TEXTBOOK SUBCOMMITTEE SUBCOMMITTEE TEXTBOOK SURVEY FINAL REPORT.
Report submitted by: Rob Woods, Marilyn Akins and Fred Loveland.
Also participating with the Committee: Jesse Wells, Bruce Oldfield, Jan Pitera, Andrew Haggerty, Beverly
Long and Susan Shepard.
Thank You to all of the Department Chairpersons who participated in this survey.
To begin, it should be clear that the content included below is for informational use only. The charge of
this committee was to collect information and present the information to the campus community.
There will be no opinions set forth and no policy recommendations from this subcommittee as a result
of the information gathered and presented below.
The reason that this subcommittee was originally formed in the fall of 2007 was to investigate the
relationship between the textbook choice for a particular course and the ability of the student to
transfer the credits from the course to other colleges and universities. While considering this particular
issue, the committee discussed several other related issues. The committee decided that it might be
helpful to get a sense of some of the current practice among faculty. In addition to transfer
considerations, the issues that arose in the discussion include the departmental textbook selection
process, the use of non-traditional resources in lieu of a textbook and considerations for the cost of
textbooks.
The subcommittee decided to conduct an informal survey by preparing a set of seven questions that was
distributed the departmental chairpersons on campus with the request for a response.
Below you will find the following information:
1. The seven questions posed by the survey.
2. A brief summary of the responses.
3. The actual responses separated by department.
1. The seven questions posed by the survey:
1) What is your department policy with regard to textbook selection?
2) Does the selection process vary for Courses with Multiple sections, Courses taught by Adjunct
Instructors, Courses that serve as Pre-Requisites?
3) Do Transfer considerations play a role in the decision making?
4) Is their any course in your department that does not use a traditional textbook? If so, are there any
special considerations for that course?
5) Are considerations given to costs when choosing textbooks?
6) Do you have any tips that we could pass on that you or your department members use to keep
textbook prices down?
7) If the use of alternatives to traditional texts becomes more common, will you feel the need to provide
a set of departmental guidelines?
2. A brief summary of the responses:
QUESTION 1:
What is your department policy with regard to textbook selection?
The response to this question varied widely among the departments. The list of alternatives includes
the following: the choice of text is made by the individual instructor, the choice of text is made by
committee, a consensus is reached among the department members when choosing a text and there is
a discussion between the faculty members and the department chair when choosing a text.
QUESTION 2:
Does the selection process vary for Courses with Multiple sections, Courses taught by Adjunct
Instructors, Courses that serve as Pre-Requisites?
The response to this question was similar to the response to question 1. Although some departments
allow instructors to choose their own text in courses with multiple sections, one department limits the
number of different texts to two for courses with multiple sections, while other departments all require
the same text for courses with multiple sections.
QUESTION 3:
Do Transfer considerations play a role in the decision making?
The response to this question was no for some and yes for others. The reason for this result seems to
be that considerations vary with the program. Some programs do not have transfer needs, others have
specific requirements for transfer and still others have implied though not specified requirements for
transfer.
QUESTION 4:
Is their any course in your department that does not use a traditional textbook? If so, are there any
special considerations for that course?
There were several courses that were identified as having “non-traditional“ textbooks. The alternative
materials identified included e-books, journal articles, in-house generated text materials and custom
published texts. No special considerations for this type of course were identified.
QUESTION 5:
Are considerations given to costs when choosing textbooks?
All of the responses to this question were affirmative. There were several suggestions given to help
keep costs down including: Never choose the most expensive text, negotiate with the book companies,
and stick with old editions as long as possible.
QUESTION 6:
Do you have any tips that we could pass on that you or your department members use to keep textbook
prices down?
In addition to the tips that were given in question 6 are the following: create custom texts to cut down
on size, write your own text , put materials online for free, go with older editions so that used books are
available, use the same text for more than one course and do not require texts that are not used.
QUESTION 7:
If the use of alternatives to traditional texts becomes more common, will you feel the need to provide a
set of departmental guidelines?
