 Thank you Jasmine and thank you everyone and thank you Tanya for a wonderful presentation and just want to thank Charlotte and Stevie and Jasmine for conducting this session and inviting me to participate. Let me just pull up my slides here. And so a brief introduction for myself, whoops sorry, is I am a recovering administrator from the California State University system I spent about 20 years as the assistant vice chancellor for academic technology. And I'm also the executive director Merlot and skills commons which is around skills common CTE. And my goal here today is really to share with you how to think about the investments that you need to put into a whole variety of ways to enable you to achieve the outcomes that are important for your institution whether it's cost savings for students, whether it's faculty transformation, whether it's bringing in diverse voices all the points that Tanya made is really thinking about what are you investing, and then what are the benefits that are being returned to you. And we often think of this in dollars sense dollars and sense terms, but what I'm going to suggest today is the investment side is really around, what do you need for institutional change, and I'll provide you very specific examples of what we've done in the California State University. And how we have led the affordable learning solutions program. And, and one of the point just want to begin with is, we use the firm affordable learning solutions, because the transition of a diverse population of people to move all in the same direction, especially in higher education, can be a challenge. And with a lot of open education resources. That's a stage of transition that you have to move people from print to digital, then to consider all types of digital, before they often get to know we are thinking so that's just a quick overview of comment around why we use affordable learning solutions as compared to an OER initiative. Now in California, some of you might be aware that we have, you know, about 150 campuses, serving 3 million students and 100,000 faculty members. And when you're trying to transform that level of complexity and independence among all these institutions. What do you think in the long term so I use the word investment rather than cost or expenditure is because you have to think in the long term. And, and when you want to say if I'm thinking in the long term. That's really the impact that's possible here. And so, if you just think around in the state of California 100 if we saved every student $170 per semester with 3 million students. $170 a year. And what I want to emphasize. That's a financial aid package that we would never get from our legislators to support our students where almost 50% are Pell eligible. 11% our students are homeless part of the year, and that was pre COVID numbers. And when 41% of our students are food insecure again pre COVID numbers. So when you're looking at costs for students in the affordability of education that becomes really important. Now when you're looking at really the significant scope and complexity of institutions when there are multiple stakeholders. And how do you change the way they are thinking about and speaking about course materials, which has been a relatively unmanaged process in higher education. That's been really the relationship between faculty and publishers and bookstores and libraries in in a way, how do you change the way they think about both that faculty, but how does your deans how does your provost how does your president. Think about this. And I'm going to tell you that I think policies and politics is something that you need to invest in. Because from those policies and legislation, you can enable the stakeholders to really think in different ways and it brings visibility and power to these issues. And when you're talking about politics, how do you raise the visibility and power to your leaders becomes very important. And I'm going to talk about the long term game you have to play in policies. And I'll just begin with 20 years ago 25 years ago. California got money by presenting a we call it the CSU integrated technology strategy that led to the form foundation of below that open library of free educational resources. Before there actually was something called the creative comments license that really became the foundation for lots of our work that we did 2004, we launched something called the digital marketplace to bring publishers tech companies and higher education to look at affordability changes, which then one of the issues in 2007 if people are around the US Department of Labor report on turn their page. And then we talked about the impact of textbook affordability. And this is where CSU digital marketplace and Merlot were recognized as models I had done testimony along that line. And then the Higher Education Opportunity Act came where campuses had to report to students the price of course materials during pre registration. And that legislation enabled me every semester to write a memo to our presidents and provost saying hey folks, you got to bring the affordability of this of your course materials, visibly to the students, or you will lose your education and financial aid, and that kept the visibility and the power of affordable learning solutions readily in in front of the leaders on campus. And with that priming, then in 2010 we launched the affordable learning solutions with the board of trustees presentation, and that began to establish a program that then would lead to ongoing funding from an institutional perspective. And you know Charlotte has mentioned about the importance of CTE. Just remember 2011 you had the trade or the tech program that really provided Creative Commons license material for CTE OER. Now, in California you can talk about the priority of affordability, but legislation that we got in place to start building capacity for institutions to really discover low and no cost materials. We worked with legislators and I'll just say the key is you got to work with legislative staff, they have to trust you they become your friends, and we got money with along with matching funds with Hewlett and Gates Foundation to create a California online library to make it easy for people to begin discover these that are related to courses that they teach. And the politics on this to was about how do we bring the academic Senate's of our three institutions, the California community colleges Cal State and the University of California. And unfortunately I'll just say a little fun thing here is in the legislation, they called it the California OER Council. And