WEBVTT 1 00:00:12.269 --> 00:00:23.130 Karen Bjork (she/her): Hello everyone, and thank you for coming we're just going to wait a few more minutes or just wait another minute let a couple more people come in, before we get started. 2 00:00:28.140 --> 00:00:30.240 Karen Bjork (she/her): And as a quick go ahead. 3 00:00:30.840 --> 00:00:35.430 Jaime Wood-Riley (she/they): I was just gonna say that just a little bit of. 4 00:00:36.660 --> 00:00:40.770 Jaime Wood-Riley (she/they): kind of orientation around how that how the zoom session will work we're going to have. 5 00:00:41.700 --> 00:00:53.400 Jaime Wood-Riley (she/they): Three people speaking today and will be spotlighting those people, and so the best way to really view this as intended, is to go up to the top right corner of your. 6 00:00:54.030 --> 00:01:07.740 Jaime Wood-Riley (she/they): zoom window and choose speaker view and you will see the people who are spotlighted there The other thing is, you are welcome to throw questions in the chat throughout and. 7 00:01:09.090 --> 00:01:17.940 Jaime Wood-Riley (she/they): We will select those questions when it's Q amp a at the end and and feel free to just chat with each other and. 8 00:01:19.650 --> 00:01:23.040 Jaime Wood-Riley (she/they): And us as you go there are several of us here to manage the chat. 9 00:01:29.640 --> 00:01:35.310 Karen Bjork (she/her): I will start at 1103 so i'll give people just one more minute to come in. 10 00:01:44.970 --> 00:01:48.660 Karen Bjork (she/her): So good to see everyone, thank you all for attending. 11 00:01:53.190 --> 00:02:05.820 Karen Bjork (she/her): Alright, it is 1103, so I am going to get started so welcome to open education week and portland state university's. 12 00:02:06.480 --> 00:02:17.610 Karen Bjork (she/her): What we are having three webinar series panelists talking about open education, so this first one that you all are joining is open legislation in Oregon. 13 00:02:18.510 --> 00:02:28.650 Karen Bjork (she/her): So we will be our three presenters are going to be amy hoffer, who is the statewide open education program director for open Oregon educational resources. 14 00:02:29.100 --> 00:02:37.350 Karen Bjork (she/her): And amy is going to be talking about oregon's legislation around open education and how these laws effect teaching and learning at portland state. 15 00:02:38.220 --> 00:02:51.330 Karen Bjork (she/her): Jamie wood is the program manager for educational initiatives in the office of academic innovation at portland State University and she's a member of the textbooks materials affordability subgroup along with some be the car and me. 16 00:02:51.870 --> 00:03:00.690 Karen Bjork (she/her): And I am the speaker i'm head of digital initiatives and cataloging and he access at portland State University library and my name is Karen bjork. 17 00:03:01.110 --> 00:03:09.000 Karen Bjork (she/her): And I am the Chair of the tech the textbook materials affordability subgroup and that included faculty representation from each of the schools and colleges. 18 00:03:09.330 --> 00:03:21.240 Karen Bjork (she/her): And we work to define and implement portland state university's low cost and no cost course designation, which is what Jamie and I will be speaking about, so I am now going to pass it on to me. 19 00:03:22.920 --> 00:03:25.110 Amy Hofer: Thank you, and thanks so much for having me. 20 00:03:25.140 --> 00:03:26.430 Amy Hofer: nice to see everybody. 21 00:03:27.600 --> 00:03:29.910 Amy Hofer: One second while I get my screen share going. 22 00:03:36.390 --> 00:03:36.990 Amy Hofer: Okay. 23 00:03:39.060 --> 00:03:48.600 Amy Hofer: not sure if I am going to see the chat really well, while i'm talking so Karen and Jamie feel free to jump in if I need to know about a question that comes up. 24 00:03:54.840 --> 00:04:06.570 Amy Hofer: i'm okay so i'm going to start with our equity statement open Oregon educational resources uses the definition of equity in the state of oregon's diversity equity and inclusion Action Plan. 25 00:04:07.080 --> 00:04:15.120 Amy Hofer: which says equity acknowledges that not all people or all communities are starting from the same place due to historic and current systems of oppression. 26 00:04:15.540 --> 00:04:22.830 Amy Hofer: equity is the effort to provide different levels of support based on an individuals or groups needs in order to achieve fairness and outcomes. 27 00:04:23.340 --> 00:04:32.460 Amy Hofer: equity actually empowers communities most impacted by systemic oppression and requires the redistribution of resources, power and opportunity to those communities. 28 00:04:33.150 --> 00:04:40.410 Amy Hofer: So our program open or again educational resources recognizes that our mission vision and values are not meaningful. 29 00:04:40.860 --> 00:04:50.940 Amy Hofer: Unless we account for past and equities the systemic racism that led to Oregon being founded on stolen land as an all white state has persisted in a variety of ways. 30 00:04:51.300 --> 00:04:58.200 Amy Hofer: causing generations of harm which has an ongoing impact on Black indigenous and other people of color that live here today. 31 00:04:58.680 --> 00:05:09.210 Amy Hofer: And i'm actually in oakland right now, at my mom's house, but what you see on this slide is a map from native land digital showing where my house is where I usually work from home. 32 00:05:10.110 --> 00:05:19.320 Amy Hofer: And it shows that my neighborhood is closely associated with the territories of the clackamas and kaulitz tribes, as well as the confederate tribes of grand RON and silence Indians. 33 00:05:20.100 --> 00:05:28.920 Amy Hofer: oregon's higher education, coordinating commission's equity lens asserts that we believe that our Community colleges university and workforce training system. 34 00:05:29.400 --> 00:05:36.360 Amy Hofer: Have a critical role in serving our communities of color learners experiencing poverty and other underserved populations. 35 00:05:36.780 --> 00:05:44.910 Amy Hofer: Open Oregon educational resources uses an equity lens to champion the diverse strengths and contributions of historically marginalized Community members. 36 00:05:45.330 --> 00:06:00.780 Amy Hofer: committed to affordable and equitable course materials, and this is our first time actually with this new equity statement which were sort of evolving out of Atlanta acknowledgement, so if anyone has thoughts about improving it. 37 00:06:02.070 --> 00:06:05.790 Amy Hofer: Let me know and thanks for listening to our current draft of our statement. 38 00:06:06.810 --> 00:06:11.970 Amy Hofer: And so I want to tell you open Oregon educational resources mission statement also before we jump in. 39 00:06:12.420 --> 00:06:28.170 Amy Hofer: We promote textbook affordability for Community college and university students and facilitate widespread adoption of open low cost, high quality materials, you can visit the open oregon.org website for more information showcasing what's happening across the state. 40 00:06:29.370 --> 00:06:46.590 Amy Hofer: And there is so much going on this week, in addition to the sessions that Karen just mentioned, if you go to the link on the slide open oregon.org slash Oh, he week dash 2022 you can see the whole Roundup of everything that's happening. 41 00:06:47.820 --> 00:06:57.030 Amy Hofer: Today we are featuring our equity and open education cohort model program at two o'clock we have copyright first responders Sue kunda giving. 