Written by Sally Kuhlenschmidt, Director FaCET/Psychology
Textbook selection (more precisely “Course Materials” selection) is an emotional as well as intellectual and economic decision for faculty and students. This booklet explores some of those issues to help faculty find the best path through their challenge.
Contents:
• Introduction
• How to Choose Course Materials
• How to Encourage Student Use of Course Materials as Intellectual Tools
• Economic Factors to Consider in Your Planning
Publishers provide us with a number of excellent options for course materials for each class. We have time to review the options thoughtfully and carefully, considering learning objectives and student characteristics. We easily and quickly order the materials well in advance. Students effortlessly learn what materials are required and locate exactly the edition and package we require. Students purchase them well before term begins (money is no object), even reading ahead. Once classes begin they read the assigned material before each class, understand it, and come to class with questions and insights, enjoying hearing how others interpret the text. Then they review the reading again after class. Exams over the material practically construct themselves and directly reflect course learning objectives and class activities involving the materials. Students appreciate the opportunity to show what they know on the tests and thank us…oh, wait. That goes beyond daydreaming to irrational.
We get assigned the course at the last minute. We do not have many options for materials, and have very little time for reviewing materials. Once our choice is made editions are changed on us and we face a confusing array of ISBNs for the same book but various course material bundles (CDs? Workbooks? Websites?). Or we inherit a book from another teacher and the book fails to complement our skills and/or philosophy of teaching. We are too rushed to integrate the materials into course activities. Students are confused about purchasing course materials, even with an ISBN, and try a variety of low cost ways of ordering the book, fail to get the materials delivered before term begins, get the wrong book, or wait until term begins to purchase to see if the teacher is really going to use it. Or their financial aid package has not come through and they cannot afford their books for several weeks into the term. Furthermore, a fair portion of students do not like to read or lack college level reading skills and, at best, try to memorize the book rather than understand it. They are shocked when they perform poorly on exams and blame the teacher or the book. They never understand why this particular book was selected for this particular course. They never even read the material.
We would like to believe that selecting our course materials is purely an intellectual choice to enhance academic content. Certainly the challenges of integrating and assessing course materials are significant by themselves. However, reading skill, economic, and legal issues are going to affect our students’ capacity to access and thus benefit from the materials. These factors are going to influence our classroom activities because they influence the morale of our students and their opportunities to learn.
Spending hard earned dollars on a textbook that is rarely used will undermine their confidence in us as instructors. The dramatic increase in the costs of textbooks has also gained the attention of legislatures as parents and students protest. A 2005 study by the Government Accountability Office showed that prices have almost tripled over 20 years and increased at twice the rate of inflation. Most of that increase comes from “new” editions that may not have substantive changes and/or from add-ons such as CDs or workbooks. As a consequence, laws are being enacted to try and reduce the financial burden.
Following are some recommendations for choosing course materials. Of necessity they take the “middle road” and you may be teaching a course that has an exception. Please share your thoughts and we will add them to this material, letting the booklet reflect the very real and complex dialogue of issues concerning course materials selection.
Note that we have placed a “___” in front of items you may want to “check off” as considered or accomplished as you work through the selection process.
There are 3 broad sections. Please read for integration of ideas and apply the issues to your courses as you read.
Deciding on course materials typically takes longer than you think. If possible, start early in the term thinking about what you will use in the next term. Of course the catch-22 is that courses can get changed. Start planning with your most likely classes. Keep in mind that publisher representatives may delay visiting faculty so that deadlines for used book ordering are missed and new books must be purchased.
___The number one selection criteria for course materials is that they help fulfill the learning outcomes for the students.
___There may be some criteria that prevent achieving the primary goal.
- If the reading level is too far beyond the level of the students or if the content is too complex for the target group, then the students will never access the information.
- Similarly, if the writing is turgid or pedantic then students will be nodding off after a few pages.
___A text can make life easier for the teacher by encouraging motivation for the reading.
___Course materials that are visually appealing can reinforce student motivation.
___Features like concept-checks and self-tests can help students track their understanding.
___Likewise videos and related tools can provide variety that sustains motivation and experiences that deepen understanding. (See bundle caveat below.)
___Some courses call for multiple books or readings and the instructor’s job is to balance difficulty, tone, semester events (e.g., holidays), etc.
___The pace of change in knowledge varies across disciplines. In some, course materials may need to be modified annually.
___The course level also influences the need for materials review, with upper division courses possibly needing more frequent changes.
___The instructor also brings a particular world view that will “mesh” better with some authors than others.
___Beware of bundles. If they fit the learning objectives that is great. But if they are just “nice” to have, realize that ordering a bundle often means the student must buy new and cannot resell, especially if there was an access code that expired or workbooks that were written in by the student.
___Consider WKU’s focus on preparing students for a global society. Do the course materials provide exposure to other cultures? Do they encourage civic engagement?
___Finally, this information from our bookstore website: “Regarding your textbook request: If a newer edition is available, it will be listed by default. If you wish to use an older edition, you need to specify that request. In that case, please be aware that adequate numbers for your students may not be available.”
