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Over the past several decades, the topic of campus safety has become increasingly important to discussions around the roles universities play in the lives of their students. For many, their college campus becomes their first home-away-from-home. For many more, it is a crucial new community, as full of opportunities as it is peers. When it comes to holistic student success in higher education, feelings of belonging to and active participation in their student community are influential factors—neither of which are possible without first establishing a sense of safety.

(Campus) Climate Control

A campus climate study is both difficult and important. In many ways, it’s exactly the type of challenge we should spend additional time thinking through. High-profile incidents, political conversations, and research have all raised serious questions about what can be done to improve the overall safety and climate on college campuses. Of course, understanding what you are required (or recommended) to do is often different from understanding why—and taking accurate, routine measurements of your campus climate is necessary to developing initiatives that most effectively address the unique concerns your student body.

Demystifying the Process

If your campus is new to assessing campus climate, the scope and importance of the work can be more than a little daunting. There are many reasons to conduct a climate study, but no universal “right” way to conduct one. That being said, over 20+ years of research on the subject has shown there are three main challenges to most climate studies: definitions, sensitivity, and context. By investigating these challenges, campuses can be better prepared to craft a climate study that will provide accurate, actionable information to support their particular needs.

Challenge 1: Definitions

The term “campus climate” does not have a universal definition or use, so it is important to establish how climate will be defined on your campus and make that definition widely known.

Climate can be defined around populations and domains

For instance, much of higher education climate research focuses on racial climate. However, it could also focus on populations defined by gender identity, sexual orientation, disabilities, socio-economic status, religion, or ageand the list goes on. And your climate studies aren’t limited to the study body; they can also assess issues faced by faculty or staff, including those within the faculty community (for instance, tenure versus tenure-track versus non-tenure).

Even with a specific group, climate studies can include various domains

They can focus on knowledge, attitudes, behaviors, or environments. If a campus is assessing climate related to race/ethnicity, their study could ask about students’ knowledge of or attitudes towards other groups, specific behaviors, interactions, incidents, or experiences. The study could also focus on classroom environments, curriculum, policies related to incidents, or diversity training. It could center on campus perceptions, senior officials, representation, policies, or needed improvements. Climate studies can even focus narrowly on specific issues. For instance, while a White House task force has focused on sexual violence, ADA requirements focus on accessibility. The range of domains for climate studies is large.

Wow, that’s a lot

You’re right! It is. Clearly, a single climate survey can’t address every issue--and we shouldn’t expect it to. Issues will change over time. For this reason, it is important to define, focus, and broadly communicate what “campus climate” means to your university, while being open to broadening or shifting that definition as needs arise.

Challenge 2: Sensitivity

Campus climate is a sensitive topic that can provoke powerful responses. Climate focuses on issues related to our identity, experiences, and values. Thus, it can prompt a wide range of emotions, from passion and excitement to heated discussion and anger. Climate studies have the potential to rouse similar responses.


Concerns can erupt around any aspect of a climate study. Who is involved in the planning may come under scrutiny. Assessment methods, in particular the wording of questions, can become points of contention. Study results will likely prompt strong reactions. Recommendations are meant to provoke discussion.


Those who plan climate studies need to expect these strong reactions. However, the added attention can be both distracting and frustrating because it has the potential to slow down or even stall a study. But, consider this: how often does an assessment project lead to this level of engagement, or even passion? Embrace the sensitivity of a climate study as an opportunity to promote the quality of the work, and broaden the impact of the assessment. In this situation, sensitivity is an indicator of how critical it is the work be done, and done well.

Challenge 3: Context

Climate studies are inextricably grounded in the broader context of a specific campus. Political dynamics—both internal and external—may influence the who, what, and how of a study. Legal concerns, such as open records laws and mandated reporting, may affect what data is collected and from whom. Research policies and ethics affect the questions that are asked (do no harm!), and even perceptions of the media may have an affect on how results are shared or which initiatives are prioritized.


