 All right welcome everyone to our new members mixer 2018. This is our second annual new members mixer that we've had in the fall of the year and this is Una Daily from the Community College Consortium for OER and we're so glad that all of you could make it today. If you haven't had a chance you might want to introduce yourself in the chat window. This meeting is really an opportunity for us to meet our new members and have them share a little bit with us and then we're going to have a we're going to have a little discussion about how to be a change leader at your college which I think probably many of you are already being that but we have two wonderful speakers who are going to share with us how that works at their college and that's Cindy Domica from Nicolette College in Wisconsin and Michael Mills from Montgomery College in Maryland and then about seven of you sent us questions that you wanted answered and so my entire Executive Council which are amazing leaders at their own institutions are here to help answer those but we also have a lot of other members online who've got great experience and we're going to encourage them to answer the questions that you posted for us. Okay can everyone hear me before we jump right in? All right great. All right so I do want to mention my amazing Executive Council staff here or volunteers who do all the amazing things here at CCCOER with myself and Liz Yatta who is our CCCOER specialist I think you can see her picture there in that corner so of course first up is Quill West the president of CCCOER Executive Council she's also the OER project manager at Pierce College District in Washington DC. We also have longtime Executive Council member Cynthia Alexander who's a faculty member and also does distance ed coordination at Cerritos College in California. We've got Keri Dolly she's the digital librarian at Lord Fairfax Community College she also is the VP of our website and blogs so if you've done those you've interacted with Keri and Regina Gong is the OER project manager library manager of technical services and systems at Lansing Community College she's also the VP of professional development for CCCOER which she works with Matthew Bloom on as well so they're kind of co-VPs on that this year and Matthew is English faculty and also faculty and residents for OER coordination at the Maricopa Community Colleges he teaches at Scottsdale and also Dr. Michael Mills is he is the CCCOER partnership VP he's also the vice president for the Office of e-learning innovation and teaching excellence at Montgomery College Maryland and Nikki Stubbs I hope is with us as well today she said she might be a few minutes late she's the educational technology coordinator at the Technical College System of Georgia and she also works with us on a number of initiatives for CCCOER. Did I miss anyone? Next up I just really want to quickly cover a few of our advisory emeritus these are folks who've worked with us for such a long time we're have been leaders in CCCOER and of course leaders at their institution first would be James Clappa Grossclag who is dean of edtech and learning resources at College of the Canyons has held many positions of leadership in CCCOER and our parent organization Barbara Olowski we didn't update her didn't update that PowerPoint Barbara is currently working with the Michelson Foundation on a number of amazing OER initiatives in California she's many leadership positions within California and also CCCOER and then we have Lisa Young who's on sabbatical so probably isn't joining us today but she's the faculty director for the Center of Teaching and Learning at Scottsdale Community College led the Maricopa College sorry Maricopa Millions project for many years and has been an executive council member of ours for many years and finally is Preston Davis from Northern Virginia Community College who participated on our executive council for many years he's the director of the Extended Learning Institute at Northern Virginia so wow anyway so amazing folks and I and some of them are here with us today thank thank goodness now I want to give an opportunity to our new members to introduce themselves and I hope that they'll turn on their microphones if they can so I'm gonna start work first with Roxbury Community College in Massachusetts and Bill Hogue their library director and I have had a chance to meet and hear about the great programs and Ted who is the head of library access services is joining us today to talk about the work at Roxbury Ted yes good afternoon everyone my name Ted I'm librarian the OER program had been launched in RCC around at least two years so far and very successful most of our faculty member from STEM programs join and use OER program a lot and particularly in biology and statistics and math and class is they call college experience class is kind of orientation class the VU OER textbooks but we customize we create our own textbooks and we select some kind of material from OER and then customize appropriate set for our college and also our library created the kind of lead guy kind of platform to help faculty member kind of consult to apply the applications and my own proposals that's it's I want to share with you thank you Ted and if you if your live guide is public and you'd like to share that with us you could put that in the chat window so that people could see what your live guide looks like I know we have a number of folks on the meeting today who have very extensive live guides as well and maybe some of them would like to share theirs as well because on my executive council of course I have multiple librarians and so it might be fun to share those live guides in the chat window thank you Ted sure that sounds like it sounds like great work that you're doing and I know you guys are looking to expand that it in the future and we hope that we can support you on that work thank you oh and thanks Regina for putting your live guide in Regina gong from Lansing has a very extensive live guide next up is Fox Valley technical college in Wisconsin and Jane Rosam I hope I'm pronouncing that correctly Jane Roy some Roy some wonderful who is the library manager there tell us a little bit about what you're doing there Jane we've been using OER about three semesters now we're using it in four different classes in the general ed department and it's been pretty successful with students like it we've also been working with other colleges and UW system and you'll be talking with Cindy later but we started cow which is a community for open Wisconsin so we're hoping to get that moving in make some progress here in Wisconsin with OER great we're really excited to have you join us Jane and you're one of three colleges in Wisconsin as you mentioned Cindy who's at Nicolette and also Lakeshore Technical College is a member and I had the opportunity to hear a little bit about cow at the open ed conference in October yeah I was there so I hope you'll I hope you'll share more information on the email list with us as things progress here wonderful all right next up is Sam who's let me just I'm sorry I've got to fix my slides