42 00:06:57.390 --> 00:07:05.730 Amy Hofer: A webinar on creative commons licenses at four o'clock our K 12 counterparts and the Oregon Department of Education or doing a Roundtable. 43 00:07:06.030 --> 00:07:19.230 Amy Hofer: So it's just a really busy week, and if you don't do anything else all week, please join us on Friday at four o'clock for a happy hour with a cocktail and mocktail demonstration so that'll be a fun kind of informal way to unwind. 44 00:07:20.820 --> 00:07:31.710 Amy Hofer: Why open education i'll just start with what's probably top of mind for all of us here in the room, this really is the right time to make course materials more affordable, we know that students are. 45 00:07:32.100 --> 00:07:45.660 Amy Hofer: seeing a lot of impact from the pandemic and facing new hardships, so this is the right time to make changes so that students can manage their budgets, and thank you for being here and your interest in student success. 46 00:07:46.830 --> 00:07:58.650 Amy Hofer: Okay, so in terms of program impact, just a few data points to share with you the open Oregon resources page tracks, the adoptions that I know of of. 47 00:07:59.400 --> 00:08:15.090 Amy Hofer: We are open educational resources and free course materials right now there's over 1000 entries on that page, which is just a testament to the huge amount of work that oregon's faculty have done to redesign their courses, with more affordable materials. 48 00:08:16.230 --> 00:08:24.240 Amy Hofer: We have run a grant program since 2015 that has resulted in over $16 million in student savings cumulatively. 49 00:08:25.080 --> 00:08:37.890 Amy Hofer: We do a lot of other professional development work like review workshops and course redesign sprints and those little results in students savings also so there's lots of links on the slides that you're welcome to check out. 50 00:08:39.540 --> 00:08:52.710 Amy Hofer: Okay, so textbook affordability policy in Oregon and trying not to make this to dry so i've got some cat pictures here to liven things up this is wonderful, so the first bill that i'm going to tell you about his house bill. 51 00:08:57.270 --> 00:09:18.480 Amy Hofer: And this is the bill that requires each institution to have a no cost or low cost, no cost and low cost designation in the schedule, so that students can find the courses, with no or low cost, of course, materials and in terms of implementation, I think we're doing really well as a state. 52 00:09:20.100 --> 00:09:29.520 Amy Hofer: This was updated in spring of 2020 where we had 20 of our 24 institutions had implemented their designation. 53 00:09:29.970 --> 00:09:43.440 Amy Hofer: or partially implemented I know there's been a little bit of like Oh, we have to change our student information system, and you know redo our implementation or we're not quite back on track, yet that's fine we had some implementations that were also put on hold. 54 00:09:45.240 --> 00:09:47.040 Amy Hofer: My advice if folks are. 55 00:09:48.450 --> 00:09:53.280 Amy Hofer: You know feeling discouraged about it is don't let the perfect be the enemy of the good. 56 00:09:53.820 --> 00:10:04.920 Amy Hofer: there's always room for improvement, but let students know about what you have right like help them understand how to use the information that is currently available to them in the schedule, even if you. 57 00:10:05.310 --> 00:10:23.220 Amy Hofer: have some glaring things that you want to improve and then also get the buy in to do the implementation two point O, or you know the next version it'll be easier for students to use, so the no cost no cost schedule designation has had a really big impact. 58 00:10:24.390 --> 00:10:34.530 Amy Hofer: And I last spring I did a really big data around up with all the point people at oregon's colleges and universities and what we found is that. 59 00:10:35.340 --> 00:10:46.860 Amy Hofer: The schedule the courses that are designated in the schedule represent an estimated $50 million in savings during the 2019 to 21 biennium. 60 00:10:47.550 --> 00:10:54.690 Amy Hofer: Approximately 20% of courses offered in Oregon had the designation of no cost or low cost of course materials. 61 00:10:55.200 --> 00:11:01.920 Amy Hofer: And if a student were to use that designation to navigate through their program requirements. 62 00:11:02.520 --> 00:11:12.540 Amy Hofer: either for an associate of arts Oregon transfer degree at a college or their gen ED requirements at a university, they could save 75%. 63 00:11:13.500 --> 00:11:22.230 Amy Hofer: On their materials costs so really you know getting through those lower division requirements with just a few hundred dollars spent on textbooks is really amazing. 64 00:11:23.640 --> 00:11:34.110 Amy Hofer: and the last thing that I want to say about this is, and this is brand new This is like breaking news this webinar there's research. 65 00:11:34.680 --> 00:11:41.610 Amy Hofer: or research project that i've been working on with Jennifer LAN trip at Pacific university and Shannon mcnulty it i'm quite Community college. 66 00:11:41.910 --> 00:11:52.140 Amy Hofer: Where we're actually using student enrollment data to find that there is a connection between student enrollment behavior and the presence of the scheduled designation. 67 00:11:52.530 --> 00:12:03.000 Amy Hofer: So this is really exciting it's showing that students, you know really probably are using this designation to find that lower cost pathway through their degree requirements. 68 00:12:03.660 --> 00:12:19.590 Amy Hofer: And we are finding that there's a greater impact on historically underserved groups by race and ethnicity part time status and pell eligibility, so this is a really exciting finding that i'm looking forward to sharing more when we are ready to present on it. 69 00:12:21.840 --> 00:12:26.310 Amy Hofer: And i'm seeing that there's a lot of activity in the chat should I pause here. 70 00:12:27.210 --> 00:12:28.200 Jaime Wood-Riley (she/they): No you're good we're. 71 00:12:28.230 --> 00:12:31.200 Jaime Wood-Riley (she/they): Okay, the posters asked for the slides which we shared and. 72 00:12:31.380 --> 00:12:33.180 Amy Hofer: Okay, thank you okay. 73 00:12:33.630 --> 00:12:35.490 Amy Hofer: So let's go on to hospital. 74 00:12:36.570 --> 00:12:38.760 Amy Hofer: This past in 2018. 75 00:12:39.210 --> 00:12:45.150 Amy Hofer: And this was the bill that requires each institution to have a textbook affordability plan. 76 00:12:46.860 --> 00:13:01.620 Amy Hofer: And as a fall 2021 we had three quarters of our institutions had submitted their plan that number is actually gone up a little bit since then or we're in progress, or were delayed by the pandemic, quite understandably. 77 00:13:03.630 --> 00:13:09.690 Amy Hofer: We back in 2017 that there was a group of capstone students at the University of Oregon. 78 00:13:10.050 --> 00:13:21.000 Amy Hofer: That did a student survey and found that a lot of students don't know about the schedule designation or don't know how to find it or use it so part of the textbook affordability plan addresses that. 79 00:13:21.600 --> 00:13:31.470 Amy Hofer: The plan needs to include how you're going to market the scheduled designation to students and there needs to be a student giving input into that marketing plan. 80 00:13:33.480 --> 00:13:45.660 Amy Hofer: So again, this is really exciting and hopefully it's going to move us forward and the last bill that i'm going to tell you about this hospital, if passed in 2021. 