International Journal of Open Educational Resources Volume 2, Issue 1, Fall 2019/Winter 2020 | Page 241

Beyond Saving Money: Engaging Multiple Stakeholders is a Key to OER Success
diagrams, and words do not need to be
scanned and re-organized to the extent
it once was. Content is also available on
students’ mobile devices or at home.
There is no need to visit the library reserves
or even the ARC to view course
content in many cases.
Since the course content is available
to the both the instructor and students,
courses can be organized in advance
so that students can preview the
material before the first day of class. By
providing the ability to see materials
earlier than necessary, faculty create a
supportive atmosphere and give students
tools for success early in the semester.
Students have resources at their
disposal, and it is their choice to utilize
them before the course begins or when
it begins. Some students may not even
review the course until a few days into
the semester, as they are getting acclimated
to returning to school. Nevertheless,
the option was provided to them.
It is not always easy to get buy-in from
students to engage in online courses
early in the semester (Slusky, 2019). Instructors
providing the benefit of early
access to the course may improve the
likelihood of success for students.
Overall fear can be a motivating
factor to either enroll or not enroll in an
online course. However, professors can
assist in alleviating that fear by outlining
the benefits of engaging in the course
early (Davis, 2019). Students can take a
look at the textbook and course expectations.
In turn, they can ask questions
about information early in the course.
They can begin coursework early and
work at a slower pace or one that accommodates
their lifestyle. When professors
set up the online learning environment
for success and provide access
to the textbook, students have the potential
to become self-directed learners.
This is an empowering role for students.
Collaborations between the
Library and Academic Faculty
At the initial stage of the grant
that would lead to an Associate’s
Degree program in which
students would never have to pay money
for academic content, it became clear
that a collaborative approach was critical
to success. Academic faculty could
recite program learning outcomes and
outline the scope and sequence of the
syllabus, but the library faculty had the
ability to determine which materials
could serve as OERs for a particular
course and specialized knowledge of
where and how to locate these materials.
Partnering library and academic
faculty to grow, sustain, and expand this
OER initiative was critical to its success.
This community college is part
of a 24-campus university and was
founded to provide a college education
for those who previously were excluded
from such an opportunity. The
central office of the university includes
a library-based team dedicated to the
development of OER resources, faculty
development for all involved in the
university-wide OER initiative, and the
successful fulfillment of grant-funded
OER projects, including the one awarded
to this community college and the
one funded through state monies.
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