This project investigates which course activities are most effective in helping students overcome the obstacles they identify in learning to read literature contemplatively and interpret reflectively. Use of an on-line journal provides the evidence of student learning.

Course Context I have taught the course frequently over the last ten years, but only twice so far using the website. Enrollment is 30-35; offered as an upper division interdisciplinary elective.

Key Questions Which course activities are most effective in helping students learn to make the transitions and connections among these three distinct levels of understanding the poem? How do these activities help students overcome the obstacles which they identify as most challenging in becoming competent in this process?

Dante Presents His Poem to Florence

Domenico di Michelino

Key Learning Activity For the purpose of this study, I am choosing to concentrate on the evidence revealed through student entries in the on-line journal function which is integrated into the course website.

Key Findings With the help of VKP staff and my workgroup, I developed a course evaluation instrument to gather information from students on their own experience of learning to read reflectively. The results were wide-ranging and very informative. Student anecdotal evidence pointed to the journal entries as one place where connnection between instructional materials and student mastery was occurring effectively. Review of student journal entries shows that the journal provides the opportunity for students to experiment with and get feedback on their use of reflective reading skills.

Evidence of Student Learning Guidelines and Evaluation Criteria for Journal Entries Sample Journal Entries and Evaluations