1 00:00:07,090 --> 00:00:10,060 Well, welcome, everyone, this 2 00:00:10,060 --> 00:00:12,970 is Get Your Bearings: Using Relationships and Data 3 00:00:12,970 --> 00:00:15,760 to Understand Your Unique Campus. My name is 4 00:00:15,760 --> 00:00:18,040 Cassandra Konz and I am a Scholarly 5 00:00:18,040 --> 00:00:20,500 Communication Librarian at Embry Riddle 6 00:00:20,500 --> 00:00:22,780 Aeronautical University. And what this 7 00:00:22,780 --> 00:00:25,960 presentation is, is really my experience as a new 8 00:00:25,960 --> 00:00:29,050 librarian, a new hire and a new OER advocate 9 00:00:29,500 --> 00:00:32,080 trying to get my feet under me as I took on 10 00:00:32,080 --> 00:00:35,290 developing the new OER initiative for two 11 00:00:35,290 --> 00:00:39,190 different campuses. So very quickly, I'm going to 12 00:00:39,190 --> 00:00:44,410 introduce my university and our OER initiative 13 00:00:44,410 --> 00:00:46,990 that I head up, and then I'm going to talk about 14 00:00:46,990 --> 00:00:49,930 the general framework I created for myself in 15 00:00:49,930 --> 00:00:53,200 order to understand my position in the university 16 00:00:53,410 --> 00:00:56,710 and how I could best serve the two campuses that I 17 00:00:56,710 --> 00:00:59,680 support, and then we'll look at each campus, how I 18 00:00:59,680 --> 00:01:02,200 looked at different information sources and what 19 00:01:02,200 --> 00:01:04,990 that led to on the ground in terms of my advocacy. 20 00:01:06,160 --> 00:01:07,930 And we're looking at each one as a case study 21 00:01:07,930 --> 00:01:10,930 because they do operate very differently, even as 22 00:01:10,930 --> 00:01:13,420 I applied the same sort of questions to each 23 00:01:13,420 --> 00:01:16,000 campus. We'll sort of wrap up with 24 00:01:16,000 --> 00:01:17,920 questions for you to consider about your own 25 00:01:17,920 --> 00:01:21,100 campus. Although this presentation is very much 26 00:01:21,100 --> 00:01:23,950 the context that I am in and the experiences I 27 00:01:23,950 --> 00:01:26,320 have had, I think these questions will help you 28 00:01:26,320 --> 00:01:28,870 frame what I've discussed in a way that may help 29 00:01:28,870 --> 00:01:33,250 you apply it to your own campus. So, as I said, I 30 00:01:33,250 --> 00:01:36,430 work for Embry Riddle Aeronautical University. As 31 00:01:36,430 --> 00:01:39,610 you may expect, we are a STEM focused institution, 32 00:01:39,610 --> 00:01:43,030 particularly on aviation and aerospace. We are a 33 00:01:43,030 --> 00:01:45,760 private institution and we have degrees that range 34 00:01:45,760 --> 00:01:48,490 from professional certificates all the way up 35 00:01:48,490 --> 00:01:51,160 through the doctoral level. And the way our 36 00:01:51,160 --> 00:01:53,710 university is arranged is somewhat unique. We have 37 00:01:53,710 --> 00:01:56,080 two libraries that serve three different campuses. 38 00:01:56,530 --> 00:01:59,650 Hazy Library serves our Prescott, Arizona campus, 39 00:01:59,650 --> 00:02:01,690 and I have a colleague who handles OER out 40 00:02:01,690 --> 00:02:04,720 there and then I am housed at the library in 41 00:02:04,720 --> 00:02:07,600 Daytona Beach, Florida. Hunt Library supports our 42 00:02:07,600 --> 00:02:10,450 Daytona Beach residential campus and our WorldWide 43 00:02:10,450 --> 00:02:13,870 campus. And we call it a campus, but WorldWide is 44 00:02:13,870 --> 00:02:16,960 actually a network of small satellite campuses 45 00:02:16,960 --> 00:02:19,630 located around the world. Our biggest one is in 46 00:02:19,630 --> 00:02:22,090 Singapore. We have plenty on lots of different 47 00:02:22,090 --> 00:02:26,110 U.S. military bases. They truly are global, plus 48 00:02:26,110 --> 00:02:30,820 our fully online programs. So I lead what we now 49 00:02:30,820 --> 00:02:33,400 call the Open and Affordable Textbook Initiative 50 00:02:33,760 --> 00:02:36,340 for both Daytona Beach and WorldWide because it's 51 00:02:36,340 --> 00:02:38,800 housed in the Hunt Library, and it began in 2017 52 00:02:38,800 --> 00:02:42,160 as a grassroots support effort with our 53 00:02:42,280 --> 00:02:45,400 OER Committee and other support across campus. 54 00:02:45,730 --> 00:02:47,980 Eventually that support grew to the point that 55 00:02:47,980 --> 00:02:50,590 a dedicated position was created in 2019 56 00:02:50,590 --> 00:02:53,590 , which is when I came on board. And when I 57 00:02:53,590 --> 00:02:57,880 came on board I was entirely new. I had just 58 00:02:57,880 --> 00:03:00,610 graduated with my library degree and I was 59 00:03:00,610 --> 00:03:03,670 tackling an initiative that didn't have a lot of 60 00:03:04,480 --> 00:03:06,730 structure to it yet. So I had a blank slate to 61 00:03:06,730 --> 00:03:09,940 work with. As you can see in my bar graph here, 62 00:03:10,240 --> 00:03:12,460 the year where it was just the grassroots support 63 00:03:12,460 --> 00:03:14,830 versus the year that I was able to dedicate my 64 00:03:14,830 --> 00:03:19,000 time and my commitment to our OER initiative has 65 00:03:19,660 --> 00:03:22,030 had great response from our faculty. We've had a 66 00:03:22,030 --> 00:03:24,520 lot of growth and I'm expecting this growth to 67 00:03:24,520 --> 00:03:26,830 continue as I work more and more with our 68 00:03:26,830 --> 00:03:29,080 worldwide campus and sustain my work with our 69 00:03:29,080 --> 00:03:32,550 Daytona Beach campus. But like I said, when I 70 00:03:32,550 --> 00:03:35,370 began, I was a brand new librarian. I had never 71 00:03:35,370 --> 00:03:38,000 worked professionally with OER, my background