A professor at a university conducted an experiment in an upper-level engineering class focused on improving refugee health, challenging the common assumption that reading is only for humanities and social sciences students. The professor, who teaches both general education and engineering courses, observed that nearly two-thirds of the students voluntarily took up an offer to read one of four books for extra credit, with each discussion proving nuanced and rich.
The Problem of Reading in STEM Education
The professor notes that debates about students' reading habits often center on social sciences and humanities, while science and engineering students are expected only to understand numbers, equations, and figures. This framing is problematic, as it underestimates the need for critical thinking, engagement with open-ended problems, and creativity in STEM fields. The professor argues that all students, regardless of their field, should develop these skills to become ethical citizens.
The Experiment: Incentivizing Deep Reading
In the past semester, the professor assigned readings from academic publications and long-form essays before class, requiring students to write short reflections on paper in class. For extra credit, students could read one of four books: three fiction novels about refugees and a memoir by a Pulitzer Prize-winning author about displacement and return. The professor purchased the books for students, who had to return them after reading. To earn credit, students discussed the book in person, answering diverse questions about themes, imagery, dialogue, and characters to ensure they had read it rather than relying on AI summaries.
Extraordinary Results
The outcome was extraordinary: nearly two-thirds of the students took up the offer, and every discussion was nuanced, rich, and often touched on personal experiences. Some students disagreed with the professor's analysis, and the professor took notes on additional books recommended by students. The experience was so successful that the professor plans to make it a permanent part of the course.
Implications for Teaching
The professor acknowledges that not all classes are the same and that the students may be a self-selected group. However, the experiment shows that with incentives and penalties, professors can encourage reading even in STEM fields. Some students were avid readers, while others had not read a book in years, but by the end, everyone who read a book seemed eager to pick another. The professor challenges colleagues to consider what they can do to foster reading in their own courses.
