 Good morning, everyone! Good morning. We're going to get started, so thanks all for coming today. My name is Christina Raymond Murphy. I'm an open and affordable educational resources librarian at Penn State University at the Abington campus. Hi, I'm Brian McGerey. I'm the learning design and open education engagement librarian at Penn State University and I work on the opposite side of Pennsylvania and Pittsburgh. And our third presenter is not here today, Elizabeth Nelson. She is at Penn State Lehigh Valley. We have a bunch of other names up there because those are the, we're talking about a program where we're training and upscaling OER education across librarians at Penn State University. So some things are going to go over today. Overview of the program, we call it OER Leads, how our timeline goes and what kind of funding model we have. We're going to discuss our goals and our hope, our intended impact for this program. Share some of our obstacles and our opportunities in creating the program and managing this project, some impact and then we'll share our QR code with access to our materials. So the background of this program, as you all know, you're all here, libraries are often leaders in the open education movement. However, it might, there's capacity issues and how to scale this up across our institutions. Brian and I, you know, Penn State is lucky enough we have two OER librarians, but we're a pretty big institution. So even that can be a big issue of scale and capacity. There's obviously certification and training programs for librarians around Creative Commons and OER. Brian and I have done many of them. Of course, they require time. But they also, we're looking to run an adoption program or scale up our adoption program. And so they also, some of them lack the like practical training and the logistics of managing an adoption program. So that's really what our program is aimed at. So we address that side of it. Penn State or Pennsylvania, I should say is not as lucky as some of the other states in the United States that have legislation behind them that help propel OER forward. We do not have that champ. So you're speaking a Colorado right here presentation. I'm like, I want to hear that because that's what we need that. So that is an issue for our state. There's no legislation that pushes OER forward. So we're kind of just groundwork doing it up. So to give an idea of our context, this is the state of Pennsylvania on the east coast or close to the states. We currently have 10, those are all of our campuses. We have 24 campuses. Pennsylvania, I should say Scotland is about two thirds the size of Pennsylvania. So that's where we are in terms of, there were one of hundreds of institutions of higher education in Pennsylvania, but we're the largest in our state. We're the land right institution. We have 80,000 students, about 6,300 faculty, and about 150 librarians that work at Penn State. So Brian and I are just two of the 150. So that being said, Pennsylvania is a kind of like interesting state as many are. In the bottom right hand corner near the Addington campus, that's where Philadelphia is on the far left side over by Greater Allegheny. That's where Pittsburgh is. So those are two large cities, the two biggest cities with Harrisburg, another one in the middle. And then the rest of Pennsylvania is really rural. So our campuses range from very diverse to not very diverse from 40,000 students to 500 students. Each of them has a library at them and each of them has at least one librarian. And a lot of our campuses, the flagship campuses in the center is University Park. That has a very different socioeconomic situation from the rest of the campuses. At my campus at Addington, 42% of our students are Pell Grant eligible, which means that families are living below the poverty line. So that really impacts. So that's an interesting thing because at a land-grant institution or a place with multiple campuses, oftentimes things are driven top down. But in this case at Penn State, OER has come from sort of grassroots up because the greatest need is at, tends to be at the campuses, we call the Commonwealth campuses, as opposed to at the flagship campus. So that's kind of been an interesting part of ours as well. Okay, so what is OER Leads? Well, it's funded by two pieces of funding. We have an endowment at the University Libraries. We have a really strong donor system at University Libraries at Penn State. And one of our donors donated the librarianship for learning innovations, which I received two years ago. So that has given me funding to do this. That's one way. We also, two years ago, our dean asked for proposals for Giving Tuesday campaign, and I proposed an OER one and she accepted it. So our first time doing it, we have raised $45,000 from one Giving Tuesday campaign. I think we were the second largest Giving Tuesday campaign at our campus. There was like, sorry, at our university, there was like 150 Giving Tuesday campaigns at Penn State. Only the law school BSL, which wasn't necessarily unexpected, but so that's how we raised money. We did it again last year, and we raised $37,000. So we continue to have donors that are interested in OER, and this speaks to them. The one thing that I found that's interesting for donors that speaks to them is their return on their investment, which is not language. I'm an English major working with donors and all this stuff feels very uncomfortable for me. But there's definitely a language there about how, you know, your $500 donation has an ongoing impact because faculty keep using OER. So that has really been good at getting it across. So what do we do? It's