Zero Textbook Cost Degrees
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Presentation for the 2017 Two-Year College Drive-in Student Services conference at Borough of Manhattan Community College .
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Zero Textbook Cost Degrees
- 1. Early findings from the ATD’s OER Degree Initiative Zero textbook cost degrees Unless otherwise licensed, this presentation is licensed CC BY 4.0.
- 2. Success is what counts. 2 Richard Sebastian Director, OER Degree Initiative Achieving the Dream Jean Amaral Assistant Professor/Outreach Librarian Borough of Manhattan Community College
- 3. Success is what counts. 3 Fit more tennis balls per container by cutting them in half.
- 4. Success is what counts. 4 June 20, 2017
- 5. Success is what counts. 5 The mission of Achieving theThe mission of Achieving the Dream is to lead and support aDream is to lead and support a national network of communitynational network of community colleges to achieve sustainablecolleges to achieve sustainable institutional transformationinstitutional transformation through sharing knowledge,through sharing knowledge, innovative solutions and effectiveinnovative solutions and effective practices and policies leading topractices and policies leading to improved outcomes for allimproved outcomes for all students.students.
- 6. Success is what counts. 6 OER OER OER OER OER OER OER The mission of Achieving theThe mission of Achieving the Dream is to lead and support aDream is to lead and support a national network of communitynational network of community colleges to achieve sustainablecolleges to achieve sustainable institutional transformationinstitutional transformation through sharing knowledge,through sharing knowledge, innovative solutions and effectiveinnovative solutions and effective practices and policies leading topractices and policies leading to improved outcomes for allimproved outcomes for all students.students.
- 7. Success is what counts. 7 Open educational resourcesOpen educational resources (OER) are(OER) are freelyfreely availableavailable materials that can bematerials that can be downloaded, edited anddownloaded, edited and sharedshared toto better servebetter serve allall students.students. Open educational resourcesOpen educational resources (OER) are(OER) are freelyfreely availableavailable materials that can bematerials that can be downloaded, edited anddownloaded, edited and sharedshared toto better servebetter serve allall students.students. CC-BY: https://www.flickr.com/photos/johanl/6966883093
- 8. Success is what counts. 8 Open licenses
- 9. Success is what counts. 9 A “textbook” case of price gouging
- 10. Success is what counts. 10 Textbook pricing in contextTextbook pricing in context
- 11. Success is what counts. 11 Textbook Pricing in ContextTextbook Pricing in Context
- 12. Success is what counts. 12 The redesign of a pathway ofThe redesign of a pathway of existing courses that lead to aexisting courses that lead to a degree or certificate using OERdegree or certificate using OER instead of proprietary courseinstead of proprietary course materials.materials. What is an OER Degree?
- 13. Success is what counts. 13 Offer at least one OER degree with at least one (1) section of every required course and at least one (1) section of a sufficient number of general education and other elective courses Collect and share student data to support the initiative’s research and evaluation program Grantee Goals
- 14. Success is what counts. 14 Share all educational materials developed through this project with the public Ensure access by and support for low income students and students of color in their OER degree programs Grantee Goals
- 15. Success is what counts. 15 Funders & partners
- 16. Success is what counts. 16 Timeline
- 17. Success is what counts. 17 Research & evaluation Educational outcomes of OER Degrees Economic outcomes of OER Degrees Implementation of OER Degrees
- 18. Success is what counts. 18 18 Research & evaluation CC-0:https://www.pexels.com/u/louis-bauer-79024/
- 19. Success is what counts. 19 Most research on OER effectiveness has focused on course-level outcomes. This project will focus primarily on student progress to degree. Research & Evaluation
- 20. Success is what counts. 20 Quasi-experimental studies: to estimate the impact of OER Degrees on key student outcomes Cost analysis: to measure cost effectiveness and sustainability Implementation research: to provide formative feedback to grantees and broader community Aggregate pass/completion data: to evaluate the overall impact of the OER Degree Initiative i.e. how many OER course sections are offered, how many students are involved, etc. Research & Evaluation
- 21. Success is what counts. 21 Do students who take multiple OER degree classes make more progress to degree than similar students who take traditional classes? Are OER degrees more or less beneficial to particular subgroups of students? What are the key mediators of effects on student outcomes? What are best practices, facilitators, and barriers associated with implementation of OER degree programs? What impacts do OER degrees have on key stakeholders’ experiences and on institutional culture? Research & Evaluation
- 22. Success is what counts. 22 Outcome Measures Progress towards degrees will be measured by the following leading indicators: Research & Evaluation
- 23. Success is what counts. 23 23 Who is participating in the OER Degree Initiative? CC –BY-NC: https://www.flickr.com/photos/uoeducation/10745091216
- 24. Success is what counts. 24 Questions?
- 25. Success is what counts. 25 Across the colleges, OER pathways are planned for 52 degrees or certificates. Degrees and certificates
- 26. Success is what counts. 26 Fall 2016 enrollments
- 27. Success is what counts. 27
- 28. Success is what counts. 28
- 29. Success is what counts. 29 Grassroots Led Numerous faculty members had independently taken the initiative to experiment with OER and convert their courses. These pioneers established proof of concept on their campuses and spread the word among their colleagues. In a few cases where departments achieved strong consensus around the decision to use OER, entire gateway courses have been converted to OER.
