I have no problem with older editions and often encourage my students to check the internet before buying their books at our bookstore! I teach as set of concepts that are loosely based on the text I use but could be adapted to almost any text in any class that I teach--intro, research methods, cognitive. My homework problems are my own, my tests are pretty much my own with a little help from test banks when I'm feeling lazy.
I think that the cost of some of the texts is ridiculous. When a text with no color pictures is in its 10th edition just how much does it really cost the publisher? I find it hard to believe that $150 dollars for a cognitive book with no color is defensible. And since I don't usually teach the course semester to semester but every spring instead, it means that the bookstore doesn't buy the book back. But that's just my 2 cents. To answer the original question, I guess it depends on the teacher and how much they follow the text and base their assessments on text-dependent items. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] ---- Original message ---- >Date: Thu, 4 Jan 2007 18:08:44 -0600 >From: Peter Harzem <[EMAIL PROTECTED]> >Subject: [tips] Re: Pre-registered student's question >To: "Teaching in the Psychological Sciences (TIPS)" <[email protected]> > > On Jan 4, 2007, at 4:52 PM, karen block wrote: > > Well Peter and Michael, I guess you have not > experienced the change from one edition to the > next in homework problems. I had a time > consuming term when I answered yes to the edition > question and then had to participate in the the > mapping of homework problems from one edition to > the next. Never again. Just say NO. KB > > Karen, I truly do sympathize with the problem you > note. Also, I must admit that as one becomes > more senior one acquires greater flexibility in the > organization of her/his courses. (I have been in > higher education for 50 years--but, of course, I > started when I was 15!) I have never made use of > such things as homework problems (which I think, > is one of the many devices to persuade teachers to > adopt the new edition). As I said, I do not use > the bells and whistles but, to repeat, considering > the pressures on faculty nowadays, I sympathize. > In fact, given these conditions, the publishers > take advantage not only of students but also the > faculty, especially the young faculty. > By the way, I am of the opinion that the > introductory course is the most important, and > should be assigned to senior (i.e. experienced) > faculty, and not palmed of to junior faculty who > need their time in so many different ways so that > they simply cannot give what needs to be given to > the introductory course. > I suspect with the above I may have tread on some > toes, but then when you are as senior (not old, > please) as I am, you can say whatever you want. > Peter > Peter Harzem, B.Sc.(Lond.), Ph.D.(Wales) > Hudson Professor Emeritus > Department of Psychology > Auburn University > Auburn, AL 36849-5214 > USA > Phone: +334 844-6482 > Fax: +334 844-4447 > E-mail: [EMAIL PROTECTED] > Personal E-mail: [EMAIL PROTECTED] > --- > To make changes to your subscription go to: > > http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
