Playing to Learn with Reacting to the Past Research on High Impact,
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
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P L AY I N G T O L E A R N WITH REACTING T O T H E PA S T Research on High Impact, Active Learning Practices
Playing to Learn with Reacting to the Past
C. Edward Watson • Thomas Chase Hagood Editors
Playing to Learn with Reacting to the Past Research on High Impact, Active Learning Practices
Editors C. Edward Watson Association of American Colleges and Universities Washington, DC USA
Thomas Chase Hagood University of Georgia Athens, Georgia USA
ISBN 978-3-319-61746-6 ISBN 978-3-319-61747-3 (eBook) DOI 10.1007/978-3-319-61747-3 Library of Congress Control Number: 2017953395 © The Editor(s) (if applicable) and The Author(s) 2018 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Cover image © milos luzanin / Alamy Stock Photo Printed on acid-free paper This Palgrave Macmillan imprint is published by Springer Nature The registered company is Springer International Publishing AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
FOREWORD
BEING THERE Mark C. Carnes, Barnard College, Columbia University Students come to class. Nearly every student. Nearly every class. Some instructors report perfect attendance—for an entire semester. Many tell astounding tales of students’ insistence on coming to class: • When a freak snowstorm shut down the University of Texas at Austin, Julie Casey’s students were dismayed: “Seriously, this is the one time I’m upset about a snow day,” a junior posted on the class’s Facebook page. Within an hour students arranged to hold class at an off-campus conference center. • When Dordt College’s Historian Paul Fessler announced that the semester would end before his class had completed all phases of the French revolution game, his students begged him to schedule additional classes. He agreed, but his students couldn’t find a mutually acceptable time. When they finally came up with a free-tim
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