a train the trainer model for OER adoption. Brian, myself and Elizabeth Nelson, the other librarians not here. We develop materials. We train our librarians. They also go through the Creative Commons certificate. So part of the funding that I have, we pay for them to do that. People are trying to keep our own scalability issues there, like we can't train everything on OER. So we sign them up for that. And then we form a community of practice, and we work together over a few months. I'll show you the timeline in a second. And then they immediately put their skills to practice running an adoption program at their campus. So not only do they get funding for themselves to stipend the librarians, but then they receive up to five stipends for faculty at their campuses to support them in doing OER. So this is just the timeline real quick. In the spring 2022, we created the training manual and began onboarding the first cohort in January. We did that for a couple months. That's when the Creative Commons certificate. And then by March, they were putting out the call at their campuses for faculty to apply to receive an adoption grant. In summer 2022, they began supporting their faculty over the summer, as I'm sure all of you know, that could be a wide range of things anywhere from the faculty who says, great, I looked in the open textbook library, got something, good to go, right? To faculty that needed much more support and changing all of their course materials. And then the fall and the spring, the courses started being taught. For the first round of this, we had 17 faculty teaching 34 campuses, supported by the seven librarians that were the OER leads. And then spring, right now in the middle of training, three new librarians applied for the program, and they'll be running their courses and so on and so forth. We've also, because of the fundraising that we did, we're able to continue it for the initial needs as well. So now we're going to have 10 librarians running programs at their campuses. And I'm going to turn it over to Brian. Thank you. So in terms of some of the goals and impact that we've had thus far with the program, as Christine already alluded to, this idea of building a larger, stronger network of folks who have some open education expertise and certainly something that we were interested in doing and having more sweet people across the whole Penn State ecosystem for OER support and advocacy, especially at that campus level. Also, sort of one of the immediate outcomes of all of this was to have these OER adoption programs at all of these different campuses. So we have that happening at eight different campuses. I won't read through all of the campuses, but you can see them on the map earlier there. And this has had an immediate impact on students. Just some initial cost savings calculations there. We estimated about a little under $32,000 for 731 students in 35 courses taught by 30 faculty. The second year of the program is underway right now. They're starting to recruit faculty for it. And so that's going to expand to two additional Commonwealth campuses as well as into some additional programs at the main University Park campus. And then a final goal of this is to have some adaptable materials that can be used at our various Penn State campuses, but also be used at additional institutions. And we will share those with you shortly. So we've gathered feedback from a number of different stakeholders in this program, first of all being the Leeds librarians themselves. And one of the things that they've really enjoyed about the program is having this kind of sense of community around this particular topic. A lot of them were coming to this very little prior knowledge or expertise around open education. And so having other folks who were kind of in the same boat and being able to rely upon each other, learning from each other was very important for them. They all had a great experience in the Creative Commons certificate program. So that was a good thing that came out of that. And one thing that was really important in terms of their relationship with faculty was that, first of all, there were some faculty who had never interacted with librarians in the first previous two to this program. And so having that kind of one-on-one experience with some of the faculty was a new thing for some of the faculty in the librarians. Also, there were some challenges that came out of all of this. So trying to navigate some of the faculty needs and expectations, there were courses where it was difficult to find materials for them, I encountered that actually myself with one of the courses that applied for the program. And then there were also some instances where classes got canceled kind of at the last minute. I actually had one that got canceled a couple weeks before the semester started. Fortunately, the class that this faculty member got reassigned to, we were able to find who we are for that. So that kind of all worked out, but it was challenging in that respect. Also, the leads that they... Sorry, I'm not sure why it's... The leads said that they were interested in having some more case studies to take a look at to learn. Okay, so we're going to share some initial survey results that we have from the courses that ran this past fall. There are still some more courses that are running right now in the spring, but not surprisingly, our survey of students surfaced a lot of concerns around affordability. And so 54 percent indicated that they were worried about paying for course materials. 65 were anxious about their ability to afford being Penn State students. 