Intro
Indicators
Canvas Tools
Examples
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Resources

Introduction

The purpose of this standard is to encourage you to reflect on the cost to students for the materials used in your course. The cost of textbooks and other course materials creates a considerable barrier for many students, especially historically underserved students. In addition to risking failure in a course by not purchasing books, students may also delay taking classes, or take fewer classes at a time which increases their time to graduation and puts them at a higher risk of not completing their program of study. Using free open educational resources (OER) and other low cost materials increases academic success, improves student performance, and can shorten the time to graduation. A 2017 survey conducted in Washington state in which over 10,000 community and technical college students responded to questions asking about the cost of course materials revealed that:

44% of students have sometimes or often taken courses without materials due to the cost
37% took fewer classes due to the cost of course materials
38% did not register for a specific class due to the cost of course materials

Findings from the survey also included the following student-recommended iInstructional practices faculty should adopt:

Display the cost of required materials in the syllabus
Clearly indicate required vs. optional materials
Evaluate the usefulness of the required materials
Actively use free and open resources
Provide more digital access
Avoid costly homework websites
Do not require the newest edition

Before deciding which materials you will ask students to use in your course, consider how often they will be expected to use the resources, whether that use justifies the cost of the resource, and whether there is a free or lower cost alternative that could meet their learning needs equally as well. Gathering feedback and engaging students in conversation about the resources used in your course can also help guide your selection process.

Why it Matters to Students ...

X was hesitant to register for Medical Terminology because money is tight. Tuition is expensive and the added cost of buying textbooks and other course materials often means X has to take fewer classes or has to make really difficult choices between buying food and paying rent or going without the required materials for the course. It’s the first day of class and X is searching the course for information about the required text and where to purchase it. (4.4.a) X finds a list of books and materials in the syllabus but isn’t sure which ones are actually required. (4.4.b) After visiting the online bookstore, X thinks “there’s no way I can afford to buy all of these” and starts thinking about dropping the course. (4.4.b) Previous instructors have sometimes included links to free or lower cost alternatives to purchasing a book, but X isn’t finding anything like that in the syllabus. (4.4.c)

Consider This ...

How does cost factor into your textbook selection? When was the last time you checked the price for the required texts and materials used in your course?
How much are students expected to spend on textbooks and materials for your course? How might this cost present a barrier for students, especially historically underserved students? Are there free or lower cost alternatives that could meet students’ learning needs equally as well?
How frequently do you seek input from students about the quality, cost, and use of the materials required for your course?

Indicators Explained

The Indicators for Standard 4.4 are organized by Essentials and Next Steps. Click the menu bars below to expand and read about the Indicators in each section.

Essential

Meeting all Essential Indicators demonstrates that your course design includes the basic foundational elements that must be present for students to succeed in an online course.

4.4.a - Course includes information about the approximate cost of required course materials and links to the school bookstore or other purchasing websites.

Having timely access to the cost of textbooks and other course-related materials is critical for students and helps them make more informed choices about the cost of their education. Once you decide which materials you will require, consider how you will share that information with your students. Sharing basic information with students as early as possible about required materials, such as the name of the text, the edition of the text, the author’s name, and of course - the cost, is a great starting point. To further assist students in acquiring the required materials, also be sure to include links to your campus bookstore or other suggested purchasing websites. In addition to noting the cost of textbooks in the course listing as required by House Bill 1375, most instructors also include information about the cost of course materials in their syllabus or “Start” module. If your campus practices Week Zero, you may have an opportunity to share out textbook information before the quarter officially begins.

4.4.b - Course materials clearly distinguish between required and optional resources.

In addition to being cost conscious in your textbook and materials selections and sharing information about the estimated cost of those resources in a timely manner with students, it is also important to clearly mark which materials are required and which materials are optional so students understand exactly what they need to buy. Many students have limited budgets and frequently have to make critical decisions about whether or not to purchase textbooks and other course materials or to go without them in order to afford basic living expenses. Knowing which materials are required vs. optional helps your students plan their finances and make more informed choices. Information about required and optional materials is typically included in the syllabus but could also be highlighted in your “Start” module. If your campus practices Week Zero, you may have an opportunity to share out textbook information before the quarter officially begins.

