 Thank you. Very good. Well, welcome everybody to one more webinar in the series of webinars brought to you by the Community College Consortium for Open Educational Resources. Today we will feature speakers and discussion on the topic of fostering open policies on your campus and beyond. My name is James Glopak-Grose-Claig. I'm a dean with College of the Canyons and also have the honor of serving as president of the advisory board for the Community College Consortium for Open Educational Resources. And I'll be your moderator today. So again, thank you very much for joining us. We're going to bring you really interesting perspectives and discussion on fostering open policies on your campus and beyond. A quick reminder for those of you who know Blackboard Collaborate or new information for those of you who don't know Blackboard Collaborate, some of the controls here on the left-hand side of your screen. You'll see the audio and video controls. If you are using a camera or a headset to the immediate left of the screen, you'll see a list of all the participants. You can scroll up and down there to see who's here. And then towards the lower left, you see the chat function. And you can exchange chat messages as we move along. Please feel free to post questions there or comments or links as appropriate. Una Daly, Community College Outreach Manager for the Open Courseware Consortium is monitoring the chat and she'll help address questions along the way. And towards the end, we'll have time for our presenters to answer those questions. Today, we have these three fine speakers. I'm going to start off with Quill West from Tacoma Community College and Paul Stacey from Creative Commons and Lisa Young from the Maricopa Community College District. Would each of you take just a quick second to introduce yourselves please? Hi, this is Quill West. I am the OER Project Director at Tacoma Community College and I was a librarian on the Open Course Library project from Washington State. So I've been working with open education resources for, it says, five years now. And I'm just really passionate about making sure that OER policy fits our practice. Great, thank you. Paul? Hi, I'm Paul Stacey, Associate Director of Global Learning for Creative Commons. It's great to be here. I was part of Creative Commons in charge of an open education resource initiative in British Columbia, Canada that received the Ministry of Advanced Education Funding for nine consecutive years starting in 2003. So I had a lot of experience actually working with government around policy and also working with institutions and faculty with regard to policy around requirements associated with developing OER. Great, thank you Paul and Lisa. Good afternoon. I'm Lisa Young from Scottsdale Community College within the Maricopa Community College District and I started out teaching hydrology and looking into reusable learning objects and I was so excited about that that it just kind of rolled right into open educational resources and currently co-chairing our steering team at the Maricopa Community College working on developing policy and increasing adoption of OER. Great, thank you Lisa. And Lisa, a quick question. Is it true that the Maricopa Community College District is the largest community college district in the U.S.? We tend to go back and forth. I don't know about today but generally it's a very one or two. Very good. I think that's important to keep in mind as you share your project there that we're talking about a very significant institution. Great, thank you very much. And anyone who's just joining us, please take a minute to introduce yourselves in the chat window. Our agenda for today is pretty straightforward. I'll talk very briefly about CCC OER. Also, I'll plant a few seeds about the importance of open policies and then we'll dive right into the meat of the day. Paul will talk about creative timings and share some open case studies. Lisa will talk about the Maricopa Community College District open policy and then Quill will talk about a student-funded project at Tacoma Community College and again, we'll have time for Q&A at the end and in the meantime, please feel free to ask questions or post links and observations in the chat window and Una Daily will be monitoring the chat window. So without further ado, let me remind you all of the mission of the CCC OER or Community College Consortium for Open Educational Resources. We are here to promote the adoption of OER to enhance teaching and learning as the voice of community colleges within the global open education movement. We work to expand access to education. We support professional development and generally we advance the community college mission and we're so pleased to be, I know I speak for Una and myself when I say we're so pleased to be part of this. It's so easy to do the kind of outreach work that we do because there's so much great work going on individual campuses across the United States and Canada. You can see here a representation of our members. So over 200 colleges across 15 states and provinces. We'd love to fill in the middle of the map a little bit more. We're excited to see folks from Pennsylvania here today. That's not really the middle of the map, but that might help us a little bit to get a few more dots on that map. Now moving into the topic of open policy, I put up here just a couple of observations for myself as a local community college manager as to why policy is important around openness. It's important for me to be able to point to the way in which OER aligns with my institution's mission. That helps me in all kinds of ways. A conversation that comes up quite often is faculty incentives to adopt OER. Do I make it up as I go along? If I have a grant this year