Check out these websites which may help you in selecting a textbook. If
you have a resource or find a good website to help you do this,
contact the Faculty Development Committee at firstname.lastname@example.org and they will be posted here.
Choosing and Using Textbooks
Ordering textbooks from publishers must be a more complicated process than I would imagine,
since our bookstore usually starts asking in April for our fall-semester orders. I know many
faculty members disappear in the summer, like migrating creatures, so the long lead time may
simply arise from the bookstore's desire to clarify orders and handle problems while we're
still hanging around the campus.
- Textbook Adoption:
How Do Professors Select The Right One?
Approaches range from an individual
professor's quick "flip-test," giving each contender a five-minute perusal, to committees
or entire departments that meticulously evaluate each of a few front-runners. Some harried
professors fantasize each semester about tossing the books down a flight of stairs and
choosing the one that lands first.
Textbook Evaluation Form
The authors of Differentiating Textbooks have identified the elements that they
believe are essential to a good textbook and their information has been compiled into this
textbook evaluation form. Used as a general guideline, it will enable you to evaluate textbooks
across curriculum areas using a measure, or quantitatibe, method. It is assumed that the textbooks
being evaluated are intended for all learners.
- Tips and
Techniques For Finding and Selecting Textbooks
The process of researching textbooks for the purpose of selecting
appropriate course materials has come a long way in the last ten years,
enabled as we have become by the Internet. New tools are now available
that consolidate and refine the process. No longer are faculty tied to the
formerly traditional methods of word-of-mouth, publisher representative
dependent, or colleague based information streams.
- Evaluating College Textbooks for Course Adoption
you know, choosing the right texts for your courses is often not as clear
and straightforward as you hoped or assumed. Depending on your or your
students' degree of reliance on the textbook to acquire course content,
the wrong one can confound learning, eat away class time, skew
information, pauperize students (or provide inadequate return on
investment), and even sabotage your instructional goals. What to do, then?