 So hi everybody. I guess we'll introduce ourselves and then we'll go to share screen. My name is Anne Fiddler. I'm from CUNY, the City University of New York. I'm the Open Education Librarian there and I run the OER initiatives across our 24 campuses. And I'm Rhetta Chaffee. I'm the Director of Educational Technology at Granite State College where I oversee the online program and we are part of the university system of New Hampshire. Hi, I'm Bob Awkworth. I'm the Assistant Commissioner for Academic Effectiveness at the Massachusetts Department of Higher Education. And in that role, among the roles I have, I serve as the coordinator, our OER coordinator, statewide coordinator. So I'm delighted to be here and I see lots of familiar names among the participants. So glad to see you all here. Okay, so yeah, me too. Glad to see you all here. Lots of familiar names and faces. Okay, so we are here as colleagues who represent DOIRS, which stands for Driving OER Sustainability for Student Success. And I'm going to give you a little background of it because CUNY and SUNY and Maryland were the founding members. And we started out about 2017 when New York came into some windfall back in 2017 based on our work with Achieving the Dream. We are a degree initiative with community colleges that was national. We got the, we got the eye of the governor of New York State and he decided to start funding open educational resources. And Maryland was also gaining some funding and we all came together and we decided really spearheaded by MJ Bishop from Maryland to launch something called, that we came up with called DOIRS. So we sort of put our heads together and the idea behind it was thinking that, you know, we as collaborative systems could lend our weight to some thinking around OER as you're all aware that, you know, publishers have been coming at us and, you know, some companies have been coming at us and trying to capitalize on, you know, this growing movement of OER. And in order to sort of drive the thinking behind it, we thought we could be more powerful together than apart so you know, we could control, we could, we could have better control. So it was to, to recruit, if you will, public education higher ed systems statewide and turns out province wide because Canada has also joined us in a big way. And, and we can address and we can share our concerns and address these concerns. The focus was to sustain OER and achieve equity and students success at scale. So we coordinate and collaborate with these groups. So you can read our statement of purpose at DOIRS3.org. Somebody would just drop that in the chat for me that would be great. And you can also find a list of our projects there and you can see specifically the equity OER rubric that we're going to be talking about here today. Next slide please. Okay, so this is a map of our membership as it was actually a little while ago and this hasn't been updated in a little while. We have been getting a lot of interest from systems nationally, Canada, and this is just what we represent as of a couple of months ago which is 25 systems or and initiatives. So we've made colleges plus and universities and we reach over 6 million students. So the impact is really huge I mean I'll give you just a figure from CUNY you know since we've been at this. Since about 2016-2017 we have converted over 30,000 courses and sections to OER saving our students over $60 million in just about four years. So the impact is incredibly huge. Next slide please. Okay. So just about pre-pandemic, we had this suddenly huge group of people working together and we were able to come together in person. I think that was the last thing we did in person was summer of 2019. We met in Little Rock and we had a mini kind of conference and we, we came up with output that we could give to the world that we could work together on things that you know actual projects. So we came up with a research work group which does a landscape analysis and you know what's happening with OER. They came up they're coming up with data standards for OER and open education research. We have a capacity building work group. We have, I believe it's a presentation here this week on tenure and promotion tenure and promotion matrix that was that. And in McKinney my colleague at CUNY and Amanda from BC campus worked on, and they're going to be sharing that that's getting out into the world as well you can also see that on our, on our work on our website. They also looked into campus store practices for listing and fulfillment how to how to bookstores deal with OER in the bookstore and get it in the hands of students. And then this group is the equity work group and we worked on a blueprint for the role of OER in closing equity gaps. And we came up with a blueprint as well as a rubric which is what we're going to be talking about here today. Next slide please. So the idea behind the blueprint is to define unpack and explain multiple dimensions of equity and foreground the role of OER in closing equity gaps. I mean I'll say for myself and I think for others as well is that, you know, in creating this and reviewing this, you know, I think we feel that OER is equity. OER creates equity it is in and of itself. I mean of course there's the cost savings and all the other things but you know certainly from my QT point of view and how open pedagogy has really nestled right beside it and taken off as a heartfelt thing on our campuses. I think you know OER and equity are one and the same. So the key components to this blueprint are the theoretical and research foundation, sorry, not the key components of doers are these three things so we have the theoretical research group we have the equity through OER rubric and then we have case studies. Case studies we're going to talk about a little bit later. Next slide please. Okay, so, you know, the time has always been now but the time is particularly now since we've been through and are living through this pandemic. You know one of the things that our campuses have have come to through the pandemic among many other things