4.4.c - Course includes links to equivalent course materials and technologies that are free or lower cost.

The cost of course materials can influence a student’s decision to register for, or stay enrolled in, a course. Most students are on a budget and they often have to make difficult decisions about whether to purchase textbooks and other course materials, or to go without in order to afford basic living expenses. If you're no longer requiring students to purchase a costly textbook and have already transitioned your course to OER or are using other low cost materials, you are not alone! Many instructors recognize that courses with free or low cost materials can result in significant savings for students. Even if you are still requiring students to purchase a textbook for your course, providing links to compatible free or lower cost learning resources for students who cannot afford to purchase the book is essential. Information about alternative free or lower cost materials is typically included in the syllabus or in your “Start” module, but could also be highlighted elsewhere in your course. For example, added to the corresponding learning unit/module or to the assignment corresponding to the content.

Next Steps

Meeting all Essential Indicators for this Standard combined with one or more of the following Next Steps Indicators demonstrates that your course design includes the basic foundational elements necessary for students to succeed in an online course plus additional elements that are intentionally designed to increase student success in your online course.

4.4.d - Course uses open educational resources (OER) and/or low cost materials in place of high-cost resources.

Using OER and low cost materials increases students’ access to course materials and removes the financial barrier many students experience due to the high cost of textbooks. OER has also been shown to have a positive correlation to improvement in student outcomes such as higher grades, lower withdrawal rates, and lower fail rates. Instead of requiring a high-priced textbook or other paid publisher content, consider exploring the wide variety of high-quality and affordable open educational resources that are available. If you’re interested in transitioning your course to OER be sure to check out the Washington 100 inventory that houses selected/peer-reviewed OER for the 100 highest enrolled courses at Washington community and technical colleges. Collaborating with colleagues, your campus librarian, or students is also great way to transition some, or all, of your course to OER or other lower cost materials. Many faculty also curate course packs consisting of OER, which is much less expensive for students than purchasing a textbook. As an added bonus, course packs can be easily updated simply by swapping out materials as needed.

In addition to helping to reduce textbook costs for students, using OER has the added benefit of deeply engaging you and your students in the teaching and learning process. As an instructor, OER allows you the flexibility to adapt and customize course materials to create a more personalized learning experience for students. When used in combination with open pedagogy practices, such as sustainable assignments, OER has the potential to transform your classroom.

4.4.e - Course includes information about the approximate percentage of use for all course materials and technologies.

Not having access to the necessary course materials can negatively impact a student’s success in your course and there is nothing more frustrating for students than having to purchase materials that they don’t end up needing or hardly use. The more information you can provide to students upfront, the better they can plan for the cost of course materials. In addition to being mindful when selecting materials, sharing information about the cost of materials, marking materials as required or optional, and linking students to free or lower cost resources, you can take the additional step of letting students know how frequently each of the required materials will be used. Having this information allows students with limited budgets to make more informed choices about which materials to purchase or not purchase for your course. Information about the approximate percentage of use for each material is typically included in the syllabus but could also be highlighted in your “Start” module. If your campus practices Week Zero, you may have an opportunity to share out textbook information before the quarter officially begins.

4.4.f - Course includes an opportunity for students to provide feedback on the quality, use, and cost of course materials

There is no better way to understand your students’ needs than to ask them for feedback and engage them in discussion about the quality, cost, and use of the required and optional resources in your course. Asking students to share their opinions can help you build a culture of feedback in your course. It can also help students connect more deeply and become more engaged in their learning. Let students know that their perspective is important to you and that you want to learn and grow from it. Explain that their feedback will help you make real-time adjustments to the course and also improve the course materials for future students.

Welcoming feedback from students and being transparent about how you will use that feedback builds trust between you and your students. When gathering feedback and engaging students in conversation about the resources used in your course, be sure to share back some of your important findings with them. There’s also no need to wait until the end of the course to ask for feedback, especially if your course includes multiple textbooks or other readings. Consider having students share their thoughts early and frequently, perhaps even after the use of each new resource.

