This article investigates the effectiveness of a film-based assignment given to adult learners in a graduate-level group counseling class. Semistructured interviews were conducted with four students; data analysis suggested film-based assignments may promote deep approaches to learning (DALs). Participants indicated the assignment helped them draw connections between the film and the course material as well as helped make course concepts more concrete and applicable to their professional settings. The article also presents instructional design strategies for incorporating film-based assignments in adult learning settings.

An experiential learning activity, based on the film The Great Debaters (Washington, 2007), was used during a group work class. Description and preliminary evaluation of the activity is provided, including analysis of participant scores on the group leader self-efficacy instrument at multiple points. Implications and future directions for improvement are discussed.

The authors conducted a qualitative study on the use of artistic representation to promote students' creativity and enhance their ability to self-reflect. The researchers used self-reflection articles about artistic representation and responses to a questionnaire at the end of the semester. Three overarching themes, as seen through the lens of the researchers, were: a) influences on self-reflection, b) emotions elicited during the creative process and classroom presentation, and c) responses following completion of the assignment. Subthemes were identified under emotions elicited during the creative process and classroom presentation and under responses following completion of the assignment. The authors address implications for using a similar activity with clients and considerations for future studies.

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