OER grant assessment?
Casey, Cheryl - (ccuillie)
Hi,
For the first time, our library will be able to do a grant pilot and offer stipends to faculty for OER creation. I know many of you have been doing this for a long time. If you have a formal assessment process (for faculty and/or students) built in to your grant program, would you mind sharing how you assess the outcomes of grants you provide?
Many thanks,
Cheryl
Cheryl (Cuillier) Casey, Open Education Librarian
Main Library A501
1510 E. University Blvd.
University of Arizona, Tucson, AZ 85721
ORCID: 0000-0002-6010-4405
Amy Hofer
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Yiping Wang
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YiPing Wang, MLIS
Media & Instruction Librarian
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ASCCC OERI Liaison
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Laney College Library
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Michele Gibney
+1 to both Cheryl and Amy’s questions and just to add on one more thing –
Does anyone survey the faculty after a stipend program to gather data on their experiences with the stipend program itself? Like with questions about: why they applied, whether they feel it was worthwhile, how it worked out in the classroom, their perceptions of student reaction, whether the library helped with their projects and how they felt about that, etc. I’d love to do that for our program retroactively! We’ve never surveyed the faculty after the fact.
To answer Cheryl and Amy a tiny bit:
We have gotten faculty to include some questions in the end of course eval to the students. It’s just been, I think, 3 of the courses and a simple 2 questions about the OER inclusion which I pulled from other online surveys (those courses were using OpenStax adapted texts so we partially used questions from a survey of theirs).
And then for the faculty, we don’t ask them anything, I just look up their courses in the catalog once a year and pull from that what semester they taught it in the AY and how many students were enrolled. I track all that info in a Google sheet and multiply #students and cost of original book to determine how much money was saved. I can then report out to Academic Affairs and the Provost about # students impacted, amount of money saved, # courses converted, # of stipends distributed, etc.
Best,
Michele Gibney
University of the Pacific
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Casey, Cheryl - (ccuillie)
Hi Amy,
I actually have a response to your second question (in the case of open pedagogy and use of OER created by previous classes)! This was the topic of my sabbatical research last year (and a presentation Diana Daly and I did for OpenEd 2021 – you can find our slides, handouts, etc. on the conference website).
I adapted a student survey instrument by John Hilton et al. (see attached for Spring 2021 questions). After collecting data for 3 semesters from a large Gen Ed class, I would recommend some refinement of the survey questions (specifically, shortening the survey). The first 2 semesters, we noticed a trend in student responses to the learning outcome questions (with support for open pedagogy falling as they progressed through the survey). Qualitative responses in later survey questions hinted at possible survey question fatigue (“see previous answer,” “already answered”).
So for Fall 2021, we rearranged the survey questions. For the most part, the pattern of decreasing support for open pedagogy held (“collaborative learning” took the biggest hit when we moved it to the end of the survey):
We’re still working on analyzing the most recent data set, with the goal of publishing the results from all 3 semesters. We’ve only published results from the first semester so far (AoIR Selected Papers of Internet Research, 2021).
We really like Q10 of the survey (“If two different sections of this course were offered by the same instructor during equally desirable time slots, but one section had traditional learning activities [such as writing papers and taking tests], and the other used learning activities like participating in the course’s Humans R Social Media project, in which section would you prefer to enroll?”). The majority of students in Fall 2020 chose activities like the HRSM project; less than 15% chose traditional learning activities:
Once again, the percentages rose in Spring 2021 (after instructor Diana Daly made improvements to the course and Pressbooks project based on student feedback).
Our results are very specific to the University of Arizona, this class, and this Pressbooks project, but I’m sharing in case they’re of interest to others.
Best,
Cheryl
Cheryl (Cuillier) Casey, Open Education Librarian
Main Library A501
1510 E. University Blvd.
University of Arizona, Tucson, AZ 85721
ORCID: 0000-0002-6010-4405
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Casey, Cheryl - (ccuillie)
Thanks for sharing, Michele! I’ve received one off-list response (and am waiting for permission from the sender to share with the lists).
The administrator working directly with our donor is interested in analyzing DFW rates (D, F, and Withdrawal letter grades). I know the University of Georgia study did this with courses using OpenStax textbooks (and a community college study published in 2021 looked at the tuition drop date, completion with a C or better, course completion, and mean final exam scores), but I’m curious if anyone has done similar analysis with OER that were created in their grant/stipend programs.
Best,
Cheryl
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+1 to both Cheryl and Amy’s questions and just to add on one more thing –
Casey, Cheryl - (ccuillie)
Thank you to Abbey Elder for giving permission to share her response and useful resources with the lists!
Best,
Cheryl
Cheryl (Cuillier) Casey, Open Education Librarian
Main Library A501
1510 E. University Blvd.
University of Arizona, Tucson, AZ 85721
ORCID: 0000-0002-6010-4405
From: Elder, Abbey K [LIB] <ael...@iastate.edu>
Sent: Thursday, February 3, 2022 3:32 PM
To: Casey, Cheryl - (ccuillie) <ccui...@arizona.edu>
Subject: [EXT]Re: OER grant assessment?
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Congrats, Cheryl!
We use a modified version of the Affordable Learning Georgia report form (see attached) for our project's outcomes, and we get faculty to write up a description of their project to post on our OER website. I know some folks also require that their grant recipients prepare a presentation (for their department, for a panel, etc) about their project as part of their outcomes and to boost outreach on campus.
For student assessments, the UTA CARES survey is a great example: https://rc.library.uta.edu/uta-ir/handle/10106/28732
If you need any examples for grant coordination and start-up stuff, please feel free to use any of our materials in Google Drive: ISU OER Mini-Grant Documents
Cheers,
Abbey Elder (she/they)
Open Access & Scholarly Communication Librarian
Iowa State University
Phone: 515-294-5753
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