 All right, welcome. This is Una Daly from the Community College Consortium for OER. I hope you could all hear me out there. And I welcome to our final webinar of the fall 2017 series. And this webinar is on the essential role of adjuncts in OER adoption and degrees. So a very important topic and I have three experts who are here to share with you the work that they do in this area. And before I go to our agenda slide, I just want to send our best wishes out to our colleagues in Southern California who are in those areas where the wildfires are occurring. Our best wishes to all of you. All right, our agenda. I'm going to introduce my speakers and then I'll give you our brief overview of CCCOER for those of you who might be new. And I want to mention Open Education Week 2018, which is coming up in March. And then we will get right to our presentations. First up we'll be achieving the dream. John Iozzini, who runs the program there, engaging adjunct faculty in the student success movement. And then we will have some of our college members. We will, from Broward College in Florida, will be sharing their Dean of Information Technology. We'll be sharing their OER degree work. And Claudine Doolaney of their business law adjunct faculty will be sharing the work she does there as well. All right, and here they are. So first up I'd like to introduce John and John is the Associate Director there at Teaching and Learning, I'm sorry, the Associate Director of Teaching and Learning at Achieving the Dream. John? Hi everybody, it's good to be with you. I've been achieving the dream about a year and a half and previously I worked at Monroe Community College in Rochester, New York, leading their Teaching and Creativity Center. Wonderful, thanks for being with us today, John. And next I'd like to introduce Tom Iers, who is the Dean of Information Technology and the OER degree lead at Broward College. Good afternoon everyone. I've been at Broward College since 2014 and have been happy to spend a 25-plus year career in higher education. Wonderful, thanks, thanks for joining us today, Tom. And last but not least, the really important voice here is Claudine Doolaney, who is adjunct business law faculty at Broward College. Thank you, Una. Welcome everyone. Yes, my name is Claudine Doolaney. I am adjunct at Broward College as well as another university in litigation e-discovery program and I have recently been involved with OER in developing and teaching and so I'm excited to share my experience with you today. Thank you, Claudine. All right, for those of you who might be new to our webinars, I always like to repeat the CCCOER mission. We were founded 10 years ago this fall and so we're really happy and excited to celebrate that with you. Our mission really hasn't changed in 10 years, although so many other things have changed in the open education space around how we how we do this work, but really it's about providing awareness and access to high quality open educational resources and open educational practices and these webinars are part of that professional development that we offer to faculty and administrators and instructional designers and librarians who who participate with us and finally at the heart of it is improving student success and hopefully having our students complete their degrees with lower debt or or without debt. I just want to mention our members. We have members now in 26 U.S. States. We have nine statewide consortiums and this is a little bit of a preview, but Hawaii, the community colleges of Hawaii are joining us shortly as a member and we're really excited about that. We're going to have to change our map so that we include Hawaii and so sorry for the omission earlier but we'll be changing up our map to include that one of the states that's not in the continental 48 so very excited about that. Finally before we get to our main presentation I do want to mention Open Education Week which is coming up in March. This is the sixth year the Open Education Consortium. My parent organization sponsors this and of course CCCOER is quite active in this. For those of you who haven't participated in the past it's a global celebration of the open education movement. Its goal is of course raising awareness of open education and its impact on teaching and learning worldwide. Many of our colleges hold local events during that week for their faculty and other staff involved in OER and their students I should say and some do webinars and we you can submit in all of the events that you're holding either locally on your campus or any webinars or videos or resources that you want to share globally at the at this website. There's a call for proposal which just opened this week so we're really looking forward to that. We also in CCCOER we will be running a number of webinars that week so another opportunity to get together and also something for you to share with folks back at your campus if they want to participate globally. So I hope many of you will have an opportunity to participate with with that in that with us and so I before we introduce or take this directly to our speakers today I just wanted to review very quickly with you this fact that I heard actually from John Iozini at Achieving the Dream which is over 50 percent of community colleges courses are taught by adjunct faculty and I think many of us know that the number of adjunct faculty at our campus often exceed 50 percent and sometimes are quite a bit larger percentage so they play a really important role in in the work that we do and in our student success and OER can help level the playing field. The professional development that some of the colleges are offering to their adjunct faculty really helps to improve the pedagogy overall for for faculty at the campuses and also adjunct faculty are often working at multiple institutions. Claudine mentioned this and so they have an overview that perhaps some of the full-time faculty don't and they're often able to bring unique strengths to your institution and so OER because of the open licensed nature can allow that for them to bring those those other strengths materials into the classroom to help students and what we're hearing is that this is improving faculty engagement