35 skipped purchasing course materials at some point. I don't think those numbers are particularly earth-shattering. If you've looked at any other studies around students as it relates to textbook affordability. All of this has had an impact on their academic success. So 21 percent said that they've struggled with the course because they didn't have access to the materials. And nine percent had even either dropped a course or withdrawn from courses as a result. But in addition to the cost concerns, students emphasized that ease of access was a major concern for them. And so we were pleased to see that 97 percent of the students said that OER were about the same or easier to access than other course materials that they used. And interestingly, cost and ease of access were the top two concerns also for the faculty. We surveyed them as far as their motivations for being a part of this program. And they were also interested in learning more about OER. So that was another reason for participating in the program. They also gave us some insights into the effectiveness of the materials. And perhaps most importantly, 100 percent of them said that students understood the materials as well or as previous materials that they had used. So this suggests that the materials aren't detrimental to student learning, which is good. And in many cases, it's actually providing added benefit to student learning. Also, 73 percent of the faculty said that they thought the quality of the materials was the same or higher than what they had previously used. So that was good to see. And consequently, 87 percent of them said that they would continue to use OER in the future, which is good because we're making this one-time investment in the faculty and they'll continue to have kind of compounding effects there. One thing worth mentioning about the labor aspect of this is that it can take a lot of work. And in this case, 40 percent said that it was more work than they expected. And so this is an important thing to keep in mind for a variety of reasons. One, it's important to, if you're doing something like this to manage faculty expectations in terms of how much work this is going to require to be able to make these changes and how much time it's going to take. But it's also important to us from like an advocacy perspective because at least at our institution, I would imagine a lot of other folks' institutions, this kind of work isn't typically given the same kind of weight in annual reviews or promotion to tenure and all of that sort of stuff as research or other types of activities. So that's kind of a risk for faculty to invest a lot of time and effort into this as opposed to something else that's going to get them more credit, so to speak. And that's particularly a risk for contingent faculty who also happen to be some of our biggest adopters of OER. And that lack of credit really ends up being kind of an equity issue. So it's important for us to advocate for this and we've been doing some of that at Penn State because we don't want to see this turn into a situation where the only folks who can really be taking that risk are the folks who have tenure, folks who have more established careers and have less to lose by spending time on this. In addition to our primary goal of getting more faculty to use OER, as I alluded to earlier, this also had an added benefit of getting more faculty to work with librarians. And in some cases, faculty who had never worked with a librarian previously and that they had greater awareness of library resources as a result of this program. So just a few challenges that have come out of this program, you know, the workload capacity issue for librarians, certainly challenging because these folks are doing lots of other things in addition to OER. Also, recruiting faculty was a challenge at some campuses more than others. We had some campuses that had more than five applicants, which was kind of the number that we had for each allotted to each of the campuses. And then there were other campuses where there were like one or two people. Faculty expectations and their understanding of who we are. So kind of again, managing expectations was important and a challenge. Sustainability of the program in terms of, you know, funding is going to be something that we're going to have to be thinking about, especially in the current climate that we have at Penn State, which is not the greatest. And I would imagine it's probably a case for a lot of folks in the room. And thinking about some opportunities, you know, this has been a great way to make lots of new connections across Penn State's various campuses. As I said, greater awareness of library resources and OER has come out of this. And this has been a great proof of concept for kind of distributing this work across the institution because we have these 24 campuses, but it's one institution. It's not like some of these, you know, like SUNY, for instance, where it's a system, but lots of independent campuses. This is one institution, but just geographically dispersed. I believe it's the tag behind it. So this has been a great way to kind of divide up that work across the system. And as I said earlier, this has provided a great sense of community for the librarians participating in the program and is helping us to build up our capacity. And there's been an increased interest in open pedagogy out of this. And so we're kind of hoping to move in that direction. So as I promised earlier, we have materials from the program, the training manual and the dossier letter that we've provided to all of the leads to be able to give to faculty to participate in the program. And the consultation worksheet that we use, you can either go to the