here Sam Gelling from Windward Community College at the University of Hawaii they have a consul an integrated system and I'm not sure if Sam was able to join us today but she is an apple sorry animal science assistant professor which I believe is veterinary science Sam are you with us today we didn't have a response from Sam and I have a feeling she's in the middle of giving finals since she teaches we actually have the all of the community colleges in Hawaii there are seven seven main colleges probably a few with extension campuses joined us recently within the last year and a half and so we're really excited to also have Windward College join us all right I'm just gonna round robin this next I'm gonna go to a grace in college in Texas and I hope we have Todd Ellis with us today who's the director of teaching and learning there and is trying to get OER moving on his campus Todd yeah I'm here great and you want me to talk about just what we're doing a little bit sure please well we're a community college in North Texas of 4,000 students right now we have open textbooks on 15 courses and about 10 teachers who understand something along the lines of what we call an open educational practice and are using those we also have an OER campus wide committee including our vice president of instruction on that committee so that's a really good tool for us and strategy currently I've enabled OER images on canvas dashboard so any class that had we haven't had any images on our LMS canvas dashboards so now the first ones are going to be OER, Grace and branded images to strategize so students start being aware that these are classes with OERs and to start getting them excited about it and we also have the more I look into OERs the more I realize the lip guides we have in our library are really fantastic so that's it great and I agree that creating awareness for your students is going to be really key that's really going to help students to find out about those classes and I think you and I talked about you know also ways to recognize the faculty who are doing that work and kind of their presence and thanking them yeah yeah wonderful thanks Todd and now our next person and I'm not sure rebel is here with us from Florida virtual campus she's the director of digital services and OER now Florida virtual campus has been a member of ours since really the beginning of CCCOER but the longtime representative Robin Donaldson retired and we've continued to work with the instructional designer Tom too but I really wanted to welcome rebel who has taken over some of those duties that Robin had when she was at Florida virtual campus rebel are you with us today I'm afraid well we'll if she comes in later on today we will definitely let her say hello to everyone Florida is got a lot of great OER work they were one of the early pioneers with with Orange Grove their big OER repository and they continue to you know generate a lot of wonderful OER research which many of you have probably heard before we we've hosted them at our webinars to talk about textbook affordability so really have been longtime leaders and and continue to innovate all right so next is Trident Technical College from South Carolina and I'm not sure if David is able to join us today David are you online Trident Technical is actually our first college in South Carolina so we're really excited we haven't had a chance to touch base with David yet just joined us late last month and we're still scheduling a phone call with them but we're really excited to have them and hopefully we'll hear from them at another meeting soon all right next up is Lori Beth Larson who is English faculty at Central Lakes Community College and you know we've had the opportunity to work with folks in Minnesota for a while now we used to work with Minsk you which I believe has been renamed and of course we had Karen Pakula who presented with us last year last fall on the learning communities that were focused on OER and also on some of the Z degrees so Lori we'd love to have an update from you on what's happening there at Central Lakes sure can you hear me okay yes I can right we have about 25 I think OER courses I think there's some more Karen Pakula is now working at Minsk you so I'm the OER lead on our campus and we're changing into more of a mentor partnership type model for creating OER resources so we continue with that work we're just in the middle of finishing up the the reports for one of our innovative grants that has started the work but I'm also hoping to create a budget this year and see if we can get some campus resources for sustainability and see if we can't move it more local so wonderful well 25 courses is a great start and you know I hope you'll keep us posted maybe want to share work at Central Lakes with us and throughout Minnesota because I know there's a lot of great work going on in Minnesota there is yeah Karen has done an amazing job and Kim oversees a lot of it so we're just I'm just following up on her work kind of catching up she did a lot of work great great well thanks for joining us Lori and filling us in so we look forward to continuing to work with you thank you nice to be here alright and last but not least is Richard Sebastian who is the director of the OER degree initiative at the achieving the dream and as you know we've worked with achieving the dream for two and a half almost three years now on that really amazing OER degree initiative program Richard will tell us a little bit about that but very quickly 38 colleges and 13 states all developing at least one OER degree and some really amazing research being done with this project which a final report will be out in the fall of 2019 but even so far we've had two reports out that have been really very helpful on four colleges who are looking at developing OER degrees so welcome Richard hi thank you thanks you know appreciate it and yeah so long time coming we're not a community college we are a nonprofit organization here at achieving the dream that if you're not familiar with our organization we work pretty much exclusively with community colleges it's a membership network where we help colleges basically kind of holistically transform so that they kind of help students more students reach their educational outcomes and so OER is is a really a kind of a has been a perfect kind of tool for for us that that we recognize as as something that can really help colleges move the needle on student persistence and outcomes and community outcomes so we're really excited to be a part of the community college consortium and the open ed consortium and yeah look forward to be more more deeply involved in kind of the day-to-day work of the group thank you Richard and you know I think that's all of our new members and if we missed you please you know speak up I think we got everyone it's very exciting to have so many new members this fall but we we also want to acknowledge the amazing members that we have our existing members and we've got some really stellar people here on the phone on the phone right now love to give them a chance to say something but unfortunately because