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CCSNH OER Board Presentation

CCSNH OER Board Presentation

A presentation to the CCSNH Board of Trustees: Open Education

Robin DeRosa

January 18, 2019

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  1. • A generation ago, public colleges/unis got an average of

    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.
  2. “students who use OER perform significantly better on the course

    throughput rate than their peers who use traditional textbooks, in both face-to-face and online courses that use OER.” (2016) Throughput Rate an aggregate of: drops, withdrawals, C or better rates.
  3. “There was a one-third reduction in the DFW rate among

    minority and Pell-eligible students in courses which switched to OER.” Eddie Watson, 2018 U of Georgia
  4. Houston CC • 690 students • Psychology • increase in

    class grade average • increase of average score on dep’t final exam • lower course withdrawal rate
  5. Mercy College • Basic math • pass rate increased from

    63.6% to 68.9% with OER • Reading • better performance than peers who enrolled in same course using non-OER
  6. Northern Virginia CC • History (online) • OER adoption was

    associated with higher student performance
  7. K12 Science (Suburban) • propensity score matched groups • controlled

    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.
  8. Tidewater CC 54.2% of students who started in non-z courses

    successfully made it through the course with a C or better, compared with 59.8% of students in the Z courses, for a difference of 5.6%.
  9. Almost all perception studies show that faculty and students rate

    OER as the same or better quality as commercial textbooks.
  10. The 5 R’s of OER • Retain • Reuse •

    Remix • Revise • Redistribute This work is licensed under a Creative Commons Attribution 4.0 International License.
  11. Maricopa Community College District • Spent $160,000 in grants over

    5 years • goal of $5 million in savings for the district's 11 institutions over that time period $11.5 million saved
  12. Salt Lake Community College • $5 million + in 4

    years of OER in Gen Ed courses • students are now saving a little more than $1 million per semester • 1,000+ open sections slated for Fall
  13. Portland Community College • more than $1 million saved since

    starting OER project in 2015 • faculty organizers are targeting $3 million more in savings during next 2 years as project grows
  14. Montgomery College • 3,400 students in 200 zero-cost sections saved

    about $340,000 during one semester • 96% percent of the learners enrolled on the first day of classes were still enrolled at the end of the semester
  15. Open Educational Resources Degree Initiative Achieving the Dream • 3

    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
  16. State of NY $8 million to cut the high cost

    of textbooks for students at SUNY and CUNY.
  17. U.S. Federal Government & State of NH $5 million federal

    grants to support OER in higher education The NH Open Education Public Consortium
  18. Higher Ed Innovation That Works For… Institutions Faculty Administrators &

    Staff Parents & Students Legislators & Public Workforce Partners
  19. ENGLISH101 COLLEGE COMPOSITION Open Educational Resources at NCC Presented by

    Jennifer Tripp, English Program Coordinator at NCC Team Members: Elizabeth Fontanella, NCC English Adjunct Ann Healy, NCC English Adjunct Ann DeCiccio, NCC English Adjunct
  20. Overview • ENGL101N College Composition is the one class that

    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.
  21. Background • I’ve been teaching College Composition at NCC for

    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.
  22. Progress • NCC group met twice a month during Fall

    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.
  23. Interesting Ideas/Discoveries • Freedom to pick and choose—unlike usual textbook

    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.
  24. Documentation and Sharing For Faculty: 1. Arts, Humanities, Communications &

    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