The response to this was a bit uncertain. It seemed the majority felt that some guidelines would be
necessary. Some suggested the guidelines follow the procedure already in place for choosing traditional
textbooks while others indicated that their department would need to discuss the issue as it arose.
3. The actual responses separated by department.
Q1) What is your department policy with regard to textbook selection?
Biology: There is no actual department policy. Each instructor can select any text. There is no single
process for choosing the text, either. Some faculty do in-depth studies and comparisons and others
depend more on the book rep=s presentation. The courses for majors have Aofficial@ textbooks (see
transfer considerations).
Crim Justice: We don’t have a policy but seem to be moving toward using the same book for the intro
course.
Dental Hygiene: We meet annually as a department to discuss textbook selection.
Computer Sci: A committee is formed to look at textbooks for a particular course. The chair generally
goes with the committee=s recommendation, but reviews the top three candidates.
Eng Sci: Faculty involved in teaching the course confer and discuss textbook selection when new editions
are available, typically all sections use the same text and faculty have consensus on a text
History: Individual decision
Math: Textbooks are selected by committee. The committee consists of faculty who have recently
taught the class or who plan to teach the course in the near future. All faculty members are welcome to
be involved in the decision process. Even in courses with one section, textbook selection is by
committee.
MET: Full time faculty select their own texts.
Nursing: Text book selections made through the Nursing curriculum committee.
Performing Arts: Faculty select their own text if only a single section of a course is running. For multiple
sections of a course, the chair and faculty discuss what is to be selected.
Psychology and Human Services: In multi-section survey courses such as PSY 110, the text is chosen by
the full-time faculty per committee decision. In 200 level courses, full-time faculty members have the
prerogative of individual choice. Longtime full-time and part-time adjuncts are canvassed for input and
the input is highly valued and referenced, but they have no vote in textbook decisions.
Rad Tech: Faculty select texts
Teacher Ed/Early childhood: The faculty members (adjunct and full-time) are responsible for
making textbook selections together for each course taught in an effort to remain consistent with
pedagogy, educational philosophy and current research as well as be cognizant of cost to the
students. We conduct yearly evaluations for each course.
Q2) Does the selection process vary for Courses with Multiple sections, Courses taught by
Adjunct Instructors, Courses that serve as Pre-Requisites?
Biology: Multiple sections B each instructor can choose their own, but generally agree on no more than
two different texts for all the sections (up to five or six)
Adjuncts B new adjuncts use the text chosen by the full-time faculty member
Seasoned adjuncts B are involved in the selection discussions and decision
Pre-requisites B they play some role, but it is more of a modifying the lecture to fit the needs of
the majority of the students in that section (nursing students vs. radiation techs, for example),
not necessarily 100% of the students in a section are in the same major.
Computer Sci: Not really. A multi-section course has a coordinator. The committee sets up the syllabus
and decides on the text (same process as for any other course). The coordinator develops materials to
ensure all the sections are covering the same material. No courses are taught strictly by adjuncts. For a
pre-requisite course, the textbook needs to cover the expected material, but the criteria isn’t really
different.
Crim Justice: See above. However, the Police Administration folks have been using different books.
Dental Hygiene: Same review process (meet annually)
Eng Sci: No, although courses where only one faculty member teaches the course there is more
flexibility as the individual faculty member is free to choose whichever text they deem appropriate
History:
No
Math: The decision process does not vary. All of the textbooks are selected in the same manner.
MET: Adjunct instructors use the same textbook.
Nursing: All textbooks used for all courses.
Performing Arts: See previous question.
Psychology and Human Services: Same as above.
Rad Tech: We only teach one section since we have 25 to 30 students in each class
Teacher Ed/Early childhood: The process is consistent. All instructors (full-time and adjunct) are actively
involved with textbook selection on required courses with multiple sections as well as electives. We are
in the process of curriculum mapping the four required Early Childhood Education courses in an effort to
streamline content.
Q3) Do Transfer considerations play a role in the decision making?
Biology: Yes, they meet with the four main schools their majors transfer to and look at the texts they are
using in the equivalent courses. BCC then uses the same text when possible.
