What Leads to the High Prices of Textbooks?

Lots of hard work goes into the writing of any textbook.  No question about that.  But few textbook companies front that money to the author(s).  Further, while textbook companies regularly cite the high costs of developing and producing texts, those seem overstated to me.  For example, after our for-profit differential equations with linear algebra text was finished, one of my co-authors (who has substantial experience in for-profit self-publishing) told me that he could get our book printed in small volume runs for as little as $5 per text.  The text sells for a not-outrageous $89.95 (at least in comparison to other differential equations texts), but still with a huge markup.  With royalties shared 3 ways (and some other pricing complexities), I make well under $3 per text that sells.

In my particular experience, I don’t understand where the publisher generated major up front costs, as my editor seemed to invest a limited amount of time, energy, and resources in the project.  So, as I watch textbook prices rise, I often wonder about the real source, which I have typically suspected is something like “it’s what the consumer will bear.”  A recent case heard by the supreme court has brought to light an interesting perspective on where these high prices may really come from, and seems to confirm my suspicions.

Perhaps first made famous on the Colbert Report, Cornell student Supap Kirtsaeng came to the U.S. from Thailand, and he found our textbook costs ridiculous.  So ridiculous that he started having his family buy texts back home, ship them to him in the US, and he sold them for far less than college bookstores, making over $1 million in a short time!  Wiley sued Kirtsaeng, and the case went all the way to the Supreme Court.  The high court ruled this week, exhonerating Kirtsaeng.

Now, this issue in textbook copyright law has long been a problem.  It’s what leads to a strange used textbook market, as well as the neverending publisher’s game that leads to popular books being printed in their 13th edition.  This has always struck me as unfair to authors:  if authors could get a small royalty on used text sales (and publishers, too), that would seem to be the fairest use of this type of intellectual property.

That said, there’s an interesting take on how publishing houses are acting in their pricing model in a worldwide market, which is again what I suspected: it’s what consumers will bear.  As Jerry Brito notes, “In order to maximize profits, Wiley charges different prices to different consumers according to their willingness to pay.”  (Emphasis mine.)  So, basically they can produce the text so cheaply that they can sell it in Thailand for a few dollars, while in the U.S. they sell it for $150.

Here’s hoping that many of the factors discussed on this blog are contributing to college students the world over collectively being far less willing to pay $150 for a textbook.

Hat tip: The Dish.

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It’s Text Selection Time of Year

If your school is like mine, the university bookstore is clamoring for textbook selections to be announced for the coming year.  To that end, I want to add my voice to the many who are urging faculty to consider free or other low-cost options for students.  While this has been a consistent theme here on my blog (even if I’ve been posting infrequently of late), it never hurts to be reminded in stark terms.

For instance, on Andrew Sullivan’s blog, he recently posted this chart:

GrowthTextCosts

Insane, right?  I mean, one can almost understand the inflationary costs of medical services.  But textbooks?  See more detail on this in Jordan Weissman’s article on textbook costs, which includes the chart above, which was created by Marc Perry.

If you’re looking for various options for free mathematics textbooks, Prof. George Cain at Georgia Tech has a nice list of math texts.

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Going Free

I’m starting to get more and more email traffic that puts me in contact with people or organizations who are taking concrete steps to implement an overall strategy for the adoption of free and/or open source textbooks.  This post is focused on two such exciting examples.

1.  The State of California.  Go big or go home, eh?  This past fall, the governor “signed into law a proposal to create a website that will allow students to download digital versions of popular textbooks for free”.  As I understand it, the state is underwriting the development of 50 new texts for introductory college courses, as well as providing a site to host them.

Interesting.  I’ve heard that the California state system is one of the most coveted book contracts for publishing companies.  Which makes sense:  their K12 curriculum uses standard texts, and perhaps many of their universities do, too.

2.  Scottsdale (AZ) Community College Math Department.  At Scottsdale CC, they have a major initiative underway to teach all of their introductory course from free texts.  They have a wonderfully organized site that offers easy download for students.

A professor from the department contacted me about their interest in Active Calculus, the consideration of which is ongoing.

When I think more and more about how a typical student and a typical instructor use a textbook, I am more convinced than ever that we (all of us) have been substantially overpaying for our books for a long, long time.  I hope that more and more organizations — departments, universities, and even states — think about how they can use existing resources and their own to provide high quality free resources to students.  Don’t miss the American Institute of Mathematics’ approved open textbooks as part of their Open Textbook Project.

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Chronicle Articles on Textbooks, E-Books, and More

My friend and colleague Robert Talbert recently pointed me to a big collection of articles over at the Chronicle that are focused on the many issues surrounding textbooks on college campuses.  Lots of worthwhile reading there.