- 30. Success is what counts. 30 Administrator Led One or more senior administrators were the first to learn about OER degrees and saw this model as a strong fit with their institution’s strategic goals and mission. They took the lead in recruiting faculty, building support among key constituents, and shepherding resources to launch their OER degree initiatives.
- 31. Success is what counts. 31 Service Unit Led Librarians or units responsible for innovation in teaching and learning (e.g. instructional designers and technologists) were the first to introduce OER to their campuses. These proponents began by offering OER workshops to faculty, attracting a few early adopters and providing support for their course development.
- 32. Success is what counts. 32 What Does It Take to Launch an OER Degree? CC-0: https://pixabay.com/en/faculty-workshop-979900/
- 33. Success is what counts. 33 OER courses vs. OER degrees Developing an OER degree involves a broader set of institutional investments in course development and infrastructure than supporting individual faculty- led OER course conversions. What Does It Take to Launch an OER Degree?
- 34. Success is what counts. 34 Course development The largest initial investment required to launch a complete OER degree pathway (typically about 20 courses) is the conversion of courses to OER. Personnel costs are expected to account for the largest upfront investment in developing OER degrees. What Does It Take to Launch an OER Degree?
- 35. Success is what counts. 35 CC 0:https://www.pexels.com/photo/white-and-black-desk-calculator-on-white-graphing-paper-159804/ What About Sustainability?
- 36. Success is what counts. 36 The sustainability of OER degrees depends on the extent to which the intervention becomes embedded in organizational systems and connected to the broader institutional strategy. What About Sustainability?
- 37. Success is what counts. 37 What About Sustainability?
- 38. Success is what counts. 38 Most instructors see the primary advantage of OER as alleviating a cost burden for students. Some participants raised concerns that a case for OER based on student cost savings alone will not sustain long-term efforts. Develop and share understanding of strategic rationale for OER degree
- 39. Success is what counts. 39 OER creates pedagogical advantages for faculty such as having access to more up-to-date course material rather than textbooks that often become outdated within a year or two. Faculty are not yet widely taking advantage of or seeing the benefits of the adaptability that an open license provides. Develop and share understanding of strategic rationale for OER degree
- 40. Success is what counts. 40 What About Sustainability?
- 41. Success is what counts. 41 Instructors who have taken advantage of supports for course development such as instructional designers and library services and who have experience using OER are more likely to report changes in pedagogy. Develop and share understanding of strategic rationale for OER degree
- 42. Success is what counts. 42 It’s wonderful that I can adapt and remix other sources and learning objectives. … And I can also include other strategies that help students be successful… That’s the beauty of OER, you can adapt and make the materials work for your classroom. – Faculty
- 43. Success is what counts. 43 Next steps http://www.mountainhome.af.mil/News/Art/igphoto/2001345294/
- 44. Success is what counts. 44 CC BY-SA-NC:https://www.flickr.com/photos/truthout/7598618262 Next steps Fall 2017 Student survey Grantee site visits Spring-Fall 2018 Grantee site visits 2nd Instructor survey Section, student, and cost data
Editor's Notes
- Est. in 2004 Achieving the Dream believes that access to a high quality education in an inclusive environment is the right of all individuals and imperative for the continued advancement of a strong democracy and workforce. Achieving the Dream also believes higher education institutions have an obligation to work toward equity for their students. Equity is grounded in the principle of fairness. In higher education, equity refers to ensuring that each student receives what they need to be successful through the intentional design of the college experience. Columbus State Community College Cuyahoga Community College Eastern Gateway Community College Lorain County Community College North Central State College Sinclair Community College Zane State College
- Est. in 2004 Achieving the Dream believes that access to a high quality education in an inclusive environment is the right of all individuals and imperative for the continued advancement of a strong democracy and workforce. Achieving the Dream also believes higher education institutions have an obligation to work toward equity for their students. Equity is grounded in the principle of fairness. In higher education, equity refers to ensuring that each student receives what they need to be successful through the intentional design of the college experience.
- So, in order to test these hypotheses, these are our primary research questions: note that we’ll get to economic impacts in a minute)
- Overview Over 45 degrees in development 19 of the 38 colleges are active in ATD; 2 formerly active ATD institutions are also participating
- FA16 Enrollments Colleges weren’t required to launch OER courses in FA16 More had planned to offer courses but were delayed by the course verification requirements Future reports will focus more on outcomes ie enrollments, grades, completion etc.
- Build on the work of others; maintain your work.
- Costs Over 3100 students saved an average of $148 during Fall 2016 term Costs are one of the top three concerns of faculty This is a departure from past faculty surveys (Babson) where costs were less of a concern Teaching & Learning Little evidence of changes in teaching and learning, but data collected early in initiative
- Upcoming data collection Next round occurring in the fall of 2017 student survey (12 sites) site visits (5 grantees) Spring 18 and on data colllection Site visits (5 grantees) Second instructor survey Section and student level data Cost data – for the college and for students Internal Report: Spring 2018 Final report in Sept 2019