improving student success and reducing costs through oer · r-degrees q“r” is for reduced-cost...
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IMPROVINGSTUDENTSUCCESSANDREDUCINGCOSTSTHROUGHOER
DR.JOELWELCH,VICEPRESIDENTFORINSTRUCTIONALSERVICES
MR.JAMESCOOK,DEANFORTHECENTERFORTRANSFORMATIVELEARNING
A PICTURE OF SUCCESS…
Forsyth Technical Community College Graduates
Improve Student Success
Increase Affordability
Increase Access
Increase Faculty
Collaboration
Utilize OER
THEROADTOOEROurVentureintoOpenEducationalResources
A SUMMARY OF OUR VENTURE
q Trade Adjustment Assistance Community College Career (TAACCCT) Training Program
q Expedite workplace training and employment
q Seven-person instructional design team
q Course design focused on the biosciences
q Courses available on SkillsCommons
q Also available in granular SoftChalk formats as opposed to an entire course
q Achieving the Dream (AtD) OER Degree Initiative
q Associate in Arts OER degree pathway
q A practical tool for low-tech course design (course mapping)
q Pockets of early adopters across campus
q Fall 2013q 2 Courses (BIO and CHM)q 8 Sectionsq 6 different facultyq 125 registrations
q Fall 2017q 12 Coursesq 79 Sectionsq 43 different facultyq 1700+ registrations
OER COURSE GROWTH
R-DEGREES
q “R” is for Reduced-cost
q “R” was added in the course section legend to designate OER courses
q Specifically for the Achieving the Dream OER degree pathway
q Associate in Arts* degree is an R-Degree
q Foundations for making the R-Degree a reality
q Gained institutional knowledge about OER through TAACCCT
q Forsyth Tech introduced to the ”technical jargon” of instructional design through TAACCCT
q Created a process to support instructional design needs
q Sparked more ideas for faculty development
q Supported our narrative for pursuing the AtD grant years later
DATAFORREVIEWStudentSuccessData
COMPARISON OF FALL 2013 AND FALL 2017
2013FA
OERCourses Non-OERCourses
Minority 42.9% 59.5%
White 56.5% 75.8%
2017FA
OERCourses Non-OERCourses
African-American/Black
53.8% 54.9%
Hispanic 68.1% 67.1%
White 72.8% 77.2%
The sample in 2013FA was too small to break out Black/African American and Hispanic separately.
STUDENT SUCCESS
2017FA Student Success OER Non-OER
Overall 67.6% 71.4%AfricanAmerican/Black 53.8% 60.0%
Hispanic 68.1% 70.0%White 72.8% 75.9%Pell 63.2% 65.2%
NonPell 70.1% 75.7%Female 70.7% 73.1%Male 63.1% 68.9%
Student Success is defined as an A, B or CSame Course Subjects for OER and Non-OER
STUDENT SUCCESS
2017FA OER Non-OER - (Same Course Subjects as OER)
n(Registrations) 1,761 8,542%African
American/Black 21.1% 22.0%
%Hispanic 11.8% 13.6%%White 58.1% 55.2%%Female 59.8% 60.3%%Male 40.2% 39.7%
n(RegistrationswhoreceivedPell) 622 3,519
%AfricanAmerican/Black 33.3% 33.3%
%Hispanic 13.8% 16.1%%White 44.1% 41.4%%Female 66.1% 67.0%%Male 33.9% 33.0%
2017FAUnduplicated Students OER Non-OER
(All Courses)%ReceivingPell 34.5% 44.9%
AveragePell $2,177 $2,204
%ReceivingLoan 46.5% 54.9%
AverageLoan $2,355 $2,463
STUDENT SUCCESSSPECIFIC COURSES – CHEMISTRY (OVERALL)
0%
10%
20%
30%
40%
50%
60%
70%
80%
2011FA 2012FA 2013FA 2014FA 2015FA 2016FA 2017FA
CHM 131 Success Rates
CHM 131 OER CHM 131 NonOER
STUDENT SUCCESSSPECIFIC COURSES – CHEMISTRY (RACE)
0%
10%
20%
30%
40%
50%
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90%
2013FA 2014FA 2015FA 2016FA 2017FA
CHM 131 Success Rates
CHM 131 OER BL CHM 131 OER HIS
CHM 131 OER WH
STUDENT SUCCESSSPECIFIC COURSES - MATH
MAT 143 Success Rates NonOER 2014FA NonOER 2015FA OER 2016FA % Change OER 2017FAOverall 61.5% 52.4% 71.1% 35.7% 68.4%Black 48.9% 39.4% 54.4% 38.1% 53.9%
Hispanic 48.5% 51.5% 74.5% 44.7% 72.2%White 66.5% 56.7% 77.0% 35.8% 73.2%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
NonOER 2014FA NonOER 2015FA OER 2016FA OER 2017FA
MAT 143 Success Rates
Overall
Black
Hispanic
White
STUDENT SUCCESSSPECIFIC COURSES – BIO/CHM
BIO/CHM Courses (2017FA - Instructors)Success
Rate M F BL HIS WH
OER 67.6% 25.6% 74.4% 28.6% 7.6% 53.4%Non-OER 66.8% 43.5% 56.5% 16.1% 16.8% 56.5%
2017FA Courses Success RateOER NonOER OER NonOER
BIO 110BIO 111 111 63.4% 59.0%BIO 112BIO 163BIO 168CHM 131CHM 132CHM 151
q Creating ‘common course’
q Engaging part-time faculty
q Marketing benefits to students
q Offering PD to faculty
q Identifying sections in course schedules
q Advising students properly
q Gaining administrator support
SCALING INITIATIVES
q Cost to develop/incorporate OER content
q Resistance to losing bookstore revenue
q Competition from publishers
q Resources bundled with textbooks
q Proprietary technology
q Approximately 40% of OER courses offered are online
q Approximately 22% are non-OER online courses
q Face-to-face courses (in general) out-performing online by 10%
BARRIERS TO SUCCESS
LESSONS LEARNED
q Get faculty buy-in
q Engage students
q Work with bookstore
q Understand OERs are not available for every discipline
q Focus on quality of content, not volume
q Implement team approach for ease of scalability
q Plan for curation of materials
q Offer continuous professional development
q Partner with other divisions
q Open ≠ Free
QUESTIONS?ImprovingStudentSuccessandReducingCostsThroughOER
CONTACT INFORMATION
q Dr. Joel Welch
q James Cook
q Christopher Carico, OER Research Fellow