I give somebody a few dollars to help out and next year I don't have a grant because there's no incentive. What role can policy play to level the playing field there? And then depending on the type of institution you're at, what role could work in OER play in tenure and promotion? Moving down to the bottom right corner you'll see a note about the student role in OER policy and practice for many of us I think in the community colleges. The whole reason we're in this endeavor of promoting open education is to benefit our students. So what role can students play in formulating open policy and implementing open policy? And finally, all of the fun topic is that of labor agreements, collective bargaining agreements, and intellectual property agreements. Once someone creates content to whom does it belong? How do you properly cite it? How do you make it discoverable? And so on. So open policies are policies designed around openness so that people with openness in mind can help address many of these questions that become real sticking points on the ground. So without further ado, I know Paul Stacey will address some of these or help us begin thinking about some of these questions. So Paul, please take it away. Thanks James. In my introduction I commented on my work with BC Campus but now at Creative Commons of course we are looking at education globally. From an open policy point of view, I thought I'd focus my remarks on the end beyond part of today's topic. So let me set the stage by first referencing some big picture context around open policies. I would say that the Cape Town Open Education Declaration which was signed or created in 2007 really kind of started the ball rolling by establishing not only a set of principles but a call for policy around OER. And then last year in 2012, we saw UNESCO and the Commonwealth of Learning do a survey on government's OER policies around the world. They looked at Africa, the Arab states, Asia and the Pacific, Europe and North America, Latin America and the Caribbean. And they basically examined the extent to which policies were already in place. So I encourage you to have a look at that if that's something that you're interested in. And Creative Commons created an OER policy registry. So we actually have aggregated over 80 policies around the world, from around the world, dealing with open education resources. And in June last year there was the UNESCO 2012 Paris OER Declaration which really established a universal agreement among all countries to pursue OER within education. There was a set of guidelines and recommendations as opposed to a mandate. But it's interesting to see how the recommendations have been playing out going forward. I also wanted to mention that when we think about or talk about policy, it's worth realizing that policy could be put in place at many different levels. We can have regional or regional policy, policy at a national level or state or province level, policy at a municipal or city or town level, and then policy at an institution departmental or even personal level. So there's all these kind of places where policy can come into play. Most of my remarks will focus on policy that is at a state, province or government level and or an institutional level. But I wanted to first suggest that or give an example of a regional one. This is an initiative that Creative Commons has been fortunate enough to support. There is an OER policy initiative going on in Europe where Alec Tarkowski who's part of Creative Commons Poland, our affiliate there, has been working with others across Europe to essentially establish a common framework for ensuring that opportunities for open policy adoption in Europe are kind of realized. The focus there is primarily on K to 12, but they're very much looking to build a community across Europe of OER policy advocates. And it's this kind of development where we're looking to ensure that those people who have an interest in open policy have an opportunity to connect with others and learn from others that I think is really great about this initiative. And I put a link here at the bottom of that slide where I would like to learn more about the work being done in Europe. The main document though that I wanted to share with everyone today is this document which got written by a team from UNESCO in follow up to the Paris OER declaration. And this document is essentially a template that is intended to help everyone who's trying to create OER policy to figure out what areas within their organization might be suitable for policy. And then it actually incorporates specific wording from different OER policies around the world to kind of give you some examples that you might be able to draw on. These are the eight areas that they identify in this document where OER policy could play a role. I won't cover all eight today, but I'm going to cover some of them just to give you a sampling, a taste test of some of the OER policy. I'm also going to use actual wording. So you'll see my slides are a little bit text heavy, but clearly when it comes to policy, what we're really needing to do is to translate principles and concepts into actual wording that gets incorporated in written documents that reflect that policy. So you'll see that I actually have included some of that wording. So let me deal with the first one around intellectual property, copyright, and licensing. Most of the OER policies in this area are primarily looking to get work that is being done using public funds by public institutions or staff at public institutions, the creation of education materials to get those shared under an open license. The basic idea is that public funds should result in a public good and that the benefits that are accrued from this eliminate