Teaching Group Dynamics Through an Application-Based Learning Approach

Abstract

The purpose of this study was to demonstrate how a structured experiential course can be used to teach students to lead group discussions. Group dynamics and leadership skills were taught through two teaching strategies in the course: the first method required junior- and senior-level undergraduate students to participate in a process-oriented group led by the faculty instructor, and the second method required these students to participate in a practicum by serving as facilitators leading their own process-oriented groups comprised of first-year university students. Results indicated that the student leaders’ confidence and satisfaction with their leadership skills increased significantly over the course of the semester. In addition, first-year group members’ evaluations of these student leaders indicated high levels of satisfaction and group connectedness with their leaders. Implications of the benefits of teaching group dynamics and leadership skills, including the generalizability of this course for a variety of students such as teaching assistants and new instructors, are discussed.