OER Liaisons

Fall 2022 ASCCC Plenary

Please access ASCCC OERI Resolutions Adopted at the Fall 2022 ASCCC Plenary for the complete text of all of the adopted resolutions that were authored by OERI. If you have any questions, or there is more that the OERI can to do support your local advocacy efforts, please let us know. (oeri@asccc.org)

At the ASCCC Fall 2018 Plenary Session, a resolution (17.02) was adopted that called on the ASCCC to “…urge local academic senates to identify a local OER point-person to act as a liaison to facilitate OER-related communication between the college and the Academic Senate for California Community Colleges.” The establishment of local OER Liaisons is an integral component of the OERI. As explained in the ASCCC proposal that secured five years of funding for the OERI, the OERI’s goal is to support local college OER efforts by creating a network of OER Liaisons that serve to connect local colleges to the OERI and centrally-hosted OER-related support systems, ensuring an effective means of communication between the OERI, available resources, and the system’s 116 accredited colleges.

It is the OERI’s goal to support OER Liaisons so that they may serve as advocates by taking an active role in increasing local OER awareness, adoption, and support. The ASCCC is pleased to provide a stipend to each college’s OER Liaison, provided the specified expectations have been met. OERLs are asked to use the OER Liaison Tracking Sheet to record their liaison activities and to share their OER-related wins, expertise, and needs. As an OERL, you have a designated Regional Lead who is your official point of contact for the OERI. If you are unsure who your regional lead is, please contact us.

OER Liaison Expectations – Fall 2022

Fall 2022 OERL Kickoff Slides

During the course of the OERI’s 1st round of OER Liaison (OERL) Orientations, we received many suggestions for additional resources that the Liaisons were needing and we heard a pretty basic question from some of you – what should I be doing if I am an OERL? As our OERLs come to us with a range of experiences, we reasoned that we should develop or identify resources that honor that – and meet you where you are at. With that in mind, we offer the following resources tailored to our beginning, intermediate, and advanced OERLs.

Welcome! As someone who is newer to OER, your fresh perspective is especially valued and appreciated. Please remember that there are no bad questions – use the OERI team – and our resources – as needed. While there may be things that others have figured out and you’ll be the beneficiary of the lessons learned, there are sure to be instances where your challenge is a shared one – and your fresh perspective just might be what is needed to find a resolution. Sharing and problem-solving is part of the OER culture – embrace it.

As a new OERL, what should you do?

  • Complete your tasks as delineated in the term’s expectancies document.
  • Introduce yourself locally. Share with your faculty colleagues, part-time and full-time, that you are the college’s OERL and that your role is to share resources with them – as well as communicate their needs to the OERI. An e-mail to your colleagues would be appropriate, as would a visit to your local senate and other relevant committees. If you are not actively connected to the college governance system, consult with your local senate president to determine what connections you should be making.
  • Determine the status of OER at your college.
    • If no one has provided the OERI with information regarding the number of courses and sections at your college using the no-cost designation (as required by SB 1359) during the fall term of the current academic year, provide that information to the OERI. If you are not sure what to do, please ask for assistance.
    • If information regarding the use of the no-cost designation has been provided, explore the criteria used for making this determination and determine whether or not these course sections tend to be using OER or not. In other words, educate yourself regarding the use of this designation as an initial exploration into the status of OER at your college.
  • Engage faculty in one or more disciplines about their use of OER – why or why not are they using OER?

As someone who is very familiar with OER, you’re in a unique position to formalize your role as an OER advocate and to impact local OER attitudes and adoption. As someone with an intermediate knowledge base, we look forward to having you share your expertise, as well as your local OER challenges. Nothing about the OERI is top-down – as a faculty-lead initiative, our focus is on leveraging the existing knowledge and experience in our system – please don’t ever be afraid to share. Please note that some of the tasks listed below may be things that you have done or that simply are not necessary given your OER background. We’ve included the steps we are encouraging our beginners to take as a starting point to ensure that there is some consistency, as appropriate, to your local OER advocacy efforts.

As an intermediate OERL, what should you be doing?