certainly for the adjunct faculty because they're being integrated more into faculty development and other aspects at the institution and that students are more engaged when the adjunct faculty are bringing in their own unique strengths and and improving their pedagogy so now i'm going to turn to our experts here to tell you exactly how that's going so john i'm going to turn it over to you. Thank you. Well it's a pleasure to be here with all of you today. I want to thank CCC OER for hosting this and I appreciate the turnout. I know this is a very busy time of the year for folks and I think it's great that we're able to come together and conversation on a really important topic. Okay access that yeah perfect. Yeah I just asked for control of the screen. Thank you. Okay I can move that for you if you'd like. Thank you. Okay great. So just a little bit about us I can see from the names on the list of participants we have some folks here who are involved with achieving the dream some who are involved with the project I'll be talking about today but for those of you who are less familiar with us as an organization our mission is to lead and support a national network of community colleges to achieve sustainable institutional transformations through the sharing of knowledge innovative solutions and effective practices and policies that lead to improved outcomes for all students. We work with over 200 community colleges around the country we also began working in the past year with over 30 tribal colleges and universities and so across the board our students have you know a similar profile in terms of very frequently being underprepared for college level work and they're at institutions which are very frequently under resourced themselves and so the work is challenging but we find that there is success when we undertake initiatives that lead to true institutional change as opposed to small boutique pilot initiatives that may only affect a department here or a small unit there and so what I want to make clear is I think this work in developing OER degrees can be thought of that way in terms of institutional change so this is our institutional capacity framework there are seven areas in which we seek to work with our network colleges when colleges begin to work with us they do a self-assessment that helps us to see how they're doing in each of these areas and so teaching and learning is a one of the seven key areas it's the area that I specialize in but what we find is that so much of the work we undertake cuts across more than one of these areas and so for example the engaging edge of faculty initiative that I'm collaborating on with six of our leader colleges really cuts across a few of these areas primarily teaching and learning but there are issues of equity there are issues of engagement and communication there are issues of policies and practices so this is a grant funded initiative a two-year planning and implementation grant it began summer of 2016 it will wind down this coming summer 2018 it's funded by the Helmsley Trust and the Great Lakes Higher Education Guarantee Corporation and the goal of the project is to develop practices and policies that support adjunct faculty in improving instruction and becoming engaged in student success initiatives. We have six of our leader colleges engaged in the project and I can tell you that 40 colleges applied to be part of it so clearly nationally we're seeing there's a real need and interest in this kind of work. UNA gave you the data about the very high rate of the use of adjunct faculty in the community college sector but I think we're seeing across the board in higher ed there's a greater an increasing reliance on adjunct faculty we could go back for just a second to that list of those colleges thank you so we've got the community college of baltimore county community college of philadelphia delta college harper college patrick henry community college and rent and technical college and we chose these six they had very strong proposals but we were also careful to choose six colleges that present a diverse range in terms of the size of the institution the setting of the institution some of these are urban large urban schools some of them are small rural schools we have schools that are in suburban settings some are unionized and some are not and we know that each of these variables really matters when it comes to thinking in innovative ways about how to engage any faculty full-time contingent whatever we know that those variables matter and so we want to be sure that what we're learning in this project is replicable to as many institutions as possible so there are two key threads to this work and both of these are really critical to have that outcome of deeper engagement of adjunct faculty on the one hand we know it's really important that institutions pay attention in new ways to what's going on in the classroom and how we design and implement faculty development programming for adjunct faculty that really gets its strengthening classroom practice in addition though that is not sufficient we need to also be looking at how institutions hire recognize evaluate incentivize adjunct faculty how adjunct faculty are represented in shared governance processes so i'm going to talk here right now a little bit in detail about what some of these activities look like because i think the mechanisms that we're seeing that are working would really be helpful for institutions that want to pull as many adjunct faculty as possible into this work with oer degrees so first and foremost when we're thinking about how to move the needle in classroom practice we know number one it is not sufficient to say we've created these great faculty development programs for full-time faculty everyone is welcome to attend the problem usually is that those programs are offered you know in the middle of the day they may only be promoted at faculty meetings and departments where only the full-time faculty are invited that's not a particularly inclusive design and so it's important that your center for teaching and learning or whatever your faculty development unit or committee is it's really important that there's a charge there that that group is designing