July Office Hours: Developing OER Policy (Audio and Chat Transcripts)

Office Hours

Watch the video recording of this Office Hours session, or keep reading for a full transcript. The chat transcript is also available, for those interested in reading the conversation that took place amongst participants and seeing resources shared. 

Note: If anyone would prefer to not be associated with their comments in either of these transcripts, please contact Apurva (apurva@rebus.foundation) as soon as possible and we will remove any names or other identifying information.

Audio Transcript


  • Rebecca Van de Vord
  • Jessica Norman
  • Billy Meinke
  • Karen Lauritsen
  • Cable Green
  • Michelle Reed
  • Sunyeen Pai
  • Kristin Woodward
  • Jonathan Poritz
  • Christina Hendricks
  • Kathy Labadorf
  • Matthew DeCarlo
  • Elizabeth Mays

Karen: So, welcome, this is the Rebus Community and Open Textbook Network Office Hours. We collaborate on these monthly conversations together to bring all of you together.

You’re a community of open textbook collaborators and practitioners, and in these sessions, we talk informally about issues in open textbook publishing. So, I cannot say enough that these conversations are community driven. And they’re one way that we can think and work together on support and solutions. So, please let us know what topics you want to explore in future sessions, if we don’t cover everything today.

If you want to revisit this, we are here to have the conversations that you need to have and explore the issues you’re working on. So, I’m Karen Lauritsen, I’m managing director with the Open Textbook Network, and today we’re here to talk about OER policies. We’re going to hear from three people representing a variety of institutions where OER policies have been implemented.

We’re going to hear how and why they were developed, what’s included in their policies, the stakeholders involved and any stories from their development. So, this is an informal format. It’s focused on conversation, our guests will talk for maybe up to five minutes, and then, we’ll turn things over to you for your questions and comments. And I’m quite sure many of you also have stories to share about your policies and you’re absolutely invited to do that.

We’re all here to learn from one another. So, we have three guests with us, today. I’ll let you know who those three guests are, and then turn it over to them. So, Rebecca Van de Vord is assistant vice president academic outreach and innovation, liaison to the provost’s office and director of learning innovations at Washington State University. We also have Jessica Norman, she’s e-learning librarian at Southern Alberta Institute of Technology.

And finally, Billy Meinke, OER technologist at University of Hawaii at Manoa. So, Rebecca, without further ado, I will turn things over to you. And we will unmute you. (Laughs) Sorry.

Rebecca: Can you hear me now?

Karen: Yes.

Rebecca: So, I just realized I don’t have the policy open, so I was just trying to quickly get to that. But, I’ll give a little bit of history. I am with our WSU distance global campus, but also do work as a liaison to the provost’s office. And a few years ago, the then interim President for WSU put together affordability taskforce, basically. Students were complaining about costs of textbooks, and he wanted a group of individuals to look into what kinds of things WSU could do to decrease the cost to students.

One of those being OER is what the taskforce came up with, although there are several other initiatives moving forward, as well. But, on the OER side, it really gave us an opening to finally, those of us, who have been interested in hoping to move in this direction, gave us more kind of an administrative top down window to begin the conversation. At the same time, there were some seed grants available through the provost’s office.

And so, my unit, AOI, and the WSU libraries went together to apply for a seed grant to provide funding to faculty to create OER. And so, that’s where we were getting started with OERs, on the WSU campus in an official way. There certainly have been individuals who’ve created OER over the years, moved away from textbooks, used alternatives. But officially this began in, I think, that was 2015.

So, I’m not a person who had a lot of history in the OER area. But was fortunate enough to work with Mike Caulfield who definitely has been involved with OER a lot of years, was at MIT with the open course initiative. So, Mike and I talked and one of his recommendations was that WSU have a policy about OER. And to be honest, I wasn’t exactly clear why that was necessary, but did move that forward using the OER policy development tool.

Which I found to be really helpful, that David Wiley and others have put together. So, I started from that, and sent a first draft to the provost’s office in September of 2016. It took about 18 months to finally walk that policy through all of the steps that people felt were necessary. And received, I just found it a lot more challenging, a lot more difficult than it would. Received a lot of push back from faculty, because their perception was this was the administration saying everyone has to create OER.

Even though I continually said, “The policy clearly states this is a policy that is in place for faculty who are being funded by WSU through grant funds, to create OER and that’s something they have to apply for.” So, from my perspective in no way was it a mandate that everybody’s going to create in OER, but faculty read it that way. So, it went first to the provost’s office, then was vetted through the Attorney General.

And then, the provost’s office felt that it should go through faculty senate, and so it went to the faculty affairs committee. And that’s where the faculty really, they had a lot of questions, a lot of concerns. So, one was about whether or not this was a mandate. Secondly, they were concerned about duration of their responsibility for material they create. So, if they create something for a course, they make it open, three years later they’re no longer teaching that course.

Are they still responsible to continue to update, maintain those materials? We had a lot of conversation around that. Lot of conversation about ADA accessibility, whose responsibility is that? And who covers the cost? And we have not resolved all of that, yet. The policy does state that faculty are responsible to ensure ADA accessibility and copyright clearance of any materials they use.

Which they are uncomfortable with, but ultimately, any faculty member can create an OER and ultimately, they’re the ones putting content in it, so they have to take some ownership of being responsible for those areas. They wanted to understand the ultimate goal of the policy statement, which really, was well, is to protect the university in situations where the university is funding these projects.

And then, secondly, in hindsight, this did initiate a lot of good conversation around OERs with a number of groups, from administrators, to faculty, people who weren’t really aware what OER is. And then, they’re having to review this policy and asking questions about it. So, although it was a long and painful process from my perspective, I think ultimately, it was very beneficial and really helped to clarify what does OER mean at WSU?

What is it we’re trying to accomplish? It’s not the only affordability initiative, as I mentioned. Is that a good start? What else do you want to know?

Karen: That’s great, Rebecca. That’s a really helpful snapshot. And I’m sure we’ll talk more about what— I was (laughs) I heard you say it was a long and painful process, but that there was a good outcome in inspiring conversation around OER. So, I’m sure we’ll talk more about that with the group, as well. So, thank you very much. Jessica, I will now turn it over to you. And I’ll let you know if we can hear you, if you want to just start talking, I’ll just confirm. Jessica, we cannot hear you yet. There you go.

Jessica: Now, I probably yeah, there I am. Hi, everyone. So, I’m Jessica, I’m from Southern Alberta Institute of Technology, which is located in Calgary, Alberta, Canada. You’re not familiar with our system up there, I’m at a two-year polytechnic. So, we are an applied educational institution, which kind of puts a certain flavor on our activities. But to just step you through the beginning of our process to implement the institutional policy, really, it started back in 2017.