unnecessary duplication of public spending. And the big thrust here around this policy, and I think this is perhaps the most common policy approach that gets taken, is that sharing should be the default expectation, not the exception. So setting the default to open is what Cable and my other colleagues at Creative Commons and I talk about. An interesting area that is still kind of, I would say, in its early stages, and I'm looking forward to hearing Quill talk about the student side of things, but when it comes to student work, if we're looking to incorporate and make use of student work in our teaching and learning, then clearly we also need to address the IPG and copyright and licensing aspects of student work, not just teacher and faculty work. So that's an interesting area that I'm just starting to see some OER policy emerge around. There's some really, really great examples of this, rolling out across the U.S. at this point in time. Many of you will be familiar, I'm sure, with the Department of Labor Attacks program. This is a large OER initiative, $2 billion over four years. And in the actual call for proposals from the Department of Labor, they specify that everything that is newly developed by the community colleges using grant funds must be licensed with a Creative Commons CC by license. In fact, here's some of the specific language, and I realize I don't want to read all this out loud, but I wanted to give you a flavor for how policy translates into written language. So either word for word, lifted right out of the call for proposals, and you can see that the Department of Labor is specifying that grantees have to license newly developed materials with a Creative Commons CC by license. They also specify why. So it allows other users to copy, distribute, transmit, and adapt to copyrighted work, as long as they give attribution to the original creator. And that the whole purpose is to ensure that materials developed with these funds result in work that can be freely reused and improved by others. And that really is an inherent principle underlying all of our OER work. They also want to clarify that it's not just new content that is being created with grant funds that have to be licensed CC by, but even if you're modifying existing content and adapting and improving it using grant funds, that too also needs to be licensed with a Creative Commons license. But they clarify that if you use some funds to purchase copyrighted material or licensed material from a publisher or from a third party, that clearly that material will be subject to the terms of your license agreement with the provider and does not have to be licensed with a Creative Commons license. And then finally, in the third round of the call for proposals from the Department of Labor, they added some language about open file formats requiring grantees to develop their curriculum in open file formats. And around if funds are used to create software requiring it to be licensed using a free software or open source software license. So they actually have broadened the open requirements associated with their grants to encompass these additional components. So that's one area around intellectual property and copyright and the requirements or the language in terms of policy that can be put in place to support open education resources. Another area around OER where some policy can be really useful is just in terms of the actual curriculum design and materials development process. And the basics of this policy are that materials should first be sourced from open content. So rather than starting to offer new material, first have a look at what's out there and see if there's some open education resources available. It's basically an adopt first kind of mantra with adaptation second and creating third only if you can't adopt or adapt. So in this area, I think that one of the things that we're looking to try to do is to take advantage of alternative resources that already exist and remove the cost because it can be quite timely to get copyright clearance when you're trying to use someone else's material. But it's this last point on the slide that I think is really some critical language that might be incorporated into OER policies in a positive way. And that is that one of the strategies that we're looking to implement here is to create an open community of practice that engages faculty across the whole system or within an institution or across multiple institutions in ongoing quality improvement and quality assurance. It's interesting to see that when curriculum gets put out as OER, it gets subject to a kind of peer review that sometimes curriculum that's behind a password protected or something like that. So that's where the learning management system never gets subjected to. There's some great examples of this also happening. I mentioned that I worked at BC Campus prior to joining Creative Commons and the open work that they're doing continues on. The Ministry of Advanced Education funded the work that I was doing around OER for nine consecutive years and has continued with an additional two years of funding. So this is public funds going into creation processes and they have policy now in place that is looking to support the development of open textbooks or the adoption of open textbooks. So I think the approach that's being taken here in British Columbia around first finding existing open textbooks and using those if at all possible. Second, looking at them and if they're not perfect, you found something that's 70 or 80 percent there and you're looking at it and modifying it and then only as a last resource kind of creating new textbooks if you can't find an existing one. Actually, the BC government just put forward an additional, they