programming exclusively for adjunct faculty it's great if you can also design programming that everyone understands is intended for everyone and that kind of programming can be a mechanism to bring together full-time and adjunct faculty but you must design programming that's available at the times your adjunct faculty can access it and that might mean different things at different institutions i think sometimes we assume you're going to have to offer things in the evening for adjunct faculty to be there and that may be true of many institutions but you really need to survey your own adjunct faculty you need to know who they are you need to know are these folks you know people who are stringing together living by working at three or four different institutions or are they people who have a full-time career and they're just coming to your campus one night a week in some cases they may be people who work full-time already at your institution in another role and now they're working part-time as an instructor for a course or two so you really need to understand who they are and why they work at your institution as adjunct faculty to then be able to understand what kinds of programming is going to meet their needs and when that programming needs to happen and then what are the incentives to engage in that program but i can envision that you once you've identified those key pieces then you could start to design institutes or faculty learning communities or whatever the the style of programming is that works well for your institution you could do those now with a focus on redesigning courses for open educational resources creating a course that can be part of an OER degree but you first have to take a few steps back you know you know what your goal is around trying to engage adjunct faculty in OER work but you've got to figure out at a very detailed granular granular level what kind of programming is going to work what's the format when does it need to be offered so that adjunct faculty will participate we know across the board that cohort-based faculty development has a much greater impact on people's practice than one off workshops and of course that requires a greater commitment for people to be attending meetings you know once a month or more but we know that if you can bring together groups of faculty let's say eight to twelve faculty as a faculty learning community as a teaching circle as a faculty inquiry group and they're meeting on a regular basis they're going to push each other's thinking and they're going to impact each other's work in really meaningful ways I also want to encourage you to think about what the climate is like at your institution on a very broad scale Allison Cadlich who's recently left public agenda and started a really new interesting organization called SOVA gave a great keynote at the Michigan Student Success Summit earlier this fall and she talked about the importance of moving beyond buy-in so when you're thinking about any kind of institutional change you want to be thinking not just about getting faculty to buy in not just about getting adjunct faculty to buy in but rather having them help lead the work having them help drive the work and so this means you need to get to more than just acceptance and certainly you need to move beyond a simple lack of people resisting whatever the change is very often when we are surfacing resistance we see it happening we can feel it happening from our colleagues but we're not sure why it's happening and I think we jump too quickly to just trying to address the resistance instead of understanding what's motivating it that's really important I think when we think about a vulnerable population of colleagues like adjunct faculty if we're experiencing resistance to change like this we need to know where it's coming from as I said bringing faculty to the table so that they are helping to lead this kind of work so that they are helping to drive the work is critical so we need to have faculty as co-owners that's what makes change durable and I think what we're also talking about here is creating a healthy positive climate at our institution so we could be talking about OER work today but we could be talking about a different kind of initiative a year from now and you know we want to be sure that we're not just pushing our colleagues into a sense of initiative fatigue some people have jumped on board with open educational resources months ago years ago and they've been leading that work now for some time and they're continuing to bring new people into that mix we don't want them to get burned out on that work and so it's critical that we create a climate on our campus that's healthy and positive and so there's five key points that I'm going to leave you with the first is it's critical to find a strong connection between the personal values of faculty staff and administrators and the goals of whatever this change or innovation are if you've been on these webinars before with CCC OER I think you know what the rationale you know what the justification is for undertaking OER work it means so much in terms of what it does for our students and their opportunities it also means a lot in terms of reinvigorating faculty's teaching practice when you start redesigning courses you're thinking in completely new ways about your student learning outcomes you're thinking in completely new ways about the resources that are available to you and your students to get there to get your students to what you want them to know and be able to do and so there's a lot here if you think about the values that bring people into higher ed there's a lot here that i think is aligned so it should be easy to make that case you want faculty staff and administrators to believe that innovating on behalf of better outcomes for students is important and that there's urgency that it's important now and that the institution values it and expects it so an example here is you know it will be a lot easier to bring people into the work of redesigning courses for OER developing OER degrees if they can draw a line between doing that work and then reflecting on it in their annual review process so ideally your institution has some kind of process at the end of a