81 00:13:47.340 --> 00:14:03.900 Amy Hofer: And this is the bill that sets a target for 75% of courses will have their course materials adoption reported in time for the information to be in the schedule when registration opens. 82 00:14:04.740 --> 00:14:14.220 Amy Hofer: So what this does is it puts or again in compliance with both the letter and the spirit of the fire federal higher education opportunity act. 83 00:14:14.700 --> 00:14:20.010 Amy Hofer: It means that bookstores have time to negotiate better prices for materials and manage their inventory. 84 00:14:20.790 --> 00:14:25.200 Amy Hofer: Accessibility services can make any accommodations that might be needed in advance. 85 00:14:25.710 --> 00:14:34.770 Amy Hofer: registrar's and schedulers have the information they need to add to the no cost and low cost designation to the course schedule to be in compliance with house bill 2871. 86 00:14:35.310 --> 00:14:43.650 Amy Hofer: And the most important piece is really the transparency for students students can budget for the real cost of attendance for the upcoming term. 87 00:14:45.330 --> 00:14:46.470 Amy Hofer: So i'm. 88 00:14:48.000 --> 00:14:53.760 Amy Hofer: Just briefly what's next for the program last spring, after that massive massive data collection project. 89 00:14:54.420 --> 00:15:01.980 Amy Hofer: I packaged it all up and made an institutional report for each college and university in Oregon which you can check out for your institution. 90 00:15:02.310 --> 00:15:15.900 Amy Hofer: To see how your school is interacting with the statewide open education program we've got some external funding that we're spinning up new projects, so we got governor's emergency education relief funding. 91 00:15:17.010 --> 00:15:23.730 Amy Hofer: We hired an open education instructional designer that's Veronica bold and she does weekly office hours that you're welcome to join. 92 00:15:25.620 --> 00:15:43.560 Amy Hofer: we're doing additional equity and open education, professional development cohorts, as I mentioned at the beginning of my time we're translating blueprint for success, which is an award winning openly licensed college success textbook we're translating it into Spanish. 93 00:15:44.610 --> 00:15:50.880 Amy Hofer: And we're developing targeted pathway materials for human development family studies and sociology. 94 00:15:51.750 --> 00:15:59.100 Amy Hofer: And then we also received from some federal grant funding and we use that to hire a grant project manager phoebe d'addario. 95 00:15:59.640 --> 00:16:12.510 Amy Hofer: And we're developing targeted pathway materials for criminal justice so there's just a lot on the horizon we're managing a lot of growth and it's really exciting we're doing new ambitious projects that we've never tried to do before. 96 00:16:13.980 --> 00:16:22.740 Amy Hofer: And in conclusion just want to normalize but change is slow and governments are slow institutions are slow. 97 00:16:23.640 --> 00:16:38.010 Amy Hofer: This work is really important, and it feels so urgent when we see and think about the student need and it's also Okay, that we are taking our time and really doing our best to develop the relationships and you know do things as best as we can. 98 00:16:39.660 --> 00:16:59.880 Amy Hofer: So here's my contact information feel free to reach out to me, obviously I can talk about this stuff all day but I won't pass it back to Karen and Jamie and i'm going to stop screen sharing, but I can put my contact information in the chat when I stopped talking okay. 99 00:17:00.870 --> 00:17:08.070 Karen Bjork (she/her): amy Thank you so much, we are actually going to wait on taking questions for me until after Jamie and I present. 100 00:17:09.060 --> 00:17:10.260 Karen Bjork (she/her): So, because we're going to give. 101 00:17:10.260 --> 00:17:21.540 Karen Bjork (she/her): ourselves hopefully about 10 to 15 minutes for questions so and i'm going to pass it on to janie to get started to talk about portland State University and the work that we have done. 102 00:17:22.560 --> 00:17:25.650 Karen Bjork (she/her): For those legislative mandates that amy just spoke about. 103 00:17:27.690 --> 00:17:28.500 Karen Bjork (she/her): And testing. 104 00:17:28.590 --> 00:17:44.580 Jaime Wood-Riley (she/they): Okay, let me adjust my screen here fantastic okay so um portland state has been working on a textbook affordability plan for the past year, it has been Karen city car myself, along with a. 105 00:17:46.200 --> 00:17:57.990 Jaime Wood-Riley (she/they): Committee of faculty who have helped to draft and revise that plan over time and we've gotten a lot of feedback across campus around what that plan should look like and. 106 00:17:59.040 --> 00:18:09.120 Jaime Wood-Riley (she/they): You will see the full plan there's a link to it, and we will put that in the chat will put all of your slides in the chat to all the links will be available to you, but I just want to briefly. 107 00:18:09.600 --> 00:18:22.440 Jaime Wood-Riley (she/they): kind of explain that the goal, the plan is to increase the adoption of low and no cost of course materials, so the PhD students will see a steady reduction in the amount that they spend on textbooks or course materials and part of that has to do with. 108 00:18:23.760 --> 00:18:32.070 Jaime Wood-Riley (she/they): Educating students about how to locate those types of courses supporting faculty and finding low and no cost materials. 109 00:18:33.510 --> 00:18:37.830 Jaime Wood-Riley (she/they): Also, supporting faculty around course redesigned and. 110 00:18:39.030 --> 00:18:51.270 Jaime Wood-Riley (she/they): You know syllabus revisions and things like that that kind of go along with discovering course materials that are low, no cost that will replace what may be currently used. 111 00:18:52.410 --> 00:18:56.010 Jaime Wood-Riley (she/they): And now i'm going to pass it on to Karen to talk about the next piece. 112 00:19:13.200 --> 00:19:20.790 Karen Bjork (she/her): sorry about that I was just trying to share the slides and I ended up muting myself and get myself a little discombobulated okay. 113 00:19:21.900 --> 00:19:31.680 Karen Bjork (she/her): psu course designation low cost and no cost, so this is an area in which portland State University has been working really hard on. 114 00:19:32.400 --> 00:19:41.430 Karen Bjork (she/her): Many faculty at psu may remember that we do have, and we have had a no cost designation, but where portland State University. 115 00:19:41.850 --> 00:19:49.830 Karen Bjork (she/her): Where we were not in compliance is we weren't in full compliance with our low cost designation, so our group work deleted worked really diligently. 116 00:19:50.100 --> 00:19:58.500 Karen Bjork (she/her): To define what we meant by low cost, so I wanted to first start off talking about what we mean by course materials. 117 00:19:59.130 --> 00:20:18.330 Karen Bjork (she/her): So course materials are defined as textbooks workbooks streaming media lab manuals online homework platforms or codes any kind of publisher provided curricular so any material that you use as a faculty Member really to for that for that learning piece. 