Presentation Type
Panel Presentation
OER Level of Expertise
Intermediate, Advanced
Audience
Faculty, Librarian, instructional designer, Administrator, Staff, Other
Session Abstract
Two large OER/ZTC Degrees initiatives involving community colleges in fourteen states are completing their grant cycles. Goals included expanded access, cost reduction for students, and decreased time to graduation with an emphasis on underserved student populations. Join us for an interactive session on lessons learned, next steps, and evaluating how OER/ZTC degrees fit into your institution’s open education strategy.
Objectives of the Session
- Articulate the benefits and challenges of launching an OER/ZTC Degree Initiative
- Learn how to align your OER program with other strategic campus initiatives to ensure long term sustainability
Full Description of the Session
Achieving the Dream launched the largest OER Degree initiative in 2016 awarding grants to 38 community colleges in 13 states. While in 2017, California state launched its Zero-Textbook-Cost Degree program awarding 33 community colleges planning and/or implementation grants to develop degree pathways where all textbook costs were eliminated. Two California colleges participated in both programs.
Although both programs were similarly focused on expanding access through cost reduction for students and improving time to completion, the program requirements differed in significant ways. The time allotted to complete the work, course material requirements, data collection, and other support mechanisms varied.
Early OER Degree research results indicated increased faculty engagement although pain points included the requirement for all materials to have a creative commons license or be in the public domain. The Zero-Textbook-Cost Degree policy of allowing library resources and zero-cost materials proved far more popular with faculty and staff although adoption of the materials by other institutions can be more complicated.
As the grant period ends, many colleges are challenged with how to continue to sustain and expand their OER/ZTC degrees without dedicated stipends and professional development resources. Some institutions are linking their OER/ZTC degree programs with other strategic initiatives such as student equity and success while others are switching the focus from degree pathways to converting high-impact courses to OER and ZTC.
Join us for an interactive session where attendees will be encouraged to contribute their ideas for next steps for OER/ZTC degrees and to consider whether these programs might be implemented successfully at their own institutions.
Presenter Bios
Una Daly is the director of the Community College Consortium for Open Educational Resources (CCCOER). CCCOER is the community of practice for Achieving the Dream’s OER Degrees initiative and supports the California Zero-Textbook-Cost Degree Initiative. Most recently, she served as the OER Library Services Manager for the California Open Online Library (COOL4Ed), a repository of low-cost, peer-reviewed open textbooks for the 50 highest enrolled college courses. Prior to CCCOER, she led the College Open Textbooks project and ePortfolio training at California Virtual Campus and Foothill College where she was an adjunct faculty. She holds a Masters in Education and an Online Teaching Certificate.
Location
162
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Start Date
22-5-2019 1:05 PM
End Date
22-5-2019 1:55 PM
Next Steps for OER/ZTC Degrees
162
Achieving the Dream launched the largest OER Degree initiative in 2016 awarding grants to 38 community colleges in 13 states. While in 2017, California state launched its Zero-Textbook-Cost Degree program awarding 33 community colleges planning and/or implementation grants to develop degree pathways where all textbook costs were eliminated. Two California colleges participated in both programs.
Although both programs were similarly focused on expanding access through cost reduction for students and improving time to completion, the program requirements differed in significant ways. The time allotted to complete the work, course material requirements, data collection, and other support mechanisms varied.
Early OER Degree research results indicated increased faculty engagement although pain points included the requirement for all materials to have a creative commons license or be in the public domain. The Zero-Textbook-Cost Degree policy of allowing library resources and zero-cost materials proved far more popular with faculty and staff although adoption of the materials by other institutions can be more complicated.
As the grant period ends, many colleges are challenged with how to continue to sustain and expand their OER/ZTC degrees without dedicated stipends and professional development resources. Some institutions are linking their OER/ZTC degree programs with other strategic initiatives such as student equity and success while others are switching the focus from degree pathways to converting high-impact courses to OER and ZTC.
Join us for an interactive session where attendees will be encouraged to contribute their ideas for next steps for OER/ZTC degrees and to consider whether these programs might be implemented successfully at their own institutions.