Too Long to Read: Assessing the Motivation Behind Graduate Student Attendance in Reading Groups | NSTA

Too Long to Read: Assessing the Motivation Behind Graduate Student Attendance in Reading Groups

Journal of College Science Teaching—November/December 2014

Graduate-level reading groups serve as a primary forum for students to learn current and complex concepts in their field. Because graduate students lament that reading "abnormally long" articles discourage them from attending particular reading group sessions, we tested the hypothesis that attendance will decrease proportionally with page number. This article examines the relationship of attendance to semester chronology, the presenter; paper type, and time allowed to read the paper.

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