsy 5114
Grading Basis: A-F only
Typically offered: Every Fall
This course is an introduction to the theories, data, and methods of Educational Psychology most relevant to understanding student thinking and learning. The first third of the course reviews those aspects of cognitive development that are foundational for education. The second third considers how cognitive psychology informs questions of learning, memory, knowledge, and transfer. With this background in place, the final third of the course will focus on the classroom: on instruction, motivation, individual differences, and group differences. The course concludes by considering the neural correlates of classroom learning.
EPSY 5151 - Cooperative Learning
Credits: 3.0 [max 3.0]
Typically offered: Every Spring
Participants learn how to use cooperative learning in their setting. Topics include theory and research, teacher's role, essential components that make cooperation work, teaching social skills, assessment procedures, and collegial teaching teams.
EPSY 5221 - Principles of Educational and Psychological Measurement
Credits: 3.0 [max 3.0]
Typically offered: Every Fall & Spring
Concepts, principles, and methods in educational/psychological measurement. Reliability, validity, item analysis, scores, score reports (e.g., grades). Modern measurement theories, including item response theory and generalizability theory. Emphasizes construction, interpretation, use, and evaluation of assessments regarding achievement, aptitude, interests, attitudes, personality, and exceptionality.
EPSY 5243 - Principles and Methods of Evaluation
Credits: 3.0 [max 3.0]
Course Equivalencies: OLPD 5501/EPsy 5243
Typically offered: Every Fall, Spring & Summer
Introductory course in program evaluation; planning an evaluation study, collecting and analyzing information, reporting results; overview of the field of program evaluation.
EPSY 5244 - Survey Design, Sampling, and Implementation
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
Survey methods, including mail, phone, and Web-based/e-mail surveys. Principles of measurement, constructing questions/forms, pilot testing, sampling, data analysis, reporting. Students develop a survey proposal and a draft survey, pilot the survey, and develop sampling/data analysis plans. prereq: [5221 or 5231 or 5261 or equiv], [CEHD grad student or MEd student]
EPSY 5261 - Introductory Statistical Methods
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 3264/5231/5261/5263
Typically offered: Every Fall, Spring & Summer
EPSY 5261 is designed to engage students in statistics as a principled approach to data collection, prediction, and scientific inference. Students first learn about data collection (e.g., random sampling, random assignment) and examine data descriptively using graphs and numerical summaries. Students build conceptual understanding of statistical inference through the use of simulation-based methods (bootstrapping and randomization) before going on to learn parametric methods, such as t-tests (one-sample and two-sample means), z-tests (one-sample and two-sample proportions), chi-square tests, and regression. This course uses pedagogical methods grounded in research, such as small group activities and discussion. Attention undergraduates: As this is a graduate level course, it does not fulfill the Mathematical Thinking Liberal Education requirement. If you would like to take a statistics course in our department that fulfills that requirement, please consider EPSY 3264.
EPSY 5262 - Intermediate Statistical Methods
Credits: 3.0 [max 3.0]
Typically offered: Every Fall & Spring
Application of statistical concepts/procedures. Analysis of variance, covariance, multiple regression. Experimental design: completely randomized, block, split plot/repeated measures. prereq: 3264 or 5261 or equiv
GRAD 5102 - Preparation for University Teaching for Nonnative English Speakers
Credits: 2.0 [max 2.0]
Grading Basis: S-N or Aud
Typically offered: Every Fall & Spring
Theory/practice of teaching in higher education in the United States. Emphasizes clear oral classroom communication and development of presentation skills. Students practice in a simulated instructional setting. prereq: English Language Proficiency Rating of 4; Contact cei@umn.edu for permission number.
GRAD 5105 - Practicum in University Teaching for Nonnative English Speakers
Credits: 2.0 [max 2.0]
Grading Basis: S-N or Aud
Typically offered: Every Fall & Spring
Theory, advanced practice in teaching in higher education for nonnative speakers of English. Emphasizes interactive teaching strategies, awareness of cross-cultural classroom issues,oral classroom presentation skills, and legal/policy issues. prereq: 5102 or English Language Proficiency Rating of 2; Contact cei@umn.edu for permission number.
GRAD 8101 - Teaching in Higher Education
Credits: 3.0 [max 3.0]
Grading Basis: OPT No Aud
Typically offered: Every Fall, Spring & Summer
Teaching methods/techniques. Active learning, critical thinking, practice teaching, and preparing a portfolio to document/reflect upon teaching. Readings, discussion, peer teaching, e-mail dialog, reflective writing, co-facilitation of course. prereq: Non-Degree Students: contact pffcollege consentumn.edu with questions about registration. If adding a section after first class meeting, contact your instructor as soon as you enroll.
GRAD 8102 - Practicum for Future Faculty
Credits: 3.0 [max 3.0]
Grading Basis: OPT No Aud
Typically offered: Every Fall & Spring
Collegial support for teaching, faculty mentorship at regional college or university. Faculty role at various institutions. Classroom observation/feedback, preparation for academic job search. prereq: [8101 or equiv], [native English speaker or [ibTOEFL score of 27-30] or [ELP score of 1 from CTL]]
GRAD 8200 - Teaching and Learning Topics in Higher Education
Credits: 1.0 [max 4.0]
Grading Basis: A-F only
Typically offered: Every Fall & Spring
Create course materials for context/discipline. Assess student learning. Write action plan. Topics may include active learning in sciences, teaching with technology, multicultural education, teaching in clinical settings, learning-community course design.
