Reacting to the Past Games in the Criminal Justice Classroom

Abstract

While student engagement and student-centered learning have been demonstrated, at length, to increase academic achievement, how can criminal justice as an academic field continue to effectively engage students in a contemporary society that appears to be ever more based on dogmatic tribes and beliefs? The answer might be reacting to the past (RTTP) games which utilize “elaborately designed role-playing games set in pivotal historical moments of clashing ideas and interests” to increase student engagement and academic performance. When confronted with a controversial topic in criminal justice, one that fits well into the aforementioned dogmatic tribal belief structure, instructors might see the task of student engagement daunting. Utilizing RTTP as part of their pedagogical approach would provide instructors with a tool that places students in similar controversial moments with little to argue as the historical events the RTTP game is based on is well recorded.

Keywords:

• Reacting to the past games
• criminal justice classroom
• student engagement
• pedagogy

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Adam Saeler

Adam Saeler, Ph.D., is an associate professor of criminal justice at Mercyhurst University. Dr. Saeler’s time is primarily dedicated to the classroom; when time allows his academic interests lie primarily with pedagogy in the criminal justice classroom with a specific interest in the expanded use of RTTP games in the classroom.