semester at the end of a year where faculty are reflecting on their accomplishments and that this kind of work is clearly going to be valued and expected you want faculty staff and administrators to understand how the changer seeking fits with other institutional priorities and how it will impact day to day work so hopefully before people undertake the redesign of a course they understand what this means in terms of their workload but they also understand how this fits with your institution's strategic plan with this fits with you know where the institution wants to go and where your department and your division want to go ideally OER work is not seen as just one small initiative on a long list of initiatives I think that kind of thinking is what leads faculty to say this just feels like the latest bad I am not going to get involved with this and waste my time it's you know you can totally shift that dynamic if this work is understood as part of the institution's broader strategic priorities and when faculty are at the table from the beginning and they're helping to drive that it's not so much now about administrators imposing this on faculty but rather this is a grassroots effort everyone is agreeing that this is going to be really meaningful for students and faculty and now here's our way forward you want faculty staff and administrators to feel respected heard and valued by their departments and institutional leaders and you want everyone working at the institution to believe that they have the support and guidance to be successful in their roles I see on the list of participants today people who have all different roles at the institution but I think some of you are in a position to communicate to a dean to a VP to a president the importance of these kinds of these dimensions of you know being developed in your institutional climate and I hope that you'll look at this list and think about the extent to which these already exist as part of your institutional climate or if there are ways that your institution needs to shift and evolve so that these become part of the climate but this is the way forward for a healthy climate and when you've established this then the work of change and when we're talking about change I think this OER work is a great example all of that becomes much more possible and success becomes much more likely I'm going to pause here I see a question from Gene asking how his impact defines I think Gene what you mean is when I was talking earlier about the maybe the impact that faculty are having in their classroom or on their students we know that there's you know different ways to define impact impact of cohort-based development thank you so when I'll give you a contrast a way to think about this and there's a reference for this when people come to let's say a 60 or 90 minute workshop let's say it's a workshop on active learning or now a workshop on collaborative learning they learn a few techniques they take them back hopefully they try to implement them what we usually find is half or more of the people who attend a one-off workshop end up not getting a chance to implement whatever they learned they thought it was really interesting at the time but they get really busy and they never implement the folks who do get around to implementing more often than not run into some difficulty it's pretty normal things don't go the way you thought they would when you actually try something in your classroom and then the problem is if all you've done is gone to one workshop and you're not connected to your institution's Center for Teaching and Learning or other faculty development entity then there's no opportunity to get further support in troubleshooting what you just tried and so I think people are justified in getting discouraged and not going any further with that new innovation in their classroom by contrast by contrast when you're participating in cohort-based development and you have access to your colleagues and other folks from your Center for Teaching and Learning on a monthly basis or perhaps even more frequently then you can structure this change people can go and say I'm trying this it's the third week of the semester I'm trying A, B and C in my class they come back to the meeting three weeks later they say this first thing I did worked really well and here's why but reflecting on the second thing it just did not go the way I thought it did and now you're sitting in a room with eight or nine or ten colleagues who can support you and try to troubleshoot that so cohort-based development is going to change people's practice it's going to impact people's practice in the classroom in much more significant ways because when they run into trouble they have opportunities to come back to their colleagues and get further support there's a great book you're welcome Jean and there's a great book as a reference for that it's called Faculty Development and Student Learning Assessing the Connections by William Condon, Ellen Iverson, Katherine Manduka, Carol Rutz, and Gudrun Willett I will put that reference in the chat for you thank you wonderful thank you John so much for that that thoughtful presentation and also for answering that question from Jean and now I'm giving you control let's see I think we just had a little glitch there so next up is Tom Iers the Dean of Information Technology and the OER Degree Lead at Broward College and just one moment before I turn that over to Tom we can continue the conversation in the chat window and we will have a longer time for Q&A at the end Tom please go ahead okay I'm not able to turn on my video okay welcome everyone and thanks John for that excellent guidance for all of us formally I was the Associate Dean for Business and IT for the online campus which is where I wrote and received the ATD OER degree grant and since becoming College Dean of IT I've maintained a role with our online campus for both open and competency-based education a little bit about Broward College there I am thank you we're a public state college located in Broward County Florida we have three physical campuses an online campus and we have quite a few centers located throughout the county and we serve approximately 64,000 students we have an