While this will not work for many classes, in some cases finding alternatives to the traditional classic textbook is viable. Many resources are available via the web, including journal articles in library databases. Electronic reserves are also an option. In Kentucky we have access to the Kentucky Virtual Library (http://www.kyvl.org/) which offers many primary publications. Perhaps a series of journal articles would serve a seminar course as well or better than a textbook which predigests the information. Some publishers are offering e-textbooks, such as at Atomic Dog (http://www.atomicdogpublishing.com/).
Be creative. Film classes may have students get a Netflick.com subscription or free trial.
Course packets are another choice, often used in upper division classes. The bookstore and other businesses in town will help to create the packets. Packets do take advance work as copyright has to be cleared.
Some classes do not use formally published materials. Other faculty have written their own over the course of several years. Rice University has a consortium of writers who share the burden of writing course materials and make the information available free online to students who just have the cost of printing. In other states book rental services have been tried. One idea floated at some schools is to have faculty commit to a particular text for several years, thus guaranteeing used book sales to lower costs for students. Unfortunately this may not help with edition changes. Locating older editions may be increasingly difficult with time.
In some countries the custom is for students to borrow all their materials from the library. Faculty or students from other countries may not realize that is not a reasonable option in the USA. The library simply cannot provide enough copies for everyone in a class. You may find that you need to tell this to some students.
In some situations committees select one or several core textbooks to be used in (typically) general education classes. These can be challenging committees with passions running high. Nevertheless, they allow the textbook process to move ahead in the case of classes which do not yet have assigned staff.
Committees should remember that perks provided by a publisher to a department for selection of their book may end up costing students in increased book expenses.
Northern Illinois University http://www.niu.edu/facdev/resources/guide/pdfs/SectionD.pdf go to page 16-17
Thompson, E., Ingram, D., Kendle, A., & Northcote, M. (April 2001). Reading Resources: Practical Advice for Enhancing Your Teaching & Learning. University of Western Australia. Available: http://www.catl.uwa.edu.au/__data/page/75753/reading.pdf
University of California, Irvine. Course Materials Review http://www.irc.uci.edu/TRG/Preparing_To_Teach/Planning/materials_review.htm
1. A common approach to course design is to base the sequence of topics on a textbook’s sequence of chapters.
__ One problem with this is that the major organizing principles (the 2 or 3 foundational concepts on which understanding of the field rests) often are dealt with once in the opening chapter(s) of a textbook and are never substantively referred to again, particularly not in the “key concepts” that may appear at the end of each chapter.
__ The major organizing principles ought to be addressed weekly in a “deep” manner. For example, ask students to explain new concepts in light of those 2 or 3 major principles.
__ Ask students to regularly review the first chapters and test on those concepts again and again.
__ Review the first chapters in the last week of the term and evaluate if students have a deeper understanding than they did at the beginning. This could function as a pre-post test for assessing improvement in understanding.
2. Even if you select course materials that clearly reflect course learning objectives, do not assume students will understand the intellectual reasons. They are learning, after all. Instead, help them to learn about the importance of that text and state its role in your syllabus. Show them how this particular tool will help their understanding or develop their intellectual skills for those learning objectives.
a. ___ Help them to understand how to use the text—do they read materials before or after class? In how much depth do they need to read—enough to pass a quiz? To solve a problem? To discuss?
b. ___ While you may want students to keep their texts, they may choose for economic reasons to sell them. Students may not realize, unless you tell them, that some of their texts will be references for them in their careers and they should not resell them.
c. You might have students use one of two books and encourage them to discuss differences in their texts.
d. You might choose a textbook that conflicts with your perspective so students get a different angle on the subject.
3. Actively use the materials in class. Raise discussion questions concerning items in the text.
a. ___ “Younger” students may not understand that an author can be respected and still make errors—discuss this concept.
b. ___ Challenge them with questions like “What is the single question you would like to have answered in class about this reading?”
c. ___ Walk through graphs, charts, and complex images with students, teaching them how to read them. (Research suggests that they often do not look at images and do not read captions.)
d. ___ Have them complete an incomplete outline of the chapter that requires them to make judgments about what is important.
e. ___ End each class with a question that entices them to wonder about the next reading.
4. ___ That which is measured is treasured. If you have assigned a reading, then test over the reading in a meaningful way. This will motivate at least some students.
5. ___ Find out if your efforts are working. While you hope they buy your course materials, poll the class anonymously to find out what their real behavior is…and to find out if students think you are using the material as actively as you think you are.
6. Help students (especially “younger” ones) acquire their materials:
a. ___ E-mail students before the semester begins (several times if enrollments change) emphasizing that the course materials are necessary to the course (as is reading) and will be covered on exams and/or course projects. Encourage them to obtain the tools early and help them by providing the ISBN, title and edition. (Some students do not realize that edition can make a difference). Tell them if the edition matters. Be sure to follow through on that emphasis and actually use the text (see points 1-3 above).
b. ___ Realize in planning your course that financial aid constraints may cause some students to be unable to obtain the book until after the term begins. Perhaps provide at the library on reserve (room use only) a few chapters to help them over the hump. They appreciate it.
