 Welcome again everyone to our ATD OER degree community meeting, winter 2019. This is Una Daly from the Community College Consortium for OER, and happy new year everyone. Hope you had great holidays. I know it seems like a long time ago now, right? And I hope you're all staying warm back back east there and in the Midwest. I know you're having some pretty cold weather. It's in the 60s here today, so we're pretty lucky. Alrighty, everyone can hear me okay, right? Oh yes, snowy upstate New York. Yeah, I'm sure you're getting that. Let me just start my slides here. All right. I think you know all these characters and welcome to everyone. You know we have, I think we're going to have a fairly quick meeting today. We're going to go through some updates in general and then the OER degree calendar and Fran is going to tell us about the final report template. And we're going to have, you know, we'll go through our usual kind of calendar events. And then we have some time to talk about lessons learned and future plans. And so I hope, I hope you thought a little bit about that. Or if you haven't, I hope you'll think about it now. All right. I don't know if any of you caught the Babson report that came out just a couple weeks ago. They've been looking at OER usage in general at colleges and universities over the last, I'm going to say about the last four or five years. And it's up. The numbers are up. We're, you know, as we used to say, I used to say it when I was in business, it was up and to the right. So we continue to grow OER. It's 6% over last year with their review and awareness has grown, I think, to over 50% or very close to 50% of faculty are aware of OER. So these are all really good news. I think one of the things I found surprising was that faculty now 40% say they prefer digital instructional materials over paper materials. Was anyone else surprised about that? I'm a little surprised by that. Is that, is that Peter? Yeah, sorry. Now I see you up there. Yeah, absolutely. I mean, I, this is, I think, actually really good news. And so it's, but it was a little surprising to see that jump. So, and I think it is going to make the use of OER easier. And then in terms of faculty, I'm sorry, in terms of faculty and department chairs, there is, there is a real heightened awareness now about the textbook cost. And I think in the community colleges, we've been a little bit ahead of the four year colleges. And, you know, this was, this is just another little piece of information from CUNY, and I see Gina Amaral's on. So I don't know if she wants to speak to this, but that initial $4 million that CUNY received last year. So that was the first allocation has already yielded 9.5 million. So it's more than twice the investment return on investment. Jean, did you want to share anything about that? No, only that we feel really fortunate that we were in the right place at the right time to receive that support and that we've had it two years running. And so we're in the middle of the second year and things are going well. And it did allow, we only had probably four or five campuses participating in OER before that money came through. And now we have all 24. So it is really exciting what an infusion of money like that can actually do, certainly for our system. Yeah. And I assume that, you know, the governor and the legislature, the state legislature has been pretty pleased with the return on investment. I certainly hope so. And I do believe you're right. Yeah. All right. Well, wonderful. And last, I just wanted to mention Open Education Week and I'll go into a little bit more detail about that later on. But that's coming up in March. So start thinking about how you can use Open Education Week to promote OER. And I know so a lot of you on the call today have done exactly that in years past. And we do keep an archive of what people have done. The community colleges have done. If you go up to our website, you can search under news. And you can look at all the Open Ed Weeks things from the last three or four years and all the really smart things people came up with to engage students and faculty. All right. I just wanted to open it up if we had any questions or support needs that people wanted to share at this time. Any kind of grant related things or. All right. Last time I asked this question, we had, we had a few people who had things I take it that means everyone has gotten all their courses are approved and running and running pretty well. Well, wonderful. If we, I'm sorry, I'm trying to check, check the chat window here. Yep, you made it. All right. This is a fun back channel here. All right. So we will keep moving on then. And I'm going to turn this over to Fran to talk about all the great stuff with achieving the dream Fran. Hello, thank you, Una. So everybody should have received an email from SRI and RPK. This is the final data collection is underway right now. So if you have any questions about that, feel free to go ahead and shoot them an email and they'll be able to get back to you. I know a couple of you had some issues with your research departments. So just let them know if you have any more problems. Dream is coming up. We are, it's all hands on deck now. It's only a couple of weeks away and everybody is busy making sure that it's the best 15th anniversary celebration ever. So it's the 19th through the 22nd and Long Beach. I'm going to talk a little bit about who among you is presenting at Dream in just a second. The very