1. Providing Academic Support to Students through Open Educational Resources (OER)
Jacqueline M. DiSanto, Ed.D. & Denise Cummings-Clay, Ph.D.
Education Department
Hostos Community College/CUNY
Bronx, New York
June 16, 2017
Pace University
Inaugural Retention Conference

2. OER Defined Open educational resources (OER)
teaching, learning, and research resources that are in the public domain or have been released with an open license (
Anyone can use, copy, adapt, and reshare OER.

3. OER Defined
OER encompasses textbooks, full courses, syllabi, test questions, lecture notes, assignments, software, videos, lab notes, games, and more.
To be considered open, educational resources must be free and give users the freedom to do the Rs that follow:
Retain
Reuse
Revise
Remix
Redistribute .

4. Why Consider OER?
An enrollment mission for the community college is to provide access to college via courses that serve as the basis for a career or new life experience.
A concern of college students is the high cost of textbooks.
OER provides academic support to help students succeed in their learning achievement.

5. Why Consider OER?
Using “open” textbooks can provide great cost savings to students without compromising educational efficacy (Hilton and Wiley, 2011).

6. This chart comes as no surprise to anyone working or participating in the U.S. higher education system in recent years. Since 1980, the cost of textbooks has outpaced even the skyrocketing cost of health care, not to mention new home prices and the consumer price index. It’s a problem, and part of the problem is that many students vote with their wallets and simply avoid buying textbooks.

7. Textbook cost impacts student success
Source: 2012 student survey by Florida Virtual Campus
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60%+ do not purchase textbooks at some point due to cost
35% take fewer courses due to textbook cost
31% choose not to register for a course due to textbook cost
23% regularly go without textbooks due to cost
It turns out that textbook cost has a direct impact on students’ ability to succeed.
Recent research (conducted by the Florida Virtual Campus) quantifies the ways high textbook costs affect student persistence and success.
More than 60% of students report not having purchase textbooks at some point due to the cost
Nearly a quarter (23%) of students regularly go without textbooks due to their cost
Due to the high cost of textbooks:
35% of students report taking fewer courses
31% report not registering for a course
14% have dropped a course
10% have withdrawn from a course
Link to research source:
14% have dropped a course due to textbook cost
10% have withdrawn from a course due to textbook cost

8. 11 Peer Reviewed Studies
The Open Education Group, working out of Brigham Young University, as identified 11 peer-reviewed studies that together reflect the experiences of …
Across eleven academic studies that attempted to measure results pertaining to student learning (with 48,623 students participated) none showed results in which students who utilized OER performed worse than their peers who used traditional textbooks.
Allen, G., Guzman-Alvarez, A., Molinaro, M., Larsen, D. (2015). Assessing the Impact and Efficacy of the Open-Access ChemWiki Textbook Project. Educause Learning Initiative Brief, January See also this newsletter. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2012). Interactive Learning Online at Public Universities: Evidence from Randomized Trials. Ithaka S+R. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2014). Interactive Learning Online at Public Universities: Evidence from a Six‐Campus Randomized Trial. Journal of Policy Analysis and Management, 33(1), Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), (OA preprint) Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Hilton, J., & Laman, C. (2012). One college’s use of an open psychology textbook. Open Learning: The Journal of Open and Distance Learning, 27(3), 201–217. Retrieved from Repository Preprint). Lovett, M., Meyer, O., & Thille, C. (2008). The open learning initiative: Measuring the effectiveness of the OLI statistics course in accelerating student learning. Journal of Interactive Media in Education, 2008 (1). Pawlyshyn, Braddlee, Casper and Miller (2013). Adopting OER: A Case Study of Cross-Institutional Collaboration and Innovation. Educause Review. Robinson, T.J. (2015). Open Textbooks: The Effects of Open Educational Resource Adoption on Measures of Post-secondary Student Success (Doctoral dissertation). Robinson T. J., Fischer, L., Wiley, D. A., & Hilton, J. (2014). The impact of open textbooks on secondary science learning outcomes. Educational Researcher, 43(7): Wiley, D., Hilton, J. Ellington, S., and Hall, T. (2012). “A preliminary examination of the cost savings and learning impacts of using open textbooks in middle and high school science classes.” International Review of Research in Open and Distance Learning. 13 (3), pp

9. 48,623 Students Just under 50,000 students …
Across eleven academic studies that attempted to measure results pertaining to student learning (with 48,623 students participated) none showed results in which students who utilized OER performed worse than their peers who used traditional textbooks.
Allen, G., Guzman-Alvarez, A., Molinaro, M., Larsen, D. (2015). Assessing the Impact and Efficacy of the Open-Access ChemWiki Textbook Project. Educause Learning Initiative Brief, January See also this newsletter. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2012). Interactive Learning Online at Public Universities: Evidence from Randomized Trials. Ithaka S+R. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2014). Interactive Learning Online at Public Universities: Evidence from a Six‐Campus Randomized Trial. Journal of Policy Analysis and Management, 33(1), Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), (OA preprint) Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Hilton, J., & Laman, C. (2012). One college’s use of an open psychology textbook. Open Learning: The Journal of Open and Distance Learning, 27(3), 201–217. Retrieved from Repository Preprint). Lovett, M., Meyer, O., & Thille, C. (2008). The open learning initiative: Measuring the effectiveness of the OLI statistics course in accelerating student learning. Journal of Interactive Media in Education, 2008 (1). Pawlyshyn, Braddlee, Casper and Miller (2013). Adopting OER: A Case Study of Cross-Institutional Collaboration and Innovation. Educause Review. Robinson, T.J. (2015). Open Textbooks: The Effects of Open Educational Resource Adoption on Measures of Post-secondary Student Success (Doctoral dissertation). Robinson T. J., Fischer, L., Wiley, D. A., & Hilton, J. (2014). The impact of open textbooks on secondary science learning outcomes. Educational Researcher, 43(7): Wiley, D., Hilton, J. Ellington, S., and Hall, T. (2012). “A preliminary examination of the cost savings and learning impacts of using open textbooks in middle and high school science classes.” International Review of Research in Open and Distance Learning. 13 (3), pp
person icon by Ferran Brown from the Noun Project