if the abbreviation of that is coerce and that is not the acronym that you ever want to put on a on a academic Senate initiative where you're trying to get faculty to change the educational content that they're using so just warning about acronyms when you're looking at legislation. Then once we got that going we had a library than the next capacity building was funding to support faculty adoption once you make them available related to their courses, then we got $3 million to distribute to campuses to support faculty. Students produce courses with low and no costs. And then 2016 was the bill that all classes had to clearly identify course sections with zero cost materials. It was unfunded. Now you had a chance to activate the demand side of the curve where the students would be looking for courses with low and zero costs here particularly. And finally, I think this began to set up the capacity where then the legislator and the governor and governor Newsom, who was the lieutenant governor when we started the affordable learning solutions. Now started using propositions and as Tanya said, the last allocation of $115 million to implement ZTC degrees. So I'll just say that outcome was laid on the foundation of legislative processes and politics that kept the visibility and the power of affordability for education for students at the forefront. And that aspect and SRB SREB is one of those institutions that can really help you in the policies and the politics to acquire the funding. And I think what's important and I talk about next is enabling institutional practices that scale without this legislation. We would not have been able to achieve the large scope of all these campuses that we have achieved implementing their affordable learning solutions and empower the priorities and accountability. And Tanya's point around how do you measure the outcomes the benefits of this is a real challenge and problem that you're going to have to overcome and I'll talk a little bit about that too but I just want to emphasize investing in policies and politics. Really important. And once you do that, once you set up that, I'll call it the political context to create priorities, then you have to invest in practices and people. And this is where I think was really important what we began doing with the affordable learning solutions initiative is we had an annual structured RFP for campus funding. And you don't need a whole lot of money to incentivize campuses because what they need to do is leverage their existing staff and personnel to make this a priority. So with $25,000 annual campus initiatives that was reliably provided and that's a really important thing when you're thinking about funding your campus practices and priorities. How do you set up a program that every year you enable that to occur. And with the various legislative funding in various years we were able to give some additional funding professional development programs critical. How you do that in a cooperative manner from a variety of institutions sharing exemplary practices, and I'll just emphasize every year you've got to have a recognition program celebrate accomplishments at that institution. And part of that is going to be around the annual and structured accountability. How do you aggregate the benefits that you're seeing from your institution. So that means in implementation for practices, getting someone who is responsible and so in the CSU, we had each campus had a affordable learning solutions program. Every campus has their showcase where they put what they're doing, how they're working, what their relationship with their other partners that they have and the programs that they have. So having that ongoing funding, then you can really create these requirements that allow every campus to build their own program. And again, this is the shared library, one to fit all of California. So this is part of the investment at the system level that we made to enable each campus to begin to implement practices and an important element of implementing practices is just not what your librarians do, or what your bookstore is doing, or what your faculty development centers are doing. But one of the critical projects that we set up was when faculty received funding and took on this role of being a leader on their campus, we asked them to create an e portfolio describing what and why they are using OER. Why this is doing and these type of faculty e portfolios and I'm just showing you an example. There one page you can think about them as electronic posters that then allow the peer to peer faculty to faculty storytelling that allows that change to occur. You can work at the organizational level, but when you start working at the faculty level, thinking about implementing faculty e portfolios, and we have I think about maybe 250 across all different disciplines in affordable learning solutions. And then what Merlot has done is actually created a portal now of open educational practices of faculty storytelling, when their practices around adopting open textbooks, other ones about redesigning their courses with open educational resources or career and technical education programs and how do I integrate oh we are into that. Or teaching stem labs, we have over 1000 e portfolios of faculty sharing their practices. And I think that's a really critical of it when you're thinking about implementation, thinking about getting the faculty to tell their stories to help push the politics. And support your policies. And with that just so you know all these I'll just quickly go back easy portfolios. Merlot's content builder has templates that are free for you to use, you can take out the cool for Ed logo, put your own institution, and you can create those yourself. And I'll just say with those policies, politics, practices and people. Last year, we saved $77 million in the Cal State system collectively, we saved over up close to 350 million. And if you notice you'll see the black bars are really what we're saving through bookstore programs of reducing costs moving to digital and immediate access programs etc. And what has grown over time, we call them our campus activities where we really are about our OER our librarian strategies. And if you notice, even though we started in 2010. It took us basically three years to develop an institutional strategy to begin to find ways to account for faculty using open education resources. Faculty were using them in 2010. But how do you go about measuring that was a real challenge so thinking about how you're going to look at how those programs you're putting in place and assessing that