final report will be due March 29. I extended the deadline, mainly because I'm not ready honestly. And there's so much going on with the dream that I wanted to be able to give you all enough time to to work on it. So my goal is to get you the template. Hopefully the week after dream. So that's almost the last week in February and then it will be due on the 29th of March. This one will be a lot more streamlined. I was going to talk about this later in the slides. But we're not going to ask you for as much details before because this is a final final one. A lot of you or a few of you have no cost extensions right now. So the financial budget form that you turned in, you don't need to turn that again, turn that in again. So if you did that already, you're good to go. So it's mainly just going to be some narrative and summary of your experience. So I'll talk about that again in a second. We mentioned on the last one of these calls that we are instituting our first ever Teaching and Learning Institute. So we're excited about that. There are going to be three tracks to that. One is OER, one is culturally responsive teaching, and the other is a guided pathways focus. All of them are sort of going to be braided together is what we're saying around here. So they all will be intertwined and you'll see common pieces and threads amongst each one of the tracks. That's going to be May 30th through June 1st and it's in Minneapolis, right down the street from Paisley Park for anybody who wants to make it a vacation trip to. So we're excited about that. The website should be going up pretty soon. And then people will be able to get more information about the agenda and to register. And then lastly in September is when things wrap all the way up and we'll have the final research report from SRI and RPK group that will go out to you. So as soon as we get it, we'll take a couple of weeks to proof it, turn it around back to you all so that you'll get the final PDF version so you can share internally with your team. Next slide. We still are collecting artifacts from you. So if you have any communication plans, any flyers, any professional development materials that you've used, please go ahead and upload those to the artifacts section. We want to be able to share those out later. Once we get the sharing site. And one thing that I didn't mention that I didn't put in slides is that we are exploring how we're going to house all these courses and where they're going to live. We are, we're very close to making a decision about what that's going to look like. So as soon as we figure that out, we will let you know so that there will be a final grant repository of all the courses. So everybody can get all of the information that they put all their hard work into, are you able to see it all in one place. And we're hoping that the artifacts can either live in an online community, maybe canvas or wherever we put the courses also in that one repository. Great. Just before we go to the next. Sure. You had a question here from Tanya Connolly. Oh, sure. She said in the month of September, will the report need any information from grantees, or will the grantees just be receiving the report. In September, you will just be receiving the final data report. So that's the one that SRI and RPK group put together for us for ATD. So all the data they're collecting this month and then all the, the two reports that they wrote previously, 2017 and 2018, it'll be one summation of all of that in the full grant and the data that they have. So we don't need anything from you in September. The last time we're going to ask you all to send us stuff will be March 29. Any more questions? Yes, Peter, what you're saying here. Let's see. This addition to web base. Yes. Okay, so yes, the repository will be in addition to the sort of library that luminous put together, because the one that luminous put together does not contain all of the courses. This one will contain every last course. So it's going to be a huge endeavor. And we will figure out what all of the pieces are and what that means to you. And we're trying to be able to get you all access for free like we're trying to still work out a lot of the pieces but I did just want to mention to you that it's coming and there will be a place where all of the courses live. So Joe, so no, if you if you got a no cost extension to spend the rest of your money down by June 30 of this year, you do not need to submit another financial budget for again. Okay. Great. Okay, so then back to dream. So there are a couple of things happening a dream related to OER specifically so there is a pre conference workshop. Richard is going to be running that with somebody else. I can't remember right now, but it's titled the OER experience. And it's for people who really want to learn more about OER and actually get their hands dirty and start creating some things. So the pre conference workshops are at an additional cost. And this is just in the afternoon of Tuesday. So pre cons are either in the morning or in the afternoon. So this one is in the afternoon. So that will be something exciting and new if you're interested in paying extra for that. There is going to be a grantee panel orders off. There's going to be a grantee panel on Thursday. I've asked a few of you, if you're interested in participating in the panel, which thank you for getting back to me. I'm excited to see how this shapes up. We are going to primarily give a summation of everything that's