 Hello, everyone, and welcome. I'm Tina Parscl. I'm with the Colorado Community College System. I joined here today with two of my colleagues to talk about the impact of our zero textbook cost courses on course success rates and the student demographic information, some preliminary trends. Next slide, Brittany. Great. I want to acknowledge that with respect that the land that we are presenting on today in Colorado is the traditional and ancestral homelands of a number of indigenous peoples, including the Apache or Rappahoe, Cheyenne, Pueblo, Shoshone, Kiowa and youth nations, tribes and peoples. So we honor them today through our good work and recognize the good work of those folks. Next slide. A little bit about us. The Colorado Community College System is the largest higher education system in the state of Colorado. We're comprised of 13 colleges in both rural and urban settings. In terms of OER, CCCS pioneered our OER and ZTC work in 2011. And in fall to give you a sense of the magnitude of our work. In fall 2019 we have had over 26,000 students enrolled in OER courses, saving over $2.3 million in textbooks. We also all represent CCC online. Colorado Community College is online. So the data you'll be seeing is focused on CCC online. CCC online is the consortium of the 13 colleges and CCCS as well as Dawson Community College. And to tell you a little bit about our OER, in the last academic year we had over 23,000 students enrolled in either an OER or a zero textbook cost course, which is essentially 48% of our overall enrollment for that year. And we save students over $1 million in textbook or digital content fees. Next slide. So I'm going to turn it over to Dr. Amy Kahn. I was muted. I apologize for that. So today we're going to be presenting on how the impact of switching to ZTC course materials has on the completed success rates and different students demographic characteristics. My name is Amy Kahn and I am the Dean of Academic Affairs here at CCC online. We leverage the Q data for this research project. And we were looking at income, whether people were pal eligible gender, whether they, whether the individuals are defined themselves as female or male and first generation students now I'll turn it over to Brittany Dudek. Hi everyone. I'm Brittany Dudek. I'm the manager for OER and library at CCC online. So what we did, we looked at a series of courses here are the 12 courses listed here. And to look at the computer success rates and failure rates, including withdraw rates for over 11,500 students enrolled in these courses. The reason why we selected this set of courses. As compared to the breath that we have available. We were looking at a specific academic year. So it's academic year 18 that all of these courses went live in. They were all also taught for three consecutive semesters with traditional course materials and then three consecutive semesters with zero textbook cost materials. And all of these courses also were created using our traditional model, which is a team approach we have a centralized design and a master course model at CCC online. And all of these courses were all developed with the instructional designer, the faculty subject matter expert, and then with assistance from the library, the associate dean, and the department chair for that division. And, as I mentioned, we do have a centralized course design and a master course model we're also a quality matters institution. So all of our courses follow that template. One of the things that's important to know is that regardless of OER CTC or traditional materials, all of our students had access to the course materials on the first day regardless. So we really were just trying to see what the difference was when it was zero textbook cost materials. So we'll show some of the trends, but I do want to start by saying that we do what we've learned since something at these trends is that we need to do some significant more analysis on the data, because there's a lot of great information to delve deeper into it. So first, the overall completer success rates of our courses, and specifically those 12 courses that I mentioned. You can see here that overall, the pass rates went up and a 6.5% and then there was a decrease of 17% in our fail rates. This shows us that there's a trend that ZTC course materials in the same courses do improve the completer success rates. So we then wanted to take a look at the different areas that Amy had mentioned earlier the Pell eligibility, the first generation students, and then female or male identified students. Here's a list of all of the courses you can see here on this left side that there are the traditional materials for the Pell eligibility pass rates. Next is the zero textbook cost Pell eligibility pass rates. And then finally we have the difference. The reason we use the term ZTC as opposed to OER is that most of our courses make use of a combination of open educational resources items that we've created in house and then library materials. So it's true OER in the in that sense, but they are zero textbook cost to students. Overall, there was a 1.56% change in the ZTC pass rates. And you can see here that some of them, you know, bio 201 is, you know, had an incredible difference, a great increase in their pass rates. And then some of the other courses did drop just a little bit. You can see here sociology 101, bio 106 in humanities, they dropped. What's interesting too is that the trends along the pass rates, increasing or decreasing holds true for the first gen students as well as the male and female identified students. You can see here bio 201 still has this fantastic, oops, fantastic increase. And then we do have a couple of courses where first gen students did worse once we transferred to ZTC. Overall, though, there was a 1.3% increase in the pass rates for these first gen students. Next is our female identified students. And then you can see there's a really consistent trend across the different courses that did well and improved pass rates, and then the ones that had a decrease in their pass rates. So the same thing for female here, there's a couple of