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Faculty Spotlight: Diana Becker, Lecturer, School of Nursing, College of Natural and Health Sciences

12/04/2024
profile-icon Nancy Henke

Diana BeckerDiana Becker was awarded an OER grant in the 2023-24 academic year. In this profile, she discusses why and how she is using OER in her NURS 374 Clinical: Adult Health course. 

What course did you convert to OER?

I converted NURS 374, which is a course where nursing students learn at the beginning of the semester how to care for adult patients in the hospital setting. They then put these principles into practice during a 10-week rotation working alongside nurses in the hospital.

What open resource(s) did you use?

I used two sources primarily: Nursing Advanced Skills by Open RN and Nursing Skills, 2e by Chippewa Valley Technical College.

What motivated you to convert your course to OER?

When I attended college a number of years ago, I remember the cost associated with textbooks.  I also remember that some of those books were not used for more than a chapter or two.  I began to look at alternatives to traditional textbooks after a colleague discussed it at a faculty meeting.

Could you describe the process you went through to convert your course to OER? 

Prior to conversion, I had a pretty good idea of what I was looking for.  Additionally, I had already done some research into what resources I may want to use.  Since the resources I was looking for primarily pertained to skill attainment, it was easy to find the style of book that I wanted.  I also knew that I didn’t just want to change to an online book.  I wanted to create a resource that presented material that students needed to know, rather than having to find the pages or sections I wanted the students to read.  Once I found the resources I wanted, I read through each section and created separate documents: must read, good review, and checklists.  During the fall semester, I created a resource using the desired material for what the students must read.  Moving forward, I hope to also create a resource with the review materials and checklists.

Did you encounter any challenges during the conversion process, and if so, how did you overcome them?

The main challenge I have faced is working with colleagues about the advantages to OER materials.  We are still working through this!  Otherwise, I was fortunate to easily find materials I wanted to use.

Have you received any feedback from students about using OER in your course? If so, what has been their response?

I sent out a 7-question survey to students.  I didn’t receive a lot of feedback, but those who did respond found the materials accessible and easy to read.  However, many of them didn’t read all of the materials.  But, those who didn’t read all materials did self-report that they often don’t read materials for courses.

Can you share any advice or tips for other faculty members who are considering converting their courses to OER?

If you are considering using OER, do it. If you just keep thinking about it, you will never do it.  I think it is well worth the faculty time because it truly enables you to create a resource that is specific to your course, without all of the extra information or materials that may be in a traditional textbook.

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Faculty Spotlight: Dr. Meg Du Bray, Assistant Professor, Department of Geography, GIS, and Sustainability, College of Humanities and Social Sciences
03/19/2024
profile-icon Nancy Henke
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Dr. Meg du Bray was awarded an OER grant in the 2022-23 school year as part of Cohort 4 of OER grant recipients. Below, she discusses how she uses OER in her courses, her motivations for using OER, and the process she used (and continues to use) in converting and updating her course.

What course did you convert to OER?

I had previously used OER materials in my ENST 100: Introduction to Environmental Studies course, so I used this opportunity to search for alternatives to the OER textbook I had been using. There’s now an updated edition, and I found additional OER materials to use in other classes.

 

What open resource(s) did you use?

I used OASIS, LibreTexts, MERLOT, and OpenStax most regularly.

 

What motivated you to convert your course to OER?

I know that financial costs are a struggle for many of our students, and I want to make their education as valuable to them as possible, while also minimizing costs to them. I never want financial burden to be a reason someone can’t do well in my class, and OER makes it easier on them. Plus, environmental studies, like many fields, is a rapidly evolving and changing field. I want to be able to rely on up-to-date information!

 

Could you describe the process you went through to convert your course to OER?

When I first adopted OER at another institution, I had previously been using a textbook that I liked but didn’t feel covered all the material that I wanted it to. Once I went through and looked at the possible options, I still felt that no single text covered everything I wanted it to, but the book I use, Environmental Biology comes the closest. Over several years of trial and error, I have gotten comfortable with the text enough to try using different sections at different points in the course. This obviously required me to change lecture slides, incorporate additional readings and activities, and so on, but has allowed me more flexibility in my teaching, as well.