was in 72 00:03:38,010 --> 00:03:41,730 interlibrary loan mostly, and I had to figure out 73 00:03:42,390 --> 00:03:45,330 how to tackle basically a blank slate for an OER 74 00:03:45,330 --> 00:03:49,050 initiative. And so I started with these very basic 75 00:03:49,050 --> 00:03:51,570 questions to get my feet under me. And the first 76 00:03:51,570 --> 00:03:53,640 thing that I always start with, with any project, 77 00:03:53,640 --> 00:03:56,340 is what do I have for resources and what do I not 78 00:03:56,340 --> 00:03:59,070 have for resources? Because for me, that will tell 79 00:03:59,070 --> 00:04:01,770 me the limits of what I can do and where my 80 00:04:01,770 --> 00:04:04,980 strengths are for that project. So I knew from the 81 00:04:04,980 --> 00:04:07,200 beginning I had time I could dedicate to what I 82 00:04:07,200 --> 00:04:10,050 was doing because it was a full time position. And 83 00:04:10,050 --> 00:04:13,350 I understand not everyone has that luxury. I also 84 00:04:13,350 --> 00:04:15,810 know I had support both within the library and 85 00:04:15,810 --> 00:04:18,240 from our upper administration, so I didn't have to 86 00:04:18,240 --> 00:04:21,300 spend a lot of time convincing people that OER was 87 00:04:21,300 --> 00:04:23,610 important. And I knew that there was some 88 00:04:23,610 --> 00:04:26,080 structure in place already. We already had the OER 89 00:04:26,100 --> 00:04:29,370 committee, which is a cross-campus committee, so we 90 00:04:29,370 --> 00:04:31,680 had a foothold in different places on the Daytona 91 00:04:31,680 --> 00:04:34,440 Beach campus, and we had our institutional 92 00:04:34,440 --> 00:04:37,590 repository, which I can use as a form of 93 00:04:37,590 --> 00:04:40,110 publishing and hosting platform for our faculty. 94 00:04:41,280 --> 00:04:43,320 Now, what I do not have is money. We have no 95 00:04:43,320 --> 00:04:47,640 dedicated funds and I don't have when I started, I 96 00:04:47,640 --> 00:04:49,650 didn't have a lot of experience because I was 97 00:04:49,650 --> 00:04:51,900 brand new. So I had a lot that I needed to learn. 98 00:04:53,130 --> 00:04:55,620 So once I figured out what I had and what I didn't 99 00:04:55,620 --> 00:04:59,220 have and what I needed to get, the next question I 100 00:04:59,220 --> 00:05:02,010 had was what do I need to know to properly support 101 00:05:02,010 --> 00:05:04,860 my campuses and successfully support my campuses? 102 00:05:05,430 --> 00:05:08,070 And it came down to some very basic questions for 103 00:05:08,070 --> 00:05:11,880 me: who are our students, who are our faculty and what is 104 00:05:11,880 --> 00:05:15,060 their relationship with their textbooks? If my job 105 00:05:15,060 --> 00:05:17,550 was to go in and offer alternatives and help them 106 00:05:17,550 --> 00:05:20,190 create alternatives for their textbooks, I needed 107 00:05:20,190 --> 00:05:22,560 to understand how they were actually using them, 108 00:05:22,740 --> 00:05:25,680 what was negotiable, what wasn't working and what 109 00:05:25,680 --> 00:05:28,230 they absolutely needed their textbooks to do in 110 00:05:28,230 --> 00:05:31,110 the classroom. And although these questions are 111 00:05:31,110 --> 00:05:33,980 basic, it was a little difficult to know, well, 112 00:05:33,990 --> 00:05:37,020 how do I actually find this information? And for 113 00:05:37,020 --> 00:05:39,450 me, it came down to a very holistic approach, 114 00:05:39,450 --> 00:05:42,000 which is how I approach most things in general, 115 00:05:42,000 --> 00:05:45,120 but particularly with my job. And I found a 116 00:05:45,120 --> 00:05:48,300 combination of hard statistics and interpersonal 117 00:05:48,570 --> 00:05:49,560 understanding. 118 00:05:51,600 --> 00:05:55,020 Was really important because hard statistics will 119 00:05:55,030 --> 00:05:58,230 give you that broad overview of trends that are 120 00:05:58,230 --> 00:06:00,810 going on and things about your student body in 121 00:06:00,810 --> 00:06:03,210 general that people don't see in their day to day 122 00:06:03,210 --> 00:06:07,680 work. But working with people, you're going to get 123 00:06:07,680 --> 00:06:10,520 all those little tidbits that data glosses over. 124 00:06:10,530 --> 00:06:13,200 So people are going to be able to tell you, oh, 125 00:06:13,200 --> 00:06:15,600 this department is interested, but don't talk to 126 00:06:15,600 --> 00:06:18,000 them in April. That's when their symposium is. No 127 00:06:18,000 --> 00:06:20,730 one has time or they'll know what professors are 128 00:06:20,730 --> 00:06:22,860 already working on these projects themselves and 129 00:06:22,860 --> 00:06:25,230 can point you in the right direction. So by using 130 00:06:25,230 --> 00:06:27,810 both, I was able to construct a really holistic 131 00:06:27,810 --> 00:06:31,050 view of where our campuses were, what they needed, 132 00:06:31,050 --> 00:06:33,790 and what I could do for them in terms of the OER 133 00:06:33,810 --> 00:06:37,640 initiative. So we'll start with Daytona Beach and 134 00:06:37,640 --> 00:06:39,500 I apologize, I don't normally like to be this text 135 00:06:39,500 --> 00:06:41,900 heavy, but it's hard to avoid in this case. We'll 136 00:06:41,900 --> 00:06:43,940 start with Daytona Beach, because that is the 137 00:06:43,940 --> 00:06:47,480 first campus that I worked with and I started with 138 00:06:47,480 --> 00:06:49,520 students because we're here for student success 139 00:06:49,520 --> 00:06:52,100 first and foremost. I started with the very 140 00:06:52,100 --> 00:06:55,130 basic demographics data that