Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Achieving the Dream's OER Degree College Panel

3,266 views

Published on

Last June, Achieving the Dream (ATD) announced the largest initiative of its kind to develop degree programs using high quality open educational resources (OER) at 38 community colleges in 13 states.  The program is designed to help remove financial roadblocks that can derail students’ progress and to spur other changes in teaching and learning and course design that will increase the likelihood of degree and certificate completion.  

Grantee colleges have been busy this summer and fall developing OER courses and planning the delivery of their OER Degree programs with cross-functional teams of stakeholders including faculty, librarians, administrators, and other staff.

  Grant partners Lumen Learning, the Community College Consortium for Open Educational Resources (CCCOER), and SRI International are providing technical assistance, community of practice, and research support to grantees

Come and hear from a panel of four college leaders on their early successes, lesson learned, and challenges ahead in rolling out OER Degree programs to students over the next few years. Topics include fostering faculty and administrator engagement, effective professional development, creating awareness among students, measuring outcomes, and creating sustainable policies.

Panelists:
• Clea Andreadis, Vice-Provost, Bunker Hill College, MA
• Mark Johnson, North Campus Language Arts Department Chair, San Jacinto College, TX
• Cynthia Lofaso, Psychology Professor, Central Virginia Community College, VA
• Carlos Lopez, Vice-President of Academic Affairs, Santa Ana College,