incredibly diverse student population and a very high percentage of Pell eligible students we are an ATD OER degree initiative grantee and for the 2016-17 academic year our students were able to save approximately 4.2 million dollars in textbooks cost savings from OER no cost courses for a little bit of a historical perspective in spring of 2014 our students were saving just a little over $250,000 in spring of 2016 that had increased to about a million dollars and in spring of 2017 the savings were a little over 1.5 million which led to the academic year estimate of the 4.2 million so therefore we estimate a cumulative savings of about 9.3 million for the academic years since 2013 when we first started to implement OER courses brief history of our OER initiative back in 2012 the online campus made a commitment to using OER and other zero cost material we started off mostly with flat world knowledge and open stacks e-texts then in 2014-15 we were a lumen learning sub-grant awardee and we participated with them in the development of waymaker courses there were four courses that were developed using OER material an introduction to business into the marketing micro and macro economics then in 2016 and going through 2018 we're an ATD OER degree initiative grantee and our goal is to have an associate of science in business administration and associate of science in marketing management both online degrees fully OER for students to complete our future commitments for 2018 is to have a complete OER bachelor's degree we have a bachelor of applied science degree in supervision and management and we hope to have that completed for a complete OER delivery and we're working on our website and branding we're a pathways school and we're going to brand our OER degrees open path as far as the faculty role goes at Broward our OER degree initiative is in our online college and our online college runs based on commissioned master courses and these are developed by both full-time and adjuncts and once the course is developed faculty who want to teach online agree to deliver that commission course with only minor changes they can add materials to the course but we don't allow them to take anything away from the course majority and one or can you turn off my video I'm there having internet issues and majority of our course delivery is by adjunct faculty we have a small full-time cadre of full-time faculty members at the online campus and a large number of adjuncts to date historically majority of our OER development has been by fully online full full-time faculty in the online campus however adjunct development has dramatically increased over the past three years the way our OER process works is we typically have faculty falling in one of three categories they'll either work with lumen learning who we have a relationship with they'll look at the open stacks textbooks and recently we've been working with open stacks and newton newton is an adaptive platform and we're doing a pilot with a chemistry course right now with open stacks and newton and then we have just faculty curated or developed courses that are led strictly by the faculty member along with our faculty librarian whenever someone is commissioned to develop an OER course for Broward they'll have an initial meeting with an online faculty librarian the librarian will prepare a an extensive search of materials for that course and present them with a library guide for their topics and then the librarian will also help facilitate professional development opportunities our center for teaching education and learning offers a general introduction to OER in terms of resources and different types of licensing that are available cc licensing and things like that and then working with the librarian they'll review other opportunities for webinars and resources definitely cc coer website is a great resource for our faculty and they kind they kind of set that plan with the librarian and work closely with our center for teaching educational learning throughout the semester we have moved towards a full integration of material from open stacks or if we're using non-lumen learning waymaker courses to incorporate that material directly into our lms instead of keeping it as a third-party OER text and what we found is that this helps us increase the faculty student engagement in these courses when we remove the e-text and all the material is in the course the faculty member both full-time and adjunct teaching that course becomes the expert to the student that they they're not referring to the textbook they're working with the material and then referring to the instructor so we found that to be a very positive tool for increasing faculty student engagement and the last thing i am going to talk about before we turn it over to our wonderful adjunct faculty member who will share her experiences is our scalability goals and and initiative for the ATD OER degree so everything that we're developing in the online campus as fully online commissioned OER courses is being redeveloped by faculty from the campuses for use in their blended commissioned master courses and which are our hybrid courses where where students have reduced face-to-face time and then have some online material and also in our face-to-face courses so our online campus is currently just below the size of our smallest physical campus so in this redevelopment we're going to tremendously increase that opportunity of savings of 2.4 million dollars to the physical campuses where that can easily double or triple within the next year or two and at this point i'm going to turn it over to claudine okay thank you i um oh actually tanya had a question i don't know if you want to answer that before i before i go sure let me take a look at that i am not seeing the question box i can read that i have it okay okay so what we're doing with the material since we're using the material that has the cc licensing could you repeat the question for some people might just be on the phone today sure so the question was how are you presenting the text material to the students when you say integrated are these pdf or presented as html pages in your lms have you been surprised by any request for printed copies we have