Open Educational Resources and Engineering

Thursday, June 11, 2026 from 10:00 am – 11:30 am

Watch the “Level 4: Collaborative Learning: Multimodal Engagement with Discuss-It” recording

Download the “Level 4: Collaborative Learning: Multimodal Engagement with Discuss-It” slides

In this final session, participants will explore Discuss-It, a specialized ADAPT question type designed to transform static assignments into dynamic, interactive threaded conversations. This platform allows students to engage with content and each other through multiple modes, including text, audio, and video. You will learn how to set up collaborative spaces that foster peer-to-peer learning and provide a more humanized, authentic way to assess student understanding.

Access other levels from the series:

• Level 1: Navigating ADAPT
• Level 2: Building Your Library: Cloning and Customizing Questions
• Level 3: Beyond the Final Draft: Process-Based Assessment with Forge

Wednesday, June 10, 2026 from 10:30 am – 12:00 pm

Watch the “Level 4: Designing with Media: Images and Video in LibreTexts” recording

Download the “Level 4: Designing with Media: Images and Video in LibreTexts” slides

Learn how to effectively use images and video in LibreTexts to support engagement, diverse learning styles, and accessibility. This session covers best practices for integrating media, writing meaningful captions and alternative text (alt text), and designing content that is both visually engaging and inclusive for all students.

Access other levels from the series:

• Level 1: LibreTexts Essentials: Navigation and Smart Search
• Level 2: Building Your Library: Cloning and Customizing Questions
• Level 3: Beyond the Final Draft: Process-Based Assessment with Forge

Tuesday, June 9, 2026 from 9:00 am – 10:30 am 

Watch the “Level 3: Beyond the Final Draft: Process-Based Assessment with Forge” recording

Download the “Level 3: Beyond the Final Draft: Process-Based Assessment with Forge” slides

In this session, participants will explore Forge, a new question type in ADAPT that makes the student writing process visible and verifiable in real time. This integrity-enhanced word processor and collaborative workspace allows faculty to move beyond the final product to see how students draft, revise, and develop their work. By providing actionable insights into the writing journey, The Forge directly addresses the challenges of generative AI and promotes authentic student authorship.

Access other levels from the series:

• Level 1: Navigating ADAPT
• Level 2: Building Your Library: Cloning and Customizing Questions
• Level 4: Collaborative Learning: Multimodal Engagement with Discuss-It

Friday, August 28, 2026 from 8:00 am – 3:00 pm at Cerritos College

This workshop will showcase LibreTexts, the LibreTexts Remixer, and the ADAPT Open Homework System.
The OERI, in collaboration with Cerritos College, is pleased to announce a professional development opportunity for those who intend to remix open educational resources in the LibreTexts platform and create openly-licensed assessments – and those who support such work. Attendees of this in-person event at Cerritos College in Norwalk, CA will be introduced to – and actively interact with – LibreTexts, the LibreTexts Remixer, and the ADAPT Open Homework System. A light breakfast will be served and lunch will be provided. In order to defray costs, a registration fee of $25 will be charged. Space is limited.
Register for Friday, August 28, 8:00 am – 3:00 pm OERI Regional at Cerritos College

Monday, June 8, 2026 from 10:00 am – 11:30 am

Watch the “Level 3: Quick Start: Editing Pages in LibreTexts” recording

Download the “Level 3: Quick Start: Editing Pages in LibreTexts” slides

In this intermediate, hands-on workshop on page editing in LibreTexts, participants will actively revise and format content, apply accessible structure (including headings and links), and use built-in templates (e.g., boxes) to organize material clearly and consistently. Designed for faculty ready to move beyond the basics, this session builds practical skills to enhance usability, accessibility, and overall presentation of course content.

Access other levels from the series:

• Level 1: LibreTexts Essentials: Navigation and Smart Search
• Level 2: LibreTexts Remixer Lab: Creating, Curating, Customizing
• Level 4: Designing with Media: Images and Video in LibreTexts

Thursday, June 4, 2026 from 12:00 pm – 1:30 pm

Watch the “Level 2: Building Your Library: Cloning and Customizing Questions” recording

Download the “Level 2: Building Your Library: Cloning and Customizing Questions” slides

Now that you have explored ADAPT, it’s time to start building. This session focuses on the “cloning” process, adding existing ADAPT questions into your own courses for full control. Participants will learn how to create and modify ADAPT native questions featuring various question types including fill-in-the-blank, multiple choice, select choice, highlight text, and matching as well as the new flashcard question type, all designed to be accessible and adaptable.

Access other levels from the series:

• Level 1: Navigating ADAPT
• Level 3: Beyond the Final Draft: Process-Based Assessment with Forge
• Level 4: Collaborative Learning: Multimodal Engagement with Discuss-It

Thursday, June 4, 2026 from 9:00 am – 10:30 am

Watch the “Level 2: LibreTexts Remixer Lab: Creating, Curating, Customizing” recording

Download the “Level 2: LibreTexts Remixer Lab: Creating, Curating, Customizing” slides

In this introductory, hands-on workshop for the LibreTexts Remixer, participants will create a project in Conductor, develop a text, and learn to locate, combine, and reorganize openly-licensed content. The session focuses on practical approaches to curating and customizing course materials within the LibreTexts platform.

