2004 Summer Reading Program:
A Summary and Analysis of the
Student and Instructor Survey
By: Christopher Price
Feb. 2005
This report summarizes and analyzes a survey of students and instructors
about SUNY Brockport’s 2004 Summer Reading Program (SRP) and the
book selected, Nickel and Dimed by Barbara Ehrenreich. At the end of
the Fall 2004 semester, 592 students completed the survey on a scantron
form administered in their Academic Planning Seminar (APS) classes.
In December 2004 and January 2005, 67 instructors completed the survey
online using Angel (SUNY Brockport’s course management tool).
Both the student and instructor versions of the survey used a yes/no
question format. The instructor version of the survey included three
open-ended questions. (All responses to these questions are included
in Appendix A.) The student survey was completely anonymous. The faculty
survey contained identifying information but this information was not
used to compile and analyze the results. No faculty identifying information
is included in this summary. The results are included in the following
tables: students in Table 1, all instructors in Table 2, Fall 2004 APS
Instructors in Table 3, and all non-APS instructors in Table 4.
Almost all of the students (98%) and most of the instructors (79%)
received a copy of Nickel and Dimed. It also seems that most students
(78%) and instructors (84%) read the book. (Although the actual percentage
of instructors who actually read the book could be lower since the instructors
who did read were probably more likely to take the survey.) 81% of the
students claimed that they would not have been more likely to read the
book if they had been required to purchase it and 80% of the instructors
agreed that making students buy the book would not make them more likely
to read it.
Several questions were more specific with regard to Nickel and Dimed.
These results also show where students and instructors differ somewhat
in their opinions. While 93% of the instructors who read the book stated
that they found it informative, only 59% of the students had the same
opinion. And of those who did not read Nickel and Dimed, 54.5% of the
students versus 31% of the instructors stated that they would have been
more likely to read something on a different topic. The results of both
of these questions seems to suggest is that the content of the book
mattered more to students than to instructors. Students and instructors
also disagreed about whether the SRP should continue in summer 2005.
While 85% of instructors stated that it should continue, only 39% of
students indicated the same preference.
Student ambivalence about the SRP was not due to a lack of attention
to the book in APS classes as 65% of students responded that Nickel
and Dimed was incorporated into their APS section. (76% of APS instructors
indicated that they had incorporated the book into their course.) 56%
of students also claimed that the book had been discussed in other non-APS
classes while only 36% of the non-APS instructors stated that they had
incorporated Nickel and Dimed into their classes. The negative student
impression of SRP could also be due to the fact that only 28% of students
indicated they had discussions about Nickel and Dimed outside of class.
The 2005 SRP should therefore strategize about ways to incorporate the
book into the co-curriculum.
In contrast to students, the instructor response to the SRP was overwhelmingly
positive. This is especially true for the 21 APS instructors who completed
the survey. Out of the APS instructors, 100% read the book, 85% found
it informative, 86% incorporated it into their APS class, 86% did not
find the subject matter difficult to incorporate into APS, 76% were
comfortable with someone else selecting a book for their classes, and
86% responded that SRP should continue in 2005. The opinions of the
non-APS instructors were only slightly lower for each of these questions
with the notable exception of the question about comfort with others
selecting books for their classes – 61% stated that this would
make them uncomfortable. Instructors were also largely in agreement
about when the SRP book should be distributed – 85% responded
that the book should be mailed out in the summer and not given out during
orientation.
The open-ended instructor comments are very diverse. A common theme
that runs throughout the first question, which asked them about the
type of book most appropriate for the SRP, is that the book should be
relevant to the lives of students and accessible. However, a couple
instructors were displeased with the “domestic” and “backyard”
focus of Nickel and Dimed and would like to see the SRP more strongly
challenge incoming students preconceived notions about their lives and
the world. Others complained that the book was not “realistic”
enough and that students “saw right through it.” The comments
were evenly split with regard to the controversial and ideological nature
of Nickel and Dimed. While some respondents indicated that the SRP should
be more “balanced,” others expressed satisfaction about
the way the book provoked debate. A couple of the respondents indicated
that they would like to see the SRP address religious/spiritual issues.
As for improvements to the SRP, many of the instructors asked for more
events on campus related to the book so as to increases student interest.
Several specifically recommended that the college invite a speaker who
can speak to the topic of the book. Many of those who commented simply
suggested that the SRP should “choose a better book.”
The comments about ways to make it easier for instructors to incorporate
the book into their classes were different for APS and non-APS instructors.
