 recorder now. Thank you. Welcome to the community college consortium for OER fall 2019 webinar on equity, diversion and inclusion in OER. That was not a great start. Equity, diversity and inclusion. I am one of the regional leads for California's OER initiative and I'm also a member of the professional development committee for the CCC OER. So I'll be moderating today. But first let's do a quick run through of the agenda. We'll first do some introductions and then talk a little bit about what CCC OER is and what we do. And then we'll hear from three presenters. One at River Parishes Community College, one at San Jacinto Community College and then one from BC campus. So we'll get a nice view of a nice broad view of how equity, diversity and inclusion are accomplished. Then we'll have some time for Q&A. Okay, so let's introduce the speakers and we'll just go in order. Esperanza, can you introduce yourself please? Good afternoon. I'm Esperanza Xenon. I'm a physics and physical science instructor at River Parishes Community College. We're about a 3,500 student campus located in four areas between Baton Rouge, Louisiana and New Orleans, Louisiana. And it's a pleasure to join you today and talk about some of the things that we're doing regarding OER on our campuses. And again, thanks for inviting me. Hi, I'm Niki Whiteside. I am the Assistant Vice Chancellor for Instructional Innovation and Support at San Jacinto College. We are located in the Pasadena and Houston, Texas area. We have four campuses soon to have a fifth and very excited about our program that we call Open Books. I'm responsible for that in addition to instructional design, distance learning and all those other fun things people like to send my direction. So we get to do a lot of work with faculty, focus on innovation and focus on ways to get students excited about instruction and going forward. So I look forward to talking with you today and thank you for having me. Thank you. Laurie? Hi, I'm Laurie Asup. I'm the Manager of Open Education at BC Campus. We're located in British Columbia, Canada, and we have two main offices in Victoria at the southern end of Vancouver Island. And in Vancouver, we also have several staff who work remotely. BC Campus has about 30 staff and a third of those work in open education. So the open education portion has been going on since 2012 and BC Campus itself since 2003. So I too look forward to telling you what's happening in British Columbia. All right, so if we could go to the next slide, we'll talk a bit about CCC OER's mission. So we are a subgroup of the local open ed community. And the CCC OER is a community of practice dedicated to promoting the adoption and development of open educational resources to enhance teaching and learning. And as part of that, we're working on building a community of professionals. So if you open your chat, you'll see folks are introducing themselves. And if you want to introduce yourself as well in the chat, that would be lovely. We're now supporting in-college mission and access through creating awareness and development of open land lessons, low cost educational materials, make college affordable and accessible for students. We also provide regularly scheduled webinars and this is one of those. And what we do, like I said, is both community of practice. So in the next slide, you can see where all of our members are located. So we're all across this, the country, 90 members in the first place. And we have two members, two members this time, Trinity Valley Community College in Texas, and the community college in Kansas. So what are those? Suzanne, I hate to interrupt you. You're breaking up really badly. Oh, okay. Um, yikes. Okay. I only have one word. Suzanne, you know, you might turn off your video. Sometimes that helps. Okay. Yeah, thank you. Sorry about that. No worry. Is that better? Okay. So next slide. Is that at all better? Yes. That is better. Thanks. Okay. Thank you, sir. So equity, diversity and inclusion is a long time theme of CCC. And each specifically focused on this topic. You can also find a read blog on our homepage. So you're looking at our homepage and the blue box will take you to the blog. So Liz, if I could ask you to put the link to our homepage in the chat, that would be so you're you're welcome to check out the blog, tested and being a guest contributor. So with going to turn it over to our first presenter, and I should mention the Q&A directly after each presentation is needed to get back to our classes. And so we want to give her the opportunity to do that. So Esperanza, thank you for being here. And if you want to take it away. Thank you, Suzanne. Again, Esperanza Zinan, I'm glad to be here with you this afternoon to talk about some of the OER projects and initiatives that we're undertaking at River Parishes Community College and how that ties into this whole business of equity, diversity and inclusion. So as I mentioned, next one, if you don't mind. Yeah. So just a bit of background regarding a little bit about how I got involved in the OER process and projects here at River Parishes. And then some of why this is important for our students, particularly. So back in 2016, a colleague from Northwestern University, which is in the northern part of Louisiana, had a grant project regarding developing affordable resources in English, math, history and science. And they chose the introductory level courses to pilot. And so I was invited to develop, to review some open resources for