Changing student demographics in higher education, especially increased numbers of older and/or working students, have inspired experimentation with a variety of class scheduling and degree program formats. This study investigated two such formats: (1) cohort programs (requiring students to take all or nearly all courses together toward a degree) and (2) intensive schedule classes (meeting in sessions of 4 hours or more) to determine whether they create group dynamics different from those associated with more traditional formats. The study analyzed data from 174 students and faculty in four graduate programs at three research universities (one each on the East and West coasts, and in the Rocky Mountain region). The group dynamics variables examined were group cohesiveness, group interaction, and instructional style. Findings indicated that cohort programs, either with or without intensive schedules, appeared to provide higher levels of cohesiveness and group interaction than more traditional programs. Intensive scheduling alone, however, did not influence group cohesiveness or interaction significantly. Contains 19 references. (Author/GLR)