10. Would our students like 21% off per semester?
21% Reduction in Student Cost PER SEMESTER

11. 93% Same or Better Outcomes
Across eleven academic studies that attempted to measure results pertaining to student learning (with 48,623 students participated) none showed results in which students who utilized OER performed worse than their peers who used traditional textbooks.
Allen, G., Guzman-Alvarez, A., Molinaro, M., Larsen, D. (2015). Assessing the Impact and Efficacy of the Open-Access ChemWiki Textbook Project. Educause Learning Initiative Brief, January See also this newsletter. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2012). Interactive Learning Online at Public Universities: Evidence from Randomized Trials. Ithaka S+R. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2014). Interactive Learning Online at Public Universities: Evidence from a Six‐Campus Randomized Trial. Journal of Policy Analysis and Management, 33(1), Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), (OA preprint) Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Hilton, J., & Laman, C. (2012). One college’s use of an open psychology textbook. Open Learning: The Journal of Open and Distance Learning, 27(3), 201–217. Retrieved from Repository Preprint). Lovett, M., Meyer, O., & Thille, C. (2008). The open learning initiative: Measuring the effectiveness of the OLI statistics course in accelerating student learning. Journal of Interactive Media in Education, 2008 (1). Pawlyshyn, Braddlee, Casper and Miller (2013). Adopting OER: A Case Study of Cross-Institutional Collaboration and Innovation. Educause Review. Robinson, T.J. (2015). Open Textbooks: The Effects of Open Educational Resource Adoption on Measures of Post-secondary Student Success (Doctoral dissertation). Robinson T. J., Fischer, L., Wiley, D. A., & Hilton, J. (2014). The impact of open textbooks on secondary science learning outcomes. Educational Researcher, 43(7): Wiley, D., Hilton, J. Ellington, S., and Hall, T. (2012). “A preliminary examination of the cost savings and learning impacts of using open textbooks in middle and high school science classes.” International Review of Research in Open and Distance Learning. 13 (3), pp
person icon by Ferran Brown from the Noun Project

12. OER and Academic Success
Students gain immediate access to course materials from the first day of class and are able to view academic content digitally through the campus Blackboard system.
The likelihood that students will be prepared and confident in their ability to learn is increased because the academic content is in a medium that they use often.

13. OER and Student Retention
OER reduces the cost of students’ education.
Students can access the materials from any mobile device allowing them flexibility of time and place.
Students can print materials or access the materials from any mobile device.
OER replaces for-cost textbooks with OER content, which levels the economic playing field.

14. Curriculum Design Process
Academic freedom and the critical topics in each program are maintained. Each OER section designer will:
determine content;
list student-learning objectives;
develop assessments;
construct organizational platform map; and,
include the appropriate licensure.
The platform map will be submitted to the publisher for certification as OER and for final formatting.

15. OER in Practice
OER was piloted at Hostos in EDU 101, ENG 102, ENG 110, and MAT 100 this past spring.
In EDU 101, OER content was used in Face-to-Face and Online sections.
OER means one location supporting differentiation of instruction.

16. OER in Practice
Useful in supporting the Progressivism educational philosophy and use of Team-based Learning (TBL) methodology.
Roles of students using the TBL Methodology:
Leader – navigates the work of the group;
Recorder – notates as group discovers;
Reporter – presents to the class on behalf of the group;
Researcher – researches the topic from educational materials; and,
Skit Designer – designs a visual presentation of the major emphasis of the group’s reporting presentation.

17. OER in Action at Hostos
OER Curricula – All 20 required courses for the A.A.S. degree in Early Childhood Education will be developed as OER-reliant courses.
Upcoming Research Study – A comparison of the academic achievement of students in courses that use OER versus those that use traditional textbooks will be conducted.

18. OER in Action at Hostos
In face-to-face class meetings, students seem to be enthusiastic about learning and are engaging with the OER content/materials.
Students are increasing their capacity to use the Internet and the campus’ online digital Blackboard system.
Students appear to be more responsible in completing their reading assignments.

19. OER in Action at Hostos
Student attendance in face-to-face class sessions seems to be the same as in other courses utilizing textbooks.
Use of OER videos enables students to see the examples of topics they are studying, addressing the needs of students who have a visual learning style and providing differentiation of instruction.

20. Achieving the Dream Grant
The Hostos Early-Childhood Education Unit’s OER Initiative is supported by a 2016 AtM grant shared with Bronx Community College and the Borough of Manhattan Community College.
We are most grateful to Madeline Ford, Hostos Executive Librarian, and Ann Fiddler, CUNY OER Librarian.
Slides 6-11 are shared with permission from

21. Thank You
Nelson Mandela said, “Education is the most powerful weapon you can use to change the world.”
Helen Keller said, “A well-educated mind will always have more questions than answers.”
Rev. Dr. Martin Luther King, Jr. said, “The function of education is to teach one to think intensively and to think critically. Intelligence plus character – that is the goal of true education.”
David Wiley said, “The good we can do is constrained only by our creativity and commitment.”