118 00:20:19.350 --> 00:20:38.400 Karen Bjork (she/her): What is excluded from course materials and from the designation our art supplies calculators and classifieds what is also excluded is the optional text for students, that are not required to purchase so really what we're focused on are those quiet required materials next, please. 119 00:20:40.260 --> 00:20:53.310 Karen Bjork (she/her): So the no cost destination so to be designated as a no cost course the course either requires no textbooks or exclusively use this course materials that are no cost to the students. 120 00:20:53.970 --> 00:21:02.910 Karen Bjork (she/her): So what qualify cases for laboring labeling of courses no cost is that it's either the Faculty developed or an open textbook or other materials that are freely accessible. 121 00:21:03.210 --> 00:21:16.290 Karen Bjork (she/her): and openly licensed to students So these are the materials that amy was just speaking about the thousands of materials that have been already created across or, again, as well as the materials that have been created here at portland State University. 122 00:21:17.520 --> 00:21:23.490 Karen Bjork (she/her): And they're also textbook and course materials that are available from the library or publicly available for free. 123 00:21:23.940 --> 00:21:33.330 Karen Bjork (she/her): So it's also about utilizing the material that we have here in the library, for it, for your students, if you do use articles, for example, of course, packet. 124 00:21:34.080 --> 00:21:42.660 Karen Bjork (she/her): That can be made freely available to the students through the library, that you can designate, your course then it's no cost next slide please. 125 00:21:44.760 --> 00:21:57.030 Karen Bjork (she/her): So the low cost designation so to be designated as a low cost course the combined cost of course materials are $40 or less, but no more than zero dollars. 126 00:21:57.450 --> 00:22:08.310 Karen Bjork (she/her): So we spent a lot of time in our committee, trying to determine how we were going to designate low cost and what we decided was we looked at some of the. 127 00:22:08.610 --> 00:22:13.590 Karen Bjork (she/her): Some of the we looked at the other schools across Oregon, and in particular we looked at portland Community college. 128 00:22:13.890 --> 00:22:20.760 Karen Bjork (she/her): And we decided to align ourselves with portland Community college, because of the number of transfer students that portland state gets. 129 00:22:21.060 --> 00:22:33.030 Karen Bjork (she/her): We wanted to make sure that the students were already very well aware and verse and familiar with a low cost designation so for us it just made a lot of sense to align ourselves directly with portland Community college. 130 00:22:33.990 --> 00:22:45.240 Karen Bjork (she/her): So the threshold for the $40 is based on the new book price that is charged by the publisher directly and you can get this information from working directly with the bookstore. 131 00:22:46.110 --> 00:22:56.430 Karen Bjork (she/her): Pro rating the book costs, based on its use across a multiple sequence set of the course is not allowed so, for example, if you have a $75 textbook spanning two quarters. 132 00:22:56.760 --> 00:23:15.030 Karen Bjork (she/her): It can't be prorated 5050 so it's not going to be labeled as a low cost book The $40 threshold applies to classes regardless as to the number of credits, so if you have a four credit course or two credit course it doesn't matter it just has spent $40 applies, no matter what. 133 00:23:16.290 --> 00:23:17.520 Karen Bjork (she/her): Next slide please. 134 00:23:18.570 --> 00:23:30.510 Karen Bjork (she/her): So the implementation and what is required so academic units need to add the no cost low cost codes to each appropriate course section during the schedules drafting period. 135 00:23:31.380 --> 00:23:39.570 Karen Bjork (she/her): Each term starting fall of 2022 so the schedule goes live April 25 which is really quick. 136 00:23:40.050 --> 00:23:47.490 Karen Bjork (she/her): But this will be the first time fall of 2022 we're portland state will be in full compliance with the law, so we are very excited about that. 137 00:23:48.000 --> 00:24:01.620 Karen Bjork (she/her): And we are hoping that we can work really closely with faculty to get as as many designations as possible, because as amy has really pointed out, it really does help students, as they navigate and choose which courses. 138 00:24:02.190 --> 00:24:15.180 Karen Bjork (she/her): They want to take so the library has created a guide that provides in depth information on the course designation and has a lot of questions about what is included, and what is not included, and then as Jamie said house bill. 139 00:24:16.650 --> 00:24:32.160 Karen Bjork (she/her): requires that we define a metric and meet the goals as outlined in that textbook affordability plan so we'll be working on that come fall of 2022 to really figure out where we are in compliance and how to really be able to gather that information. 140 00:24:33.240 --> 00:24:33.840 Next slide. 141 00:24:36.960 --> 00:24:39.360 Jaime Wood-Riley (she/they): I believe this is my work okay. 142 00:24:40.170 --> 00:24:45.270 Jaime Wood-Riley (she/they): So you might be asking what can faculty do and what can units do so we're going to talk about that a little bit. 143 00:24:45.840 --> 00:24:52.470 Jaime Wood-Riley (she/they): First, the textbook affordability plan that we drafted it's fairly short he actually went from many, many pages to. 144 00:24:53.070 --> 00:25:02.280 Jaime Wood-Riley (she/they): To just a couple of pages so even just skimming it is won't take too long to do so, just to understand what we're going to be doing over the next year to implement that plan. 145 00:25:03.030 --> 00:25:10.050 Jaime Wood-Riley (she/they): Reading that and sharing with others, but also just paying attention to identifying the cost, I know that when I was in the classroom sometimes. 146 00:25:10.320 --> 00:25:20.220 Jaime Wood-Riley (she/they): I was assigned to teach a book and didn't even know how much that would cost my students so just starting with that place of awareness is a really great place but then also. 147 00:25:20.970 --> 00:25:27.930 Jaime Wood-Riley (she/they): Taking that next step to supply the information to the bookstore into the registrar during during the scheduling process. 148 00:25:31.020 --> 00:25:38.040 Jaime Wood-Riley (she/they): And then, what can units do so thinking about larger colleges departments and other unit on campus. 149 00:25:39.390 --> 00:25:54.240 Jaime Wood-Riley (she/they): Think about what courses Can you specify universal materials for upfront early enough to pin down costs, perhaps for the entire year, so perhaps you can develop commitments for common adoptions, for the same book for certain courses. 150 00:25:54.990 --> 00:26:02.580 Jaime Wood-Riley (she/they): Perhaps you can make departmental decisions on what text materials to require for adjunct courses, even before you know who the instructor will be. 151 00:26:03.750 --> 00:26:08.400 Jaime Wood-Riley (she/they): And then starting to think about how you can motivate your colleagues to work hard to utilize. 