happened in the grant and then the unique spins that your institutions have taken while instituting this whole project. We know that this group from previous dreams, you know, it's primarily provosts and deans and some presidents. There are a few faculty members who attend a few librarians, but we really want people to understand the impact to the college and how it can help the college save money. It can help the students save money. It can help institutional change occur and it can help empower faculty. So where I will be having a call with all of the people who agreed to be on the panel a little bit later this month, maybe even the first week of February, because it really is just going to be about telling your story. Things that have happened along the way of this whole initiative. Then we are having a teaching and learning reception. So the OER work has sort of folded into our larger teaching and learning area here at ATD. So there will be a teaching and learning reception on Wednesday. So if you are at dream, you're absolutely invited to come to this. We would love to see you there. We will not be having an OER reception this year. So we're just having this one teaching and learning one. Next slide. Oh, great. You have a question? I was looking to see if we have any questions. I had looked at the OER workshop, the pre-conference workshop, and it looked quite interesting. There's going to be some role playing students and faculty around OER. So it's a pretty creative workshop. That's Richard's thinking, yes. Okay, great. So then, yeah, Joe, I'm coming to you next. So the next slide talks about the grantee presentations. So we have a couple of other OER stuff happening at dream. Thank you for submitting your proposals for the people who did who were on the call. I want to apologize for the lag in notification that happened or didn't happen for some of you. From what I understand, notifications went to some people's spams. Some of them didn't go out. It's an automated system. So I apologize if you were not notified at all. That was not me at all. That was our events area. But when you asked me, I would need to go check because I had no idea who submitted and when they were notified. But on the bright side of that, a few of you were selected. So we are going to have a session with SRI. So it's going to be Richard and SRI, and they're going to be talking about the data. So the last report and all of the cost data and the student survey data that will be discussed as well as the first report. We will have copies of both reports available for people to take physically, as well as a one pager about the initiative that will be in each one of the conference bags. That's going to give just a snapshot of the initiative since it's ended and links to the reports online. So Bay College is presenting on Wednesday, which we're excited about. That's February 20th, and their title is Tell Me What You Really Think of Open Educational Resources. So Joe is going to be presenting. Joe, who are you presenting with? We're presenting with Todd McCann, Jen McCann, who are both English faculty. Edie Erickson, who is an instructional designer myself, the executive director of online learning. And we're also going to have some student videos. It's pretty difficult to find students that are willing to, I don't know, they have busy schedules from work. So we're going to use some student videos. Okay, that's great. That's wonderful. And now that you say that, did they ask you your AV needs at all? A little bit, but I can, you know, touch bases again and make sure that we have a projector of sound. Yeah. Okay, I'm going to make, I'm making a note of that because I need to let them know that you're going to have videos and you're going to need sound. Okay. Excuse me. Okay. So then CUNY will also be presenting Thursday at 10. And their title is without ATD where would we be scaling OER from early opportunities at CUNY. So I believe that that session is going to have a ton of folks on it as well. One thing we tried to do with staggered these originally these were all on the exact same day, which wasn't going to work. So we wanted to make sure we spread them out so people had a chance to go to a ton of different options about OER. There is going to be one dream scholar for the people who attended dream in the past. One dream scholar who is a proponent of OER, he's a strong advocate of it. He encourages people wherever he goes, Key and Trong. He was a dream scholar last year and he will be back this year. So if anybody wants a student testimonial, let me know. He went to school in Portland, but he would be willing to talk about OER to anybody for anybody. Okay. Next slide. So again, about the final report. So, like I said before, this one is going to be a lot shorter. So there's not going to be much need to stress and I'm not going to ask you to pull a ton of things. I'm not going to ask you to pull student impact unless you have it and you want to share it. Probably going to get a faculty summation. We really only need one this time. I don't want to have you all sort of scrambling to find things at the last minute. So it's going to really be a summary of the entire initiative, your take on it, your successes, your challenges as before, but thinking about the entire time. And then really the impact that it's had on your college or your department and your faculty and your students if you have that. So it will be way shorter. It probably will be in an