  1. Complete your tasks as delineated in the term’s expectancies document.
  2. Introduce yourself locally. Share with your faculty colleagues, part-time and full-time, that you are the college’s OERL and that your role is to share resources with them – as well as communicate their needs to the OERI. An e-mail to your colleagues would be appropriate, as would a visit to your local senate and other relevant committees.
  3. Determine the status of OER at your college.
    • If no one has provided the OERI with information regarding the number of courses and sections at your college using the no-cost designation (as required by SB 1359) during the fall term of the current academic year, provide that information to the OERI. If you are not sure what to do, please ask for assistance.
    • If information regarding the use of the no-cost designation has been provided, explore the criteria used for making this determination and determine whether or not these course sections tend to be using OER or not. In other words, educate yourself regarding the use of this designation as an initial exploration into the status of OER at your college.
  4. Engage faculty in one or more disciplines about their use of OER – why or why not are they using OER?
  5. Explore the following:
    • Printing OER. Has a process for making printed OER available been established? If not, what are the barriers?
    • Informing students of OER. What information does your course schedule provide to students regarding the OER being employed in a given course? Are students provided with information for accessing or obtaining OER resources in advance of a course’s start? Is there room for improvement in how this communication is handled?
    • Has your local senate formally indicated it’s support for the use of OER?
  6. Identify next steps related to the items in #5 – and take them.

Welcome! If you’ve identified yourself as being “advanced”, you already are the person that your colleagues approach with their OER questions. Steps #1 – #6 (our to-do list for those with less OER experience) may be things you have already tackled.

  • Complete your tasks as delineated in the term’s expectancies document.
  • Introduce yourself locally. Share with your faculty colleagues, part-time and full-time, that you are the college’s OERL and that your role is to share resources with them – as well as communicate their needs to the OERI. An e-mail to your colleagues would be appropriate, as would a visit to your local senate and other relevant committees.
  • Determine the status of OER at your college.
    • If no one has provided the OERI with information regarding the number of courses and sections at your college using the no-cost designation (as required by SB 1359) during the fall term of the current academic year, provide that information to the OERI. If you are not sure what to do, please ask for assistance.
    • If information regarding the use of the no-cost designation has been provided, explore the criteria used for making this determination and determine whether or not these course sections tend to be using OER or not. In other words, educate yourself regarding the use of this designation as an initial exploration into the status of OER at your college.
  • Engage faculty in one or more disciplines about their use of OER – why or why not are they using OER?
  • Explore the following:
    • Printing OER. Has a process for making printed OER available been established? If not, what are the barriers?
    • Informing students of OER. What information does your course schedule provide to students regarding the OER being employed in a given course? Are students provided with information for accessing or obtaining OER resources in advance of a course’s start? Is there room for improvement in how this communication is handled?
    • Has your local senate formally indicated it’s support for the use of OER?
  • Identify next steps related to the items in #5 – and take them.
  • Conduct a local OER needs assessment similar to what the OERI is trying to do at the system level. Most importantly, what discipline faculty are most interested – and willing – to use OER and what is stopping them from doing so?
  • Establish a web presence to showcase your local OER work and to direct your faculty to resources. Consider the websites and pages of other colleges before you get started.

Surveys

Newsletters and Communications Archives

Upcoming OER Liaison Webinars and Conversations

Beginning November 2020, the ASCCC OERI will provide automated captioning for all webinars and OER Liaison events (i.e., conversations, orientations, and webinars). If you would like to request a live human closed captioner for any of our offerings, please contact us at oeri@asccc.org at least 10 business days in advance.

