1. 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

2. 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

3. 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

4. Open Educational Resources at the University of Central Florida

5. Textbook Costs & Students
Students avoid, delay, and illegally acquire textbooks due to textbook costs.
Florida Virtual Campus 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

6. 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

7. 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

8. 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

9. 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

11. 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.”

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

13. 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

14. 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

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

16. 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

17. 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

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

19. Open Educational Resources at the University of San Diego

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

21. 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

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

23. 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

24. 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

25. 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

26. 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

27. 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)

28. Contact Information
Julia Hess, Collection Services and Metadata Librarian Alejandra Nann, Electronic Resources and Serials Librarian Sarah A. Norris, Scholarly Communication Librarian John Raible, Instructional Designer

29. Questions? Thank you!