physical science, which is one of the disciplines that I work in. I teach physical science and physics and most recently fluid mechanics for the process technology program here. And so I was excited about getting involved in that project and reviewing open materials. But at the time, I wasn't actually using what I would call legal open resources. I'll put it that way. My students didn't incur any costs where materials were concerned, but I wasn't completely educated about the whole OER process and the legalities and the copyright and all those kinds of things. And so the more I learned, the more I was able to incorporate those resources. And then a group of us on this campus, about six or seven of us decided that using open resources would really be to the benefit of our students. Well, about the time that we made the decision that we were going to move in that direction, just in our little cohort, our system office came, published the initiative. They call it goals 2020. And one of those goals was to double the numbers of graduates to 40,000. And we started thinking about one of the things that impacts that number, that would impact that number, of course, is how readily available were resources that the students needed to be successful. So just in digging to know more about our students, I found out that roughly a little over 60% of our students received financial aid of some kind. And I didn't know it at the time, but we are also even at a community college level considered a minority serving institute, which means we have a fairly large percentage of our students that are minorities. And so we knew immediately with those stats on the table that finding resources that were affordable for our students would be key in addressing the colleges and the system goals. But also it would be very beneficial for our students across the board. And so I also started investigating just in asking students who would come to my classes, what were some of the hindrances of them getting the materials textbook materials I'm referring to, that they needed right up front. And I found what a lot of research that I've seen suggests. One of the major hindrances is dealing without dealing with the bookstore format that the college many colleges use. And so they were finding ways to cope with that by maybe getting all the books, not purchasing them, sharing all of those other methods to address this idea of the cost. So we knew that this whole idea of the cost was a major factor for our students. If we were going to have this inclusion and promote success in our particular student population, which runs again, but we have the 18 year old coming out of high school. We have people who haven't been in school in 20 years. We have people that work, have families, just like on many community colleges, college campuses. And so we could hit that diversity and equity piece on a lot of levels with a lot of students, simply by finding ways to cut the cost for them. And so we've been choosing to approach things from that perspective and working diligently with the system office to promote various projects. And I'll talk about that if you wouldn't mind. Okay. So, you know, when it comes down to equity, this idea of reducing costs is key for our student because we can we can reduce their matriculation time, meaning they can get out of school faster. And there are variety reasons for that. Because if you're not spending monies on textbooks, we found that students take more classes. When we look at our head count, we don't see a substantial increase or decrease in the numbers of students we have. But we do see an increase in the number of credit hours that they're taking. So we're, you know, we're not at a point where we can say that reducing the cost for our courses directly impacts that. But we do know that since we have taken on the initiative of reducing costs, we see those credit hours increase. So we're suspecting and hoping to investigate whether there's a at least a correlation, we won't say cause and effect. And at least the correlation may be between the numbers of credit hours that our students are taking and the fact that we've reduced costs for them through our affordability initiatives. Next slide, if you don't mind. So I'll talk about a few things that we're we're undertaking. The first project is the use of resources from CK 12. CK 12 has a variety of open resources. And our math faculty have really embraced utilizing CK 12 resources in the introductory level classes like our developmental and and algebra, the the algebra one kind of course that they teach we teach here. And the nice thing about that CK 12 resources that is is a totally free kind of resource that our faculty are using. And they found it useful because of some of the more engaging type activities that it offer. I won't go into a lot of details about that because as they mentioned to you, I'm catching a I'm actually had a class that started to but they're waiting for me nicely till 230. Of course, they can't leave because they have midterms anyway. So they're going to wait until I'm ready until I get there. But I don't like to keep them. And I don't want them to put the 15 minute rule in effect on me. I told them I'd be there around 230. So I won't get into too much detail on the CK 12 part. But it's one of the way one of the tools that our factor faculty are actively using to impact this idea this cost factor, which we know that's the whole goal of OER in the first place. But it's really important