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Today, Achieving the Dream launches a major OER degree initiative to support student learning and degree completion through the use of openly licensed learning materials. I’m very excited to announce that CUNY’s Borough of Manhattan Community College, Bronx Community College, and Hostos Community College are among the 38 participating community colleges thanks to the vision and leadership of Marsha Clark and Ann Fiddler in the Office of Library Services, along with colleagues throughout CUNY Libraries. The full press release from Achieving the Dream is reprinted below.
Achieving the Dream Launches Major National Initiative to Help 38 Community Colleges in 13 States Develop New Degree Programs Using Open Educational Resources
OER Degree Initiative will accelerate use of openly licensed learning materials in higher education and cut costs to students while improving degree and certificate completion
SAN FRANCISCO—June 14, 2016—The national community college reform network Achieving the Dream (ATD) today announced the largest initiative of its kind to develop degree programs using high quality open educational resources (OER). The initiative—which involves 38 community colleges in 13 states (see attached list of participating colleges)—is designed to help remove financial roadblocks that can derail students’ progress and to spur other changes in teaching and learning and course design that will increase the likelihood of degree and certificate completion.
The annual costs of textbooks are about $1,300 per year for a full-time community college student and amount to about a third of the cost of an Associate’s degree. This cost, research shows, is a significant barrier to college completion. Students who don’t complete college are over 50 percent more likely than those who graduated to cite textbook costs as a major financial barrier, according to a study by the research firm Public Agenda.
Equally important, using digital and interactive open educational resources such as open courseware will encourage faculty to teach students in more engaging and dynamic ways and invite students to become more actively involved in their own learning. The initiative’s requirement to create entire degree programs using OER also will trigger a careful re-examination of course content and sequencing to build up-to-date, cohesive degree programs. These degrees will be available to a minimum of 76,000 students over a three-year period.
The effort is intended to spark more rapid adoption of OER within higher education, beginning with community colleges. Today, there are enough open educational materials to replace textbooks in required courses in four two-year programs: business administration, general education, natural or general science, and social science. But only a few colleges are using those resources. There is also a significant body of OER in computer science.
The OER Degree Initiative will create a library of high-quality, digital, open courses available to other institutions and the public at large. Making resources easily available to all is expected to encourage OER adoption even at non-participating institutions.
A Culture Change
“This initiative will help further transform teaching and learning in the nation’s community colleges,” said Dr. Karen A. Stout, President and CEO of Achieving the Dream. “ Extensive use of OER will enable students to have access to more dynamic learning tools and a richer academic experience at a cost that will help more students complete their studies.”
Achieving the Dream recently unveiled a new approach to improving student success and completion that helps colleges develop institutional capacities essential to implementing sweeping initiatives like OER degrees. Leading the OER Degree initiative will allow ATD and the participating colleges to expand their understanding of impactful teaching and learning across entire degree programs.
The Lloyd Sealy Library and the Office for the Advancement of Research at John Jay College invite you to an Academic Works posting party. Tuesday May 31, 1-3, in the Library classroom. Come learn how CUNY’s institutional repository, Academic Works, can help maximize your research impact and your rights as an author. We will demonstrate how to post your work to CUNY’s Academic Works and chat about copyright and author rights over cookies and coffee.
1:00 – 1:30 Formal presentation
1:30 – 3:00 Hands-on practice – post your own files to Academic Works using our computers
If you cannot attend our half hour presentation, please do feel free to drop by at any time from 1:30 to 3 for the hands-on session. Bring your electronic files and we will post them together. We welcome pdfs of published articles, conference presentations in PowerPoint or other form, book chapters, etc.
We will have coffee and cookies. Please RSVP to Ellen Sexton (Lloyd Sealy Library) so we get the quantities right.
The LACUNY Scholarly Communications Round Table and METRO’s OPEN SIG present an opportunity to hear from leaders of the Latin American OA movement about what’s happening in Iberoamerica and their view on global OA.
Dr. Dominique Babini & Dr. Arianna Becerril will talk about the new partnership between between CLACSO and Redalyc.org (www.clacso.redalyc.org) to further efforts to bring Latin American open access resources together. CLACSO-REDALYC provides APC-free OA social science journals from Iberoamerican countries with a platform for visibility, open access, indexing and indicators for authors, institutions, and countries. The platform already has 793 peer-reviewed journals with 294,437 articles in open access.
