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What specific OER are you currently using? I use contemporary articles (long-form journalism) and academic literature. Why did you decide to make the switch to OER? I tell students that I can teach good writing using materials that are freely available or created by me. Improving writing is not about the materials with which students engage; rather, their improvement as writers is rooted in their relationship with their fellow writers and with me. The magic isn’t in a book; it’s in our work together. Describe other strategies you have used to minimize the cost of materials for students? When I do teach with texts, I select work that is available in a variety of formats (digital, audio, soft cover) to ensure students have flexible options. I work with the bookstore to check materials costs; sometimes some books are more expensive because of publisher issues or – more recently – paper shortages. I have options when choosing materials, so one main driver of the decision is student cost. Are you using OER as your primary text or as supplemental materials? I use only freely-available materials in ENGL 101 and 102. Where do you find quality OER? My situation is a bit unique because I can teach writing in a variety of ways; no one owns the market on our pedagogical materials. How did you evaluate the OER you selected? I evaluate materials in the context of the course and lesson objectives. What pieces best demonstrate the concept I want students to learn? Were there any challenges to using OER, as compared to traditionally published materials? It takes much more time, in my situation, given that I curate my own materials. But it’s worth it to me to save students money and to tailor my approach. What is your students’ feedback on the OER you have used? Students are grateful to avoid book costs, and I provide explanation and context for my decision, so I have heard no complaints. What differences have you noticed in student learning, grades, or engagement when you used OER? I make a deal with students: I don’t require a book, so please commit to doing the reading that I provide. Students come in having read nearly everything, which is much different from when I used a text. My materials are much more relevant to students’ lives than what often appears in a textbook. For example, just today my students engaged in spirited discussion about research related to the impact of a specific technology (cell phones) on young people. The material is directly relevant to their own lives and provides insights into matters related to our work in ENGL 102. What advice do you have for colleagues who are interested in implementing OER in their teaching? I suggest first thinking about the role of the textbook in your class. Why do you assign reading? What purpose does it serve, specifically? From there, decide what you mean by “OER.” Do you want a textbook curated by someone else, or would you rather pull materials from a variety of sources on your own? My best advice is to think critically about realistically about what you want students to gain from the textbook, and let that drive the process. Further, assess whether or not students are actually reading: Poll your strongest students and ask how they’re engaging with the text. If our best students aren’t reading, no one is. |
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