Computer Sci: No. Generally the actual textbook doesn’t come up in any. The transfer schools look at
course descriptions, syllabi, overall curriculum, but not the textbook used. There is a greater concern
over the transferability of on-line courses based on security issues (ie who really took the course?).
Crim Justice: no
Dental Hygiene: No, not needed for DH
Eng Sci: By transfer, I’m thinking students who will transfer to 4 year schools, that is a significant part of
our textbook selection process, particularly in Physics where the rigor and subject matter of the course
is judged by the textbook, conforming to what four year schools are doing is important. I would say this
is true throughout the department not just Physics, but I know that Physics has a greater emphasis on
transfer.
History: No
Math: Transfer considerations are not usually taken into account when choosing textbooks for courses.
MET: Faculty concerns are that the textbooks are at the proper level (associate)
Nursing: NA
Performing Arts: yes
Psychology and Human Services: Yes. Transfer programs in Psychology expect use of a standard text for
all 100 and 200 level psychology courses.
Rad Tech: no
Teacher Ed/Early childhood: Yes, but it is a very complicated process because there are so many
different institutions and certification paths that our students have the opportunity to pursue.
Q4) Is their any course in your department that does not use a traditional textbook? If so,
are there any special considerations for that course?
Biology: Microbiology has a small textbook but also uses Atrade@ books. These concentrate on history
and background information.
Non-majors general biology also uses paperbacks (Atrade@ books, novels, etc) and no traditional
textbook. The considerations were:
a) the lectures were organized enough that all the information was given during the lecture so
the student didn’t need a textbook
b) the textbook wasn’t really being used, no specific assignments or readings that were not
covered in lecture were being assigned and they weren’t really needed
c) the students would more likely actually read the trade books
d) less expensive than a textbook (generally use three trade books)
Computer Sci: CST 102 (Computer Aided Success) There is no actual textbook, the instructional materials
are from the various campus departments that visit the class (LAC, library, computer center, etc) and
they are shown the on-line resources available.
Crim Justice: no
Dental Hygiene: No
Eng Sci: One section of astronomy will be going to an alternative textbook as a trial next semester. I’m
not sure what you mean by special considerations? I know the course will rely heavily on the use of
internet resources. Also, one of our engineering courses is taught with a book developed by a faculty
member for use only in that course. Again, I don’t know of any special considerations.
History: This would be the instructor’s choice
Math: Most courses use a traditional textbook. Some courses have a custom published textbook that
uses only selected parts of published textbooks. One course, SQC 220 does not have a textbook. In that
course new material is presented via handouts.
MET: No
Nursing: no
Performing Arts: no
Psychology and Human Services: Yes. Some 1 credit modules in the Chemical Dependency Counseling
degree program use readings and peer reviewed journal articles from the addictions treatment
literature. This allows for state-of-the-art coverage of topics.
Rad Tech: no
Teacher Ed/Early childhood: The only two courses that currently do not use a traditional textbook would
be ECE 200 and ECE 201 (Field Experience 1 and 2). Students purchase an Annual Editions text which is a
compilation of articles. These two classes are student teaching seminars, therefore, this approach is
more practical for the purpose of instruction.
Q5) Are considerations given to costs when choosing textbooks?
Biology: Price is very important to the department
They write their own lab manuals (no wasted labs, lower cost)
Computer Sci: Yes, but quality is more important than price. If a textbook has proved successful and
useful, the students and faculty both like it, etc. then it will be used. They also look at bundling, creating
their own textbook (from the publisher, in chapter order they choose) and using automated tutorials
(SAMs), but they go with these whether cheaper or more expensive if it benefits student learning.
Crim Justice: They have—ex: we went with an older edition once so students could buy used books
Dental Hygiene: Yes!! We try not to duplicate texts and make sure they are utilized in more than one
course.
Eng Sci: Absolutely, in our course sub-committee’s cost and frequency of new editions is often
discussed. Most of the subcommittee’s I’ve been involved with have given preference to texts that are a
lower cost and have a longer cycle of new editions. In fact several of our courses do NOT go to the new
edition as soon as it’s available. Updating to a new edition is not only a problem for students and the
cost of the book but for faculty. Online courses require significant updates and changes when new
editions are adopted.