actually not had a lot of requests for printed copies our lms allow students to print things out so the fact that they don't have the textbook they've seemed to be very comfortable printing what they want to print i don't hear of a lot of printing our students have become accustomed to to doing stuff online and we're mobile so our web pages are adjustable to tablets and and cell phones so that may have helped as well anecdotally i've heard of students you know on the bus you know reading off of their phone and and things like that so printing has not been an issue for us and yes we're in great we're integrating it into html formats in our lms you know repurposing the the the material from the the e-text great thank you tom and we'll turn this over to claudine and we can answer additional questions at the end okay thank you una i you know you mentioned before you said that we are all three experts in this and i just want to start by saying i can't call myself an expert in oer i am on a burning journey and have gained a number of insights in that time and i will share those with you and hope that they are also helpful helpful to you i have been a faculty member and administrator in higher education for over 10 years but for several of those years as a faculty member i was acutely unaware of textbook costs but then that changed and i know a lot of you are very familiar probably with the story i'm about to tell but several years ago i was teaching an online business law class and i noticed that you know a lot of my students hadn't gotten into the swing of things a few weeks into class and they were submitting assignments that were not on point it was clear they hadn't read or referred to the book and it didn't take long to find out you know the reason why the students some of the students in the class didn't even purchase the book and these were students obviously were making decisions about their budgets and paying bills and balancing that against the purchase of a $150 textbook for a single class and this was a business law class and business law obviously has a set of concepts and case law that really doesn't change much and what does change can be updated easily by you know referring to new articles or other open source materials so obviously what i was experiencing was this inequity in access to education and the courses even though the students in have the obviously have the money to spend on this $150 book and the course was not set up to provide them the same content in a free or an extensive way and so the students were not able to adequately learn the material and participate in this learning community and i put a quote up here this is i am sharing this from kind of the adjunct faculty perspective and in learning these things and having eyes opened and and hopefully that helps you with your adjunct population as well but the quote i have on here is from that 2011 article in the Chronicle of Higher Education about seven in ten college students said they had not purchased textbooks at least once because they found the price too high and i know that there is some more recent research as well that shows that these same conditions still exist and obviously the result from that traditional textbook model is that you know money is that barrier to accessing education as i mentioned i'm relatively new to using OER i've been teaching as an adjunct at Broward College for just over a year and from the start i've been using OER in my classes so that's been that's been a great experience but more recently i've been fortunate enough to redevelop a fully OER business law class and i still have the same rigor in the class the same depth to the assignments and assessments i also have the same types of discussions with students about business law topics but obviously the huge difference is that i've not had the same discussions with students about money constraints preventing them from purchasing a textbook or accessing the content for the course so this is obviously shifted the equation from you know money being a barrier to education to really the student's effort allowing them to access the education in addition to teaching as an adjunct at Broward College as i mentioned earlier i also adjunct and develop courses at another university in a program with an emphasis on e-discovery and if you're not familiar with e-discovery it's a relatively new newish field about 10 years old or so but there's very little in the way of textbooks or other academic materials for it so when when developing courses we had maybe enough material for some of the introductory courses but as it got more advanced and later in the program there were a few books that were extremely expensive you know 200 dollars for a single book for a course and because we were kind of on the you know cutting edge of presenting these academic topics we were faced with this big challenge of having to now design and develop these courses with very limited traditional textbooks available and seeing how OER was used at Broward gave me some great ideas for how to develop those courses and how to design those courses using resources and innovation in the e-discovery program so the benefit has been far and wide i often focus on the cost savings to students when i think about OER but i also think it's important to note that the benefit there's benefits of having you know very specific OER content that's available outside of traditional textbooks when it comes to very specialized areas many of adjunct faculty members attended including myself attended traditional colleges and paid the price for the textbooks and as a result when you're when you're working with your adjunct some may enter the OER realm with a little bit of hesitancy thinking that there is some difference in the value or rigor of the content and so this is a challenge that i actually undertook myself i have developed business law classes for other universities using publisher textbooks and and as i mentioned also recently developed an OER business law class for Broward college and the same concepts vocabulary objectives case law etc were covered in both sets of materials in both classes so if you are encountering some bat hesitancy for any reason with your adjunct