is, aha, oh that OER would have been really useful had we've all been getting on board right before now. So you know we all see and you know all of the equity issues that have risen through the pandemic etc etc. So I'm going to hand it over to Bob at this time and he's going to talk a little bit about the specific rubric. Thank you and so equity you're reading the definition that our equity work group develop. And of course, this was informed by the work of many other people, including Sarah Lambert's work and AC and use work and inclusive excellence. So we kind of put all that together to come up with what we thought was an important a driving definition to keep us all focused on what we what did we mean in doers. We talked about the work of equity, and as you can see, both is it sets a framework but also gives us a direction to be able to move on it because it's not just enough this to talking about equity but we have to walk the talk. As Tia Brown McNair would say we have to walk our talk to make it real. Next slide please. In that regard, we felt it was important to come up with some core values to drive the work that we were doing. And all of this is because as we were as we sat around and worked on this. We thought, you know, everybody is trying to struggle with the same issues as we are. And so if we're going to try to add to the dialogue and add something new and different and helpful. Then we need to develop some clear guide guide, you know rules of the road for ourselves, some guide posts. So these core values learner centered OER promotes these intersectional outcomes of equity inclusion and accessibility. There was, there's an intersection there and then in that vortex in that Nexus is a lot of rich opportunity and work. Recognizing and redressing inequities requires taking responsibility so again, recognizing, but also then redressing those inequities requires taking responsibility and note both in the personal professional individual and institutional level it's all of the above, you got to be all in in this game. The equity and quality are joined together that equity and quality should be synonymous, and that in fact doing this work of equity and not ensuring quality becomes a hollow promise. Finally, that higher education and achieving equity results in students success through access participation persistence completion and entry should be fundamental and foundational to all of our efforts. Next slide please. So, the equity blueprint. What do we mean when we're talking about the equity blueprint. As Anne alluded there were three components that made up this work that we did. The first was. And I should say that it should be important to say that we want we felt one shouldn't engage in this work if you're not also willing to address equity, since we are by definition increases access and challenges traditional power structures and structural barriers to student so in order to do that we thought, one, we need to establish a theoretical framework and research foundation for what we're doing. So it can't be just because we say so that this is important and you ever want to do this we need to go look at the research and see what others have said how have all your programs work to improve access and affordability. So it's important student learning and close equity gaps, especially for marginalized students. And that's what the theoretical research foundation is to capture is much of that work, which is all emergent, as you know, around the nation around this work. I said, alright the next then element is the development of the rubric which is where I'm going to spend the bulk of my time talking about, which is, okay, so say I want to do this at my institution that my department or at my, my division, my institution, how would I go and do this so if we're doing it or not doing it. And then finally case studies, because once we say yes you here's why one should do this. Here's a way to assess whether or not you're doing this. And third is, is anybody else doing this. And that's what the case studies was a way to be able to demonstrate that there are folks already starting to do this work now, we don't have the case studies here, but if you go in that doers website, you will be able to find there are three case studies there now, and this is a, this is work that's ongoing we're continuing to add to those case studies as we go forward. So equity through the old through we are rubrics and now we're going to get a little granular here. This is a tool that this work group develop over many months of many months of hard work put in this together drawing again, looking at work that other people have done drawn on our own experiences from our campuses and working with students and faculty, etc. And we felt it was that this tool which isn't is licensed as CCBY. And it is in fact designed to be adapted, adopted and customized by those who seek to utilize and approve upon it. And we felt it needed to have three elements to it. One, it had to have it had to assess the scale of adoption like where are you. It's a continuum, you're not doing anything to your doing this aspirational level. I think for most institutions it would be an aspirational level. So we needed some scale, so people can figure out where they are, which is on our x access, and then on the y access. So who is it that's doing this work. So we had to identify who are the key stakeholders, and what are those areas that they would be focusing on. And then finally, the action, what actions would one take and that's the intent is this is to use this tool to assess where your institution or your department or your unit is relative to some standard so you can figure what steps do we need to take to move our work forward. Again, go down another level next slide please, and look at the scale of adoption. So again, this is the x axis, if you will, of this rubric. So we go from not present to established. And the point of this is, I mean as you can see not present means that no tensions being paid to OER at all. And then you go to beginning stage so this tension