initially funded 40 open textbooks for the highest enrolled courses across their post secondary system and now have added an additional round of funding to further 20 books that will be used to support not only the standard academic areas but the vocational areas as well. Another great example. So the solar initiative is where all of the OER that I was part of supporting here in British Columbia got put and then Quill mentioned the open course library initiative in Washington. These are some other specific examples of policy. I like the open course library one in terms of its policy and focus on supporting the development of the top 81 courses across their system and challenging the developers to create the curriculum material and the textbook for under $30. So there's some real interesting spins that we can put on the requirements associated with creating curriculum. Those two I think are the most common topics around OER policies but I wanted to mention just a few more. On the human resource side, this is a really critical part that Jane mentioned in his remarks. And so one is associated with including OER development in job descriptions and ensuring that OER produced by faculty counts in terms of their career advancement and their performance assessment. And there's some policies that are now shaping the wording around this to suggest that OER development should be recognized and be given similar kind of credit in performance assessment as peer reviewed publications which I think is a very constructive direction. And clearly we have to support faculty and others within institutions in terms of allocating time for them to create OER. File formats I mentioned earlier in terms of the TACC program but basically what we're trying to ensure with policy wording around file formats is that any content that gets developed be put out in a format that allows it to be not only sort of found and be indexable by search engines but to be able to directly edit that content. So it's really helpful to include in the OER policies that we're putting out some requests or requirements associated with making the content available in open file formats that allow other users to edit and modify and adapt that content. And you can see some language at the bottom of this slide around the source code component of creating software in the TACC program. I just want to conclude by saying this whole movement towards creating and offering open policy. And you can see I've only touched on a few of the categories that are covered in that UNESCO template document. If you're interested in the full spectrum I encourage you to check it out. But there's a growing awareness of the importance of policy. There's a lot of OER development that has happened from the grassroots level and now with policy what we're trying to put in place is a kind of overarching framework or umbrella that allows and provides support for that grassroots development. So Creative Commons recognizing this need is just launching an open policy network. This will be intentionally created to support those that are trying to offer and develop open policies and bring together those advocates and organizations and policymakers who are working in that arena to support them with example talking points, how to deal with the opposition particular examples of open policy from around the world that they can model their policies on. And this is a really exciting and new development for us. Very good. Thank you, Paul. Thank you very much. That's great information and you can see that there's a lot of information out there and a lot of points of reference work that's been done around the world. And if you're at an institute, a local institution, you're just thinking about getting started. At least in my case I found it very helpful to be able to point to UNESCO and different kinds of larger organizations that have done work in this area prime amongst them Creative Commons. So thanks to Paul and thanks to Creative Commons for all the great work they're doing to pave the way for the rest of us. Moving on then to Lisa, we're going to see an example. Lisa is going to tell us about an example of a large community college putting into place some of these elements. So Lisa, please. Thanks, James. One of the things that James mentioned earlier is that sometimes we're the largest community college district in the nation and sometimes we're number two. But we're just getting started on our open educational resources initiative called the Maricopa Millions. But we're making pretty good progress and we're very excited about what this could lead to. So just to start out a little bit about the Maricopa Community Colleges, we are 10 colleges that are individually accredited. We have 37 associate degrees, over 10,000 courses. We have over 265,000 students and nearly 10,000 employees. And so Paul and I who are leading this project here at Maricopa are starting out with five courses that we're really targeting. And we think, oh my gosh, 10,000 courses we have. And we're starting with five. But it's just one thing at a time and we're hoping that it will really ramp up. So like a lot of others who are moving into open educational resources, we have concerns about removing those barriers for students in order to achieve their education. And we believe that learning starts on day one and we want our students to have the learning materials that they need on day one, regardless of without cost barriers or not having access, not being able to get to the bookstore, what have you. And so I wanted to share a little bit about the road that we traveled to get to where we are in the beginning of our open educational resource initiative. And so about 10 years ago, as I mentioned in my introduction, we started