courses, sociology and biology that decreased for our female identified students, but the rest of them did increase. Overall, there was an increase in the pass rates though of 8.7. So next, in the final category that we're going to share today are the male identified students. You can see that the male identified students actually did better in bio 201, which all of our other groups didn't. So that's something very interesting. And then also kind of the consistent, you know, the consistent areas where one group did better than the other. It seems the male identified students actually performed better in courses that the other groups did not. So, what this tells us is that we need to figure out why, right? Why are, why are we not helping all of our students, even though there is that overall general trend of an increase in pass rates across these different demographic areas. We need to figure out why and what can we do to improve the pass rates in all of our students and not just in these very specific groups. So I have a question about in the chat about what is the average and number for each of these groups. So we looked at 11,500 students across these groups. I don't have the individual section or course sizes. And I don't have handy the total number of male identified students. If we have time at the end I can pull back up my document and grab that. Sorry about that. Alright, so on to our next steps. Obviously, our results indicate that we need a lot more analysis with this data. Specifically why are some of our pass rates increasing for some student population groups and why are they decreasing for others. What can we do to improve the equity in those courses for all of those students. One area that we didn't have a chance to delve into yet is the race and ethnicity category. That category is a giant, a giant category, especially when you divide it by all the different races and ethnicities that are collected by the Q data by iPads. And so that requires just a much longer presentation and also some analysis for those specifically when we're looking at these 11,000 students. And then any Tina would you like to jump in with any of these. Any other thoughts and next steps. Absolutely. Sorry, I didn't put my video back on. Yeah, one of the things that we feel is quite important here is looking at how race and ethnicity are handled or managed or apologies are benefited by the OER that we're using. We believe that this study helps us to see the increase in pass rates for individuals when they have access to their material early on. And in particular, as you can see from the data that we shared, it was impacting those in more vulnerable communities, people that are were in need of Pell grants, and specifically, even those from underserved communities who are in need of Pell grants. So we're excited about the results and certainly need more analysis but as we look to lower the equity gap and increase our success rates for vulnerable students, we're excited about the possibilities but that we are can do for our community. Tina, did you want to add something. Sure. This really aligns with our strategic intent and really who we are as a community college system. Not only looking at the impact of OER and in the impact on individual students of different demographics and access to education, but it also really gives us an opportunity to look at affordability on a broader scale. And it was just in the previous session about the pandemic and and one of the things that I think would be really interesting to take a look at and I know just tangentially, we, we've seen some feedback from our students that, you know, our marginalized students really were more severely impacted. So what can we do to leverage not only we are in ZTC moving forward, but also the different kind of pedagogical approaches that we've had to innovate over the past several months as a result of world events. So, stay tuned, Brittany will keep researching. One of the things that we started looking into is you have a good. And in addition, we also think that it's important that as we garner OER for our classrooms that we also leverage the knowledge that we have about making the coursework. Look and feel and be more humanized more individualized for the students experiences. So we have been working hard to assure that the language that we're using in the classes the images that we're selecting and the group of questions that we ask are more broad, and we're thoughtful about the communities that are taking our classes, and hoping to see themselves reflected in the course where so we are actually gives us the opportunity. So that a textbook would not give us from that perspective as well. So we're cognizant of that as well when we're putting together our material. So questions from the group I know we have about five minutes left. You're welcome Robert. I don't see any in the chat. One of the things that I do want to mention is that the data that we shared today for all of these courses was over one one academic year. We've actually hit the point now where we can pull a two full academic years. And it'll be very interesting to see as we do maintenance on our courses we update me, we make changes and we improve them. It'll be interesting to see how this was the first year of zero textbook cost for these courses. And it'll be really interesting to see that as we go through and continue to mature our processes and mature our coursework and our course materials. How does that change the pass rates for these students. I think as we all do pretty much any of the work in the way our field as it becomes more mature. You know we have, we do better we do better work so we're proud of the increase in the pass rates overall, but I know that we want to do what we can to increase, increase them more but also increase them for, for different student populations. Absolutely. Thank you for in there. Thank you everyone for your time and you're in your great responses. Yes, thank you. I put a link in the chat to the global connects so you can continue the conversation there if you like. Thank you very much. Interesting statistics.