is beginning, but it's ad hoc between units and or institutions to an emergent scale, where it's more coordinated and intentional, a plan is being discussed and or under development and then finally you get to the established level, where you have units and an institutional wide foundations in place, a comprehensive plan for action and assessment and continuous improvement. So that's what each of those state stages of adoption would represent not present beginning, emerging and established. And as I suggested, in my view, the established is really aspirational. I think for most campuses, and I remember we had a great discussion about that established levels like is that something that people cannot. People are going to meet and we all agree. Well, the whole point is we want to have something for people to strive towards. So, all of us, all of our systems and institutions so that's the X axis, and then next slide. The stakeholder categories and dimensions. So on the Y axis, then we have students were certainly a obviously a key stakeholder in this work and then within students, that's the stakeholder category and what are some of those elements or dimensions that we would want to see here. Equitable availability, is there equitable availability is there and do students have access to the technology, which obviously is critical to their ability to use OER, and student awareness of OER, similar for practitioners. You can see more more more depth in there again, what are some of their dimensions around instruction pedagogy and content is critical obviously for practitioners, multiple dimensions of infrastructure including staff support course marking it support and for others because again for the practitioners and for anyone using OER, those are critical steps that have to be in place that will make a difference on where your, your program is going to be. And then finally the role of leadership, which includes is there ongoing assessment and continuous improvement of the program and looking at it multiple ways. Physically goals, goals, policy and staffing instructor incentives professional development and recognition. Now, just in case you get a little nervous like oh my goodness is a lot going on here. Next couple of slides we're actually going to show you some some snippets of the rubric so you can see it again, if you go to doers three dot org, you can see the full blown rubric there. And because as you can imagine from the X and Y axis, it's pretty it's pretty large document it's several pages to do this so next slide I'm going to look at the practitioners. You pick the couple just so you can start kind of see what are we talking about. So again across the top you can see not present beginning emerging established and then down the Y axis, the first one of the first element instruction and pedagogy so you can get to the last list. There were several dimensions that we were looking at for pedagogy. The first one being instruction and pedagogy and then it were the multiple dimensions infrastructure in the subcategory so now you can look at your screen and see. So, so how would you do how would you use this right, how would you use this at your institution. So, if you're assessing your own and this is important that that you do a critical assessment of your institution. And let me just say this I think this is important to say that in doing and using this tool. The second element is that people would use it to assess where they are in order to determine where they want to go to. This is not about evaluation. It's not about shaming. Oh, you're bad that you haven't done this. We all are where we are. Right. Everyone is where they are, but you never know is that good or bad unless you have something to compare it against. And that's why we felt this rubric would be helpful, but people kind of get a sense where is our program today and you're going to be in different places, but then what's where are we, where are we trying to get to. And what is it we would have to do to get there, because then that leads you to be able to develop okay hit an OAR plan. Here are the things we need to do to advance our work and then that's how we know we've arrived once once we got there. So this is really intentional to try to take something that's somewhat maybe esoteric and make it concrete. So, not present no attentions paid to inclusive pedagogy, faculty of diverse voices are not represented. No incentive for professional development, financial technical support faculty receive no recognition. I think you would all agree that would say that and equity is not present at that institution. Then you move to beginning. We have growing awareness and action to ensure faculty of diverse voices but again growing awareness. So it's just starting to happen. That would include attention to biases and images and multimedia that's starting to happen. Diversity, equity and inclusion statements and expression of commitment made by faculty in some departments by faculty in some department so it's still kind of ad hoc. You know, hold it's not the whole institution. It's not a plan for you and you move to emerging level faculty of diverse voices are more equitably represented among instructors across departments, culturally and ability inclusive or our content is widely adopted. So you can feel how the dimensions of level of the adoption are increasing, the scope is increasing instructors increasingly have access to incentives to engage with OER. And then you get to the established level. Again, I said is aspirational faculty of diverse voices are represented equitably among instructors using OER institution why that would clearly be a step above emerging. All instructors have access to ongoing and sustained professional development. All instructors have access to sustained grant programs to incentive buys and support adoption and creation of OER and faculty receive full recognition for OER emergent engagement in tenure and promotion for which there's another presentation is going to be happening this week on that from doers on the tenure institution work