2016, 17 we had a new VP academic, who decided that he wanted to build our first ever education plan with a consultant process. So, he had faculty, staff and student work through a process. And myself and some other folks who were interested planted the seed for OER in that plan, or in that conversation. When the plan was released, it was an increased emphasis on student first activities and support.

And there was a clear statement that said, “As part of the effective teaching practices, these institutions would support faculty in adapting, adopting and creating OER.” And that immediately generated the phone call from academic council, or academic chairs and faculty who said, “What is this? What is an OER? What does this mean in terms of using them? What’s the practical implications?”

So, after that was launched, a committee was formed, I was a co-chair for that along with a curriculum specialist from campus. They also had faculty and our copyright officer involved in that process. It was a nine-month process to create the policy and have it go through the approval and review. The stakeholders that were consulted during that time were our students, we did a student surveys and talked with the student government.

We did multiple faculty focus groups during that time, and we also had interviews with our academic chairs and deans, to get the administrative viewpoint. So, the nine-month process ended in May this year, so as of May we do have an official institutional policy and procedure for the use of OER. And as part of that, we also developed a basic evaluation rubric for materials.

We also put together a package with the committee of developing a communication plan for the campus and an education process. We now have a supporting website and an FAQ document, for some of those repeating questions that faculty came up with in our various consults. And we’re looking to build a training plan and start really pushing out the education on this in the Fall.

So, that’s where we are in terms of the development. In terms of the process, some of the interesting things were some of what Rebecca mentioned, that it was sometimes difficult. They raised a lot of concerns from faculty, a lot of “is this being mandated?” So, our very first thing on our FAQ is “do I have to do OER?” And it says, “No. It’s an option.” The good news is for us, is that it shifted our culture from a culture of no as the default to yes as the default.

So, now, our academic chairs and our deans know that this is something that we should be doing, that it is encouraged by the administration, but it’s supported from them, and that they should talk those early adopters and those interested faculty about how to do it, as opposed to telling them, “No, it’s not a good fit.” Some of the highlights I guess, from the policy are that it is more prescriptive, or sorry, not prescriptive.

It doesn’t give you step by step, it more or less outlines who is responsible for decision making and lets the different areas have some flexibility in deciding the actual process. But it does also explain how trainings might occur, who’s going to support various types of activities, like the technology aspect of it. The licensing aspects of it, the repository aspects of it.

And hopefully, also stress the need for accessibility and the need for diversity. And good quality evaluation practices, least that’s what we hope will be read into the wording. So, I guess that’s kind of the highlights. There are some other things I can talk about, in terms of planning process. And some of the research that we did with other Canadian institutions, that was interesting, if anybody has any questions about that later.

Karen: Super, thank you, Jessica. That was a great overview and congratulations on the recent completion of that policy. So, I would now like to turn things over to Billy.

Billy: Okay, I’m unmuted, awesome. Good morning, everybody. I’m Billy Meinke, I am the OER technologist for the University of Hawaii at Manoa campus. I work for the outreach college, which is one college within the campus. But we have a ten-campus system, across the state, doing lots of really good OER work. I’m going to post a link into the chat that gives some context, some very detailed context, as to what happened with OER policy in our state.

We’ve been working on OER for a few years now. I’ve been in my current position for almost two years, but we have really dedicated librarians throughout the system that are working on OER and making some progress. At our campus, we run a $50,000 per year OER grant program, to incentivize the adoption and creation of new OER. And that’s going very well. We just released a few original titles. Couple of remix versions of books for our courses, about a month ago, and we have more on the way.

But, back to policy, so earlier this year, when all these new proposed bills came out, there was one about OER. And we were totally blown away, totally caught off guard. I hate to say it, but we were not involved at all in the process of forming this bill before it happened. When it came out, it was fairly problematic. One of the major problems was that is mandated the use of OER by all faculty at our university.

And that is something that is not only impossible to do, but also grossly violates the academic freedom of our faculty. And so, as you can imagine, folks were sort of up in arms about it. It’s not really cool, we tried to use, we try to find carrots and not use too much stick when we’re trying to support OER. And so, basically, the first four months of this year, I was down at the legislature, which I had never been to before.

A number of times, sort of babysitting the bill and seeing how it progressed. Again, I wasn’t really in contact with the senators, or the higher education committee that moved it through. But lots of folks were chiming in. Essentially, the bill went through four iterations and the mandates after all the kickback, the mandates to use OER were removed. Later on, an OER grant program that sort mirrored what we were doing at our campus was included in the bill.

And it seemed like it was probably going to be passed. And then, at the last minute, I’m not entirely sure how it happened but some pretty major mistakes were made. And some actual inaccuracies with regard to copyright law were introduced to the bill. The word or the wording open educational resources was removed from the bill.

And somehow a taskforce that was part of the bill that was tasked with assessing OER adoption for higher enrollment courses throughout the entire system, which was made up of the VCAAs from all our campuses. Had a textbook industry publisher added to the taskforce with no rationale, no reasoning, no real explanation. And then, at the end, the bill ended up not being scheduled for a hearing, and so it just sort of died quietly.

So, you can read the blog post and find out what happened there. To answer Cable’s question, I’m not sure who showed up, but I’m fairly certain that lobbyists from some publisher or a Peter somebody showed up, whispered in the ears of someone whose opinion matters, so the bill was really tweaked. So, maybe in the end having our statewide OER bill pass away quietly was the better way to do it.

So, we can have a better chance at a good OER bill later on. But, yeah, that’s the gist of it. I will say that locally at our campuses we were making progress in terms of campus specific policy. And our Leeward Community College had something going through faculty senate that had not yet been approved, but they were working on it, to reward or somehow incentivize faculty that work with OER.

Like I said, we have our grant program at our campus, things were moving along anyway. So, the idea of whether or not a statewide bill was needed for this to work, we don’t actually know if we need a statewide bill for it to work. Especially when you consider the funding amount, it was only $50,000 for the statewide grant program.

And when you compare that to other states, such as New York and Georgia that have had multimillion dollar investments, that’s probably more along the lines of what might help. But that’s the gist of it. I’ll end there, and I’ll hand it back over to Karen.

Karen: Thanks, Billy, and thank to all of our guests for sharing their range of stories. It’s really great to hear about what’s going on out there. So, this is the point where we turn it over to all of you. There are 55 people in this call, and I’m sure that many of you have questions, comments, your own experiences you’d like to share. So, it’s really your voices that we want to hear.

So, I’m going to pause and give people a chance to either write in the chat or turn on their microphone and get the conversation going with our guests. (Silence) Still holding the pause. (Laughs) All right. If that’s how it’s going to be, I will go back to Rebecca and ask you to explore something that you mentioned in your five-minute— We’ve gotten a chat, thank you, Matthew De Carlo is asking in Virginia we have a mandate to implement a plan for OER low cost textbooks.