out with a reasonable learning object initiative. And Ellen Levine developed a repository called the Maricopa Learning Exchange. And that really spurred this culture of sharing at the Maricopa Community Colleges. Faculty were really excited to share what they were using to teach, to help others use it, use others materials. And so it was a very exciting time when we had the MLX and it was developing. And that just kind of lent itself to open educational resources. When phase one of the next-gen learning challenges came out, we were really excited about the idea of starting out with open educational resources but being such a large institution, it was really difficult for us to strategize in a very short turnaround time. And so what ended up happening was we ended up having pockets of innovation in regard to open educational resources across the district. We have psychology faculty, economic faculty, English and math, all doing different things at all of our colleges, but we don't have anything strategic. The most strategic OER initiative that we have so far within the Maricopa Community Colleges is Scottsdale Community Colleges Math Department took five of their courses and went completely open educational resources. They have a workbook that they've developed. They're using MathAS or WallMap. And they are able to offer five of their courses, no matter who teaches it at SEC, using open educational resources. And they're saving students about $300,000 a year, which we're really excited about. But we really wanted to do something more strategic with our open educational resources here. So we put together a task force just last spring. And there were about seven people involved that we sat down and looked at what open educational resources were and what projects were being done across the nation and across the world. And our executive vice chancellor and provost put this task force together. So it's really interesting. Our open educational resources initiatives are supported at the top by our executive vice chancellor and provost with a lot of interest from our governing board. And then we have pockets of innovation throughout the district that are gathering steam. And then we have students who want OER options. And so it's really just a perfect storm of support for our project. And so this task force got together. We looked at what was happening across the world. And we put together a proposal. And our proposal was called the Maricopa Millions. And our ultimate goal is to save students $5 million in five years across the district using open educational resources. And we had a number of objectives to meet this goal. And the first was to put together an OER Steering Team. And we started our first meeting was just this August. And so we have done a tremendous amount of work in just a couple of months. Just November now, so in three months. We put together our steering committee. And our executive sponsor is our executive vice chancellor and provost. We have two presidents on our team. We have vice presidents and deans. We have instructional designers, faculty from a number of different disciplines. We have a librarian. We have our center for learning and instruction. We have IT representatives all on this team to support this initiative. And the first thing we did once we put that steering team together is we developed a strategic plan. And now we're basically working the plan. And that plan includes sharing of what OER is with our faculty, building awareness, putting together workshops, events, public service announcements, and also getting our faculty to start sharing. Our math departments, the OER math faculty have been visiting other colleges within the district, as well as within the state to share their success and what they've been doing, and just really starting to build awareness of educational resources. What's interesting is that there was a perception that OER was a math thing. And over time, our faculty across the district are beginning to see, is far more than a math thing, this can apply to me too. One of our other goals is, of course, to develop standards and guidelines and policy. And so we have a number of things that we'd like to do in regards to this in terms of making recommendations for the possibility of Creative Commons licensing for internally funded projects, having a statement in our admin policy. And as Paul mentioned earlier, setting the default to open. I think that's just such a great phrase and something that we really can work towards. And so what we're really excited about is our pilot project. And so what we really want to do is get faculty using OER. And as James mentioned earlier, one of the ideas is faculty incentives to adopt OER. And so that's what we're doing with our pilot project. We want to get faculty right out of the start line and working on adopting, remixing, and when necessary, developing open educational resources. And so we put out a statement of interest for a call for proposals just a couple of weeks ago. And we were specifically asking for teams of three faculty presenting three different Maricopa Community Colleges. We thought if we did that, we would be able to get greater adoption at the different colleges if we have faculty from the different schools working together. And we had over 30 teams submit statements of interest, which we're really excited about. And our call for proposals closes this Friday. So we can't wait to see what we get. So three of the courses that we're specifically targeting is our Psych 101, our English composition, and our developmental reading. We're targeting high enrollment classes so that we can get the biggest thing for the book in regard to developing the open resources and impacting the most students. Some of