A climate study has to be planned with this wide range of factors in mind. While there may be less effective methods, there is no universal “right” way to conduct a climate survey because context always matters. Many people have insights about important issues. Research boards, legal and media representatives, diversity groups, sexual assault response teams, and others all play a role in the process. Planning and conversation are two powerful tools for assessing and addressing context.

Bridging the Gap

We’ve said it once before: climate studies are both difficult and important. The data they provide set the tone and direction for your greater campus safety prevention, information, and procedure initiatives. Still not sure where to start? Benchworks Campus Climate Assessments are backed by over 25 years of experience, research, and higher education data, and customizable to your campus concerns. Request a demo and we’ll walk you through the process (we’re nice, we promise).


To bridge the gap between theory—or requirements—and practice, the Clery Center provides relevant resources and strategies in conjunction with National Campus Safety Awareness Month to enhance your own understanding of current campus safety best practices and to improve your own prevention and response procedures. Learn more here.

With average attrition costs at nearly $10 million per institution, improving student retention rates, especially from the first to second year, can have a significant impact on institutional budgets and resource allocation. Unfortunately, those looking to combat the issue with data-informed interventions often quickly realize that while there may be lots of data, actionable insights are few and far between. Moreover, it can be difficult to know which data, when acted upon early, will most positively impact student retention and success.

In sum: Water, water everywhere!

If trying to make heads or tails of the gigs of data your students generate seems like a lost cause, fret not. Below, we've distilled our data collection philosophy to three simple strategies you can use to shape how your campus gathers and utilizes this info for maximum impact and minimum stress.

The Key Three: Early, Easy, and Systematic


1. Early Data Collection

It is currently common practice for many institutions to focus on mid-term grades and first-semester GPAs to trigger interventions with first-year students. However, changing the trajectory of the student experience after 8 or 15 weeks can be overwhelmingly difficult, especially when the issue is academic. Students establish academic habits and behaviors as well as social circles and involvement patterns during the first few weeks. They also experience challenges, including a tougher academic environment, homesickness, increased freedom, and more.


While the consequences of these foundational experiences and behaviors may not be seen right away, research (Woosley, 2003) has shown that students' initial college experiences, especially within the first few weeks, are linked to long-term outcomes. Therefore, the first step in improving the impact of our first-year student data is the development and use of targeted early indicators.


Like red flag systems of the past, early indicators signal issues may need to be addressed. Unlike those first systems, however, today's early indicators go beyond simply lighting flares to identifying patterns and behaviors that need to be addressed at both the class and individual levels. Done right and your early indicators prompt early interventions—giving your support resources time to make an impact within that crucial time frame before midterm reports.


2. Easy Data Collection

Another common obstacle institutions face when it comes to first-year students is capturing full and complete data. You know what we mean—not all faculty submit midterm grades or attendance records. Not all courses use learning management systems. Not all students complete surveys. And no one appreciates new requirements and systems that create additional tasks to generate data.


To overcome this obstacle, we need to get creative and make data collection easy—and most importantly, part of the workflows already taking place. For instance, taking class or event attendance does not have to be a manual task. Tools that allow students to log into a course can take the load off of faculty. Or better yet, digital classroom engagement tools (e.g., polls, quiz questions, etc.) can be used to automatically record attendance. Surveys, too, can be streamlined or shortened, incorporated into first-year seminars, put into simple tools, and more. Additionally, survey data can be linked with other data sources so that questions don’t have to be repeated.


In sum: simplifications to data collection not only decrease the workload on data providers, they can also improve the quality of the data by standardizing data sources and removing opportunities for human error.


3. Systematic Data Collection

Finally, our third strategy for improving the impact of first-year student data is to be systematic and strategic about the data collected and used. While conversations about big data push our desire for digits to ever growing heights, it is becoming increasingly apparent that not all data is equally useful. As T.S. Eliot laments in Choruses from the Rock, "Where is the knowledge we have lost in information?" It's time to get that knowledge back.


