Choosing OER as an Equitable Pedagogical Practice by Dr. Cassie Bergstrom, Associate Professor of Psychological Sciences and Dr. Molly Jameson, Interim Director of CETL

Dr. Cassie Bergstrom (CB), Associate Professor of Psychological Sciences, and Dr. Molly Jameson (MJ), Interim Director of CETL, recently sat down to talk about OER.

MJ: Thanks so much for talking with me today, Dr. Bergstrom. So, can you tell us a little bit about what OER means?

CB: Sure! OER are open educational resources or materials that can be used in classes free of cost. These resources can also be modified by faculty to best fit their goals for classes. The result is materials that are adaptable and closely fit the course's goals and have the additional benefit of free access for both students and faculty.

MJ: That sounds helpful for both instructors and students. What are some of the benefits of using OER for instructors?

CB: For instructors, benefits include adopting or adapting materials that most closely fit the learning objectives they have for their students. If students don’t need to buy a textbook, it also means that all students (regardless of their financial situation) will have access to the course materials that are essential for learning. An additional benefit for instructors is the possibility of working with and sharing materials with other instructors, creating a sense of community and shared purpose.

MJ: I can totally see that. I also really like your point about how OER results in materials that fit the course goals, which is an important part of strong course design. I know when I used regular textbooks, there were often chapters I would skip or sections within chapters that I did not use. But with OER, I can use only specific chapters or even specific sections from open access texts. How about the benefits of using OER for students?

CB: For students, the primary benefit is avoiding the costs of traditional textbooks! Textbooks are often not covered by financial aid and that means that students who might not be financially secure may choose to share or go without required textbooks, impacting students’ learning and grades. It is quite challenging to learn the content when you cannot afford the book, so OER allows all students access to the material.

MJ: Traditional textbooks ARE expensive! I remember several years ago a student told me that they had to choose between buying textbooks and paying their rent that month. That’s ridiculous! Because OER are open and affordable, it sounds more accessible to students from diverse backgrounds, like first-generation students or financially insecure students. Is that right?

CB: That’s right. Using OER in classes reduces the barrier of high-cost instructional materials for all students, but they have the highest impact on students who come from lower socioeconomic backgrounds. Often OER are integrated right into the course’s Canvas shell, making them easy to find and accessible. Additionally, students can access the OER right at the beginning of a course, not needing to wait for a textbook to ship or for financial aid to come in to access the course materials.

MJ: That is so important for student success. It sounds like OER are beneficial to everyone involved. Are there any downsides to using OER?

CB: There are some things to be aware of. First, it’s important to make sure that students know how to access the materials for the course. If students have patchy internet access at their homes, it might be beneficial for them to be able to download the resources. Second, it does take a bit of time on the instructor’s end to find and integrate OERs into a preexisting course. However, we do have some wonderful resources at UNC to help with this process!

MJ: Why do you think some instructors are hesitant to make the jump into OER? Or why are there not more instructors using OER?

CB: Those are great questions. I think some instructors get very connected to the textbooks they use for courses, particularly if they have used the same text for years. There’s also a lack of knowledge about where to find OER materials that would be a good fit and how to collect and utilize these materials in courses. Finally, trying out new things can be a bit scary! Instructors have often used textbooks both as students and faculty, so adapting to a new way to consider course materials can be a bit intimidating.

MJ: As an instructor who uses OER, what is your biggest piece of advice for people who want to adopt OER in their classrooms?

CB: Try it out!  You can take small steps towards using OER, like trying them out for one unit or one topic in a class. Also, I highly encourage folks who are interested in learning more about OER to attend some of the activities during Open Ed week or to reach out to people in their departments who have used OER or Nancy Henke, our textbook affordability librarian at UNC.

MJ: What can centers that focus on teaching and learning, like CETL, do to enhance and improve OER use to supplement teaching and learning?

CB: I think integrating information about OER into multiple areas of content would help improve the visibility and understanding of what OER entail and why they are beneficial. Not only do they help support students and student learning, but they can enhance the fit between instructional materials and instructors’ learning objectives for students.

MJ: Dr. Bergstrom, thank you so much for taking the time to talk to me today about OER. I have shifted several of my classes to OER, and after our conversation today, I see a few places where I can start to make some more small changes. I am also very thankful for your advice for CETL, and I look forward to continued collaborations to enhance OER, teaching, and learning here at UNC!