Carter: Keys to Success, 6/e



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Carter: Keys to Success, 6/e


Market Development Summary
Please note that all information included in this grid was current at the time of the instructor’s participation in development. Any subsequent changes in BIU, committee composition, etc., may not be reflected. The enrollment figure is the one provided by the instructor.
All instructor included in this summary reviewed Carter: Keys to Success, 5/e plus 6/e’s Revision Plan and sample material.

State

School



Name

Current Text

BIU at time of participation

(Selection)

Yearly

Enroll-ment

Market Development Activity

Chance for Adoption (CFA)/Quotes/Strategy

Arizona


Mesa CC
Janice Reilly

Ellis
(Individual Choice)

200+

Questionnaire

CFA: Very good. Reilly is very impressed with Carter and embraces all of its features: “A-. … I do like the layout of the material, Questions/Answers, Quick Start/Problem Solving exercises and it covers about all the material of the text I am using currently. Really liked the three hole punch too.” Reilly is reluctant to adopt because some of the Quick Start discussions seem more appropriate for a four year college than a community college “Yes recommend to colleagues. I have colleagues at the university, four year colleges who teach this course and I think it would be a good fit …This is a very good text …”

Criteria for evaluating texts:

A. Subject areas covered

B. Support materials for students and instructor

C. Flow of the text and layout



Strategy: Carter meets Reilly’s evaluation criteria and she really likes the text. Share the successful experiences of other community college instructors using Carter via this document, tabs, and quote file to turn her around.

California


CSU – Bakersfield
Dirk Baron

Gardner
(Committee – John Dirkse, Dirk Baron, Karen Stocker, Joanne Schmidt)

~800

Focus Group

CFA: Good (for him). Baron would describe Carter to his colleagues as “A good book that is comparable to what we are currently using. May be a viable alternative once 6th Edition comes out.” Baron prefers Carter’s treatment of learning styles to Gardner, “Carter is much larger and has more detail.” Baron supports the plan to augment SI “Would enhance a common theme throughout the book,” and believes that SI distinguishes Carter “Yes, compared to Gardner and Jewler.” When comparing the revised chapter to the reading/studying chapter in BIU, Baron says “It is a lot more extensive. Probably a good thing for such an important topic.”

Criteria for evaluating texts:

A. Content

B. Ability to include materials that are customized for our school

C. Price


Strategy: Baron rates Gardner a 3 on a 1-5 satisfaction rating. Clearly, he is on the fence. When asked about adoption, he says he is “More inclined. I am more familiar with its strengths. I appreciate the overall approach better.”

California


CSU – Bakersfield
Joanne Schmidt

Gardner
(Committee – John Dirkse, Dirk Baron, Karen Stocker, and myself)

~800

Questionnaire

CFA: Excellent (for her). When asked to make additional recommendations, Schmidt responds “I think the Carter text is more succinct and realistic about what can be covered in a quarter or semester system college or university. It is also a very dynamic, well written, very student friendly and accessible text in its language, visuals and assignments. There is a great deal that is offered to instructors and their students in the way of informative reading, real life biographical accounts, as well as numerous activities to choose from.” She is enthusiastic about all Carter features and she prefers Carter to Gardner every time she is asked to make a direct comparison.

Criteria for evaluating texts:

A. Interesting readings pertinent to being successful in college followed by hands on activities or homework assignments

B. Informative and practical approach strategies and assignments for skill improvements

C. Real-life excerpts from stories of successful, university-educated professionals and a personal journal type activity in each chapter for students to complete each week



Strategy: When asked what she likes least about Gardner, Schmidt responds “It is not as creative as the Carter text nor is it as student friendly as the Carter text. It [Gardner] is not as well written.” When asked about adoption, she says “Yes … a very well written and dynamic text for the First Year Experience course on my campus.” Schmidt is a Carter supporter; she can help bolster Baron’s support.

California


CSU – Dominguez Hills
Caron Mellblon-Nishioka

Ellis
(Committee: Andrew Long, Mary Lou Capel, Jamie Dole Kwan, Margaret Blue)

500+

Focus Group

CFA: Good. Mellblon-Nishioka is “More inclined” to adoption, “Had not considered it prior.” She likes SI theme “Absolutely. These are the major goals. We want students to learn how they learn and transfer this awareness to their studies in other classes.” She appreciates the get creative, etc exercises, “Again – it forces the student to focus on himself or herself as a learner. It is an active, engaging strategy. These are more personally analytical (than Ellis,)” the putting it all together section, the problem solving discussion “ It makes ‘Bloom’ levels meaningful,” and the study break segment “Extremely valuable.”

Criteria for evaluating texts:

A. Related materials

B. Online tutorials

C. Group interaction/study skills



Strategy: Mellblon-Nishioka rates Ellis a 3 on a 1-5 satisfaction rating. She likes Carter “A-. Covers the needed components of FYE text,” but she does not see a clear difference between Carter and Ellis. When you see Mellblon-Nishioka, share student feedback with her. Students can clearly differentiate between Carter and Ellis with Carter winning every time.


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