One article asks about the feasibility of any textbook remaining truly free, noting that perhaps state governments could play a positive supporting role, as appears to be happening in California.  Another interviews a collection of students and shows a lot of insight regarding how students view “required” textbooks.  Money quotes:

“In The Chronicle’s focus groups, students praised e-books for their instant availability, searchability, and portability. They also described taking advantage of freely available online lectures and materials.

“But others struggle with electronic learning materials. They report getting more easily distracted, or feeling frustrated at not being able to underline the text. Using an online book for one class, Eduardo C. Albano, 18, found he had to spend twice as much time to read it.”

Many good points to ponder in these articles and more.  I’ll make one point: if you use Active Calculus, you can download the .pdf for free.  And with any .pdf editing software (Preview for Mac, Adobe Professional, or iAnnotate for the iPad), you can mark up your copy all you like.

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Secondary Public Offering: thru integral calculus

As promised last week, here is , now with four additional chapters that can be used for the second semester of university calculus.

The link above is to the full text, all of chapters 1-8, as a Google document that should be embedded in your browser.  From the new Active Calculus download page on my GVSU faculty website, you can find links to this file, as well as to just chapters 1-4, or to just the activities workbook for either the whole text or just chapters 1-4; in addition, there you can also find links that will allow to directly download the .pdf version of any file, rather than viewing it as a Google doc.

If you are interested in some sort of other custom arrangement of the files, please contact me at boelkinm at gvsu dot edu.

A couple of other notes:

  • You’ll observe that Section 6.6 on Probability is not yet included.  I will be working on this section early in 2013 and expect to post it by early February as an addendum.  At the end of winter semester, this section will get fully incorporated into the latest version.
  • We do not yet have hints or answers for the activities in chapters 5-8.  Working towards the January 1, 2013, deadline made us focus on getting the exposition finished, so hints and solutions will have to follow later.  The same is true for most of the exercises throughout the text.  (If you are interested in the hints or solutions to activities in chapters 1-4, please contact me directly.)
  • Again, my deep thanks to David Austin and Steve Schlicker for each contributing a chapter (David on Differential Equations, Steve on Sequences and Series).

If you will be using any part of Active Calculus in your classes this winter, I would appreciate hearing from you about how you plan to do so.

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One year later

A year ago at this time, I was about to embark on my sabbatical.  I had drafted a couple of brief sections of what would become Active Calculus, but had almost nothing of substance written.  By May, I had a working draft of four chapters of material, essentially the standard topics of university calculus I; in August, I posted that publicly, and a handful of folks adopted it for use in their fall semester courses.

As I noted in a couple of earlier posts, it became almost immediately clear to me that a free, open source text for only calculus I was nearly useless without the corresponding chapters for calculus II.  Realizing that my sabbatical was exhausted, I set about recruiting some helpers:  my GVSU colleagues David Austin and Steve Schlicker, both accomplished mathematicians and authors, each volunteered to write a chapter (David on differential equations, Steve on sequences and series).  Personally, I worked at length over the summer on a chapter on constructing antiderivatives, and then spent much of my “free” time during fall semester pounding away at a chapter on applications.

The result is that, in spite of my frequent thinking that a January 1, 2013, deadline was totally unrealistic, we’re ready to unveil next week the next four chapters of Active Calculus.  The combined materials provide a sufficient base for a two-semester calculus course.  I’m excited to share it, to have a couple of my GVSU colleagues use it in our second semester course, and to start getting feedback.  With this big deadline met, I’m also enthusiastic about having the chance to blog about some of the feedback from students and peers who used the differential portion of the text during fall semester.

So, consider this post a promise and a celebration.  The promise: calculus II materials join those for calculus I on Wednesday, January 2, to ring in 2013.  The celebration: 500+ pages in just under a calendar year (with deep thanks to David and Steve).

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From fall to winter, from differential to integral: news and updates

So things have been pretty quiet here on my blog since early in fall term.  While there are all of the usual reasons for being busy, the main source of my nonposting has been that I’ve tried to devote much of my available spare time to writing a couple of new chapters for the text.  Here’s an update on where things stand with the Active Calculus project.

Several of my colleagues used the and the corresponding in their calculus I classes this fall; another handful of peers at other institutions used it, too, sometimes in conjunction with other materials.  Most of these users have sent me editorial feedback, and I’m deeply grateful for all that commentary.  I am presently working on implementing many of the suggested edits, including all of the corrections, and expect to have an updated version of the differential portion of the text posted by December 22.

While I was teaching integral calculus this fall, I also invested considerable time in writing material for the integral portion of Active Calculus.  My colleagues David Austin and Steve Schlicker also volunteered to contribute to the project: David is writing a chapter on differential equations,  and Steve is writing a chapter on infinite series.  Along with the two chapters I’ve been developing (one focused primarily on finding and using antiderivatives, the other on applications of the definite integral), we look forward to having a draft of the next four chapters of the text posted online by early January.

