A Three-Two-One Approach to Undergraduate Reading Compliance and Critical Analysis

• In Event: 3423 - Teaching and Learning Symposium Roundtable
  In Informal Discussion Roundtable: Table 3: Engaged Student Learning

Abstract

Getting students to complete their reading assignments is a frustrating task experienced by most college instructors. Previous studies show that less than 30 percent of students read assign texts and show up to class prepared for class discussion (Burchfield and Sappington 2000; Marshall 1974; Self 1987). There are various strategies instructors can use to encourage reading compliance. Hatterberg and Steffy (2013) found that students perceive announced and mandatory methods to be more effective in motivating them to do the assigned reading than did optional and unannounced methods. Following these findings, we created the 3-2-1 Reading Assignment, which encourages students to engage in critical reading and active learning. In this assignment, students are required to provide three points that summarize the assigned readings, two points that analyze the readings, and one class discussion question. In this paper, we use anecdotal evidence from 14 elective sociology courses (on-site and online; 322 students in total) to describe our teaching experiences as well as our students' learning experiences using this method. Preliminary findings show this new reading compliance method combines the advantages of both mandatory reading guides/questions and short required writing assignments. In addition, student feedback suggests this method increases course material retention and strengthens their critical thinking.

Authors

• Robert Cserni, State University of New York at Stony Brook

• Heidi E. Rademacher, The College at Brockport