the other courses that we are considering with this call for proposals are communication, economics, chemistry, computer science, and our English 101 classes. So if you have any resources that you want to share with us, please email them to me with links and such so that we can share those with those who are applying for our grants. We specifically did not include math in the call for proposals because we have so much of math developed within the district. So our timeline is that the call for proposals closes this Friday. And then we're going to evaluate them and have a quick turnaround time, bring all of those who are awarded funding for this together before the end of the semester, start training and developing in the spring, and pilot those courses in the fall. And what's really exciting is that we have a lot of faculty who are submitting proposals that are for entire departments. So we're really excited about the impact that this could have. In addition, we're looking heavily at evaluating this. So we've been working very hard this semester to benchmark where we are. So we've been doing student-focused groups of student perceptions of OER for those students who are using OER now. What is the satisfaction level? We've been surveying faculty for their awareness and their use of OER. And what was really interesting with that was we had faculty who were using OER and didn't know it. We were pretty excited about that. And we're looking at really developing a longitudinal study since our project is $5 million over five years. We want to definitely look at outcomes in regard to student success, faculty and student satisfaction, and cost savings. And so we'll be really starting with that evaluation piece in the fall when we evaluate those pilot courses. Now, another of our goals is to make connections with other institutions. And we already started with that. So for example, our call for proposals we modeled based on the VCCS proposal system that Richard Sebastian had put together. We are very much into collaborating and working with others in terms of OER and of course in sharing whatever we are doing. We really feel that collaboration is key, whether it's internally within the colleges in the district, as well as externally with you. And so we really want to do whatever we can to work together to share everything that we're doing and learn from you all. I think that's really important. And finally, we do have a website under construction. We will be posting our initial Maricopa Millions proposal as well as our strategic plan and identifying our savings for this fall. We have had a lot of interesting discussions as to what formula we should use for that. And many of you provided us with information on what you're doing through the CCCOER listserv. And we really appreciate that feedback. So we're just running those numbers now and we're really excited to have this and be able to share the impact that we're making for our students. All right. Wow. Lisa, very exciting stuff. It seems as though you have all the right elements in place there. I'm sure that you will be contacted by many people on the webinar today for more information. Cable Green is kind of enough to post links to your website and some other documents associated with your project, so thanks Cable for that. And yeah, just terrific stuff that are going on in Maricopa. We really appreciate you sharing that with us. Now we're going to hear from Quill about yet another perspective on open policy and that is specifically the role of students in promoting OER. So Quill, take it away. Hi. Okay, so I am Quill Best just to remind you of who I am. I am the OER project director at Tacoma Community College. And our OER project is slightly older. We've been working on this project for about 18 months now. So we've had a little bit more time to answer some of the ongoing questions. But I think it's really important to talk about how the students have been an advocate for our project because the TCC OER project was originally funded by students. So we're using student government funds in order to pay for the project in the first two years. And so I think it's important to talk about how the students found out about it. And if you would go ahead and play that clip. So you just heard the voice of E.J. Iglesias, who is on our student government. And he was a member of the student government leadership team when the OER project was first brought to them as a suggestion for funding. And it was right after the OER project that we had a little bit of a discussion. And so I think it's important to talk about how the student government has been an advocate for the project. And I think it's important to talk about how the student government has a suggestion for funding. And it was right after they had how to rally our state government saying the costs were getting too high. And they were concerned about tuition and fee costs, which are things that we don't necessarily have control over. But they also brought up textbook costs. And textbook costs are something that we have a current effect of change over. And that's what the students were looking for at that time. And it's important, I think, to note that this group of students, of the group of students who initially pushed this project through and initially said we want to fund this project. Most of them have already graduated without having any benefit from the OER project. They were looking at students in the future. And in fact, EJ is the only one who has had the joy of being able to take an OER class after doing all the work to get the project set up. So the first start here is that the students felt like they were out there on their own on the cost issue. And we at TCC were able to get some immediate buy-in