Our speakers will be participating remotely via webinar. We’ve arranged an in-person viewing at METRO and we hope you’ll join us there! If you wish to join via webinar, there are limited ”seats” so be sure to register in advance, and please check with colleagues in your organization to arrange participating together.
Open Access in Latin America & the Case of CLACSO-REDALYC
Tuesday, May 31, 2016
4 p.m. – 6 p.m.
Event Description and registration: http://metro.org/events/753/
About the Presenters:
Dominique Babini (Argentina) is coordinator of open access scholarly communications projects, research and advocacy at CLACSO, a network of 432 research institutions in 26 countries, mainly in Latin America. Open access scholarly communications researcher at the University of Buenos Aires. Latin America contributor at UNESCO´s Global Open Access Portal, and member of the Experts Committee of the Argentine National System of Digital Repositories; Doctorate in political science and postgraduate in information science.
Arianna Becerril is co-founder and director of technology and innovation at Redalyc. She is also a PhD candidate in Computer Science at the Tecnologico de Monterrey in Mexico, and a professor and researcher on the Faculty of Political and Social Sciences at the Universidad Autónoma del Estado de México, where her research addresses bibliometrics, design and development of metadata repositories, open access and interoperability standards. Becerril is a member of the International Advisory Board of the Directory of Open Access Journals (DOAJ) and co-founder of Red Mexicana de Repositorios Institucionales (REMERI).
This is the first event in the Global Open Access Webinar Series jointly sponsored by METROs OPEN SIG and LACUNY Scholarly Communications Round Table.
Art History Teaching Resources (AHTR), in partnership with the Office of Library Services, is excited to announce the launch of Art History Pedagogy and Practice (AHPP) on Academic Works’ Digital Commons platform. Published by AHTR, a practitioner-led open educational resource for educators who address art history, visual, and material culture, AHPP is the first academic journal dedicated to the scholarship of teaching and learning in art history (SoTL-AH). The result of a two year initiative, AHPP responds to a long-standing need to advance, collect, disseminate, and demonstrate pedagogical research specific to the discipline. The CFP for the inaugural issue, forthcoming in Fall 2016, is available on the AHTR website.
SoTL in Art History
AHPP results from a two year initiative that sought to examine the ways in which art historians devote time, effort, and energy to classroom teaching, curriculum development, and student engagement. Generously funded by the Samuel H. Kress Foundation, AHTR began preliminary research in 2015, which included a field-wide survey conducted by Randi Korn and Associates and a literature review assessing existing pedagogical scholarship in art history. These findings were synthesized in a White Paper that demonstrated the need for SoTL-AH to be acknowledged as a legitimate area of intellectual inquiry by the institutions and communities encompassing academic art history. As a peer-reviewed journal devoted to SoTL-AH, AHPP will facilitate this process by providing scholars a forum to share research on pedagogical topics, and by encouraging further academic investigation and discourse around teaching and learning in art history
AHPP builds on the success of AHTR as a platform to exchange ideas related to pedagogy in art history. Founded on dual goals to raise the value of the academic labor of teaching and to provide peer support across ranks of tenured, tenure-track, and contingent instructors, AHTR began as a collaboration between Michelle Millar Fisher at the Graduate Center and Karen Shelby at Baruch College in 2011. Fisher, then a Graduate Teaching Fellow with a background in museum education, and Shelby, then an Assistant Professor of Art History, organized meetings where colleagues shared teaching materials and experiences. These gatherings suggested potential for a digital forum to connect a wider community of practitioners, and gave rise to the arthistoryteachingresources.org website, which launched publicly in 2013. Since that time, the site has had more than 400,000 hits from over 91,000 educators in K-12, post-secondary institutions, and art museums, and from academic support staff including reference librarians and curriculum designers. AHTR’s administration has similarly expanded to a leadership collective of art historians, ranging in experience from early career scholars to those well established in the field, and an advisory network assembled for expertise and leadership in art history, museum education, and digital humanities, and united by their interest in advancing pedagogical research. The unique relationship between AHPP and AHTR will allow scholars access to diverse resources about teaching and learning, including lesson plans and the AHTR Weekly on the OER, and peer-reviewed articles published in the journal.
AHPP in Digital Commons
In choosing the Digital Commons platform, AHPP is enthusiastic to extend the relationship with CUNY that was first established when AHTR was born out of the Graduate Center’s New Media Lab with support from Baruch Learning and Technology Grants. In keeping with the site’s origins, AHTR also contracted CHIPS, a New York web development studio known for innovative work with cultural institutions including The Metropolitan Museum of Art’s Timeline of Art History and 82nd and Fifth, who had redesigned the AHTR website in 2014 to create AHPP’s logo and site design.