pretty much everyone 141 00:06:55,130 --> 00:06:57,770 can get access to publicly or within the campus 142 00:06:57,770 --> 00:07:00,470 structure. And although it seems basic, I found 143 00:07:00,470 --> 00:07:02,810 this very helpful for breaking my own assumptions 144 00:07:02,810 --> 00:07:05,960 about who our students were. My background is very 145 00:07:05,960 --> 00:07:08,660 much in the liberal arts, and so I had assumed 146 00:07:08,660 --> 00:07:10,400 certain things about the gender breakdown of our 147 00:07:10,400 --> 00:07:13,730 students, about what programs were going to be 148 00:07:13,730 --> 00:07:17,870 more popular and what the concerns were. And by 149 00:07:17,870 --> 00:07:20,240 looking at the demographics, I very quickly saw my 150 00:07:20,240 --> 00:07:22,490 assumptions were wrong and I could start learning 151 00:07:22,490 --> 00:07:25,490 for myself what was actually in front of me. The 152 00:07:25,490 --> 00:07:27,620 other area that was very useful for learning about 153 00:07:27,620 --> 00:07:30,680 students was the OER Committee. They predated me 154 00:07:30,860 --> 00:07:33,530 and I could use them as a way to get in touch with 155 00:07:33,890 --> 00:07:37,430 the SGA. I could use them as a way to tap into 156 00:07:37,430 --> 00:07:39,320 student surveys to learn what students were 157 00:07:39,320 --> 00:07:41,600 actually concerned about and not what I assume 158 00:07:41,600 --> 00:07:44,630 they were concerned about. What I learned is that 159 00:07:44,960 --> 00:07:47,360 Daytona Beach is mostly undergraduate, though we do 160 00:07:47,360 --> 00:07:50,270 have our graduate level programs as well, but we 161 00:07:50,270 --> 00:07:52,730 have a fairly non-traditional population. We're 162 00:07:52,730 --> 00:07:55,520 heavily skewed towards male students, but we also 163 00:07:55,520 --> 00:07:58,280 have a very large international student population 164 00:07:58,610 --> 00:08:00,740 and we have a very large military affiliate 165 00:08:00,740 --> 00:08:04,280 population, both in ROTC - officers in training - 166 00:08:04,460 --> 00:08:06,380 veteran students who are now coming for their 167 00:08:06,380 --> 00:08:10,610 education or students who are family members of 168 00:08:10,610 --> 00:08:14,450 servicemen. And what I also learned is that not 169 00:08:14,450 --> 00:08:16,730 only do we have a slightly older, nontraditional 170 00:08:16,730 --> 00:08:19,130 population, but that the programs that are most 171 00:08:19,130 --> 00:08:22,250 popular for our students also have hidden costs 172 00:08:22,250 --> 00:08:25,010 that don't relate to textbooks or flight. Students 173 00:08:25,310 --> 00:08:27,560 pay very expensive fees to get their pilot's 174 00:08:27,560 --> 00:08:29,900 licenses or maintenance students. And our 175 00:08:29,900 --> 00:08:32,570 engineering students pay very expensive prices for 176 00:08:32,570 --> 00:08:34,760 their toolkits. And these are things that don't 177 00:08:34,760 --> 00:08:37,310 fall under my purview. But it tells me where I can be 178 00:08:37,310 --> 00:08:39,650 making more impact when it comes to those students' 179 00:08:39,650 --> 00:08:43,750 lives. Now, faculty is a little more complicated. 180 00:08:43,750 --> 00:08:45,970 We don't have demographics like we do for students, 181 00:08:46,360 --> 00:08:49,810 so I set up in the first six months or so a series 182 00:08:49,810 --> 00:08:53,410 of very casual meetings over coffee where I just 183 00:08:53,410 --> 00:08:56,050 asked the faculty, tell me about your department, 184 00:08:56,050 --> 00:08:57,940 how do you pick your textbooks? How do you think 185 00:08:57,940 --> 00:09:00,340 the library can help with your textbooks? And I 186 00:09:00,340 --> 00:09:03,190 let them talk. If there's one thing you can find a 187 00:09:03,190 --> 00:09:05,980 way to implement, I highly suggest this. If you 188 00:09:05,980 --> 00:09:08,320 come in with an open mind and you just let them 189 00:09:08,320 --> 00:09:12,220 talk, you will learn very quickly what faculty are 190 00:09:12,220 --> 00:09:15,310 already doing this work on your campus, what 191 00:09:15,310 --> 00:09:17,920 departments have hesitations, what the concerns 192 00:09:17,920 --> 00:09:21,850 are between departments, because it does vary. And 193 00:09:21,850 --> 00:09:23,860 just meeting those people, building those 194 00:09:23,860 --> 00:09:26,590 relationships and letting letting them 195 00:09:26,590 --> 00:09:30,010 tell me what they needed was incredibly useful to 196 00:09:30,010 --> 00:09:33,580 understand where to get started. I also joined the 197 00:09:33,580 --> 00:09:36,010 retention committee, which put me in contact with 198 00:09:36,010 --> 00:09:38,680 a lot of people I don't normally work with in my 199 00:09:38,680 --> 00:09:42,250 day to day. So student services and admissions and 200 00:09:42,250 --> 00:09:45,220 advising, which gave me a much broader view at the 201 00:09:45,220 --> 00:09:48,970 concerns of what faculty are. And also let me 202 00:09:48,970 --> 00:09:50,680 learn things I wouldn't find out within the 203 00:09:50,680 --> 00:09:53,650 library. For example, it was in the retention 204 00:09:53,650 --> 00:09:55,810 committee that I found out that a third of our 205 00:09:55,810 --> 00:09:58,750 faculty used Canvas, our LMS, and two thirds 206 00:09:58,750 --> 00:10:01,510 did not at the time. This is obviously pre-COVID. 