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My Evolving Perspective on Open Educational Resources (OER) by Dr. Ryan Darling, UNC Assistant Professor

02/28/2020
profile-icon Jen Mayer
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As an instructor, I have adopted a variety of textbooks and supplemental materials to teach courses in Psychology, Neuroscience, Anatomy, and Physiology for undergraduate students, graduate students and medical students.  For a long time, my perspective was solely on adopting materials that were most aligned with my course objectives and that best assisted me with instruction.  However, being at UNC over that past few years has brought the cost of course materials into the forefront of my mind, as I have more freedom when choosing my course materials and I’ve learned that many UNC students have difficulty finding the funds for course materials.  I’ve met very friendly, helpful, and genuinely concerned publishing company representatives that care about cost, but the student-centered approach is lost in the understandable motivation of profit within the corporate structure of publishing companies. 

Publishing companies are doing a great job at staying relevant by creating textbooks in a variety of formats, providing supplemental instructor materials and test banks, and by integrating web-based active learning activities such as adaptive learning modules.  This is very enticing for instructors, as this can significantly improve the quality of course materials with less effort.  In addition, some publishing companies further entice by providing ‘bulk’ discounts and by packaging OER with significantly reduced price.  Although this sounds like a great option for students, they’re essentially charging for OER and the ‘bulk’ discounts only apply if you use their products, which may exacerbate the monopoly certain publishing companies already have on the industry. 

The solution, perhaps OER, but there are many obstacles for OER to be able to compete with publishing companies.  First, OER need to be well organized, properly vetted, and easily accessed, perhaps through a centralized system. One of the benefits of adopting materials from publishing companies is that they are most likely written by experts and have been scrutinized through peer review, meaning instructors can be more confident that the materials are accurate and easily incorporated into their courses. Second, since textbooks are often written, edited, and reviewed by academics, there needs to be a concerted effort to recognize this contribution to their field and to higher education, not just for the creation of OER, but also for adopting and modifying OER.  Tenure and Promotion is the obvious place to consider, but from my experience, there is not enough weight placed on the amount of work it takes to adopt OER, let alone create OER. 

So, if you’re a Dean, Chair, Director, or Faculty, I encourage you to keep looking for ways to incentivize the creation and adoption of OER, and if you’re an Instructor, I encourage you to give it a try.  You can start small by incorporating OER into a portion of your course, then you can add more and make modifications during subsequent semesters.  Also, consider applying for UNC’s OER development grants awarded to UNC by the Colorado Department of Higher Education.

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OER as a Moral Imperative in a Time of Constraint and Censorship by Caterina Belle Azzarello, PhD Candidate, Educational Psychology
09/29/2025
profile-icon Nancy A. Henke
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Let me start with a simple but powerful idea: Open Educational Resources (OER) aren’t just useful or innovative—they’re a moral imperative. A moral imperative is when something feels so right or important that you have to do it, even if no one is making you. We’re living in a time of undeniable challenge in higher education. Across the country, universities and colleges are cutting budgets, laying off personnel, increasing costs for students and increasing workloads for staff and faculty. Programs and clubs that once served as lifelines for first-generation and marginalized students are disappearing.

Higher Education in Crisis

It’s not just about budgets. Academic freedom is being dismantled piece by piece. In Florida and Texas, for instance, new laws restrict teaching African American studies, gender theory, and even basic discussions of race and identity. Entire histories and scientific realities, like climate change or reproductive health, are being stripped from classrooms. Not because they’re inaccurate, but because they’re politically disruptive. Some of this happens quietly, through defunding. Some of this is loud, deliberate, and aggressive. Either way, if we don’t name it, challenge it, and offer alternatives, the effects will last long after today’s students have graduated.

Meanwhile, textbook costs remain a crushing barrier. Students skip meals, work multiple jobs, or go without required materials altogether. For some, the choice is literally between groceries and learning. A few years ago, one UNC student shared this: “I know students who failed because they couldn’t afford the textbook...it has caused me to stress greatly, and I had to choose between getting food or getting the textbook.” We’ve often heard that with great challenges come great opportunities, and that’s where OER enter the conversation, not as a trend, but as a lifeline. Sure, OER help reduce costs. But they’re so much more than that.

