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Johnson; and The 1619 podcast in collaboration with the UO Listen Learn
Act Initiative.
• 2019–2020: Under the Feet of Jesus by Helena Maria Virtamontes in
collaboration with the Latinx Scholars community and Strategies group.
• 2018–2019: The Best We Could Do by Thi Bui in collaboration with Asian
Studies and the Vietnamese Student Association.
• 2017–2018: The Round House by Louise Erdrich in collaboration with the
Native and Indigenous Studies program.

Brief Recommendations for Anyone Starting a Common Reading
Program
• Start with a small group of interested faculty, staff, or students. If the planners
are excited, their enthusiasm will bubble over to other potential participants.
AAC&U recognizes that common reading programs can strengthen the
institutional identity of universities, while the National First Year Experience
Conference recognizes that common reading programs can provide support
and help for students as they navigate their schools and academic life.
• Set program goals and mission. Define who the program is serving and why.
What are the outcomes intended for the particular community of learners and
participants and the related curriculum, academic setting, learning goals, or
mission?
• Consider scheduling and staffing constraints and opportunities that exist for
the school or system in which you are working. You will need to consider
(a) who can manage logistical planning, communications and outreach with
intended audiences, contracting, and negotiation for books and authors; (b)
who will be involved in the selection process (and how they will be involved);
(c) how many events can be appropriately managed, and (d) other details.
• Select readings that can be tailored to address reading levels and relevant
issues connected to the specific community involved in the reading program.
Selecting texts aligned with the institution’s values and mission and the
audience of readers enhances a sense of purpose and shared commitment
to educational goals. A central focus/theme can generate meaningful
conversations and lead to action or positive change by raising awareness
about specific topical issues and their effects.
• Invite the authors of the books or other experts related to the common text.
Talks, workshops, and other activities with the author can enrich the reading
experience, making it more relevant or alive to participants. Guest speakers,
panels, and workshops provide nuanced insights, answer questions, spark
further discussions, and inspire further research, approaches to pedagogy,
and exploration of ideas. This interaction elevates the program to a more
profound and memorable experience. As one student noted, “I think that
author visits are very influential…there is a lot of value in hearing an author’s
experience in person as well as when reading their book.” Interactions with
authors offer unique insights into the creative process and the relevance of
literature, storytelling, and meaning making.
• Develop teaching and research guides, exhibitions and exhibition guides, or
other related resources in an online learning management system, in print, or

32 The Delta Kappa Gamma Bulletin: International Journal for Professional Educators