About a year ago, I was not amused when I discovered a box of Godiva chocolates in my faculty mailbox. The “gift” was actually a bribe from a book rep who was trying to influence me about adopting a text book from his/her company. Textbooks are big business and if an instructor—or better yet a department—adopts a particular book, it can mean big bucks for the publisher.

While it is true that I would not sell my soul for a box of chocolates or even the occasional candy bar or some other small gift, we know that such gift giving can influence the decision making process.

I gave the box of chocolates to our departmental secretaries and intended to write a note to the book rep asking for no future presents. But by the time I went to write, I had forgotten who had given me the “gift.”

My favorite book rep has neither given me chocolates nor any other such presents. Instead, she has taken the time to get to know my teaching style and preferences. Because she knows I try not to use textbooks in my classes, she rarely contacts me. Therefore, when I do hear from her, I know I need to listen.

Because the history department will be reviewing our choice of textbook for our American history series and our world history series, I fear that the silly season of bribes and frivolous contacts is about to begin again. As the department rep, one of my responsibilities is to contact publishers to request copies of books we can review. In addition to sending us the type of book we are requesting, I am prepared not only to receive chocolates, books that do not fall into the criteria we have established, and advice on how to improve our selection of textbook by bundling it with software and other “free” materials that we will never use in class but will only serve to raise the costs for our students.

Forgetting the cliché that there is no free lunch, a few years ago, many of us included some “free” extras that a publisher kindly offered to bundle with our textbook. What we did not realize was that by including the bundled material, we made it impossible for students to re-sell their textbooks. We are now much more careful about unintended consequences.

In another student-centered decision, my colleagues in the history department decided to adopt a common textbook that students could use in three separate courses. Although I tend to oppose having departmentally assigned textbooks, for classes that are taught in a series, I believe that such a decision is extremely appropriate. And it is a decision I hope we re-affirm at the conclusion of our current textbook review process.

Students have no choice when it comes to selecting—or not selecting—a course textbook. Therefore, it is incumbent on members of the faculty to make sure that we are working in the best interests of our students. Being price conscious is one important criteria we must consider.

–Steven L. Berg, PhD

Postscript

Last Sunday, my partner was in a foul mood because he had just purchased the $112 textbook for the class he is taking during the second half of this semester. (I have purchased longer trade books for $20 or less.) I understand Keith’s sentiment and am committed to keeping costs down for the students in my classes.