impact is going to be important. And we have tools on our website to help you look at that too just so you know. Now, cost savings is very important. But when you look at also the Florida study looking at students taking fewer classes getting poor grades. When you're looking at institutional returns Cal State has a graduation initiative, which basically means they need to take more units per semester, and they need to perform more successfully. And what we're finding on campus based research programs for example at San Marcos, they're finding that students are performing better in their courses that have OER it's consistent with other research that Tonya mentioned to as well. So when you're looking at practices and serving people investing in them. You can get a variety of benefits students savings access first day faculty telling their stories and faculty leading. And all this leads to not just benefits to the Cal State system, but we are working with HBC use with Hewlett funding. We're working out with a Cal State support and now we've migrated with a new grant where Tennessee State University is leading that Robbie mountains on the webinar here to that really taking and if you look at the template of this website here. It looks a lot like the cool for Ed and guess what that's the way you can quickly build capacity by leveraging other people's work. We're working with 24 HBC use right now of helping each one of those implement their affordable learning solutions program, including faculty portfolios building their programs providing support for faculty. Cal State just and this is a point Tonya may to around. This is a really community effort Cal State we incubated the SUNY system, we incubated the University of system of Georgia. Those who may know Houston Davis who was over in the Oklahoma system moved to Georgia. Houston came to me and said, Jerry can can we use affordable learning and Georgia so we got you started. And now they have a magnificent program. We're working in India, providing free skills development content for the country and in a cap was a 28 CTE programs in Chile. And just so you know, it's just not about systems, but I'm going to end up with a bit around a very specific campus that we partnered the Eastern Gateway Community College in Ohio. We're a partner investing $10,000 annually to be a partner. And just after implementing their affordable learning solutions in one in one year, they save $22 million. And how did they do that. You got to provide capabilities to enable convenience for people to discover their content. So we built them a little portal, and we worked with their strategy on the policies politics practices and people beginning with their first move is to move from print to digital. And that was a significant change. So just you know, Eastern Gateway is a free tuition campus, and they wanted to make that including textbooks. So that's when we work with them to move the digital to the free and low cost OER. And then they're building new programs now. They changed over 200 courses. And across three semesters you can see in spring 7.8 million summer 3.5 fall 2020 11.2. And you can see their enrollment and the savings that they were able to generate because they were paying for all the course content before, and now they knew very explicitly what they were in paying for anymore. And now they're continuing to develop in these areas here to grow the, the, the number of programs that are providing free educational content for their And how is all this possible. And I think this first point is really important that make the cost of textbooks and institutional or administrative problem, not a student one. And then with that, how do you build within your organizations from trustees to provost presidents deans etc and all the staff. And how do you have a data driven process and partnerships, I think was really essential where you can begin to share these exemplary practices. So all this. I'll just say, in a slide when we look at our affordable learning strategy for to produce so we are. This is the ABCs. aggregating your assets, understanding what you have to build with on a campus, building bridges, siloing on campus between your, your librarians, your faculty academic senate, your bookstores, your deans your faculty and how do you build those connections where they're working together create capabilities by making convenience access to content through technologies, developing the demand. That's where training professional development communication and enabling the ecosystem. That's where your leadership business models policies become very important. So hopefully when you're looking at investing to produce those returns that investing in many elements within your institution is going to be very important. And you've got to be persistent, and you've got to be patient, because it takes time faculty staff. It's an incremental change process, and they're already over committed and under resource many times on a campus. And when you're adding on additional work, you have to think about how can they learn to change what they're doing. And so the ABCD ease can help you think through your strategy. And with this, again, sometimes you feel like you got to lift the world. Right. And I'll say, by working together sharing practices, looking at the resources that are available. I mean, it's really slow and skills comments a lot, but so do lots of other institutions that we really can change the world there. So thank you for letting me do that presentation happy to open up to questions comments, you want specific things about how we did XYZ over the years. And I'm happy to answer those questions. At this time, feel free to utilize the chat or if you raise your hand, I will take you off mute and you can ask your, your questions to our great panelists. Okay. Well, you're jazz. Yeah, I'm sorry. I want, I have two questions that I want to bring into the conversation arena. The focus for me, and we talked about at the beginning is to discuss OER in the context of dual enrollment and CTE, especially for underserved populations. So that's my direct focus. Well, that's the focus for OER here and within the context of the Hewlett funding. So I want to ask two questions and I like for discussion from both of our presenters if possible. And of course, please feel free to utilize your chat if you want to. If attendees would like to participate in the discussion as well, but the first question here. Jerry mentioned this in the last few minutes of his discussion. At HBCUs, we are often, we often see underfunded faculty. And so with their many hats