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TYCA-WEst 2016
- 1. Carpe Momentum: Curricular Design Open Educational Resources Social Action Justin Jory & Marlena Stanford Salt Lake Community College
- 2. Composition Curricular coherence Professional development Tiered labor system Diverse theories & pedagogies among faculty Diverse interests & goals among students Reductive notions of faculty development Lack of monetary support Curricular development a TTF responsibility Difficulties with scheduling and collaborating
- 3. O E R Open educational resources are gaining traction in higher ed and writing studies As a movement, OER is about reducing $ barriers and improving access for students 5R’s of Openness: Retain, Reuse, Revise, Remix, Redistribute How could we make OER work for composition? Open educational resources are experiencing a moment at SLCC #1 reason students cite for dropping out = financial cost of education OER at SLCC has saved students over $2,000,000 in textbook costs to date Students enrolled in OER sections pay $5 course fee in lieu of textbook fee
- 4. Open English @ SLCC Curricular coherence Professional development Tiered labor system Designed OERs around threshold concepts: ● Shifted discourse to conceptual level ● Provided a shared and flexible theory of writing for faculty and students Invited participation in Open English project: ● Prioritized staffing around the project ● Reduced PT faculty from 70 to 44 O E R Necessitated/incentivized collaboration: ● Exercise in applied rhetorical work ● Led to ongoing professional collaborations meetings
- 5. Valuing Faculty Expertise, Student Engagement and Community Issues Through Locally Developed Texts
- 6. Curating V. Creating The Open English @ SLCC Committee’s Philosophy: Curate resources for program use that meet our mission and current goals for the program, but focus energy on creating new texts that are appropriate for our local context. Aims of our core texts: Engage Program Goals Engage OUR students Engage Community Issues
- 7. Creating Texts to Engage Program Goals Core texts help students encounter our program’s threshold concepts: “Language Matters: A Rhetorical Look at Writing” “Writers Make Strategic Choices” “Personal Literacy and Academic Learning” “You Will Never Believe What Happened!--Stories We Tell”
- 8. Creating Texts to Engage OUR Students Supporting texts work to bring in subjects/situations that are part of Salt Lake Valley’s cultural fabric: “The Elizabeth Smart Case: A Case Study in Narrativized News” Supporting texts also help students learn who come from diverse literacy experiences/proficiency levels: series of micro-texts on rhetorical concepts
- 9. Creating Texts to Engage Community Issues Supporting community initiatives within our program: service learning, writing for social justice, etc. “Writing in the Community” Place-based writing curricula--students will add their own texts to the reader
- 10. Additional Considerations Offer stipends for writing work and build it into the tenure and promotion system in our department Create with use in mind; apply design thinking Use multiple modes and genres
- 12. Discussion How might you remix or revise this text for your use in your institution’s composition program? What values and unique characteristics shape the local context of your institution, writing program, and composition curriculum? How might you use an OER project to engage those values and unique characteristics?
Editor's Notes
- The title of our presentation is Carpe Momentum: Curricular design, OER, and Social Action. Really, though, this is a presentation on the challenges that composition faces at 2-year colleges. In this presentation, we are looking at fyw as a site -- or moment -- for action. A moment to challenge the expectations of both faculty and students who teach these courses and move through them each year. The primary method of action, the primary way to engage the challenges that composition faces that is, is through curricular design. So, what exactly are these problems?
- How do you address these? Particularly in a system that’s in some ways completely undercuts efforts at improvement in any of these areas? Seize the moment. OER at SLCC
- OER’s national traction and thus funds. You seep OER in the national spotlight in government funded projects like its #GoOpen campaign (K-12) and in projects like OpenStax as well as the very large money pots held by organizations like the Hewlett foundation. Also visible in writing studies in projects like The WAC Clearinghouse, WritingSpaces.org, and Writingcommons.org SLCC’s investment in OER Climate filled with rhetorics of decline: declining enrollment, declining retention and success rates. And so the college is looking for response. And the ENglish 1010/2010 courses are on admin’s radar at our institution as a point of loss. These things have created conditions for OER to thrive at our institution. How could we make OER work for comp? How could we seize the moment? How could we engage OER in a way that would help us solve our program’s problems while also staying true to the “Open movement” and creating instructional materials that are useful for others and for us at SLCC?
