OER by Any Other Name: Results From A Faculty Listening Tour At A Mid-Sized Research University

Abstract

The importance of OER in higher education is well-documented, but additional factors are necessary to explore in order to understand the perception, use, and development of these resources. These include scans of academic environments beyond community colleges or large public universities, and the utilization of novel techniques such as listening tours. In this study, a faculty listening tour was conducted at a private, mid-sized research university. Fourteen faculty members from a variety of disciplines participated in the study, with STEM disciplines being slightly more represented. Semi-structured interviews revealed findings related to faculty usage of textbooks, understanding of student financial needs, perceptions of OER, as well as faculty communication preferences. Faculty members were found to be thoughtful in their selection of course materials, albeit limited by time to include or create new resources, and considerate of cost when choosing textbooks. Faculty members were also found to be unable to define inclusive access models and had difficulty understanding the term OER, leading to a change in librarian vocabulary when referring to these resources. This listening tour led to new approaches to outreach and communications regarding OER among faculty, as well as the development of a staff listening tour, to better support campus needs and facilitate the use of more low-and-no-cost materials.