207 00:10:02,680 --> 00:10:05,200 But that vastly changed how I presented OER to our 208 00:10:05,200 --> 00:10:07,990 faculty. I had been presenting it as a convenient 209 00:10:07,990 --> 00:10:10,540 way to get the textbooks to students because you 210 00:10:10,540 --> 00:10:13,180 could put it into the LMS, not realizing that 211 00:10:13,180 --> 00:10:15,190 two thirds of my audience weren't even using the 212 00:10:15,190 --> 00:10:17,950 LMS at the time. And those are the kind of 213 00:10:17,950 --> 00:10:20,440 things that are hard to find outside of asking 214 00:10:20,440 --> 00:10:23,500 questions and having these conversations. But 215 00:10:23,500 --> 00:10:25,150 ultimately, what I learned about our faculty is 216 00:10:25,150 --> 00:10:27,790 that they were mostly full time. They were highly 217 00:10:27,790 --> 00:10:29,380 engaged with their students and what their 218 00:10:29,380 --> 00:10:31,780 students needed and that many of them were already 219 00:10:31,780 --> 00:10:34,990 creating content because we teach very specialized 220 00:10:34,990 --> 00:10:38,230 topics. Resources and textbooks were already failing 221 00:10:38,230 --> 00:10:40,420 to meet their needs. So our faculty were used to 222 00:10:40,420 --> 00:10:43,420 creating content and some had already published it 223 00:10:43,420 --> 00:10:47,230 through our institutional repository. And lastly, 224 00:10:47,230 --> 00:10:49,450 textbooks. I did learn a lot about our textbooks 225 00:10:49,450 --> 00:10:52,180 just from those conversations with faculty, but I 226 00:10:52,180 --> 00:10:54,040 also leveraged other information that was 227 00:10:54,040 --> 00:10:56,800 available to me. I asked questions of our library 228 00:10:56,860 --> 00:10:59,950 staff. I asked questions about our course reserves 229 00:11:00,190 --> 00:11:03,040 and our reference statistics to see what textbooks 230 00:11:03,040 --> 00:11:05,320 are constantly asked about, what courses are 231 00:11:05,320 --> 00:11:08,260 constantly a concern. And I started collecting my 232 00:11:08,260 --> 00:11:11,050 own data in-house to get a sense of these high 233 00:11:11,050 --> 00:11:14,380 impact courses I could be targeting first. And 234 00:11:14,380 --> 00:11:16,660 some of the concerns that came up was students 235 00:11:16,660 --> 00:11:18,880 struggling to pay for those homework systems, even 236 00:11:18,880 --> 00:11:20,620 though faculty were very attached to them. 237 00:11:21,220 --> 00:11:23,680 Concerns about the specialty of our topics, our 238 00:11:23,680 --> 00:11:26,070 faculty worried that OER wouldn't exist for 239 00:11:26,080 --> 00:11:28,630 their topics. But they also struggled with 240 00:11:28,630 --> 00:11:31,480 traditional textbooks meeting their topics. And I 241 00:11:31,480 --> 00:11:33,700 also realized that OER knowledge beyond the 242 00:11:33,700 --> 00:11:36,340 fact that they're free was very limited. So 243 00:11:36,340 --> 00:11:39,100 Creative Commons and the other benefits of using 244 00:11:39,100 --> 00:11:42,400 OER really wasn't in our faculty members' 245 00:11:42,400 --> 00:11:45,950 wheelhouse yet. So what this looks like on the 246 00:11:45,950 --> 00:11:48,710 ground for me in my day to day is that my work is 247 00:11:48,710 --> 00:11:51,080 focused on a departmental level to meet those 248 00:11:51,080 --> 00:11:53,930 unique needs of each program and with faculty one 249 00:11:53,930 --> 00:11:56,720 on one on Daytona Beach. My role is much more 250 00:11:56,720 --> 00:11:59,360 reference when I'm answering questions and helping 251 00:11:59,360 --> 00:12:01,490 lead them towards what they need. I'm also 252 00:12:01,490 --> 00:12:04,670 spending more time encouraging faculty to publish 253 00:12:04,820 --> 00:12:07,820 and adapt in order to meet their needs, rather 254 00:12:07,820 --> 00:12:10,550 than expecting there to be turnkey OER for them 255 00:12:11,540 --> 00:12:14,420 because our campus subjects don't support that and 256 00:12:14,420 --> 00:12:17,880 the OER world needs our faculty's expertise. 257 00:12:18,560 --> 00:12:21,380 I'm also expecting smaller grassroots growth as we 258 00:12:21,380 --> 00:12:24,020 go because I am working on a much smaller scale 259 00:12:24,020 --> 00:12:27,230 for Daytona Beach and my teaching opportunities 260 00:12:27,230 --> 00:12:29,780 with them are in these one on one conversations 261 00:12:29,780 --> 00:12:32,300 with faculty or on departmental level with 262 00:12:32,300 --> 00:12:34,850 webinars and department meetings that I get 263 00:12:34,850 --> 00:12:37,490 invited to where I can answer their questions 264 00:12:37,490 --> 00:12:42,490 directly. Now, Worldwide is an entirely different 265 00:12:42,490 --> 00:12:45,700 beast, and even though I approach world wide with 266 00:12:45,700 --> 00:12:49,480 the exact same framework that I approach Daytona 267 00:12:49,480 --> 00:12:51,820 Beach with, my answers were very different and the 268 00:12:51,820 --> 00:12:55,360 work I do with worldwide is very different. So for 269 00:12:55,360 --> 00:12:57,550 students, I began once again with that demographic 270 00:12:57,610 --> 00:13:01,540 data, and it did in some ways break up my 271 00:13:01,540 --> 00:13:03,940 assumptions again, because when I moved to Worldwide, 272 00:13:03,940 --> 00:13:05,650 I assumed the students would be more like our 273 00:13:05,650 --> 00:13:09,280 Daytona Beach students. And I also talked to our 274 00:13:09,280 --> 00:13:11,350 research department. The library research 275 00:13:11,350 --> 00:13:13,570 department does all of the reference work for the 276 00:13:13,570 --> 00:13:16,630 worldwide students and, outside of the worldwide 277 00:13:16,780 --> 00:13:19,540 staff themselves, they have a ton of one on one 278 00:13:19,540 --> 00:13:21,910 