here on our campus to to invert find those ways because again, we're dealing with a large population of students who are traditionally underrepresented. And so anything we can do to to promote lower cost is going to have is going to have some effects where equity is concerned. And we we we, you know, we know that. Well, if we can find ways for for all of our students to do well, then we know we can definitely impact certain populations of students. Another great project that we've engaged in is through open stacks. I see Nicholas is on the call. So I can speak directly to this partnership by I utilize open stacks materials in my class. In my physics, physics classes, and my fluid mechanics classes. And it's turned out that this is a really great partnership for our college. Their open stacks materials are being used beyond just my classes. I know there are math faculty who are using them. Our chemistry faculty are using them. I do know that there are some faculty in some other areas that are using them as well. But the partnership that we enjoy with them is through our system office, we were one of the institutions. And when I say institution, I mean system wide for us that were chosen to participate in a partnership with open stacks. And it's really been beneficial to us. Again, the mindset here for us on this campus is anything that we can do to make this education process cost beneficial for our students. Then we know we're able we're touching students who who may be traditionally having to make choices about do I buy the book or do I buy groceries? I mean, I tell folk a lot of times that you'd be surprised to know the number of single parent households that we are dealing with that single parent. And they're trying to be successful. I give you a story that happened to me about three weeks ago. I had a young lady who was in one of my online classes where I'm utilizing the open stacks materials. And she came to me and having a bit of a struggle. She came to me and said she was having trouble getting a textbook for my course. And I said, What do you mean you're having trouble? She said, Well, honestly, I didn't purchase the textbook for your class because my my kid has been ill. And I've been dealing with that back and forth with the medication and the cost. And, you know, and she didn't have insurance. And she didn't realize that my textbook was totally free. And honestly, and truthfully, when I told the student, ma'am, you could have had access to my textbook a long time ago, because it doesn't cost you anything. She literally literally hugged me in tears, because she thought she was going to have to drop out of the class. And so I know I've had many experiences with students where this is real for them. This whole idea of being able to be included, because they can afford it is a real phenomena. So the other resource that I use quite a bit in my classes are FET simulations. There are some wonderful, free, open, and really engaging simulations offered by FET. They have science, they have some and math, and earth science simulations that they that they have available. And the nice thing about that is that they also have activities to support these simulations. So it makes the whole process of adopting those simulations really, really a simple, a fairly uncomplicated process. I've also found that when when I talked when I started thinking a little bit differently about equity, when I realized that these simulations were really helpful to those students who were more visual in their learning, and who needed that visual stimulation. So, you know, equity has a lot of different tentacles. And through these resources, we're able to really reach out and branch out in the numbers of students that we're serving and engaging on a lot of different levels. Next slide. So I did you can skip over that just was showing some of the resources open stacks as well. You can keep going. FET. Now one area where we are really trying to grow our capabilities and offerings in OER is in our technical programs. A lot of people don't typically think that you can use OER and technical programs because they're so hands on. For example, most people wouldn't think their OER resources that you can use in welding. And yet there are ways to incorporate that. Now, to be honest, the slowdown for me at this point is really having the resources and incentives on my side of the house to help me partner with those technical faculty. They aren't necessarily instructional designers, but through some engaging some projects that I've been involved in, I've kind of developed that skill. And I want to partner with them to make that the OER a real integral part of what they're doing in their courses. So I'll just throw through and share very quickly some some resources that I've come across in these areas through this engineering tech technology simulations for learning. They have some excellent simulations that can be incorporated into technical areas. And they're open and free freely available. And so I'm starting to get that word out more that we can do this on the technical front as well. You can go to the next slide, please. Manufacturing in engineering through Wisconsin online, some great resources you can see on the screen in one of engineering drawings, orthographic projection, this is drafting kind of stuff. And they have resources that you can build upon in those areas. Next slide. Again, I highlighted the welding. There's a big push in our in our on our campus and in