Canvas Tools

These Canvas tools can help you meet this standard and make your work easier:

Syllabus: Use the Syllabus page to prominently display important information. For example, information about the cost of textbooks for the course.
Modules + Pages: Use a Page added to a Module to introduce information. For example, a module overview page with information about free or low cost resources.
Discussions: Use Discussions to help discuss and and give feedback. For example, a discussion asking students to discuss and provide feedback on the use of each material and its cost.
Rich Content Editor: Use the Rich Content Editor to add descriptive hyperlinks to your course. For example, using the Link icon to create hyperlinks to the campus bookstore or free or lower cost materials
Surveys: Use a Survey to gather feedback from students. For example, a survey asking students to provide feedback on the use of each course material and its cost.

Examples of Standard 4.4

Want to see how other instructors have applied this Standard in their course? Check out these examples!

Example 1

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Example 2

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Example 3

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Example 4

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Example 5

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Ways to Apply Standard 4.4

Need some ideas for how to apply this standard to your course? Try one of these!

4.4.a - Approximate cost and links to bookstore

(4.4.a) Add information about the approximate cost of course materials to your syllabus or “Start” module.

4.4.b - Marking optional and required materials

(4.4.b) Add information about optional and required course materials to your syllabus or “Start” module.
(4.4.) Add information about optional and required course materials to each module overview page in your course.
(4.4.) Add information about optional and required course materials to each assignment page in your course.

4.4.c - Links to free or lower cost materials

(4.4.c) Add links to comparable free or lower cost materials to your syllabus or “Start” module.
(4.4.c) Add information about free or lower cost materials to each module overview page in your course.
(4.4.c) Add information about free or lower cost materials to each assignment page in your course.
(4.4.c) Work on your own, with colleagues, or with your campus librarian to transition some, or all, of your course to OER or lower cost materials.

4.4.d - Use of OER or other low cost course materials in place of high-cost resources

(4.4.d) Visit the Washington 100 inventory to find selected/peer-reviewed OER for the 100 highest enrolled courses at Washington community and technical colleges. Adopt the materials for your course.
(4.4.d) Work on your own, with colleagues, or with your campus librarian to transition some, or all, of your course to OER or lower cost materials.
(4.4.d) Write your own textbook from scratch or customize an existing OER to fits your needs.
(4.4d) Curate a collection of student-created resources to share with your class and ask each new class to update the collection.
(4.4d) Ditch your textbook and curate a course pack of OER that students can purchase for a lower cost.

4.4.e - Percentage of use for each material

(4.4.e) Review your assignments and determine how frequently students are asked to use each resource in your course. If the percentage of use does not justify the cost, eliminate the resource or find a free or low cost alternative to replace it.
(4.4.e) Add information about the approximate percentage of use for each material to your syllabus or “Start” module.

4.4.f - Invitation to offer feedback on cost and use

(4.4.f) Add a survey to your course asking students to provide feedback on the use of each material and its cost.
(4.4.f) Add a discussion to your course asking students to discuss and provide feedback on the use of each material and its cost.
(4.4.f) Consider conducting a focus group with former students to discuss the use of each material in your course and its cost.
(4.4.f) Add an element to each assignment that asks students to share brief feedback on the corresponding resources.

Resources

Recommended Reading

Video: Affordable Instructional Materials (AIM) - Student Perspective by San Francisco State University
Journal Article: Textbook Broke: Textbook Affordability as a Social Justice Issue by Jenkins et al
OER Inventory: Washington 100 curated by WACTC OER advocates Colleen Sanders and Katherine Kelley

References

4.4.a - Approximate cost and links to purchasing websites

Chae, B. (2017). Affordable Cost for Class Materials. SBCTC Data Dashboard. Retrieved April 8, 2022, from https://tinyurl.com/wa-students-dash
Hanson, M. (2021, August 12). Average Cost of College Textbooks [2022]: Prices per Year. Education Data Org. Retrieved April 5, 2022, from https://educationdata.org/average-cost-of-college-textbooks

