International Journal of Open Educational Resources Volume 2, Issue 1, Fall 2019/Winter 2020 | Page 122

International Journal of Open Educational Resources

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Conclusion
Our research and survey results
have provided us with greater
knowledge of the challenges inherent
in student outreach and advocacy,
and in tailoring faculty promotion of
OER. It has given us direction for future
outreach, both to students and faculty.
It has also shown us how far we have to
go before OER will be a fully realized
practice on our small, rural campus.
More institutional support will
be essential to increase student and faculty
engagement, although we acknowledge
that support—given the location
and size of our school—is far easier said
than done. While the results of our advocacy
efforts with faculty were mixed,
we acknowledge the necessity of faculty
involvement with OER initiatives.
And we have come to understand that
the presence of students advocating for
themselves to those faculty members
is also essential. Our desire is to educate
students about faculty barriers to
adoptions and to show how students
can take an active role in advocating for
more support. More engagement from
students through student government
and participation in an OER Advisory
Committee will further our goals of
having student voices heard. We must
strive to bridge the gap between librarians
and faculty through student advocates
if we are to bring OER to Adams
State University.
References
Adams State University. (n.d.). Mission,
vision, & institutional values. Retrieved
from https://www.adams.edu/about/
mission-vision/
Allen, I. E., & Seaman, J. (2014). Opening
the curriculum: Open Educational
Resources in U.S. Higher Education,
2014. ERIC. Retrieved from https://eric.
ed.gov/?id=ED572730
Belikov, O. M., & Bodily, R. (2016). In-
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