The APS instructors suggested that there be more of an effort to show
that the SRP is valuable through providing specific lesson plans for
APS instructors as well as lectures and events. The non-APS instructors
were insistent that if the book does not address the subject matter
of their course that they would not change their course to make it fit.
Other instructors indicated that they teach predominantly juniors and
seniors who have not read the book.
Overall, the results of the survey show that the 2004 SRP was successful.
While students seemed to be divided about the book, they did read it
and were exposed to discussion in their classes. Instructors seem to
have bought in to the SRP – and especially the APS instructors.
Given these survey results, this report makes the following four recommendations
for the 2005 SRP:
- As with the 2004 SRP, distribute the book to all incoming first
year students free of charge over the summer.
- In order to increase student buy-in to the SRP, pay particular
attention to the type of book chosen. While students don’t have
to “like” the book, they should be challenged and engaged
without being “put off” by the book. Perhaps the letter
to students accompanying the book can indicate exactly why the book
was chosen.
- Make more of an attempt to integrate the SRP into the co-curriculum
(invite speakers, sponsor lectures, conduct debates, get residence
hall and other co-curricular staff more involved etc.)
- Provide more guidance to APS instructors on how to incorporate
the book in their classes using lesson plans, materials, other books
etc. Encourage non-APS faculty to incorporate the SRP book into their
classes and make these materials available to them as well.
Table 1: Students
| Survey Question |
Total Responses |
Total Yes (%) |
Total No (%) |
| 1. Did you receive a copy of Nickel and Dimed
in summer 2004? |
592 |
578 (98) |
14 (2) |
| 2. Did you read Nickel and Dimed last summer? |
591 |
459 (78) |
132 (22) |
| 3. If you did read Nickel and Dimed (answered
“Yes” for Question 2 above), did you find the book informative? |
489 |
289 (59) |
200 (41) |
| 4. If you did not read Nickel and Dimed (answered
“No” for Question 2 above), would you have been more
likely to read a book on a different topic/subject? |
198 |
108 (54.5) |
90 (45.5) |
| 5. If you had been required to purchase Nickel
and Dimed on your own, would you have been more likely to read it? |
578 |
110 (19) |
468 (81) |
| 6. Has Nickel and Dimed been discussed in your
GEP 100 (APS) class? |
590 |
381 (65) |
209 (35) |
| 7. Excluding your GEP 100 (APS) class, has Nickel
and Dimed been discussed in any of your other classes? |
592 |
333 (56) |
259 (44) |
| 8. Have you had any discussions of Nickel and
Dimed outside of your classes – in residence halls, with other
students, with faculty, etc.? |
592 |
166 (28) |
426 (72) |
| 9. Should the College continue with the Summer
Reading Program next summer? |
586 |
226 (39) |
360 (61) |
Table 2: All Instructors
| Survey Question |
Total Responses |
Total Yes (%) |
Total No (%) |
| 1. Are you an Academic Planning Seminar (APS)/GEP
100 instructor for the Fall 2004 semester? |
67 |
21 (31) |
46 (69) |
| 2. If you are NOT an APS/GEP 100 instructor,
do/did you teach a course with a majority of freshman students (greater
than 50 percent) during the Fall 2004 semester? |
47 |
21 (45) |
26 (55) |
| 3. Did you receive a copy of Nickel and Dimed? |
67 |
53 (79) |
14 (21) |
| 4. Did you read Nickel and Dimed? |
67 |
56 (84) |
11 (16) |
| 5. If you did read Nickel and Dimed,
did you find the book informative? |
55 |
51 (93) |
4 (7) |
| 6. If you did not read Nickel and Dimed,
would you have been more likely to read a book on a different topic/subject? |
13 |
4 (31) |
9 (69) |
| 7. If students were required to purchase
Nickel and Dimed on their own, do you think they would be more
likely to read it? |
61 |
12 (20) |
49 (80) |
| 8. If you are an APS/GEP 100 instructor Fall
2004, have you incorporated Nickel and Dimed in your APS/GEP
100 class? |
25 |
19 (76) |
6 (24) |
| 9. If you are an instructor for any class (other
than APS/GEP 100), have you incorporated Nickel and Dimed
into your classes (excluding APS/GEP 100)? |
42 |
15 (36) |