we have we have some other great information to share with you we won't have a time to do introductions from everybody but really everybody on this call is a star in OER and thank you for being with us and you'll have an opportunity later on to share your experience but I'll let Matthew tell you about that one so at this point I'm going to turn this over to Kiri Dolly who's just going to give you some input about some things that are happening out in the field that maybe you haven't heard about or you might want to share with folks back at your college Kiri Kiri it's a little hard to understand you do you think you maybe can get a little closer to your mic or turn up your mic is it better that's perfect okay and so the first new item is a part of information from its member libraries around the world and they determine that the use of OER has saved students, parents, and governments that was $1 billion. The CCCOER has recently published its new member toolkit to provide our members new and old with information about CCCOER, benefits of membership, how members can become more involved with CCCOER but if you haven't seen this yet be sure to check it out and OER guide for librarians has recently been published by Pacific University Libraries. A report from the first independent audit on OER savings conducted in North Dakota has recently published and found that students there have saved at least $1 million in textbook costs and a study recently published by American University found that students at private universities are similarly impacted by textbook costs as students at less pricey public institutions and the authors of the study also presented on these findings that last Wednesday's CCCOER webinar on the impact of OER adoption and cost outcomes and stakeholder perceptions as well as CCCOER executive council member Regina Gong also presented her own research on the impact of open textbook adoptions and high enrollment intro courses at college. So I will put all of these links into the chat box so you can better get to these stories. All right. Thank you so much, Kiri. Does anyone have any questions for Kiri before we continue? Wonderful. It's been quite a quite a semester for OER. There's been a lot of great developments and I really appreciate Kiri sharing that. All right. Now I'm going to turn this over to James Glappa Grossclag to tell us about the Open Education Leadership Summit last week. Sure. Thanks, Luna. Hey, everybody. So glad to be here. And I'm glad to see Anne Fiedler and Richard Sebastian on the on the call as well because they were both active participants in the Open Education Leadership Summit last week, which took place in beautiful Paris. It was a fabulous event organized by our parent organization, the Open Education Consortium. As you can see on the screen, 200 leaders in open education from 55 countries around the world took part in this event. It was really cool to see so much representation really from around the world. That was pretty pretty stunning. Some of us are lucky enough to know that, yes, open is a global movement, but boy, you could really feel it there. The event was organized again by our parent organization, the Open Education Consortium, along with the International Council for Open and Distance Education, or ICDE, which is a membership-based organization focusing really on distance learning around the globe, as well as the French government, the French Ministry of Higher Education Research and Innovation. So it was quite a different event than many of us or that I'm used to. It was not a traditional conference format. It was rather an opportunity for people to work in teams, well, first work individually, then work in teams to sketch out roadmaps for their own projects, perhaps, for regional projects, institutional projects. I was fortunate enough to be in a group that Richard led talking about open education trainers and sketching out what that might look like. And overall, I would say please keep your eyes open for future projects that will emerge around the world from this event. I think there are a lot of opportunities for collaboration beyond boundaries there. We have, again, so many people from so many different places there that there should be more opportunities that will emerge perhaps sponsored by the OEC, perhaps by ICDE. But while Ann and Richard are here, I wonder if they'd like to add anything or share their impressions as well. I can jump in and then let Ann go. Yeah, thanks, James. I thought it was a really great event. And I agree that I suppose when I attended, I was wondering what I would get out of it. Just achieving the dream works in North America and we work with Communicologies. And so the global perspective wasn't quite sure what the benefit would be. But it was really productive and it really, I think there's a lot of common shared interests and shared, I guess, issues that may differ to some degree, depending on kind of what area of the world you are in. But there's enough commonality there that I think it really shows that this is a lot of what we do kind of in a hyper-local context is really can be relevant to institutions around the world and vice versa. There's a lot that we can learn from what's happening in other countries. So it was a great opportunity in the other squad that I got to go. Great. Yeah, it was great to see you there. Ann, anything to add? Sure. Hi, this is Ann. It was it was really a great conference. I love the global perspective. For us, you know, we're obviously in North America, but it was an opportunity for us to make some plans with our Canadian cousins and do some collaboration there. There's a lot of talk about collaborating through the Rebus Foundation. We got to talk to Hugh and Lena Patterson about, you know, getting people here and people there to do some collaboration. And I think that conversation sort of started to happen before, but had we not been face to face, it would not have progressed as much as it did. Also really appreciated that roadmap format. It was an opportunity to really sort of sit down. And like I was speaking earlier with Richard and he was commenting, sit down with your colleagues and really just sort of think it through in a way that you don't otherwise get that kind of time. So it's a great time. Great to see you both. Yeah, great. Thank you, Ann. And the only thing I would final thing I would add is, gosh, we in the community colleges are doing one great work, you know, there is so much, I think as Richard said, this hyper local work that we do, often often with by our bootstraps or on a volunteer basis, and that many of us have been doing for years. And we've got a lot of great, great projects and a lot of great adoptions and we're making real concrete impact on our students building Z degrees. And you don't necessarily I don't necessarily see that many other places in the world, a lot of other places in the world. Open initiatives might come out of a National Research Center or might come out of a an open university that's funded by the government or might come out of the Ministry of Education. But the the individual local