152 00:26:08.760 --> 00:26:15.150 Jaime Wood-Riley (she/they): lower cost options, this is, you know as amy mentioned before let's not let the perfect to get in the way of the good. 153 00:26:15.510 --> 00:26:27.330 Jaime Wood-Riley (she/they): This is a long term process it's not going to just kind of snap into place overnight, so there are lots of steps and all of us has to do just kind of like our specific part to make it all work. 154 00:26:28.560 --> 00:26:34.500 Jaime Wood-Riley (she/they): Okay, so that is the end of our presentation i'm going to go ahead and stop sharing and. 155 00:26:35.850 --> 00:26:42.900 Jaime Wood-Riley (she/they): Give folks a chance to either throw questions in the chat or you're also welcome to just unmute yourselves to. 156 00:26:43.980 --> 00:26:47.550 Jaime Wood-Riley (she/they): So I will allow for some silence to do that. 157 00:26:51.030 --> 00:26:58.710 Karen Bjork (she/her): So we do actually have a question in the chat that I thought we could start off with and give some people some time to think. 158 00:26:59.010 --> 00:27:06.300 Karen Bjork (she/her): So it's a novice question our ebooks that are currently available through our library considered to be free in this module. 159 00:27:06.810 --> 00:27:13.440 Karen Bjork (she/her): I know they do cost money, but the university pays for this, so I will answer that first part of yes. 160 00:27:14.250 --> 00:27:21.420 Karen Bjork (she/her): So the library when we purchase ebooks we are really focused on purchasing books that have unlimited license, which means that. 161 00:27:21.900 --> 00:27:32.340 Karen Bjork (she/her): You know it doesn't matter how many students are accessing the book at any given time, so what we always recommend for ebooks purchase is to work with your subject liaison in that. 162 00:27:32.940 --> 00:27:52.830 Karen Bjork (she/her): In your area to get those books purchase, but because they are available to the students for free through the library, that means that they can, if that is your required text or part of the required texts that can then be part of you know your either your no cost or the $40 or less. 163 00:27:54.300 --> 00:28:03.060 Karen Bjork (she/her): And then the second question is, should we build courses around the idea or do they disappear from our resources from year to year, so ebooks. 164 00:28:03.420 --> 00:28:16.470 Karen Bjork (she/her): We also in the library purchases ebooks we also make sure that we purchase them for long term usage, there are some ebooks that have different licensing agreements but generally, we are looking to keep the books. 165 00:28:17.100 --> 00:28:26.610 Karen Bjork (she/her): Similar to physical books in the fact that, once we purchased them we own them for in perpetuity, and that is that is our goal when we purchase. 166 00:28:27.150 --> 00:28:37.950 Karen Bjork (she/her): Any resources, as you know, within the library, particularly with like journal subscriptions we sometimes lose access to journals but we're really moving away from that because we, we do know that. 167 00:28:38.190 --> 00:28:42.870 Karen Bjork (she/her): faculty want to be able to use this material for long term with their with their with their professors. 168 00:28:44.220 --> 00:28:52.830 Jaime Wood-Riley (she/they): thanks for that question jeannie and thanks for answering it Karen um we have a question for amy in the chat Have you already selected pilot faculty. 169 00:28:54.240 --> 00:29:00.810 Jaime Wood-Riley (she/they): For the translated version of blueprint for success, if not, how do you plan to recruit them great idea for using your funding. 170 00:29:03.300 --> 00:29:04.740 Amy Hofer: yeah Thank you um. 171 00:29:05.640 --> 00:29:21.570 Amy Hofer: Shell is not a plant I didn't ask her to ask that question, but we are looking for more pilot faculty and I just put a link to the signup and the deadline on that page has passed, but ignore that because we are still looking for more folks to pilot. 172 00:29:22.590 --> 00:29:24.750 Amy Hofer: And we really want to prioritize. 173 00:29:25.980 --> 00:29:35.550 Amy Hofer: instructors who are expert with Spanish either as a native speaker or someone who's very fluent. 174 00:29:36.570 --> 00:29:45.720 Amy Hofer: You know it's not like Oh, I really want to practice my Spanish by teaching this course in Spanish, because the intended users of. 175 00:29:47.010 --> 00:29:56.880 Amy Hofer: materials in Spanish, our native Spanish speakers in Oregon courses, who are looking to do this college success course in their native language. 176 00:29:58.800 --> 00:30:17.580 Amy Hofer: and later in the week we're going to also be sharing, but I can give you a sneak preview we did a peer review process on dave's version of blueprint for college success and we did a review for cultural relevance and for relevance to Oregon, in particular, and the. 177 00:30:18.900 --> 00:30:26.880 Amy Hofer: English language revised version that Oregon edition is also a really useful research, so if folks want to teach this course. 178 00:30:27.780 --> 00:30:34.440 Amy Hofer: In English we have a new Oregon edition, that you can consider using so also drop that link in. 179 00:30:34.770 --> 00:30:46.290 Amy Hofer: And if you know if people that might want to be teaching in Spanish, and the next academic year, please, please send them my way, because we are looking for more people and there's compensation to be in that pilot group also. 180 00:30:47.310 --> 00:30:48.180 Jaime Wood-Riley (she/they): thanks for that amy. 181 00:30:48.990 --> 00:30:49.830 Jaime Wood-Riley (she/they): that's really exciting. 182 00:30:50.790 --> 00:31:00.810 Jaime Wood-Riley (she/they): We have a question Okay, is there any funding available to help students and or instructors get print copies of books that are free online with the publisher they gave. 183 00:31:01.110 --> 00:31:16.050 Jaime Wood-Riley (she/they): instructors copies i'm wondering what our options are for that, and then the next piece of it further down and whether the library could get some hard copies of ours that students could check out, for example, that first of all, is a great idea i'll just start with that. 184 00:31:17.610 --> 00:31:24.120 Jaime Wood-Riley (she/they): I i'm going to defer to Karen with the second part of the question and maybe the first part. 185 00:31:25.620 --> 00:31:28.950 Karen Bjork (she/her): We have worked with open Oregon in the past. 186 00:31:29.010 --> 00:31:40.860 Karen Bjork (she/her): To be able to purchase some print copies of ocr and I i'm pretty certain there's probably funding for that amy still. 187 00:31:42.420 --> 00:31:48.780 Amy Hofer: You know, in the current biennium, we need to wait till next year to find out if we have funding for our petting zoo. 188 00:31:49.230 --> 00:32:03.360 Amy Hofer: But you had so awesome to be able to hand faculty a print copy and you see the light bulb go off like Oh, this is a textbook it, you know it really makes a difference to see that it is a book, like any other it's not it's not just an online resource. 189 00:32:04.710 --> 00:32:10.170 Karen Bjork (she/her): yeah and with the with the funding for that, from that where we are petting zoo we've also gone and have. 190 00:32:10.650 --> 00:32:18.000 Karen Bjork (she/her): placed several of our open educational resources, the ones that have been created through portland state university's. 191 00:32:18.540 --> 00:32:25.680 Karen Bjork (she/her): pdfs open projects, so these unfortunately we haven't done it for the most recent books that we've published, but for past books we've. 192 00:32:25.980 --> 00:32:36.030 Karen Bjork (she/her): purchased several copies and put them on course reserves in order to allow students and faculty to be able to check them out and use them, so I do think that that's a really. 