from the students by communicating that this is one of the ways that we can affect change in the cost of their education. But of course, the policies themselves around OER have focused on a lot of things. We started with a pretty strong structure saying that we were going to assess our project as we went and affect long-term change. So the initial funding for this project was only two years. And we knew we were going to run some pilots in those two years. And during that pilot time, we wanted to begin to change the way we think about adopting resources at our institution. One of the big things that we're still working on but we're getting closer is now every time a department is talking about adopting a textbook, we really want it to be the first step to be not we need a new textbook. Let's call the publisher. But we need a new textbook. Let's start with OER and then go to the publishers if we have to. That's one step that we're working towards. It gets closer on the time. But as part of that structure, we've been doing a lot of assessment of the success of the classes that are using OER. We ask the students, do you like it? How does it change your learning? We ask the faculty, how does it change your teaching? How does it change your experience? And we ask, then we look at retention and success data to make sure that the students are staying at least as successful as they do in the courses that you use. So we're focusing on those structures and on how the changes using OER affect our students and their learning because that's what we do here. We believe in teaching and learning at all colleges. So we're working on that. Something else that really matters in the assessment is that when we make a claim, we're trying to back it up. So we haven't had as big an effect, for example, in the policy areas around faculty development. Many faculty who adopt OER want to be able to put it on their faculty professional development plans. And it makes sense, but we need to be able to tie OER back to some kind of development in order for that to work. We can't just say, yes, it's development to adopt OER. We have to explain how that happens. Otherwise, it cheapens the experience and it draws into question the whole development side of this. And then it's hard to tie it to promotion and tenure. So it's about being able to prove what we say when we say it. Something else that I think is important here from the student perspective is that we are affecting another level of policy in some of our classes. We have to be able to do that. We have to be able to do that in some ways at the classroom level. And when I say that, I mean that we are doing some work around teaching our students about their intellectual property rights and asking them to think about licensing their work in an open way. And we started doing it mostly because we get these really incredible student papers or student projects. And the teachers really like them and they get the student to say that they can share it with the next class. They can share it in a file or someplace and they only share it with their own students. But students at TCC do amazing work that we want to be able to share with a wider community and we want to be able to share it for a longer period of time. So we're asking our students to actually think about openly licensing their own work and to practice being a part of a community that shares so that we can share outside of the immediate class. We've done that in many different ways. We've done it by inviting students to participate in a quarterly celebration of learning where we put their work up on a wall and do a mini-student conference. We have done it through putting student work up on websites and things like YouTube. So we're trying to draw that into a bigger space because students create incredible work and we want to be able to share it. However, that leads to one of the challenges that we face. And there will be challenges with OpenEd. For example, we get all this great student work. They openly lessens it. We don't have a real simple platform place for putting their work. We don't have an institutional repository. So we need to find ways to share their work with a wider community. I also see some like small minor changes. Paul earlier made a comment that he was looking for places where we can actually put in our catalog. This is an OER textbook free degree or class. And we would love to be able to do that because as the students point out to us, they kind of chance into the OER courses. So we've been trying to work on affecting institutional change so that we know early enough in the process before students start enrolling for their classes. So that they can plan for their finances and those kinds of things in advance. Currently, our system doesn't support that, but we're working on a new one. And hopefully we'll be able to do that. Our kind of campus registration system doesn't support that. This is an example of how it doesn't always support it. As early as last quarter, when students went to buy their textbooks and they went into our online bookstore to purchase their courses. If it was an open education course, they got this message. And it looks like the instructor never turned in a book order. And that's not actually true. What happened is the instructor turned in a book order that said, I'm not using a textbook in this class. And our bookstore, because we weren't communicating very well, didn't have a way to say, this is an OER class. This is a class we're waiting for the book order on. And so the students were often told in our bookstore, wait for a week and your teacher may get the book order in and then we'll get the book for you. So it caused a lot of confusion. We have started to make inroads on