Review of the GRCC Textbook Policy – 2nd Presentation to AGC Presented to AGC on January 17, 2016 Garry Brand & Mike Vargo

Plan for today Remind you of what we did in the first meeting Introduce you to the review team Remind you of the purpose and main tenets of the existing policy Review of our team process Review of our Guiding Principles Review of the draft policy revision Discuss and plan for next steps

At our first Meeting… We reviewed the existing policy language We engaged in a brief discussion about the existing policy We completed a table-top exercise, asking groups to respond to the following questions: 1. What aspects of this policy meet our current and presumed future instructional materials needs? 2. What aspects of this policy seem outdated, or create difficulty in our current environment and should be addressed in the review? 3. What other comments, considerations or suggestions do you have that will improve the application and utility of this policy? We wrapped-up with a report-out from the table-top, an invitation to send along additional comments, and a heartfelt plea for additional members

Team members Garry Brand – Business Faculty, Distance Learning Sophia Brewer – Library Faculty Bill Faber – Chemistry Faculty, Center for Teaching Excellence Jenna Hess – Counseling Faculty Julie Hess – Math Faculty Mike Vargo – Lowly Admin

Purpose of this policy “To give clear direction dealing with use and ordering of textbooks, course packs, instructional materials, and supplies while ensuring the material meets the college’s commitment to equal access for all students.”

Main provisions of GRCC textbook policy 1/2 Every course shall have an adopted text. Course packs and electronic media can be considered textbooks. Textbooks shall be adopted for no less than two consecutive years. Textbooks shall be adopted through the process established by the respective department/discipline and ordered by the Department Head/Program Director or their designee. Textbooks, which are adopted by the department/discipline, shall be used by all faculty teaching that course. (continued)

Main provisions of GRCC textbook policy 2/2 Textbook selection will include the following three primary considerations: 1) quality of content to meet course learning outcomes, 2) cost to students, and 3) equal access as defined by the Americans with Disabilities Act Amendment (ADAA, Section 504 of the Civil Rights Act of 1973). Variation from this policy and unusual text selection circumstances shall be resolved with the Department Head/Program Director and with the appropriate Dean or Associate Dean. Departments that order textbooks that are electronic or are bundled with electronic media containing courseware or software applications must acquire a sufficient number of licenses for the College to use in its computer labs and classrooms.

Procedures for textbook policy 1/2 Departments with multiple faculty teaching multiple sections of a single course may decide (summarized): All instructors will use the same departmental text, or If 8 or fewer sections, must use 1 departmental text, or If 9 to 25 sections may use a maximum of 2 departmental text options, or If more than 25 sections may use a maximum of 3 departmental text options Faculty-produced course packs must follow the established procedures and timelines, which are available through the Dean’s Office or GRCC’s Printing and Graphic Services. (continued)

Procedures for textbook policy 2/2 Each department is allowed to establish their own textbook selection process. A rubric for the selection of textbooks as designed by the department is recommended. Textbook selection will include the following three primary considerations: 1) quality of content to meet course learning outcomes, 2) cost to students, and 3) equal access as defined by the Americans with Disabilities Act Amendment (ADAA, Section 504 of the Civil Rights Act of 1973). Additional criteria may be considered. The Department Head/Program Director or their designee will advise part-time faculty of text options. Departments must follow the Academic Software Installation Process to ensure that the required licenses are procured for software to be loaded in the appropriate computer labs and classrooms for the beginning of classes each semester in coordination with Information Systems. Textbooks, course packs, and instructional material/supplies must be available for students by the start of class.

In our committee meetings We benchmarked our existing policy against a number of others including: California State CC system, Citrus Community College District, Columbia State CC, Mira Costa CC, North Shore CC, Piedmont Virginia CC, Valencia CC, and others (11 in total). We reviewed and synthesized the transcribed feedback from the initial AGC discussions and table-top conversations. Based on the feedback and benchmarking, we developed a set of guiding principles to help lead this redevelopment work (which were later incorporated into the draft document).

Our guiding principles The content of this policy is now bigger than “Textbooks” and should be broadened to “Instructional Materials.” Cost is one of the most significant variables limiting access to higher education.  Impoverished and working class students, populations inordinately served by community colleges, are particularly susceptible to cost increases in higher education.  For this reason, without compromising academic standards or academic freedom, lower-cost instructional materials are a better choice than more expensive instructional materials.  Fewer departmental or program options for instructional materials promotes curricular consistency.  This is particularly important in environments that employ larger numbers of adjunct faculty.  A smaller number of instructional materials options stabilizes the resale market for used instructional materials and helps keep student materials costs low.  All materials selected for a course must provide for equal access as defined by the Americans with Disabilities Act of 1990, as amended (ADAA, Section 504 of the Civil Rights Act of 1973).   This requirement for accessibility applies to websites and all other adjunctive resources identified for use in the course.  An apparent conflict of interest may occur when instructional materials produced by a faculty member are required or recommended for a course taught by that faculty member, and where the sale of such materials produces financial gain for the faculty member.  In such a circumstance, the faculty member and the department must address this issue directly.

Draft Revision - GRCC Instructional Materials Policy

Comments and Feedback Discuss at your table, and please record your comments Open Discussion If you had any comments not reflected in this discussion, or discussed at your table, please send them to Mike: mvargo@grcc.edu by Friday, January 27th. Thanks!