27 (64) |
| 10. Did the subject matter of Nickel and
Dimed make it difficult for you to incorporate the book into
your classes? |
57 |
19 (33) |
38 (67) |
| 11. Are you comfortable with someone else selecting
a book for one of your classes? |
57 |
30 (53) |
27 (47) |
| 12. Should we continue with the Summer Reading
Program during summer 2005? |
66 |
56 (85) |
10 (15) |
| Survey Question |
Total Responses |
Summer (%) |
Orientation (%) |
| 13. When should the Summer Reading Program book
be distributed |
60 |
51 (85) |
9 (15) |
Table 3: APS Instructors
| Survey Question |
Total Responses |
Total Yes (%) |
Total No (%) |
| 3. Did you receive a copy of Nickel and Dimed? |
21 |
21 (100) |
0 (0) |
| 4. Did you read Nickel and Dimed? |
21 |
21 (100) |
0 (0) |
| 5. If you did read Nickel and Dimed,
did you find the book informative? |
20 |
17 (85) |
3 (15) |
| 7. If students were required to purchase Nickel
and Dimed on their own, do you think they would be more likely
to read it? |
21 |
0 (0) |
21 (100) |
| 8. If you are an APS/GEP 100 instructor Fall
2004, have you incorporated Nickel and Dimed in your APS/GEP
100 class? |
21 |
18 (86) |
3 (14) |
| 9. If you are an instructor for any class (other
than APS/GEP 100), have you incorporated Nickel and Dimed
into your classes (excluding APS/GEP 100)? |
4 |
2 (50) |
2 (50) |
| 10. Did the subject matter of Nickel and
Dimed make it difficult for you to incorporate the book into
your classes? |
21 |
3 (14) |
18 (86) |
| 11. Are you comfortable with someone else selecting
a book for one of your classes? |
21 |
16 (76) |
5 (24) |
| 12. Should we continue with the Summer Reading
Program during summer 2005? |
21 |
18 (86) |
3 (14) |
| Survey Question |
Total Responses |
Summer (%) |
Orientation (%) |
| 13. When should the Summer Reading Program book
be distributed? |
21 |
17 (81) |
4 (19) |
Table 4: Non-APS Instructors
| Survey Question |
Total Responses |
Total Yes (%) |
Total No (%) |
| 2. If you are NOT an APS/GEP 100 instructor,
do/did you teach a course with a majority of freshman students (greater
than 50 percent) during the Fall 2004 semester? |
46 |
20 (43) |
26 (57) |
| 3. Did you receive a copy of Nickel and Dimed? |
46 |
32 (70) |
14 (30) |
| 4. Did you read Nickel and Dimed? |
46 |
35 (76) |
11 (24) |
| 5. If you did read Nickel and Dimed,
did you find the book informative? |
35 |
34 (97) |
1 (3) |
| 6. If you did not read Nickel and Dimed,
would you have been more likely to read a book on a different topic/subject? |
11 |
3 (27) |
8 (73) |
| 7. If students were required to purchase Nickel
and Dimed on their own, do you think they would be more likely
to read it? |
40 |
12 (30) |
28 (70) |
| 9. If you are an instructor for any class (other
than APS/GEP 100), have you incorporated Nickel and Dimed
into your classes (excluding APS/GEP 100)? |
37 |
13 (35) |
24 (65) |
| 10. Did the subject matter of Nickel and
Dimed make it difficult for you to incorporate the book into
your classes? |
36 |
16 (44) |
20 (56) |
| 11. Are you comfortable with someone else selecting
a book for one of your classes? |
36 |
14 (39) |
22 (61) |
| 12. Should we continue with the Summer Reading
Program during summer 2005? |
45 |
38 (84) |
7 (16) |
| Survey Question |
Total Responses |
Summer (%) |
Orientation (%) |
| 13. When should the Summer Reading Program book
be distributed? |
39 |
34 (87) |
5 (13) |
Appendix A: Comments Submitted by Instructors
- What kind of book is most appropriate for the Summer Reading Program?
APS Instructors:
- A book related to college issues. Nickel and Dimed was flawed
in this regard.
- Short, paperback, controversial
- Current and provocative.
- Contemporary issues definitely...something the students can
relate to. Many of my students absolutely hated this book, the
condescending tone of the author, coupled with the students' general
lack of understanding or compassion for America's poor did little
to open their minds to the crisis our country faces. It's a shame
that this book did more to alienate students that to get them
involved. A book based on 'real' research as opposed to her 'experiments'
would go much father in meeting the goals of this program. What
about 'Fast Food Nation' or something along those lines?
