Faculty Perceptions of an OER Stipend Program

Hollister, Christopher; Patton, J.R.

doi:10.1080/13614533.2021.2000452

Cited by 7 publications

(2 citation statements)

References 34 publications

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“…Much of the literature assessing OER programs focuses on student academic performance and/ or retention, such as by Hilton, Fischer, Wiley, & Williams, 2016;Wiley, Williams, DeMarte, & Hilton, 2016;Grewe, 2017;Clinton, 2019;Hardin, Eschman, Spengler, Grizzell, Moody, Ross-Sheehy, & Fry, 2019;Engler & Shedlosky-Shoemaker, 2019;Cummings-Clay, 2020;Magro & Tabaei, 2020;Khoule, Idrissi, & Sze, 2021;Bol, Esqueda, Ryan, & Kimmel, 2022;Hollister & Patton, 2022;Griffiths, Mislevy, & Wang, 2022;and Jaggars, Prieto, Rivera, & Folk, 2022. These authors conclude that students who used OER either demonstrated the same or better academic performance and had the same or better retention rates in comparison to their peers who used commercial texts.…”

Section: Review Of Literature and Research Frameworkmentioning

confidence: 99%

Reviewing a 5-Year Grant-Funded Campus OER Initiative: Reflections, Successes, & Challenges

Boyle

2023

Open Praxis

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Open Educational Resources (OER) have continued to gain traction in higher education, assisting with ever-rising costs of publisher textbooks and supporting pedagogical innovation. Starting in 2017, NY state legislature has allocated funds annually to be split between its two public university systems to support and incentivize the adoption of OER. The author's institution, an included public college, has secured portions of this funding each year. This paper will focus on the initial five years of the statefunded OER initiative at the City University of New York (CUNY) College of Staten Island, with reflections on the successes of the program, the overall process of the annual grant cycle on campus, challenges that arose in the burgeoning OER program, and suggestions for future considerations. The main aim of this paper is to highlight the impact of state funding on the establishment of a library-facilitated OER initiative, to serve as a example for other institutions who are seeking to build an OER program. 227 Boyle Open Praxis

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Section: Review Of Literature and Research Frameworkmentioning

confidence: 99%

Reviewing a 5-Year Grant-Funded Campus OER Initiative: Reflections, Successes, & Challenges

Boyle

2023

Open Praxis

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“…A more geographically diverse study was conducted in 2020 and found that textbook incentive programs have been implemented across a variety of institutions in the U.S. and have a significant positive impact on student savings and pedagogical innovation (Lierman, 2020). While financial incentives alone are rarely the sole motivating factor for faculty to participate in these programs (Coleman-Prisco, 2016;Todorinova & Wilkinson, 2020;Hollister, C.V & Patton, J., 2021), the financial support can create uncertainty about copyright ownership given the provision of "unusual support".…”

Section: Review Of the Literaturementioning

confidence: 99%

In Keeping with Academic Tradition: Copyright ownership in higher education and potential implications for Open Education

Gumb

Cross

2022

JCEL

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Most postsecondary institutions in the United States have a copyright and/or intellectual property (IP) ownership policy, outlining under various circumstances the ownership of copyright and IP generated by faculty, staff, and students (Patel, 1996). As awareness of open educational resources (OER) increases and both faculty and student creation of openly licensed materials builds momentum, a closer examination of copyright ownership policies and what legal and ethical implications they may have for open education is crucial. This study analyzed 109 copyright ownership policies at both public and independent two-year and four-year postsecondary institutions of higher education in the U.S. and surveyed facilitators of open education initiatives (generally librarians and related educators) at these same institutions (N = 51) to gather the perceptions and preferences of their copyright policies with respect to locally-developed OER. The content analysis revealed that while the ownership of scholarly works overwhelmingly belongs to the person who created the work, variables such as unusual support and potential uses affect copyright ownership. These factors can be problematic for faculty who receive support through campus programs to create and share openly licensed instructional materials beyond their institution and are also problematic for students participating in OER-enabled pedagogy coursework and projects. While our survey showed that many in the open community indicate that they have great confidence in their understanding of these policies, that certainty is often pinned to a sense of shared values and unspoken assumptions, rather than clear legal rules or reliable policy.

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The Use of Open Educational Resources (OER) in Digital Pedagogy

Bećirović

2023

SpringerBriefs in Education

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Faculty Perceptions of an OER Stipend Program

Cited by 7 publications

References 34 publications

Reviewing a 5-Year Grant-Funded Campus OER Initiative: Reflections, Successes, & Challenges

Reviewing a 5-Year Grant-Funded Campus OER Initiative: Reflections, Successes, & Challenges

In Keeping with Academic Tradition: Copyright ownership in higher education and potential implications for Open Education

The Use of Open Educational Resources (OER) in Digital Pedagogy

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