Research has unearthed a plethora of key issues related to student success and retention in one way or another—issues like academic performance, social integration, financial means, motivation and class attendance, to name a few. A systematic approach requires thinking about these issues holisticallyensuring they are coveredbut also simplyeliminating duplications. Some issues may be measured through easy tools (e.g., attendance through a classroom engagement system). But some issues, such as commitment and motivation, may need to come directly from the student on a survey. Once the data elements and sources are put in place, the data needs to be integrated so that individual elements are placed in a broader context. Class attendance issues may prompt different inventions when placed alongside other concerns such as finances or homesickness. Thus, to make an impact, an institution needs a systematic approach including a variety of tools to easily collect and integrate a set of focused data.



Overall, big data alone won’t solve the first-year student retention issue. To make an impact, data must be received early, gathered and analyzed easily, and acted upon in a systematic manner.


Looking for additional guidance on how these strategies can be implemented using the data your campus is currently working with? Check out Cirque by Macmillan Learning for more information on how we make it easy to gather and intervene on the most impactful early insights.


Early this year, the Association of College and Research Libraries compiled their top 5 articles about open educational resources (OER). The topics of these five posts focus on how libraries can participate in the integration of OER at their school from simply supporting the integration of these resources to becoming more vocal about their availability to actively engaging in OER adoption and authoring. Each of these topics are relevant to today’s librarians as they work toward ensuring they offer beneficial resources to students as well as faculty to make content accessible. According to an article posted on EdSurge, more colleges are setting up support systems to encourage OER adoption, using the campus library as the pitch center for OER. At the University of Texas at Arlington, a full-time Open Education Librarian is employed on staff. A recent project she did to bring OER to the forefront was create a series of videos promoting professors who replaced commercial textbooks in their courses with OER. These videos also addressed common pain points associated with traditional textbooks and how OER can help remedy those issues. Marilyn Billings, the Scholarly Communication & Special Initiatives Librarian at University of Massachusetts Amherst, spearheads the Open Education Initiative (OEI), a faculty incentive program that encourages the use of OER to support student learning along with the creation of new teaching materials and the use of library subscription materials. The library has a dedicated space on their website for OER and accepts grant proposals which require an anticipated OER implementation date. The importance of the role of the librarian in establishing OERs into curriculum was evaluated in a study done by the Centre for Academic Practice & Learning Enhancement (CAPLE) and Centre for Educational Technology and Interoperability Standards (CETIS), at the University of Strathclyde. This study looked primarily at higher education OER projects worldwide. The main objectives, according to the study, for these projects were:


   Implement repository or content management/publishing system for OER release
   Release existing institutional content as OER
   Raise awareness of OER and encourage its use


Findings showed that in three out of four project teams, at least one librarian participated, and from those teams, the library was either leading or a partner of the initiative 50 percent of the time. The expertise librarians are able to offer related to content-focused OER initiatives can greatly benefit teams working to create new curriculum or content management processes as their relate to OER. Advocating effectively for faculty to incorporate OER has many benefits for students and educators, but it can also lead to additional responsibilities for librarians when their workload is already full. In the paper, Librarians and OER: Cultivating a Community of Practice to Be More Effective Advocates, librarians in British Columbia, Canada came together as a community (BCOER Librarians) to focus on education and professional development that would help libraries facilitate the use and decampment of OER. Through a monthly, virtual meeting, the librarians in this group share ways to support the use of quality OER by collaborating on ideas, tools and strategies. To date, according to their website, there are 40 institutions participating in OER and students have saved over seven million dollars. In an article from the Institute for the Study of Knowledge Management in Education (ISKME), it’s recommended that librarians integrate open practices and cultivate leaders who can share their knowledge about OER policies and practices. An example of how this works can be seen at Granite State College in New Hampshire where a new Library Media Specialist certification program enables faculty and advisors to integrate open education practice and OER creation and improvement into course creation workflows. Additionally, OER courseware is being utilized for the certificate course itself. Regardless of the educational model being used in conjunction with open content, it’s important to note, says Stephen Downes in Models for Sustainable Open Educational Resources, that the nature of the content must be taken into consideration. Content needs to have longevity, and to do so should be flexible and adaptable to local needs. It also needs to be modifiable and adaptable based on licensing models. Think of content in a local context, how it pertains to your school and to the course it will be used for, and whether it requires changes in order to be relevant and appropriate. With so much discussion going on around OER and effectively utilizing it for academic purposes, there’s no shortage of content around these five key topic areas. The common thread, however, when thinking about how you, as a librarian, can bring OER into the curriculum at your school is collaboration. Connect with your local faculty to gain support, but also see what other schools are doing and how their strategies are working for them.