What messaging has been effective to get administration buy in? And also, Cable is raising his hand. Super, so we’ll start with you, Matthew and then, go to Cable. Anyone have thoughts on Matthew’s question? And it doesn’t just have to be our guests, it could be others out there, who have experience.

Rebecca: From my experience the best way to get administrative buy in, is to get the students to talk to the administrators. That’s what really sparked it here, is the student government taking some concerns to the President about the cost of course materials in general.

Matthew: Cool, I guess how do you sort of walk the line of not trying to rabble rouse too much? Whilst still trying to get student buy in? I don’t know how to walk that line.

Billy: I’ll jump in, so it’s a very delicate thing you have to do. I’ve met with our student senate on my campus a number of times, at the beginning of the year I give them the OER pitch, the OER—Look at this awesome thing that we can do. And I ask them questions about how they deal with textbooks. And quite often they have a question for me, it is if they Google the name of their textbook and download the first PDF they find, is that okay?

And then when it’s like, “Woah, let’s step back and have a bigger conversation about this.” Our student senate actually drafted a senate resolution in support of OER a couple of years ago. And as all resolutions like that go, copies of it were sent to the university president, chancellor, faculty senate, all that. So, they know about it. I would say in terms of getting buy in from administrators, like any campus, our campus is driven by enrolment numbers and return on investment.

And so, if we can show, we have to demonstrate that numbers make sense, in terms of how much we can save students, especially when you consider that we have some courses that many, many students take. Not just at my campus, but throughout this system. And so, if we can replace a traditional textbook with an OER textbook, we’re talking about somewhere along the lines of $.025 million a year just for one big bio course.

And so, demonstrating those numbers to the administrators, when you’re trying to look at policy, that really helps, it’s really important. The innovation piece and all the neat things you can do with OER, once it’s open, that does appeal to them in some way, but it’s less concrete. So, we just have to turn to the numbers.

Matthew: Thanks.

Sunyeen: I think what happened with the University of Hawaii system, all the 10 campuses, is that a few of the student congresses spoke with some of our house representatives and that’s how it kind of kicked off. So, that was problematic. That was a good example of things getting out of hand. The other thing that I had heard was that two of the house representatives had attended an educational conference in continental US.

And were introduced to the concept of OER, and so they were really excited, and came back, met with students, we had representatives that visited all the 10 campuses. Talked to student representatives, got the idea that this had to be done, and then it just got out of hand.

Rebecca: Washington State also has throughout the state the student governments are lobbying the legislature pretty heavily to support and to pass some OER bills. And so, from the administrative perspective, as Billy said, they would rather that came internally. That we’re already addressing this, and we don’t need the legislator to create some sort of law that’s going to be difficult to comply with.

Billy: Yeah, I’ll also say that our university system is part of the state, and so, there is some tension between the state and the university. In terms of the state dictating how we do things, and so, that’s something to be mindful depending on what your campus or your institution is like, acknowledging that OER is not the only thing that everybody is working on. And so, making sure that everybody is on the same page and trying to get it to similar place to have the same direction that’s really important.

Sunyeen: We had to do a certain amount of damage control, because some of our faculty senates reacted pretty badly to the mandate.

Karen: Okay, we’ve got a lot of great conversation also happening in the chat, along with resources. Thank you, everyone for sharing your experience working with students, and then also with showing cost savings. I think I will turn things to Cable, who has his hand raised in the chat. Cable?

Cable: Yeah, a short comment. One of the strategies which has been quite successful in states in the United States, in provinces in Canada, in particular, have been to as a first step to have public information sessions, or hearings with the state legislature. And usually, that’s done off cycle, so it’s not when they’re busy and making bills and have all their meetings. But it’s done oftentimes over the summer, when it’s a little bit less stressful.

It’s not that they’re passing anything or you’re asking them to. It’s an awareness raising session or information session. And usually they’ll give you more time, so oftentimes you’ll get a half hour or a 45 minutes and then, if you’re lucky you can get meetings with the chairs after the fact. And to do those both with the higher ed committees and with the K12, or the primary and secondary education committees.

And that way, they tend, if you do that, they tend not to spiral into some of these crazy ideas like we’ve seen in particular states. And so, as a first step, to bring them up to speed, it also develops a relationship between the OER advocates and people who are really knowledgeable about open education and the legislature so when they have questions, they know who to go to.

And then, when you want something, or you want a grant program, or you want money, you’ve already brought them up to speed. So, when I used to work in the community colleges in Washington State, this is something that we did quite regularly. We’d go back annually and not only brief them about the new research and the new metrics that were coming out of our OER projects.

But would, if we wanted any legislation at that point, we’d already talked about it internally, as a community college system. We’ve worked with our student leadership to make sure we were in line with them. And then, we were on the same page as the academy before we ever took it to the legislature. And it takes a lot of work, but if you can kind of manage the relationship that way, in that sequence, it helps.

Karen: So, it looks like, I’m going through the chat here, so you guys please raise your hand, or turn on your mike if you want to stick to a particular topic. I’m just trying to cover everything, and there’s lots of great discussion happening here. Suny, you have a question, how the different policies handle copyright for faculty. That’s a question for our guests. Can you guys speak to that, please? How did the different policies handle copyright for faculty?

Billy: I’ll jump in real quick and just say that the original version of the statewide OER bill that we saw, it not only mandated the use of OER in all courses, but it also said that if OER weren’t available for certain courses, that faculty were required to create and release it as OER. So, in that sense they were going to be— the copyright decision was made for them, though. Something to keep in mind.

Rebecca: As we were working our policy through, that was one of the Attorney General really wanted WSU to hold the copyright and make it open. But not to use the creative commons licenses, and that was something that we had to argue against. So, our policy states that if the university is funding development of OER, that it will be licensed as CC By through Creative Commons.

Jessica: So, for our policy at State, we’re coming from a slightly different model, or background. In that, historically, our institution has a policy that says any materials created by employees are owned by the institution, which means that if a faculty member develops materials for their course, in the course of their daily work, the institution owns that curriculum material and the institution holds the copyright.

So, in our case, in the past, OER wasn’t a possibility, because the folks in our curriculum development group simply stated no. They weren’t going to allow it to be open, it was going to be a classic copyright applied. Our policy was basically, our institution saying that while they still retain the ownership of copyright, that control, they’re now going to grant the faculty the ability to make the decision to apply a CC BY.

Or other creative commons license, if there’s some reason that they can’t use CC BY rule, we’ll settle with them and help figure out the appropriate version. But that that’s now allowed by the institutional policy. So, we basically went from a culture of saying no, to a culture of saying yes, as an institution, and giving the faculty more freedom in making those decisions, as they see fit.

Sunyeen: For WSU, and Alberta, how much are you funding your faculty, are we talking $50,000? $20,000?

