Instructors are challenging assumptions about a single, uniform reading pace and implementing adaptive strategies—such as a 'stoplight' approach—to help students allocate attention where texts demand it. Eye‑tracking scholarship and literacy research show skilled readers adjust speed and make regressions to support comprehension. Faculty development programs are incorporating explicit lessons on pacing and multi‑pass reading strategies, while course designers are rethinking how to scaffold dense materials. The aim is to help students manage cognitive load and improve comprehension in upper‑level texts. Separately, faculty teams are reporting simple course design changes—like dating Canvas links, adding calendar entries, and clearer reading assignments—boost reading compliance and preparation. These operational fixes lower friction and increase the fraction of students ready for higher‑level class activities. Together, pedagogical adjustments and administrative tweaks are being framed as low‑cost, high‑impact interventions for improving class preparation and deeper engagement across STEM and humanities courses.