If you are interested in using the integral calculus portion of the text in the upcoming semester and want to see the table of content for it or get a preview of the not-yet-ready-for-public-consumption version, please email me directly at boelkinm at gvsu dot edu.

And now: back to work on the text.  More posts to follow soon.

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Holy cow … it’s Thanksgiving

So today my blog got hacked.  Someone out there seems to want to use my site to advertise getting paid for something, and now they’ve managed to do it to my Twitter feed (3 weeks ago) and the blog.  I wasn’t even using Michael Scott’s password (1234).

Anyhow, I guess this is fitting punishment for not posting lately.  I owe news about usage this fall and resulting feedback, as well as an update on material for integral calculus.  Soon — by early December — I promise.

For the record:  the calculus text is still free.  And I’m not getting paid.  And loving it.

Apologies for any nuisance for the hacked post.  And Happy Thanksgiving to all.

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Reflections at 1/3-term

Each of the past several weeks has started with “write new post” high on my to-do list.  With 90 students in 3 classes, working on new sections for the second semester of Active Calculus, and the usual laundry list of life and work, the weeks have flown by.  Here are three things I’ve been thinking about regarding the teaching of calculus at the end of week 5 in a 15-week semester.

1.  In my two calculus II classes, I have 60 students.  We meet 4x a week in person, and I provide a substantial out-of-class workload that includes reading, WeBWorK exercises, team homework exercises, graded lab activities, and exams.  I expect students to work 8-12 hours a week on assignments related to the class.  A short anonymous poll I conducted this week revealed that well over a third of respondents say they normally spend 4-6 hours a week or less on work for my course.

2.  Geogebra and Wolfram Alpha are awesome.  Long live free software.  In calculus 2, we’ve been using a mix of Maple, Wolfram Alpha, and Geogebra to support our technological needs.  For single variable calculus, there’s no question to me that a combination of Wolfram Alpha and Geogebra is more than sufficient to replace a traditional computer algebra system.  Added bonuses:  both run in a browser, have limited syntax requirements for use, and are genuinely intuitive to use.  I see my students doing good things with each of them to aid their understanding and computation.  And again: they’re free.

3.  Mike Caulfield continues a great discussion of Massively Open Online Courses over at hapgood.us.  In one of his many posts, he notes that in a recent survey of students taking a circuits and electronics course, 80% reported taking a similar course previously.  80%.  Mike has a great point here:  MOOCs may prove to be an outstanding way for students to refresh or expand a topic they’ve studied in the past.  He wonders, like I do, how well they can function for introducing students to new material for the first time.

Connecting (3) back to (1), I would say:  if working face to face with my calculus students 4x a week and giving them meaningful graded assignments to complete on a regular basis leads to only 4-6 hours of outside work, it’s clear to me that many students are working to minimize their workload for my course, or at least to minimize it in light of other commitments they are choosing.  Imagine if such a student were one of 26,000, with name unknown to the instructor, and not paying a dime for the course.

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Textbook Inflation

A recent US News and World Report article focuses on the high rate at which textbook costs have been rising and explains how the costs are divided among bookstores and textbook companies.

While overall inflation is currently low, not so for textbooks: “According to the Labor Department, textbook prices as of July were 8.1 percent higher than in July 2011, while prices for all goods only grew by 1.4 percent overall.”  This contrast is striking, particularly in light of longstanding trends which show an already high rate of text inflation: “A 2005 Government Accountability Office report showed that college textbook prices grew at twice the rate of inflation from 1986 to 2004.”

The article provides other interesting points:  college bookstores only reap about 20% of the cost of the text, most of which goes toward human and facility costs.  More than 75% of the cost accrues to the publisher.  There are some crazy large dollar figures cited, too.

On page 2, the conversation shifts a bit to e-books and related technologies.  There, a person from the National Association of College Stores makes the assertion that “the cost of bringing textbooks into the digital age may even push costs higher.”  To that, I basically say: “baloney.”  These technologies should make nearly all of these expenses less, largely because of all the wonderful free resources out there.  Consider Geogebra and WeBWorK as two prominent examples, much less LaTeX itself.

From my perspective, textbook companies are furiously developing software add-ons that are tied to books in an effort to increase their business:  they create products that are tied directly to texts, and then charge premium fees to students for this software, in addition to the text itself.  Personally, I think it would be crazy to require students to purchase the software Geometer’s Sketchpad ($69.95) when they can use Geogebra for free.  On a similar note, I think we’re nearing a point where WeBAssign ($19.95 per student per course) is a far less appealing option than WeBWorK (free, in the right circumstances, though there’s some institutional cost if you run your own WeBWorK server).

And the point about bringing textbooks into the digital age pushing costs higher is even crazier in light of the point that many have already made:  it is incredibly easy and inexpensive (other than human time and effort) to self-publish a text.  Instead, we can and must make these costs go down.  It’s no longer tenable to ask the average college student to spend $1168 a year on textbooks.

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