 Hi, my name is Amanda Coolidge. I'm the interim executive director of BC campus and the current chair of an organization called doers three. Today I'm going to talk about four years in review sustaining and maintaining a system wide OER collaborative. Before I do, I would like to situate myself. I currently reside and work on the unseated territory of the channel Beacher Bay First Nation. The channel people are part of a larger indigenous cultural group known as the Coast Salish on Southern Vancouver Island. I'm located mainly along the shores of the Beecher Bay which you can see here is Beecher Bay, where they've lived for millennia, and the word channel translates from the column language, the place of big fish, which really indicates the richness of sea life that has sustained the channel people people for millennia. I'm conducting on the genocidal actions of colonial ancestors at residential schools in Canada to date more than 10,000 indigenous children have been found in unmarked grave sites. Genocidal actions in Canada is not something of the past. It continues to this day from colonialism oppression, lack of access to clean drinking water, old growth logging and the inactions of our federal government. The structures that my ancestors were colonizer settlers and benefited from the colonial structures in place in the past and in place today. I seek change through the continued advocacy of indigenous rights, as well as to the through educating my son of indigenous peoples and traditions. I'm also committed to reconciliation because of my work at BC campus and my commitment to education. As Murray Sinclair said, I'm a member of the Canadian Senate as well as First Nations lawyer and who served as the chairman of the Indian Residential Schools Truth and Reconciliation Commission. He said education got us into this mess and education will get us out of it. If you have not done so in the past. I think it's really important to identify where it is you are situated and where you reside on your own land and you can do that by going to native dash land dot CA. What exactly is doers well doers is driving we are sustainability for student success. It's a collaborative of a group of 30 higher education, public education systems and statewide province wide organizations that are committed to supporting student success by promoting free customizable open educational resources. It was launched in 2018, and it helps member organizations implement scale and sustain we are by advancing research and policy, sharing tools and learnings and showing how we are can foster equity and student success. In 2017 the university system of Maryland, the city University of New York and the State University of New York announced major expansions of their we are initiatives across all public post secondary institutions in Maryland and New York. These three large scale we are initiatives meant to discuss how they could further advance the role of university system and statewide higher education we are initiatives, and how those play in scaling and sustaining academic innovation related to what we are. Out of these conversations doers recognize the other that there's other higher education organizations, and they found a network of experienced peers to be valuable resource to their own efforts to advance the implementation of we are their institutions and in their areas. With the supportive system offices and state province governments, and the goal of developing a self sustaining business model for we are these initiatives really promise to reach impressive scale and improve access and achievement for millions of students. So doers three positions member organizations to realize the promise of high quality accessible and sustainable we are implementations to achieve equity and student success at scale, leveraging the collective strength of the collaborative doers three members build capacity to take established we are initiatives to scale and shape national and state innovation in the areas of we are research data policy accessibility equity and quality. As a group doers three really believes in supporting student success through the implementation of affordable openly licensed alternatives to high price traditionally copyrighted instructional materials. We also recognize that the choice of instructional materials remains the purview of faculty and that we are are an increasingly viable option for faculty seeking to prepare and curate relevant and engaging course materials. The following principles guide the collaborative's works and the efforts of the public higher education initiatives that make up their members as part of the collaborative, collaborative members endeavor to develop a clear system wide province statewide statewide rationale for adopting and scaling we are as an integral component of equity and student success, share learning tools and resources with the collaborative, and with higher education organizations and the broader we are community as appropriate, collaborate and cross state province and cross province projects to advance research policy accessibility equity and quality require all newly created we are supported by we are designated public funds to be openly licensed easily discoverable and fully accessible and encourage affiliated institutions systems and organizations to do the same at this system state or province level engage with we are service providers that provide products that are fully accessible and provide day one access and that would allow students to retain content and make content open and freely available outside of the platforms and encourage affiliated institutions with their system wide statewide province wide initiatives to do the same. In addition, we seek to drive we are innovation to enhance the higher education system by identifying gaps and coordinating the development of new content, ensuring discoverability informing development of new platforms and analytics and developing partnerships with we are vendors and service providers. In addition, it's really important to inform institutional system state province and federal policy with respect to implementation and use of we are. So, with all of this we have three projects on the go, and these projects, as you'll find out have been generously funded by the William and floor Hewlett foundation. So, in order, the first part we're looking at is research so we have research equity and capacity. But for the research group in order to better quantify the collective impact of we are doers three is working on a new research database, and we hope that the tool will help researchers easily access a wide range of valuable we are data. A central repository of we are data should present new ideas regarding methods frameworks and approaches to instructions and in addition having more we are data could reinforce work on other aspects of we are such as equity and tenure and promotion. The database will collect data on we are use course outcomes demographics teaching and learning practices and course name or number. And the data would help