other in some of the other community colleges to really engage females where welding is concerned. And so we definitely want to be inclusive. We found that females make well, finally, they figured out that females make great welders because of their attention to detail. And what I'm trying to do is make that whole process more affordable for them for for not only for the males before for the student female students as well through developing these OER resources. My hope is that at some point I can have data to support the idea that by moving to these OER resources in the tech programs, we can I want to see how much we can grow the female participation in some of those programs. Next slide. Industrial automation. We just turned in a grant to the National Science Foundation, where we had to specifically address this idea of diversity and inclusion. And one of the sources that we're going to be utilizing to develop some resources for that whole grant project is through this this Wisconsin online and particularly in industrial automation. And then this other nice source that I found 180 skills. They have some great resources and tools that you can freely utilize. There's a link there that's called skill skills course library. And there's their resources that you can build on there as well to incorporate OER in technical programs. And so then, you know, in terms of incorporating OER resources are the plan for incorporating OER resources. We found out just last week with the system kind of sent some information our way. And our PCC is really like kind of at the forefront of this whole OER movement, where we're getting more faculty involved more and more into this whole process, because we know it's going to be beneficial to our students. If you want to grow the representation of students who typically aren't represented, then you've got to make you've got to find creative ways to do it. And we we know that as faculty, we can impact a whole lot of other things, but we can definitely impact what resources we use in our courses. That can be our way of contributing to the the whole idea of being more inclusive and encouraging more diversity by simply reducing what it costs for students to take our class. And so we're going to be really, really looking at that hard across the board, because our Chancellor has a policy that he's been a motto that he's been saying, textbook free by 23. By 23, he wants every single one of our courses to be OER in some respect. Next slide. What we really need, though, and I don't know how if other community colleges are having these discussions, we really need these tech tech advisory bodies to set boards and bodies to step up and fight for us to be able to move away from these proprietary materials. When a student taking a course is bound by that they have to use those materials in order to be credentialed. It really ties our hands there because we can't reduce the cost if we can't. We don't have any flexibility with where the materials are concerned. So we know that if we can crack that, you know, crack that solve that issue, then it's going to read dividends for our students. We're going to be able to, you know, work small in better ways to include students who are, you know, in some ways left out because of that cost. And so, again, I'm right on time, 230. I can take a question or two if there are any. If not, my email address is there. Feel free at any point to reach out to me. I'm always available. I'm always interested in what other people are doing. Other projects out there and opportunities to collaborate and be involved because I believe that it's going to take more than just the folk who are on this call to solve this problem. And then if each one of us can talk to someone, then we can advance this cause because it's very worthy to say that we are trying to find ways to offer opportunity, real opportunity to students who traditionally don't have those opportunities. Thank you, Esperanza. That was really helpful. Much appreciated that you're willing to share your work with us. I think at this point, we should move on to our next presenter because we're hitting right on that time there. And so we'll do that. There was a question in the chat if you want to just address that really quickly with regard to using OpenStacks or other OER. Have you had any pushback from the universities? So it's a great topic for another presentation or at the end of this one. I can answer that question very briefly. Thank you. The universities tend to be really open to some of these, especially OpenStacks. All right, so Nikki, you're up. Hi. Okay, so you'll just go to the first slide. So we go on to the next one. I just have some information to tell you a little bit about San Jacinto College. If you can click over, there we go. Thank you. So we have been around since 1961 and have four campuses. We're planning to open the fifth campus, which with any luck, I'm already working with them to see if we can't start all open books to begin with. That's my goal to them and my challenge to them. So we are keeping our fingers crossed on that. We currently have more than 32,000 students at across all of our campuses in more than 1700 faculty. So we work with both full and part-time faculty. We are an OpenStacks institutional partner like RBCC, which has been very beneficial for us. We are also an achieving the dream leader college and a 2019 Aspen Prize 10 college. So we tend to take a lot of projects, have a lot going on, and really focus