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Hello and welcome educators to

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the organ virtual
statewide OER symposium,

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BS on May 14th or some other day.

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And I would like to
welcome you and say

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hello from beautiful
Bend, oregon.

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This is me, Ben Taber
here on the left.

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And I'm hailing from Central
Oregon Community College.

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And this is our beautiful
science building

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on our bend to campus.

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Like to note, I've license

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this presentation
and the Creative

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Commons Attribution
Non-commercial ShareAlike.

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So if you wish to share and
adapt this, please do so.

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So central goal of adopting

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Open Educational Resources
is to reduce barriers.

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Producing these
barriers increases

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access to higher education
and therefore it

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benefits the individuals who are

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pursuing higher education as
well as society writ large.

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And so I've adopted

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some OER materials over

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the past few years,
including OpenStax,

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second edition for my
general chemistry sequence

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problem-solving with Python for

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introductory
engineering courses in

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DC and AC electrical
circuit analysis.

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For my electrical
engineering courses.

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This is great.

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Adopting these free open
educational resources

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as TTX has reduced
barriers for students,

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but there are some
additional barriers.

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And so what about
these other barriers?

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Has the pandemic increase access

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to higher education
for some, perhaps.

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And so let's take a
look at one course.

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So this is the general
chemistry sequence.

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So typically when
I've taught this,

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we have had to about two
our classes each week.

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So for example, Monday and
Wednesday in the morning,

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and one three-hour lab each week.

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For example, a couple
of choices on Thursday.

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These sections are
typically limited to

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the Bend campus and a
traditional working day hours.

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There's not enough demand
to be able to offer,

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say, only night classes
for these courses.

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But with the pandemic
switch to a hybrid model.

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So the classes instead of

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two to our classes
each week switch

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to online asynchronous mode.

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And so releasing materials each

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Saturday and do the next Friday.

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And then splitting content and

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the two to three
learning modules meant

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that go out to two
class times each week.

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And then for labs,
adopting hybrid lab,

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we're taking a 24
students section

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and splitting that into

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three so that there are

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three cohorts of no more
than eight students.

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Such that we can have in-person

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labs while still maintaining

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physical distancing
requirements with masks,

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goggles, etcetera.

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And so during the pandemic,

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a student might come in
for three in-person labs.

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It's not a ton, but
it's more than 0.

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And having students only

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come in three times can

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actually be advantageous
for some of them.

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For example, as one student

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stated that they
were only able to

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take the general
chemistry sequence

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because these lectures,
we're not in-person.

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They, because of family
and work obligations,

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they are unable to

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come during a typical
working day hours.

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And so by having

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only a couple times
where they would

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come to in-person labs.

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They are able to complete

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the general chemistry
classes with me.

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In addition, I asked you
a question to help reduce

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test anxiety about asking

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students free write
about something

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that for which they're grateful.

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And several students mentioned

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that there are
really grateful for

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the flexible organization of
the course when they have

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their classes being
online and they

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can kind of adapt when
their need to work on them.

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They can adapt to the changing
circumstances of life,

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especially during life,
during a pandemic.

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So this flexibility of
having this hybrid approach,

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something that several
students enjoyed.

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So there are some
puzzles, suggestions.

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There's suggesting stating
that students were able

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to take the course because
of the hybrid format.

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What about some students

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who could take in-person courses?

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Does a hybrid format
benefit them as well?

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So there's, this
is a question with

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remote learning about how it

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might benefit, not
benefit students,

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particularly those who
might be undergoing

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the stress associated with

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rapid systemic racism
and microaggressions.

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But that's not the focus of here.

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Would like to just address
a simple question.

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Let's consider just travel times.

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So here's a map of working with

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all the community colleges
statewide here in blue.

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Central Oregon Community
College, you know,

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as kind of by itself,

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it's pretty lonesome
to large areas,

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so it's about 10 thousand
square mile area

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at CISAC serves.

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We have branch campuses in

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Redmond, Madras, and Prineville.

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But these branch campuses are

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much smaller and
don't have all of

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the programmatic space offerings

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as the main campus and Ben,

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so for the 200 level
general chemistry sequence

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that we typically only
have that depend Canvas.

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And so a student might be
living pretty far away.

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For example, we have a lot
of students in Redmond,

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which is the second largest

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metropolitan area
in our district.

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And a student living in Redmond

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coming to see SEC is looking at

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around half an hour driving

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time each way unless there
happen to be in Russia,

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in which case that might be more.

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We also have students and in

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Madras an hour away
in Warm Springs,

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which is about an hour
and 15 minutes away.

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And so we have some students
that are traveling to

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the Penn campus an
hour or more each way,

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every time they come to campus.

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Let's see how that adds up.

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So in this traditional
in-person model

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where we might have
31 meetings the term,

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so ten weeks with three
meetings each week.

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And then the final,

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finals we're looking at

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for that student who's only
going 30 minutes each way,

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it's 31 hours per term
for the hour each way.

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At 62 hours per term.

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We contrast this with
where they're only coming

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to class 1 third of the time.

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So only coming fast three times.

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First three labs and
everything else is

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done online or remote.

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And that same student
of us traveling

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62 hours might only be
traveling six hours.

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So this set suggests that a
student with an hour commute.

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So say a student moves in
Madras and it's coming to bend,

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saves 42 hours per term
if they only need to

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attend class once a week
versus three times a week.

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And 56 hours preterm if

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they only need to be
onsite three times.

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Let's put that into perspective.

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For student was
working $14 an hour,

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which is actually starting
to be a little bit

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on the low side with
some of the demand for,

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for base jobs, but that's a good,

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good number to compare.

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So 56 hours is $784.

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Adopting an OER text to saving

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about only $80
according to OpenStax.

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So just this change in

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scheduling is saving

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almost ten times more
money to the student.

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The opportunity cost, say,

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for working versus
adopting an OER.

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And so I can see

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a division for lab based
courses in the future,

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especially for a place

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like central or in
community college,

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which has a very large district.

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Them to offer typical in-person
options for students,

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but also offering hybrid options

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that reduce these time barriers.

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It's really hard to justify

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a whole bunch of
in-person sections

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with only a few students.

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But if you have some hybrid
options that are flexible,

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can adapt to different student

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needs and then you maximize your

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limited in-person time with

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important things like
labs in chemistry.

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So the OER will still
play a role in reducing

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financial barriers and it's

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important to continue
to develop these,

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especially some virtual
remote lab options.

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But we can also think
about reducing barriers by

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reducing these time barriers and

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the associated opportunity
cost of travel and commuting.

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Alright, thank you.

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And if you have any questions,

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feel free to contact me.

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At B Taber at usu.edu.

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I look forward to
hearing from you and

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watching all of
your presentations.

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Take care.