- Topical issue books or novels that have sparked debate nationally
or internationally
- Topical books reflecting current events and issues of importance
to society at large (say, on whether or not Social Security should
be preserved in its current form)
- The guidelines used for selection were fine, in paperback,
etc. If most appropriate means popular, i.e. students will read
it, it has to be a popular book. The story told should be engaging,
something that people will want to read and finish.
- One that is somewhat controversial, but at the same time is
not dogmatic in its approach
- Something that is reasonably current, that has multiple levels
of meaning, that has multiple subjects, themes, and something
designed for a 'general' reading public. Something like Henry
Louis Gates' 'Colored People', which looks at family, race, faith,
coming of age, etc.
- I thought controversial books like the one chosen are appropriate.
- An easily accessible book. A topic that allows discussion.
- A book that is more realistic. A book that covers poverty as
well as other issues, such as ethnicity and sexual preference.
Non-APS Instructors
- Something on social issues, like the one you had selected.
I didn't know to incorporate it - this is new to me. The next
time the opportunity arises, I will incorporate the summer reading
into my Intro to Dance Class.
- A book that is perhaps less ideological in its perspective.
For example, Garry Wills' Lincoln at Gettysburg would make an
excellent choice. A book of this nature which operates at a high
intellectual level would be most appropriate.
- I know of the book and think it was a WONDERFUL choice. I wish
I had had the time to read it, maybe I'll get to it this summer.
I don't think you should pick a book based on the degree to which
it might fit into classes. Pick a good book and yes perhaps ask
that the APS teachers discuss the book. It would be too redundant
I think if all of my classes talked about the same book
- For next year I would recommend a novel.
- One with a broader portrait of human existence, preferably
fiction with a universal theme that applies to many facets of
adult life. If this has to be a contemporary text, one such as
Life of Pi by Yann Martel would be great. Or, while, we're at
stuck in this 'moral values' rut, Cider House Rules by John Irving.
It was difficult, or near to impossible to work this book into
Ancient World Art. It felt like a choice for a technical or community
college - if you don't earn a degree, here's what will happen.
The fact is, it will happen to them even with a degree, and doesn't
provide them with the solace that an education provides precisely
what any (even a high paying) job can't - peace of mind, a real
value system, and the ability to educate oneself as life goes
forth.
- One that is balanced in that it provides a variety of viewpoints.
For example, highly-partisan books (Franken, Limbaugh, Coulter,
Moore) are problematic, unless students read one book from each
perspective (and even that only invites two perspectives). For
example, a better book on the same subject as Nickel & Dimed
would be 'The Working Poor : Invisible in America,' by David Shipler.
This book is willing to approach the topic in a way that sometimes
puts it at odds with both left and right perspectives. That's
much more democratic and much more likely to encourage students
to think about the issue in a way that is more complete.
- One that is not political.
- Pick a book that does not flagrantly offend the religious sensibilities
of a large number of people. And no, I am no red state zealot.
- A more realistic book from both sides of a viewpoint. Nickel
and Dimed had one person 'pretend' they were living on basic jobs
that required no significant job skills and tried to say it's
society's problem when a person has a choice to work for minimum
wage based on past decisions that affect them.
- Something that encourages students to think about relevant
social issues.
- Something less narrowly focused on the USA and its 'underclass'
than Nickel & Dimed. I suspect most of our students already
knew that working as a waitress or a salesperson 'sucks', and
did not have to have their noses rubbed in the dirt by this unpleasant
book. I also think that they are too ethnocentric already, and
should better read something that relates to other parts of the
world rather than confining them to their own backyards.
- Ehrenreich’s 'Nickel and Dimed' is perfectly fine. While
some may think that it is too politically left of center, I thought
it was right on target. It is a very readable and interesting
book. Even students who are working at low wage part-time jobs
give very little thought to the nature of poverty in our country.
This book is an eye-opener!
- Contemporary social, economic, political issues
- Hard to say. Something what would capture the imagination of
young people. I prefer fiction, I believe, but something with
relevance to modern societal issues.
- Something that demonstrates cutting-edge thinking. Beyond whatever
topic the book is about, I hope the SRP can help students learn
to look at things from a new perspective
- NICKEL AND DIMED was an excellent choice.
- Amazing Grace (Kozol, 1995) is an excellent book and was under
consideration last year. I have taught GEP 120 in prior semesters
and used Amazing Grace successfully in my course as a reader/social
conscious raising device. There are just too many books to list
-- but basically -- something controversial seems best. Atwood's
'The Handmaid's Tale’ comes to mind as a good study of gender
presented from a science fiction point of view, and something
the students might find appealing.
