I’ve been thinking a lot lately about the preparatory assignments in my introductory Old Testament course for first-year Pepperdine University students. Actually, I started this process during the Spring 2014 semester, but I’m revisiting it right now for various reasons. Early in the Fall 2015 semester, I consulted half a dozen handbooks for college teachers, and found very little firm guidance on how much reading is appropriate for a college course. My sources generally agree—and rightly so—that the complexity of the reading material and the purpose for reading it must factor into the decision. However, these import caveats sometimes come across almost as excuses for eschewing any sort of quantitative guidelines whatsoever.
Being unable to locate any commonly accepted best practices for gauging the length of college reading assignments, I’ve cobbled together some tentative guidelines for myself. I offer them here for your review and comment—especially if you happen to know of empirical research that can better inform these practices.