then i would just encourage you to make that comparison for them or encourage them to make that comparison in a way that they can see the the comparison in the that same level being met through both open source and priced publisher textbooks i wanted to share a couple of slides on my best practices for engaging adjunct faculty in OER and again these are just things that either hooked me initially in looking at OER or i found to be valuable since beginning to work with OER and this slide here has some of the the wisdom so if you're looking to work with adjuncts and are you trying to gain some buy-in for OER it's good to look at the you know what's in it for me point to the start and obviously if you use master classes like Broward does or if your courses are all faculty developed each instance these may change but i'm hoping that these are are helpful to you the first to have freedom and control to find and use the resources that help you teach and enhance academic content as i mentioned i was developing e-discovery courses and it was wonderful to find these resources that included software usage and software tutorials for example for the very specialized e-discovery software that i use and if you have adjuncts also who are professionals working in the field currently or have recently worked in the field they may have also a lot of resources that they've encountered that that are open for use to be able to embed in a course so that's something that gives them a sense of ownership over their classes which i think is something john had mentioned as well that kind of co-ownership over their classes if they're taking you know what they've seen or used out in the field and are able to bring it into the the course the updating your courses as trends or time requires but not at the whim of publisher updates i'm sure every faculty member has had this same experience where these update publisher updates come at just the most inconvenient times and with the most inconvenient time timelines for updating course course requirements and you can always customize the books in order to avoid that but then of course that that requires some additional cost as well so and as dr eris mentioned embedding the content in the course and taking them and embedding them in the html pages helps this even more having all of that material there and then obviously updating it as as as time requires and teach knowing that your course is lowered the money barrier to education as an adjunct faculty member students tell me about their their money problems they tell me about their experiences in their life and you know teaching is sometimes a very you know personal relationship with the students and they tell me about those problems whether or not they should and so when you're teaching with oar as i mentioned i've never had those conversations teaching at broward about you know the cost of the books being prohibitive or those kinds of issues that have come up several times at other schools and on this slide i listed some additional best practices that i've experienced in working with broward college on oar development um you probably all already have a process to identify your course is native revisionary development and have a process to identify the faculty who can perform the development work but i would also just encourage you to um uh to try to pair up faculty with their interest using oar does take some time and effort to put together you know a great course and is it's wonderful invigorating you know energy-filled experience it's exciting but it also takes time and effort and so pairing a faculty member up with with their interest i think is is just an important place to start and in capital letters provide training and support this has been hugely important for for me uh the as as dr eras mentioned the librarian initially provided this wonderful guide of um of business law sources for me to use and to refer to uh and to kind of start my journey off in in redeveloping the business law course for broward college and that has been invaluable and also the initial webinar on the value and process of oar development and then just ongoing support and touchpoint regular check-ins and support from internal external resources has been has been very necessary to me uh continuing on that path and and and staying in it on track with um with that development and then of course the process for continuous review and updating but i think john mentioned recognition as well is is very important too so those are my um my best practices and uh and and that's and that's it but it's been a great experience starting to work with oar and uh continuing on that process great thank you so much claudine and um tom and um i look forward to uh next time you join us for an event like this to giving us more feedback from your students on how those oar courses are going it would be wonderful to hear um hear about that as well directly from student quotes and so forth um before we go to q&a i just want to mention a few things that are coming up um and um of course we have on our cccoar website we keep a list of upcoming um education conferences particularly with an emphasis on um open education so dream 2018 is coming up in february uh the open ed consortiums um oe global which is a wonderful conference to go to to meet um open education folks from around the globe is in april and you can see more of that under our get involved menu if you're not on our community email list and you'd like to you can go to this uh web link here uh cccoar.org community email and request to be added and uh you can watch our past webinars and this webinar will be posted within a few days for those maybe colleagues of yours who couldn't make it and they get posted under cccoar.org slash webinar and um our webinars will resume uh probably in early february 2018 so we wish you all happy winter holidays and um now we're going to go back to the questions and we'll just take this through to the end of our webinar we have we have about eight minutes um so um please we're looking forward to your questions um i saw one uh from michelle uh and uh tom she was asking you does your college charge for printing the pages and i'm assuming this is the pages in your