- A book that addresses them. A good first choice. Perhaps one
that deals relates to our typical freshman - Catholic from a small
town or suburb. Although I am not religious, I think we need to
address that side more often. It's too bad that this year's selection
didn't deal more with politics - e.g., 'The Natural'. Some year
there should be a science selection.
- Something accessible to the average incoming student. Something
that isn't overtly cynical.
- I thought that the book was a good choice--I read it in a day,
although it would have been equally easy to read it in short bites.
It was 'easy reading', with possibilities for overlap with many
subject areas in courses.
- One that challenges them to think critically and/or is a piece
of great literature with an appropriate theme.
- Something that will relate to the student's lives. Not technical.
Something that could be integrated from different viewpoints.
- A book that is not written to push a particular agenda: political
or social. If this type of book is chosen - then two books, one
from each perspective should be provided. Ideally, the book should
be an example of great writing. Perhaps a historical novel that
has won one or more awards, or has been on the best sellers list.
- From my perspective as a sociology prof, the Ehrenreich book
is perfect--it ties in easily to elementary sociological concepts,
it's simultaneously germane to students' everyday lives (they
all shop at wal-mart, most have had low wage jobs at one point
or another), and it's written in a light, engaging style.
- What improvements do you think should be made to the Summer Reading
Program?
APS Instructors:
- Choose a better book.
- Establish a database of discussion questions and exercises
to leverage ideas of teaching staff.
- I think that it was nice that the students had the opportunity
to hear the author speak (UB). I think this is a good follow up.
Perhaps it might be helpful in the future to have the author speak
at Brockport.
- Pick a book that is intended for a larger audience or a younger
audience, this book was written to inform the wealthy about the
poor, that was a major flaw. The students saw through it. They
know the poor would never read this book and this book would do
nothing to help them. All it did was get them very pissed off
at the author.
- More pressure put on students to do something with the book
- either at orientation or through APS.
- Select a book with literary merit, a book that doesn't have
an 'obvious' theme, a book that isn't so blatantly political (likely
a big turn-off for most 18 year olds).
- Have students involved in the selection process?
- The discussion of the course needs to be embedded somewhere
in the curriculum, and not APS. I think it should be the focus
of every writing course.
- Instructor guide for APS instructors was helpful this time
but not necessary with the book. Perhaps a reading guide for the
students who receive the book.
- Have more people involved in selecting the book from diverse
backgrounds.
Non-APS Instructors:
- Less elitism on the part of the faculty.
- Post some background information concerning the text: why it
was chosen, author's background, cultural historical background
- If there is widespread use of the book, it would be good to
hear about it through Statements or other venues. It has been
very quiet this semester. Based on feedback from this survey,
you can determine if there is sufficient justification for continuing
the SRP. If I had to say yes or no right now, based on not much
awareness of how the book was used inside or outside of the classroom,
my answer would be no.
- Organized reading groups throughout the fall, asking pointed
questions about each chapter, a meeting of many minds, so to speak.
Perhaps each week's session could be led by a faculty member on
their specialty or the thing that most interested them about the
text.
- I don't think it's a particularly valuable idea at all.
- Have some attempt at providing a balanced point-counterpoint
approach. Perhaps two books on the same team; more use of a debate
format with prominent speakers, etc.
- I think it's not quite understood what you want, and maybe
it's because I'm new here, the faculty and staff to do with the
material. What is the purpose and goals you want to achieve with
it?
- I would have students purchase the book rather than the College.
- Provide students with a list of possible books to read, not
just one. Include a couple of literary classics, a couple of philosophical
works, something on international affairs, something on the history
of higher education, and maybe more. Urge the students to read
several items on the list.
- Series of lectures, discussions groups, other events needed
- Some workshops on how to use the book in various classes.
- I think a copy of the book should be sent to each incoming
student during the summer, with a letter explaining the expectation
that they read the book.
- Maybe a listserve or chat room about the book
- Stronger administrative/college wide commitment in incorporating
the selected reading into the curriculum would be great. But really
-- even if commitment wanes -- there is very little negative that
can come out of asking freshmen to read a book.