on student success and getting those projects implemented. And as an administrator, you'll see I came to this party a little bit late. I was not the initial lead for our open books program. That was a dean who has gone to another institution. So when I came in, I had to pick up to understand why and what the purpose for our program was. We had initially started with an achieving the dream grant. So as we started looking, and yes, you can go to that next slide. Thank you. We found that when you look at our students across the board, so this is our certified data from last fall, we have a majority of female students. We are also my majority minority institution as well. 60% of our population is Hispanic. We have less than half of our students are what you might call traditional age students. And 77% of our students are part-time. So that's a lot of students that are working, you know, coming to school when they can. And then we have a lot of first generation. Our Pell grant number is a little low and we think that's a little low as well. We know there are more students that need money so that's something we're working on. But we do want to reach out and increase how those students can use the money that they have. I will go to the next slide. I just included some more detail. I'm sure many of you are looking and maybe nodding your head. I was doing that during Esperanza's presentation. You know, so many things sounded familiar. 51% of our students are supporting families. They're worried about paying for college or they've run out of money or, you know, they can't even get cash for an emergency. So if they're worrying about day-to-day life, if they have, you know, these financial anxieties or if they have competing demands for dollars, textbooks are very often the last thing that they're going to choose to spend their money on. They've paid the tuition. They'll just do what they can to get that out of places. If you'll go ahead and go to the next slide. And we also, and this is one of the things that our faculty really understand. And one of the reasons we've been able to be successful is in working with our faculty that a lot of our students have a very low food security. We have food markets on each campus to help students to get money. We have different ways to help them pay for money. Nine percent of our students are homeless. You know, we hear stories of students living in the car or what they're doing to get through school. And again, that generally means that textbooks are low priority for them. And by the faculty seeing this firsthand and reporting and understanding, they are able to, we're able to get them to come in and be supportive of this program. If you'll go to the next slide. There are three things here and those students think that we are working to help them, you know, they see us with as an institution reaching out to help them get financial aid or to help do what we can to offer scholarships. And they think that we're working to keep tuition down or tuition affordable. They feel that textbooks are too expensive and they don't see people make, they told us in 2018 they didn't really see the institution making a change or fighting to reduce the cost of textbooks. You know, if you go into a bookstore and look at the cost of a new textbook, you will find that you'll get a little bit of sticker shock. I remember them being expensive when I went to school, but now it's just crazy of what you see. So if you go to the next one, one of the things we've done in the last year, and this came as part of working with the OpenSax Institutional Partner Program, is we really begin to focus on the words, the information we were putting out, what the message was. And we had worked very closely with both our board of trustees who are very supportive of this initiative and with our faculty bringing in different faculty as champions or faculty senate. And we, as an institution, and this is actually a goal, one of the goals the trustees has set for the college, is to create affordable learning opportunities for our students and to really further that and make sure that we support that. So we worked with this and decided our mission was going to be to support faculty to identify quality course materials at lower no cost. We wanted students to be able to focus on learning not on the cost of textbooks, but we didn't want faculty to see that they were being mandated, they were being told they had to do this. We wanted them to know that we understand quality is key, but we wanted to support them with finding the resources that were there and that are quality. So if you'll go to the next slide, we ended up with three different categories. We started in spring 2017 with a grant as I mentioned and I'm just going to say this first one is by far my favorite. It's open books are what you traditionally would know as OER. So the students have no cost for these. These are only free and I like to point out when I do presentations around the institution, you know, if I have $100 as a student, the other two options so they may be discounted, I'm still taking money out of my pocket. If I'm doing open books and OER, I keep all that money in my pocket. So as a student that's definitely the preference and it's definitely what we look for with our faculty. But if we can't do that, then we do have a couple of other options to really focus on getting costs down for students. Whether it's working through an inclusive access program, which is new for us, or faculty