online version again. We are not going to give the logins and passwords this time. We learned our lesson that that was trickier than we needed it to be, but we will have an online system for you to upload things. Are there any questions about that? Nope. Okay. All right. Thank you. Thanks, Fran. Sure. All right. Well, I did want to mention that we are still open for case studies. I know there's a couple that are in the pipe. And so if you haven't sent one our way, do consider that all the information is down there. So we have 14 up here and the last three or four just came up in within the last four months. So we published Heusatonix just a few weeks ago, Lake Washington Institute of Technology. CUNYs was in, I think, October. And then Santa Ana College was just as we were entering the fall semester. They're great, full of great information, lessons learned, and it plans for the future as well. So I want to segue here a little bit. Oops, I'm sorry. I wanted to mention to you that we still are maintaining that list of conferences and that link is at the top of the page. But there's still quite a few conferences. Spring ones, of course, I would say are almost all closed with the exception of Open Ed Week, which is open until the end of February. And that's actually taking place in March. And then the Cascadia Open Education Summit, that one is taking place in April. And I think submissions are due tomorrow. So one more day if you wanted to present there. And then the NYSOD National Institute for Staff and Organizational Development in Austin, Texas also is open for submissions through tomorrow. But many of these are great conferences for going for attending. And I hope a lot of you are presenting at these. All right, Peter, you asked about the case studies are updated. You know, we'd be happy to help you update them. So you would have to send us the updates that you wanted and we'd be happy to make those changes. Yeah. So we're happy to. Thanks for sharing that, Sam. Montgomery College is presenting at the Chair Academy in March. I'm not sure we have that one on here, the Chair Academy. Maybe you could put a link into the chat window, Sam, so that we could put that on our list as well. And yes, Quill, the Cascadia One submission deadline is tomorrow. Unless they've changed that recently, but that's what it was. All right. Open Education Week. So this is the global celebration worldwide. I don't think this is news to anyone. I think probably all of you have heard about it before and maybe even have presented or participated. We hope that you will do that. Submissions are open and there is promotional materials there on that website. So you can download those and edit them. The posters are more easily editable this year so that you can add information if you're holding events on your campus this year. And so it helps with all that graphic design kind of piece. Those will be ready for you. And we love to share the information from community colleges, what community colleges do each year. So keep that in mind. We'll be, of course, using the Open Ed Week calendar, which is why it's great to submit them. Because that will do national exposure for you. And of course, the Open Ed Week site does international exposure for your programs. And finally, there are some really great events that will be going on. And it can be very useful to share those with people at your campus. Those online events during that week happening all over the world. And I think it really can be exciting for people to see that this is not just a U.S. It's not just a North American. It's really happening everywhere. Any questions about Open Ed Week? Anyone want to share what they did last year? I think our support specialist is on. Liz, do you want to share the link in the chat window to that review that you did? So it's posted on our website. Liz Yotta, my assistant, does a lot of work around Open Ed Week. And last year, she archived all of the materials that you sent to her or that we picked up. Okay, she'll get that out there in a few minutes. All right. I just wanted to mention that the CCCOER Spring Webinar Series will start soon. In fact, you can go to that link at the bottom of the page. If you haven't received it already, you probably did receive it in your email. Our next webinar is this coming Wednesday, January 30th, and we'll have two faculty who have recently adopted OER and will tell us about their work in art history and U.S. history. So we really wanted to focus on faculty who are relatively new to OER so that they could report on the challenges and successes, you know, unanticipated benefits and challenges. So if you have faculty who are thinking about OER, maybe aren't very experienced, this might be a great time for them to listen in. You know, they're recorded as well if the time doesn't work. We've also changed our time this year. So we're starting at noon Pacific and 3 p.m. Eastern. I'm sorry, it's getting a little late in the day for Eastern, but it turns out that we have the Hawaiian colleges are participating with us now and so they're two hours behind us. So we ended up changing it so that we could include them in the webinars. At a reasonable hour or so. And we'll have a series of faculty OER dialogues going on in March for the Open Ed Week that will be CCC OER's work this year. And we'll have some other interesting topics. Dual enrollment is becoming a bigger and bigger issue. And so we'll be talking about how OER can play a part in