changing that. So now the top thing on this slide is a student book is a book order from a faculty member that's not filled in. But you can see they now have a dropdown where they can actually choose this is an OER course and there's no book needed. And then the student gets a message that says no text course, which isn't perfect, but it's a lot closer. And because we have to publish this book purchase information early, sometimes students are able to figure out which classes have no text books based on what the bookstore says when they go to register for classes. So it's a little bit closer. It's not the 100% answer. We're working on it. But we are getting closer. So I want to talk a little bit about collaboration and how we're doing that. And I think it's important that we collaborate amongst different projects, but also that we collaborate with one another at our institution. So I learned early in this process that the Seattle Community Colleges do a day they call the sharing day. And it's really about being able to share with people in your environment just like across the hall even. What I have found with our OER policy is that it's very, very relational as people adopt and talk amongst each other, the adoptions grow. So being able to affect change with your colleagues matters quite a bit in our OER project. Beyond that being able to talk to people at other institutions who might adopt to the same piece as a lot of value to our faculty's experience. So we're trying to build that level of collaboration into our OER policy as we go. And then I wanted to finish. I actually want to finish because I still think the student voice is the most important voice in this conversation. The students are the ones who tell their faculty members how expensive books are. They're the ones who tell them how much they appreciate when they're using materials that aren't traditional textbooks. And they're the ones who have the strongest voice about this. So I'm actually going to turn back to E.J.'s voice quickly so that you can hear what's going on. I think it's a chance for students to access higher education easier. That's going to be the biggest thing I can think when it comes to OER. It's that piece of a puzzle that makes them more accessible. Not just the material but being able to go to college. I'm just going to end on E.J.'s voice so thank you. That's great, Will. Thank you. Just being able to go to college. That's absolutely right. Great. We're going to turn to questions and answers here in just a second. I want to remind everyone of the next CCC OER webinar coming up on December 11 at 11 a.m. Pacific. For those of you who are used to the 12 noon time, do note the 11 o'clock start time. We will be hearing from Barbara Olowski and Cable Green, who are both with us today, on California Community Colleges sharing it forward with the CCC by license. Very exciting stuff here in California. And California Community Colleges, for those of you who don't know, comprise 112 community colleges during 2.6 million students, largest single higher educational system in the world. So for California Community Colleges to adopt an open policy is a big deal. So Cable and Barbara are going to tell us about that policy. And hopefully they'll tell us about their work on that as well. They were instrumental in making that opportunity come to a reality. So with that, let's see if we have any questions out there. You can hit star six to unmute yourself or you can post a question in the chat box. Luna, do we have any questions from the chat? We do. One of the earlier ones was posted by Ryan and this was addressed to Lisa. And Ryan asked what were the criteria in the call for proposals for OER in the Maricopa District? We have the full rubric available on our website at maricopa.edu slash OER. And we also have a downloadable version of the questions for the proposals. So it's all available for anyone to look at or use. Wonderful. And let's see, there was a question for you, Quill, from David. And David asked if there were any options for having a printed copy of the OER text available, the on-demand printing through the bookstore? Yes. So it depends on the materials that the faculty member adopts. But if it is something that can be easily printed as a textbook, then yes, we have the on-demand options if the faculty member chooses it. And I'm going to add to that just a request. And that is if you know of colleges where that is an option, I think it would be very interesting for other colleges to learn about that. So please email me and Duna if you are at a college or aware of a college that does offer that print-on-demand option. I got the question that comes up quite often. So I think it would be great if we could collect that information and share it out. Thank you. Any other questions out there from the chat or audio questions? All right. Well, it seems as though our speakers, Paul and Lisa and Quill, have done a very thorough job of sharing their projects and addressing questions along the way. So I want to once again thank Paul and Lisa and Quill and all of their collaborators at Creative Commons, at the Maricopa Community College District, and at Tacoma Community College for the great work that they were doing and really showing us the way forward in adopting open policies, not only doing it on the ground but also including students and providing examples of state and national and international policies that will help us move things forward for our students. So thank you to everyone. Please remember the next webinar on December 11th. Again, at 11 a.m. with Cable Green and Barbara Olowski at the CC by license recently adopted by the California Community Colleges. And with that, we'll say thank you very much and have a great day.