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Open Educational Resources (OER)

This guide is intended to assist Oakland University faculty in learning about, finding and teaching with OER.

Open Ed Literature & Community

Reading List

1.  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. Retrieved from https://files.eric.ed.gov/fulltext/EJ1184998.pdf

2. Bliss, TJ (2015, Ja, 6.) Z as in zero: Increasing college access and success through zero-textbook-cost degrees. William & Flora Hewlett Foundation. Retrieved from https://hewlett.org/z-as-in-zero-increasing-college-access-and-success-through-zero-textbook-cost-degrees/

3. Johnson, J., Rochkind, J., Ott, A., & DuPont, S. With Their Whole Lives Ahead of Them. n.d. Retrieved from https://files.eric.ed.gov/fulltext/ED507432.pdf

4. M. Cochrane, D., & Cheng, D. The Institute for College Access & Success. Student Debt and the Class of 2016, Twelfth annual report. Published September 2017. Retrieved from https://ticas.org/sites/default/files/pub_files/classof2016.pdf

5. Senack, E., & Donoghue, R. (2016). Covering the cost: Why we can no longer afford to ignore high textbook prices. Student PIRGs Center for Public Interest Research, Inc. Published 2016. Retrieved from https://studentpirgs.org/2016/02/03/covering-cost/

6. Bureau of Labor Statistics, U.S. Department of Labor, The Economics Daily, “College tuition and fees increase 63 percent since January 2006.” Published August 30, 2016. Retrieved from  https://www.bls.gov/opub/ted/2016/college-tuition-and-fees-increase-63-percent-since-january-2006.htm

7. Senack, E. Open textbooks: The billion-dollar Solution. Student PIRGs Center for Public Interest Research, Inc. Published February 25, 2015.Retrieved from https://studentpirgs.org/reports/sp/open-textbooks-billion-dollar-solution

8. Senack, E. Fixing the Broken Textbook Market. U.S. PIRG Education Fund and the Student PIRGs Center for Public Interest Research, Inc. Published January, 27, 2014. Retrieved from https://studentpirgs.org/sites/student/files/reports/NATIONAL%20Fixing%20Broken%20Textbooks%20Report1.pdf

9.  Fischer, L., Hilton, J., Robinson, T.J. et al. A multi-institutional study of the impact of open textbook adoption on the learning outcomes of post-secondary students. J Comput High Educ 27, 159–172 (2015). https://doi.org/10.1007/s12528-015-9101-x  

10. Griffiths, R., Gardner, S., Lundh, P., Shear, L., Ball, A., Mislevy, J., Wang, S., Desrochers, D., Staisloff, R. (2018). Participant Experiences and Financial Impacts: Findings from Year 2 of Achieving the Dream’s OER Degree Initiative. Menlo Park, CA: SRI International.  https://www.achievingthedream.org/sites/default/files/resources/participant_experiences_and_financial_impacts_oer_2018.pdf

11. Hilton, J. Open educational resources, student efficacy, and user perceptions: a synthesis of research published between 2015 and 2018. Education Tech Research Dev (2019). https://doi.org/10.1007/s11423-019-09700-4

12. 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

13. 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.

14. 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

15. 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

16. 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