193 00:32:36.420 --> 00:32:44.220 Karen Bjork (she/her): a really great idea, one of the issues that we sometimes have with course reserves, in particular, and something we always try to remind faculty about. 194 00:32:44.580 --> 00:32:50.700 Karen Bjork (she/her): Is that if you have a really large class let's say 250 students, for example, you do need to. 195 00:32:51.120 --> 00:32:58.650 Karen Bjork (she/her): Think about how many copies of a book, you need to make available in order for that equity piece, you want to ensure that all your students have. 196 00:32:59.100 --> 00:33:11.010 Karen Bjork (she/her): Access to the books and like print course reserves, for example, we usually allow only a couple hours of checkout time, but when you start having you know multiple students trying to check out. 197 00:33:11.400 --> 00:33:18.060 Karen Bjork (she/her): Only one book, it does run into problems, but if, for example, you wanted to put a book on course preserves. 198 00:33:18.330 --> 00:33:29.160 Karen Bjork (she/her): And that was going to be your required text, and there were enough available for your students, you could mark that as a no cost because it's being offered free to the library, so it is something to really. 199 00:33:29.790 --> 00:33:39.540 Karen Bjork (she/her): Consider, and hopefully if we'll get hopefully we'll get some funding and we can be able to put some of our print or we are versions in the library make those available. 200 00:33:40.740 --> 00:33:45.450 Jaime Wood-Riley (she/they): thanks for that Karen also this isn't a perfect solution to the question but. 201 00:33:46.230 --> 00:33:57.150 Jaime Wood-Riley (she/they): You know it's important to remember that, because if a book is truly an ocr than its creative commons license, which means that it is illegal to print out as much of the book as you like. 202 00:33:57.480 --> 00:34:05.190 Jaime Wood-Riley (she/they): And so you know student, you know if you're let's say that you're using you know, three, four chapters out of an ocr then students could. 203 00:34:05.580 --> 00:34:18.030 Jaime Wood-Riley (she/they): In theory, go to the library or wherever on campus and print those things out with with the print, however much that they get each service and again it's not a perfect system, but that is a workaround to funding isn't available for the hard copy. 204 00:34:19.470 --> 00:34:19.980 Jaime Wood-Riley (she/they): um. 205 00:34:21.120 --> 00:34:25.260 Jaime Wood-Riley (she/they): Yes, so I was, I wanted to ask any hoffer a question about. 206 00:34:26.280 --> 00:34:32.220 Jaime Wood-Riley (she/they): You know you're giving us an opportunity to learn what other universities are doing around their textbook reporting. 207 00:34:32.760 --> 00:34:47.460 Jaime Wood-Riley (she/they): ability plan, if you have some stories around just kind of like best practices or or campuses that are really doing great work and how they're how their faculty are kind of approaching this this whole new system. 208 00:34:48.450 --> 00:34:52.260 Amy Hofer: that's such a good question and it's really been on my mind and i've talked with the. 209 00:34:52.380 --> 00:35:00.720 Amy Hofer: folks in the higher education, coordinating Commission about that exact question like what's what what are best practices, you know what's working really well. 210 00:35:01.320 --> 00:35:11.820 Amy Hofer: And the textbook affordability plans I just feel like Oh, I need I need a framework, I need help figuring out how to do this analysis and come back with a good answer to that question but. 211 00:35:12.270 --> 00:35:21.360 Amy Hofer: I would actually throw it open to Shell and rain or any other folks that are in the room, if you want to weigh in about how you're using your plan. 212 00:35:22.110 --> 00:35:34.620 Amy Hofer: But one thing that I will just say in the plan development phase, like a really big topic of conversation around the state was you know how do you get buy in how do you have. 213 00:35:35.610 --> 00:35:41.880 Amy Hofer: You know perspectives and views from the people that are going to be doing the implementation at the point that you're developing the plan. 214 00:35:42.210 --> 00:35:49.530 Amy Hofer: Or if you really can't get that fine at that point, then, do you need to include in your plan that the first thing you do is. 215 00:35:50.070 --> 00:36:00.600 Amy Hofer: find your people, and you know connect with them and help them understand like this really needs to come from, not just one person or not just one unit usually the library. 216 00:36:01.830 --> 00:36:03.360 Amy Hofer: But, so let me, let me just see. 217 00:36:04.530 --> 00:36:07.350 Amy Hofer: any of the other people that are in the room. 218 00:36:08.370 --> 00:36:11.040 Amy Hofer: want to talk a little bit about how it went with your plan. 219 00:36:20.250 --> 00:36:29.100 Rayne Vieger: I can share just a little bit I don't know if we're doing it like amazingly well, but we did it was really important to me that we didn't get that feedback. 220 00:36:29.940 --> 00:36:38.100 Rayne Vieger: or i'm sorry that buy in early on, and so our our textbook affordability test for set worked on and created our plan. 221 00:36:38.580 --> 00:36:47.670 Rayne Vieger: Was co sponsored by both university Senate and office of the provost to make sure that it wasn't you know just this top down. 222 00:36:48.120 --> 00:36:59.340 Rayne Vieger: mandate that we had to do this thing that it was something that we were involving faculty and officers of administration and staff and as well as at different levels. 223 00:36:59.940 --> 00:37:10.230 Rayne Vieger: And so throughout the process of US developing the plan we have several points where we would go visit university Senate, and that was really helpful to just. 224 00:37:11.130 --> 00:37:29.730 Rayne Vieger: gather feedback and update them and just make sure that it was always fresh on their mind, and I think that that was really helpful and then, like you, all we made sure that our group actually had representation from both faculty and students and different bodies on campus like. 225 00:37:31.050 --> 00:37:32.340 Rayne Vieger: Our advising office. 226 00:37:33.630 --> 00:37:41.070 Rayne Vieger: And we're checking in with stakeholders throughout the process, and I think what has been effective at you mentioned is. 227 00:37:42.240 --> 00:37:56.070 Rayne Vieger: just trying to make sure that it's not just the library thing but it's something that the office of the provost is messaging about the connected to curricular matters and academic affairs. 228 00:37:56.700 --> 00:38:05.100 Rayne Vieger: there's an intersection with our Center for teaching and learning there's an intersection with online learning so just trying to like integrate it in these various. 229 00:38:06.120 --> 00:38:12.990 Rayne Vieger: places and make sure that others are talking to faculty about it that that has been effective so far. 230 00:38:14.640 --> 00:38:18.630 Rayne Vieger: In terms of buy in and making sure that we're actually making some progress. 231 00:38:22.440 --> 00:38:24.660 Amy Hofer: And I see that holly is here also. 232 00:38:25.800 --> 00:38:27.210 Amy Hofer: I don't want to put anybody on the spot. 233 00:38:28.290 --> 00:38:42.060 Holly Gabriel: yeah I think I agree a lot with rain what rain said about getting buy in early on and visiting faculty Senate, at least once a term to keep them informed. 