work that all of you are doing is really stunning. So with that, I'll say thank you, thank you for the opportunity to share. Thank you, James. And, and Ann and Richard for sharing your experiences. I wish I could have joined you maybe next year. All right, next up, I'm going to turn this over to Regina Gong, who just put something very interesting in the chat window here. Regina, can you tell us about Open Ed Week and the Open Ed Conference? Yeah, so good afternoon, everyone. Nice to see you today. I'm just going to remind all of you about our Open Education Week, which is coming up on March 4 to 8 2019. CCCOER and our members usefully put up some type of activity, professional development that would commemorate Open Ed Week. So watch out for that. There's actually a link where you can put in the projects or the activities that you have slated for Open Ed Week. And next. Okay, so the 16th annual Open Ed Conference, it's hard to imagine another Open Ed Conference when it's just, you know, it's just past, right? So it's, it's going to be in Phoenix, Arizona from October 30 to November 1. Next year. And I am again, part of the program committee. So we are going to decide on the keynote speakers soon. And the call for proposals is coming up. So watch out for that. Thank you, Regina. Is there a theme for that? Is there a theme for that conference? No, not yet. We haven't discussed that yet. So yeah, so that is the website. So you can see very Ari's Arizona with the, yeah, so hope to see you, most of you there. Although it's going to be over Halloween, I don't know. So yeah, that's all thank you. Thanks so much, Regina. And yeah, and we'll, we'll hear more about that as, as things evolve next year, and hope that many of you can make that. All right. Now I want to turn this over to Quill West, our president, who, who has been thinking about change leadership, and it's going to share with us some of her thoughts. I'm always happy to share my thoughts. Hi, everybody. Let me see what happens if I try to turn, I've noticed that some microphones have been a bit off. So if I start to stutter, it's because of the room I'm in. So just let me know if I should turn on my video. So I am, I have been thinking about this concept of being a change manager. Because of some of the work that we've all done, and the idea that OER does significant change at our institutions. And so hopefully you all got the writing that we sent around that was me trying to kind of sum up some of my favorite articles on being a change manager. And I really wanted to kind of answer and ask and answer some questions and see if we can have some people who are leading change at their institutions talk to us today about what it means, what change means and what managing change means for them. And here this is kind of my list of questions that I'm perpetually trying to answer. So I'm going to post the link, but I think actually let's let our speakers talk and then we can come back if we need to come back to some of these questions. But really, as as we're having bigger conversations about what it means to be an open education leader, we should be really thinking about what doesn't mean to sustain good positive change at our institutions. And because it's not enough to be a change agent, if you can't sustain that change is really where I want to commit this from. So without taking up any more time, I would like to introduce our first speaker today. So Cindy, if you're ready, we're, we're going to get to hear from Cindy DeMica on her work. And she's got one of the best titles ever a manager of open and instructional resources. I just love that. Thank you. Well, it wasn't always manager of open and instructional resources, though. But I will tell you about that. So hi, everyone. Up until about a year ago, I actually had a very different title. And I will tell you that story. I was, I was the bookstore manager here at Midley College. And that's why I want to start that change agents can come from anywhere on your campus. About two and a half years ago, I was tasked with looking, looking into OER from our newest college president. And I had no idea what OER was. Nobody on our campus had heard of it. So I started to investigate it. And being a bookstore manager, I was like, you want me to do what you want me to give away books? Okay, sure. I'll look into it. We are part of the Wisconsin Technical College System, which is 16 technical colleges in the state of Wisconsin. We also are one of three of those schools that have a transfer agreement with UW System. And we offer a liberal arts degree, and a liberal, liberal science degree, associate degree. So we have a lot of gen ed classes that transfer between here and UW System. We have about 1900, which is more since I got full and part time students. And I work with about 100 full and part time faculty. So that's where I'm coming from with all of this. So I started looking into OER and I started realizing that yeah, I can get behind this. Being a bookstore manager, I saw what was happening with our students when they came in and I was telling them their textbook prices. And I saw some of them break down in tears when they couldn't afford their books. So I started, I started off easy. I started off with those faculty who I knew weren't really using their books and I approached them. And those were the ones that I got on board first. And it started off small. And I went with a couple courses and we piloted those. And it kind of grew from there. And as it started to grow, I realized that, wow, this is going to kind of take off here. So I really did start to learn. I learned about OER and I learned about open education. And that's where I started to learn from others. We're lucky that we are part of a community that is more than willing to share. So I learned from obviously people that are a lot bigger than me. I was able to scale down to an institution my size. But it was really, I really learned a lot. And you, you need to you need to learn to adapt to this new, this new world and it really is a different, different world. And of course, not everybody is willing to jump on board. And I was listening to everybody. Those who weren't agreeing that we were starting, I listened. I listened to consideration what they were saying. And I really, I wanted to hear what they were saying. And how could I, not how could I convince them to change? But how could I in the future, going forward, how could I change what we were moving towards to maybe help them change with it? So I was really listening, listening to everybody and listening to those that were the early adopters, those were that were kind of moving slowly and those that were holding back, I was listening to everybody taking all of those things into consideration. And one thing I've been told recently by several faculty members were that I speak with passion. And that's what's helping convince them when I speak to our new faculty to when I speak with our administration when I speak with others. And so I've really kind of been putting that into my advice lately is when you speak with it, speak with passion. You can't