In the spirit of scholarship in teaching and learning at the college level, we suggested and experimented with reading quizzes in combination with error analysis as one way not only to get students better prepared for class but also to provide opportunities for reflection under frameworks of mastery learning and mind growth. Our mixed-method analyses of students' responses to the semester-end survey indicate a positive perception by students towards these techniques. The analyses of students' error analysis content reveal some aspects of their reflection that point to great potential for researchers and instructors to exploit in engaging and helping students to grow.