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Section: December 1997
Thriving in Academe
I would like to use class time for class discussions, but the majority
of my students don't complete assigned readings before class. How can I get
students to read assignments in advance of class discussions? Faculty can break
the cycle of students not completing readings as assigned and instructors then
feeling forced to explain basic course content in lectures. One of many ways to
stimulate thoughtful pre-class reading is to use microtheme assignments.
Microthemes are
responses to open-ended questions that students type on five-by-eight-inch index
cards. To complete these assignments, students need to use reflective
higher-order thinking about assigned readings, express their ideas in a clear
and concise fashion, and turn in their cards at the start of class.
I use one of four
microtheme types (summary writing, thesis-support microtheme, data-provided
microtheme, and quandary-posing microtheme). I also use microthemes assignments
to specifically encourage original thinking, for instance, asking students to
answer questions that have no single or correct answer. Students like microthemes
because they "force" students to complete readings on schedule and
they don't require a great amount of time to complete. But the real plus is that
they pose challenging and provocative questions and form the basis for
subsequent class discussions. Also important to students:
Microthemes are an easy way to "earn points" towards their grade. -- James Eison,
director, Center for Teaching Enhancement, University of South Florida
References: Bean, J. C., Drenk, D., and Lee, F. D. (1982). "Microtheme strategies for developing cognitive skills." In C. W. Griffin (Ed.). Teaching writing in all disciplines. New Directions for Teaching and Learning, No. 12, San Francisco: Jossey-Bass. (pps. 27-38).
This NEA Higher Education Advocate column will address the instructional challenges that face faculty throughout higher ed. Have other ideas on strategies to encourage students to complete assigned readings before class? You can contribute your insights to a new electronic NEA resource for college and university faculty. Just send concise descriptions, for posting on the NEA Web page, to jeison@helios.acomp.usf.edu or mail to: James Eison, Center for Teaching Enhancement, University of South Florida, 4202 East Fowler Ave, SVC 1088, Tampa, FL 33620. Or Fax: 813-974-5620.
