Cost-Saving Programs and Initiatives

COST OF TEXTBOOK TASK FORCE:

FINDINGS AND RECOMMENDATIONS

FEBRUARY 2007

Table of Contents

Finding and Recommendations / Page 1
Appendix A: Study of Common Textbook Adoption / Page 7
Appendix B: Survey of Best Practices in Lowering the
Cost of Textbooks / Page 10
Appendix C: Actions Faculty Have Taken to Lower the
Cost of Textbooks / Page 12
Appendix D: Reference Materials / Page 19

Cost of Textbook Task Force

Findings and Recommendations

February 2007

At the August 22, 2006 Board meeting, Trustee Brenda Goodell announced that the number one priority of the Board's Organization, Education and PolicyCommitteewas to make textbooks affordable for students. Trustee Goodell chairs this committee and conveyed the need to establish a task force to study this issue andidentify solutions that will make textbooks more affordable.

Purpose: The Cost of Textbook Task Force (COTTF) was established in October, 2006 to research textbook alternatives and cost saving measures that challenge the current system. The goal is to identify processes thatwill mitigate rising costs of textbooks for Collin students, which will also preserve the academic freedom of faculty.

Preserve the academic freedom of faculty

COTTF Membership: The Cost of Textbook Task Force membership included administration, faculty, staff and student representation.

Task Force Co-Chairs

Brenda Goodell, Board of Trustees

Brenda Kihl, Assoc. Vice President of Strategic Initiatives

Task Force Members

Stacy Arias, Board of Trustees

Dr. Thom Chesney, Vice President, Academic Affairs

Dr. Barbara Coan, Dean, PRC Academic Affairs

Dr. Amina El-Ashmawy, Professor of Chemistry

Chadi El-Khoury, Student

Diana Gonzales, Student

Gary Hodge, Dean, Social & Behavioral Sciences

David Husted, Director, Auxiliary Services

Dr. Joan Kennedy, Professor of English

Frank Pallone, Student

COTTF Meetings: The task force met four times to share information, discuss options, identify best practices and consider models for Collin to adopt. Meetings took place on October 18, 2006; November 15, 2006; January 19, 2007 and February 21, 2007.

COTTF Findings:

Reasons textbook costs are increasing

Publishers are bundling texts with supplements, which may prohibit buyback at the semester’s end. Low-cost, used books are then not available for future semesters. In addition, students are forced to purchase optional and potentially unnecessary materials in the bundle.
Digitized textbook enhancements and ancillary materials for texts, produced by publishers, are driving up the overall cost of textbooks.
Publishers are selling textbooks with one-time use access codes to Web-based materials designed as a supplement to enrich textbooks. Without this code the textbook becomes less valuable and potentially worthless.
Publishers are drying up used book market due to frequent edition revisions
Increased freight charges and fuel surcharges have also contributed to the higher cost of receiving textbooks. However, the Collin Bookstore does not pass these costs on to the students.

Cost-saving programs and initiatives researched and considered:

Alternative publishers

Reference: A Closer Read on Textbook Costs. (2006, August 17). Inside Higher Education. Retrieved August 23, 2006, from

Alternative publishers offer texts at a lower cost or even free to users. Selection is limited, is varied among providers and is not fully represented across disciplines.

Textbook Rental

Reference: National Association of College Stores. (2006, April). FAQ on Textbook Rental Programs. Retrieved August 14, 2006 from

Faculty are required to adopt a text for an extended length of time (4-6 semesters). The College Bookstore rents textbooks to students at a cost less than buying the book new.

Prohibit Book Bundling

Reference: Colleges Look for Ways to Cut Textbook Cost. (September 12, 2006). Community College Times.

Publishers offer textbooks bundled with workbooks, CDs, supplemental reading or one-time internet access codes. Virginia legislators have made progress in approving a bill to require college bookstores to sell books separately. Students would then have the choice to purchase materials that supplement the text.

Web-based Book-swapping

Reference: Steep prices of college textbooks get lawmakers' attention. (2006, September 2). The Houston Chronicle, p. A1.

Students are taking the matter into their own hands to create book-swapping networks. Used textbooks are posted on websites for students to purchase.

e-Books

Reference: More than a Penny Saved. (August 14, 2006). Inside Higher Education. Retrieved October, 18, 2006 from

Students purchase an access code to read an electronic version of a textbook. In some cases, e-books can only be viewed with a reading device. Other e-books cannot be printed on paper.

Faculty-produced textbooks

Reference: Dr. Donald Green (personal communication October 27, 2006).

Sirius project out of FloridaCommunity College – Jacksonville

Sirius uses an instructional design wizard to assist faculty in a step-by-step process to design academic courses. Faculty are prompted to establish course descriptions, learning outcomes, the grading structure, student resources, lessons, assessments, etc. All the course information developed in the design process pre-populates a template in a standard, Web-based course management software called Blackboard. The online Blackboard course, with all the original course materials, is then ready for use by faculty teaching in any instructional modality. Blackboard courses and textbooks are sold through FCCJ at a discounted price to member colleges of the textbook development consortium.