URL or use the QR code to be able to grab that. I just wanted to make sure everybody was able to get it before. Okay. Good morning, folks. My name is David Tully. I'm the librarian for student success and affordability at Carolina State University Libraries. I'm Will. I'm here to cheer you for David. Thank you for your patience while we got these slides underway. There we go. All right. I guess to begin with, then, maybe a little bit of context where we come from or who we work for at least. So North Carolina State is a large research one university in the southeastern United States situated in Raleigh. Historically, we've had, you know, strengths within things like agriculture, textiles, engineering, design, and statistics. We have about 38,000 students enrolled at NC State and about 80% of our students are North Carolina residents. And if you're really interested in some of our sort of wow statistics about our university, there will be a go link at the end and you can take a closer look at some of that. In terms of bachelor's degrees, we award over 100, I think at the moment, and growing. Perhaps through virtue of being a land grant institution, NC State has this motto, this ethos of think and do. So we really value and center sort of hands on transformative work that looks to problem solve. And I think, you know, this motto sort of cuts through across campus, including the university libraries. Speaking of the university, the university libraries, the libraries is a heavily used resource on campus, both on and off campus, I should say. And for a number of years now, you know, our libraries is active as one of the main hubs across campus. So, you know, this is a place where students come to research and learn, but also where they gather in their social groups, sort of after hours as well. So really busy building student success. We've been active, as I said, for many years now, both in terms of things like building hours, resources, and services, and so on. But certainly over the last few years, particularly the libraries have taken like an increased presence and become a great stakeholder in the wider scheme of things. To the extent that, you know, student success and affordability is number one in our strategic plan a few years ago. I think the reason why is just the ongoing sort of diversification of our campus. I think wherein as in the past, you know, our university was set up for one or two sort of typical students. Whereas now that sort of that model no longer fits, you know, with greater diversity, with greater access to groups that, you know, to categories of students that are just historically underrepresented in higher ed, sort of brings new challenges and a need to be much more flexible and pivot to meet some of those, some of those demands. So as mentioned, sort of one size doesn't fit all. And I think that really gets to sort of the heart of some of the work that we do and the importance of such. And, you know, to throw some statistics at you, sort of one in five now other incoming students of first generation students. This past fall or autumn, one in seven other incoming students was a transfer student, often transferring from a sort of rural community college elsewhere within North Carolina. But it's fair to say that a large number of our students arrive at NC State more vulnerable than others to suit costs, particularly sort of unforeseen costs that might arise during their sort of four years or whatever it might be on campus. And this these issues can sort of manifest itself in different ways that affect student success, student outcome. One of the ways in which we've seen recently, and this is a trend that is repeated across likely similar institutions in the US, is the rise of sort of food and housing insecurity. So I've worked pretty closely with a professor on campus, Dr. Mary Haskett from Psychology. Dr. Haskett has done a lot of research looking at the rates of food and housing insecurity at NC State. And what her research showed was that 15% of our students will experience food insecurity at some point during their academic career at NC State, about 10% experience housing insecurity. And I think it's easy to imagine when you are experiencing sort of these types of cost pressures, this can have an impact on you elsewhere in your journey towards your degree. This can lead to taking longer to complete, therefore occurring more student debt as a result. And about 65% of our students do rely upon some form of financial aid in order to attend or worse altogether, sort of dropping out altogether with nothing to show for it. This is the sticker price of an education, an undergraduate education at NC State. You'll see there's a distinction between North Carolina residents sort of in the center and Iowa State to the right. So you pay less as an NC resident, but you still pay an awful lot. So over the course of a four year degree, you'll be looking at around $100,000. That's to get your certificate. Now many students still choose to pursue this despite those increasing costs, because without a degree, there's a lot of data which would suggest what your income during your career will be significantly less. And if you go into the job market without a degree, for instance, for many students despite these cost pressures, it's still a gamble worth taking. Now the libraries is not in a position where we can impact too many of these costs, but we do have this sort of unique impact, unique ability to impact books and supplies in particular. And we sort of focus a lot of our resources over the last few years on this one aspect in particular. So this year we asked students to budget about $854 for