Open Educational Resources (OER)

The ultimate goal of OER is to move beyond making materials affordable to offering materials that represent students’ “lived experiences.”  The following resources can help guide you in creating, using and adapting your courses with DEI in mind. 

• Tool for Identifying Bias - ISKME
• Diversity, Equity, and Inclusion Course Design Rubric- University of California, Irvine 
• Diverse and Inclusive Representation in OER - BC OpenCampus
• Finding diverse images – OE Global Network
• Creating Equitable, Diverse, and Inclusive Assessments in Online and Blended Learning -  eCampus Ontario
• Guide to Improving Representation and Diversity in OER - OpenStax
• Trans Inclusion in OER - krklement and Stephen G. Krueger
• STEM OER: Accessibility Framework A Practical Guide for Curators and Authors  of STEM Open Educational Resources – ISKME & SERC
• Digital Accessibility Checklist - OU- CETL
  • CETL Teaching tips

TOOLS:

• Online Equity Rubric - Peralta Community College District 
• Diversity, Equity, and Inclusion Course Design Rubric- University of California, Irvine 
• Equity Rubric for OER Evaluation - BranchED
• Framework for Reviewing Inclusion, Diversity, Equity, and Accessibility (IDEA) in Open Educational Resources (OER) -Nikki Andersen
• Culturally Responsive Curriculum Scorecard (NYU Metro Center, 2019)
• Social Justice Focused OER Evaluation Rubric - Evaluating OER for Social Justice
• Equity Through OER Rubric – DOER3

• Colvard, N. B., Watson, C. E., & Park, H. (2018). The Impact of Open Educational Resources on Various Student Success Metrics. International Journal of Teaching and Learning in Higher Education, 30(2), 262-276. 
• Porfilio, B., Gorlewski, J., Gorlewski, D., Hickman, H., & Porfilio, B. (2012). The New Politics of the Textbook: Problematizing the Portrayal of Marginalized Groups in Textbooks (Vol. 1). https://doi.org/10.1007/978-94-6091-912-1

Education & Psychology Literature on representation:

• Fryberg, S. A., Covarrubias, R., & Burack, J. A. (2013). Cultural models of education and academic performance for Native American and European American students. School Psychology International, 34(4), 439-452.
• Covarrubias, R., & Fryberg, S. A. (2015). The impact of self-relevant representations on school belonging for Native American students. Cultural Diversity and Ethnic Minority Psychology, 21(1), 10–18. https://doi.org/10.1037/a0037819
• Jessica J. Good, Julie A. Woodzicka & Lylan C. Wingfield (2010) The Effects of Gender Stereotypic and Counter-Stereotypic Textbook Images on Science Performance, The Journal of Social Psychology, 150:2, 132-147, DOI: 10.1080/00224540903366552
• Takeda, O. (2016). A Model Minority? The Misrepresentation and Underrepresentation of Asian Pacific Americans in Introductory American Government Textbooks. Journal of Political Science Education, 12(4), 387–402. https://doi.org/10.1080/15512169.2016.1142449