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.

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.

There is a perception that a variety of forces, both social and technological, are accelerating the rate at which change is needed and occurring in higher education. There is also recognition that the primary means through which institutions change is via the creativity, innovation, pedagogy, and scholarship of their faculty. Addressing the challenges offered by these change issues, faculty development programs provide an institutionalized mechanism through which change may become manifest systemically. Situated within the context of institutional change, this study sought to better understand the underlying psychological processes that facilitate the adoption of innovations and new pedagogical practices by faculty within higher education. Through an interdisciplinary approach, self-efficacy research and Roger's diffusion theory were used to inform a line of inquiry that ultimately offers guidance for the evolution of future faculty development practices as well as directions for future areas of research. Faculty developers, administrators and faculty in higher education, educational psychologists, change managers, and diffusion theorists will find practical value in this book.