Jessica: Well, in Alberta and State, specifically, we don’t currently have a funding model outside of typical curriculum work. So, in other words, if it’s already in their job description to develop a new course, or if it’s something they’ve been assigned to do, then the OER work is seen to be simply part of the typical curriculum development process. There is discussion, I’m in discussion with our administration to do some micro grants.

And I’m guessing the budget would be like a $50,000 kind of a budget, if I can get that approved. But that hasn’t actually gone through, yet. I do know, though, other institutions, University of Calgary, University of Alberta, the larger research universities do have funding available. Though they’re all from in-house programs, so our provincial government, our federal government as far as I’m aware isn’t offering any kind of grant opportunities at this time.

Rebecca: We’ve had two different rounds of grants. One was the seed grants through the provost’s office. And both the provost and the president committed a certain amount of money, which we granted this last year. And we already had a precedent at WSU, we had one of our colleges that pays faculty $4,500 to create and develop a new online course. And $1,500 to revise an online course.

So, we kind of worked from there. We’re paying $4,500 if faculty are developing new OER, we’re paying between $1,500 and $2,500 if what they’re doing is adopting, revising. So, they have to submit a proposal that indicates how much work it’s going to be, and then it’s those three levels, basically.

Billy: I wanted to reach back to copyright for just a moment and emphasize how important it is to get that right from the beginning. I guess the bill for our statewide OER it originally had really good language in it, strong language that specified what OER are, public domain or CC license, or equivalent. But then, at the end, the final version of the bill that removed OER from the bill itself, it actually stated in the committee report that OER removed from the bill because OER are proprietary, which is on its face just it’s completely wrong.

I used to work for Creative Commons, Cable Green used to be my supervisor. And so, again, if you guys think that legislation, big legislation is going to be coming across or any kind of policy that has to do with OER, make sure strong, correct language about what OER are legally, is included. And make sure that doesn’t sway at all. And so, you can read the blogpost I linked earlier but basically my thought is if they are able to disqualify OER from the bill because of proprietary which is not correct.

Then when you look at proprietary publisher content, which is proprietary, that may be something that should be disqualified from consideration. Because it really is not going to have the long-lasting major impactful effects OER will, because OER are open forever, once they’re open.

Karen: Thanks, Billy. And Cable said in the chat that Creative Commons is always happy to help review and or help write open policy language and meet with lawyers as needed. So, they are wonderful resource you can turn to, definitely don’t have to go at it alone. There is some talk in the chat going back to students and student advocacy. Michelle, I would like to invite you to share your story that you mentioned in the chat and tell us a little bit more about the success you had with students there.

Michelle: Hello, can you hear me?

Karen: Yes.

Michelle: Yes, so last year it took a couple of tries, but well shortly after I started, I’ve been in my position for a little less than two years. I started contacting student government, trying to get people interested and involved. Took several times, but I eventually got through to the student body president, who worked very closely with me over the last year. We had lots of conversations about what OER is all about.

And she was just incredible and got a number of people on board. We had probably three or four student volunteers who assisted with open education week last year. So, they led outreach on that. They did some data collection, so they parked outside of the bookstore, at the beginning of the semester and collected some local information about how much students are paying for resources.

She’s also presented to the provost dean council, she’s done a Ted Talk on OER, and she just graduated, I said unfortunately in the chat, and then I felt really bad about that. It’s wonderful, we want them to graduate, but I miss her already. But the wonderful thing about that is she got another student from student government involved. She was a freshman last year, she was voted in as vice president this year, and is really eager to continue her work on OER.

So, we still have that connection. And I’m hoping that’s how we’ll see all of this play out as we move forward with people, as they roll off, getting new students involved. But there was a little bit of a— She was also involved in the access code situation. So, that’s not something that I had any input in, but students separately were complaining to the president, he has some informal meet and greet events with students.

And they took advantage of the opportunity to share their thoughts about access codes. And that led to an investigation. Our student body president got involved at that point, and just didn’t let it drop, especially knowing that there is an open solution. It really fueled her interest in this. And so, now we have what is called a moratorium, or what the provost has called a moratorium on access codes.

Which means that all of the courses that are currently using an access code have to investigate other options. And courses that do not currently use access codes will not be allowed to begin using access codes. So, that is recent developments over the last couple of months. It is going to significantly impact what our work looks like over the next year. But we’re still sorting that out.

All of this is happening while faculty are away over the summer. So, (laughs) they’re going to come back next month, and things are going to look a little different. So, stay tuned for that, I’m not sure what’s going to happen next, to be honest.

Karen: Well, please keep us updated, Michelle. And thanks for sharing your story. Talking about how this outstanding student it sounds like pass the baton as she graduated, leads me to Kristin Woodward’s question: are any of your student advocates interested in talking with students who are just becoming aware of OER advocacy?

And of course, there is the PIRGs but Kristin, when you made that comment, I actually pictured some awesome student national network. But tell us what it is you’re looking for, what you think would be helpful, maybe there are others out there, who feel the same or could offer a buddy.

Kristin: Did you unmute me, Karen?

Karen: You are unmuted, yes.

Kristin: Okay, very good. I hope I wasn’t typing too loudly (laughs). So, my recent experience is that our student government became interested in affordability, broadly. And they seem to be very focused on a traditional reserve library, even though their survey results pointed directly to the inconvenience of a traditional reserve library for our very diverse and distributed and online focused campus.

And one of the things that’s difficult is that when they hear from me, things that I think would work, and I’m glad to hear others saying that, there’s perhaps an order in which to do some education, before we lobby for policy either on campus, or in the state. Those are the kinds of experiences and shortcuts I would like them to know more about. When it comes from me it sounds like I’m telling them that I don’t want them to do this work.

When in fact, I just want them to do it with some wisdom behind it that makes good use of their time. So, I feel like that might be better coming from peers that have had some success with it. I don’t know how others feel about that, or about the feasibility of that? I know our students are very busy, just holding down the good work that they’re doing on their own campuses.

So, I think just like in life, the good students are often the ones asked to do a lot of different things. And so, this might be adding to their work, but if there were a way to maybe develop a forum for them of some kind, that might be, or to see if they’re interested in doing that. Interested in your thoughts, thank you.

Karen: Yeah, thanks, Kristin. I’m interested, too. Thoughts on Kristin’s comment? (Silence) Kristin, I think the thoughts are going to evolve over time. (Laughter)

Jessica: Yeah, this is Jessica. I wish I could offer more information on that, but unfortunately, being from a two-year organization our students rotate very quickly through their student government positions. And I’m just starting again this summer to have a conversation with our incoming officers.

While I have a couple that are very keen on the concept of OER, I’m in the same boat in terms of trying to figure out good onboarding procedures and good ways to help them shortcut the process of learning about it. And then, being able to affect the way, work with administration or lobby on students’ behalf and those kinds of things. So, I don’t know answers, I wish I did.