change things if you don't believe it yourself. So really, to speak with passion, when you want to make change, and when you need to, to change things, because if you don't, you're never going to get anybody on board. One of the things Quill brought up was personal and professional investment and what you're willing to do to invest. And if anybody read the article that she wrote up, I read it and it was talking about aligning with their own personal values and goals and things. And this really does with mine. So I'm willing to personally and professionally invest in it. And you have to look at yourself and what how it aligns with you and how much you're willing to personally and professionally invest. And I think that bleeds through into this work. I think it does for most people, at least that's what I've seen. And that will that will flow through and that will help change things along the way. And sustaining the change, that's something I think we all need to work through. And I think that's a big topic in open education right now, is how do we sustain this in the long run? And building that foundation, I think a lot, a lot of people just go into this as it's an initiative. And that's something that I've been not calling it is I haven't been calling it in the OER initiative. I stopped calling that shortly after we started it. This is the way we do things now. OER is embedded into the things that we do, whether it be the way we adopt our books. Now, I automatically look for OERs, or when we start curriculum projects, it's automatically we bring OER into those conversations. Or everything OER is we are starting to just embed it in the way that we do things. And you start embedding open education into the way of the way of life into the culture. And when you start doing that, it just automatically is there. Sustaining it going forward, we still need to work on that. And a lot of people do. We're working that into our processes and how going forward. But it's a step in the right direction. And again, I'm probably going to be looking forward to those who are going before us. But we're making those steps towards those things. That's all I really have were small institution. And I just want people to know that changing agents can come from anywhere, whether it be bookstore managers, whether it be faculty, whether it be your librarians and they rock, they are helping to lead this movement, but it can come from anywhere. So thank you for this opportunity to pass it on to the believe Mike. Thanks, Andy. Good afternoon, everyone has I hope everyone's doing well. I'm on the East Coast where it is very dreary and very cold. So those of you who are in warmer climates, I am quite envious. If we could go to the next slide, please. Okay, Montgomery College is a rather large institution right outside the District of Columbia. We have three campuses from our Tacoma Park campus, which is a very urban campus up to our Germantown campus, which is more of a suburban campus. So the diversity is quite intense. We have about 60,000 credit non credit students from 160 different countries around the world. And that creates a number of exciting opportunities, but also a number of challenges for our faculty and our staff. We have about 500 full time faculty, almost 1000 part time faculty and 600 support staff. And that faculty number large number of faculty, I think is important as we talk about OER and how we scaled up our OER efforts, because it was an opportunity for us to really get a large number of sections on board pretty quickly. We were starting this work in OER maybe five or six years ago. I offered our first workshop on OER during a professional day. One fall and I had four people who showed up. And I think they showed up more out of pity than anything else. They didn't know what OER was. They didn't know what it meant. Two of those were full time people who were adjuncts. And only one of those continues to be involved in this work. Where our work really began to bear fruit and take hold was when we had the opportunity and was the recipient of one of the ATD OER initiative grants that really helped propel us and create a framework for us in which to fold a lot of this OER work that we were doing. Before the grant, we were capturing some of the results from our faculty. But it was hit or miss. We just heard through the grapevine that this faculty member was offering a course using OER. This faculty was, but there was no systematic way to really focus on that. With the ATD grant, we had to have a designator into our course management system. And that allowed students to identify which courses were OER or Z. We focused on the Z part for the zero textbook cost, because what we found was that we had a lot of faculty who were just not using textbooks, but were supplementing the content with their own power points or material from elsewhere. They just weren't charging or requiring students to pay a textbook cost. And when we identified those courses, we had people coming out of the woodwork. Faculty say, well, I've been doing this for 20 years. I just didn't have a way to let students know. So as a result, this semester, we have about 14, about 400 sections using OER or Z, with about 8,500 enrollments in those courses. So it's been a wonderful opportunity for us. Some great partnerships have developed around the country. Certainly partnerships within our own institution and the collaboration that has taken place within our institution has been exciting. So there are four areas that I just want to touch on, as how I lead our change here at Montgomery College. And Cindy touched on it a little bit when she talked about she's gotten away from talking about it as an OER initiative, and that it just becomes embedded as part of what you do. And we too have gotten away from that. We don't focus on this as a textbook initiative any longer. We focus this on being an access issue or social justice issue. So when we talk to students about it, we still talk about it in terms of how much they can save on textbooks. But when we talk to faculty and administrators about it, it's more about the social justice aspect and the student learning outcomes aspect, not just the textbook savings. We have faculty who didn't know how much their textbooks were costing. So to tell them students were saving X amount of money, it didn't really resonate with them because they didn't know how much they were saving. So four areas that I want to just touch on this idea of indifference and the globalization of this indifference. What we try to let faculty know here is that by going to OER, they can make a difference in people's lives. I think too often we remove ourselves from the stories of the students. We look at the data, we look at numbers, but all of these students have a story behind what they do. I had the opportunity a week or so ago to sit in on a student panel discussion focusing on world access to higher education day. And we had five students who were just talking about what access to higher education meant to them. And totally unscripted, each one of them said access to the Z courses that we offer