The Importance of Making-While-Reading for Undergraduate Readers: An Example of Inductive SoTL

This paper gives an example of inductive Scholarship Teaching and Learning (SoTL) process, adapting Anthony Ciccone’s five conditions a meaningful SoTL question. Presenting study on pre-class reading in undergraduate religion class, I describe how my question went through life stages. began with nine different assignments. Students judged the “map” assignment to be most helpful. led further question: why maps? In close students’ reflections, two themes stood out: students experienced maps as helping them create mental overview reading, facilitated greater ownership act reading. conclusion, argue that humanities instructors who wish teach advanced skills can start by providing assignments allow for making-while-reading, this making should not merged other steps. epilogue reflect research process. suggest scholars use process may reach impasse when deciding present answers because their conceptual will stand tension SoTL’s practical orientation. propose focusing generalization (rather than empirical generalization), while still foregrounding balance between “what works” is.”