OLPD 5056 - Case Studies for Policy Research
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall, Spring & Summer
This course introduces students to knowledge and skills appropriate for the conduct of rigorous case study research in educational, organizational, and other social settings. Underlying purposes and assumptions of case study methods will be examined as well as a variety of methodological approaches. The course focuses on the use of qualitative and mixed-methods approaches as these are the predominant strategies employed in contemporary case study research. Accordingly, it emphasizes links between research purposes, the conceptualization of case study projects, and the development of researchable questions. It also takes up a variety of ethical and political issues related to working with participants during the research process, as well as contemporary trustworthiness criteria for case study reports. The bulk of the course is given to training in observation, generating field notes, interviewing, collecting material cultural artifacts, using surveys, and analyzing, interpreting, and writing up case study data. The first segment of the course focuses on a critical discussion of research paradigms and epistemological assumptions of a variety of case study approaches. Students choose and critique a published case study from their field of interest. The second part of the course is devoted to a very small scale case study project which students design and carry out themselves. This project is supported by relevant readings and in-class activities (including peer review) related to the actual conduct of case study research.
OLPD 5061 - Ethnographic Research Methods
Credits: 3.0 [max 3.0]
Typically offered: Periodic Fall, Spring & Summer
This course introduces students to knowledge and skills appropriate for the conduct of ethnographic research. Underlying purposes, assumptions, and distinctive characteristics of ethnographic methods will be examined as well as appropriate exemplars. Accordingly, the course emphasizes links between research purposes, the conceptualization of ethnographic projects and the development of researchable questions. The course also takes up a variety of ethical and political issues related to working with participants during the research process, as well as contemporary trustworthiness criteria for ethnographic written accounts. The bulk of the course is given to training in observation, generating field notes, developing interview questions, interviewing, collecting material cultural artifacts, using surveys, and analyzing, interpreting, and writing up ethnographic data. The first part of the course focuses on a critical discussion of ethnographic research purposes, epistemological assumptions, and essential features. Students choose and explore a published ethnographic study from their field of interest. The second part of the course is devoted to a very small scale ethnographic project which students design and carry out themselves. This project is supported by relevant readings and in-class activities (including peer review) related to the actual conduct of ethnographic research.
OLPD 5132 - Intercultural Education and Training: Theory and Application
Credits: 3.0 [max 3.0]
Typically offered: Periodic Fall, Spring & Summer
Introduction to the field of intercultural education and related field of multicultural education; analyzes the field through a critical lens; examines diverse meanings of education, including cultural knowledge.
OLPD 5201 - Strategies for Teaching Adults
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall, Spring & Summer
Psychological theories of adult learning; learning styles and personality types; teaching styles; group and team learning; moderating and study circles; teaching technologies and distance learning; gender, race, and cultural communication. Applications of strategies. prereq: Grad student only
OLPD 5202 - Perspectives of Adult Learning and Development
Credits: 3.0 [max 3.0]
Typically offered: Periodic Fall, Spring & Summer
Emphasis on major adult development theorists, theories, and current applications. Transformative learning, self-directed learning, experiential learning, and cooperative learning provide theoretical framework for exploring physiological, psychological, sociological, and cultural aspects of adult development through the life span.
OLPD 5211 - Introduction to the Undereducated Adult
Credits: 1.0 [max 1.0]
Grading Basis: A-F or Aud
Typically offered: Every Summer
Definitions of literacy in workplace, community, and family. Issues: poverty/welfare, ethnicity, cultural diversity, social class, language/learning, immigrants.
OLPD 5501 - Principles and Methods of Evaluation
Credits: 3.0 [max 3.0]
Course Equivalencies: OLPD 5501/EPsy 5243
Typically offered: Every Fall, Spring & Summer
Introduction to program evaluation. Planning an evaluation study, collecting and analyzing information, reporting results; evaluation strategies; overview of the field of program evaluation.
OLPD 5701 - U.S. Higher Education
Credits: 3.0 [max 3.0]
Typically offered: Every Fall & Summer
U.S. higher/postsecondary education in historical/contemporary perspective. Emphasizes structure, history, and purposes of system as a whole.
OLPD 5704 - College Students Today
Credits: 3.0 [max 3.0]
Course Equivalencies: OLPD 5704/EPSY 5451
Typically offered: Every Spring & Summer
Issues involving population of students in colleges/universities. College student development theory, students' expectations/interests. How college affects student outcomes. Role of curricular/extracurricular activities. Student-faculty interaction.
OLPD 5721 - Race and Ethnicity in Higher Education
Credits: 3.0 [max 3.0]
Typically offered: Every Fall, Spring & Summer
Review of research. Theoretical frameworks, methodological perspectives, and research strategies used to study students, staff, and faculty. Historical perspectives.
OLPD 8721 - Instruction and Learning in Higher Education
Credits: 2.0 -3.0 [max 3.0]
Typically offered: Every Spring
Theory/practice of teaching strategies. Implications of student differences (learning style, ethnicity, gender, age) for teaching. Evaluation and professional development of teaching. Context/nature of faculty work, ethical issues, teaching portfolio development.
OLPD 8777 - Thesis Credits: Master's
Credits: 1.0 -18.0 [max 50.0]
Grading Basis: No Grade
Typically offered: Every Spring & Summer
(No description) prereq: Max 18 cr per semester or summer; 10 cr total required [Plan A only]
OLPD 5087 - MA Research Seminar
Credits: 3.0 [max 6.0]
Grading Basis: S-N only
Typically offered: Every Fall, Spring & Summer
OLPD 5087, MA Research Seminar, is intended to support OLPD Masters students working on their plan A or plan B papers. The course will focus on conducting effective research and developing the writing skills and habits needed to support the development and completion of the paper, including setting individual and realistic goals to further the project. Class time will include review and discussion of research strategies and practice, expectations for graduate level writing, in-class research and writing time, reviewing and commenting on work in progress in small groups, and review of proper APA style documentation and practices.