- A good start. I think that APS needs to be graded and uniformly
have academic expectations - it's an awkward laughing stock at
the moment. Make it a real freshman seminar - even if constricted
to 1 credit. But now with most students taking remedial courses
and APS, their freshman year is not a true college semester and
doesn't do much to break the high school mentality. Perhaps the
Summer Reading Program can do more to break that and return us
to a mature program. The SRP selection needs to be more explicitly
connected to the idea of general/liberal education.
- Different book. Better incorporation into APS classes. Better
incorporation into freshman classes overall.
- Professors and other staff who are directly related to this
program need to work together in order for it to work. All people
need to be on the 'same page.'
- Make it required for the APS instructors to teach it and to
have a written paper assignment. If it is not part of that class,
it should not be continued
- Great Concept! Keep it up.
- It's not hard for me to imagine a book being selected that
didn't tie in well to the material covered in my SOC 100 course.
In such a case, I would be inclined not to try and force the issue,
assuming that students would deal with it in other classes where
it was more germane.
- Notifying new faculty.
- What would make it easier for you to incorporate the Summer Reading
Program book into your classes?
APS Instructors:
- Specific lesson plans for APS instructors rather than vague
suggestions
- I was only able to devote a small portion of 1 APS class to
it. The amount of material being covered in the APS class makes
it difficult to squeeze another thing in. Based on feedback from
students, they didn't see it was not as important as some of the
other issues.
- Related lectures and events on campus that can be incorporated
into the APS curriculum would be great. This seemed like a very
'token' effort to talk about a very important issue. The college
needs to make a stronger commitment to this if it's going to continue.
IT has potential, but additional programming is needed to get
the kids more involved personally in the issues we raise with
them.
- If the subject matter is of direct interest to the students,
given their inclinations and career desires.
- Select a topic that fits (I know this is impossible to do for
all courses).
- I might not be able to incorporate a book unless it was in
an APS course.
- A lecture or two, even by Brockport faculty, about aspects
of the book, or a panel discussion during orientation. That would
also raise the academic content and focus of orientation.
- Having both Freshmen and incoming transfer students read the
book so that it can be incorporated into the Fall entry level
courses
- I have incorporated the Summer Reading Program book into my
class. I would suggest that the book be more informative and realistic.
Non-APS Instructors:
- The substantial number of readings in my courses are set in
stone and generally cannot be changed, nor is their time to add
others. I teach a specific subject matter. I can never incorporate
books selected by others. Expecting anyone to do so is silly.
- Nothing, if the book fits I'll incorporate it, if it doesn't
I won't. This should not be the criteria on which a book is chosen.
- Knowing that my students had read the book
- The topic of struggling to survive on a minimum amount of income
fit into one of the themes of my course. Keep the topic or theme
general enough so that it is useful across the curriculum.
- First of all, knowing that is what you want me to do with it.
I teach seniors, which I think the material is very important
for all students, not just freshmen to know. In fact, the seniors
are probably more aware of the issues you’re trying to raise
with this program.
- Nothing, really, because I currently teach almost exclusively
juniors and seniors.
- My course is a natural science course that does not really
mesh well with Nickel, etc.. A book addressing the societal impact
of science, its use and misuses might be relevant, but I can't
think of any at this point.
- I was able to include a brief discussion of the book in my
Intro to Anthropology course when we got to a discussion of social
class and caste, toward the end of the semester.
- Obviously, content relevant to the type of class I teach.
- I should not have taken this survey. I only teach upper division
classes. There should be a way to indicate this early in the survey
and a way to exit. The summer reading program seems like a good
idea and feedback is good to get, but mine is useless.
- Related readings
- The knowledge that each student knows what I'm talking about,
that they've heard about the program and that they've received
a copy of the book with a note explaining the expectation that
it be read before school starts.
- Give me a copy of the book and ample time to read it
- To know early enough to order it for fall classes. I'll choose
on a year-to-year basis depending upon how the selection fits
into my course's themes.
- Because I teach physical science courses that have no freshman,
I would be unable to use any book that is chosen--but I will continue
to read them!
- I teach only one course, a rather technical one in sensation
and perception. It is difficult to imagine a summer reading book
that would fit very well into that context. Beside, I almost never
have freshmen in that course.
- I would have to decide on a case-by-case basis whether it was
appropriate.
- I teach a performance class, so it is difficult. But I was
looking for a script for 'Nickel & Dimed' to integrate into
the women's center's activism conference.
- If I was teaching freshmen, I would definitely try to incorporate
the book.
- Being notified of the summer reading program. I still have
no idea what Nickel and Dimed is.