that they wear, you know, as long when faculty comes help with retention, you have many first generation students so they require a lot of additional support from faculty members. So they wear so many hats, their time is very limited when it comes to developing OER. So how do you see this actually playing out at an HBCU? I know you mentioned grants or incentives. So can both of you discuss maybe some ideas you have to throw out to some of our attendees who are on the webinar with us today as to how they may fund those incentives for our HBCU faculty. So I'm happy to do that. Thank you, Charlotte. So with the our HBCU program, we have we have been funding institutions where then they have money to distribute to their faculty. And the way we've set this up is we have, we call them six hub institutions that are providing regional leadership in this. So they get up a pot of money that they can then distribute to their faculty in adopting open education resources. And then we also provide funding, we call them to the hub affiliate. So institutions that are at the earlier stages of adopting affordable learning strategies. And they also get funding. So having a, it's kind of an institutional mentoring process where, for example, Tennessee State has, I'll say, a significant capability in implementing OER already. And they can begin to talk with their affiliate institutions and provide them funding. So those are very important elements. And you mentioned something else that's really important is how do faculty get recognition for this innovation that they're bringing into their institution and the significant benefit for their students. And again, this is where creating faculty showcases where you have the faculty e portfolios telling their story, raising the visibility of their effort. So they get recognized by their institution is another important element to your strategy because money definitely helps, but recognition in that process in their tenure and promotion is another key element. I agree with all the things that Jerry said about tenure and promotion and recognition. There are some other strategies that you can use that don't require a lot of money. In terms of implementation, most institutions have some sort of course or program review and redesign. And that's a process that's usually on like a five year cycle or a three year cycle it depends on your institution and how your faculty, Senate and your provost run the show. But one of the ways that you might approach implementation of OER is that during the course redesign process, something that you do anyway. This is where you would introduce new OER materials. And the great news is that the open textbook library has 900 new textbooks that are all proven, and that the whole first one in two years of higher education courses have been produced already All you really have to do is adopt the new textbook rather than create something. And so I think sometimes people think that there's more to it than there actually is a course redesign process might be simple as adopting a new open stacks textbook for your course or your intro to college studies, putting it into your syllabus, creating the assignments and many of the assignments you probably already have from other other textbooks that you were using that were proprietary can be repurposed or integrated into your new curriculum. And so I think sometimes we focus on the barriers rather than on how easy it really can be, because the OER community has created so many high quality materials already that are available and adaptable. If you put it into your regular course redesign process as part of your regularly scheduled quality control. That's a great time to start something new. Also, faculty course releases are always helpful so you might instead of giving folks money, you might give them time. So you'd say you're going to teach three courses and your fourth course. This year will be to redo all of your courses for next year with OER and so some of those incentivizing activities might come in the form of time. And integration into your regular processes rather than more money, because everybody's like well I don't have that much money so we can't do it but there's a lot of things that can be done without money. Thank you. I also have a question that's sort of related to that. So, where are we with, in terms of cost, textbook costs or moving textbook costs out of the way and moving the information into an OER course when it's involving faculty developed research. Can you say that again. Moving courses, just many faculty have their own research they developed and they may be in the form of a textbook or other materials that are required for coursework. So when you move that that faculty developed, or that faculty research that has been published. How does that look from a faculty or institutional point of view, when you move that course specifically to OER. I can get started. So with, if it's a published article. Charlotte for example. So this is where you're living with your library, where if it's already published in a journal. How do you enable the discovery and access to that published journal, deliver through your learning management system. So that's again building bridges between often your learning management system and your library system and honestly, sometimes your librarians and your learning management system people don't talk to one another very well. And how you need to bring, if it's published research already out there. Now there are your librarians are also have many, many of them have initiatives, their open access initiatives for their published material. Right, and so many journals are moving to an open access which then makes makes that easy to as well. So I'll say faculty offer, often author a lot of materials that aren't published right in by a publisher or journal or whatever like that. And I think this is where looking at what are your current institutional authoring tools that your faculty have access to. For example, soft chalk is a tool that many institutions have that can make it easy to revise and remix and organize open education resources to create a customized version. There's H5P which is a new authoring tool that's out there or there's other tools that people use Merlot has a content builder tool that's free to use. I think it's providing easy to use tools that allow the faculty to I'll say minimize the burden of development and maximize the production in something that's usable that then they can make easily available through their learning management system. So, so those are, again, it's about leveraging existing