Journal on Excellence in College Teaching, Volume 22, Number 3

One of the more common concerns the Journal's editors hear voiced by instructors is that students do not read assigned material or do not read it effectively. Some of the reasons students cite for not reading are that reading assignments are too long (in their view), that they do not see the relevance of the assigned reading (perhaps because readings are not discussed or engaged in class), and that there is very little choice or autonomy offered by their instructors in terms of what or how much to read.