Karen: Thanks Jessica.

Kathy: This is Kathy Labadorf at the University of Connecticut. We have very, very active PIRG group as well as USG here at UConn. And Ethan Senack is one of our alums and Simona [Zemay 0:41:54] who’s doing PIRG nationally now as one of our people that was on our group when I started working at this. And what we did was the, what I was wondering last year, or actually, it was two years ago.

I know we’re focusing on getting faculty to know what OER are. Faculty do need to know, but my question was that do students know what OER is? And the issues surrounding OER? And so, our PIRG group did, they tabled across the campus in dining halls, in the student union and they had a survey. And over 900 students replied, actually did their survey. And they found out how much money they spent on their textbooks last year, what they know about it.

They had a lot of questions. And I have their report, I only have it as a Word doc, and not as a link. But I could put it up in my Google Drive, and then link to the Google Drive, I suppose, if you’d like to see their final report, which they made last March. They created it last March. So, this way, not only were they bringing the OER issue and making students know they were asking what other faculty do you have that try to make the course the least expensive as possible?

And I learned a lot more new names of faculty, who are really on OER side. And who are doing everything they can, that weren’t using OER, but they were actually the issue of saving the students money. So, you can find out a lot of information and again, here at UConn it really was a ground, from the ground up kind of. It started with the students. So, it started with the students who knew, the USG students and the PIRG students.

So, I think it’s really great to get students out there, who are really supportive of like the PIRG group, of OER and know a lot about it, talk with their students. So, does anyone want to see the final report from UConn?

Karen: Yeah, Kathy, that would be great!

Kathy: Okay.

Karen: In the chat.

Kathy: All right, I’ll figure out how to do that. Okay. Thanks.

Karen: Thank you, Kathy. And also, in the chat it looks like Kristin is being connected with other people who have some potential resources, whether it be students, or guides, or toolkits. Christina, you’ve been really active in the chat, do you want to talk a bit about student advocacy that your student governors worked on?

Christina: Sure, this was in British Columbia. I’m at the University of British Columbia in Vancouver. And we’ve had varying levels of activist students over the years on OER. The toolkit that I put into the chat was created by some from about three years ago, I think. And then, we went for a year with not as active students. And then, last year we had pretty active students. And now, we’re waiting to see what the elections have brought us.

But, one of the things we found a few years ago was that students could get meetings with administrators that I, as a faculty member, I couldn’t just email the president and say, “Hey, let’s have a meeting.” But the student government could. Or provost’s office, or other kinds of senior administrators, so that was really useful. They seem to have a platform and a voice that’s a bit stronger in that regard, than faculty advocates or staff advocates or librarian advocates.

So, that’s been really great. One other thing they did was and Jenny Hayman was asking me about this in the chat, they talked to our committee who advises the president on promotion and tenure. And managed to get into a guide that committee creates for promotion and tenure some information about creation of OER. Now, this applies mostly to, we have two faculty streams, one is research and one is teaching.

And the teaching faculty stream has to do educational leadership to get promoted and to get tenure. And creating OER can count as educational leadership, because it’s basically producing something that has impact beyond your class. So, that now is, it’s not an official policy, it’s sort of a guideline of what can count. It’s not like a policy policy, it hasn’t been passed anywhere.

But that was a significant step for us in helping at least that track of faculty see that there’s some value in it. And they’ve also done a lot of work on somebody was describing standing outside the bookstore getting data on how much students are spending, doing a whole social media campaign, called Textbook Broke PC to try to raise awareness around other students. So, that’s just a couple of things that they have done.

Karen: Thanks Christina. Jonathan, you’ve also been offering some experiences, you had mentioned a survey in Colorado. And you had a couple of questions for Billy, are you willing to unmute?

Jonathan: Sure. Hi, I guess we did as part of a bill a year ago to get information from, some people have given examples of legislatures stumbling along the way. But we were lucky in Colorado, we had a bill that brought a group together to find information and make a careful, considered proposal, which was pretty directly turned into the bill that was passed earlier this year. And so, we’re going to get started implementing that in the next few weeks, actually.

But as part of the bill that set us up, we were supposed to survey current use. So, we did a great big survey and we had, I don’t remember the number, but it was thousands of respondents across the state. And we had parents and librarians and K through 12 and faculty, administrators and IT people on campuses. And the take away message from that was absolutely your librarians know what’s going on, talk to them.

And the faculty administrators don’t, so educate them, and certainly students and parents don’t. It was interesting, one thing I did I actually got the data and I disaggregated it a little bit and I found another question we asked is how important is textbook cost to you? And so, parents and students answered that and said, “Quite important.” And faculty and administrators all had, okay, we see it could be important, but not so important.

And I sort of disaggregated by tenured faculty and other groups [inaudible 0:49:23] and the resolution we had was tenured faculty and non-tenured. So, presumably, people who are adjuncts or lecturers who were also tenure track but hadn’t yet got tenure. So, I was viewing that as some sort of proxy for how old you are, or how long you’ve been in the business. And I found that the older faculty response on the question how important is textbook cost to you?

Was significantly lower than the other faculty group. So, clearly there’s a sort of age component to this, and it’s because we gray haired folk, when we were younger, textbooks were not proportionally as expensive as they are today. So, I think that’s an interesting lesson there to learn about, I don’t know how to make an action item out that, but it’s anyway. If you want our report, it’s if you search on the Colorado OER council it’s on the Colorado website. Or if you just Google my name, it’s on my page where I have all my shared resources.

Karen: Thanks, Jonathan. And was there something you wanted to ask Billy? I seem to recall seeing a question for him in the message?

Jonathan: Yeah, thank you. Billy, you were talking about how you feel like maybe you were blindsided by lobbyists speaking for commercial publisher interests. I was wondering does Hawaii have an in state public commercial publishing interest? ‘Cause that often if there’s a big corporation in a state, they can influence the legislators.

Or the alternative would be if there was no [inaudible 0:50:47] then maybe the commercial publishers are going across state lines, because they’re afraid that if this movement starts, even in states where they’re not registered, that this may take off and hit their bottom line in the long run.

Billy: Sure, that’s a great question. I’m not entirely sure that there is a publishing organization here, in Hawaii, that would have been listening in on this. I know it caught the attention of national groups that are, but their interest is in maintaining publishing revenues and that sort of thing. And so, if you read the spark that puts out the OER digest, they talk about the bills that come through, that kind of thing, our bill was mentioned in that several times.

And then, as it died quietly we stopped hearing about it. So, lots of people knew about it, the national association of college stores NACS, they knew about it early on. That’s actually who I found about out our bill from. Yeah, I’m not entirely sure what happened. I do know there was a conference that happened a week after one of the hearings in the bill. I know that Pearson and Cengage were both on island.