even came to us and said we have work to get costs down and the cost materials for our class are less than $50. Some of them are $25 or $30. They're not OER, they're not inclusive access, you can just go to the bookstore. They wanted to make sure that students know these are available. And so we now go through and we use to use we tag these in our catalog throughout and we do a lot of advertising around these so that students will will know what these are and will look for these classes and you'll see that as we go a little bit further into the presentation. If you'll go to the next slide, you can see the growth that we've had when we started in spring 2017. We had just a few students, this is a duplicated headcount, but if you look every spring to spring or every summer to summer it goes up. The blue are open books, totally OER, and then the yellow is the inclusive access and the gray is that open books low cost which is mid. And so if you'll go ahead and go to the next slide, here's what we found by looking at this and we're working very closely with the research department now to share this information with our faculty to keep them engaged and part of this. From that data you were looking at before, this semester 61% of the students at San Jacinto College are taking at least one open books course. So it is you can see on the slide that more than 240 courses have been offered and these are both technical and academic transfer though primarily academic transfer. 15% of our students are taking only open books courses and there's about a third of those are taking nine or more hours of open books. We have one student who's taking 18 hours so we are definitely doing drill down to look at programs to see who's being successful to hold them up as a model as we move forward. We're hearing very positive feedback from students as we go through. If you'll go on to the next slide we've also been able to determine that you remember back to my early slide 20% of our students are receiving Pell grants but a third of the students enrolled in OER are receiving Pell grants. So that means our financial aid office is working very closely with us and we've purchased some little items to help financial aid be to be involved and help us get the word out to give to the students but these students are going out actively looking for these and signing up for these courses as they go forward. We are also we know the percentage of females taking open books is higher than our overall percentage 82% or minority but I love the last two numbers that a quarter of our first time in college new students have already figured out hey this is a great way to take classes we that we can save money by doing this but 62% of the students are continuing students that have taken open books before and come back and continue searching for it. I think that says a lot for getting that message out. If you'll go to the next slide you can see total savings since we've been and we joined we became OpenStacks institutional partner in summer of 2018 so you can see how how we've kind of grown since that point from working with them in the direct tactics that they help us out with we have started reaching out not just to we go to have all four corners so we go to our board of trustees we have a standing present a yearly presentation and we do regular updates through other formats to our board of trustees letting them know what the savings are what the success is what the success for students we've worked very closely with our instructional administrators and strategic leadership team here at the college to make sure they understand what we're doing and to help push that out and then we also work with our faculty we go directly to faculty through college assemblies and department meetings and one-on-one and we've added some training one of the trainings we found necessary to help faculty be comfortable with this type of tool was helping our faculty understand how to work with digital tools they're not always comfortable with the digital resources that they can get to you know they can see they're more comfortable with that textbook you know the hard copy of something and say turn turn to page 76 and it doesn't work that same way online so we found the more comfortable faculty that become the more they engage student in using the resource and so now the students are using it and then we're also putting out a lot of information to the students through financial aid as I mentioned we purchase these little holders holders that should go in the back of phone which financial aid love because it fit into their plan and it's not something we normally have to give out we work with orientation we added posters throughout we work with the libraries have gone to student success fairs and had giveaways for students and we got some really nice giveaways that they'll come to our table saying oh you have the bags and we'll say yes but you have to listen to what we're telling you before you can get the bag we don't just get those out and so we've seen students saying well what do I look for we've taught them how to look that up and I think that's really helped us to do that outreach and to have some of the growth that you're seeing now if you go to the next slide it has my contact information but it also has the image you see in the top right this is something that we just had made into a lapel pen and we're going to be giving these out to faculty beginning next week and so for those faculty who have been