234 00:38:42.510 --> 00:38:46.920 Holly Gabriel: And we've had a really active student on our. 235 00:38:47.430 --> 00:38:58.740 Holly Gabriel: advisory group here at southern Oregon university and that's made a lot of difference because I feel like sometimes faculty are looking at it from their point of view. 236 00:38:59.010 --> 00:39:09.150 Holly Gabriel: Instead of the student like a student can't split the cost of a textbook between two terms, even if the book is use across three terms. 237 00:39:09.870 --> 00:39:31.470 Holly Gabriel: A lot of times faculty want that price of the book to be divided by three but we've really tried to focus on it from a student's perspective and explain that at faculty senate so yeah it's a slow process, but it is coming together here at southern and. 238 00:39:32.490 --> 00:39:35.400 Holly Gabriel: very much with a student input. 239 00:39:38.220 --> 00:39:39.360 Jaime Wood-Riley (she/they): Thank you for sharing that. 240 00:39:39.540 --> 00:39:40.500 Holly Gabriel: that's really helpful. 241 00:39:41.610 --> 00:39:44.010 Jaime Wood-Riley (she/they): I feel like we're kind of always in the process. 242 00:39:44.010 --> 00:39:57.330 Jaime Wood-Riley (she/they): of trying to trying to get this rolling and get it right and we have lots and lots of faculty on campus who are doing amazing work around it and education, but when we're trying to make a big systemic change, it can be kind of complicated sometimes. 243 00:39:57.990 --> 00:39:59.070 Karen Bjork (she/her): I also feel like. 244 00:39:59.400 --> 00:40:00.930 Karen Bjork (she/her): We are on the right path. 245 00:40:00.990 --> 00:40:11.430 Karen Bjork (she/her): Though because our Senate, our committee is also from the provost as well as the Faculty senate so that's how we were able to get. 246 00:40:12.000 --> 00:40:29.910 Karen Bjork (she/her): Equal like how we were able to get representation from all the schools and colleges That was really important to us for our plan, as well as getting a students on board and i'm just curious actually to hear from the other point people how you've been able to to. 247 00:40:31.200 --> 00:40:36.450 Karen Bjork (she/her): acquire quite I don't want to say a choir but how you've been able to get students involved. 248 00:40:36.870 --> 00:40:41.910 Karen Bjork (she/her): In your plan and keep them involved because that's one of the issues we're running into is. 249 00:40:42.270 --> 00:40:53.130 Karen Bjork (she/her): You know, we find students that are very interested and then they graduate or something happens and they drop off and we just can't seem to continue to get a nice sort of. 250 00:40:53.670 --> 00:41:02.490 Karen Bjork (she/her): group of students together, so I don't know if anyone has any really good advice about like how to connect with students and how to get the students more involved. 251 00:41:04.530 --> 00:41:06.090 Amy Hofer: And this, one might actually. 252 00:41:07.560 --> 00:41:13.170 Amy Hofer: Maggie i'm not sure if you want to jump in we have Maggie gates the legislative director of the Oregon student association here. 253 00:41:15.360 --> 00:41:27.150 Amy Hofer: I totally agree it's really tricky to make connections with students and also maintain them, especially at the Community colleges, where they might be turning over every two years, you know it's really tricky. 254 00:41:28.170 --> 00:41:29.100 Amy Hofer: going to jump in Thank you. 255 00:41:29.910 --> 00:41:32.460 Maggie Gates: yeah I wish I had more to add i'm really new to my. 256 00:41:32.460 --> 00:41:47.940 Maggie Gates: position, and so we that's also a problem that we struggle with is the turnover and the most typically the most excited and engaged students are also spread really thin and so it's sometimes hard to. 257 00:41:49.590 --> 00:41:58.830 Maggie Gates: You know, get them involved in your thing when there's a million things they're involved with, but I will say we have a campus organizer for psu specifically. 258 00:41:59.670 --> 00:42:06.840 Maggie Gates: and for the other campuses that we represent, so if that is something that you want to partner with us on. 259 00:42:07.320 --> 00:42:15.840 Maggie Gates: i'm happy to connect anyone to the campus organizer who has more of those established relationships, especially with like multicultural. 260 00:42:16.320 --> 00:42:33.810 Maggie Gates: Organizations on campus and whatnot so yeah happy to make that introduction and, hopefully, maybe he could help connect students to to this work, because I know students are really passionate about it, and maybe they don't know that this is a process that's happening. 261 00:42:34.380 --> 00:42:38.370 Jaime Wood-Riley (she/they): Maggie would you feel comfortable putting your contact information in the chat for faster. 262 00:42:39.120 --> 00:42:40.260 Maggie Gates: yep absolutely. 263 00:42:40.980 --> 00:42:41.370 Okay, so. 264 00:42:42.480 --> 00:42:43.500 Jaime Wood-Riley (she/they): All right, i'm checking. 265 00:42:45.120 --> 00:42:49.530 Jaime Wood-Riley (she/they): To see we've got lots of helpful information popping up in the chat. 266 00:42:51.270 --> 00:42:58.320 Jaime Wood-Riley (she/they): room says, possibly attend students senate meetings to go relationships raise awareness if they're not passionate about or were. 267 00:42:59.760 --> 00:43:20.070 Jaime Wood-Riley (she/they): About to textbook affordability and or possibly connect to the new legislation around basic needs to yes absolutely fantastic if there any other ideas related to this that'd be welcome for sure, and we do have time for maybe two more questions. 268 00:43:23.460 --> 00:43:30.090 Jaime Wood-Riley (she/they): See, we have another comment in the chat and i'm reading these allowed, not just for us but because we're recording, this is a lot easier for folks afterwards to. 269 00:43:30.660 --> 00:43:36.210 Jaime Wood-Riley (she/they): Access it if it's read to them, thank you for the presentation and providing answers to the questions when I presented. 270 00:43:36.480 --> 00:43:48.990 Jaime Wood-Riley (she/they): The definitions of no cost and low cost, I wasn't aware that physical and electronic books on reserve the library is considered no cost i'll announce it to our faculty I hope this is correct information, let me know if I interpreted it in kirkland Karen do you want to just. 271 00:43:49.980 --> 00:43:50.460 Karen Bjork (she/her): Yes, it's. 272 00:43:50.520 --> 00:43:54.330 Karen Bjork (she/her): Definitely correct information again and I just want to stress that. 273 00:43:54.600 --> 00:43:56.550 Karen Bjork (she/her): You know, it really is also about you know. 274 00:43:56.700 --> 00:44:05.970 Karen Bjork (she/her): being very cognizant of the number of students in in your course and just assuring just making sure that they all have and they all can get access to the materials. 275 00:44:06.540 --> 00:44:15.150 Karen Bjork (she/her): When it is made available, but using and utilizing electronic and regular course reserves is a great way. 276 00:44:15.810 --> 00:44:26.280 Karen Bjork (she/her): You can also work with instructional designers and the office of academic innovation to be able to implement library materials into your into your new canvas. 