Course Description:

Gender and Group Process in a Multicultural Context provides an introduction to theories of group dynamics that illuminates stages of group development and productivity. It will include teaching and practice of group facilitation skills. The course will combine theoretical presentation with an experiential learning model; material discussed and modeled in class will be applied in home-based groups with opportunities for skill practice and feedback. The goals of skill development will be further pursued in an extended workshop format at two points in the term. Special attention will be given throughout the course to the influence and manifestation of gender, ethnic, and race dynamics as they shape events, conflict, and communication patterns in various group formats.

  NANCY QUAY, Instructor                                   

  LARA ZADOR, Graduate Student Instructor         

Required Course Materials: 

1. Joining Together  By David Johnson & Frank Johnson; Available at Common   Language bookstore, 215 S. Fourth Avenue (between Liberty and Washington), 663-0036

 2.Gender and Group Process Course Pack, available at Dollar Bill Copying, 611 Church St., 665-9200

Course Requirements:

Class Attendance and Participation                     20%        

We expect that you will attend all classes and scheduled class activities, attendance will be taken.  Because the course is experiential is design, your presence and verbal participation are necessary for a successful outcome.  An absence will only be excused is cleared with an instructor prior to the class session.  Any assignment due that day should be placed in our mailbox in the Women's Studies office before class.  

There are eight (8) class sessions in which course pack articles will be discussed.  These discussions will be facilitated by 2-4 students with guidance from instructors. A sign-up sheet will be available during the first several class sessions. 

Weekly Journal                                                     20%

Your journal should be a 2-4 page typed reflection on:

You may use the self-inventory exercises at the end of relevant chapter as a springboard for your journal.  Instructors will read the journals and respond, but we will not assign a letter grade.  The weekly journal is mandatory.  They are due in class each week.  Late journals will not be accepted.

Mid-term Project                                                 30%

Goal: For students to connect with the course material on a personal level, and be able to effectively communicate that experience to the rest of the class in a participatory format. Remember, your project must reflect both a *study* of group process and the presentation of the study must be done is a way which emphasizes group involvement. (For a hint on how to do this, think about how we teach this class versus lecture-format classes you attend.)

Group size: 3-? people

Presentation time: Depends on number of groups presenting; presentation schedule is negotiated by the class

Projects might include:

Examples of former projects have included:

• residence hall life
• sports teams
• day care centers
• public school classrooms
• foreign language classes
• student leadership groups
• residence hall cafeteria work environment

Projects have included videotaped segments, game show formats, and a wide variety of visual aides--posters, diagrams, handouts, etc.

**Once you select a topic, talk with an instructor about your selection before beginning the work!**

Included in the project should be a 2-5 page paper from each group about the process of the project itself. This submission should incorporate answers to the following questions:

1. What did you do/what was the project?
2. Why did you choose this project?
3. What resources did you use? (include on the "Reference" page)

In addition, each group member should submit a separate 1-2 page paper about her/his experience of working in the project group.

Final Project                                                       30%

The final project can be an extension of the mid-term. You may stay in the same groups, and continue working in the same area, expanding your use of course material, or developing new hypotheses. Whether you continue your mid-term work, or begin a new group project, the following goals and guidelines still apply:

Goal: For students to connect with the course material on a personal level, and be able to effectively communicate that experience to the rest of the class in a participatory format. Remember, your project must reflect both a *study* of group process and the presentation of the study must be done is a way which emphasizes group involvement. (For a hint on how to do this, think about how we teach this class versus lecture-format classes you attend.)

Group size: 3-? people

Presentation time: Depends on number of groups presenting; presentation schedule is negotiated by the class

Projects might include:

Examples of former projects have included:

• residence hall life
• sports teams
• day care centers
• public school classrooms
• foreign language classes
• student leadership groups
• residence hall cafeteria work environment

Projects have included videotaped segments, game show formats, and a wide variety of visual aides--posters, diagrams, handouts, etc.

**Once you select a topic, talk with an instructor about your selection before beginning the work!**

Included in the project should be a 2-5 page paper from each group about the process of the project itself. This submission should incorporate answers to the following questions:

1. What did you do/what was the project?
2. Why did you choose this project?
3. What resources did you use? (include on the "Reference" page)

In addition, each group member should submit a separate 1-2 page paper about her/his experience of working in the project group.

September 20               Cultural Influences on Group Practice

                                            Reading Assignment: J & J, Chapter 10
                                            Course Pack: Section B, #1, #2

September 27               Communication Within Groups

                                           Reading Assignment: J & J, Chapter 4
                                           Course Pack: Section C #1, D #4

"I am confronted with group dynamics everyday, even when I am just dealing with my family or a group of friends.  Being able to understand who has the leadership role, who has the power, how the group handles conflict and how they problem solve will help me help the group achieve its goals."

"In this class, I learned a lot that I can apply in real life situations."

"Whether it is in a school homework group, at work, at home with my family, or in my dorm room with my roommate, I can apply my knowledge about group and how they function to my future group experiences and to my life in general."

"This class has made me very comfortable to express myself and speak in class."

"At my job, there are always great opportunities to participate in group activities such as training sessions, motivational talks, committee meetings, retreats, etc.  I know that I will have the opportunity to facilitate such meetings in the near future and I will be able to apply directly all the knowledge that I have gained through this course."