that. And in May, of course, we'll be talking about OER and ZTZ degrees. So we'll be looking to you folks to help us with that webinar. And the final one is on regional models for OER implementation. And a lot of regions around the country are getting together to do planning, which is really exciting around open educational resources, particularly in higher ed, but K through 12 as well. So it's, yeah, it's becoming more mainstream. So now I want to give you an opportunity to talk and Fran and I can listen. And since this is our last community meeting for this grant period, I wanted to invite you to share lessons learned in future thinking. And so what you're thinking about for the future. I actually put a Google doc together here. And let me see if I could type that in here. And if you would like to share that, or you can speak up with whatever you prefer. And I'm just going to, while you're thinking about that, I put the bit.ly link in the chat window there. And I'm inviting you to type in something if you'd like to or to speak up. And I'm just going to start it out with a little blurb from Lake Washington Technical. Sally Hylestead, who I think most of you know, she was unable to attend today. She has an all day meeting. And so I said, well, you know, that's, that's a bummer. Would you mind if I shared the information from your case study? So these, these are, these are public, they're on the CCCOER website. And she said, oh, no, that would be great. And so her lessons learned, I think, probably resonate with many of you. They learned pretty early on in the process that they needed a core team together. They, at one point, they had like a single person in charge of it. And it, and that person, I think either moved on or decided they didn't want the responsibility. And so they put together this core team to make sure that the right people were in the room when decisions had to be made and also to help each other with solving problems. And another lesson learned was that in some case, some disciplines there just isn't the OER available. And so they started looking at low cost and no cost options for other departments that wanted to adopt. Or sorry, wanted to be part of the process, although they couldn't be, you know, strictly OER workforce. Ed was the one she mentioned, but I think all of you know of other departments at your college that also had that. And then the future direction that she shared with us was as they're encouraging students and faculty to engage in OER, they've shifted a focus now to open pedagogy and how students can be really involved in the process away from just strictly OER use. So that was the view from Lake Washington. Does anyone else want to share at this time their thoughts? This is Jean from BMCC. I would second everything from Lake Washington. So we certainly have found that ZTC is much more viable. Even when there are good OER available, our faculty just find it a much richer pedagogical choice to be able to use videos from the library, from canopy, skull, the articles also from the library and other materials or maybe an e-book or an e-book chapter and some things from fair use. So our faculty are definitely committed to OER and want to engage with it, but their courses are ZTC. I'm not sure we have a single course that's OER except for the ones we did for the grants, but of course now that we're moving on from the grant, those folks are incorporating these other resources at this point. They were happy to do it for the grant and see what it was like, but they are feeling that it's a richer pedagogical choice to use the no cost. And we have shifted to open pedagogy as well and we're having great success that's really energizing for both our students and our faculty. We're also looking for sustainability. There's two things. We're creating course hubs, so WordPress sites, which have a menu of options for faculty. So new adjuncts or new faculty coming in can go to this course hub and choose their materials from this ZTC selection. And we're hoping that will sustain and increase the number of folks teaching ZTC courses. And then we also need to have a discussion about tenure because we do believe, still believe that that's going to be the most viable way for sustainability. Is if the systemically institutionally we value OER in the tenure and promotion process, faculty will be able to make the choice to spend their time there rather than choosing to spend it on other things that have been valued in the past. And that it's a viable choice for them to make to commit to spending some time in that area. So those are some of the things we've learned and are thinking about. Great. Yeah, thank you for sharing that. Does anyone have questions for Jean about that? Jean, I was fascinated by the course hub idea. So is that so it's for a specific course, there would be a hub of resources so essentially an array of resources that a faculty could choose from, you know, combine, you know, or use individually. Yeah, exactly. We're doing two things. One is course up and one is a course template and the template is sort of the exact course. Here's the material, there aren't choices. They're just, it's actually the template that you could incorporate. But the course hubs have more choices. So it's like, here's a sample slide deck and obviously people are welcome to adapt that. And here are the essential ones. But here's also another menu. So if you want to add other things, you know, here's our recommended sort