by the way you may want to catch that. So, hopefully you can get that sense, how as we go across the scale of adoption, the scope and impact increases as you move along and that's again that's just one element one dimension that we pick. Now just to give you another example, the last example. Next slide. Leadership. Again, you see the same not present beginning emerging and established. And again, the first element the first dimension, ongoing assessment quantitative and qualitative is obviously that's critical. You have to be assessing what we're doing to see how we can improve upon that. I'm just highlighting not present. There is no assessment of OER, no support for identification of designation designated roles, student success data. I mean, there's nothing going on. That would clearly be not present as opposed to you get to the beginning level assessment is beginning. So we try to give some examples of what does that mean. We say, it's beginning, attention being paid to some selected areas, but not all areas. I mean we look at it a few things cost savings. Who's responsible for assessment that we said, you know, put folks and put the toes in the water, but you're just beginning to get to emerging more coordinated assessment of OER and his role in advancing equities taking both quantitative and quantitative. And again, we then start spelling out cost savings to students looking at return on investment, looking at utilization data. Right, those would be some examples of things that would be happening if you had an emerging plan. And then finally get to the established level, and you see comprehensive quantitative and qualitative assessment plan is in a place across all units and institution why again looking at those various sub elements that I pointed out. And I think again you can see oh yeah that's, if you were doing establish that would absolutely be clearly different from the emerging level which would be getting from beginning and not present. So hopefully that gives you some sense of how this rubric would actually operate and work with this rubric. I'm going to turn it over to my colleague, Rhett, who's going to talk about epiphanies of the rubric. Thank you Bob. So, there were a lot of epiphanies when we were working on these rubrics and I'll have to say we've had we had so many meetings where there was, you know, dialogue about this. And what became clear is that the quality and the equity are intertwined. It was difficult to just look at it one way or the other because with equity came quality. And these were things as we were developing these rubrics that it became clear to us that the high levels of quality and the institutional effectiveness were really intertwined with that equity piece. And then the next one is that it has to be embedded in the OER programs that this isn't an afterthought that you add on in the end that as you increase the quality of your programs you're also increasing that equity as one of the key components. So, this came, you know, it came comes to the point that it is the comprehensiveness of these strategies intertwine with each other. So, we've talked a little bit about the blueprints we've talked about the rubrics that programs or departments or institutions can use. But we also wanted to include some case studies in in our work. And again, if you go to the doers three dot org and go to projects you can see the OER accessibility project and it'll have a list of these case studies in detail. The three that we have right now are the affordable learning Georgia and accessibility. And in this case study. The affordable learning Georgia was expanding their OER options in the adoption so they were looking at how do we how do we get more people to use OER in their courses in this inevitably led to creating new OER. And this was, you know, one of the things when you create OER often time, you know, faculty will create OER for the class and they, you know, they share it and here it is. Well they also needed a when we start sharing these out. So, I want to make sure that they're accessible so that was one of the requirements they provided lots of training on that, but that they, they discovered that making them completely accessible was a challenge so they are working on they've worked on increasing accessibility of OER putting out there so that's a that's one of the case studies that you can read about the next one with BC campus. This was a project where that the accessibility they created the accessibility toolkit. And this was a project to help individuals that are creating OER how to make them accessible from the beginning and if you're, if you're ever working on a project and then in the afterthought it's like, Oh, I've got to do all these things. So this is some, this is a tool that can be used to to to make it part of the planning and development of whatever we are. And they, they provided professional development as well with that, that particular project. And the last one, the Ohio State University. They originally were promoting OER to reduce costs, and they got a grant in autumn of 2020 and they, they were, were working to incorporate racial justice into the program. And they encouraged faculty that were working on this project to share to share their resources, openly for students to be able to access. So, again, not enough time to go into all of these, all of these case studies but you can access them and read from read about them. A great way to, you know, understand some of the challenges and how they were addressed along the way will be making other case studies available in the future. If any of you might have case studies that you think might be of interest to add to our collection. There are some guidelines in the same location where you'll see the case studies if you scroll down to the bottom, you can download those guidelines. So, where are we today, the, the committee that is working on equity has agreed that our work is not done. We, we put a lot of effort into the resources that we did create but we realize this is just the beginning. And these are a couple