And they have one representative for the state, each of them do. And so, yeah, I’m not totally sure, but yeah, we were kind of blindsided. As Suny mentioned earlier, we are pretty sure, but not actually sure that our statewide group of student senators from all the campuses got together and talked to the senator that introduced the bill. But that wasn’t actually spoken, no one ever said that that had happened.

We were pretty sure it did, but we’re not totally sure. But yeah, again, so in the original language of the bill they actually had copied and pasted text from oer.hawaii.edu our OER website into the bill. So, they know, they’re aware of us. And the committee, in the hearings they talked about the UH OER team as something more of a formalized group. We are more of an informal group.

But we’re a network from throughout the state. But there was a little confusion about what we’re doing, and what was going to be effective. And so, if they had just come and talked to us, and maybe if I’m not sure if publishers were involved at the end there. But if they were, it would have been great to at least know about it. But as legislation goes, even as a bill goes through all the hearings, passes the house, crosses between the houses and is passed.

There’s even a final moment where in the closed-door committee the bill can change before it’s sent to be signed off into law. So, we tried our best to pay attention to it, but to get back to your original question, I don’t actually know that there’s a group in Hawaii that would have been lobbying on behalf of publishers.

Jonathan: Actually, in Colorado, when we had our meetings a year ago to prepare our proposal, one day and they’re open by Colorado law, these are open public meetings. And one day, there was a person sitting in the back, and we found out this was an Elsevier representative. So, and certainly Elsevier does not have a corporate headquarters in Colorado. So, clearly, they’re aware of these things.

But they then stopped coming and I went to all of the hearings at the budget committee in the legislature, and it was very— it sailed through with very little attention on it. So, unfortunately you got too much attention, so that’s why they went after you, I guess.

Sunyeen: The conference, that I have to go, soon. I’m sorry, that Billy was referring to is a conference held by all the community colleges across the state. And Cengage had a huge presence there. They bought all the swag, basically. And they also ran a workshop about their access products. But it’s only community colleges at that point. They’ve been tracking our statewide committee conferences. We’ve been presenting about OER for the last four years.

And we constantly have been noticing Pearson and Cengage representatives coming to the conference. So, they’re watching us very closely. So, we’ve just been managing that relationship.

Karen: Thank you, all. We’re rounding close to the hour here. And I think we have time for another question. I just wanted to call everyone’s attention to Jenny’s helpful note, which pretty much read my mind. Which was how are we going to save all these links in the chat? So, you can do so personally, and we also are going to do so collectively for the group. But you can click on the save chat feature in Zoom, in that little grey more button so that you’re not manically copying and pasting links from the chat so that you don’t forget them.

So, that’s a good feature. Liz, I saw you had a question about bookstores, has that been answered? Do you want to pose that to the guests, if not?

Liz: Karen, I think Ed and Michelle provided some really great resources. My question was around the limitations in some of the student systems and actually seeing that an OER was used for a course. But, in the chat there’s some great links from Michelle and Ed. Thank you.

Karen: Super, thanks. Any other questions you guys want to squeeze in, before we say farewell? There maybe things that I’ve missed in the chat. It’s been a wide ranging, very rich conversation. And may indicate we should revisit. Final thoughts from our guests, as we wrap up. Of course, many thanks to the three of you. Any closing thoughts based on our time together today?

Michelle: I had just a quick note on policy in Texas last year, and this is why we have all of the work around OER course markings. But last year, this state passed a bill and it required course markings, it established a grant program and called for a feasibility study for a repository. The call for proposals just came out on the grant program. And they are requiring either that resources developed are placed into the public domain or licensed CC BY SA and C.

Which is so bizarre to me, there is an option in there for people to request a different license in the project narrative when they apply. But it’s not the default, so I was really initially very thankful that I wasn’t tasked to be on this working group. But now, I’m like, “Oh, but they needed some help.” ‘Cause I don’t know how this licensing requirement came to be.

So, that’s just a note that some strange things are happening in Texas. And if you have a chance to involve yourself in what those grant programs look like early on, maybe you should try to do that.

Karen: Thanks, Michelle. And also, I see Matthew’s question. Anyone worked with their discipline’s accrediting body on OER? Have any of our three guests, or anyone else on the call? I see heads shaking no.

Jessica: Not at State, no.

Billy: No, I haven’t. I’d say that in terms of tenure and promotion, it’s up to the individual departments within the colleges within our university to do that. And so, we have a couple of different departments that have in their guidelines, which are not policy, stated general support for OER. And they may look at a candidate who’s going up for tenure promotion more positively if they’ve been doing those kinds of activities with OER. But it’s really sort of it’s all over the place. And not every department has adopted any kind of language like that.

Karen: Okay, thanks, Billy. And thank you Rebecca Van de Vord, at Washington State University, thank you Jessica Norman at Southern Alberta Institute of Technology. And thank you, Billy Meinke at University of Hawaii. And thank you to everyone who joined us today. Another great conversation and we look forward to more in the coming months. Until then, I hope you have a great rest of the week.

Chat Transcript

14:01:39 From Apurva Ashok : Thanks everyone for joining us!

14:06:01 From Kathy Labadorf : Anyone else getting a lot of feedback?

14:06:12 From Kim : I’m not.

14:06:18 From Christina Hendricks : no, seems okay here

14:06:27 From RadioFreeTerry : OK on my end

14:06:34 From Kathy Labadorf : Restarting.

14:06:43 From Apurva Ashok : Sorry to those who are – we’re a pretty large group today, which might be why! Please restart and let us know if that helps.

14:07:16 From Cable Green (CC) : OER Policy Development Tool: Developed by Amanda Coolidge & Daniel DeMarte as their CC Institute for Open Leadership project: http://policy.lumenlearning.com

14:07:33 From Karen Lauritsen : Thanks, Cable

14:07:46 From Apurva Ashok : Thanks Cable. Very neat and useful tool!

14:13:18 From Apurva Ashok : Here’s a link to WSU’s policy for those interested: https://provost.wsu.edu/open-education-resources/oer-policy

14:14:43 From Apurva Ashok : And SAIT’s full policy (in PDF format): http://www.sait.ca/Documents/About%20SAIT/Administration/Policies%20and%20Procedures/AC.2.21.1%20Open%20Educational%20Resources.pdf

14:15:06 From Jenni Hayman : Thanks Apurva, good links!

14:15:54 From Billy Meinke : http://oer.hawaii.edu/policy-and-open-educational-resources-in-hawaii-the-story-of-sb-2328/

14:18:38 From Cable Green (CC) : Did AAP and Elsevier show up? Sounds like their lobbying work.

14:20:01 From Amy Hofer : wowza, that’s quite a journey. I agree that no legislation is preferable to poor legislation.