The editors, editorial collective, and advisory board of AHPP are excited to join the Office of Library Services in the broader open access movement and for the ways in which contributions to the journal will be utilized in the fields of SoTL, art history, and beyond. AHPP worked closely with Megan Wacha (Office of Library Services) and Jill Cirasella (CUNY Graduate Center) to develop editorial policies and guidelines that are transparent to authors and readers.
Your research is central to your career and the advancement of knowledge in your field, but do you know your rights to what you write? Join librarians Liz Jardine (LaGuardia) and Megan Wacha (CUNY OLS) as they discuss how faculty can publish in the journals they want to publish in and still keep their rights. Topics will include: how to find and evaluate a journal to publish your work, reading and negotiating contracts, and how to distribute your work so it can have maximum impact.
When: 10 – 11:30AM on Thursday, May 12th
Where: Library Classroom, E101-B (campus map)
Sponsors: LaGuardia Library Workshop Planning Committee & CUNY Office of Library Services
Open access advocates, myself included, often talk about public scholarship for the public good. Open access advances the pace of scientific progress, promotes interdisciplinary research and collaborations, and allows researchers to share their work with those who don’t otherwise have access to it. We’ve all had the experience of hitting a paywall, and it’s not hard to believe that members of our local and global communities do too.
The Budapest Open Access Initiative, regarded as one of three declarations that defined and shaped the movement, establishes the public good as the foundation for open access:
An old tradition and a new technology have converged to make possible an unprecedented public good. The old tradition is the willingness of scientists and scholars to publish the fruits of their research in scholarly journals without payment, for the sake of inquiry and knowledge. The new technology is the internet. The public good they make possible is the world-wide electronic distribution of the peer-reviewed journal literature and completely free and unrestricted access to it by all scientists, scholars, teachers, students, and other curious minds. Removing access barriers to this literature will . . . lay the foundation for uniting humanity in a common intellectual conversation and quest for knowledge.
But who is the Public? How do open access repositories like CUNY Academic Works benefit them? We want to know!
The Office of Library Services at the CUNY Central Office recently set-up a new feature in Academic Works: a feedback form. PDF cover pages in select series now include a question: “How does access to this work benefit you? Let us know!” Readers that click the hyperlink are directed to a feedback form that asks for some basic information as well as permission to publicly share their comments.
Before rolling it out across the repository, this feature was tested on a collection of dissertations at the Graduate Center. Monthly usage reports let us know this content gets a lot of attention, but who is downloading and reading it? How does it contribute to the public good? I can’t tell you about each download, but I can now tell you how open, public access to “The Contributions of Earl “Bud” Powell to the Modern Jazz Style” benefit one person:
I am a 52 year old engineer who has been playing jazz piano since the age of 10. I am delighted to find this thesis about one of the most important jazz pianists of the 20th century. It includes the *incredible* transcription of “Strictly Confidential,” an amazing piano piece by legendary jazz pianist Bud Powell. I have been looking for a transcription for this piece my entire life, as it is far too complicated for me to hear with my basic ears…
This is the first of what I expect to be many stories that demonstrate the benefits of open access to the public. Future feedback will be posted to this blog when permissions allow.
This guest post originally appeared as “CUNY Academic Works: Get your work out there!” in the Fall 2015 Newsletter of the Lloyd Sealy Library at John Jay College of Criminal Justice.
In 2014 I published “Bombing for Justice: Urban Terrorism in New York City from the 1960s through the 1980s” in Criminal Justice and Law Enforcement Annual: Global Perspectives, a volume edited by Chief Librarian Larry Sullivan. How can you find this article? The answer is: you cannot. It exists only as a chapter in that book and is not indexed in any databases. Only a half dozen libraries have it on their shelves. Unless it is there you won’t know to search for it. How frustrating! All that research, inaccessible.
Enter CUNY Academic Works. I created an account and uploaded the piece. Now, entering the search terms terrorism, New York, and FALN in Google brings up the article. What had been locked away is now findable and citable, and the work can now join the scholarly discussion already in progress. Furthermore, everything entered into Academic Works can be accessed through OneSearch, the Library’s new search tool.