History: All instructors are urged to keep cost in mind
Math: The question is generally raised within the committee that is selecting the text. The committee
generally tries to choose a suitable text with a reasonable price
MET: Yes, we compromise
Nursing: Yes use combination texts when necessary. Use same book for entire time student is in
curriculum. Book changes only made for new classes.
Performing Arts: Occasionally
Psychology and Human Services: Yes, the department has utilized an extensive process for textbook
review and selection (see attached). The considerations for selection include cost for text and
supplementals and the process involves input from sales representatives, including negotiation of final
cost for single texts, packages, etc.
Rad Tech: yes
Teacher Ed/Early childhood: Absolutely.
Q6) Do you have any tips that we could pass on that you or your department members use
to keep textbook prices down?
Biology: Request used books from the bookstore
Use a past edition
Don=t require a book you don=t use!
Computer Sci: Not necessarily to keep costs down, but some things the department does:
Look for texts that can be used in two courses for a semester, or for courses in subsequent semesters.
Once a course has been taught on-line, every faculty member teaching the on-campus version loads the
course so their students have access to the material
Many materials are reproduced on-line for all courses (even though the students are still expected to
buy the textbook)
Books written by members of the department have been put on-line for free use by students taking
those courses
Stay on the cutting edge of new technologies and delivery systems
Crim Justice: no
Dental Hygiene: Our textbook review consists of obtaining a list of textbooks purchased in the previous
academic year to evaluate the entire “Student Library” Joe Kopyar provides the list upon request.
Eng Sci: As said previously, don’t automatically go to the new edition of a book.
History: No
Math: If you want to send a message to publishers, never choose the most expensive book, and let them
know that was the reason their book was not selected. Custom publishing is an option for cutting cost,
but the return is questionable. The drawback for a custom text is the contract that locks you in for a
certain number of semesters.
MET: Buy used editions, students should shop around.
Nursing:
Performing Arts: no
Psychology and Human Services: Ensure regular communication with sales representatives about texts
and prices. Negotiate for price reductions. Be willing to change publishers. Identify one person as a point
of contact for publishers, i.e., chairperson or lead faculty for a particular course, to minimize the
tendency for publishers to lobby with individual faculty.
Rad Tech: NA
Teacher Ed/Early childhood: The use of Annual Editions has been very effective for our students in the
higher level courses. I am always interested in hearing/reading about what others are doing to assist
students in this process as well. In our field it is very difficult to keep the same textbook for more than
one or two years due to the rapid development in research.
Q7) If the use of alternatives to traditional texts becomes more common, will you feel the
need to provide a set of departmental guidelines?
Biology: Probably not, flexible enough now
Department has been having discussion about custom publishing (certain chapters, etc)
Computer Sci: There will likely be too many variables to determine specific guidelines, but would
probably follow the same general principles as with traditional texts
Would assume prices would go down
Ownership and security issues would need to be addressed
Crim Justice: I don’t know
Dental Hygiene: Yes.
Eng Sci: I don’t see the need for any, as long as the decision continues to be made involving all faculty
that teach or support a course.
History: No answer
Math: In keeping with current practice, the use of alternative sources will also be a decision that will be
made by committee for department offerings.
MET: ?
Nursing:
Performing Arts: Absolutely!
Psychology and Human Services: Yes.
Rad Tech: not sure
Teacher Ed/Early childhood: I believe that would be an appropriate approach.
Other comments:
Biology: Used books drive up the price of new editions (the publishers need to get their profit primarily
in the first year)
Do students know about the buy-back programs, etc? The net cost of the textbook should be
considered
Hesitant about on-line textbooks, would the students really use them?
Book store dilemma B the bookstore Aprofits@ go back to the college, so it is nice to encourage the
students to buy their books from the bookstore. However, they may be able to save money by going
elsewhere.
The department has had some trouble with off-campus book stores not giving the correct book to
students.
Computer Science: Dealing with various learning styles on-line
Bandwidth issues
How is the committee sharing the information we gather? How will the departments know if
there is something they could be doing better?