 

Did you encounter any challenges during the conversion process, and if so, how did you overcome them?

The biggest challenge was finding a textbook that I felt really addressed the interdisciplinary components of the field and the course. At the end of the day, I have used a number of different materials, in addition to the OER textbook (such as podcasts, YouTube clips, and pop-sci readings) to make sure I get complete coverage. Sometimes it’s about looking in different places!

 

Have you received any feedback from students about using OER in your course? If so, what has been their response?

My students have mentioned that they appreciate the lower cost of taking this course. Environmental studies textbooks can run around $100-150, and it’s nice that they don’t have to decide between that book and another. Especially since many students take this as an LAC, I believe they appreciate the low cost!

 

Can you share any advice or tips for other faculty members who are considering converting their courses to OER?

Check as many OER sites as you can. Even if you can’t convert your entire course to OER, you might find some really neat activities, or even complete syllabi that help you rethink your courses. I now check the OER sites first to get inspiration to develop new courses!

Social Sciences, Biological Sciences, Geography, GIS, and Sustainability, Open Initiatives & Resources, Open & Affordable Educational Materials
Open Books, Open Doors: A First-Gen Student's Experience with AOER Empowerment by Ethan Roth, UNC Psychology Undergraduate
11/28/2023
Ethan Roth
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Not to oversell it, but I grew up poor. The kind of poor where all your dishes are old Cool Whip containers and where you decide that some nights it’s better for everyone if you just go to sleep hungry. When I decided to go to college as a first-generation student, I knew it would be a risk. Given my background, there wasn’t going to be a safety net for me to fall back on if things went wrong. But even if I had to do it on my own, I knew that college was the only opportunity I had if I wanted to change my situation -- and so for me, it was a risk I had to take. 

 

Knowing it was something that I had to do didn’t make the first few semesters any easier though. College, as it turns out, is expensive. Being a low-income student meant that while I had my tuition covered by financial aid, all the other expenses that came with college looked like mountains. From asking professors to see if I could complete an assignment on paper because I couldn’t afford a laptop, to having to walk to class because I couldn’t afford a parking pass – each fee risked the possibility of pushing me into the negative and out of school. A few days before my first classes I went to hunt down the required textbooks and quickly realized that even rentals, the lowest cost option, were well outside of my budget. So I didn’t buy them.  

 

Taking classes without the required materials is a lot like starting a course half-way through the semester; it feels like every assignment and lecture is in the middle of a topic that you’ve never even heard about before. Tests are based on topics only covered in the readings, assignments are on certain chapters, exams are open book (but only if you have a book to open). To sum up the overall experience: it stinks. For a long time, it felt like I was getting half the education that I’d paid for simply because I wasn’t able to afford the materials for those classes. To be honest, it was crushing. 

 

It's this experience, however, that made me so excited about affordable and open educational resources (AOER). I first heard about AOER during my first semester at UNC. Searching for a job, my advisor recommended I apply for the ‘UNC Libraries AOER student position’ – to which I promptly asked, “What in the world is an AOER?” As it turns out, AOER are the solution to the very problem that had nearly driven me out of college: course materials that were things other than traditional textbooks, like library resources or online content, or openly licensed materials made available to students for free. Once I knew what AOER were, I knew that I had to get in, and less than a month later I would be starting my first day on the job. 

 

As UNC’s AOER student employee I work with UNC’s AOER committee to advertise, facilitate, and advocate for AOER on campus. This means that I get to bring a student voice to the conversation. While the decision to use AOER lies entirely in the hands of faculty, I get to be an advocate for those who would benefit the most from these materials and help spread the word so that students can take courses that best fit their budget. It would be an understatement to say that doing this work has returned my agency in what has felt like a hopeless situation.  

 

I would love to say that AOER have suddenly fixed the entire affordability crisis that higher education is going through, but that's not true. What I can say, however, is that the AOER movement offers an opportunity to make college better. It is an opportunity to better facilitate and share knowledge, an opportunity to get students more involved in the learning process, an opportunity to better facilitate diversity into college classrooms, and an opportunity to allow students like me to get an education – and maybe even change their lives. 

