75% of budget from state. Today, it's about 50%. • 23% of low-income sophomores worked a job between the hours of 10pm-8am. • Survey at 10 community colleges (4312 students responding): 1 in 5 students was hungry, 13% were homeless. • 50-80% of sticker price comes from non-tuition costs. • More than 3 in 4 students attend colleges within 50 miles of their homes. Esp. true for low-income and minority students. • The average net price for a year at community college equals 40% of a low-income family's annual income. • A year at public university ranges from 16-25% of a middle-class family's annual income. • 60% of Americans ages 25-64 don't have a college credential, but 22% of them earned credits trying to get one.
for teacher effect, socioeconomic status, 8 other potentially confounding variables • 1,274 students in each condition (treatment and control) In results of the end-of-year state standardized test there was a small but statistically significant difference between the two groups, favoring those who utilized OER.
year grants to support the creation of new OER Degree programs • 38 community colleges in 13 states • Funding by Hewlett, Gates, Great Lakes Higher Education Guaranty Corp., Shelter Hill Foundation, Speedwell Foundation
every matriculated student at NCC must take. • 2017-2018 academic year--569 students took the course. • A used copy of ENGL101 textbook = $118.25. 569 x $118.25 = $67,284.25 GOALS: 1. Save students money. Measurable: compare money spent on ENGL101N textbooks at the NCC bookstore in 2018 with 2019 when OER is implemented. 2019 cost should be $0. 2. Increase the student completion rate of ENGL101N. Measurable: compare 2018 rates of completion with 2019 rates. 3. Increase the number of credits taken by our students, corresponding with our 15 to Finish efforts. Measurable: compare number of credits taken by ENGL 101N students in Fall 2018 with Fall 2019.
12 years • Jumped at the chance to be part of this OER initiative • Started my own OER “metacourse” for college comp instructors two years ago: https://ccsnh.instructure.com/courses/7200 1/19/19 Jennifer Tripp and some of her students in the English Program at NCC.
2018. • Perused dozens of OER sites, examining composition resources. • Narrowed the list down to eight resources. • Critiqued each resource and refined the list to specific chapters, sites/links, exercises, multi-media clips, etc. • Gathered exemplary essays from NCC students. • Created a list of professional essays to use with each mode of essay taught in ENGL101.
selection committees. • Living document—easy to update, and to keep fresh and engaging. • Even if there’s just one needed piece in an OER text, it can be pulled and used. Example: “Gendered and Gender-Neutral Language: As you read, you may notice that we use a variety of pronouns such as she/her, he/him, or they/them to refer to a person we’re discussing. Our goal is to represent all people, regardless of gender, and to do so in a balanced way. Therefore, in some paragraphs, we may designate “she” as the pronoun, while in others “he” will stand in for the person being written about. However, you’ll also come across “they” being used as a singular pronoun, which may be confusing at first. The pronoun “they” allows a single person to represent any gender, including those genders that aren’t accurately represented by “he” and “she.” It’s important to consider gender-neutral language in your own writing, so we wanted to make sure we modeled what that looks like in this text.” –The Word on College Writing, by Monique Babin, Carol Burnell, and Susan Pesznecker.
Design Department meeting presentation—Jan. 2019 and August 2019. 2. NCC All Faculty meeting presentation—April or May 2019. 3. CCSNH possible symposium workshop—October 2019. For Students: 1. Posters around school 2. Registrar’s Office 3. NCC Website 4. Social Media 5. 505 Review—For faculty to share with students