277 00:44:27.030 --> 00:44:37.590 Karen Bjork (she/her): shelves that's also a way to think about how to be able to utilize library materials and again if there's something that you're not seeing like streaming media streaming videos. 278 00:44:38.070 --> 00:44:51.990 Karen Bjork (she/her): Please definitely and I think all of us Librarians here on the call can say reach out to your to your Center liaison and talk to talk to them about which materials you'd like to utilize and purchase, for your courses. 279 00:44:54.270 --> 00:45:04.620 Jaime Wood-Riley (she/they): Thanks Karen i'm also, I just want to say that i'm not the only person in the office of academic innovation that knows a lot about Oh, we are, we have stopped robeson Lindsey Murphy Andrew. 280 00:45:05.970 --> 00:45:17.130 Jaime Wood-Riley (she/they): Lawrence so there there's a whole team of people that are passionate about or in my office and as Karen said, we can help you with canvas integration and all sorts of things. 281 00:45:18.210 --> 00:45:22.290 Jaime Wood-Riley (she/they): yeah and I just want to sort of throw out that scenario that Karen was alluding to that like. 282 00:45:22.650 --> 00:45:30.810 Jaime Wood-Riley (she/they): You know if you are able to put a book on course reserve but there may be only two copies of it and students can only access it for a couple of hours. 283 00:45:31.080 --> 00:45:36.930 Jaime Wood-Riley (she/they): That doesn't really count because that's an accessibility issue right, even if, even if you have a really small class, but only 12 students. 284 00:45:37.620 --> 00:45:54.570 Jaime Wood-Riley (she/they): That wouldn't work, so all right, and so the goal is, you know can all of your students freely access materials without too much of a barrier, then, then that you know we can we can consider that to be lower cost okay. 285 00:45:54.900 --> 00:45:57.900 Amy Hofer: No on that topic I want to just. 286 00:45:59.100 --> 00:46:07.380 Amy Hofer: Think again Jamie about the questions that you asked of units on that slide that you shared I think those are really the right questions to ask because. 287 00:46:09.930 --> 00:46:13.530 Amy Hofer: I don't know if this is an elephant in the room at portland state, but like when. 288 00:46:13.980 --> 00:46:20.730 Amy Hofer: When i'm about to share like student enrollment behavior really is affected by the no cost of low cost scheduled designation. 289 00:46:20.970 --> 00:46:28.800 Amy Hofer: I know that might not be what faculty really want to hear right because maybe you're an adjunct and you don't get to pick your textbook. 290 00:46:29.250 --> 00:46:36.720 Amy Hofer: Right or maybe you're worried that your course isn't going to meet unless you have that scheduled designation and you don't have time to redesign your course around an ocr right. 291 00:46:37.290 --> 00:46:45.810 Amy Hofer: And so I really like the way that you frame those questions because it protects those more precarious faculty members, by asking like. 292 00:46:46.170 --> 00:46:50.760 Amy Hofer: Can we make a department wide commitment, so that all sections use the same. 293 00:46:51.180 --> 00:46:59.220 Amy Hofer: material, hopefully, no cost or low cost, so that people aren't in competition for the enrollment based on the presence of the designation right. 294 00:46:59.520 --> 00:47:11.550 Amy Hofer: Or can the more precarious faculty get assigned to weekly courses or morning courses or online courses whatever is likely to get the enrollment boost from the other considerations that students make. 295 00:47:12.150 --> 00:47:24.960 Amy Hofer: So you know it's not it's not like a gotcha for faculty it's more like you know we're really trying to help students lower the cost of attendance overall and how can we do this in a way that's going to work for everybody. 296 00:47:25.710 --> 00:47:28.170 Jaime Wood-Riley (she/they): yeah thanks for bringing that up amy this is um. 297 00:47:28.650 --> 00:47:31.080 Jaime Wood-Riley (she/they): it's a challenge in every department, and I know. 298 00:47:31.860 --> 00:47:42.450 Jaime Wood-Riley (she/they): Things like academic freedom that have been brought up when we've brought this topic up in the past and i'll just say from my experience when I was teaching at clackamas Community college, the English department there did such a great job. 299 00:47:42.780 --> 00:47:52.710 Jaime Wood-Riley (she/they): of giving us a menu of choices, so I was daunting I was busy I was at multiple schools, but they said here are the three texts that we hope that you'll use in your class. 300 00:47:53.610 --> 00:48:02.160 Jaime Wood-Riley (she/they): All of them are ocr and then I think there might have been like a fourth choice that was like a low cost text but they really made a point of. 301 00:48:02.760 --> 00:48:07.830 Jaime Wood-Riley (she/they): sort of doing that legwork for us because adjuncts obviously don't have time to do that sort of thing and. 302 00:48:08.460 --> 00:48:20.310 Jaime Wood-Riley (she/they): Keeping that sort of choice, the academic freedom, peace and white, as well, because obviously having a choice as an instructor is important so thanks for bringing that up okay i'm going to stop sharing and it looks like we have. 303 00:48:21.840 --> 00:48:28.530 Jaime Wood-Riley (she/they): One more big comments in the chat i'm going back to student involvement. 304 00:48:28.950 --> 00:48:34.290 Jaime Wood-Riley (she/they): hiring students to help faculty find and create or is a great way to get students involved if you have the budget for that. 305 00:48:34.590 --> 00:48:44.190 Jaime Wood-Riley (she/they): i'm actually an ocr student assistant at utah State University, I have constant access to my fellow students and i'm constantly talking about vr and affordable learning resources. 306 00:48:44.430 --> 00:48:57.630 Jaime Wood-Riley (she/they): Because of this I have classmates who are waiting to be able to work where I do because the because they care about making education accessible, if you hire student workers, I highly suggested that is a beautiful idea I love that. 307 00:48:58.770 --> 00:49:00.180 Jaime Wood-Riley (she/they): Thank you for sharing that idea. 308 00:49:02.520 --> 00:49:20.490 Jaime Wood-Riley (she/they): Okay, so we're at 1150 and I know folks may have other meetings and places to go, so I would just like to give a huge round of applause to you amy and Karen and everyone else who's doing this hugely important work and everybody who is here today, thank you so much for making the time. 309 00:49:21.570 --> 00:49:30.780 Jaime Wood-Riley (she/they): We have our keynote coming up tomorrow at 10am that is tatyana bryant and. 310 00:49:31.920 --> 00:49:39.000 Jaime Wood-Riley (she/they): If I were more prepared, I would have the link to that ready, but let me see if I can go really fast and then on Thursday. 311 00:49:40.230 --> 00:49:40.770 Jaime Wood-Riley (she/they): Here we go. 312 00:49:42.360 --> 00:49:49.950 Jaime Wood-Riley (she/they): On Thursday we have a faculty panel, at the same time, so our next two events or Tuesday Thursday, both at 10am and. 313 00:49:51.060 --> 00:49:59.580 Jaime Wood-Riley (she/they): I hope that you will try to make it to those and again there'll be recorded and we will share those materials to everybody who registered after the fact, thank you so much, everyone. 314 00:50:01.020 --> 00:50:01.740 Amy Hofer: Thank you. 315 00:50:02.910 --> 00:50:04.170 Jaime Wood-Riley (she/they): it's good to see everybody here.