Abstract
Engaging students in completing assigned reading material, particularly textbooks, is a challenge faced by many college professors. Further, research has demonstrated student compliance is typically low with reading course textbooks. This study explores the impact of assigning content-specific books written for popular audiences and having students participate in an associated “book club” in an undergraduate class. Survey findings indicate that most students experienced reading a book written for popular audiences as more engaging and enjoyable than textbook reading. An analysis of student reflection papers provides further evidence that this assignment and associated activities successfully engaged students with content-specific readings.
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