Debate Skills for Reacting**
Daniela Kempf, Manager, Speaking Program, Barnard College
This highly interactive workshop will showcase pre-game debate activities using questioning, refutation, and rebuttal techniques, and will involve participants in brief SPAR debates and a rebuttal chain exercise that can help you prepare your students for more effective gameplay.
Identifying Best Practices for Reacting to the Past Workshops
Paula Lazrus, Associate Professor, Institute of Core Studies, St. John's University;
Mary Beth Looney, Associate Dean, College of Fine Arts and Humanities, Brenau University
This session will investigate the range of best practices for RTTP workshops used by faculty and administrators across school types to expose and hopefully attract faculty to Reacting. Formats, timing, game selections and strategic manipulations are just some of the choices that successful workshop hosts employ, with varying degrees of success. In our experience, even those who have run multiple workshops run into recurring challenges that might be mitigated by sharing our experiences and creating a set of best practices that can be shared with the whole RTTP community.
The Radical Power of Play in Humanities Inquiry
Dr. Paul Wright, Co-Director, Honors Program, Cabrini College;
Matthew Harshberger and Samantha Murray, RTTP Classroom Coaches, Cabrini College
Cabrini's Honors Program highlights meta-reflection on gaming as not merely inducement to scholarship, but also as a direct form of it. In concert with our historical commitment to "Reacting to the Past", we have implemented collaborative board-gaming as a complementary research-driver, with emphasis on designs by CIA-analyst Volko Ruhnke exploring themes of counter-insurgency and revolution. In this panel presentation, Cabrini faculty and student "classroom coaches" will share their experiences in pairing RTTP and complex board games, as well as one experiment in which RTTP was fused with a board game in an ambitious, semester-long class project.
Reacting to the Past: The Students Speak!**
Student Presenters to be Announced
Students reflect on both the benefits and challenges of learning through “Reacting to the Past.” Topics include motivation and teamwork, assessment of writing and speaking, lingering personal resentments, work management, and more. After brief opening remarks, the majority of this session will be given over to Q & A.
Adapting Reacting Games to Online Classes
Dr. Scout Blum, Professor, Associate Chair Department of History, Troy University
This presentation will discuss the methodology, benefits, and problems associated with running a Reacting to the Past game in an online class. The discussion will focus mostly on the author’s experiences with her Civil Rights game. The game must rely more on technology, primarily Blackboard and a free online site called Slack, for its structure. Despite these differences and its asynchronous nature, online students participate more and report that they gain more knowledge of the material than with traditional lecture/reading class formats online. Reacting clearly delivers similar benefits with online classes as with on campus classes, and proves a valuable addition to online pedagogy.
Building Institutional Change in RTTP: Tips on Starting Curricular Discussions on Your Campus
John Burney, Vice President of John Burney, Doane College;
Charlie McCormick, Provost and Vice President for Academic Affairs, Schreiner Unviersity
If you are excited about the possibilities created by Reacting and can envision the role it might pay on your campus, this session will provide ideas on how to start a larger discussion about student learning and curricular revision. We'll review reasons for curricular reform, frameworks for evaluating a coherent curriculum, and methods to engage faculty and administrators in the process. We'll also reveal the worst potholes--and ways to avoid them--on the road to reform. The session will preview the larger discussions that will take place as part of the Consortium's team-based workshops in 2017 and provide you with arguments to take to decision-makers at your campus about why your institution should participate.
Rhetoric and Beyond: Expanding Our Views on Writing in RTTP Courses**
Toby F. Coley, PhD Assistant Professor of English, University of Mary Hardin-Baylor;
Deborah Maltby, Associate Teaching Professor of English, University of Missouri-St. Louis
RTTP faculty actively discuss and share problems, ideas, and strategy through a dynamic private Facebook Faculty Lounge. Trolling the past six months of FB questions and comments reveals that many participants value good writing and welcome ideas for helping students write better in RTTP. One basic tool for helping students write better is an understanding of rhetoric and rhetorical moves. In this roundtable session, we'll begin with how utilizing principles of ancient rhetoric in the Athens game helps composition students with both the game and the writing. We'll explore how these principles can be used in teaching writing in all RTTP games. With that foundation, we'll build on the knowledge and experience of other RTTP faculty who value good writing in RTTP, asking participants to weigh in on what has worked for them, what they have changed, and what they still haven't resolved.
Deborah Maltby's Dream Up a RTTP Game Assignment
Deborah Maltby's RTTP Portfolio Assignment
Elizabeth Robertson's RTTP Reflection Assignment
Elizabeth Robertson's Final Reflective Paper
Emily Beard's RTTP Argumentative Research Paper
Emily Beard's RTTP Character Assignment
Hannah Schulz's Final Writing Assignment
Martha Payne's Roman Virtues Document
Martha Payne's Writing Assignments for Beware the Ides of March
Martha Payne's Written Speech Assignment
Nick Proctor's RTTP Yalta Writing Assignment
Nora Corrigan's RTTP Writing Assignment
RTTP Session Handout 2016
Learning the Language: How Reacting to the Past Promotes Language Learning in Norway
Sean Taylor, Professor, Department of History Minnesota State University;
Jan Erik Mustad, Associate Professor, Department of Foreign Languages and Translation, University of Agder
Teaching English as foreign language (TEFL) is the core of English instruction in Norway. Even though language learning should be at the forefront of an English instructor’s awareness, we realize that this is not always the case. Instructors will need to facilitate language learning through different methods. We propose in this session that Reacting is an excellent, and perhaps an underrated, method to use in language learning as full language immersion fosters communicative competence and language proficiency among learners learning a foreign/second language. Our research shows Reacting encourages full language immersion in the classroom, advancing the second language acquisition processes where both conscious and unconscious language learning take place.
**These workshops are recommended for people new to Reacting to the Past