4.4.b - Marking optional and required materials

Chae, B. (2017). Affordable Cost for Class Materials. SBCTC Data Dashboard. Retrieved April 8, 2022, from https://tinyurl.com/wa-students-dash
Hanson, M. (2021, August 12). Average Cost of College Textbooks [2022]: Prices per Year. Education Data Org. Retrieved April 5, 2022, from https://educationdata.org/average-cost-of-college-textbooks

4.4.c - Links to free or lower cost materials

Chae, B. (2017). Affordable Cost for Class Materials. SBCTC Data Dashboard. Retrieved April 8, 2022, from https://tinyurl.com/wa-students-dash
Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E–Learning, (2). https://eric.ed.gov/?id=EJ992490
Hanson, M. (2021, August 12). Average Cost of College Textbooks [2022]: Prices per Year. Education Data Org. Retrieved April 5, 2022, from https://educationdata.org/average-cost-of-college-textbooks
Landrum, R. E., Gurung, R. R., & Spann, N. (2012). Assessments of Textbook Usage and the Relationship to Student Course Performance. College Teaching, 60(1), 17-24.
Whitford, E. (2018, July 26). Students sacrifice meals and trips home to pay for textbooks. Inside Higher Ed. Retrieved April 5, 2022, from https://www.insidehighered.com/news/2018/07/26/students-sacrifice-meals-and-trips-home-pay-textbooks
Jenkins, J.J., Sánchez, L.A., Schraedley, M.A.K., Hannans, J., Navick, N. and Young, J., 2020. Textbook Broke: Textbook Affordability as a Social Justice Issue. Journal of Interactive Media in Education, 2020(1), p.3. DOI: http://doi.org/10.5334/jime.549

4.4.d - Use of OER or other low cost course materials in place of high-cost resources

Chae, B. (2017). Affordable Cost for Class MaterialsSBCTC Data Dashboard. Retrieved April 8, 2022, from https://tinyurl.com/wa-students-dash
Hilton III, J., Fischer, L., Wiley, D., & Williams, L. (2016). Maintaining Momentum Toward Graduation: OER and the Course Throughput Rate. The International Review of Research in Open and Distributed Learning, 17(6). https://doi.org/10.19173/irrodl.v17i6.2686
Stout, K. (2016, July 26). The Role of Open Educational Resources in the Student Success Agenda: Huffington Post Blog. Achieving the Dream. Retrieved April 7, 2022, from https://www.achievingthedream.org/blog/16081/the-role-of-open-educational-resources-in-the-student-success-agenda-huffington-post-blog

4.4.e - Percentage of use for each material

Chae, B. (2017). Affordable Cost for Class Materials. SBCTC Data Dashboard. Retrieved April 8, 2022, from https://tinyurl.com/wa-students-dash
Hanson, M. (2021, August 12). Average Cost of College Textbooks [2022]: Prices per Year. Education Data Org. Retrieved April 5, 2022, from https://educationdata.org/average-cost-of-college-textbooks

4.4.f - Invitation to offer feedback on cost and quality

Chae, B. (2017). Affordable Cost for Class Materials. SBCTC Data Dashboard. Retrieved April 8, 2022, from https://tinyurl.com/wa-students-dash
Hanson, M. (2021, August 12). Average Cost of College Textbooks [2022]: Prices per Year. Education Data Org. Retrieved April 5, 2022, from https://educationdata.org/average-cost-of-college-textbooks
Jethwani, B. (2021, October 29). Why and How to Collect Student Feedback? Zonka Feedback. Retrieved April 7, 2022, from https://www.zonkafeedback.com/blog/why-and-how-to-collect-student-feedback
Shafer, L., & Bauld, A. (2017, November 2). Making Student Feedback Work | Harvard Graduate School of Education. Harvard Graduate School of Education. Retrieved April 7, 2022, from https://www.gse.harvard.edu/news/uk/17/11/making-student-feedback-work

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