This blog was originally posted on the Intellus Learning website on Monday, April 9, 2018.

Collaboration will yield deeper insight into student behaviors and enable actions designed to lift retention and success rates


April 9th, 2018, New York, NY – Macmillan Learning, a premier learning solutions company, today announced a strategic partnership between Skyfactor (formerly EBI MAP-Works) and N2N Services. For more than twenty years, Skyfactor has empowered hundreds of higher education institutions to harness data from the college experience in ways that materially impact retention, persistence, and student success rates. The Skyfactor product suite features two award-winning offerings, the Mapworks student success and retention service, and the Benchworks program assessment instrument. This new collaboration with software integration provider N2N Services will provide tools and API’s that automate data exchanges between Mapworks and Learning Management Systems (LMS) or Student Information Systems (SIS). Through this partnership with N2N, administrators, faculty, and student support staff will have even deeper insight into the lives and behaviors of students, which will enable them to better serve their student populations.



“Too often information about student performance, financial aid, new student enrollment, and fees are stored in disparate data systems found throughout an institution’s infrastructure. Compartmentalizing data in this way, while typical, can be counterproductive to achieving the type of holistic perspective many higher education institutions are seeking to acquire,” explained Macmillan Learning Institutional General Manager, Craig Bleyer. This is why we are thrilled to work closely with N2N, as this partnership provides customers with a 360-degree view of the student experience, which is integral to the mission of Skyfactor and the expectations from the marketplace.”


N2N's Illuminate is a turnkey API integration platform specifically built for the needs of higher education. Illuminate includes modules to build, secure, integrate, and share APIs. The platform can be used for integrations of all types and by any sized institution. Illuminate allows institutional business users to easily connect their systems, whether on premise, hosted, or in the cloud easily and securely.


“N2N is pleased to partner with Skyfactor to enable real-time data integration. We’re confident that Skyfactor's student success and retention solutions, powered by N2N’s integration strategy, will provide real-time and interactive solutions needed to support students, faculty, and staff worldwide,” said Kiran Kodithala CEO and founder of N2N Services Inc. “N2N is committed to collaborations, such as with Skyfactor, that have a direct impact on student success and student progress towards graduation.”


Institutions who utilize the integrated instance of Skyfactor and N2N will always be able to access real-time student data to leverage throughout interventions and remediation actions, with integration available for use beginning fall 2018.


For more information, please contact the Skyfactor sales and customer teams at


About N2N:

N2N Services Inc. is a leader in enterprise application and data integration for higher education. N2N’s Illuminate platform is a cloud based SaaS platform providing standards based, turnkey integration enabling organizations to plug-in new SaaS applications in a matter of minutes to meet strategic institution goals. Our API integration platform is used by more than 150 institutions to enable enterprises to meet strategic integration objectives. N2N Services Inc. is based in Atlanta, GA. Learn more about N2N Services Inc. and the Illuminate platform by visiting our website at



Macmillan Learning, a premier educational solutions provider, and Unizin, the non-profit consortium dedicated to advancing access and affordability in higher education, today announced a strategic partnership. iClicker, a Macmillan Learning company, is also included within this partnership. Unizin schools who adopt iClicker will receive access to iClicker’s evolving learning management system integration tools, federated single sign on, institutional attendance tools, and opportunities to collaborate on learning science studies.


