When we met in small groups last year, many instructors said they wished the textbook had a brief introductory chapter letting students know why they are in 1120 and explaining what will be asked of them. I've taken a run at a draft and would be grateful for any feedback. Is this the sort of thing you're looking for?
You can read it here. You may have to log in to see it.
I'm used to having my work edited and probably won't get my back up or be hurt by constructive criticism. I really welcome collaboration on this project.
I'm going to try this chapter out on my 1120 students this week and will let you know how that goes. If you do the same, will you let us know how it worked in your class?
Catherine- I think you've done a wonderful job writing this section. It includes all the elements I try to hit on when introducing the relevance and purpose of this course to my students. The style and tone are respectful and accessible. I enjoyed reading it very much -- congrats on this accomplishment!
Thanks, Susan!
I had my students read the draft as homework, and then today I gave them a brief, anonymous survey asking whether they'd learned anything from it that they didn't already know, what they thought of the tone, how long it took them to read it, and any other comments. I didn't tell them I had written it. I told them the department is working on a new version of the book, and they'd be helping future students out if they offered constructive criticism.
The response was surprisingly positive. I can show y'all the surveys if you're interested. They said they felt like they got why they were studying this now and had some sense for what would be asked of them in the course. They said they felt encouraged and did not feel talked down to. A couple of people specifically mentioned liking the hockey analogy. :)
So that was nice. But it's really true that I want to hear what else you'd like an intro to accomplish, if there's something this one's not doing.
I second Susan's entry. I love it. It is succinct, accessible, and covers all of the points I try to cover during the first week of class. Thank you!
I also like the hockey analogy and the examples you used throughout the piece.
I like this draft as well. I had my students read it in class today and to consider the tone and whether it was informative. No one volunteered any specific comments (it was 8 a.m., so maybe that was part of it), but when I asked them to raise their hands if they would give it at least a 7 out of 10, nearly all of them did, and no one raised their hand for a 5 out of 10 or below. So not the greatest feedback ever, but something anyway.
Thanks, Gwen. That sounds like sort of a vote of confidence. :)
I made a very brief survey anonymous about it I'd be glad to share with anyone whose students are reading it.
Agreed about it being succinct, accessible, and awesome. I particularly liked the academic-vs.-high-school section. I feel like the chapter does a couple of really essential things: it sets a tone that accurately reflects the expectations of the course (and college generally), and it dispels some of the unhelpful notions freshmen bring into the class.