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[cc_alan]

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.

It might point to a lack of engagement in the coursework. As you wrote, having a different version/edition can mean a lot of extra work on the student's part which is the exchange for getting that less expensive (and different) version. Perhaps they didn't put in enough sweat to balance the money they saved!

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.

Phooey on all of you. I guess I'll have to return to roaming the clearance aisles for discarded degrees...

Alan

[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.

It might point to a lack of engagement in the coursework. As you wrote, having a different version/edition can mean a lot of extra work on the student's part which is the exchange for getting that less expensive (and different) version. Perhaps they didn't put in enough sweat to balance the money they saved!

Well, considering that those students had spotty attendance and refused to ask questions beyond "Is this going to be on the test?" level, I'm pretty sure that even the right version of the book would have not been too helpful to those students.

If you see a fancy Doctorate of Art History degree while you're in the clearance aisle, then pick one up for me.

[new_bus_prof]

I have a few students asking that the text is very costly, can we go an earlier version. I have sympathy for all the cost concerned students, but i am not sure how to respond. I have recently started teaching in US. The dept has given me the name and edition of the textbook. (it is not chosen by me) what should be the best response to such queries.

Getting an earlier edition makes the class even more work. As a student, you would be expected to compare everything in the earlier version to the required version, including new material, correct homework problems, etc. I understand textbooks can be expensive. That's why we chose to use this textbook, not 3x more expensive textbook XYZ. If I was an undergrad, personally I wouldn't want to create extra work for myself.

[wanna_writemore]

This semester, I offered my students the option of the previous (1st) edition for our textbook.  There's no reason for the second edition to be out so soon, and I already had a syllabus with the first edition's page numbers on it, so I left them in the syllabus and put them in parentheses (1st ed., XX-XX) when I added the new edition's page numbers.  I had already checked, though, and the editions are virtually identical - a few new page layouts and photos are the only real changes.

If I didn't happen to have the syllabus set for the first ed. AND know that the 2d. ed. was virtually identical, I would leave it to students to figure out the new page numbers and discourage them from using a different ed..

[sagit]

I uses the 3rd edition of a textbook for one of my courses.  The 3rd edition is significantly different from the 2nd edition (there are entirely new chapters).  I tell students this but sometimes someone will miss the point, I guess.  Last semester, well into the semester (more than half-way) a student finally realized that the reason she thought my homework questions were odd was because she was reading the wrong edition of the text.  At least she was appropriately apologetic for her error (homeworks are not graded for content - just for completion - so I had not caught the error myself).

Oh, and to the OP:
I think you said that your Department chose the book?  Great!   Just tell complaining students that it is not up to you - the department assigned the book.  It is up to them to determine if the new version is different than the old.

[biop_grad]

I'd say that based on my limited experience in General Chemistry, the content is rarely different enough that it matters at all except for homework.  I would simply tell students to photocopy the homework questions (only) for the new edition - which presumably would be less than 5% of the book ...

[kshenko]

Aside from having a copy on library reserve, I indicate in my syllabus that they are free to get earlier editions--at their own risk.

Specifically, I tell them that it is THEIR responsibility to: (1) ensure that what they buy is comparable in coverage; and (2) figure out the proper pages to read, based on the assigned topics for the day/week.  Also, I give them the following warning statement: If you are easily confused or flustered, you should obtain the current edition, since the Professor does not have any information on earlier editions.

Still, I get routinely get e-mails, asking me to tell them what pages to read...  SInce it's a lot more work for me, maybe I should stick w/ the library reserve and forget about older editions.

p.s., on textbook rental services...  My students tell me they rent a $85 book for $45 for 4 months. Hmmm.  Doesn't that seem a bit expensive?

p.p.s., Also, I occasionally get students who ask me if I can lend them my textbook.  I always find this question/request fascinating...

[karmann]

p.p.s., Also, I occasionally get students who ask me if I can lend them my textbook.  I always find this question/request fascinating...

I had taught for seven years at two schools without getting this request, and this year at my new school I've gotten it three times.  Even had one student insinuate that since my officemate and I both teach the course, we have at least two textbooks in our office, and thus it was only right for us to share one between us and lend the other him.  Seriously. 

