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Playing to Learn with Reacting to the Past

Research on High Impact, Active Learning Practices

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  • © 2018

Overview

Editors:
  1. C. Edward Watson

    1. Association of American Colleges and Universities, Washington, DC, USA

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  2. Thomas Chase Hagood

    1. University of Georgia, Athens, USA

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  • Seeks to contribute to new research questions regarding which active learning strategies foster the greatest gains in learning and in which contexts

  • Examines through what pedagogies and in what contexts Reacting to the Past serves as a high impact practice for student learning and engagement

  • Collects practices and evidence from multiple disciplines and institution types regarding the efficacy of Reacting to the Past in higher education classroom settings

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Table of contents (10 chapters)

  1. Front Matter

    Pages i-xxiv
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  2. Reacting to the Past: An Introduction to Its Scholarly Foundation

    • Thomas Chase Hagood, C. Edward Watson, Brittany M. Williams
    Pages 1-16

  3. Impact and Perception: Reacting to the Past at Middle Tennessee State University

    • Dawn McCormack, Karen K. Petersen
    Pages 17-39

  4. The Crowded Streets of Paris: Using RTTP in Less-Than-Ideal Situations

    • Robert S. Bledsoe, Lee Anna Maynard, Deborah South Richardson
    Pages 41-73

  5. Strengthening Students’ Self-Efficacy Through Reacting to the Past

    • Carolyn A. Schult, April Lidinsky, Lisa Fetheringill Zwicker, Elizabeth E. Dunn
    Pages 75-89

  6. Scaling a Reacting Game for Use at a Large Public University

    • Keri Watson, Patsy D. Moskal
    Pages 91-111

  7. Eliciting Meaningful Engagement in an Art History Survey Course: Reacting to the Past and Active Learning

    • Marie Gasper-Hulvat, David M. Dees, Anthony V. Shreffler
    Pages 113-125

  8. Reconvening the Senate: Learning Outcomes after Using the Reacting to the Past Pedagogy in the Intermediate Latin Class

    • Christine L. Albright
    Pages 127-140

  9. What Happens After Reacting? A Follow-Up Study of Past RTTP Participants at a Public Regional University

    • Jeffrey L. Bernstein, Mary Grace Strasma, Russ Olwell, Mark D. Higbee
    Pages 141-157

  10. Playing with Learning and Teaching in Higher Education: How Does Reacting to the Past Empower Students and Faculty?

    • Thomas Chase Hagood, Naomi J. Norman, Hyeri Park, Brittany M. Williams
    Pages 159-192

  11. How to Perform Educational Research in Reacting to the Past Settings: A Primer for the Scholarship of Teaching and Learning

    • Colleen M. Kuusinen, C. Edward Watson
    Pages 193-219

  12. Back Matter

    Pages 221-229
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Keywords

About this book

This book provides classroom practice and research studies that verify Reacting to the Past (RTTP)—a student-centered, active learning pedagogy that provides college students and faculty unique teaching and learning opportunities—as a high impact practice for student learning and engagement. The overarching objective of this book is to collect practices and evidence from multiple disciplines and institution types regarding the efficacy of RTTP in higher education classroom settings. At its core, RTTP is a game-based pedagogy with published games on some of the most conflicted moments of human history.  While RTTP is deeply grounded in theory and literature that suggests its approaches can be impactful, deep and broad examinations of RTTP pedagogies in a range of course settings have not been extensively performed until now. This book provides guidance and an evidence-base on which to build RTTP practices. 

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Editors and Affiliations

  • Association of American Colleges and Universities, Washington, DC, USA

    C. Edward Watson

  • University of Georgia, Athens, USA

    Thomas Chase Hagood

About the editors

C. Edward Watson is Associate Vice President for the Association of American Colleges and Universities (AAC&U) and formerly director of the Center for Teaching and Learning at the University of Georgia, USA.  



Thomas Chase Hagood is Director of the Division of Academic Enhancement and Co-Director of the Reacting to the Past program at the University of Georgia, USA. 








Bibliographic Information

  • Book Title: Playing to Learn with Reacting to the Past

  • Book Subtitle: Research on High Impact, Active Learning Practices

  • Editors: C. Edward Watson, Thomas Chase Hagood

  • DOI: https://doi.org/10.1007/978-3-319-61747-3

  • Publisher: Palgrave Macmillan Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s) 2018

  • Hardcover ISBN: 978-3-319-61746-6Published: 18 October 2017

  • Softcover ISBN: 978-3-319-87152-3Published: 18 May 2018

  • eBook ISBN: 978-3-319-61747-3Published: 03 October 2017

  • Edition Number: 1

  • Number of Pages: XXIV, 229

  • Number of Illustrations: 1 b/w illustrations, 6 illustrations in colour

  • Topics: Creativity and Arts Education, Curriculum Studies, Learning & Instruction, History of Education, Higher Education

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