cast a wider net in measuring the impact of we are because it accounts for socio economic data, as well as efforts of educators. In addition, while the cost saving aspect of we are has been central. A central focus of much research the database would aim to help all research identity researchers identify the positive impacts of we are on student learning out student learning and success. So we are seeking contributions from all statewide province wide system level institutions within the research offices to continue to gain guidance on what data should be required in this database. The second group we have is the equity group. So the overarching goal of the equity group right now is they've been working on an we are equity blueprint which is to define unpack and explain the multiple dimensions of equity and foreground the role of we are in closing those equity equity gaps, the blueprint itself is comprised of three sections the first being an overview a theoretical framework and research foundation. It looks at what is then we are quality rubric blueprint. It talks about the vision values and definitions and also sets up a research foundation. The second part of the, the work is a detailed guide and self assessment tool that integrates equity and equity mindness and we are and mobilizes we are to close those equity gaps. And lastly, there's a series of case studies the first being affordable learning Georgia and accessibility by Jeff Glant BC campus and accessibility by Josie Gray, and the Ohio State University is racial justice grant program to increase diverse voices in course materials by Ashley Miller. The third group we have is a capacity building group and a critical what we've noticed within this group is that a critical guide to sustaining we are in higher education is recognizing the contributions by instructors who create and improve them as part of their professional work. In order to aid this effort doers has developed an adaptable advisory model to help guide faculty as they attempt to include we are work in their tenure and promotion portfolios. This is no in no way exhaustive and will likely be most useful either as a way for faculty to start thinking about how to best fit we are into their local TMP guidelines, or as we are adapted to those local concerns. This particular model was created thinking of individual individual faculty in mind, we do encourage TMP committees themselves to adapt and edit this document as a form of guidance. So we are aware that each TMP process is based on one's local institution and its guidelines and although individual institutions and difference may differ from this model or matrix. In its categories we found that most variations of the tenure and promotion guidelines can be adapted to teaching research and service. While few institutions have recognized open educational practices as deliverables towards tenure and promotion faculty in documenting their work within their portfolio should characterize their work using these terms to aid colleagues in understanding their contribution. In each contribution we've suggested whether the contribution could apply to those three categories. In some cases, we've marked multiple categories which is most relevant. And which one is most relevant will depend on your context. So in addition the matrix includes examples of how faculty might strategically consider about where their open education contributions would be most valuable and how to best frame the those contributions. A few lessons learned in the last four years is it's really tough to lead a volunteer led organization. And one of the things that's really important is that it is volunteer led, which means that it's really important to acknowledge the contributions of each person. No matter what the contribution is of each person involved in doers three, it doesn't have to be, you know, convening a committee, but just as long as there's participation, maybe presentations or even note taking or providing resources, all of those contributions are valuable. Another thing is to be sure that there's clear communication and asks, especially when dealing with a group of volunteers who obviously have full time jobs for themselves. And this is really important that all asks are very clear and actionable as to what is needed. Another thing is to really share the work that's happening both the challenges and opportunities and to be really transparent about what's happening. And transparency is really important when we're working in three different groups or three different topic groups, but we want to make sure that all of the groups understand the work that's happening across the organization. One of the great things about being a part of a smaller, a newly formed organization, even for years still toddler age is it's an opportunity to shape an organization so currently all members are working with us to figure out a governance structure, as well as to identify membership frameworks. What is next and what is happening. So, within the equity group, we're really excited to announce that there's a call for proposals seeking participants to pilot the equity through we are rubric with post secondary educators across the United States in Canada, through a generous grant provided by the Hewlett Foundation funding is available in the form of six $10,000 block grants to participating post secondary institutions, and one grant of $18,000 available to post secondary education systems, or state post secondary educating coordinating organizations. So there'll be a total of seven projects funded with for one year. The proposals are due really soon Monday, October 24, and participants will be announced Monday, November 28. More information about the grant through the call including the call for proposals and interested applicants applicants can be found at www.doers3.org www.cfp.html. This opportunity is currently only available to current doer member states and organizations. In addition, we are looking to build on the previous work with the doers three OER contributions matrix, and we seek authors for a book length project centered around valuing open education in the tenure promotion and reappointment process. We are interested in case studies written by faculty staff and administrators detailing experiences trying to appropriately value OER and open education work in that process. So what we'd be looking for is seeking abstracts of no more than 250 words for potential case stories case studies by October 24. All case study authors will be compensated for their work, his stipend of $1,000, and authors will receive half, so $500 at the start of the project and upon signature of an MOU, and the other half $500 upon completion and submission of a case study. And again, you can see more about our full call for authors on the doers three website. And lastly, I just want to say thank you very much for attending this presentation. Have you have any questions about doers three or their grants or becoming a member please reach out to myself. Thank you so much. Well, thank you very much.