[conjugate]

This is a problem in calculus.  I tell people about the Nth edition of <standard text>, which is about $200 new.  I have a few with (N-1)st edition, and a few with the Early Transcendentals version, and a few with the (N-1)st edition of the Early Transcendentals version.  I point out to them that I'm not responsible for the differences, although they should know this.

One problem is that the library doesn't actually have a copy to put on reserve, and I only have my desk copy.  Another problem that I have is that the next edition (usually no more than four or five years after the introduction of the last) has only a few cosmetic changes from the current edition, just enough to ensure that page numbers, section numbers, and homework problems don't match up.

There are open-source equivalents to many textbooks out there, and I might consider going with one of those except that I think it will be a long time before any open-source text gets widespread acceptance.  I believe that a department would be deeply concerned with a textbook committee that recommended an open-source text, for many reasons. 

There's an old saying in the computer world: "Nobody ever got fired for buying IBM."  I think this is the same with the traditional standard calculus texts like Thomas, Stewart, and so forth.  But that's why those texts cost over $200 new, and come out in new editions every few years with just cosmetic changes; because nobody has the guts (or the time) to create and champion an open-source alternative.

[msmicrobe]

One problem is that the library doesn't actually have a copy to put on reserve, and I only have my desk copy.  Another problem that I have is that the next edition (usually no more than four or five years after the introduction of the last) has only a few cosmetic changes from the current edition, just enough to ensure that page numbers, section numbers, and homework problems don't match up.

Whenever I adopt a new textbook, I get an extra copy from the publisher and deliver it to the library myself. The publishers I have worked with are more than happy to supply extra desk copies for UTAs and the like, and I always make sure to ask for one or two more for the library. It won't help you now with an out of date edition, but it's something to keep in mind for the future.

[kshenko]

...Even had one student insinuate that since my officemate and I both teach the course, we have at least two textbooks in our office, and thus it was only right for us to share one between us and lend the other him...

I see that attitude a lot.  When students make this particular request (that I lend them the textbook), they often seem surprised that I won't comply w/ their request.  In fact, some have actually said, "Can't you get a free copy anyway?" or "Can't you order a free copy for me?"

Maybe I can, but why should they, and nobody else, get free books?  Just because they asked, is that it?  I guess I'd never understand what they are thinking...

[gwydion]

p.s., on textbook rental services...  My students tell me they rent a $85 book for $45 for 4 months. Hmmm.  Doesn't that seem a bit expensive?

That may be so but the student needs to ask themselves if they intend to look at the book after semester ends.  If not then $45 is still cheaper than $85.  I can also get a book listed at $200 for $56 so it is certainly cheaper if you are only looking to use the book for the semester and never look at it again.

[fosca]

...Even had one student insinuate that since my officemate and I both teach the course, we have at least two textbooks in our office, and thus it was only right for us to share one between us and lend the other him...

I see that attitude a lot.  When students make this particular request (that I lend them the textbook), they often seem surprised that I won't comply w/ their request.  In fact, some have actually said, "Can't you get a free copy anyway?" or "Can't you order a free copy for me?"

Maybe I can, but why should they, and nobody else, get free books?  Just because they asked, is that it?  I guess I'd never understand what they are thinking...

I suspect it comes from high school, where the texts are free.  And each student is sure that they are the only person smart enough to ask the professor to borrow a text, so you should have no problem obliging them.

[european]

Why don't they just make copies?

[kedves]

p.s., on textbook rental services...  My students tell me they rent a $85 book for $45 for 4 months. Hmmm.  Doesn't that seem a bit expensive?

That may be so but the student needs to ask themselves if they intend to look at the book after semester ends.  If not then $45 is still cheaper than $85.  I can also get a book listed at $200 for $56 so it is certainly cheaper if you are only looking to use the book for the semester and never look at it again.

The relevant comparison is between rental and net cost after resale. 

In general, students "rent" most of their books because they re-sell them, when possible.  If a book is in its last year of use and availability before a new edition is adopted, it may be safer to rent.  But for my most expensive textbook this semester, the cost is about the same.  The bookstore price new is $101.
Lowest online price new $98 - highest sell-back price $56 = $42
vs. lowest online rental $44