of essentialist, but we've got some other resources that we found valuable. And so it's basically a sampling of what different faculty in that course have taught with. So our faculty are very independent and some disciplines more than others. So we have faculty teaching with a couple of overlaps, but then also a variety of materials. So we want to give the sense for somebody coming in teaching speech 100 or sociology 100 of the different choices that are being made by different faculty in the department. So yes, it's a space where they can see options, hopefully not too many because we know that can, it can be hard to choose sometimes but enough options that they get a sense of the richness of the material available and that they can start with and then make it their own and we can add their resources as suggestions as well. So it is a hub that they can go to to put together their course with these materials that their colleagues are already using. That's great. Sounds sounds like a great model to share with others. Yeah. Let's see. All right, I'm going to take one out of the out of the file out of the Google Doc, and I know Tanya has put put one into the chat window as well. And then we'll take another verbal one if you like so Bill pelts from Herkimer Herkimer sorry Herkimer College SUNY shared bill do you have a microphone would you like to speak to your your comment under lessons learned. Okay bill doesn't have a microphone so I'm going to read it bill and I hope I hope I do this correctly. You said an interesting variable that potentially contaminates the main effect that we are adoption has on course selection course section selection student retention and completion. Instructors who are considered hard in quotes because they demand a lot from students and are also strong advocates of we are don't have the same school to students. Instructors who are easy yet use publisher courses. Okay, interesting. So it looks like an OER in and of itself isn't the only variable that students look at when selecting courses. They also look for easy graders that is that correct bill tonight. Did I capture later. Okay, thank you. Thanks for sharing that. Tanya shared, and I'm going to say Tanya, do you have a microphone or do you want to speak or do you want me to say it, your comment. Yes, we are getting some interesting microphone feedback. So Tanya said depending on the size of the college to have a full time OER coordinator position so that we are can be marketed properly and this position should be extended to all types of affordable learning materials. Great. And I know, Tanya, you've been able to do that at San Jacinto is to actually get an OER coordinator coordinator position. So that's wonderful. And then the future direction is to continuing promoting OER at our college, as well as our partner high schools. Yes, it's definitely the high schools are becoming a big part of this as well. I saw somebody turned on their microphone I think they wanted to speak. Would you like to try that again. I think that was you Cheryl. Did you want to say something. I'm prematurely unmuted. Go ahead, you have a little bit there's a little bit of feedback but go ahead. I'm sorry, that's Mike. Yeah, I just wanted to say in terms of lessons learned that we figured out even though we were completely obsessed with OER development, the rest of the college somehow kept going on with their other stuff. So, we had to become sort of stealth, and we developed a new QEP and had our sex review during this three year process that we were active in OER. So we had to figure out how to kind of inculcate OER into some of the other initiatives that were already going on, because as much as we were. We devoted to the idea other people have lots of other ideas and we devoted to it didn't really know what we were getting at. And so we did have to just kind of, you know, make sure that we are that got considered as part of each of these initiatives and the new QEP that we have, which is on problem based learning and critical thinking. So perfect for OER and OER pedagogy. But I realized if you don't pay attention, it doesn't get picked up. That's not really. Great. And so the two initiatives that you mentioned were project based learning and critical thinking was trying to introduce OER into those initiatives was a way to get broader appeal. Right. You know, our grant is ending with the QEP is just beginning. And so we didn't want everybody to sort of turn away from what we were doing in OER and just worry about probably starting to miss the fact that this can all come together and be together. So it's pretty exciting. Yeah, and sure. What is QEP? Sorry. Oh, I'm sorry. The SACS, the SACS COC is our accrediting body and you have to pledge to create a five year quality enhancement plan. So the UAP stands for quality enhancement. Right. I thought the whole institution has to be involved. It can't just be faculty. It can't just be, you know, throwing money at something. It's usually a very carefully crafted plan to improve something significantly over a five year period. And so we're developing problem based learning as an institution with that. So it's really a natural for OER. It's just getting other people to see that and understand it because people are at different levels of understanding OER anyway across institutions. Great. And so you're hoping to integrate OER into the QEP? Yes. Part of the QEP, the bad news is we will never, I doubt we'll ever have an OER