Internal Publishing

Reference: Jimmy Friend, University of NorthTexas Print Shop, (Personal Communication, November 13, 2006)

UNT purchased publishing software, a high output digital printer and a book binding machine to publish faculty-created, supplemental course materials in-house. This system allows printing on-demand, reduces costs to students and increases revenue for the university print shop. UNT printed 20,000 copies last year and is now acting as a publisher, even registering their books with the library system. All materials printed on-site at UNT are in black and white and bound as a professional-looking paperback book.

Best practices that reduced textbook costs at Collin:

Because of the concerns raised by students, faculty consider cost second only to content when choosing a textbook. According to Collin’s Director for Auxiliary Services, students saved $500,000 in textbooks last year due to faculty’s creative purchasing practices. One cost-saving measure that has made a significant impact is the adoption of a common text for all sections of a course over multiple semesters. This practice increases the number of lower-cost, used books available to students in subsequent semesters. The Academic Deans surveyed all departments and found that 90% of core course sections are using a common text. A summary of this study can be found in appendix A.

Faculty have taken additional steps to reduce textbook costs such as adopting no-cost, Web-based resources in lieu of textbooks or supplemental course materials. A survey (appendix B) was distributed to all full-time faculty in October, 2006. A total of 49 faculty responded to the survey explaining textbook cost-saving measures they or their department have implemented.

A full report of actions taken by faculty to reduce textbooks can be found in appendix C. Some examples of faculty and/or departmental cost-saving measures include:

Adopted a comprehensive text in place of multiple texts supplemented with handbooks
Adopted a single textbook department-wide
Adopted concise texts that cost less
Adopted one text for use in multiple courses
Adopted online textbooks
Adopted the same book until the edition changed
Created a reading list from a variety of sources, which were free through E-Reserve or online LRC databases
Created a WebCT course site to provide material in lieu of the publishing company charging a per-student rate
Customized a text by combining essential elements from several different sources or certain chapters from a comprehensive text
Collaborated to write course materials to sell to students at a nominal price
Identified a lower-cost alternative to a textbook (anthology or paperback)
Opted for a loose leaf, 3-hole punched version of the text
Provided IBSN to students prior to the start of class so they can search online for lower-cost books
Replaced required texts with equivalent resources online
Requested unbundled textbooks
Selected a soft cover version of a text
Selected texts with the option to purchase e-chapters or the entire e-book

Recommendations to Reduce Textbook Costs at Collin

Continue the work of the Cost of Textbook Task Force: The COTTF has made progress in identifying potential textbook cost-saving measures; however, much more research and planning needs to take place. It is advised that the COTTF continues to research, develop and implement of strategies thatwill mitigate the rising costs of textbooks for Collin students, which will also preserve the academic freedom of faculty. The COTTF should be chaired by a representative from Academic Affairs, possibly the president of Faculty Council or their designee. Additional members of the task force should include representation from the Leadership Team, Faculty Council, Academic Deans, Faculty, Bookstore staff and other departments as deemed necessary. The task force should further research best practices, consider model cost-saving programs, negotiate with publishers, and disseminate information to Collin faculty and organizations outside the institution.

Actively seek textbook scholarships: Securing funds for textbook scholarships should become a priority for Collin and fall under the province of the President’s Office and/or Collin College Foundation.

Disseminate cost-saving measures that preserve academic freedom: Collin Faculty have successfully adopted a variety of textbook options to save students money while continuing to preserve academic freedom. In addition, faculty have learned appropriate processes to negotiate pricing options with publishers. This information needs to be shared internally and externally so more students can benefit and faculty can replicate cost-saving measures without compromising their own academic freedom. Faculty Council has scheduled a faculty round-table discussion on March 2, 2007 to share best practices in time for fall textbook selection. External dissemination can take the form of round-table discussions, consortium meetings or conference presentations. The North Texas Community College Consortium has expressed an interest in marketing such an event.

Seek opportunities to contain the cost of textbooks:It has been found that faculty at colleges and universities throughout North Texas adopt common, high quality textbooks and support materials. Of those most common resources, it may be possible to negotiatea set price for an extended period of time. Collin and the COTTF should take the lead on creating a North Texas consortium or cooperative to increase the power colleges have in negotiating textbook pricing. A collaborative effort with the North Texas Community College Consortium, the Texas Cooperative Purchasing Network or another group to include college bookstores and university representation should collaborate to identify common texts and support materials among regional colleges and universities. This group can then move forward on large-scale price negotiations.

Adopt faculty-authored, internally-published resources: Collin does not currently have the volume necessary to begin large-scale internal publishing. However, Collin can benefit from this cost-saving process by contacting colleges and universities that do. A list of resources,published by other institutions, can be requested for Collin faculty to review for possible adoption. Textbooks, software, and supplemental course materials are all potentially available from other institutions. This process is already working among Texas universities, resulting in huge cost-savings for students.

