International Journal of Open Educational Resources Volume 2, Issue 1, Fall 2019/Winter 2020 | Page 69

Advancing an Open Educational Resource Initiative through Collaborative Leadership
to become more involved in OER programs
and possible adoption initiatives
in the future. Given Rogers’ (2003) diffusion
model that a significant portion
of adopters is required to bring about
change (as cited in Sterling Brasley,
2018, pp. 19-37), the number of faculty
who expressed an interest in potentially
participating in future OER events is
promising. As the OER working group
members move forward with plans for
an OER lunchtime panel event during
the November National Distance
Learning Week, they will specifically
reach out to faculty who expressed interest
and invite them to participate. As
OER events and programs are planned
and presented in the coming year, it
is hoped and anticipated that levels of
awareness and involvement will increase
among UMBC faculty.
Results from the faculty OER
survey were shared in part during a
poster presentation at the UMBC Provost’s
Teaching and Learning Symposium
held in September 2019. Three
members of the OER working group
shared their poster presentation, “Access
& equity: What can OERs do for your
students?” to introduce faculty to OER
and its connection to improved student
learning and graduation rates (Durham,
E., Braxton, S., Biro, S., Manni, M.,
2019). The poster included results from
the UMBC faculty survey to illustrate
levels of current faculty awareness and
use of OER (see Figures 1 and 2). At
the time of the poster presentation in
September, 97 faculty had participated
in the OER survey. In response to the
question, “How would you rate your
awareness/use of OER? (Select all that
apply),” 44 respondents indicated that
they had never used OER before, while
23 stated that they had selected OER for
use in a class (see Figure 1).
Figure 1. Survey Question 5. Q5: How would you rate your awareness/use of OER?
(Select all that apply). Out of 97 responses as of September 19, 2019.
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