coordinator, which would be wonderful, but it's not going to happen. But we have a new director of our center for teaching excellence, which we didn't have before. It's a new position and funded by the creative budget. And so we're hustling really fast to get her up to date on what we've been doing on OER. She comes from a four year school that didn't have a lot of OER efforts. So, so that's been the good news. Great. Thank you, Cheryl. And we've had a couple more come in in the chat window and I see, I know, Quill, you also had something to say. Do you, Quill, I think yours came in earlier. Do you want to jump in first? Oh, I was just jumping kind of on and I think a couple other people have pointed it out how very true it is that the rest of the college kind of keeps going. And this seems like the most important thing to you, but it's not always the most important thing to everybody else. So finding ways to mix it in is really, really, really important. Great. And it looks like, Quill, also you said you're going to be targeting dual enrollment and something else. Yeah, so for us, for my institution, dual enrollment is our highest growing enrollment college wide right now. So to focus on enrollment needs, we're going to go that way. But career and technical education is also really, really important to us. And it's one of the places where it's harder for us to develop OER because it's like, you know, a lot of it is from scratch or finding new ways to think about teaching material. And so that can be really challenging for my college to do because, you know, they've got a million other things going on and faculty don't want to write new materials. So we're targeting that, but we're going to do dual enrollment first just because that's where our enrollment is. Great. And thanks Cheryl for, Cheryl has put Reynolds Community College in Virginia has gone completely OER for their dual enrollment courses. That's really super. All right, let's see. I'm going to back up. I think the next person was Janice. Janice, do you want to speak up? Do you have a microphone? I do. Can you hear me? Yes. Okay. Now I just mentioned a few things that came to mind. You know, with the courses we created during the grant, we're now, you know, realizing we need to come back to those courses and continue to keep them relevant and enhance them even more. Because back, you know, when we first created them, our focus was largely on what is OER, how do we get it in the course, how do we make it look good. So now we're going back to those courses and really enhancing them with assignments that incorporate open pedagogy and active learning strategies to make them better. And then we're also lucky enough that we're able to offer an OER course award to our faculty to continue the development of OER courses across the curriculum each each year. So that's happening here. So is that a stipend or is that like an actual excellence award that's given or that's awarded? It's a stipend that is awarded to a faculty member who's basically their course is chosen by the division as being the next one that should be targeted for online course OER development. Okay. It's a little bit of a double-edged sword there, but sounds good. The faculty volunteered to do it. It's not like they're being forced. They are paid well, so. Okay. You're awarded to do it. Yeah, they apply for the award to do it. Yeah, oh, they do. Okay, wonderful. Yeah, and I was, I'm sorry, not trying to give you a bad time. I think that's great. All right, Pete, you had something here to say. Do you want to speak to that? No, shocking, huh, that I had something to say. Yeah, I'm shocked. I mean, some of these points are great. I mean, some of the things that made our application for this award so specific to our online division, the strengths of the online division and what we were going to be doing from that perspective just highlights the weaknesses in trying to bridge that into the hybrid and face-to-face world. So, I mean, our next challenge now and continues to be our challenge is to try to get the rest of the institution to look at this in the way that we're looking at it. I mean, I'm hopeful that some sort of mini-grants in the same way that was just mentioned to maybe get a group of faculty who are teaching either just traditionally face-to-face or have not adopted our online materials to pay them as a team to make things a lot more robust for the classroom. And then maybe we could get widespread adoption that way, you know, target some of those same courses. It's the ones that we're using for dual enrollment now that just occurred in the fall. That added almost 60 sections to what we've been doing and they're using the online materials in the high schools for that. I mean, anything that we can do to try to get more people to work together in a team and then spread that amongst face-to-face and hybrid teaching, I think that's our next focus in addition to just tackling other degree plans. Great. Well, I'm glad to hear someone else, someone mentioned other degree plans as well. Great. Thank you, Pete. Cheryl Lee, you had some insightful information here for us as well. Hello, everyone. Let me scroll up and see what I said. Let's see here. You know, for sustainability, I agree so much with everyone. For us personally here at Santa Ana, we have been having a really hard time with our bookstore. Who's independent and they're really great supporters, but in getting and pulling faculty to see what they're