Education and Analog Role-Playing Games

Susan Haarman, PhD, is Associate Director at Loyola University Chicago’s Center for Engaged Learning, Teaching, and Scholarship. She facilitates the university’s service-learning program and publishes on community-based learning. Her real love is her research on the capacity of tabletop role-playing games as formative tools for civic identity and imagination. She serves on the editorial board of the International Journal of Role-Playing and is also a professional improviser and a licensed therapist.

• Introduction, Part I - Roll a Knowledge Check: How Tabletop RPGs Help Us Learn, Chapter 1 - Educational RPGs: A Practitioner’s Guide to Bringing the Gaming Table into the Classroom, Chapter 2 - Tabletop Role-Playing Games in the Classroom: A Systems Thinking Approach for Quick Implementation and Meaningful Learning Outcomes, Chapter 3 - The Impact of Role-playing Game Mechanics on the Classroom Experience, Part II - Playing Together: Creating Inclusive Community in the Classroom Through RPGs, Chapter 4 - Everybody Wins: Role-Playing Games with Students with Disabilities, Chapter 5 - Cripping Tabletop Role-Playing Games: A Critical Analysis of Disability and Inclusion in Inspirisles and Beyond, Part III - Class Features: Discipline Specific Practices, Chapter 6 - At the Crossroads of Composition, Creative Writing, and Technical Writing: A Proposal for Teaching Tabletop Role-Playing Game Design in Higher Education, Chapter 7 - Role-Playing Games and Narrative Identity as Pedagogical Tools in Teaching Fiction: A Reflection from Inside the Classroom, Part IV - Critical Encounters: Games that Challenge and Change, Chapter 8 - Distributed Role-play: A Proposed Game Mechanic for Mitigating Player Harm, Chapter 9 - Teaching Masculinities: The Transformative Potential of Blood Feud