time with the students seeing what they need, 279 00:13:21,910 --> 00:13:23,830 seeing what they struggle with in terms of their 280 00:13:23,830 --> 00:13:27,070 books and in terms of access. And what I learned 281 00:13:27,070 --> 00:13:29,950 is that worldwide, has many working adults, it's 282 00:13:29,950 --> 00:13:33,070 also a lot of active military posted around the 283 00:13:33,070 --> 00:13:38,080 world and that access issues are a much bigger 284 00:13:38,080 --> 00:13:42,220 deal for our worldwide students. If you have a 285 00:13:42,220 --> 00:13:44,800 faculty member using free materials on YouTube, 286 00:13:45,190 --> 00:13:48,280 that's fine when they're in the US, but a student 287 00:13:48,280 --> 00:13:50,620 in another country may not be able to access that 288 00:13:50,620 --> 00:13:53,890 same free resource. Or students who are on active 289 00:13:53,890 --> 00:13:56,770 military bases may not be able to access all of 290 00:13:56,770 --> 00:13:59,920 our library materials because of the stipulations 291 00:13:59,920 --> 00:14:02,530 or the firewall inherent to where they're trying 292 00:14:02,530 --> 00:14:05,470 to access. And those issues become very important 293 00:14:05,470 --> 00:14:07,900 very quickly when we're trying to help faculty 294 00:14:08,230 --> 00:14:11,740 find information that they can use in all of their 295 00:14:11,740 --> 00:14:13,990 courses, no matter where the student is logging on. 296 00:14:15,680 --> 00:14:17,690 And to learn more about our faculty was also a 297 00:14:17,690 --> 00:14:19,880 little more difficult because I couldn't walk into 298 00:14:19,880 --> 00:14:22,730 their offices like I can in Daytona Beach, so I 299 00:14:22,730 --> 00:14:25,190 relied on the relationships that already existed 300 00:14:25,460 --> 00:14:28,160 with our liaison librarians. They have years of 301 00:14:28,160 --> 00:14:30,830 experience already working with worldwide, and 302 00:14:30,830 --> 00:14:34,040 they know what departments have special concerns 303 00:14:34,040 --> 00:14:36,560 and special difficulties. And they could tell me a 304 00:14:36,560 --> 00:14:39,410 lot faster than me trying to dig into the website 305 00:14:39,410 --> 00:14:42,740 and find that information myself. I also realized 306 00:14:42,740 --> 00:14:44,420 that we needed to meet with the instructional 307 00:14:44,420 --> 00:14:46,730 design team because they work on every single 308 00:14:46,730 --> 00:14:49,670 class with worldwide. So much like my meetings 309 00:14:49,670 --> 00:14:51,110 where I asked them to tell me about your 310 00:14:51,110 --> 00:14:53,630 department. I met with the instructional design 311 00:14:53,630 --> 00:14:55,780 team and asked them to tell me about the process, 312 00:14:55,790 --> 00:14:58,730 tell me how you choose textbooks for courses and 313 00:14:58,730 --> 00:15:02,600 what we can do to help with that process. And we 314 00:15:02,600 --> 00:15:05,330 learned very quickly that courses are shaped by 315 00:15:05,330 --> 00:15:08,330 small groups of faculty and designers on a two 316 00:15:08,330 --> 00:15:10,730 year cycle, which is very different from Daytona 317 00:15:10,730 --> 00:15:13,490 Beach. And that's done so that courses are 318 00:15:13,490 --> 00:15:16,070 consistent when an adjunct has to teach it to meet 319 00:15:16,070 --> 00:15:19,010 demand. But that also means that there's different 320 00:15:19,010 --> 00:15:22,670 concerns about what materials are used in those 321 00:15:22,670 --> 00:15:26,300 courses. And the concerns have to be agreed upon 322 00:15:26,390 --> 00:15:28,520 for the whole team and not just the individual 323 00:15:28,520 --> 00:15:31,940 faculty member. So the other thing I made sure to 324 00:15:31,940 --> 00:15:34,430 do is I attend kickoff meetings for Course redesigns 325 00:15:34,430 --> 00:15:37,670 or I schedule meetings very early so that 326 00:15:37,670 --> 00:15:40,790 I can talk to the faculty myself, get to know them 327 00:15:41,030 --> 00:15:43,370 and answer their questions about open licensing. 328 00:15:43,370 --> 00:15:45,710 And OER and what the difference is if they're 329 00:15:45,710 --> 00:15:48,560 using a library material or an open material on 330 00:15:48,560 --> 00:15:51,350 the Internet. And this is important because 331 00:15:51,350 --> 00:15:53,630 there's a huge amount of work and a huge amount of 332 00:15:53,630 --> 00:15:57,080 faculty. I can be working with worldwide redesigns 333 00:15:57,080 --> 00:16:00,170 about 100 courses a year. So I'm never lacking for 334 00:16:00,170 --> 00:16:03,440 work with world wide, but I have to maintain 335 00:16:03,440 --> 00:16:06,410 expectations of what we can do to properly support 336 00:16:06,410 --> 00:16:11,030 them. And for the textbooks, the initial meetings 337 00:16:11,030 --> 00:16:13,130 are a great resource because I'm talking and 338 00:16:13,130 --> 00:16:15,800 asking direct questions about specific courses. 339 00:16:16,340 --> 00:16:19,490 But Worldwide also maintains a master textbook 340 00:16:19,490 --> 00:16:22,100 list. And I spent some time just looking over that 341 00:16:22,100 --> 00:16:25,130 textbook list to see trends and how expensive 342 00:16:25,130 --> 00:16:28,730 books tend to be, what non textbook resources are 343 00:16:28,730 --> 00:16:32,720 required of our students, and how often things 344 00:16:32,720 --> 00:16:35,090 like homework systems are required because those 345 00:16:35,090 --> 00:16:37,490 are hard to replicate in an OER setting. Not 346 00:16:37,490 --> 00:16:40,480 impossible, but more difficult. And what I learned 347 00:16:40,490 --> 00:16:42,770 is that the concerns for worldwide center much 348 00:16:42,770 --> 00:16:45,080 more on longevity because of those two year 349 00:16:45,080 --> 00:16:51,710 redesign cycles and also helps getting longevity 350 00:16:51,710 --> 00:16:53,510 and stability because they don't want things 351 00:16:53,510 --> 00:16:55,790 disappearing off the Internet for their students, 352 00:16:56,060 --> 00:16:58,520 which is where I could step in and provide that 353 00:16:58,520 --> 00:17:01,240 stability through our institutional repository. 