working with us who are doing open books who are helping us save costs for students save money for students we are really going to be making a big effort to thank them to let them know how important they are and to let them know that they are our champions they are the ones out here doing this and making this successful so that's really kind of the wrap up of what I had to present it's more from an administrative viewpoint that's a little different than Esperanza but I can't answer any questions great thank you Nikki I think we're going to save the questions until the end because we're I don't want to I want to make sure to give Laurie enough time so there's a few questions in the chat if you want to answer those in the chat or we can save them for the end otherwise Laurie thank you hello the best is for last so I'm Laurie Asup manager of open education at BC campus can you go to the next slide and so I'm presenting a different perspective here because we are a project we are actually an open education project within BC campus which is an agency and so we have a broad view of the entire province of British Columbia we're like the drop in the pond and however we support the faculty interested in open education and education in general in British Columbia has a ripple effect across the landscape so we want we want to and we want to consider how we are providing that support and we have incorporated much of what we're talking about today regarding awareness of diversity inclusion equity and accessibility within our organization next slide so here I say equity starts at home and I can truly say I I've worked for BC campus since its inception and close to the start of the open education project BC campus is an organization that understands treating its staff well providing flexibility for personal needs we have a very caring environment does impact those that we serve within the post-secondary sector so for example we have biannual staff retreats and all these topics we're talking about today inclusion diversity etc are practiced and talked about at the retreats when a job is posted for BC campus it is also that is also acknowledged so as part of the job description is an invitation to people from equity seeking groups to or challenge groups to apply for these jobs as well next slide please these are the core values of BC campus I don't know if Liz or Suzanne has added a link to the chat but I put together a google doc with links and references for what I'm talking about here is our core values open sharing access except accountability quality and respect and on the left hand side is a screenshot from our one of our upcoming conferences the festival of learning that's happening in May and you can see the drop down where it says universal access and these are the areas that we BC campus tries to ensure that everyone can be included and that we invite a diverse audience to our conferences so child care is provided for people who bring children a coat of conduct is laid out accessibility is addressed gender in terms of dual gender or non-gender bathrooms are offered and lap E are scholarships for for educators who want to attend a conference and don't have the financial means the photo on the right hand side is an elder an indigenous elder and so it is also part of our schedule to invite an elder to open the conference and this is part of our acknowledgement of the traditional territory upon which the conference takes place next slide please so in the beginning we were inviting instructors to understand open education through open textbooks and we started to invite them to review the open textbooks and since that started three or four years ago we are now we have now added a question for them to answer as part of the review that takes into account inclusion equity etc next slide please so here is a a posting of one of the textbooks that's one of our authors up on the left there charlie molnar he didn't write the canadian history book but anyway here's the canadian history book you'll see a flag there it says faculty reviewed by the red arrow but anyway one of the questions that we ask faculty said asks them to reflect ask them how well the text reflects diversity and inclusion regarding culture gender ethnicity national origin age disability sexual orientation education and religion next slide the other part of all of this that we have taken into account is the support and help that we offer to the post-secondary system in british columbia next slide and one way we've done that is through the support resources that we write and publish so the most obvious selection is the accessibility toolkit on the left it is now in its second edition it was updated last year and a couple of the items that were added were a chapter on how to create an accessibility statement and we are now walking the walk as well so bc campus has published dozens of open textbooks and support resources so over time we are adding one ensuring that the book is accessible and marketing marking it as such and then also adding an accessibility statement to the book so that's part of the accessibility remediation when we are overseeing or publishing new resources or new textbooks we make sure we take access accessibility into account at the beginning of the process and we're not retrofitting it in the appendix of the accessibility toolkit is four recordings of an inclusive design webinar series and the first one which i really like was done by jess michael from ocad in toronto