their materials. That's down from recent years. There's another presentation entirely about whether that cost has got cheaper for students or not centered around things like access codes, student choice, and so on and so forth. And maybe some of us have a chat afterwards about that because I can talk all day about this, but it's still a significant cost to the libraries, particularly interested in helping out. We've been active in student affordability for many years now, so far predating my work here. Beginning really in the year 2000, we began a sort of a relatively small, I'm told, short-term lending program where students would borrow a laptop or borrow headphones to about four hours a day. Now, fast forward a few years later, we launched a technology lending, sorry, a textbook lending program. So if you are enrolled in a class that has a required textbook, the libraries will purchase a copy and it'll be made available to you on a very short-term basis, about sort of two hours per time. Now, given, as we know, the escalating cost of textbooks, open education and OER in particular, is much more of an interest to us. And in 2014, our alt textbook project was launched, and all the credit in the world to the gentleman to my right here. It's been a roaring success, and I'll come on a little bit more about that. And then in 2018, the library started awarding scholarships. So if you're a student worker at our libraries, and we have about 200 to 250 at any time, then you will be eligible for a scholarship award from the libraries. We started off with two scholarships worth $2,000 a piece, so one fifth of your tuition. And again, I'll come on to talk about how that's grown in recent years. Now, because there are so many different sort of threads, and so all these different sort strands around affordability, this is just barely a handful of them. The library's developed a fellow's position, a time-limited position in 2019, or somebody to lead an initiative, sort of marrying these threads together in a programmatic way in developing new ones. I was fortunate enough to be the person that was tasked with doing that, and I've progressed few years later onto my current position of student success and affordability. My role, I'll be completely honest, I think I've got one of the best jobs in the libraries. I love what I do for a living. One of the reasons why is that at our libraries, and I think never more so is that clear than within my role, we are not siloed. We cross departments all the time. There's 20 departments at the libraries. I don't think there's one in which I haven't collaborated on at some point just within the past three years. My home department is open education, well, the open knowledge center, I should say. This is where a lot of our OER work takes place. I think it makes perfect sense to be stationed at home in open knowledge, because what OER is a big part of what I do. I think the values and the principles of open education really inform a lot of the work that I do, whether it's with my colleagues in development or community engagement or access services. Things like, for instance, community. Community is absolutely at the heart of OpenEd and is at the heart of my position. I would be nowhere near as successful if it wasn't for a large amount of people on and off campus that I work with along the way. Innovation and creativity. People in general, openness, trust, that sort of thing. All of these are vital components of this position. And I also get to collaborate elsewhere across this huge campus of ours. Perhaps the best example of that is our Pack Essentials Committee. This is a student basic needs coalition of volunteers. I'm the library's representative, but most of the other units will have a representative. We are set up to sort of serve the basic needs of around that sort of 20% mark of our students who are sort of particularly vulnerable to costs and unforeseen costs in particular. So we work together. We have ad hoc committees and student government is another one. Student voice is really important. We always talk about this, but it's also absolutely paramount to work the work that I do. And then sort of there's other ones as well, sort of wellness and recreation. I think the last few years have showed us that there's absolutely a need to bring in outside bodies from elsewhere on campus into our building and actually reach students where they are. So I've collaborated closely with the cancelling center with our wellness and rec. We've had things that I thought I would never see before, students getting like massages in the foyer. This would never have happened a few years ago, but our libraries is open to doing things like this. And my job, luckily I get to help arrange some of that. To give you some idea of some of the success stories and what a position like this can achieve, we have a food pantry. Hands up if you're on a campus with a food pantry. Several of you. So our food pantry has been around for a while now. About 10 years or so. And it's a vital resource for a lot of our students. It's still heavily used. Perhaps unfortunately so in some aspects. The library has been active in terms of partnering with the pantry for years. We've sent colleagues, myself and Will, have gone to the pantry to volunteer. We've also gone out into the community to help with other food pantries. But again, in line with that idea of opening up our spaces to incorporate this more sort of holistic set of needs that students need these days, we've began bringing the pantry into our spaces to do sort of pop-up dance. And it doesn't stop there either. We've given our rates of food and housing insecurity. We've