354 00:17:01,820 --> 00:17:03,950 They're also much more interested in interactive 355 00:17:03,950 --> 00:17:06,230 and multimedia content, and they create much more 356 00:17:06,230 --> 00:17:08,660 of that content. So when I'm helping worldwide 357 00:17:08,660 --> 00:17:11,780 faculty publish, I'm focused on videos and 358 00:17:11,780 --> 00:17:14,840 assignments and smaller objects versus supplements 359 00:17:14,840 --> 00:17:18,710 and full textbooks for Daytona Beach and on the 360 00:17:18,710 --> 00:17:20,900 ground, this looks very different for worldwide as 361 00:17:20,900 --> 00:17:23,060 well. I'm not working with departments. I'm not 362 00:17:23,060 --> 00:17:24,740 working with colleges. I'm working with the 363 00:17:24,740 --> 00:17:27,500 instructional design team first and foremost, and 364 00:17:27,500 --> 00:17:30,860 faculty in those one on one course redesigns. And 365 00:17:30,860 --> 00:17:33,440 instead of acting as a reference librarian, I'm 366 00:17:33,440 --> 00:17:35,780 inserting the library into that course redesign 367 00:17:35,780 --> 00:17:38,750 process and really acting as an OER subject 368 00:17:39,590 --> 00:17:43,610 specialist to add to that team rather than just as 369 00:17:43,610 --> 00:17:47,210 a library liaison. And instead of that slow 370 00:17:47,210 --> 00:17:50,240 grassroots growth that I expect from 371 00:17:50,240 --> 00:17:52,610 Daytona Beach, we have exploding growth in 372 00:17:52,610 --> 00:17:54,560 worldwide because there is so much demand for what 373 00:17:54,560 --> 00:17:57,110 we're doing and it needs to be structured. So it 374 00:17:57,110 --> 00:18:00,400 meets the fact that there's only one of me. And 375 00:18:00,410 --> 00:18:03,320 lastly, for learning opportunities, our faculty 376 00:18:03,320 --> 00:18:05,180 are around the world. I'm currently working with 377 00:18:05,180 --> 00:18:07,640 one in Ireland. We're doing more work with 378 00:18:07,640 --> 00:18:10,730 Singapore. I can't do webinars in the same way 379 00:18:10,730 --> 00:18:13,520 that I do for Daytona Beach. So self guided 380 00:18:13,520 --> 00:18:15,860 learning opportunities are what I'm developing for 381 00:18:15,860 --> 00:18:18,980 our designers and for our faculty to help meet 382 00:18:18,980 --> 00:18:23,270 those needs. Now, like I said, I started with very 383 00:18:23,270 --> 00:18:26,180 similar questions and ended up a very different 384 00:18:26,180 --> 00:18:29,930 results for both campuses. So I'm going to go back 385 00:18:29,930 --> 00:18:32,480 to some of those questions to help you sort of 386 00:18:32,480 --> 00:18:34,820 stop and think about your own campus. And I think 387 00:18:34,820 --> 00:18:37,010 these questions are important if you're brand new, 388 00:18:37,010 --> 00:18:40,880 like I was, or if you are established because it's 389 00:18:40,880 --> 00:18:43,310 easy to think you know your campus and stop 390 00:18:43,310 --> 00:18:45,440 taking stock of where you are and where your 391 00:18:45,440 --> 00:18:48,200 initiative is. So it's sometimes good to just stop, 392 00:18:48,200 --> 00:18:50,420 get back to basics and really understand where 393 00:18:50,420 --> 00:18:53,240 you're at. So some things to consider is what 394 00:18:53,240 --> 00:18:56,150 resources do you have and what do you not have? 395 00:18:56,510 --> 00:18:59,000 For me, I never did stipends because I knew we 396 00:18:59,000 --> 00:19:00,860 didn't have consistent funds that we could put 397 00:19:00,860 --> 00:19:04,280 towards this, but I had time. So I focus on one on 398 00:19:04,280 --> 00:19:07,400 one hands-on support in lieu of being able to pay 399 00:19:07,400 --> 00:19:10,280 because I could at least provide specialized 400 00:19:10,280 --> 00:19:12,590 assistance rather than sending our faculty out 401 00:19:12,590 --> 00:19:16,270 themselves. You may not have time, so you'll want to 402 00:19:16,270 --> 00:19:19,090 focus on things where you can talk to larger 403 00:19:19,090 --> 00:19:21,520 groups of faculty rather than one on one like I'm 404 00:19:21,520 --> 00:19:24,760 able to do, and knowing your resources helps frame 405 00:19:24,760 --> 00:19:28,510 what you do. And then what do you know about your 406 00:19:28,510 --> 00:19:31,010 campus and what are you assuming about your campus? 407 00:19:31,030 --> 00:19:32,920 Because especially if you're like me and you work 408 00:19:32,920 --> 00:19:35,860 in an office, in the library, you may not actually 409 00:19:35,860 --> 00:19:39,460 know what's going on on campus. So it's good to 410 00:19:39,460 --> 00:19:41,650 really check your own assumptions about your 411 00:19:41,650 --> 00:19:43,900 students. And then, of course, how can you learn 412 00:19:43,900 --> 00:19:46,240 more? Are there committees you can join? Are there 413 00:19:46,240 --> 00:19:49,090 students that you can poll? Are there resources 414 00:19:49,090 --> 00:19:51,250 you haven't tapped into or questions you haven't 415 00:19:51,250 --> 00:19:54,250 asked? And lastly, how can what you learn 416 00:19:54,250 --> 00:19:56,740 translate into action? I love learning for 417 00:19:56,740 --> 00:19:59,230 learning sake, but this is about the students and 418 00:19:59,230 --> 00:20:01,930 student success. So everything I learn, I try to 419 00:20:01,930 --> 00:20:04,720 leverage into making our initiative better and 420 00:20:04,720 --> 00:20:07,600 stronger and more aligned with our ultimate goals. 