propelled their education because they just could not continue with the high text, the high cost of textbooks that they were experiencing. So working with faculty trying to get them to understand that they can make a difference and it doesn't have to be at an institution-wide level. It can be at the classroom level. And as a result of that, it impacts the institution and broader than that, it impacts the community. So that's one area. The second area that we tend to talk to faculty about is to understand these generational differences. Not all students are digital natives. They don't like having just digital content. So we work with faculty to to make it easy for students. They want a hard copy or if they want to print something out, you know, not everyone has a mobile device that they can just look at on the metro or have access to Wi-Fi at home. So working with those faculty when understanding that there are people who have differences, generational differences really has helped us. The third area that I just want to touch on and with a lot of faculty worry about this is this fear of failure. They didn't want to try something new because it might not work. They were used to having a textbook. They've had a textbook ever since they've started teaching and they didn't want to go to something new, something different. And what we try to impress upon them is yet certainly we're changing lives, but this is not life or death. If something doesn't work in a classroom, if an OER doesn't work, try something different. There is a bunch of material out there that you can supplement and have students become agents of change and take ownership of that their own learning and bring in material. So this concept of this fear of failure that some faculty had, we've worked hard to overcome that and really work with them to say, OK, it's OK. If it doesn't work, we'll move on to something else. And then the last point, Cindy did a very good job of touching on this, is that each one of us can just lead from where we are. We don't have to be senior administrators. We can be wherever we are in the institution and it makes a difference. A student doesn't care whether it's a faculty member, a bookstore manager or senior administrator leading this change. When they can take ownership of their own learning, save some money in the process and increase their time to completion, it makes a difference to that student, but it doesn't necessarily make a difference to them as to who's leading that change. So I would encourage you, wherever you are in the institution, just pick up that mantle and run with it. You can make a difference. And that is about all I have. All right. Thank you, Mike. There was a quick question. There's a lot of great comments going back and forth in the chat window, but I think Annie Fox asked what learning management system you used. We're using Blackboard. Quill, did you want to... You had some concluding comments before we move on to our question and answer session. I'm trying to think of really smart ways to sum up the beautiful things that both Cindy and Michael's didn't like said. And I think instead, I'm going to let it... Just there are really some wonderful things said here. And I think I'm going to let them sit for a few minutes while we answer questions. And then if people have questions about the concept of change management, then I think we can bring them back up again. How's that? All right. Matthew, you're up next. Matthew Bloom from Scottsdale Community College is going to lead the Q&A. These are the questions you submitted. All right. Right on. So everybody, so this is going to be a good opportunity for me to not talk a lot. What I want to do is try to make it so that everybody else is able to contribute as much as possible. We want to hear from everyone in the community, anyone who has any feedback. I do what we do understand that the first few of these are actually not questions, but they are interesting topics for discussion. And we would like to hear whatever feedback you might have on it. So just to get started, first of all, what are some thoughts that anyone may have on a step-by-step process to move faculty to OER? What are some best practices for that, some experiences maybe you've had for that? So anyone interested in contributing, feel free to speak up. OK, for my Rocks Creek Community College, the first year we have like a grant or stipend of to kind of motivate a faculty member to write a proposal to use OER program. And it's kind of very successful because we our president and vice-president something in supporting these these these parts. Nothing I want to share. Yeah, I think having some sort of a stipend program or a grant program, some kind of compensation for faculty is always, I think, extremely helpful because a lot of times people are already stretched to the limit as it is. And so just asking them to do something out of the kindness of their hearts is, you know, that's nice to do, but not always the best. Any other thoughts? Oh, yeah, this is Todd at Grayson College. Something that helps me is having been involved in social justice movements. You don't generally look to convince everybody, but you look for a critical mass of people that you can get passionate about and focus there. That's a good good start. It's one that we're doing here at Grayson College right now. Excellent. Yeah. And I think that one of the experiences that I've had to is trying to cultivate the grassroots work that people are already doing. And whether it's associated with the motivation that they have for social justice issue or if it is and oftentimes it is. But in other times, maybe it's just simply, you know, they decided that they would like to customize their materials or whatever. And then you can kind of cultivate those grassroots efforts, individuals making changes in their classrooms. And that can have a ripple effect potentially to influence others as well. Yeah, it affected our strategy instead of trying to reach everybody, we're not trying. We're trying to reach a critical mass to start with. All right, very cool. Anyone else? All right. So next question or next non question topic. So funding for sustaining OER, what are some models for actually sustaining this work? I can't tell you how many times in the last year, year and a half, I've heard the expression free like a puppy used to describe open educational resources. So how is it that that what are your thoughts on sustaining these kinds of initiatives? This is James. I'll chime in if nobody else. Oh, please go for it. So first of all, as a two experienced middle manager, I'll say there's always money. So you have to start there. Where is the money being spent in an institution? And how can you express your initiative, your project, your value in terms that the institution values or in terms that other initiatives understand and other initiatives can can can wrap themselves around. So, for example, I know Richard Richard and his project, they've been starting to focus really on improving teaching and learning, right? So many of our institutions I think have teaching and learning