Via this innovative partnership, Macmillan Learning will offer the breadth of its content and digital portfolio to Unizin’s 25 member universities with inclusive access and preferred pricing models. By offering students access to course materials on day one, learners can access readings and assignments immediately and improve the chances of course success. Programs like Macmillan Learning’s inclusive access program saved students nearly 70% on course materials.

“Getting off to a fast start in course work is critical to student success. We conducted detailed empirical research on more than 2 million students last year, to better understand their behaviors, preferences, and course outcomes. We remain at the forefront of applying user-centered design, learning science, and data-mining to improve student success,” stated Macmillan Learning CEO, Ken Michaels “We share many of these insights with partners like Unizin to underscore our commitment to student achievement.”


“We are thrilled to welcome Macmillan Learning to the Unizin ecosystem,” notes Unizin Interim Executive Director, Rob Lowden, “In Macmillan Learning we have found an educational solutions provider that not only delivers excellent content and platforms, but most importantly is committed to sharing and researching outcomes and behavioral data to advance the core mission of teaching and learning.”


A family-owned company, Macmillan’s content and services span eBooks, print materials, market-leading digital learning tools, as well as pedagogical and custom services. Faculty at member institutions will have the opportunity to adopt Macmillan Learning eTexts via Unizin’s Engage platform or utilize content via Macmillan platforms such as LaunchPad and Sapling. Through this partnership Unizin and Macmillan will also collaborate to ensure outcomes and behavioral data from Macmillan content and platforms, including iClicker, will be included in the Unizin Data Platform to provide a more complete view of student engagement metrics.


“We are very attuned to the total cost of success for students – their investment of time and money, and the opportunity cost. Macmillan Learning & Unizin share a common goal to extend successful learning to as many learners as possible,” commented Macmillan Learning Institutional GM, Craig Bleyer. “With access to Nobel Laureate authors, innovative student engagement tools from iClicker, and effective practice with algorithmic homework software like Sapling, we are committed to building, measuring, and continually improving our products and content to ensure they provide the very best investment in time and money to help each student to achieve their goals.”


The collaboration between Macmillan Learning and Unizin will be immediately available to all Unizin member and subscriber institutions, and their combined student population of nearly 1 million learners, including institutions like Colorado State University, Indiana University, and the University of Wisconsin-Madison.


Elaborating on the partnership further, Macmillan Learning CEO Ken Michaels stated, “Macmillan Learning has always been an affordable destination for learning materials, and on the cutting edge of the industry with the acquisition of startups like Intellus Learning. We are a mission-driven organization with a deep passion for learner success, and we couldn’t be more excited to kick-off this partnership with the Unizin community.”


To learn more about Macmillan Learning’s portfolio of products and services, please visit:


About Macmillan Learning:

Macmillan Learning improves lives through learning. Our legacy of excellence in education informs our approach to using user-centered design, learning science, impact research, and data mining to develop world-class content and pioneering products that are empathetic, highly effective, and drive improved outcomes. Through deep partnership with the world’s best researchers, educators, administrators, and developers, we facilitate teaching and learning opportunities that spark student engagement and improve outcomes. We provide educators with tailored solutions designed to inspire curiosity and measure progress. Our commitment to teaching and discovery upholds our mission to improve lives through learning. Macmillan Learning includes both academic and institutional divisions. To learn more, please visit or see us on Facebook, Twitter, LinkedIN or join our Macmillan Community.