Published in: Education
  • Be the first to comment

  • Be the first to like this

Achieving the Dream's OER Degree College Panel

  1. 1. OER Degree College Panel Unless otherwise indicated, this presentation is licensed CC-BY 4.0 Nov 4, 2016, 3:15pm EST
  2. 2. Agenda • OER Degree Overview • Bunker Hill Community College • San Jacinto Community College • Central Virginia Community College • Santa Ana Community College • Questions
  3. 3. Welcome Carlos Lopez VP Academic Affairs Santa Ana College Mark Johnson, Dept. Chair English & Modern Languages San Jacinto Community College Moderator: Una Daly Director, CCCOER Guest Speaker: Richard Sebastian, ATD Clea Andreadis, Associate Provost Bunker Hill College Cynthia Lofaso Psychology Professor Central Virginia Community College
  4. 4. OER Degree Overview • Faculty have redesigned courses to use OER for an entire pathway leading to a degree or a CTE certificate. • Student savings up to 25% • Enhanced pedagogy • Learning & retention • Increased faculty choices • Growing open course repositories
  5. 5. OER Degree Examples • Virginia’s Z-23 Project (2015) • Achieving the Dream OER Degrees (2016) • California’s Zero-Textbook-Cost Degrees (2017)
  6. 6. Achieving the Dream • 38 colleges in 13 states (2016-2018) –Partners: Lumen, CCCOER, SRI International • Technical Assistance • Community of Practice • Research on outcomes (persistence, grades, completion) and cost analysis
  7. 7. Clea Andreadis Associate Provost
  8. 8. BHCC OER Degree Initiative Another revolution is brewing in Boston…. ✓ BHCC enrolls approximately 14,000 students. ▪ 67% students of color ▪ 57% Pell grant eligible ▪ 1,000 international students ✓ Grant focus on General Concentration Degree (over 4,000 enrolled students annually) ✓ At the end of the grant BHCC will offer over 80 sections of 32 different courses impacting at least 1,800 students each semester.
  9. 9. ▶ Provide opportunities for faculty to deepen their curricular development and broaden their technological skills. ▶ Develop OER that is aligned with BHCC’s institutional focus on culturally inclusive pedagogy and place based learning. ▶ Reduce textbook costs for our students and promote student success. Initiative has 3 goals
  10. 10. ▶ Strong cross functional leadership team in place ▶ Four cohorts of approximately seven faculty each will engage in the same scope of work, which will be divided into four phases – ◦ training, design, implementation and assessment ▶ Each cohort will participate in a set of professional development activities including a two-day OER Institute, and have access to resources which are housed in a Moodle course shell ▶ Once the course is built faculty will offer the course and then assess its efficacy. How are we doing it?
  11. 11. ❖ How do we drive students to OER sections? ❖ How should OER sections be identified in registration and other materials to promote enrollment? ❖ What will the business model be as we move forward? ❖ Identifying culturally inclusive material is posing a problem for faculty. Identified challenges – help wanted!
  12. 12. Questions? Great ideas? Clea Andreadis Associate Provost Bunker Hill Community College ctandrea@bhcc.mass.edu
  13. 13. Mark Johnson Department Chair, English and Modern Languages OER Degree Project Lead Known Unknowns: OER Degree Development First Six Months
  14. 14. OER Faculty developer expectations • What we did: we recruited faculty “cheerleaders” for change • What we didn’t do: we didn’t understand what these “cheerleaders” expected OER courses to look like • Our solution: we provided more workshops and one-on-one meetings between Lumen Learning and faculty developers
  15. 15. Access to OER in the Classroom • What we did: we thought we had enough computer classrooms during our pilot OER classes • What we didn’t do: we underestimated computer classroom availability, how our Wi-Fi load capacity would be taxed, and how expensive Wi-Fi load improvements would be • Our Solution: we’re intending to revamp our Interactive Learning Center to be our designated OER building
  16. 16. Equity and access to OER courses • What we did: we rapidly developed and adopted OER courses in order to scale a full associate degree in General Studies in about 6 months • What we didn’t do: we didn’t grasp right away how to make OER courses available to students who probably need OER the most • Our solution: we worked with our Student Services and Financial Aid offices to identify Pell Grant students and first-generation college students for reserved seats in OER courses
  17. 17. Cynthia Lofaso Psychology Professor
  18. 18. Central Virginia Community College Faculty Driven OER
  19. 19. CVCC Students • 6100 students • 32% receive federal or state financial aid • 52% from underrepresented populations • 30% dual enrollment • 67% part time
  20. 20. The Beginning • Faculty Driven • Biology OER sections • VCCS Z23 Grant • One-year grant to support the VCCS’s goal of scaling Z- Degrees to all 23 VCCS colleges • Developed courses for AA&S in General Studies and Business Administration • Unable to complete business administration due to Accounting class issues
  21. 21. Achieving the Dream • CVCC part of the VCCS consortium • Virginia Community College Consortium (Central Virginia Community College, Germanna Community College, Lord Fairfax Community College, Mountain Empire Community College, Northern Virginia Community College, Tidewater Community College) • CVCC participating as a research institute • Identified cohorts for comparison research
  22. 22. Grant Structure at CVCC • Faculty Stipends • Small stipend for faculty who are developing an OER course. • Faculty Training • Smaller stipend for faculty who take Pathways (OER training) and adopt an already developed OER course. • Professional Development
  23. 23. Short Term Impact • Courses • Spring 2016 – 10 courses, 19 sections • Fall 2016 – 16 courses, 33 sections • Students – 1001 unduplicated Since Spring 2016 • Cost savings of $150,000 plus for students
  24. 24. ATD Degree Goals • Certificate in General Education (1 year) • Associate of Arts and Science (AA&S) in General Studies (2 years) • Associate of Arts and Science (AA&S) in Science (2 years)
  25. 25. Obstacles • Faculty Training • Prep time – especially for adjunct faculty • Workload/time commitment • Lack of additional course materials • Mistrust of OER model • Specific course concerns • Modern literature • Accounting
  26. 26. Carlos Lopez VP Academic Affairs
  27. 27. Santa Ana College OER Initiative: Textbook Affordability Pathway – “TAP into SAC” •Large urban college in Orange County, California –60,000 students per year –79% students of color –66% Hispanic/Latin@ Hispanic Serving Institution –73% of incoming students are eligible for the California Community College Board of Governors Fee Waiver (BOGW) –Approximately 30% of students do not own a pc or tablet to complete their coursework
  28. 28. Santa Ana AtD OER •Create two Degree Pathways: Business and Liberal Studies Transfer Degrees •Build upon OER work started in 2011 –Now offering over 80 OER course sections serving over 2500 students per semester –Disciplines across business, communication, mathematics, performing arts, & sciences –1st Year Goal: Increase OER course sections to 120 per semester
  29. 29. Success Factors •5-Years of OER development and adoption –Excellent Partner in Lumen Learning •Faculty Champions •Staged incentives for faculty to develop or adopt OER •Regional OER Summit •Supportive Independent Campus Bookstore •Students can search schedule for OER sections •Digital Dons Laptop Loan Program
  30. 30. Challenges •Faculty buy-in in a few specific GE areas •Faculty concerns with students opting for OER tagged classes over traditional textbook classes •Coordinating the research work related to the AtD OER initiative given a new research structure at our college
  31. 31. Questions for Panelists
  32. 32. Thank you for joining us today! Una Daly, unatdaly@oeconsortium.org

×