of the items that we are going to continue to work on into the future. And one of them is the, you know, having real life pilots of using these rubrics we understand that this was our first shot, and that until we start implementing and using it, we're not going to know what needs to be improved on or updated on that rubric so we're promoting pilots of, of using this rubric so we can, we can gather the information and make improvements to the rubric as we're presenting it to the public. We are also looking to looking for a more solidified plan of getting those case studies and adding them to our collection because there's so many, there's so much to learn from, from individual experiences and sometimes you come to a conference and you can learn and people love to share. You could have a collection where we can share those out and people can access them as needed that's that's another one of our goals and then we're looking for for funding. And I know that we, I believe we do have funding in order to promote some of these, these efforts and getting our resources out there. So, that's where we are right now. I mentioned the doers website and the rubrics several times this is just to show you exactly where you'll find it doers three dot org and go to projects. You also see that there's a list of members that are participating you can see the institutions in work, statewide works that are that are currently members of doers three, which leads us to questions. So, I'd like to open it up for questions now. If anyone would like further information. And I have not been moderating the chat so. Okay, so Adriana is asking Dr awkward if about the other presentation and I can answer that question to its. The OER, the tenure and promotion OER matrix and I don't know exactly when it is I don't know if anyone else. Yeah, I'd have to look through the I was going to go look at the schedule and find where it is. Andrew McKinney and Amanda knowledge are the presenters so yes that way. Any other questions or comments. Any, any of you who want to share your own stories or what you may have learned. I see we have one from Jonathan, who is asking, is it implicit in the idea of a rubric that you think that success will look the same at all institutions. I'll, I'll just do that briefly but I'm sure others have more to add to this I think you know one of the things especially with this rubric being open. We don't expect that it'll look the same for for every institution in that everybody has different different constraints or perhaps opportunities and that that is why you can you can customize this rubric to to meet. The types of the types of resources and opportunities that you might have within your within your own system. However, you know I think the success, the success, you know, and I think Bob said this pretty clearly it's, it's the aspirational, you know, where, where can you go from here and every time as you, as you learn more and you progress and add add to your own initiative. You'll, you'll find ways that can maybe improve it a little bit more because we don't know everything yet. But we're definitely striving to do so. I would agree with that. You know, because I see 24 institutions and their own ideas of what their success is like and everybody's different. I think the idea behind writing this for us was, it's more thinking points, you know, maybe you hadn't thought of this before and it's something that you can consider. We also, we also encourage iterations of this for your own version of your success. Any, any other questions. Looks like the session is today at two o'clock it's entitled building capacity for your or your initiative doers three and includes both Amanda Coolidge, Andrew McKinney, who co led the tenure promotion workgroup and Kevin Corcoran. What was the chair for the doers three 2pm EDT of course, building capacity for your own initiative. So Karen thank you for your comment about quality I don't know if many of you have read inside higher ed yesterday there was an opinion piece about we are and the opinion was that it was not high quality which was very enraging to me. So, so thanks for your opinion about quality. I agree with you I think that we are affords higher quality than not, if it's thoughtfully used. Karen just shared a comment at my college the equity people and the OER people are not working together and I'm not sure how to get them connected. I think that rubric might be something interesting that you want to share with them or the blueprint as a way, if, if they haven't yet made that connection. I'm curious, did do people find this obviously you came to the session to hear what we had you find this is something that could be a useful tool to help you at your institution, particularly as you have a, if you have OER team or task force that you pull things to me this is a good first activity to bring people together and do use this tool as a way to assess where you all are today. And versus where you'd like to be because from that again the gap between where you are and where you'd like to be creates a space that you can then develop a plan of action to say here's some things that we could do that will help move our program from where we are to where we'd be. And then, as in all good processes, then you can remeasure yourself or reassess yourself again, you know a year later or two years later and say, Have we moved this that we have we made progress towards where we're trying to go. So our emails are I think on the next slide and we are seeing comments that people are interested in using this please feel free to give us your feedback we'd love to hear it. Oh, good. Very useful. Okay, good thanks. Some feedback in here. Okay, and it looks like we are getting ready to wrap up so again, don't hesitate to reach out to any of us and we hope that you enjoyed the presentation. Yeah, and we'll stay on for a couple of minutes if anyone wants to chat. Feel free to stay and unmute yourself. Thank you so much I'm going to end the recording now the session is visually over. Thanks Jonathan. Thank you Jonathan.