OER Liaison Webinar Archives

TitleDate
New OER Liaisons: Roles, Responsibilities, and Expectations2022/11/072022-11-07 09:28:00
OERI Student Impact Toolkit: Implementing a Student Survey at your College2022/10/202022-10-20 10:00:00
Fall 2022 OERL Kickoff2022/09/122022-09-12 12:00:00
Making ZTC the Number One Goal2022/05/052022-05-05 11:00:00
An Overview of the OERI’s Style Guide2022/04/272022-04-27 12:00:00
Creating Equitable Opportunities: Policy Approaches to Ensuring Cost Transparency and Textbook Affordability2022/04/132022-04-13 16:00:00
Resolutions and You2022/03/312022-03-31 15:00:00
Strategic Planning: Developing an OER Vision and Action Plan2022/03/242022-03-24 11:00:00
How to OER: A Guide for Showing Discipline Faculty How to Map their Courses and Find OER2022/03/152022-03-15 13:30:00
Spring 2022 OERL Kick-Off2022/03/102022-03-10 12:00:00
Strategies for Disseminating OER / Using Change Theory to Motivate OER Adoptions2021/12/012021-12-01 13:00:00
Library Support Models2021/11/292021-11-29 15:00:00
Cultivating Leaders2021/11/182021-11-18 15:30:00
Training Your Faculty on OER Basics2021/10/282021-10-28 13:00:00
Committees, Taskforces, and Other Ways of Formalizing OER at Your College2021/10/262021-10-26 15:21:10
Fall 2021 OERL Kick-Off2021/08/192021-08-19 09:20:00
Walking Through the OER Adoption Process2021/05/282021-05-28 08:00:00
Faculty Incentives and OER Grants2021/05/182021-05-18 08:25:00
Arguments and Counterarguments for Switching to OER: How and When to Convince Your Reluctant Colleagues2021/03/242021-03-24 08:54:00
Value Added: What Have We Done for You Lately?2021/03/192021-03-19 08:53:00
Clarifying SB 13592021/03/182021-03-18 08:44:00
Spring OERI Update and OERL Kick-off2021/02/112021-02-11 08:34:00
Spring OERI Update and OERL Orientation (for new OERLs)2021/01/162021-01-16 08:39:00
OER and Accessibility2020/12/082020-12-08 14:00:00
Taking the Next Step: From OER to OEP2020/11/242020-11-24 15:05:21
I Found an OER Textbook—What Now?: Editing, Curating, Re-Mixing, Printing, and Moving OER to Canvas2020/11/202020-11-20 12:30:30
The Participatory Governance “Road Show”2020/11/162020-11-16 10:00:00
Adjuncts and OER2020/10/222020-10-22 11:12:27
Counselors, Librarians, and Other Allies: Non-Instructional Faculty and OER Initiatives2020/10/162020-10-16 11:15:00
Early Childhood Education: An Example in Disciplinewide OER Collaboration2020/09/172020-09-17 09:59:00
Fall 2020 OER Liaison Orientation2020/09/082020-09-08 07:45:45
OER Licensing and Attributions2020/03/302020-03-30 13:00:59
Creating Accessible OER2020/03/252020-03-25 14:00:29
Spring 2020 OERL Orientation2020/02/242020-02-24 18:11:00
Establishing an OER Committee/Task Force/Workgroup at Your College2019/12/042019-12-04 13:00:00
Fostering OER Engagement2019/11/202019-11-20 13:00:00
Using Data to Make the OER Case2019/10/142019-10-14 12:00:00
New OERLs – Welcome Aboard!2019/10/042019-10-04 10:00:38
SB 1359 – What is it? What does it mean? How are campuses doing it?2019/09/272019-09-27 10:00:47
Fall 2019 OER Liaison Orientation2019/09/112019-09-11 10:00:00
Printing Solutions for OER2019/04/252019-04-25 13:00:00
LibreTexts “Freeing” the Textbook2019/04/182019-04-18 13:00:43
A Critical Collaboration – Working with your Bookstore to Make OER Available2019/04/082019-04-08 13:00:48
Determining Whether or Not an Online Resource is Accessible2019/03/072019-03-07 13:00:47
The Impact of OER on Equity2019/03/012019-03-01 11:00:00

Notices and FYIs

Have you checked out our OER by TMC resources?
Thinking ahead to summer? Consider the “Promoting OER Summer Action Plan Checklist.
Have you added OER-related language to your SEA plan? Here are some ideas for what language to add – and where.

This page last updated on November 14, 2022.