14:21:13 From Matthew DeCarlo : in Virginia, we have a mandate to implement a plan for OER/low-cost textbooks. What messaging has been effective to get administrato buy-in?

14:21:14 From Cable Green (CC) : hand

14:21:57 From Sunyeen Pai : How do the different policies handle copyright for the faculty?

14:22:06 From Ed Beck : https://analytics.lumenlearning.com/impact/

14:22:19 From Christina Hendricks : getting students involved has worked well at university of british columbia as well.

14:22:25 From Ed Beck : I went to David Wiley’s talk at the NE OER Summit, and he shared this dashboard. In the link above

14:22:25 From Jonathan Poritz : but isn’t student involvement a bit of a mixed bag for the faculty?

14:22:41 From Ed Beck : It shows the financial impact for OER on the bottom line.

14:22:43 From Amy Hofer : With input from various groups in Oregon I started a policy brainstorm page this spring. Note that this is in the context of Oregon, where we already have a course designation mandate for example… https://docs.google.com/document/d/1VPUxjbwbHNafTWsdJ6xA1P1LQHS0C66IdQIuKBgNF0o/edit?usp=sharing

14:23:31 From Kim : Thanks for this, Amy. Very helpful.

14:23:56 From Apurva Ashok : Thanks @Ed, and @Christina, really good to know. If time permits, we’d love to hear more from you both.

14:24:03 From Jenni Hayman : Ontario University Students (OUSA) policy paper that was shared with government…https://d3n8a8pro7vhmx.cloudfront.net/ousa/pages/1520/attachments/original/1511274112/Open_Educational_Resources_document.pdf?1511274112

14:24:05 From Apurva Ashok : Thanks @Amy!

14:26:03 From Michelle Reed : Students have been successful on our campus, too, getting admin’s attention. This was unrelated to OER advocacy but has a huge impact on our work. The students got the President’s attention by complaining about access codes, which he was unaware of. A scan, which demonstrated widespread use, resulted in a “moratorium” on access codes.

14:27:05 From Kathy Labadorf : There are quite a few schools that have an Open Access Policy for Faculty. Has anyone developed and had approved by the Faculty Senate an OER Policy of any kind?

14:27:23 From Amy Hofer : @ Michelle the Oregon Student Association has been amazing in advocating to state gov’t. Also resulting in super knowledgeable students who can mentor other students.

14:27:41 From Jenni Hayman : Christina, is the UBC policy just about tenure or is it more comprehensive?

14:27:55 From Apurva Ashok : Thanks Michelle.Really amazing to hear

14:28:24 From Apurva Ashok : Rebecca says: The WSU policy was approved by Faculty Senate!

14:28:54 From Matthew DeCarlo : thanks, everyone!!

14:29:15 From Jonathan Poritz : billy: is there a local commercial textbook publishing industry in Hawaii? Or are publishers from other states moving across state boundaries to speak out in other states (like yours) out of fear that the OER movement will build large-scale momentum?

14:29:39 From Christina Hendricks : @jenni We don’t really have any official policy—it’s a bit complex. What we have is that faculty in the teaching stream can use OER creation as an example of one part of their job—educational leadership—for promotion and tenure. But it’s just in a guide that doesn’t have a full official status. And it’s just one way faculty in that stream can show educational leadership. We have no other OER policy-like things.

14:30:20 From Jenni Hayman : Thanks Christina, good clarification, but still a good guideline!

14:30:24 From Cable Green (CC) : Nice – well done.

14:30:56 From Michelle Reed : We had an incredible student body president last year (unfortunately, she graduated this spring), and we worked together a lot on OER advocacy. She’s was involved with statewide efforts, presented to the Provost and Deans, and presented a TEDX talk on OER. She also got another student from gov involved, and this student will be VP this year.

14:34:24 From Apurva Ashok : Wow, how incredible! Kudos to her, and congratulations on graduating! Really exciting to see students inspiring one another, as well as others!

14:34:42 From Kristin Woodward : Are any of your student advocates interested in talking with students who are just becoming aware of OER advocacy?

14:35:11 From Cable Green (CC) : Creative Commons is always happy to help review and/or help write open policy language … and meet with the lawyers as needed.

14:35:24 From Apurva Ashok : For those who don’t want to scroll through this fairly long chat, here’s the blog post Billy mentioned: http://oer.hawaii.edu/policy-and-open-educational-resources-in-hawaii-the-story-of-sb-2328/

14:35:30 From Apurva Ashok : Thanks Cable!!

14:37:35 From Kathy Labadorf : Your PIRG group is another fantastic activist group for OER.

14:38:32 From Cable Green (CC) : OER Policy Brief (for policy makers) we wrote for Commonwealth National Governments.. feel free to revise / remix: https://www.thecommonwealth-educationhub.net/oer

14:40:20 From Preston : I’d love to hear more about the moratorium on access codes and what long-term effects come from it.

14:40:39 From Cable Green (CC) : FAQ: OER for Policymakers: https://docs.google.com/document/d/1px3jCbMW-bzhc7oNwxgaphTrurTr39lnowq1ZyE8Ec0/edit

14:41:06 From Matthew DeCarlo : Has anyone had any experience working with your discipline’s accrediting body (in social work it’s the council on social work education) to create policies around OER?

14:42:38 From Christina Hendricks : There are some student government organizations nationally, right? In British Columbia and in Canada I think there is, and I hear that sometimes there are discussions amongst students about OER at those meetings.

14:42:56 From Kristin Woodward : Thanks!

14:42:57 From Christina Hendricks : If anyone wants to connect with me offline I can ask our students to see if they’d be interested in talking to other students.

14:43:28 From RadioFreeTerry : It sounds like there might be a need for some standing resources for student/student-government “onboarding” around OER use, policy, and advocacy.

14:43:34 From Apurva Ashok : Cable, thank you for these wonderful resources. We’ll be sure to compile all these links and share along with the recording. @Christina, I think there are, at least here in Quebec too! Thanks for your offer too.

14:43:35 From Michelle Reed : Kristin: If you want to email me I can check in with our VP to see if she is interested.

14:43:39 From Kristin Woodward : Thank you, Christina!

14:43:48 From Kristin Woodward : And Michelle!

14:44:27 From Jenni Hayman : At eCampusOntario we’re hosting the new incoming leaders from various Ontario college and university institutions to a one-day workshop (led by near peers) to learn more about OER.

14:44:28 From Christina Hendricks : Here’s a student advocacy toolkit that some of our student governors in the past worked on: https://opentextbc.ca/studenttoolkit/

14:44:46 From Jenni Hayman : Student leaders I mean.

14:44:47 From Michelle Reed : Preston, I’d be happy to share more as things unfold. It’s messy, at best, right now.

14:44:55 From Kim : I would like to see your document, please.

