Achieving the Dream's OER Degree College Panel

OER Degree College Panel

Unless otherwise indicated, this presentation is licensed CC-BY 4.0

Nov 4, 2016, 3:15pm EST

Agenda

• OER Degree Overview• Bunker Hill Community College • San Jacinto Community College• Central Virginia Community

College• Santa Ana Community College• Questions

Welcome

Carlos LopezVP Academic AffairsSanta Ana College

Mark Johnson, Dept. Chair English & Modern LanguagesSan Jacinto Community College

Moderator: Una Daly

Director, CCCOER

Guest Speaker: Richard Sebastian,

ATD

Clea Andreadis, Associate ProvostBunker Hill College

Cynthia LofasoPsychology Professor

Central Virginia Community College

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

OER Degree Examples

• Virginia’s Z-23 Project (2015)• Achieving the Dream OER Degrees (2016) • California’s Zero-Textbook-Cost Degrees (2017)

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

Clea AndreadisAssociate Provost

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.

▶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

▶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?

❖ 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!

Questions? Great ideas?

Clea AndreadisAssociate ProvostBunker Hill Community Collegectandrea@bhcc.mass.edu

Mark JohnsonDepartment Chair, English and Modern LanguagesOER Degree Project Lead

Known Unknowns: OER Degree Development

First Six Months

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

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

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

Cynthia LofasoPsychology Professor

Central Virginia Community

College Faculty Driven OER

CVCC Students

• 6100 students• 32% receive federal or state financial

aid• 52% from underrepresented populations • 30% dual enrollment• 67% part time

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

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

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

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

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)

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

Carlos LopezVP Academic Affairs

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

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

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

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

Questions for Panelists

Thank you for joining us today!

Una Daly, unatdaly@oeconsortium.org