Anti-textbook professors save students money
By: Michelle Chance
According to the U.S. Department of Edu- cation’s 2013-2014 IPEDS survey, the average student at Mesa Community College spent ap- proximately $632 on textbooks per semester.
It is a cost that most students inherently prepare for and dread over the weeks leading up to the first days of class.
However, a few instructors on campus are saving students money by choosing not to as- sign textbooks for their courses.
“The cost of textbooks, particularly, math and science related books, has been an issue for students even back when I was a student,” said James Fritz, who teaches statistics for so- cial research, justice and government at MCC. “Students in every class I have taught since I started in 2008 have brought up the issue.”
Fritz said he chose not to assign a textbook for his hybrid class because of the convenience of technology.
“I determined that I could provide much more relevant material through Canvas and that between my being available for online tutoring and the wealth of information on sta- tistics now available on the Internet, incurring the expense of buying the textbook was not necessary.”
In the past when Fritz did require his stu-
dents to buy a textbook for his course he said he negotiated directly with the publisher’s lo- cal representative for a lower price.
“Last semester I was able to obtain an e- book and Aplia exercise CD for $90,” Fritz said. “The bookstore surcharge for carrying the package did raise the cost, but it still was less than the approximate $148 cost for the textbook.”
In addition to negotiating lower prices for textbooks, Fritz said he also offers other alter- natives to textbooks for his students.
“I have worked hard to provide study aids that are specific to statistics for behavioral sci- ences. I have provided the MCC library with
textbooks in the event that a student feels the need for a hardbound book to refer to,” Fritz said.
MCC math professor Scott Pike said he hasn’t assigned a textbook for any of his math courses since he began teaching at the college level 14 years ago.
“I don’t assign textbooks so students don’t waste their money,” Pike said. “If I thought the book would be a valuable asset for you I would ask you to purchase it.”
Pike said that instead of requiring students to purchase an expensive textbook, he writes all of the homework assignments himself, and then posts it on his school website, which is free for students to access.
“In my opinion, math hasn’t changed in hundreds of years. If you look at edition 5 versus edition 4, what’s the difference? Well they added a picture, updated some of the word problems to make them more relevant to what’s going on today, but it’s still the same old math isn’t it?” Pike said.
Pike said he believes making students buy a book is unnecessary because students typically only consult their math book for one reason.
“Students only look in a book to do the homework questions; unless you’re a nerd,” Pike said. “I love my math books. If I showed you my calculus book from when I went to col- lege versus the one we’re using here, there is not much difference.”