centers or they invest in faculty professional development when it helps them to become better teachers. So how does OER fit into that? Another example might be here in California Community Colleges. There's a very large state initiative or funded state initiative around reducing equity gaps, right? Reducing the achievement gaps between different demographics in our student body. So how can we fit OER into that? For those of us here on the call, that might be a no brainer, right? But how do we express to funders, legislators, budget committees that supporting OER will help to achieve this larger, larger goal that everybody in the state needs to pursue? Yeah, excellent. I think that and also some of the comments in here, I mean, it has to do with attaching OER projects to the college mission. I like to think of it as and this is already mentioned as well. It's in everything we do. It's it's something that we can try to embed into the everyday activities. That way it's not like an additional thing that we have to be concerned with. Hi, Matthew. It's like just real quick to piggyback on what James was saying. One of the things that we've looked at here is just making sure people understand it's an equity issue and tying it back to the work we're doing at the college from that standpoint. You know, it isn't necessarily putting course fees in place as some schools have done. We've chosen not to do that, but looking at the retention in those courses, money that we don't have to return because students have not dropped, looking at comparing the number of courses that they take from one semester to the next. And, you know, are they taking more courses or are they taking the same number of credit hours, but saving that money or using that money for everyday living expenses, which provides an opportunity to continue their education. Excellent. Thank you. Is there anyone else that has any suggestions for this or ideas? OK, well, just for the sake of time, we'll move on to all your policies. I think that, you know, this is a pretty potentially a broad topic, but what kinds of all your policies do you have at your institution or in your initiative that you that you feel are pretty vital? I think tenure and retention is a huge one at my institution because it eliminates some of the need for stipend money. But it and it also means more through the life of the faculty member than a one time segment. Yeah, this is James again. I'll add at my institution. We do not have any policies around OER than, let's say, our academic freedom policies, right, which which apply. But if our our friends from West Hills College and the more we're here, I don't know if Kelsey's on or Iran. They do have a board policy that sets a goal, sets a target for a certain percentage, a high percentage of general education courses moving to OER by by a specific date. So there are there are examples out there of really board level policy being set on. Kelsey's telling us a hundred percent by the year 2020. So that. That's it. That would not work in the culture of my institution. It just wouldn't work. But in many institutions, that might be exactly what you need is that high level direction. Yeah, and that that type of policy would not work at our institution either. But having that. Having the board or any board talk about OER and what it means to the institution, I think it's invaluable. So, you know, if we as leaders at our institution can get that information to our board and have them reiterate it. Whether there's a policy or not, it does go a long way in helping sustain these efforts. This is Nathan at Houston Community College. And I just thought I would chime in. We've got to. This is a policy that we've recently implemented, which is basically it has when when our programs adopt textbooks. We are asking them to report what textbooks have been adopted. That's all textbooks. We're also asking them to identify specifically OER that have been approved by the program for use in a specific course. And it's it's kind of slow going, but it's been really good because what that means is I can go to a central repository for those reports and I have a list of all the programs that are using OER and what we are there using and then and then I can contact faculty and I can work with them. So that's been actually pretty helpful. It sounds great. Anyone else? One thing that I have personally found to be something that we need to probably work on is some sort of intellectual property policy or how it is that you know, if we have faculty who are creating materials, you know, during their accountability to the college and the actual property policy actually means that the college owns the copyright, then we really feel like we need to be working with our, you know, legal counsel to figure out what that means in terms of, you know, the faculty right to put a creative comments license on it or does the college really make that decision? OK, so anyway, so moving on, the next thing here is it looks like a lot of discussions about the intellectual property policy. So we're we're pretty much up to I know listen to this. We could probably sit here all afternoon talking about these questions. Clearly, there's a lot of discussion to be had here and I feel like we've done it. We've had a good discussion so far. So the question is if anyone wants to stay for a few minutes, we'd be happy to finish up with the Q&A because we are two minutes over past two o'clock right now. That sounds good, Una. Sounds perfect. I mean, I'm happy to say for another five or ten minutes, but it would be good to hear from people if they need to take off. Sure, so we could do the official close of the meeting and then we will follow up with the questions afterwards. Sounds good. I don't think we have anything after this. Oh, thank you, Matthew, for reminding me. We do have an all members meeting. That's a more formal meeting. In some respects, well, we'll talk to you talk with you about the webinars that we have planned for the spring and some other activities. So look for an invitation to that. But it will be on Wednesday, January 23rd at 3 p.m. Eastern. And I'm going to turn this back to Matthew. Excellent. So we have three of our seven questions there. And again, thank you, everyone, who is who's participated in this event today. And thanks for sticking around. I'm I'm definitely available for another 10, 15 minutes. There's a lot of interest on the the chat, it looks like, about intellectual property policies. So before we actually move on, I feel like it might be valuable to hear from someone else who maybe has worked that out at their institution or maybe somebody who has anything to chime in about that. Any any any any thoughts? Matthew, it's Mike at our institution, our IP policy basically says that if you were paid to by the college and or used college hardware or software to develop it, it's owned by the college and thus the college can do what it wants with with that content or with that course. We've taken the approach over the years, however, that it's really a partnership. And while the college may have the legal authority to put