hosted things like town halls where we've bought in sort of authors. We've bought in academics. We've bought in students who can speak first hand to their experiences and what we need to do better on campus to support our students. We've held film series that looks specifically at things like students from lower income backgrounds accessing higher ed and being successful within it. We've published white papers on this topic. We also have a personal librarian program on our campus. So if you are an incoming student in this fall, we had close to 7,000 students, you are automatically paired. You don't get to choose, but you can opt out if you want to, with one of our librarians. And the idea of this is you have like a person at the library, a contact, a concierge where you can reach out to at any time and ask a question both about the libraries but also about campus in general. We outreach to you both through things like email but also in person events. And our goal really is to humanize the libraries and sort of, for a lot of our students, our libraries is this enormous like behemoth of a building that can be quite intimidating to step into, particularly if you are from a smaller town or a rural community, you come into our library. It's not immediately obvious like if you found your place or not. So the goal of our program is to sort of hopefully kick away some of those barriers by showing there's a more sort of personal touch. We're not afraid to laugh at ourselves, but we're also there when you need like serious help with your research or access to technology, whatever it might be. The great commercial. Thank you, thank you. We did several of them. We did a few sort of takes on things like the office and everything else and waiting a call from Hollywood that hasn't come yet. I've also done an awful lot of work with our development department in a few different ways. So I mentioned the student scholarships previously. We started off of two in 2018. We have now awarded 37 since and 21 just within the last two years. And 12 of our students benefited from those scholarships in the past year. Half of them received awards of about $5,000 to about half the cost of tuition. We've been able to do this through philanthropy, through growing the number of different types of scholarships that are available to our students. Donors have been great. They've been central. And also the library's textbook project has also benefited from things like crowdfunding. We raised $7,000 just last month to support faculty in OER projects. The main reason I think one of the best successes that we've done to provoke some of that is through them being able to demonstrate the impact of a scholarship award to things like storytelling through whether it's videos, whether it's connecting over lunch with students or to see the middle here had a donors and scholars program in person at the libraries last month. So this helps both steward existing gifts but also cultivate new ones as well. Also been extremely successful in grant writing. So working with foundations to bring money in that I can then use so I can pay for students textbooks or access codes. I can buy students laptops if they are in sort of dire need of access to that regard as well. Our textbook program, it would be remiss of me not to mention this because this has been like perhaps the biggest success of student affordability over the past 10 years. We've estimated since 2014 we've saved close to $11 million. That's what conservative estimate and fairness in that time and already had a date given the applications we've already received this semester as well. It had impact of over 80,000 students, which is amazing. And at 77 projects within that time of 45 within the last sort of three or four years. So since that fellow's position was developed, it's really sort of provided a sense of I think of sort of rocket fuel to this type of program. We've been able to grow the number applications that we receive quite significantly. We also have this amazing program called the Open Pedagogy Incubator. Now Will and I are leading another presentation tomorrow when we dive into the incubator. So I won't give you too many spoilers, but if you're curious what this is referring to, this is a program that's set up to support faculty in developing competencies in Open Pedagogy through things like workshops, through things like discussions, curated readings and so on. So we've had sort of multiple cohorts come through the incubator over the past few years, both at a local level, but also a system wide level as well. And I'm so excited to talk to you through a few of you tomorrow more about that. And also digital access as well. I mentioned at the very beginning we've had that short term lending program for a number of years. And that was great, but there was a growing number of students where that did not benefit any longer through a variety of reasons, be it employment, be it they were no longer accessing campus as frequently as students did in the past, be it they may have had sort of parent or other caregiver responsibilities. So this program I've grown to be a subsection of longer term lending. And that's also been scaled a little bit more to incorporate Wi-Fi hotspots as well for students who don't have any or reliable internet access, at least as well. And finally, another success, we provide needs-based scholarships, but so do a lot of our other colleges. We have a Leathernon campus, so we've partnered with a couple of them whereby students are receiving aid from those scholarships, but we tack on additional library support. So we provide an additional laptop on a longer term basis. We'll