The tables were turned when two Newman University juniors spent part of their summer not just learning from college professors, but teaching them.
Business management major Paighton Crumley and elementary education major Jocelyn Edwards traveled to New York City June 4-7 to participate in the Reacting to the Past Summer Institute. The annual consortium trains faculty to use immersive, role-playing games to teach history, politics, literature and other disciplines.
The pair joined professors from across the country at Barnard College, where they participated in historical simulations and even served on a student panel explaining what it’s like to experience Reacting to the Past in the classroom.
Reacting to the Past is a learning concept in the form of games set in a historical context, in which students are assigned roles to act out. They are given situations in which they must problem-solve, collaborate and debate on important issues.
The creator of Reacting to the Past, Professor of History Mark Carnes of Columbia University, was particularly impressed by the Newman students.
“When I observed Jocelyn and Paighton, they were delivering well-crafted speeches and deftly rebutting counter-arguments from senior professors (myself included),” Carnes said. “I assumed they were young assistant professors, showing off formidable rhetorical skills. When I learned that they were undergraduates, I was floored. Newman University should be proud indeed of such extraordinary students.”
Honors Program Director Kelly McFall said the recognition reflects the leadership opportunities Newman students receive before they graduate.
“Paighton and Jocelyn are stars in a program full of excellent students and amazing people,” he said. “At Newman, each of them helped prepare new students for success.”
Playing the games
One conference highlight placed Edwards and Crumley on a panel discussion with three Barnard College students about the student experience in classrooms that implement Reacting games.
McFall said their firsthand perspectives helped faculty members understand how to implement the games more effectively into their curriculum.
“Paighton and Jocelyn quickly found a place at the conference,” McFall said. “They held their own playing games with long-time faculty, and they showed a level of maturity and curiosity that I hope all Newman students will achieve.”
During the conference, Edwards participated in the Reacting game, “1349: Plague Comes to Norwich,” which challenged participants to determine how an English city should respond to the arrival of the Black Death. She played alongside another student and several high school teachers who were new to Reacting to the Past.
“I think my biggest takeaway is that everyone can interpret things so differently,” Edwards said. “We had people who thought one thing, and it actually meant another and vice versa.”
While Edwards’ game primarily featured high school teachers, Crumley’s game featured professors. Crumley participated in the Reacting game, “Oklahoma Revolution, 1922,” which centered on the political struggle between socialists and the Ku Klux Klan during the early 20th century.
“My biggest takeaway was how similar faculty are to students,” Crumley said. “Some were very prepared, others not so much, some were very involved and active in their roles, while others were quieter and more observant.”
Growing as leaders, future professionals
On campus, Edwards serves not only as a leader in the Honors Program, but also in Residence Life, the Student Government Association and the Campus Activities Board. She is also a student guide in Flight Planning, Newman’s first-year seminar in the Navigator program.
“There she taught specific course material, made students feel at home and became an invaluable resource to new students,” McFall said.
Edwards said the biggest reward of the conference was “learning from different professors how to best teach practices they use within their classrooms.”
“My dream job is to help students learn and grow into great people, whether through teaching or a different job working with kids. I love to learn and grow, so if I can help students learn to love that or find what they love, that would be awesome.”
Crumley is also a campus leader through the Honors Program, as a student-athlete on the women’s bowling team and member of the Student-Athlete Advisory Committee. She even served as McFall’s student assistant in the Freshman Honors Seminar, where she helped facilitate Reacting games that anchor the course.
“She helped students understand the course materials, feel comfortable playing the games at the heart of that course and helped run those games in the classroom,” McFall said. “I quickly became used to hearing student voices calling out Paighton’s name as they asked her for advice and insights.”
Crumley is certain her Honors Program skills will translate seamlessly into her future career. She plans to start in hospitality management and eventually become a small business owner.
“I have always been the cook and baker in my family, and the idea to open my own bakery one day came to life when I did my senior capstone in high school,” Crumley said. “I actually run a very small side cupcake business currently from that.”
Building skills beyond the classroom
Both students said the Honors Program has shaped them academically and personally. Edwards believes the role-playing games deepen learning regardless of a student’s level of preparation.
“I think it allows students to put whatever they can into their work,” she said. “Even just the act of participating and listening helps them learn a new idea or new way of communicating that they can use outside of class.”
Edwards credits the Honors Program with strengthening her confidence, particularly with public speaking and developing her voice. A bonus, she said, was making “so many incredible friends and connections through the program.”
The conference also reinforced the value of taking risks. Originally, Crumley had not expected to attend but stepped into the opportunity after assisting with the Freshman Honors Seminar.
“I had never really been on a trip without my family, so I was nervous,” she said. “But I am so glad I took the risk and got to have this awesome experience.”
Crumley added that Reacting games push students beyond their comfort zones.
“They might have to argue against their own personal beliefs while playing the role of a game character,” she said. “They must speak in front of the class, which is a difficult skill for many students. And it’s not just writing essays. It’s group work, speeches, presentations, networking opportunities and growing as a young professional, not just a student.”
Experiencing New York City
Outside the conference, the students explored New York City for the first time and visited landmarks including the Statue of Liberty, the 9/11 Memorial, Times Square, Central Park and Grand Central Terminal. They also attended the Broadway production “Just in Time” starring Jeremy Jordan.
For Edwards, the show was a longtime goal.
“This show has been on my must-watch list and getting to see it while Jeremy Jordan was doing his run was extremely cool,” she said.
Crumley added that navigating the city’s subway system was a big part of the adventure.
“Being from Wichita, I hadn’t had much experience with public transportation, but we figured out the subway without too many difficulties,” she said.
As memorable as the sightseeing was, both students said the greatest reward came from the relationships and lessons they gained through the conference.
“I think it has helped me grow in more ways than I will ever realize,” Edwards said. “The Honors Program allows me to learn how I need to learn so I can be successful in and out of school.”
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