and she says design that considers the full range of human diversity is how she would like to see oer designed where it highlights the importance of creating adaptable and flexible resources that allow people to customize their experience in a way that works best for them etc on the right is the self-publishing guide this is for publishing open textbooks in oer added to that is a chapter on accessibility diversity and inclusion and in addition to learn physical impairments or learning disabilities we invite people to also consider other barriers for people such as language comprehension for those for whom english is not a native language or have low literacy limitations of time and place whether you're a working parent or a parent with young children or you live far away from the university or college campus or you are in an area that's remote and you have unreliable or no access to the internet we have taken a step to address that for our institutions in the far north region of british clumbia and in the interior of the province away from vancouver you know the more populous centers of the province we now have regional reps for the north uh sorry one regional rep for the north and one for the interior so they have just started with our project yeah yes oh oh should i continue uh next slide this is nobody what's up on this slide it shows all of oh my god can somebody turn their their mic off um anyways uh on this slide it shows the accessible textbooks that we have in our collection we have about 300 textbooks and resources in the collection and now we have 104 that are accessible according to the checklist checklist for accessibility posted in the accessibility toolkit next slide please uh the last thing that we are we have done and are currently doing is we ask institutions to consider how they're going to describe and address diversity beyond just offering open uh educational resources and practicing uh open education in their teaching next slide so a couple of years ago when we put out a call for grants um these are the items that we asked our grantees or applicants to uh include in their applications and we say grant proposals are also evaluated for how they might and uh these items that would be more inclusive to the students that they're serving next slide and uh so to top it off in response to more inclusion and trying to include the institutions more in the creation managing and sustainability of open education in British Columbia this year for the first time we're offering an open education sustainability grant for institutions and this is the announcement that was made last month we gave the grant out to to sorry for institutions and within that call we asked the institutions to consider how open educational practices and OER might fit in with their overall strategy on teaching learning and scholarship and how it might be incorporated into their policy so that uh it's as they say baked into how we um conduct ourselves in higher education and that's it for me thank you um so we have a few minutes for for questions about four but i also wanted to to um present a few a little hopefully my mic is better now uh we have if you're coming to the ccc OER uh website tab you can also um at the link there and uh a great place to get the question is our edi blog again at the the ccc OER website there's a link on the front page there our next webinars are listed here and open access week 21st to 27th so good information to keep in mind thank you and the open education conference is coming up quite soon as well we are scheduled for that in arizona and um open ed global also coming up thank you and if you have any questions these are the folks you can contact so um like i said we have about three minutes for questions were there any questions in the chat does anyone want to unmute and ask a question may i say too uh right now bc campus is accepting proposals for the festival of learning that's happening next may in vancouver uh the i just put a link in the chat the call will the deadline is uh november 15th lori there weren't necessarily there was some um chat happening about um the appreciation for looking at accessibility and moving in that direction yeah we yeah we thought it was important partly because uh that was always our intention as a project was to uh kind of lead the way and show people how they can take this on themselves and it just it just made sense and there is a question in the chat about um recommendations for math OER that's accessible and i will mention one that that i'm aware of anyway which is um my open math which is being developed and is currently in accessibility review and i believe is um is is accessible and it's my open math yeah and if if you go to our collection as well let me just give you a link uh there are accessibility flags noted by books that are accessible uh let's see there is a math and stats section divided into different categories the other place people can look is our OER by discipline directory and this um is where we put everything else that we find that doesn't fit our collection so there again i i don't think they're marked by accessibility but at least there are several resources in math that you can look at thank you and yeah thank you for all of those fabulous resources that that bc campus um provides and thank you for to all of our presenters and to everyone here we are right at one o'clock so i will um wrap this up there are a few questions in the chat otherwise have a lovely afternoon