A Tale of Two Campuses: Open Educational Resources in Florida and California Academic Institutions SaraH Norris and John Raible, University of Central Florida Julia Hess and Alejandra Nann, University of San Diego

State Textbook Affordability (TA) Context First TA Law passed in 2008 No Teeth Textbook information posted 30 days before semester “Recommendations” Updated 2016 More teeth Textbook information posted 45 days before semester Institutional Reporting Possible language to override bookstore contract

OER in California 2008: First OER law passed, promoting OER in community colleges 2012: Public higher education systems directed to develop OER digital library 2013: California OER Council formed 2016: Community College Zero-Textbook-Cost Degree Grant

Open Educational Resources at the University of Central Florida

Textbook Costs & Students Students avoid, delay, and illegally acquire textbooks due to textbook costs. Florida Virtual Campus - 2016 Florida Student Textbook Survey 71% spent at least $300 on textbooks in Spring 2016 66.6% have decided not to purchase a textbook 47.6% have taken fewer courses 26% have dropped a course

Working Group Formation Independent Efforts TA Lib Guide (Library) e-Textbook Integration with LMS (CDL) Redesign of Academic Program Integrated Business Program Goal: No Textbooks Librarians and Instructional Designers involved Lead to working group

Textbook Affordability Goals at UCF Create a campus environment favorable to textbook affordability issues/adoption Systematically promote high quality, ADA-compliant, open educational resources (OER) and Library-Sourced content to reduce student costs Work within constraints of bookstore contract

Three Case Studies at UCF Determine if present materials are openly accessible through other avenues Offer open or library-sourced materials as an optional replacement for existing textbook Adopt an open or library-sourced book

Determine if Present Materials are Available through Other Avenues Example: English department faculty Course: ENL2012 English Literature I Format: Fully online Enrollment: 38 (Summer 2016) Recruitment: Met through Subject Librarian Our Roles Librarians: Located materials; handled copyright IDs: Assembled materials and inserted in course section; developed syllabus wording Librarians and IDs: Distributed survey at end of course

Survey Results: Summer 2016 n=22) 86% found the digital readings easy to access and use 77% indicated that that the ePub was easy to read and study from “Most importantly, the fact that the textbook was free is probably the best benefit. However, there are many more benefits from using the online textbook. It was much easier to be able to take the book anywhere, whether it be on a phone, laptop, tablet, etc. Also, if you're like me, and you like to physically hold paper and write notes out, you could easily print out the PDF pages and have a hard copy in your hands. Overall, I think that the online textbook is a FANTASTIC idea.”

Cost Savings Subject Potential Savings: 1 semester Projected Savings: 1 year Projected Savings: 5 years English $2,660 $13,300 $66,000

Offer Open or Library-Sourced Materials as an Optional Replacement for Existing Textbook Example: Economics department Course: ECO2023, Microeconomics Format: Reduced Seat Video Streaming Enrollment: 1429 (Spring 2016) Recruitment: Instructional Designer contacted Our Roles Librarians and IDs: Submitted IRB application; surveyed students on choice of textbook and beliefs

Survey Results: Spring & Summer 2016 (n=123) The book I selected was: Official Textbook ($200) - 28% of sample OpenStax Textbook (free, digital) - 15% of sample Easy to acquire 88.57% 100% Easy to use 65.71% 94.74% Easy to read Easy to study from 51.43% 84.21% High in quality 68.57% Supported performance 54.29% 78.95% Relevant to course

Cost Savings Subject Potential Savings: 1 semester Projected Savings: 1 year Projected Savings: 5 years Microeconomics $285,800 $700,000 $3,500,000

Adopt an Open or Library-Sourced Book Example: History department Course: AML2020 American History 1877-Present Format: Face-to-Face Enrollment: 20 (Summer 2016) Recruitment: Attended Presentation Our Roles IDs: Opened line of communication with OpenStax; procured print copies; worked with bookstore to ensure rental textbook option Librarians and IDs: Hosted a session about OpenStax Librarians and IDs: Distributing survey at end of course

Survey Results: Summer 2016 (n=13) The open book was:   Easy to acquire 92% Easy to use 85% Easy to read 77% Easy to study from High in quality Supported performance Relevant to course

Cost Savings Subject Potential Savings: 1 semester Projected Savings: 1 year Projected Savings: 5 years History $1,840 $28,160 $140,800

Open Educational Resources at the University of San Diego

University of San Diego: OER Timeline 2014-2015: Librarians tried to gauge faculty interest in OER 2015-2016: Copley Library OER Initiative launched Spring 2016: Evaluation of OER pilot 2016-2017: Second year of OER program

University of San Diego: First Steps Initial attempts to interest faculty (e.g. workshops) failed Copley Library OER Initiative provided monetary incentives to faculty Requirement: Replace textbook(s) with OER Librarians acted as consultants for participants First year savings: $12,000 impacting 118 students

What changes did we implement? Rubric to evaluate stipend applications Meeting with Constituents/Stakeholders Promoting and marketing activities

Copley OER Initiative: Year 2 9 faculty stipend recipients Offered 2 meetings in the summer Schedule 2 meetings each semester (optional) Check in monthly and offer in-person meetings Invited previous stipend recipients to attend meeting

Future OER Plans at USD Open Textbook Review Create Copley Library OER Committee Discuss related issues and current news Review stipend applications Promote and educate faculty Add subject tabs to LibGuide

Course-Level Implications Indicate to students AND the bookstore if other editions of the textbook are acceptable Closely examine bundled material - how much together and separate? If using open resources, tailor course content around them Talk to your subject librarian about alternatives Survey your students

Institution-Level Implications Working with individual faculty is not feasible or scalable without additional staff resources Communication with faculty member and other collaborators is essential to success Allow sufficient time for the process (copyright, licensing, scanning) Assessment is necessary to show effectiveness Focus on GEP offerings Explore bookstore relationship

University of San Diego: Evaluation Faculty reports should be turned in by early June Librarians should be take more active role in communicating with faculty Librarians should begin to reach out to other stakeholders on campus (e.g. the bookstore, student groups)

Contact Information Julia Hess, Collection Services and Metadata Librarian jihess@sandiego.edu Alejandra Nann, Electronic Resources and Serials Librarian ajsnann@sandiego.edu Sarah A. Norris, Scholarly Communication Librarian sarah.Norris@ucf.edu John Raible, Instructional Designer john.raible@ucf.edu

Questions? Thank you!