lms there are computer labs on campuses that students are able to print in they're usually specific to the courses um they can go to the library and print for pay so yeah they would have to pay for their own my experience is that they they do it off campus they would print them at home as they need them i'm not seeing a need for students aren't asking for a textbook print out so there is a charge and students are pretty much doing that on their own thank you tom um we had a couple of comments i comments slash i'm not sure if they were questions from daniel and um i think these are are interesting um things to think about he said i wish that colleges would adopt kindle or chromebook for students to get their texts on and he also mentions um dragon i'm assuming you're dragon speaking naturally or other text audio tools helpful for students who read slowly um any any input on that tom or claudine well our lms um allows um text to to audio so students are able to get a text of of every page that we have okay wonderful yeah i think daniel is is concerned about accessibility he mentions i strain in using computer screens to read from right so so they do have the text audio and they have the option to to print out okay thank you for that um all right uh we um um we are waiting for other questions um you can take the microphone as well if you don't want to type in the chat window at this time um and while we're waiting for that um perhaps john do you have any comments that you would like to add at this point um based on um the uh programs we heard about from tom and claudine i think what we've heard today is really great example not just of the technical aspects of how to develop and evolve your thinking around working in the oer space but also how to bring people in and um and really to go beyond surface level buy-in i think you know i want to acknowledge this looks different at different institutions each institution has its own culture each institution has its own constraints each institution has its own opportunities so i think it's important to be um realistic and authentic about what's happening at your institution i don't think there's a one-size-fits-all approach but i do think what we heard today from our colleagues is a great example and i hope that it gets people thinking um because it would really be a shame oer to me is a great example of an opportunity for full-time and adjunct faculty to come together in service of their student success and in service of reinvigorating their own classroom practice i think there are very few other um big change initiatives that i can think of right now that are really picking up um momentum that work this way where faculty can get on board together in a truly collaborative way across that barrier that we often see between full-time and adjunct colleagues and it's really in service of student success and their own classroom practice i think it's difficult to find another example that works so well across so many different dimensions of what happens at an institution wonderful thank you john and um daniel um is a little concerned about um oer not adequately incorporated instructor input and academic freedom and i i think i'll just say daniel and then i'll open this up to the rest of the folks here to tom and claudine that what we've heard here from john and tom is that there are opportunities for people to bring their own materials into the into this space and um that in order to get the ownership uh around a course that is that really makes a teacher effective in the classroom um that academic freedom is key and that it should be a grassroots effort and not a top-down but um tom would you like to speak to that one as well yes in our case everything is is faculty led um our we have one curriculum across our college all of our campuses teach from the same course outlines that all the faculty approve and everything that's done uh in the development is done off of that outline and has to meet all the student learning outcomes and the material are all selected by the faculty member who's developing the course and for example in claudine's case she is matching up all of the materials that she finds as the subject matter expert designing the course and then that goes through a subject matter an additional subject matter expert faculty member who's signed on to give um claudine feedback on what she's done and recommend any uh any additional things that they may see that she might want to consider so uh there's at least two full-time faculty members involved and then we go through a quality matters review in which um the designer reviews uh all of the the points in quality matters and then the associate dean who's also an expert in the area reviews so um it is faculty led and um second faculty member gets to provide input for the course and then the associate dean and designer gets to also collaborate with the faculty member great thank you tom and thank you daniel for that question because it's a really good one and it's we know it's really critical that this is faculty led um claudine i wanted to give you an opportunity to um for any closing remarks based on the discussion well certainly i i i just wanted to reiterate how at least um how i've been able to change how i develop and design courses um not just at Broward but um elsewhere as well with OER and and that it is um i think john mentioned um you know just it is a way to reinvigorate how we design and how we teach our classes um and and it's and i i felt that and so i would just you know encourage you to or encourage everyone to continue to you know push this and find ways to to uh incorporate it into your institution thank you claudine i'm so glad you brought that up that adjunct faculty teach at multiple institutions for the most part and that um they can be great evangelists for open education at the institutions that are not currently using it so thank you for sharing that well i i think we're just at the uh end of the hour here if there are no um no other questions i'm going to go ahead and turn off the recorder and i want to thank my my speakers today uh john tom and claudine um this has been really invaluable information for everyone and we really appreciate you joining us