421 00:20:09,610 --> 00:20:11,590 All right. Thank you for letting me talk very fast 422 00:20:11,590 --> 00:20:15,510 for 20 minutes. I'll open it up for any questions. It 423 00:20:15,610 --> 00:20:17,870 looks like we have a couple in the chat, some of 424 00:20:17,920 --> 00:20:19,660 the asking how I got into into my job and Schol 425 00:20:19,660 --> 00:20:24,220 Com. So I was graduating library school. I was 426 00:20:24,220 --> 00:20:26,050 going to be moving to a different part of the 427 00:20:26,050 --> 00:20:31,420 state with my husband. And everyone I worked with 428 00:20:31,420 --> 00:20:33,700 kept sending me this job description thing that 429 00:20:33,700 --> 00:20:36,910 sounded exactly like me. So getting into Schol 430 00:20:36,910 --> 00:20:39,250 Comm was a little bit accidental, though I did 431 00:20:39,250 --> 00:20:41,740 fall very much in love with it. I was already 432 00:20:41,740 --> 00:20:44,290 interested in OER because I'm a self-confessed 433 00:20:44,290 --> 00:20:46,810 copyright nerd and open licensing is really 434 00:20:46,810 --> 00:20:50,740 interesting to me and OER fits really well into 435 00:20:50,740 --> 00:20:53,710 that. Having just been a student as well, it hits 436 00:20:53,710 --> 00:20:55,930 very close to home because I was just shelling out 437 00:20:56,200 --> 00:20:58,510 hundreds of dollars I didn't have on textbooks 438 00:20:58,510 --> 00:21:01,450 myself, and I was very compassionate towards the 439 00:21:01,450 --> 00:21:03,310 difficulty that creates for students. 440 00:21:05,410 --> 00:21:07,810 To answer Margaret's question, I'm going to post 441 00:21:07,810 --> 00:21:10,390 the slides. Yes, I don't currently have one, but I 442 00:21:10,390 --> 00:21:11,170 can get one set up. 443 00:21:13,600 --> 00:21:17,350 We do use surveys, Erica. We're currently in the 444 00:21:17,350 --> 00:21:22,760 middle of a multi semester survey research 445 00:21:22,760 --> 00:21:25,010 project for students and we're doing interviews 446 00:21:25,010 --> 00:21:28,310 with faculty members and our committee has done 447 00:21:28,310 --> 00:21:31,340 more ad hoc surveys in the past to ask our 448 00:21:31,340 --> 00:21:34,870 students questions. And our SGA regularly does 449 00:21:34,880 --> 00:21:38,750 small three question surveys of our students as 450 00:21:38,750 --> 00:21:39,010 well. 451 00:21:41,340 --> 00:21:43,980 Christine, I have not done coffee dates with 452 00:21:43,980 --> 00:21:46,860 university administrators, partially because 453 00:21:47,100 --> 00:21:51,120 they're impossible to get time with and two because 454 00:21:51,300 --> 00:21:54,540 I already knew I had their support. I knew support 455 00:21:54,540 --> 00:21:56,970 was inconsistent between departments. So that's 456 00:21:56,970 --> 00:22:00,720 where I wanted to start. If you can, I would 457 00:22:00,720 --> 00:22:03,540 definitely talk to who's in charge of retention or 458 00:22:03,550 --> 00:22:08,470 your Center for Teaching and Learning. And 459 00:22:08,580 --> 00:22:10,560 those are great people to get you in contact with 460 00:22:10,560 --> 00:22:12,690 higher ups, in my opinion, because they tend to 461 00:22:12,690 --> 00:22:14,250 know a lot of people on campus. 462 00:22:16,270 --> 00:22:19,110 Stephen, what kind of pushback or lack of response 463 00:22:19,110 --> 00:22:21,210 that I get? A couple of faculty just never 464 00:22:21,210 --> 00:22:24,060 responded. When I tried to set up meetings, I 465 00:22:24,060 --> 00:22:26,430 think I responded. I reached out to 10. I got 466 00:22:26,430 --> 00:22:29,220 responses from eight. So not a bad batting average, 467 00:22:29,220 --> 00:22:33,060 but a couple just never responded. I only had 468 00:22:33,060 --> 00:22:38,000 major pushback from one faculty member who just 469 00:22:38,000 --> 00:22:40,010 really drilled me with questions about the 470 00:22:40,010 --> 00:22:42,350 business side of OER and what was it going 471 00:22:42,350 --> 00:22:44,360 to do to our campus if we were giving away our 472 00:22:44,360 --> 00:22:47,540 content for free? And does it matter if we can't 473 00:22:47,540 --> 00:22:51,020 get students to read the textbook anyway? And by 474 00:22:51,020 --> 00:22:53,180 the time we got to the end of the conversation, I 475 00:22:53,180 --> 00:22:56,150 realized he was actually on board. He just wanted 476 00:22:56,150 --> 00:22:58,730 to know that I could back up what we were 477 00:22:58,730 --> 00:23:02,060 promising we could do. And that's part of the 478 00:23:02,060 --> 00:23:04,700 reason I kept those conversations very open, is 479 00:23:04,700 --> 00:23:07,130 because I wanted that push back. I want those hard 480 00:23:07,130 --> 00:23:09,710 conversations so I can actually answer those 481 00:23:09,710 --> 00:23:14,480 misconceptions as best as I can. But there 482 00:23:14,480 --> 00:23:16,670 definitely was a little pushback or just not 483 00:23:16,670 --> 00:23:18,740 interest, but less than I expected. 