OER as a Lifeline, Not a Trend

OER restore agency to educators. They remove barriers for learners. They give teachers the freedom to choose resources that are pedagogically sound, factually accurate, and ethically right—not just what a publisher sells or what an administration approves of.

As someone who works in education research, I’ve seen how much trust matters: trust between students and teachers, trust in the materials we use, trust in the systems that are supposed to uphold knowledge, not suppress it.

When a teacher can’t afford to assign a textbook or is told they can’t use a resource because it clashes with a political narrative, or even when a student doesn’t see themselves reflected in their curriculum, that’s not just unfortunate. That’s unjust.

OER give us a way forward. They let educators adapt content to their classrooms and their communities. They allow us to include marginalized voices and tell the full story. And they guarantee that students—no matter their zip code, background, skin color, or bank account—can access the tools they need to succeed. That’s why universities have a moral obligation to support OER. Not as an afterthought, but as core infrastructure. 

That means investing in faculty training, incentivizing OER creation and adoption, and weaving open practices into policy. That’s why I’m proud to be a member of the AOER Committee at the University of Northern Colorado and deeply grateful for the support of the state of Colorado and the Colorado Department of Higher Education, whose grant funding makes so much of this work possible at UNC and around the state.

It also means defending academic freedom, especially now. Because when facts are politicized and evidence is treated as optional, open education becomes one of our strongest defenses. By making knowledge accessible, transparent, and verifiable, we uphold the integrity of scholarship and empower both educators and students to think critically, challenge misinformation, and protect the pursuit of truth. 

A Commitment to Truth, Equity, and Access

At the end of the day, we’re not just educators. We’re stewards of truth, equity, and possibility. OER are more than resources — they’re a moral commitment. A commitment to: openness over obscurity. Inclusion over exclusion. Facts over fear.

And in times like these, the commitment to OER and affordability is not only important, but also a moral responsibility we carry as educators and learners. Choosing openness and access is our resistance to barriers that limit opportunity, and it is our path forward toward a more just and inclusive future.

Education, Psychological Sciences, Open Initiatives & Resources
A First-Generation International Student's Journey in the World of OER by Franklina Addae, UNC Applied Statistics and Research Methods Graduate Student
10/30/2024
profile-icon Nancy A. Henke
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Stepping into my new role as a Graduate Assistant focused on Open Educational Resources (OER) has been a profound and eye-opening experience. As a first-generation undergraduate and graduate student from Ghana, a developing country, where access to educational resources is often limited, working with the OER team at UNC has shown me the transformative power of open education. Not only does it challenge the traditional models of learning, but it also offers the potential to change lives by making education more equitable and accessible.

Being a first-generation student from a developing country comes with its own set of challenges. Education has always been seen as a luxury in my community, rather than a right. Textbooks, research materials, and even basic access to information are often out of reach for many students like myself. As I pursued my undergraduate and now graduate degrees, I have always been aware of the financial burden that textbooks and learning resources can place on students. It is not uncommon for students back home to rely on outdated textbooks, shared among classmates, or to go without the materials they need to truly succeed in their studies. This has fueled my passion for exploring alternative approaches to education—ones that do not exclude students based on financial capabilities.

I was fortunate to join the OER team as a Graduate Assistant, a role that perfectly aligns with my passion for education and advocacy. Before joining this team, I had no idea how far-reaching the concept of OER could be. In my home country, the idea of freely accessible, high-quality educational resources is still in its infancy. The cost of textbooks and academic materials is a significant hurdle for many students. For this reason, being part of an OER initiative in a more developed context has truly opened my eyes to the potential impact OER can have, not only in the U.S. but globally.

The primary focus of OER is to provide students with the resources they need to succeed without financial strain. In countries like mine, where families struggle to cover basic living expenses, the cost of textbooks can often be overwhelming. OER help bridge this gap by ensuring that no student is denied access to quality educational resources due to cost. These resources are designed not only to reduce costs but to improve educational outcomes by making up-to-date materials more readily available. The ability to access educational resources without the need for expensive textbooks means that students can focus more on learning and less on how they will afford the next book.

