Back in January I posted an article calling for an end to unsolicited review copies of textbooks being sent to professors. Interestingly, on Reddit a student at my university who works for the mail services department did an AMA, and I had the chance to ask: What kind of impact does it make on the university, from an infrastructure or mail services point of view, to have all these unsolicited books being sent in? Keep in mind that we’re a public university of 24,000 students and lots and lots of faculty. Here are some highlights from his response, which I thought was pretty interesting though not totally surprising:

Ugh, I HATE those! Nobody wants them, nobody asks for them, and they take up valuable space in our truck and our holding area.

As far as the cost it passes onto us, it’s definitely hard to quantify, but I can tell you all the different ways we waste time on those…

The picture you see here is my afternoon mail today. It consists of two copies of a new Calculus text (hardcover), two copies of another Calculus text (hardcover), and one copy of an intermediate algebra text (softcover).

I did not request a single one of these. I certainly did not request duplicates of two of them. The last time I taught intermediate algebra was the mid-1990′s. I am not on a committee that selects textbooks. I have no use for these books other than to prop open a door. So why did I get them? I have no idea.

When I think about the waste and expense of these unsolicited review copies of textbooks, it makes me downright angry. I went to UPS.com and used a back-of-the-envelope estimate of weight and shipping distance, and got that the total package of these books would have cost about $20 to ship to me from its point of origin. That’s not a large sum, but how many…

Allow me to make a shameless plug for a very cool project currently underway by my GVSU colleague Matt Boelkins. He is writing a free, open-source calculus textbook that will be available in PDF form online for anyone to use and for any instructor to modify. He has already written the differential calculus portion of the textbook — his Winter semester sabbatical project — and he’s about to begin work on the integral calculus portion. You can download the differential calculus parts here. This is at his blog, where he is promoting the book and soliciting feedback. Matt’s also on Twitter.

Matt and I have talked about this project a lot in the last several months, and I’m deeply impressed by his vision for what this resource could become. He sums it up in this blog post:

While on sabbatical during the winter semester of 2012, I began drafting a free, open-source calculus text….

Via Inside Higher Ed, The University of Minnesota has started a web site to curate “open source” textbooks in a variety of subject areas. Right now, the mathematics selection consists of 15 titles, many of which can be considered open-access classics, including Strang’s Calculus, Bob Beezer’s “A First Course in Linear Algebra”, Tom Judson’s excellent Abstract Algebra: Theory and Applications, and the Whitman Calculus book. In other words, these aren’t new titles created specifically for this website. But it’s nice to have these all curated in the same place. (I don’t know if UMN plans on solicit new works specifically for their website.)

The claim here is that open-access books** tend to have slow adoption rates because of the lack of “peer review” (and also because many faculty don’t know that open-access resources are out there), and the UMN website will provide some of that review …

Salman Khan, of the Khan Academy, sounds off on the potential of pre-recorded video lectures to change education in the video below. He calls it “flipping” the classroom, but around here we call it the inverted classroom.

I like especially that Salman made the point that the main effect of inverting the classroom is to humanize it. Rather than delivering a one-size-fits-all lecture, the lecture is put where it will be of the most use to the greatest number of students — namely, online and outside of class — leaving the teacher free to focus on individual students during class. This was the point I made in this article — that the purpose of technology ought to be to enhance rather than replace human relationships.

I hope somewhere that he, or somebody, spends a bit more time discussing exactly how the teachers in the one school district he mentions in the talk actually…

I’ve just started on a binge of screencast-making that will probably continue throughout the fall. Some of these screencasts will support one of my colleagues who is teaching Calculus III this semester; this is our first attempt at making the course MATLAB-centric, and most of the students are alums of the MATLAB course from the spring. So those screencasts will be on topics where MATLAB can be used in multivariable calculus. Other screencasts will be for my two sections of calculus and will focus both on technology training and on additional calculus examples that we don’t have time for in class. Still others will be just random topics that I would like to contribute for the greater good.

Here are the first two. It’s a two-part series on plotting two-variable functions in MATLAB. Each is about 10 minutes long.

Part of the reason I’m doing all this, too, is to force myself …

I’m still in recovery mode from this past semester, which seemed somehow to be brutal for pretty much everyone I know in this business. But something that always helps me in this phase is thinking about what I get to do with the much lighter schedule that summertime affords. Here’s a rundown.

Mostly this summer I will be spending time with my family. On Mondays and Fridays, I’ll be home with my two daughters. On Wednesdays I’ll have them plus my 16-month old son, plus my wife will have that day off. On Tuesdays it’ll be just the boy and me. So I plan lots of trips to the zoo, the various parks around here, and so on.

I still have plenty of time to work, and I have a few projects for the summer.

First, I need to get ready for my Geometry class this fall. I am making the move from Geometer’s Sketchpad to Geogebra this fall, and although I took a minicourse at the ICTCM on Geogebra, I…

Students are on a fixed budget, and e-books are typically cheaper than their paper-based counterparts. Also, consider all of the money publishers lose when students buy used books from the campus bookstores. Additionally, Apple can distribute textbooks through iTunes U — an established and proven system that students, faculty and staff already know how to use.

Suddenly the iPad is a device that follows a student from his/her freshman year of high school all the way through graduate school. Why buy a laptop when every student has a device that can be a textbook, reference tool, Internet appliance and whatever else the imaginations of developers can dream up?

I do believe that the iPad’s success will be closely tied to its success in the EDU sector, but Caolo’s analysis misses…

There’s a discussion going on right now in the Project NExT email list about calculus textbooks, the merits/demerits of the Stewart Calculus textbook, and where — if anywhere — the “next wave” of calculus reform is going to come from. I wrote the following post to the group, and I thought it would serve double-duty fairly well as a blog post. So… here it is:

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I’d like to add my $0.02 worth to this discussion just because (1) I’m a longtime Stewart Calculus user, having used the first edition (!) when I was an undergrad and having taught out of it for my entire career, and (2) I’m also a fairly consistent critic of Stewart’s calculus and of textbooks in general.

I try to see textbooks from the viewpoints of my students. From that vantage point, I unfortunately find very little to say in favor of Stewart’s franchise of books, including the current edition, all of the…

We’ve had one full meeting of Computer Tools for Problem Solving (the MATLAB course I’ve blogged about). According to the survey I’m having students fill out on our Moodle site, it went pretty well, even if it was a little like drinking from a fire hose. This first meeting was a lengthy guided tour of all the core features of MATLAB, assuming no prior knowledge of computer algebra systems or programming. Subsequent meetings will be a lot more hands-on, with students working in groups on lab activities centered around a particular topic or problem. This next week it’s graphing, for instance, and students will be creating all kinds of different plots of data and functions.

Students prepare for these activities through out-of-class reading and viewing assignments and through homework assignments that are intended both to pull together the material they learned in week…

I am a mathematician and educator with interests in cryptology, computer science, and STEM education. I am affiliated with the Mathematics Department at Grand Valley State University in Allendale, Michigan. The views here are my own and are not necessarily shared by GVSU.

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