We assume that all our publications are captured by digital searches, but that is not the case. For American history, the primary database is America History and Life. If an article is not indexed there, it may as well not exist. My 2011 article in the Long Island History Journal, “Brooklyn’s Thirst, Long Island’s Water: Consolidation, Local Control, and the Aquifer,” is not in that database. Uploading it to Academic Works will greatly enhance the likelihood that researchers will find it. In addition, I uploaded a PowerPoint presentation to Academic Works on the same topic.
To reach a wider audience, faculty should submit their book chapters, research in progress, and presentations to this institutional repository. After all, publishing is pointless unless it finds readers.
The City University of New York’s 14th Annual IT Conference is happening tomorrow and Friday, and I couldn’t be more excited to attend and participate. While many of the sessions are of interest to open access advocates, I thought it’d be helpful to identify those sessions that specifically focus on open access here at CUNY — and there are a lot of them! (Did I miss one? Add it in the comments!) Check out the conference website for descriptions of all the great sessions happening over the next two days.
Thursday, December 3rd, 2:15P
Digital Preservation: You Built It, But Can We Preserve It?
Despite the ease of creation, the web is ephemeral. The fleeting nature of websites present a challenge to repositories when a record needs to be preserved. The Graduate Center Library was recently presented with this challenge with the increase of submissions of online components to dissertations. This session will focus on the need to capture a snapshot, the limitations of current normative practices and some alternative approaches.
Friday, December 4th, 9:30A
Technical and Conceptual Challenges of Developing the CUNY Digital History Archive (CDHA)
This roundtable explores the process of creating a democratically produced digital archive on CUNY’s rich history. Presenters will describe the CDHA’s evolution and the decision to customize the Omeka web tool for the archive’s backend and online display. The presenters, which includes historical contributors, the Omeka programmer, lead scholar, archivist and project director, will demonstrate CDHA online collections and discuss the technical and conceptual challenges involved in archiving CUNY’s history.
From Blog Posts to a Peer-Reviewed Journal: Art History Pedagogy and Practice
Art History Teaching Resources (AHTR), a peer-supported CUNY faculty initiative, is developing Art History Pedagogy and Practice (AHPP), an e-journal devoted to scholarship of teaching and learning in art history that responds to the lack of pedagogical research in the discipline. This session will outline the process of building an open-access platform to advance, collect, disseminate and foster academic consideration of pedagogical practice and its scholarly value.
Friday, December 4th, 1:00P
Merging the Digital and the Experiential in Science Forward
In Science Forward, a CUNY-built scientific literacy course, students experience projects and digital materials that build community and contextualize the place of science in their lives. Presenters will highlight both field work and digital tools that make Science Forward a unique, accessible and necessary innovation. Presenters will give hands-on demonstrations of tools, examples of projects and discuss how other disciplines can develop opportunities that meld experiential learning and digital platforms.
Lowering Costs, Increasing Engagement: Open Source Online Readers in History
The History Department at Bronx Community College developed an in-house, open-access online primary source reader for its World History course. We edited nearly 100 sources and created an ePortfolio website for them. The website improves student learning by reducing barriers of access to documents and making documents portable. It continues to evolve to suit faculty who use it to increase student participation and to develop new metacognitive strategies.
Building and Crowdsourcing Faculty Resources with Open Educational Resources (OERs)
It can be difficult to efficiently convey expectations for a course to new teachers – especially adjuncts who often only have a few weeks (or days) to get acquainted with a syllabus before their first class. This session will discuss the benefits of using a simple, well-organized website to provide course material, how to strike a balance between standardization and academic freedom and opportunities for collaboration and crowdsourcing.
Friday, December 4th, 2:15P
Opening CUNY: Academic Works at Work
Academic Works, CUNY’s new open access institutional repository, collects and provides public access to the scholarly and creative works produced by CUNY faculty, students and staff. This program will show how opening content to the world impacts CUNY, as each speaker addresses collections at their institution: dissertations at The Graduate Center, Open Educational Resources at Brooklyn College, the “Save Hostos” archival collection at Hostos Community College and faculty research from across CUNY.
City Tech’s OpenLab: Community Innovation and Integration
This panel showcases recent OpenLab community-building innovations: faculty-generated repositories for General Education assignments and Open Educational Resources; First-Year Learning Communities’ shared spaces for interaction among faculty, students and peer mentors; The Buzz student blog for discussion and community building among students; and a usability study that surveys faculty engagement and recommends best practices. Presenters will highlight the OpenLab’s new mobile-friendly design and future initiatives, including cohort-based projects and collaborations across CUNY.