14:45:04 From Jonathan Poritz : we did a survey in Colorado of OER knowledge among many stakeholder groups, and basically only librarians — not faculty or students or administrators — had much knowledge at all. the report is online, if you’re interested

14:45:36 From Cable Green (CC) : Billy has done some really nice work re: student data and commercial publishers and platforms. Billy – could you talk about why student data privacy matters … and what we could do with policy to ensure student data is protected? http://billymeinke.com/2018/03/21/student-data-grabbers/https://medium.com/@billymeinke/signing-students-up-for-surveillance-textbook-publisher-terms-of-use-for-data-24514fb7dbe4

14:45:51 From RadioFreeTerry : @christina that student toolkit looks amazing!

14:46:07 From Lauri Aesoph : We invite Student Advocates to email BCcampus for materials: https://open.bccampus.ca/student-advocates/

14:46:19 From Michelle Reed : This is our guide for students who want to get involved: http://libguides.uta.edu/students/outreach

14:46:35 From Sunyeen Pai : Leeward Community College ran a student survey with a very high response rate. I can check with them about sharing.

14:46:47 From Billy Meinke : Awesome guide, Michelle.

14:47:06 From Kristin Woodward : Thank you, Michelle!

14:47:13 From RadioFreeTerry : +1

14:47:33 From Michelle Reed : Thanks! Portions based on work from the incredible Brady Yano: https://opentextbc.ca/studenttoolkit/

14:48:41 From Apurva Ashok : Thanks Lauri, Michelle, Sunyeen, Terry, Cable, and Jenni! Lots of amazing resources being shared.

14:48:49 From elizabethmays : Re. the bookstore. I’m curious if anyone’s OER policies have any mandates for the bookstore or whatever other department operates the platform on which course textbooks are listed for students. To make it easy to surface once a faculty does adopt or create an OER to use in their course. Particularly if university resources were used.

14:50:24 From Amy Hofer : Recent report from University of Oregon masters students indicates that students want to know about no/low cost course materials everywhere they search (registration, bookstore, etc…) http://openoregon.org/evaluating-oregons-open-educational-resources-designation-requirement/

14:50:34 From Jenni Hayman : CCCOER and many in the community college system have stories about marking course catalogues with OER, yes? @Una?

14:50:43 From Kim : This is a survey one of our student leaders conducted with SGA just last year. STudents came to College Senate and presented. https://drive.google.com/file/d/0B-pykBedxZtRb01KSDNRREdWcXZtSFNIUWl1dUVXYWFEOERj/view

14:51:32 From Ed Beck : SUNY has started marking our registration systems so students know when they register.

14:52:11 From RadioFreeTerry : @Jonathan is this the report you were talking about? https://highered.colorado.gov/Publications/Reports/legislative/OER/OER_Nov2017.pdf

14:52:34 From elizabethmays : Ed, Do you know what mechanism or system they’re using to do this? I’d like to advocate for this…

14:52:34 From Apurva Ashok : @Ed, WSU is also working on this

14:52:50 From Kathy Labadorf : Here is the UConn PIRG report link. I hope it works. https://drive.google.com/file/d/1SeaWUa2ssXEJbDojuTZNkYi3KTfMBc6j/view?usp=sharing

14:53:15 From Jenni Hayman : There are certainly sales teams from publishers employed in most states.

14:53:15 From Apurva Ashok : Works perfectly, thank you!

14:53:17 From Kim : Got it. Thanks!

14:53:22 From Michelle Reed : Regarding course markings, I’m leading a project to develop a resource on this. Check it out! https://projects.rebus.community/project/rBBwMCEK49MBWf6XwYgVTt/marking-oer-courses-best-practices-and-case-studies

14:53:26 From Kathy Labadorf : Wonderful

14:54:12 From Ed Beck : It differs from campus to campus… It had to be coded into our SIS first, and then it had to be coded into the registration software

14:54:37 From elizabethmays : Thanks Ed and Michelle!

14:54:39 From Ed Beck : So they made the attribute in Banner, and then made that show up in the student registration views

14:54:40 From Michelle Reed : The first iteration is here: http://libguides.uta.edu/txtoolkit It includes a link to a survey managed by OpenStax, which is an incredibly valuable way to see what is happening on this front at other campuses.

14:54:40 From Jenni Hayman : Not sure if everyone knows about the “Save Chat” feature in Zoom, but if you click on the “More” pulldown menu, you can save the chat to your desktop. Handy for grabbing links and resources!

14:55:16 From Kathy Labadorf : Great tip! Thanks

14:55:46 From Apurva Ashok : Thanks Jenni! Given the wonderful conversation in the chat, we will likely make it available along with the recap.

14:56:03 From Jenni Hayman : Super!

14:56:31 From Sunyeen Pai : Have to leave now!! thank you!!

14:56:39 From Apurva Ashok : Bye Sunyeen! Thank you!

14:57:24 From Marilyn Billings : Thanks everyone. Excellent conversation!

14:57:27 From Michelle Reed : I can share something. Not question.

14:57:34 From archives : Very informative. Thank you!

14:57:35 From Matthew DeCarlo : anyone worked with their discpilne’s accrediting body on OER?

14:57:37 From Una Daly, CCCOER-OEC : Thanks everyone, very helpful for outreach to students!!

14:57:47 From margaretkeller : Thanks. This has been very informative.

14:57:49 From Michelle Beechey : Thanks for sharing all the great info!

14:57:49 From Kristin Woodward : Thanks everyone!

14:57:52 From Apurva Ashok : Thank you all!

14:57:55 From jpavy : Thanks so much!!

14:58:00 From Sharon : Thank you!

14:58:04 From Mike Welker (NC State College) : good stuff — thanks all!

14:58:04 From Jenni Hayman : Thanks everyone!

14:58:04 From Lauren Ray : Thanks very much! This has been very useful!

14:58:25 From Chris Rudecoff : Thanks to all!

14:58:38 From Cable Green (CC) : CC has been working with Texas … it’s been really hard 😉

14:59:06 From Matthew DeCarlo : well. dang 🙁

14:59:07 From Michelle Reed : Alas. It’s Texas.

14:59:48 From Jonathan Poritz : Thanks: great guests, wonderful conversation!

14:59:51 From Matthew DeCarlo : you all are amazing!!!

14:59:51 From Jenni Hayman : Or even professional accrediting bodies such as Engineering, etc. Good question Matthew.

14:59:54 From Amy Hofer : Thank you, great topic!

14:59:54 From Apurva Ashok : Thank you all so much!

14:59:58 From Cable Green (CC) : Great speakers!

15:00:02 From Kathy Labadorf : Thank you!

15:00:04 From Kim : Thank you all so much!!

15:00:06 From Michelle Reed : Thanks everyone!

15:00:07 From RadioFreeTerry : Thanks everyone!

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