While OER is making great strides in developed countries, there are still significant challenges in introducing these resources to less developed nations. Many countries, including my home country Ghana, face infrastructure issues, such as limited internet access and outdated technology. These problems can prevent students from fully benefiting from the wealth of free resources that OER offer. However, the potential for change is tremendous. With increased awareness and support, we can begin to introduce OER in my home country and others like it. As I continue to grow in my role, I am committed to advocating for the integration of OER in developing countries. This will require collaboration between governments, educational institutions, and organizations dedicated to promoting open access to education. By building awareness around OER and creating the infrastructure to support it, we can take meaningful steps towards a more equitable and accessible educational future.

My journey as an OER Graduate Assistant has only just begun, but I already feel a deep sense of purpose in this role. Education has the power to uplift individuals and transform communities, and OER are critical tools in making that happen. As I continue to work with the OER team, I look forward to being part of this global movement for change, one that prioritizes the needs of students and breaks down the barriers that have traditionally stood in the way of educational success. OER have shown me that education does not need to be restricted by financial constraints—it can and should be available to everyone, regardless of where they are in the world. I am excited to bring this knowledge back to my home country, where I hope to be part of the movement to promote OER and ensure that every student has the opportunity to succeed.

Open Educational Resources represent more than just a cost-saving initiative—they represent a fundamental shift in how we view education. OER remove barriers, level the playing field, and ensure that all students have the opportunity to reach their full potential. I look forward to continuing my work with the OER team and contributing to this global vision for a better, more equitable educational landscape.

Education, Higher Education, Open Initiatives & Resources
Open Educational Resources – A Graduate Student Perspective by Teresa Henderson, UNC Professional Counseling Graduate Student
01/26/2021
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As a master’s student in professional counseling, I would estimate I spent nearly $500 on textbooks  during my first year in the program, with the book content ranging from the basic introduction to the counseling profession, to diagnostic manuals and treatment planning resources. While I am excited to be pursuing my dreams, especially as a first-generation student, the cost of higher education has become an increasingly salient issue for me as I have progressed through my education. I often find myself wondering, when all is said and done and I walk across the stage as Dr. Henderson someday, how much will I have spent on my education, on tuition and books, from my bachelor’s degree to my doctorate? I know I am not alone in wondering this and feel that it has become a question that many students find themselves asking. The cost of education, and the materials that go along with our education, have become a substantial barrier for many to academic success. Some may argue that if students cannot afford the textbooks for classes, they can use their university library’s resources, but with limited resources that are often utilized by more than one student, many are left scrambling to access course materials that often determine their success in the course. While student success is a multi-faceted issue, I feel that we set many of our students up for failure by requiring expensive textbooks for courses, especially courses that are required to complete a degree. How can we address this textbook issue so that students have financially friendly options for class materials as they work toward their goals?

            I first learned of open educational resources (OER) during my first semester of graduate school. In search of a job, I had applied for a position with UNC’s University Libraries as an OER graduate student employee. I remember reading through the job description and thinking to myself, “This position sounds great, and I think I’m qualified, but I have no idea what OER is!” Luckily, I landed the position, and had the opportunity to steadily learn all about OER for the next few months. The benefits of using OER in classrooms quickly became clear, and I realized that increasing the use of OER materials could help to alleviate some of the financial burden for students in higher education. However, I found myself wondering why I had not heard of OER before, and why professors were not using these resources in place of expensive textbooks more often. If we have the tools to make higher education more accessible and affordable, why aren’t we using them? I wonder if part of the issue stems from common misconceptions of OER, with one of the biggest misconceptions about OER materials being that because they are free, they must be of lower quality. While I am sure that OER materials exist out there which certainly are of lower quality, the materials I have come across and worked with during my time with University Libraries have been of overwhelmingly high quality. Many sites which offer collections of OER also offer rating systems for individual materials and provide users an opportunity to leave honest reviews and even suggestions for changing the material. In fact, one of the coolest aspects of OER is how customizable the content often is; using OER offers professors the opportunity to edit materials to better fit the focus of the course and its unique learning outcomes. While integrating OER into a course can be a learning curve, plenty of resources exist to make the process easier. To the professors considering OER, I encourage you to learn more and give it a chance; in making the jump to using OER, we provide our students with customized, high-quality, and affordable materials that contribute to their learning and overall success in higher education.

Educational Technology