- We created the Open English @ SLCC project. Originally, 12 FT faculty (¼ of dept) and about 5 PT faculty were involved in the ground level of this project; this year we have about 25 FT faculty and 44 PT faculty participating in some capacity. The aim of the project is to produce open instructional resources that can fully support instruction in our 1010/2010 courses (all of them). We’ve licensed all originally produced materials with under a CC license. Let me talk to you about how the Open English project is having its moment while responding to some of our local challenges. Curricular coherence: With a shift to designing the courses around threshold concepts, we needed to produce instructional materials that would enable us to teach to the concepts while also keeping the idea of flexibility in mind. We set out to develop a set of core readings that would provide the foundation for instruction in the course. Pressbooks - core readings (conceptual, threshold concept). Produced by 9 writers, reviewed by peers. Diigo - collected and curated existing resources Looking at various media (Youtube, Soundcloud) to host multimedia texts we produce. Importantly, the shift to OER necessitated professional development and engagement WHILE ALSO incentivizing it. Incentivized participation by prioritizing scheduling for PT faculty. This allowed us to begin working on the problematic labor force. Incentivized professional collaboration/development with monies produced by $5 fee. In fall we ran 82% of English 1010/2010 offerings on OER curriculum. We generated $17k, which the director gave back to the project. In spring we project $22k. We’re using this money to incentivize engagement of PT/FT faculty: stipends for producing original texts, collecting and producing materials, lesson plans, etc. This year we’re using money we generated to support production of additional OER texts. We have 5 PT faculty members and a new team of about 5 FT writing. We’re working on creating a durable assessment instrument not of OER but of the curriculum: threshold concepts. We’ve framed our work for others as OER assessment and are receiving institutional support because of it. And we’re holding professional collaboration meetings to create conditions for coherence -- All of these things are us seizing the moment. Trying to find the engine that can drive composition at SLCC. Marlena is now going to provide more focused insights on the process and value of producing OER texts as a faculty.
- This part of the presentation focuses on the Open English at SLCC committee’s commitment to creating core/primary instructional materials for our program. As justin has been talking about, the moment has seemed right to move our entire program toward Open Educational Resources, and for our department, this has meant composing a body of texts to support our initiative.
- For our OER committee, we recognise that producing our own texts not only is a demonstration of our professionalization and expertise as community college faculty, but it is also a practice in rhetorical problem-solving, which is what we are asking our students to do. For us, it is important knowledge work for two-year English faculty, which we too often leave to university scholars. We began the process by curating texts based on our department’s threshold concepts—the critical ideas we believe students should engage with in SLCC’s Writing Program, but then we made this move to CREATE content ourselves. We want to honor SLCC faculty’s disciplinary knowledge and strengths and we desire to engage our particular student body in deep ways. So we began the writing process with our philosophy in mind and ended up producing texts that do at least one of these three things:
- [the concepts that support our curricular coherence, which come from our understanding of the discipline of rhetoric and composition] [We’ve had initial conversations about essential texts we need and have began drafting those texts.] [Additional core texts in the works: “Close, Critical and Rhetorical Reading” [because of our focus on integrating reading instruction into the curriculum] o “The Contingent Nature of Writing: Why Writing Teachers Might Say ‘It Depends’” [speaks to a threshold concepts that we haven’t developed resources on as much yet] o Writing for Particular Effects [Conversational Effect, Persuasive Effect, Informational Effect]]
- Professional Writing in Different Career Orientations: In a text I’m working on with Justin, we’re working on interviewing a technical writer, pipe fitter, engineer, and a nurse and creating several videos in which these professionals talk about the writing situations they engage in. Another faculty is writing a text specifically for our English language learners.
- We’ve already included a piece in our Press Book that focuses on writing in service learning courses, because this is one of our commitments as an engaged department at SLCC• Other topics that faculty have talked about writing on that are important right now in Salt Lake are air quality activists and birth choices activists.]
- Additional Committee Thoughts We’ve focused on creating texts with use in mind. Instructors can remix and break up these texts in ways that work for them in their classrooms. We’re working on developing texts using multiple modes and genres. At this point, we offer stipends to both full time and part time faculty to write texts for us.