Playing with Learning and Teaching in Higher Education: How Does Reacting to the Past Empower Students and Faculty?
Given Reacting to the Past’s (RTTP’s) tremendous growth since its earliest iteration in the mid-1990s, students and faculty alike have come to view RTTP as a transformative experience. This chapter assesses both sides of the RTTP classroom by presenting the results of two national surveys. The surveys illuminate students’ and faculty’s perceptions of both the pedagogy and its high-impact elements. Through the lenses of social cohesion theory and the relationship-driven teaching model, the authors evaluate students’ views of the impact(s) of RTTP on their learning within RTTP course(s), as well as how the pedagogy influenced their study habits, appreciation of course content, and sense of autonomy as learners. Additionally, the faculty survey provides key insights into how RTTP implementation, its successes and challenges, influences faculty decisions on teaching and instruction beyond their RTTP-based classes and how they perceive improvements in student performance when compared to non-RTTP courses.
The authors thank Dr. Colleen M. Kuusinen, Assistant Director for the Scholarship for Teaching and Learning at the University of Georgia for her early assistance in crafting the most seamless expression of the survey instruments found in the Appendix. Her suggested revisions and willingness to review our work were crucial to the development of this project.
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