484 00:23:21,310 --> 00:23:23,680 For Richard Palmer, what did the instructional 485 00:23:23,680 --> 00:23:26,710 designers need from me most? They knew they needed 486 00:23:26,710 --> 00:23:29,230 to know where to find things, so I sent them 487 00:23:29,230 --> 00:23:33,010 towards our lab guide and specific repositories I 488 00:23:33,010 --> 00:23:36,490 thought would be helpful for them. I think the 489 00:23:36,490 --> 00:23:40,820 IDs also needed, kind of, permission to look 490 00:23:40,820 --> 00:23:43,940 outside of this, sometimes their administration 491 00:23:43,940 --> 00:23:47,510 has more pushed back on us, letting things out to 492 00:23:47,510 --> 00:23:49,820 the public, and so they needed that affirmation 493 00:23:49,820 --> 00:23:51,440 that this is a thing that is happening in the 494 00:23:51,440 --> 00:23:55,970 world of open. It is growing and important. So 495 00:23:55,970 --> 00:23:58,550 sometimes I can provide them with some support for 496 00:23:58,550 --> 00:24:00,100 what they already are inclined to do. 497 00:24:04,450 --> 00:24:06,820 Emma, congratulations on your recent MLIS as 498 00:24:06,820 --> 00:24:11,260 well. Donna, do you organize all the information 499 00:24:11,260 --> 00:24:13,030 you were gathering from your informal meetings and 500 00:24:13,030 --> 00:24:16,030 conversations? Yes, I took notebooks with me to 501 00:24:16,030 --> 00:24:19,360 every meeting and took a lot of notes. And then I 502 00:24:19,360 --> 00:24:21,580 came back and typed them all up into one note. So 503 00:24:21,580 --> 00:24:24,190 I had a section I could go back and reference. And 504 00:24:24,190 --> 00:24:26,230 then I start things that I thought would lead me 505 00:24:26,230 --> 00:24:29,530 to more people or to more ideas that I could 506 00:24:29,530 --> 00:24:30,250 follow up on. 507 00:24:32,820 --> 00:24:36,120 Melanie, student groups, yes, I work with SGA, I 508 00:24:36,120 --> 00:24:38,610 have presented to the SGA, I now have an SGA 509 00:24:38,610 --> 00:24:43,290 member on the committee. Other than that, I 510 00:24:43,290 --> 00:24:45,180 haven't been able to collaborate with too many. 511 00:24:45,190 --> 00:24:48,180 I'm hoping to in the future. We have some books 512 00:24:48,180 --> 00:24:51,030 coming up that I think students are going to be 513 00:24:51,030 --> 00:24:52,980 more involved with. We have an essay collection 514 00:24:52,980 --> 00:24:55,740 coming out that I'm going to be working more one 515 00:24:55,740 --> 00:24:57,870 on one with students to help them understand what 516 00:24:57,870 --> 00:25:00,150 they're doing and then that way hopefully get them 517 00:25:00,150 --> 00:25:01,530 more involved in the process. 518 00:25:07,720 --> 00:25:09,820 Yes, Stacey, you have permission to use this, I 519 00:25:09,820 --> 00:25:13,390 think these will be recorded correct and made 520 00:25:13,390 --> 00:25:16,660 available. Yes, OK. Yes, the slides will be 521 00:25:16,660 --> 00:25:18,670 available in the recording. Yes. OK, perfect. 522 00:25:21,610 --> 00:25:23,560 If there's more questions in here, everyone's very. 523 00:25:25,090 --> 00:25:28,630 Supportive and I appreciate that, Ricardo, as a 524 00:25:28,630 --> 00:25:31,570 student, how can you get started as a student? I 525 00:25:31,570 --> 00:25:35,680 would say see if you can find out who's doing this 526 00:25:35,680 --> 00:25:37,810 work on your campus, because that has been one of 527 00:25:37,810 --> 00:25:40,180 the most difficult things for me, is how do I get 528 00:25:40,180 --> 00:25:41,920 the students more aware of what we're doing? 529 00:25:42,610 --> 00:25:45,250 Faculty are easy. I can drop them in meetings or 530 00:25:45,250 --> 00:25:48,970 faculty Senate. Students are harder. So if you're a 531 00:25:48,970 --> 00:25:50,920 student and you're interested, see if there is an 532 00:25:50,950 --> 00:25:54,010 OEr committee, see if you can join it or just 533 00:25:54,010 --> 00:25:56,410 talk to your faculty, say, do you know if this is 534 00:25:56,410 --> 00:25:59,470 going on? Have you thought about this? Our star 535 00:25:59,470 --> 00:26:01,990 student member of the committee when I was hired 536 00:26:01,990 --> 00:26:06,300 has very sadly graduated. But he probably got us 537 00:26:06,320 --> 00:26:08,560 more faculty involved than anyone because he just 538 00:26:08,560 --> 00:26:10,480 talked to them like, hey, did you know this is 539 00:26:10,480 --> 00:26:12,390 happening? Did you know they're spending one 540 00:26:12,390 --> 00:26:14,050 hundred fifty on your textbook and that we can 541 00:26:14,050 --> 00:26:17,470 change that? I don't expect all students to be 542 00:26:17,470 --> 00:26:19,810 that aggressive, but he was fantastic as an 543 00:26:19,810 --> 00:26:22,720 advocate and having students really speak up that 544 00:26:22,720 --> 00:26:26,560 it matters to them, I think does speak to faculty 545 00:26:26,830 --> 00:26:28,600 because me coming in saying it's important from 546 00:26:28,600 --> 00:26:31,990 the library is one thing. Having a student come 547 00:26:31,990 --> 00:26:35,230 and say this really matters in our day to day is a 548 00:26:35,230 --> 00:26:37,660 very different impact for faculty, especially if 549 00:26:37,660 --> 00:26:38,500 you're in their class. 550 00:26:41,440 --> 00:26:43,810 All right, I think we are at time just a smidge 551 00:26:43,810 --> 00:26:46,030 over Cassandra, but thank you so much for the 552 00:26:46,030 --> 00:26:48,790 presentation. Everyone is welcome to stay on 553 00:26:48,790 --> 00:26:51,010 longer if you have additional questions. But at 554 00:26:51,010 --> 00:26:53,200 this point, I'm going to stop the recording. Thank 555 00:26:53,200 --> 00:26:57,910 you, Bill. And you can stay until 20 minutes till. 556 00:27:01,390 --> 00:27:01,860