About Macmillan Learning Institutional:

Macmillan Learning Institutional strives to deliver solutions that provide incisive, actionable insights that help empower institutions of higher-education to help their students achieve their full potential. Our institutional solutions are designed to facilitate college affordability, develop more engaged learners and improve graduation, retention and other success measures. Macmillan Learning Institutional solutions include student engagement technologies like iClicker; Intellus Learning, an aggregation platform for open educational resources and academic library assets backed by powerful engagement analytics; as well as a suite of trusted program and institutional assessment and reporting products through Skyfactor (Benchworks and Mapworks). To learn more, please visit:


About Unizin:

Unizin, Ltd. is a 501(c)(3) nonprofit consortium of 25 leading universities dedicated to promoting affordability, access, and learner success in digital education. Unizin’s interoperable technology ecosystem supports the diverse teaching and learning environments across its member institutions. Unizin solutions promote technology standards, enable integrations, eliminate the learner analytics black box, ensure accessibility of content and data, preserve and promote faculty choice, and support institutional collaboration. Unizin is operated by its member institutions through a Board of Directors. Unizin is headquartered in Austin, Texas.

At $14.99 per student, Intellus Open Courses offer educators the ability to deliver flexible, affordable course materials to students


Macmillan Learning announced the upcoming release of Intellus Open Courses, which feature open educational resources (OER) expertly curated by Macmillan Learning subject matter experts and Macmillan Learning’s editorial team, using the Intellus Learning platform. Each course includes a rich package of instructor supplements and on-demand support. Intellus Open Courses make it easy for faculty to find, adopt, and use the highest quality OER resources and deliver a customizable, affordable course to students. Intellus Open Courses enhance open textbooks by sourcing high-quality openly licensed content from a variety of sources and coupling content with editorially-driven pedagogy.


"Each Intellus Open Course contains content from open eBooks, under the Creative Commons Attribution license, and instructor resources like PowerPoint slides and test bank questions, as well as other open assets including YouTube videos, optional institutional library content, primary source documents, and more. Our subject matter experts use the power of the Intellus Learning platform to locate the best open content available from the leading OER content providers and package them into a turnkey courses for use by instructors," stated Renee Altier, Vice President of Institutional Strategy.


In addition to the expertly curated OER content, Intellus Open Courses include a suite of support services, including learning management system integration, on-demand training and implementation support, instructor supplements, and customization tools. Instructors can access Intellus Learning to customize, reuse, remix, and redistribute their open course content. Licensing data is available for each content item so instructors know which open resources can be modified as well. Instructors can also leverage Intellus Learning's cornerstone engagement analytics at any time to optimize courses to meet learning objectives.


“I adopted the Intellus Open Course for my American Government course because I was impressed with the additional assets and capabilities they've built, which make it more than simply an open textbook. With the added features and analytics that the Intellus platform provides, we will not only decrease the cost of course resources for our students, but also positively impact learning without starting completely from scratch,” said Jessica Scarffe, Associate Professor at Allan Hancock College.


Sixteen Intellus Open Courses will be launching this spring in general education courses, such as American government, sociology, economics, pre-algebra, psychology, and chemistry, with the first courses going live for review and testing at the beginning of February 2018. Intellus Open Courses support fees are $14.99 per student, per course, and provide ongoing services for instructors and students that include LMS integration, customization tools and services, technical support, and course maintenance. Institutions can license Intellus Open Course and the Intellus Learning platform for students. Alternatively, students can pay course support fees directly through the Macmillan Learning student store. Additionally, recognizing the spirit of open education, students will be able to access and retain all OER material included in Intellus Open Courses on our website.


Charles Linsmeier, Vice President, Editorial, at Macmillan Learning noted, “Importantly, adopters of Intellus Open Courses are not limited to a publisher-provided curriculum. Instead, adopters of Intellus Open Courses are encouraged to make these courses their own by taking advantage of the easy-to-use, search and discovery tools for free and open content that Intellus Learning provides.”