using the next semester to find out if they're using OER or not. It's so much of a manual work for our office to pull all the faculty and find out, are you using OER again or not? It would be great to get OER into the regular process of bookstore requests. So we're still working on that, but in terms of regular processes at the college, dual enrollment is great. And we're starting to do that as well, but it should be something that's on everyone's thoughts as they go through any of their committees, curriculum, when we talk about accessibility, it should be considered in all of these areas. So I think that for us, in addition to, I'd love to get an OER coordinator because there's so much involved as we all know and nobody else seems to realize this, but there's so much that's involved in OER in terms of coordination and then the maintenance of materials that I think that for us that'll really help with sustainability. So I echo everyone's thoughts in that as well. I don't know if I added anything more to that other than to express my frustration with it not being part of our regular bookstore ordering process to find out what faculty are using. But our bookstore tells us that faculty doesn't usually fill out their forms for regular textbooks anyway. So we seem to be ignoring the process at our college. Cherily, I so want to second that. I think, and you know, I am an OER coordinator basically, but I think, along with several other hats, but I think overall it actually moving OER into like a scheduling process at my institution, which is very, very slow going. But it's one of the things that I want to have happen so that it's not like, oh, this happens at a different institution like this happens because it's special and it's OER rather than like this happens because it's what we do at our institution. And so yeah, you should report that and it should go into the schedule and we should know before you even think about selecting your textbooks that you've already decided to go OER. That is the dream world that I want to live in. Right. Exactly. Exactly. It shouldn't just be, oh, there's Quill calling again. I better include this or something. It should be, everything should be part of the regular process. Yeah. We're even worse. Oh, Quill wants the old book list so she can go through it and figure out who didn't turn in a book so she can ask them if they taught with OER, which is our process. Oh, good. Thank you. I'm not alone. That's all I've got. Great. Thank you, Shirley. And, you know, Peter had a had a comment here about building a building in to your, he's building it into the scheduling worksheets, whether there's an OER or no textbook purchase required for students. One thing years ago, and Anna Rundle, they actually changed the adoption form, the template that faculty are supposed to submit to the bookstore and many don't of course, but by a certain deadline, right. They actually put OER in that in that adoption form so that faculty could specify a link to a free resource or and maybe there was a room for a comment so I don't know if that's at all helpful but they made it part of the process so that it wasn't an exception that faculty had to had to take care of or yourself as the coordinator had to had to take care of. Well, not seeing too many other comments right now and I people I suspect are perhaps some people have to dash off I think can you still see my screen here. I'm having trouble seeing my screen because I switched out of the slides. You can still see it. You can still see it. And do you see something called futures. Whoops. Yeah, I'm sorry. We're still looking at a great picture of Sally. Yeah, not right. Well that's always good. That's interesting. Oh, I'm sorry. I see where I am. So here's just another set of lessons learned what I did was I looked at the case studies that have been submitted in the last four months and I mentioned the four of them and here were some great other lessons learned from other folks and actually I think most of these have been covered. Tenure and promotion is mentioned here building a working relationship with your bookstore for low cost printing, providing library support to faculty outreach outreach to students can be difficult. I think you've seen many of these before, but do read those case studies they have some really great information in them. And then futures that I also pulled out were how prioritizing growing OER department by department. I think some of our colleges have found that maybe the OER degree isn't the exact fit for them. And so they're looking at other ways of approaching that and I don't know if anyone wants to address that. And another comment was making sure that these pathways are not very very thin so that there is more than one section of OER course being offered, you know for a specific course being offered each semester. Otherwise it's not really realistic to expect students to follow the entire pathway. And then you know that this will be the last data collection is happening in February but for future purposes, you're going to want to continue to measure your outcomes and so somebody mentioned all the wonderful outcomes so looking at withdrawals drop rates and persistence continuing to do that as you seek additional funding for you know new new new projects around OER and pathways. So I want to say thank you for joining us if there aren't any more questions I think we'll let everybody take off for their afternoon and thanks for joining us.