Textbook Transformation Project

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[UPBEAT MUSIC] ROBIN WITT: Think about how cool it would be. On day one of your course, every student has the book. They're ready to learn. SANDRA: I've actually been in classes where there were students that weren't in a place that they were able to afford really expensive medical textbooks and stuff. And it was kind of a bummer because those students just weren't able to thrive in the same way that other students were able to. So having access to zero-cost textbooks, I think it's more equitable. TARA JOHNSON: It's heart-wrenching to see a student at the beginning of the semester that you know is going to be less successful because they can't get it right away, or they just can't get it period. ANTHONY GUARACHA: Sometimes, students have sent me emails in a class that I hadn't adopted ZTC sharing that they weren't able to afford a textbook-- things are tight right now. And so that really resonated with me. And that's a plus for instructors, too, so that way they can-- the students can get started on the content and not have to worry and stress about whether that they can continue at the college. STEPHANIE: I was paying a lot of money. And then, I started going, whoa, I can only take one course at a time because it didn't allow me to finish up quicker by all this expense. PHATANA ITH: I think that the benefit for a student who is taking a ZTC class, first and foremost, is access. EMILY: I would say it's easy to access. I can access it on my phone. CHUNYAN: It saves me money, saves me time, makes me learn better and learn more. MARIA: It's more personal with the professor, versus a textbook. It's just like handed work-- like here you go, read it, and then kind of learn on your own. But with zero-cost textbook courses, I feel like you have more digging to do. SANDRA: I think I actually like it better than a traditional text because with the zero-cost textbooks, I feel like the professor really takes the care to really structure the material around the course. IAN JONES: Beyond just the money aspects and the frustration is also the fact that the professors that use ZTC tend to supplement their courses with more on-the-spot texts students need throughout the semester. So I think it changes the professor's pedagogy in a way that benefits students. CHARLES WILLIAMS: So there's this problem with diversity in the textbooks. And what the ZTC process allows you to do is to structure the course the way you want to structure it. You don't have to be concerned about the math and representation. You can just pick the best writers. JACKSON TROPP: I think there are a multitude of benefits to using ZTC materials for instructors. One, I think, is course design. Designing a course is a lot of work. But with ZTC materials, it can be less work, and it can feel more personal to you. Right? You can curate what you want based on the themes that you want to teach, based on your course outline record. Right? But you get to determine how you teach that material. ANTHONY GUARACHA: Also, looking at the data, being informed about the data how students who utilize ZTC have greater retention and success rates. SANDRA: You should use zero-cost textbooks.

[LAUGHS] CHUNYAN: If two sections are both available for me, of course I will choose the zero textbook. PHATANA ITH: In addition to the extrinsic reward of having your class listed as ZTC-- having the persuasive appeal of a student being drawn to your class because it requires less financial resource for them to take this class-- the very intrinsic reward is we're providing access and we're providing a legacy for a student to develop knowledge, hone in on their own power, and be that resource for them. STEPHANIE: The most important thing for me saving money of not buying texts was to help my children become students of a college and pay for their education. TARA JOHNSON: I think the hesitancy is more the unknown, that it's scary. But once you dive in, and once you do it and you see the outcomes for your students, you're like, oh, why didn't I do this sooner? MARIA: I would want more of them to do it because you can't be opposed to something you haven't tried. So if you give it a chance, and it plays out where students like it, then why not do it? ROBIN WITT: Zero-cost options are becoming more popular. And there's more and more options every day, so don't give up. JACKSON TROPP: I promise that once you get started, there are so many resources not only in the material, but in the people that you work with as well. HANNAH LUCAS: Check out what we're doing with the Textbook Transformation Project because we have really tried to create accessible, convenient, but also comprehensive course shelves now that make it so much easier to adopt. IAN JONES: I love Chaffey because there's the spirit of sharing and student-centric teaching here. So if we all band together-- share, promote-- we'll get there eventually.

[UPBEAT MUSIC]

Mission Statement:  

Chaffey College's Textbook Transformation Project is a faculty-led and faculty-inspired institutional commitment to expand Zero-Cost Textbook options, courses, GE pathways, and degrees that advocate for the success, retention, and generational achievement of students of color and all students.

 

Textbook Transformation Project Overview

 

What kind of course material are you using?

ZTC : Zero Textbook Cost

Course uses materials (textbooks, workbooks, articles, library resources, software/hardware, supplies, etc.) that are free to users. Total material costs for the course are $0.

Course materials that are open access through Creative Commons, OER, and courses that have no assigned materials fall under the ZTC model.

LCT: Low-Cost Textbooks

Course uses materials where the combined total cost of all required materials (textbooks, workbooks, articles, library resources, software/hardware, supplies, etc.) is $50 or less.

Traditional Textbook Model

(Textbooks &/Or Materials Above $50)

Course uses materials (textbooks, workbooks, manuals, software/hardware, supplies, homework websites, etc.) that amount to a total cost $50. 

Barriers to Access

(Access Codes/Publisher Subscriptions)

Course uses material through an access code/publisher subscription that allows access during a set period of time. If a student needs to pay fees to access a software platform to do coursework or homework, this counts as a cost. This does not fall under the "ZTC" model because they inherently create barriers to information. 

 

The Textbook Transformation Project has two ultimate goals:

1. To create ZTC degree pathways, to help students fulfill general education without material costs.
2. To support faculty in intentionally aligning many of our campus-wide equity initiatives, including:
   • Utilizing ZTC/LCT to advocate for the success, retention, and generational achievement of students of color and all students.
   • Selecting and creating accessible course materials.
   • Presenting a diverse representation of voices
   • Building in equity-based assessment tools by integrating ACEs/ILOs
   • Building material that meets the Universal Design of learning to facilitate a student-centered approach
   • Having materials that are transitional between multiple modalities. 

 

 

 

TTP COHORT 1 COURSES

The first Cohort of Textbook Transformation Project courses were chosen because they represent the highest impacted student enrollments. These departments have made ZTC/LCT commitments in support of equitable and successful outcomes for students, particularly those from historically excluded and/or disproportionately impacted communities. Cohort #1 includes BIOL 20, COMSTD 2, ENGL 1A, MATH 25, PSYCH 1, SOC 10, SPAN 1, GUID 2 AND GUID 3.