This chapter investigates the value of the Reacting to the Past pedagogy with regard to engaging first‐year students. In recent years, calls to improve student engagement and active learning techniques have grown, and few have been as successful in producing the desired results as Reacting to the Past. This chapter investigates why Reacting is so successful in meeting the goals of high‐impact practices that increase student engagement and learning. We also examine how the Reacting pedagogy and first‐year seminars encourage problem solving, critical thinking, and writing among students.
This chapter investigates the value of the Reacting to the Past pedagogy with regard to engaging first-year students. In recent years, calls to improve student engagement and active learning techniques have grown, and few have been as successful in producing the desired results as We extend our thanks to Mark Carnes, Ann Whitney (Olin Professor of History at Barnard College), Dana Johnson, and the Reacting Advisory Board for the work they do for Reacting to the Past. We offer this chapter in support of professors using the pedagogy and to encourage faculty members who have not taught with Reacting to do so. Special thanks to Judith Shapiro, professor of anthropology and president Emerita of Barnard College, for helping us organize the panel (March 2009) at the Conference for Academic Renewal sponsored by the Association of American Colleges and Universities that led to this chapter. In addition, P. Lazrus thanks the Center for Teaching and Learning and the Writing across the Curriculum programs at St. John's for organizing helpful and successful faculty writing retreats.
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