Increase student access to textbooks: A copy of all required textbooks should be kept on reserve at Learning Resource Centers. This will require a large amount of library space, therefore feasibility of implementation will need to be determined.

Communicate with legislators: Relay support and concerns to legislators regarding tax-free weekendfor textbooks (HB 1434, HB 1890, SB 49) and the option to make textbooks tax-exempt (HB 1729).

Consider incentive programs: Continue to explore the feasibility and legalities of providing free textbooks to students as an incentive to maintain a full load of classes, sustain high grade point averages, and/or retain enrollment in courses. Textbooks for incentive programs may be donated by publishers, purchased through scholarship funds or other creative procurement programs.

Communicate course assignments and requirements to students: Whenever possible, provide students syllabi with course-specific assignments and required reading materials prior to the start of the semester. Based on course syllabi, students can make an informed decision when purchasing textbooks, e-books, e-chapters and supplemental course materials essential for course success. For example, if the course requires only a few chapters of a textbook, it may be more economical to purchase only those e-chapters rather than the whole text.

APPENDIX A:

STUDY OF COMMON TEXTBOOK ADOPTION

10 October 2006
To: Thom D. Chesney, VP of Academic Affairs
From: Collin Academic Deans
Re: Textbook information requested
In support of the interest expressed by the Board of Trustees, Collin’s academic deans have conducted some preliminary research. Initial findings show that 90% of course sections use standard (department selected) text(s) as opposed to non-standard text(s) (individual instructor selection). The percentage of sections using standard text(s) ranges from 70% (English and Speech) to 100% in multiple areas (including mathematics, natural sciences, health and business technology). [Please see page 2.]
In most instances, instructor-selected materials cost less than standard texts; in fact, some of the lowest cost texts at Collin are ‘public domain’ books such as those used in Philosophy courses. In some cases, customized/combined texts are used for courses (e.g. history, developmental mathematics and developmental reading use one text for two courses), and these texts cost less than the price generally charged by the publisher
Textbook publishers change editions often in the current publishing climate. New editions are frequently produced in relatively short spans—from two years for science, graphic arts, and technology; five or more years for some humanities and literature texts. The average adoption length at Collin is three years.
In many cases the quality of the learning experience is enhanced when primary source documents are used instead of a standard text. Collin faculty and academic administrators have made significant efforts toward limiting and reducing textbook costs to students. Among the methods used to reduce the cost of textbooks are practices such as creating custom published textbooks, using selected readings from public domain works, developing free or low cost laboratory manuals through our faculty experts, transitioning from hard cover to loose-leaf texts, and utilizing of e-books and online reserves.
Additional information regarding the cost of new textbooks is available upon request. Faculty and administration alike appreciate that Collin Board Policy EJA 043500 affirms that text selection is the responsibility of Collin’s faculty. All parties to the process will continually review the processes and associated costs of textbook selection.
Common Core
Areas / % of Sections
Using Standard
Textbook / Average length of Adoption*
Communications (English & Speech) / 70% / 2-3 years
Humanities (multiple disciplines) / 78% / 2-3 years
Mathematics / 100% / 2-3 years
Natural Sciences / 100% / 2 years
Behavioral Sciences / 74% / 2-3 years
Social Sciences / 88% / 2-3 years
Visual/Performing Arts / 100% / 2 years
Physical Education / 100% / 2-3 years
Computer Literacy / 100% / 2 years
Totals (Averages) / 90% / 2-3 years
Other Disciplines
Developmental Studies / 100% / 2-5 years
Health Science / 100% / 2 years
Business/Technology / 100% / 2 years
Communications (Mass Media) / 100% / 2 years

APPENDIX B:

SURVEY OF BEST PRACTICES IN LOWERING THE COST OF TEXTBOOKS

Survey of Best Practices to Minimize the Cost of Textbooks

At the August 22, 2006 Board meeting, Trustee Brenda Goodell announced that the number one priority of the Board's Organization, Education and PolicyCommitteewas to make textbooks affordable for students. Trustee Goodell chairs this committee and conveyed the need to establish a task force to study this issue andto identify solutions that will make textbooks more affordable.

At the first meeting of the Cost of Textbook Task Force, numerous examples were shared to demonstrate that faculty at Collin have already taken action to reduce the cost of textbooks for students. Accordingly, students at Collin saved $500,000 on textbook during 2005-06. The Task Force asks for your help to document all the creative ways that faculty have reduced the cost to students. Some examples might include addressing the bundling of supplements, excluding one-time use access codes, customizing textbooks, or replacing a text with free resources.

If you have an example of a textbook cost-savings measure that you or your department has implemented, please complete the questions below and send your response via campus mail to Brenda Kihl at CYC or via email at by November 13, 2006.

Thank you for your input and helping to make college affordable for all students.

Name:

Academic Discipline:

Course(s):

Estimated cost savings, if known:

Describe what actions have been taken to reduce the cost of textbooks:

APPENDIX C:

ACTIONS FACULTY HAVE TAKEN TO LOWER THE COST OF TEXTBOOKS

APPENDIX D:

REFERENCE MATERIALS