All experienced instructors have had this happen to them: You assign an interesting reading that is pivotal to a topic on the syllabus. You emphasize to the students how important it is that they complete that particular reading, as it will be the basis of the next class session’s discussion. Walking into class, you smile, anticipating a smart, informed discussion on a fascinating topic, and ask a basic question to get things going. And then, the silence, and the signs: the blank stares, the eyes that won’t meet yours, the walls and shoes and notebooks that suddenly are the most interesting things in the room. Your smile drops as you realize the horrible truth: none of the students did the reading.
Quickly you realize it’s not entirely true: a small handful of students, the ones you can always rely on, tentatively raise their hands. Others may have skimmed the reading, or tried to do it just as class started. Still others pull it out as you ask the question, trying to do in 30 seconds what they need a concentrated 10 or 30 minutes to do. Despite this, the vast majority of the class simply did not do as instructed.
What’s the dedicated instructor to do?
I have been teaching for more than ten years, and this happened to me twice this semester alone. In one case, only one student out in my intro to IR class had read Thucydides’ short Melian Dialogue that IR teachers the world over use as an introduction to Realism—even though they had weekly reading quizzes on the material. In my intro to American politics course, none of them had read Federalist Paper #84, which outlines the arguments regarding the inclusion of a bill of rights in the Constitution. In the moment when I realized that my students were not prepared for the reading-based discussion I had planned, I had a decision to make: how would I respond to their lack of preparation?
A few options immediately came to mind.