One course material that must be ordered at the same time as textbooks is the Student Response System. View our booklet on using Turning Point clickers to advance active learning at http://www.wku.edu/teaching/booklets/clickers.html
Baer, J., Selinger, B., Wax, K., & Giannoti, J. (no date) Getting Students To Read and Effectively Use Textbooks for Positive Results. Available: http://www.nvcc.edu/loudoun/CTE/id50.htm
Boyd, D. (no date). Using Textbooks Effectively: Getting Students to Read Them. Available: http://www.psychologicalscience.org/teaching/tips/tips_0603.html
Center for Instructional Development. (2001). Helping Students Read Well. Available: http://depts.washington.edu/cidrweb/Bulletin/Reading.html
Center for Teaching & Learning (no date). Effective Handouts: Using PowerPoint to Guide Study and Encourage Active Preparation. Available: http://www1.umn.edu/ohr/teachlearn/tutorials/powerpoint/handouts.html
Center for Teaching Excellence at West Point. (no date). Tips for Teaching: Getting Student to do Reading Assignments. Available: http://www.dean.usma.edu/cte/TipReadingAssignmts.cfm
Lieberg, C. (no date). Helping Students Read. Available: http://www.uiowa.edu/~centeach/talk/volume4/students.reading.html
University of California-Berkeley (no date). Suggestions for Teaching with Excellence. Available: http://teaching.berkeley.edu/compendium/fileindex.html Scroll to textbooks and read short tips.
Walther, G. (January, 2006). Textbooks, handouts, and other learning material: Which are effective? Video available: http://ctl.stanford.edu/AWT/Walther_06.html
With rising college costs and students from economically depressed areas, you may choose to consider costs of course materials as part of your selection decision.
1. It can be quite challenging to learn the costs of textbooks during your decision period, so that at least one state (Washington) has passed a law requiring companies to disclose prices. You may have some success searching online stores for prices.
a. The “Books in Print” database is available through the library’s website and includes information on editions, available formats and prices. Prices may not reflect vendor discounts. You can also get reviews and synopses, and sometimes the table of contents.
___ To access “Books in Print,” go to http://www.wku.edu/library/deansoffice/online.htm and follow the directions.
2. ___ If possible, commit by the date that the bookstore announces. Yes, that date is very early but they are especially interested if you are re-using material. Book sellers can provide lower cost books to students sooner and more efficiently if they can get early access to the used book market, better compete with other schools for used books. The closer the start of term comes, the more likely some other school is to have taken the used copies.
3. Another aspect of informing the bookstore on time is that they are then able to buy back the text from students. Without a commitment from you, they do not buy them back, reducing the number of used texts available, according to the bookstore.
4. Some students may resell books before final exams. In students who are concerned about grades, this can be reduced by testing from the book on the final and warning them of this.
5. FYI: When you change a textbook then students may be unable to sell their books. This may or may not be an issue for you.
6. There are three specific advantages of placing your order through WKU’s bookstore:
a. They will prepare book packages for individual students in advance if they know what will be used.
b. The bookstore, unlike some other sellers, interfaces with the financial aid office to make that process smooth for the student and the Financial Assistance Office.
c. Finally, the bookstore proceeds are returned to WKU.
7. Publishers try to preserve their profits, affected by the used book market, by producing new “editions” more frequently. The changes in editions may be trivial. Consider accepting multiple editions. For some courses with rapidly changing content, that is not possible but this may work for other courses.
8. ___ If you cannot commit, then at least report that you have not decided. This helps the bookstore process the thousands of orders. Understand that the trade-off of committing late is possibly greater difficulty for students in obtaining the least expensive books and added rush shipping costs. As soon as you decide, email students with course material information so they have a chance at getting less costly books.
9. ___ Do check that the bookstore has your order and has the order correct (other buyers use that information as well). Understand that the bookstore may not be purchasing enough to cover all the students in your class because students are a) not buying the text (re-examine your use of it) or b) are going elsewhere. Talk with the bookstore if you have concerns.
10. ___ Be sure to check with the bookstore if you are using a course pack that is unique. The bookstore will need to place a full order and may not if they do not realize the situation.
11. Remember those on financial aid who may need more time to process book requests.
12. Remember that bundling (e.g., adding workbooks or CDs to a textbook) usually means the students have to buy a new copy (or that they will find just the textbook and not get the supplemental material.)
___ State laws are changing regularly and are having and will continue to have an impact on the course materials process. Stay aware. http://www.nacs.org/news/statebills.asp
Among suggested or implemented legislation:
Course material selection begins in hope—hope that the students will learn from the material and hope that the course materials will help you teach more effectively. Achieving that outcome requires considerably more planning and advance work than one may realize at first. There are a variety of factors that influence initial selection of course materials. Once selected, there are numerous instructional tasks to help students profit from the materials. And finally there are economic issues to be considered to keep a college education affordable. Good luck in your journey!
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