purchase textbooks and access codes for the first year, so essentially ease that sort of that landing students have when they first come to campus and they leave a high school where these materials are commonly made available to them and suddenly they're being asked to find $300 by an access code for three months that they can't sell back. So these are my slides. I want to acknowledge we have five minutes left and I want to make sure we get to some questions. So I'll just say a lot of people in the room are doing really cool stuff like this and we're excited to talk about different ways, whether that's sort of a distributed expertise where you have different folks on campus coming together in a constellation, whether you're trying to sort of build a Voltron, David, where you take the different parts together as a team in different ways, or whether you want to think about a full-time position. Our position description is available and David can speak really powerfully to these issues. I could blather on forever. You've ever been to a past session, you know, that's the case, but I'd really like to invite you all to come back and have a little time for Q&A here. So thank you all so much. Thank you, David, for that awesome discussion. What questions do you want? I was very abrupt. I'm sorry about that. Yeah, please. Can you expand a bit on how this went with faculty and how you kind of engage them with workshops? I just know I'm in the starting process, so any hints or strategies to get them going, to get them on board? Yeah, so awareness is always a challenge, as we know, not just of where we are, but also the ways in which the libraries can support faculty in both understanding where we are in terms of discovery, but also potentially using it to sort of transform that course. A few things that we've done is we've had sort of workshop series, so we did the open cafe for a number of years. It started during lockdown, which was a sort of synchronous virtual event, where week to week we would sort of meet and we'd explore a different topic of open education. So we've done that, we had a few different sort of series of that, sort of as it were, that proved quite popular. We'll see workshop-wise, we've tried to sort of position our workshops to speak to the reasons why faculty don't embrace OER, for instance. As we know, the quality question always comes up, so that's one that we've done. Discovery is perhaps another one. Also a lot of faculty aren't aware that if you work with the libraries through the old textbook program, it's a grant funding program as well, so you receive funding that will compensate you for your time, or you can use it in different ways, hiring a student, what it might be. But we also reach outside of the libraries to work with some of my partners across campus to draw awareness to this as well. Student government's a good example of that. Over the past few years, we've worked with them to develop a faculty award around sort of OER as well, so speaking to that promotion and tenure component that we always know is an issue when it comes to faculty working with OER and things like that. So there's a lot of different ways, and I think the pivot to online as it opened up some additional opportunities that were always there, that maybe we didn't always see the value in them. The only thing I'd add to that is you're in a room full of people doing cool stuff who would love to share, who would love to talk to you, who have an open license on all their stuff. When I first started and didn't know anything, I reached out to several people in this room and said, I don't know what I'm doing, and they gave me rubrics and promotional emails and posters and everything else. Please do that too. We'd all really love to share. I would like to know if you use other incentives and affordability to disseminate the idea of using OER. Absolutely. When I have my discussions with faculty, affordability is an important component of it, but it really has to go further than that. I think it's really about the open license, about the opportunity to do something different that you don't find with all rights reserved, tailor content, towards the way that faculty teach their course in the way that they want to teach it, but also talk about things like equity and everything else and inclusion, which is really something that's really important on our campuses at the moment. But I certainly think if the conversation began and ended with affordability, we would not get anywhere near as many projects working with OER as we currently do. So it's really about exciting them about the potential that Creative Commons licensed and the way that they can do things better than they currently are in terms of their pedagogy. Do you all want to share anything from your work in terms of getting faculty invested? I mean, we just had a presentation to our, I guess, a conference on campus, the flagship campus. Most faculty said like, yeah, affordability is nice, but he was excited by what you can transform. And the idea of actually students being part of it and contributing back to knowledge was what really spoke to some of the faculty. So that, you know, that is always exciting to hear that because it allows you to have such bigger conversations. So I have one more question. How do you communicate? How do you get the word out? Okay, I'll email you. We have that same face. Thank you. I think we have a lot of strategies that we can talk about. It is the top of the hour. And I know there's another group of people coming in. So thank you all again. This was a really cool discussion. And we're so excited to keep talking. Thank you very much.