Intellus Open Courses are part of Macmillan Learning’s commitment to deliver high-quality content at an affordable price for students. Intellus Learning empowers faculty to deliver affordable course solutions with the support and ease of implementation that faculty have come to expect from Macmillan.


Read the full press release here.

The road to Open can be winding. We’d like to help.


Intellus Learning is proud to announce the launch of our On the Open Road webinar series! Our goal when creating our spring webinar lineup was to create a forum focused on exploring big ideas and issues in the realm of OER, as well as sharing best practices for the use and adoption of open educational resources.


Hear from top thought leaders in the OER community covering topics from best practices for implementing OER initiatives, to finding funding sources, to using open educational resources and pedagogy to improve student outcomes. A perfect fit for instructors, administrators, librarians, instructional designers, and CTL staff – you can view the full list of our upcoming webinars below. Check back for additions throughout the coming months here.


2/23, 2PM ET Implementing OER: It Takes A Village

from Jonathan Lashley, Senior Instructional Technologist at Boise State University

Calls to adopt and support open educational resources (OER) are on the rise across higher education. Because of the interdisciplinary and often abstract considerations that accompany an institutional embrace of OER, early expectation setting is important for everyone involved. In this first webinar in our On the Open Road series, participants will learn about some of the early planning and ongoing practices that have led to successful university initiatives in OER. [ REGISTER ]


3/5, 2PM ET Funding Your OER Initiative

from TJ Bliss, Director of Development and Strategy at Wiki Education

Open Educational Resources are, by definition, free to learners. Still, running an effective OER initiative to get these free resources into the hands of students in a meaningful and pedagogically sound way takes time, energy, and money. In this webinar, TJ Bliss will explore the various ways colleges and universities are financing their successful OER initiatives, including methods for internal funding and an exploration of the external funding landscape. [ REGISTER ]


3/7, 2PM ET Going OER: Eliminate Boundaries in Teaching and Learning

from Vera Kennedy, Faculty at West Hills College Lemoore and Lecturer at California State University, Fresno

Faculty are continuously searching for textbooks and materials that fit course requirements and their teaching style. Before the availability of open educational resources (OER), faculty were restricted to commercial publications designed for broad audiences with general theories and concepts across a wide array of topics. Though these resources offer relevant information and supplemental materials, they do not always meet the needs and interests of faculty and students. Adopting and creating free, openly licensed resources (OER) offers faculty the freedom to reuse and remix materials that complement their teaching style and approach based on their discipline training, expertise, and knowledge of their students. In this webinar, faculty will learn about free open educational resources, benefits of going OER, and ideas on their use and application. [ REGISTER ]


3/9, 2PM ET Supporting OER: Calling All Instructional Designers and Technologists

from Jonathan Lashley, Senior Instructional Technologist at Boise State University

As the open educational resources (OER) movement matures, questions continue to emerge about how to best support and sustain the use of OER at scale. Instructors and librarians maintain valuable partnerships for managing OER adoption but may need additional assistance when it comes to ensuring ongoing use and (re)development of resources. Instructional designers and technologists, in particular, have the skills, resources, and experience necessary to shepherd sustainable simple OER adoptions into long-term learning innovations. In this webinar in our On the Open Road series, participants will learn how those who support the design, implementation, and technology of teaching and learning on campuses might further expand the potential of OER in higher education. [ REGISTER ]


4/13, 2PM ET Valuing OER: From Student Affordability to Meaningful Learning Opportunities

from Jonathan Lashley, Senior Instructional Technologist at Boise State University

Many instructors have embraced Open Educational Resources (OER) as a way to take charge in addressing the rising expenses that their students bear en route to a college degree. Framing the value of OER around textbook cost, however, is only recognizing one of the qualities that make OER such a valuable innovation. In this webinar in our On the Open Road series, participants will learn how OER may sponsor new pedagogical strategies, dynamic learning environments, and improved student outcomes. [ REGISTER ]


View all upcoming webinars and register here.
This blog was originally published on the Intellus Learning website.