Here's what readers had to say makes for a "good" teacher's manual, in rank order. Detailed Condorcet results after the fold.
1. Very detailed answers to casebook problems.
2. Thought-questions to prompt classroom discussion.
3. The casebook authors' comments on the assigned cases.
4. Short answers to casebook problems.
5. Teaching tips (what students find easy, difficult, etc.).
6. Sample syllabi.
7. Ideas for skills-based classroom exercises.
8. "Big picture" commentary on course structure.
9. Briefs of cases.
10. Course outline.
11. Powerpoint slides.
12. Sample final exams.
13. I don't use a Teacher's Manual, so it doesn't matter.
After the poll was live, in the comments and via direct mail, some readers said they also appreciated suggestions for further reading, large font, and explanations/rationales for topics reorganization or emphasis shift from one edition to the next.
The most important feature according to reachers -- detailed answers to casebook problems -- had been the most important feature according to our publisher's outside reviewers, too, based on the feedback my co-authors and I received after our manuscript was first accepted.
My initial reaction upon seeing the poll results was, "Phew. We have detailed answers to casebook problems." My subsequent reactions were, "Oh. I didn't expect that." I didn't expect, for example, that Powerpoint slides would rank so low on the list. I have many, many colleagues who don't like them and don't teach with them, but I thought more people would consider them an important option. I didn't expect that questions for class discussion would rank so high on the list, either.
One potential Teacher's Manual feature for which I had no preconceived ranking was skills-based classroom exercises. Most of us are aware of the Carnegie emphasis, but many of us (including myself) are a bit daunted by the challenge of crafting meaningful experiential exercises for classes of 80 and 100 students.
Other reactions to the poll results? Comments welcome.
| 1. Very detailed answers to casebook problems. (Condorcet winner: wins contests with all other choices) |
| 2. Thought-questions to prompt classroom discussion. loses to Very detailed answers to casebook problems. by 101–57 |
| 3. The casebook authors' comments on the assigned cases. loses to Very detailed answers to casebook problems. by 106–54, loses to Thought-questions to prompt classroom discussion. by 83–76 |
| 4. Short answers to casebook problems. loses to Very detailed answers to casebook problems. by 103–57, loses to The casebook authors' comments on the assigned cases. by 85–73 |
| 5. Teaching tips (i.e., the authors' opinions about what students find difficult, easy, etc.) loses to Very detailed answers to casebook problems. by 108–55, loses to Short answers to casebook problems. by 76–75 |
| 6. Sample syllabi. loses to Very detailed answers to casebook problems. by 119–44, loses to Teaching tips (i.e., the authors' opinions about what students find difficult, easy, etc.) by 92–60 |
| 7. Ideas for skills-based classroom exercises. loses to Very detailed answers to casebook problems. by 122–38, loses to Sample syllabi. by 76–74 |
| 8. "Big picture commentary" on the structure of the course. loses to Very detailed answers to casebook problems. by 127–35, loses to Ideas for skills-based classroom exercises. by 88–61 |
| 9. Briefs or summaries of cases. loses to Very detailed answers to casebook problems. by 122–35, loses to "Big picture commentary" on the structure of the course. by 78–77 |
| 10. An outline of the course. loses to Very detailed answers to casebook problems. by 140–20, loses to Briefs or summaries of cases. by 97–47 |
| 11. Powerpoint slides. loses to Very detailed answers to casebook problems. by 135–25, loses to An outline of the course. by 66–63 |
| 12. Sample final exams. loses to Very detailed answers to casebook problems. by 137–20, loses to Powerpoint slides. by 66–64 |
| 13. I rarely use a Teacher's Manual, so I don't care what's in it. loses to Very detailed answers to casebook problems. by 146–21, loses to Sample final exams. by 104–30 |
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