Educational Technology, Higher Education, Library & Information Science, Open Initiatives & Resources, Open & Affordable Educational Materials
From Student Activist to OER Advocate: The Journey of a Textbook Affordability Librarian by Nancy Henke, UNC Assistant Professor
10/19/2023
profile-icon Nancy Henke
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As an undergraduate, long before I knew about affordable and open educational resources (AOER), I gave a speech at a well-attended university event where I decried the high cost of textbooks. After my speech, a fellow student asked me, shocked, “Are you allowed to talk about that?”

Spoiler: I’m still talking about it.

I didn’t know then that my career path would lead me into the higher education classroom as an instructor of Composition and Literature, through my degree in Library and Information Science, and right back around to issues of educational access and knowledge equity.

As UNC’s Textbook Affordability Librarian, I develop, sustain, and advocate for initiatives that promote free-to-student educational resources. This may mean working with faculty to adopt, adapt, or create OER for their courses, or exploring options for integrating library-licensed materials into a course, such as e-books available through library subscription databases.

My 13 years teaching at another university prior to my role at UNC has certainly influenced my views on AOER. On the one hand, I have extensive experience developing courses – from choosing textbooks to developing lessons and assessments to crafting quizzes and building Canvas courses – and I recognize the immense workload that comes with that endeavor. Converting a course from using a traditional, all-rights-reserved textbook to affordable and open resources is no mean feat; I deeply sympathize with faculty members’ legitimate concerns about the labor involved in doing so. I similarly respect the principles of academic freedom and the right of faculty to choose learning resources they deem best for their students and courses.

On the other hand, though, from the vantage point of a classroom-instructor-turned-AOER-advocate, I now see aspects of my previous relationship with the textbook industry very differently than I did while I was teaching. Especially in light of my impassioned speech about textbook costs as an undergraduate, I’ll admit that the cost of my students’ course materials wasn’t top of mind when I was an instructor.

Consider the opacity of textbook costs for faculty. It is possible for a faculty member to choose a textbook for a course and not even know exactly what students will pay for it. Some publishers make a faculty member “dig” to determine how much students will pay for the title, and in retrospect I’m ashamed to think that I often required a textbook without knowing the out-of-pocket cost for my students. After all, as an instructor I received a free copy of any textbook I was considering adopting for my courses, since publishers want to make it easy for faculty to review (and ideally, adopt) a textbook they sell. Of course, I knew it wouldn’t be free for my students, but the fact that my copy of the book simply materialized when I requested it from a publisher led to me focus only on the content of the book, not its cost.

Case in point: I taught early American literature for many years, and each semester I assigned a high-quality yet high-cost anthology from a major publisher. Even though I purposefully chose an older edition of the book to cut student costs, I now know that students easily paid over $70 for a new copy of the previous edition and over $50 for a used copy. And, to make it even worse, this is for literature that is so old that it’s in the public domain, meaning it’s no longer protected by copyright. At least 90% of the works I taught in that course are available for free anywhere on the web simply because of their age. Yes, there was plenty of “value-added” in this text: essential historical context, helpful timelines, thoughtful introductions written by experts in the field, etc. Yet that kind of content is also available in OER texts for free.

In the end, I’m a realist and recognize that not every learning resource in every class in every discipline will ever be completely open, and that’s fine. Yet as former teaching faculty now immersed in the world of open education, I hope to reach those instructors who, like me in my previous career, aren’t aware of OER or have misconceptions about them. We all know that the costs of higher education have soared, but what students pay for tuition and fees is simply outside the control of faculty. The cost of course materials, however, is within their control, and when a student doesn’t pay $70 for their American literature anthology, they have $70 for groceries, or gas, or a new pair of winter boots, or a thousand other things they need for themselves and their family.

There’s nothing I can do now about my having required expensive textbooks in the past other than fail forward. My position at UNC Libraries gives me the opportunity to make amends by advancing programs that help current and future UNC students save on textbooks. My undergraduate self who gave that speech way back when might have been disappointed that Instructor Nancy didn’t do more to control textbook costs for her students, but she’d certainly be on board with Librarian Nancy who works on behalf of AOER.  

Educational Technology, Higher Education, Library & Information Science, Open Initiatives & Resources, Open & Affordable Educational Materials