C. Edward Watson is Associate Vice President for the Association of American Colleges and Universities (AAC&U) and formerly director of the Center for Teaching and Learning at the University of Georgia, USA.  Thomas Chase Hagood is Director of the Division of Academic Enhancement and Co-Director of the Reacting to the Past program at the University of Georgia, USA.

• 1. Reacting to the Past: An Introduction to its Scholarly Foundation.- 2. Impact and Perception: Reacting to the Past at Middle Tennessee State University.- 3. The Crowded Streets of Paris: Using RTTP in Less-Than-Ideal Situations.- 4. Strengthening Students’ Self-Efficacy through Reacting to the Past.- 5. Scaling a Reacting Game For Use At a Large Public University.- 6. Eliciting Meaningful Engagement in an Art History Survey Course: Reacting to the Past and Active Learning.- 7. Reconvening the Senate: Learning Outcomes after Using the Reacting to the Past Pedagogy in the Intermediate Latin Class.- 8. What Happens After Reacting? A Follow-up Study of Past RTTP Participants at a Public Regional University.- 9. Playing with Learning and Teaching in Higher Education: How Does Reacting to the Past Empower Students and Faculty?.- 10. How to Perform Educational Research in Reacting to the Past Settings:  A Primer for the Scholarship ofTeaching and Learning.

C. Edward Watson is Associate Vice President for the Association of American Colleges and Universities (AAC&U) and formerly director of the Center for Teaching and Learning at the University of Georgia, USA.  Thomas Chase Hagood is Director of the Division of Academic Enhancement and Co-Director of the Reacting to the Past program at the University of Georgia, USA.

• 1. Reacting to the Past: An Introduction to its Scholarly Foundation.- 2. Impact and Perception: Reacting to the Past at Middle Tennessee State University.- 3. The Crowded Streets of Paris: Using RTTP in Less-Than-Ideal Situations.- 4. Strengthening Students’ Self-Efficacy through Reacting to the Past.- 5. Scaling a Reacting Game For Use At a Large Public University.- 6. Eliciting Meaningful Engagement in an Art History Survey Course: Reacting to the Past and Active Learning.- 7. Reconvening the Senate: Learning Outcomes after Using the Reacting to the Past Pedagogy in the Intermediate Latin Class.- 8. What Happens After Reacting? A Follow-up Study of Past RTTP Participants at a Public Regional University.- 9. Playing with Learning and Teaching in Higher Education: How Does Reacting to the Past Empower Students and Faculty?.- 10. How to Perform Educational Research in Reacting to the Past Settings:  A Primer for the Scholarship ofTeaching and Learning.