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[fishbrains]

This is discipline dependent, I think.  

Yes. Even course specific. I don't need students to have the newest edition of a handbook for Comp. I. A comma splice has pretty much been the same comma splice for 50 years, and grammar doesn't change at a rapid pace. And with a couple of handouts, I can work through the MLA updates.

Lit classes can get a little hairy if I only want them to read certain pages of certain works; this can cause students with the "wrong" book to suffer a bit. Still, the material in survey courses doesn't change radically within an edition or two, so sometimes it works fine.

My big problem comes with students who want to find all the readings online and not even buy a book. Generally, I suggest they save themselves time and energy and just go outside and bash their heads against the cinderblocks until they can't feel it anymore. Do they listen to me? NOOOOOOOOOOOOOOOOOOooooooooooooooooooo! Alas.

[bio_postdoc]

This is discipline dependent, I think.  In introductory science courses, I generally recommend that students use the text as a reference manual, rather than try to read each chapter through start to finish and remember everything.  In that case, a book that is one or two editions old is perfectly functional as long as the students actually use the table of contents and index.  When anything major changes in the field that would likely be reflected in a new text edition, I usually discuss that new finding in lecture anyway.

This is fine as long as you're not assigning any end-of-chapter problems.  I had this issue in a genetics class a couple of years ago; several of the students were retaking the class (that's a whole other story...), and understandably wanted to use the textbook they had bought the previous year rather than the new edition that was assigned now.  The first day of class, I told them that the new edition was on reserve in the library, and if they wanted to use the old edition, it was their responsibility to check for differences.  They were assigned homework problems every week, and the numbering was often different in the two editions.  There was one student in particular who almost invariably turned in problem sets in which a couple of answers bore no relation to the actual problems assigned; the first time hu did this, I checked the old edition, and sure enough, the answers corresponded to that edition.  Despite repeated notes on the problems that were wrong, hu never did seem to go check the current edition in the library; on the plus side, hu also never complained about the 0's received for those homework problems.  I never understood why, since this was otherwise one of the hardest-working students in the class.

[spyzowin]

Depending on which state a person works in, the question of what to tell students searching for cheaper editions may be moot.

And starting this coming August, I think that the federal government will require us to at least give pricing alternatives to our students.

I always tell my students which editions they can use. The differences are amazing. And, of course, I encourage them to assemble their own books from free online sources if possible (and it isn't always possible).

It's only fair. Certainly, there may be fields where theory is in a constant state of development, but I defy anyone to give me some really concrete and useful differences between the last four or so editions of Boone and Kurtz's Marketing.

[gwydion]

As a possible alternative the students could rent schoolbooks from an online source, chegg.com for example.  How likely is it that the student will look at the book after the class is over anyway?

[galactic_hedgehog]

This is discipline dependent, I think.  In introductory science courses, I generally recommend that students use the text as a reference manual, rather than try to read each chapter through start to finish and remember everything.  In that case, a book that is one or two editions old is perfectly functional as long as the students actually use the table of contents and index.  When anything major changes in the field that would likely be reflected in a new text edition, I usually discuss that new finding in lecture anyway.

This is fine as long as you're not assigning any end-of-chapter problems.

Yep.  For some intro geo, for example, they aren't doing problems, but the answers to quizzes come from the text.  Generally speaking, though, the material really doesn't change, so I generally tell them that an older edition isn't a problem.  For physics, problems are a problem.  A new edition of our text came out over the summer (right at the start of the summer session and I wasn't informed).  The text was identical.  The problems were mainly rearranged.  Pain in the ass, really.

I also make a point to tell them about electronic and rental options.

[collegekidsmom]

The biggest problem in the  library is textbooks. Students are always searching the catalog hoping to find current textbooks. They order them through ILL. They donate old ones hoping to help someone. Occasionally, a textbook thief steals them off a table. Professors don't always put them on reserve.

My last question had to do with trying to help a student find an intro. math textbook. When all options had been exhausted, I suggested he speak to the professor about putting the book on reserve. He said that wouldn't work because the professor didn't speak or understand English very well.

[prytania3]

Indices, not indexes.

Actually the WSJ and Bloomberg.com use indexes quite often. It may be wrong, but they don't care on Wall Street.

[collegekidsmom]

Our library uses the word "Indexes" all over our website.

[prytania3]

Our library uses the word "Indexes" all over our website.

Indices is going to go the way of the dodo bird.

[prof_smartypants]

I always thought it was spelled "indexes" but pronounced "indices."

I'm giving my PhD back.

[mended_drum]

My students are responsible for having the textbook.  Period.  Sometimes, the right edition is really important, but not always.  In contrast to what someone said above, in lit courses I'm the most flexible, as I rarely assigned excerpted works, and I list everything by chapter or part on the syllabus.  That way, there are no page number problems.

[cc_alan]

I always thought it was spelled "indexes" but pronounced "indices."

I'm giving my PhD back.

<sneaks up behind you, grabs it, and runs>

Ha ha! I have a PhD! I have a PhD!

Can I list it on my cv/resume?

Mr. Dr. Alan

[msmicrobe]

MOM! <you all know the drawn out sign song two syllable summons kids use>

I'm tel-ling! He took smartypant's post hole digger and won't give it back!


<stands with hands on hips looking at alan>  You're so gonna be grounded! <sticks out tongue while Mom isn't looking>

[fosca]

I have a copy of the current text on four-hour reserve at the library, for those who don't want to buy it or have an earlier edition and want to compare the two to find any differences (which I recommend for those who want to go with the earlier edition).

It's more fun with online students; I had one inform me halfway through the semester that her text's chapters were apparently different from the course's, even though it was the same edition.  It turned out that she had purchased the text online (which had caused its own problems, since she didn't get it until a few weeks into the semester) and while it was in English, it was marked "For use in India and Pakistan only".  She asked me whether that could be the problem.  Um, ya think?

[polly_mer]

Like the other science folks, the material doesn't noticeably change for the introductory texts too frequently for the stuff I teach.  However, I assign a lot of end-of-the-chapter problems both in-class and as homework.  I say, "Look at the figure on p. X" and "Turn to the example on page Y".  It will be tougher for students to follow along with an older version of the book, although they seem to be mostly ok with the international cheap paperback versions of the book.  The fact that all three of the students who used the international version last semester earned no higher than a C was probably just coincidence...probably.


Alan?  Just because she doesn't want it right now doesn't mean you can take it.

MsMicrobe?  Nobody likes a tattletale.

Smartypants?  I will only process the return of your Ph.D. with a dated receipt and typed explanation of reason for return.