Selecting Course Materials

Choosing Course Materials to Craft an Affordable and Ideal Learning Experience 

Course materials compromise a wide range of resources, each serving a purpose in teaching and learning. They are critical for providing information, facilitating learning, and assessing student performance. The selection of course materials is a delicate process. Appropriate course materials are fundamental to effective teaching and successful learning outcomes. Several factors require attention while selecting course materials: the rising cost of textbooks, the accessibility of online resources, the ability to diversify course materials, lab and supply fees for specific courses, the methods students use to access multimedia materials, and the timeliness of information in textbooks and other resources, particularly in rapidly evolving disciplines. By evaluating course materials, instructors are able to determine if course materials are helping students achieve the learning outcomes of the course. Instructors can also enhance the equity and inclusiveness of their course by removing common barriers to accessing course materials. As unconscious bias can creep into course materials through chosen sources, it is important to check for unconscious bias, so all students have a fair shot at learning. 

Evaluate the Cost of Essential Course Materials and Refer to Alternatives 

For many introductory courses, a traditional textbook is typically assigned. Reflect on why you are assigning a particular textbook and whether the entire text is necessary for students to meet the course learning outcomes. In a recent survey of AU students, only 34% of students said that they can afford textbook materials, 25% said they cannot, and the remaining 40% indicated that they can only afford them because of proactive steps they take.  

When appropriate, you might also consider alternative information sources, including books that are not textbooks, journal articles, or online sources. If your course has additional fees for supplies, software, or participation in local events, let students know as early as possible. Also note that all-inclusive textbooks that include supplementary online material or assessments cannot be accessed through alternate means, and may pose significant barriers for students. You can also consider Open Education Resources (OERs) for enhanced and cost-free learning. Learn more about the value of Open Educational Resources to you and your students. 

Assess Textbook Usage Before Establishing Purchase Requirements  

If you are using only a single chapter from a book, ask the library to put it on E-Reserves. Also consider that many publishers sell individual chapters of books, enabling you to select only the parts you will use. Check with the AU Campus Store for additional information on the different ways course materials are available. For additional Course Reserves access assistance, get in touch with the library’s Course Reserves coordinator. 

Based on your course content and discipline, consider if students could use an earlier edition rather than the most recent one. Let students know your policy on the first day of class and in the syllabus. Earlier editions will nearly always be less expensive but may not be an option in courses for which up to date information is essential or where there have been substantial changes between editions. 

Utilize the library’s tools and expertise 

You can put materials on reserve yourself, or you may want to consult with your school or your college’s designated librarian about library resources for your course. Check if the library owns the books you would like placed on Reserve. If it does, you may pull the books from the shelves yourself or ask Library Reserves to do so. If the library does not own a book you want to have available on Reserve, you may request they purchase it. (Be sure to give enough lead time before your course begins, especially if the publisher is outside the US.) 

When compiling the Reserves list for print materials, please keep in mind that there is a one-day loan period for physical items on reserve. The library prioritizes purchasing electronic books for course reserves when that option is available or unless otherwise specified. For AU Core courses, the library automatically places all course books, in physical or electronic format, on reserve to ensure access for students.  

Contact the library for ideas on relevant multimedia materials for guidance in the diversification process. Videos, TED talks, podcasts, blogs, documentaries, interviews, or YouTube videos can add variety to course readings and engage students in different ways. For a variety of streaming services, check out the library’s streaming video collection. 

For many audio or video resources, students can conveniently stream them on their digital devices. For students without a personal computer, Media Services (on the lower level of the library) has viewing stations. Partnering with the library to obtain relevant multimedia resources will ensure a broader range of perspectives and inclusive content. If you have questions about using multimedia resources for your course, please contact media services. 

Present Multiple Perspectives  

For most academic disciplines, there is a canon of theorists, research, and conceptual frameworks that will be reflected in course materials. This reality may limit the range of perspectives that students explore along the lines of race, gender, class, sexual orientation, nationality, and other facets of identity. Diversifying course materials necessitates one to strive to represent a wider range of experiences and backgrounds in course content, especially voices that have been traditionally marginalized. 

Here are some ways to create a more comprehensive course reading list: 

  • As you provide students with an overview of the course, acknowledge such perspectival limitations and explain how you plan to address them in your course.  
  • Ask students to reflect on how perspectival limitations may impact the application of the content. For example, if most canonical authors in your discipline are white, ask students to consider how that may limit the applicability of those canonical texts to populations of color. 
  • Consider supplementing readings or videos to what you typically assign to students, thereby presenting an expanded view of course topics.  
  • Move beyond format variety, be innovative! Design assessments and activities that spark students’ interest by connecting course content to their future careers. 
  • Include one or more assignments, such as short papers, that encourage students to select a topic, author, or perspective that can broaden the existing perspectives addressed in your syllabus. 
  • Provide an opportunity for students to share their findings with their peers. 

Acknowledge Potential or Actual Bias in Assigned Materials  

When appropriate, consider assigning readings that represent multiple perspectives. Whether it is teaching various schools of thought in the humanities or presenting competing scientific theories, representing multiple perspectives provides students with a more nuanced understanding of subjects by highlighting their complexities. Some bias in writing is obvious, but other times, implicit or potential bias may not be so readily apparent. Asking students to identify bias in readings helps to increase their critical thinking skills. The library also offers Credo, a resource featuring videos and tutorials designed to help students and instructors understand and identify bias when evaluating information sources. 

 According to Myra and David Sadker’s book, Schools and Society, these are some of the most common types of bias found in textbooks, along with ways to address them: 

Invisibility: exclusion of a group or of a specific idea. Try seeking out information from diverse sources that include missing viewpoints. 

Stereotyping: assigning rigid roles or attributes to a specific group. Challenge stereotypes and look for examples that counter the stereotype. 

Imbalance: only one side of an issue is addressed. Identify missing arguments, look for counterarguments for a more exhaustive understanding. 

Lack of Reality: facts about a particular event or theory are intentionally ignored. Identify inconsistencies and look for evidence that supports claims made. 

Fragmentation: text boxes appear within the reading with select but incomplete information. Recognize incomplete information, offer students additional sources that provide the overall idea. 

Linguistic: subtle or blatant slurs are included. Consider the connotation of the words used, look for objective wording that presents information with neutrality. 

  • Blatant slurs are derogatory terms targeting a specific race, ethnicity, religion, gender, sexual orientation, or disability. 
  • Subtle slurs are terms or phrases that perpetuate stereotypes (e.g., savages, primitive, uncivilized).

Cosmetic: the physical appearance of the text leads the reader to particular conclusions. Address the content itself and evaluate it critically, apart from the presentation style.

Help Bridge the Gap  

Work individually with students to recommend additional materials that can help them attain the foundation needed to thrive in your course. Identify students who need support, especially those with disabilities or of non-dominant cultural backgrounds, through informal checks. During the first few class sessions, pay attention to student participation, discussions, and in-class activities. This can help you identify students who might be struggling with background knowledge. Offer tailored suggestions to address individual needs and provide various resources with alternative formats. Provide multiple ways for students to interact with the course material and demonstrate their understanding. Allow students to select from various assignment types to showcase their knowledge in ways that align with their strengths. Follow up with students to see if recommended sources are helpful and if they have any further questions. Incorporating these strategies into your teaching will eliminate learning barriers and promote an equitable and inclusive learning environment.