a creative commons license on content, for example, we would not do that without the consent of the faculty member and working with the faculty member to make sure everyone's in agreement. Yes, very interesting. Yeah. This is James again. I'll pick you back on that. What Michael shared in my local institution, because of our structure, I'm a dean. I've got, you know, my budgets in a sense and my staff in a sense. The really unwritten rule, the verbalized rule is if you get the support of my team or my budgets, then you use a CC by license. You know, we just avoid the conversation around you know, the IP policy and our kind in the collective bargaining agreement and so on and so forth. We just say, you don't have to do this, but if you want to come over here in this part of the campus and play in this sandbox with us and get our support, then in exchange, it's going to be CC by. Right. Yeah, I think that that's one thing having the requirement. I mean, the content that Maricopa Millions has developed over the years was, I mean, basically when you agree to receive the funding, then you're agreeing to, you know, license any of the originally developed content attribution only. Well, and I think that's the interesting thing that there is in there are intellectual property policies surrounding the acceptance of funding or specific support to develop resources out of an office that does open education work because I have a similar agreement with faculty to the one James has. But then there's kind of what happens to resources that were institutionally supported, but they never get shared outside of our learning management systems because it's just not the faculty members just not interested in sharing that work, even though technically it partially belongs to the institution. Our institution has a shared our policies that we share intellectual property if it's supported by the institution. So how and I think it's a really interesting question we're dealing with because I don't think our institutions really ever. My institution really exerts its intellectual property rights on faculty members work. And in fact, I haven't heard of it being done in a really long time where the institution has said, you know, we want to do something with work you created faculty member and let's have a conversation about what we're going to do to share the rights. So I'm curious to know how many people actually have ever thought about enforcing the existing IP policies. Well, I'll tell you, I feel like the culture I think this is kind of was expressed already, but in a different way, but the culture at our institution, I'm not sure that our faculty would be be very happy about that compelling them to release content under you know, under a Creative Commons license, because that's what our administration decided they wanted to do in terms of enforcing, you know, their right over the materials, I think would be a really bad decision for OER and because of the way that it would I mean, anytime administration comes down on faculty and says, you must do this, then there's always, you know, the potential backlash, you know, and so I feel like that would be probably not wise. All right, well, let's go to the next thing here. I think that's a good discussion, a very important discussion, but let's go to the next one because we're not even halfway through the question. So best practices for including Z course or low cost designations and course registration system. So any thoughts about this year? If you have some kind of a course, you know, designation, low cost designation, tell us what you're thinking about in terms of best practices. I just want to point out for people who are in a rush about this, that Amy, before she had to go posted a link to one of her really good blog posts on this, that does an interesting review of decision making around labeling courses. Quill, can you put that in the chat window again, because she shared a bunch of great links? Well, thank you for pointing that out. I can kind of say a little bit here, Maricopa has implemented a low cost and no cost designation. And, you know, it's not an OER designation. It is just simply no cost low cost. We use $40 as the threshold. And we feel like that's been it has been extremely helpful for us because it helped us to kind of it helped to give us some kind of a number that we could use. We were able to determine how many sections, you know, are actually using that designation. But one problem that I've personally found is that it is it has made it difficult to it didn't help at all in communicating the distinction between free and free plus permissions with faculty and administration. So in a sense, I feel like, you know, one thing that we are going to try to do is try to fix that, you know, because we want to encourage people to be become educated about open licensing versus just, you know, the free stuff that you can find or the cheap stuff that you can find. So that's one kind of contradiction. It's been extremely helpful on the one hand and very easy for people to understand. But it seems to have perpetuated some of the misconceptions about open licensing that we find. I think you're hitting on an interesting point there that our student, our scheduling system is used both as a marketing tool, but also as the data tool. And I think that that can be dangerous because students don't care if it's free plus permissions, unless they're in a course where free plus permissions means something because they're going to create something out of that resource. They care a lot more about free. So we're trying to label our courses appropriately for the marketing part and for the communication to students part. But then if you're trying to make do any kind of data analysis of true OER, you get into some trouble in terms of now you've got things that you don't have clean data unless you have somehow two ways to get clean data. I know that's been an issue for us all along as we've talked about how to label our courses. Like we want the OER in one place and free in another place, but they're kind of the same thing. Yeah. And like you said, it's only if it's only in those situations where we're trying to promote open pedagogy where it's really important to understand the licensing. And as that increases in popularity or it becomes more and more central to some of the work that we're doing, then I think that we've got to make that distinction more clearly. But thank you for that. So I have the sense here that we are now almost 15 minutes over. And I think we will save the last three questions. I think that seems like a good idea. We'll save those questions for a future event. They're obviously really great questions and we look forward to it. So thank you everybody for coming. Una, do you have any last words? No, thank you, Matthew, for facilitating that. And thanks to our presenters and of course, our entire Executive Council and to all of you who came today. Great discussion. We'll continue some of this in January at our all members meeting. So take care and have a great rest of your day and happy holidays. Happy holiday. Good night.