capabilities that your faculty have any time you want to do something completely new. All right, you got to have a say, a plan to ramp up that new effort so leverage as much as you can of what you existing you currently have. Linda Ruth, who's going to be a presenter next month and presenting our case for student success. She agrees that she's there. They're currently about 65% OER, and none of the faculty, none of their faculty have created they have been building courses using existing materials, but they do offer stipends. I have one final question before I will have some announcements. The final question is one that we talked about during our last webinar, just a little bit and that was, what about the pushback that can be perceived as forthcoming from textbook companies, what institutions that rely on or who rely on that textbook. Those textbook funds, those incentives. How are they going to use and other incentives to fill in for that loss of income or perceived loss of income from textbooks as they transition away from hard copy textbooks that the students buy over to free open educational resources for students. Let me talk about that a little bit. When you look at the open textbook study from the Georgia system. They really found that a lot of the students who were Pell eligible benefited and had better grades they took more courses. They persisted longer. There was more retention of students. So when you're looking at an institution's bottom line. So you might get a little money kickback from the open textbook publishers, I mean from the publisher, sorry now. You might get some money from the publishers by using their proprietary textbooks, but in the long run, saving students money, helping them persist and succeed graduation rates go up. They take more courses, more of your Pell eligible students are retained and persisting. That over time is a larger investment and a larger return for the institution than any small percentage of the textbooks that you're reaping from it and I also think just in general, making money off the backs of students who can afford it and are suffering for poor in poverty and have other issues that they're dealing with is is sort of wrong. So I mean I think there would be some reason to shut that down on your campus, even if there weren't other benefits just because I'm not I think there's some some conflict of interest if you're making money from students through high textbook costs. There's so many other ways that we can do good and be successful financially by helping them succeed and thrive and and be happy instead of instead of getting their money through textbooks. Oh, that was a question that came up. Charlie, can I can I just add to that just. It's a conversation you need to have with your president and your CFO because your bookstore often delivers that I'll say unallocated funding into their budget that allows them to provide support. And sometimes for many good programs for students and other ways right. But it's a conversation you need to have with them and as Tonya has said, look at the way you get a return on an investment is not always by money. It's the impact on student success, increase units per semester all these other factors, and the politics of being able to make it where a president can be recognized for their leadership can be worth a lot for them at various times. So, so so that's, I think, helps the that transition to occur. I would also say your bookstore can be helpful in becoming an advocate for reducing costs as well. I'll just say for example, if you have a fallot bookstore, Merlot's discovery tool is built within the fallot discovery tool that helps faculty to gain free materials through your bookstore. So this is partly how you have to begin to not create enemies on a campus oh the bookstore is bad and you know they're taking money but how they can also provide an affordable learning solution strategy, so they get on your side and help you reduce costs for those students, because you can't move we are to everything immediately. So that incremental process and get as many allies as you can to help you work in that same direction. Thank you. And thank you both. Before we transition out we do have some announcements. I believe Jerry had referred to Dr Robbie Melton, who was a great presenter during our last webinar webinar, the first webinar in this series on last month. They are having a series to begin later on this fall. I'm trying to find it's a, I'm trying to find the name of it's a, it's, it's a information on how HPC use can join the partnership at Tennessee State, and that is in addition, in addition, and addition to the Hewlett funding, we are currently under their mandate or their focus for open educational resources for underserved population. And so this funding is sitting part of the collaborative there at Tennessee State for HPC use to join. I believe Jerry you mentioned some of this program. So Dr Melton are you there. Robbie. Hello, hello. Life is good everyone. Are you able to hear me. Yes. Okay, very good. Just wanted to share. We have a series of HBCU webinars, and these webinars on open education resources bring forth and showcase faculty members in the various discipline. What is more than just show and tell is what we call down in the ditches of how to actually teach, learn and workforce training with open education resources. Now, audience, this is not just for our historically black colleges and university. We're talking open education resources. So if you're interested, please join us again. No cost. You're welcome. We have a full schedule of activities from how to teach math using OER how to teach period. Again, I applaud our presenters today. And again, Charlotte, this is an amazing opportunity for us to impact, not just the southern region, but the entire world. I put my name in the chat so that you can just join with us. Thank you. Robbie we have a request for you to put in the chat box, the link for registration. Here's the good news. All you have to do is email me and we add you to the list. So you don't even have to register. We're making this so user friendly that all you have to do is just check your email when I return it to you. Well, any final questions. Okay, we have we have a link in the chat for we have a link in the chat for this afternoon's webinar which continues our conversational cost savings and return on investments. We also have again, Robbie Melton's our Melton at 10 state.edu. Any final questions. If not, we have enjoyed having you. Thank you, Dr. spill avoid. Thank you, Dr. Hanley. Thank you all for attending and have a great day.