Access other levels from the series:

• Level 1: LibreTexts Essentials: Navigation and Smart Search
• Level 3: Quick Start: Editing Pages in LibreTexts
• Level 4: Designing with Media: Images and Video in LibreTexts

Wednesday, June 3, 2026 from 9:00 am – 10:30 am

Watch the “Level 1: Navigating ADAPT” recording

Access the “Level 1: Navigating ADAPT” presentation slides

Ready to dive into ADAPT but not sure where to start? This opening session grounds you in the essentials of the LibreTexts adaptive homework platform, a comprehensive infrastructure that supports auto-graded and non-auto-graded activities from H5P, IMathAS, WeBWorK, and native ADAPT questions. Participants will navigate the vast repository of existing content, spanning thousands of individual questions, curated collections, and ready-to-use public courses, to find adoptable resources. Participants will also learn how ADAPT can be used as a standalone platform or integrated directly into Canvas.

Access other levels from the series:

• Level 2: Building Your Library: Cloning and Customizing Questions
• Level 3: Beyond the Final Draft: Process-Based Assessment with Forge
• Level 4: Collaborative Learning: Multimodal Engagement with Discuss-It

Tuesday, June 2, 2026 from 9:00 am – 10:30 am

Watch the “Level 1: LibreTexts Essentials: Navigation and Smart Search” recording

Access the “Level 1: LibreTexts Essentials: Navigation and Smart Search” presentation slides

Find it fast, use it easily. This introductory, hands-on session covers navigation and the smart search in LibreTexts, along with practical ways to bring materials into Canvas or assign them for direct online access. Designed to streamline your workflow while expanding equitable, low-cost course materials for students.

Access other levels from the series:

• Level 2: LibreTexts Remixer Lab: Creating, Curating, Customizing
• Level 3: Quick Start: Editing Pages in LibreTexts
• Level 4: Designing with Media: Images and Video in LibreTexts

Although not a comprehensive textbook, this resource provides a significant amount of material that could be very helpful in a California Geology course. The resource includes sections on the rocks, fossils, topography, energy, and mineral resources present in various physiographic regions and also includes virtual field experiences and virtual labs.

This Open Educational Resource (OER) aims to provide students at California’s institutions of higher education an interactive and immersive tool to support their learning about the geology of California with up-to-date information about the golden state’s climate, earthquake hazards, and water issues. This work is supported by the Academic Senate of California Community Colleges Open Education Resources Initiative.

Friday, August 14, 2026 from 8:30 am – 3:30 pm at Allan Hancock

This workshop will showcase LibreTexts, the LibreTexts Remixer, and the ADAPT Open Homework System.
The OERI, in collaboration with Allan Hancock College, is pleased to announce a professional development opportunity for those who intend to remix open educational resources in the LibreTexts platform and create openly-licensed assessments – and those who support such work. Attendees of this in-person event at Allan Hancock College in Santa Maria, CA will be introduced to – and actively interact with – LibreTexts, the LibreTexts Remixer, and the ADAPT Open Homework System. A light breakfast will be served and lunch will be provided. In order to defray costs, a registration fee of $25 will be charged. Space is limited.
Register for Friday, August 14, 8:30 am – 3:30 pm OERI Regional at Allan Hancock

Join us for office hours and bring your questions from the Summer 2026 LibreTexts and ADAPT training sessions!
Register for the LibreTexts/ADAPT Office Hours on Thursday, June 18, from 9:00 am – 10:00 am

The OERI is pleased to offer a series of math and OER office hours throughout the term. These office hours will serve as a conversational session where attendees bring in their math OER needs, requests, and questions. Attendees can also use this space to receive guidance and ask questions pertaining to MyOpenMath.
Register for Math OER Office Hours on Friday, May 15, 11:00 am – 12:00 pm

Join regional colleagues from across California’s higher education systems for a day-long convening focused on advancing open educational resources (OER) through collaboration, shared learning, and strategic dialogue. Participants from the University of California, California State University, and California Community Colleges will come together to hear system-level updates, highlight local successes and ongoing challenges, and explore emerging issues shaping the future of open education. The event will also examine the evolving intersection of OER and artificial intelligence and provide space for discussion around regional partnerships and cross-system collaboration. Through conversation and knowledge-sharing, this gathering aims to strengthen the statewide open education community and identify opportunities to expand equitable access to learning materials for students.

Register for May 15^th Intersegmental OER Summit

Friday, May 8, 2026 from 10:30 am – 11:30 am

Watch the “COOL4Ed: The Good, the Bad, and the Ugly” recording

Download the “COOL4Ed: The Good, the Bad, and the Ugly” slides

As of April 15, 2026, over 110 submissions have been made to the COOL4Ed portal, the legislatively required place to share new open educational resources (OER) funded by the Zero Textbook Cost (ZTC) Degree Grant Program. An analysis of the initial submissions revealed the need for guidance related to how and what to submit to COOL4Ed, as well as the necessity of a place for the sharing of non-OER ZTC resources. The analysis also uncovered new OER that fill previously unmet needs, new ancillaries for commonly adopted OER, and effective practices that need to be incorporated into future COOL4Ed guidance. Join us to explore the good, the bad, and the ugly, discuss proposed guidance to address many of the issues, and to ask your COOL4Ed questions.

Archived materials from the session:

• Sharing ZTC Resources to CCC Canvas Commons document
• Adding Text Assets to LibreTexts document

Thursday, May 7, 2026 from 2:00 pm – 3:00 pm

Watch the “Empowering Arabic Learning: A Guided Tour of Our OER Collection” recording

Download the “Empowering Arabic Learning: A Guided Tour of Our OER Collection” slides

This webinar will showcase a curated collection of OER for Arabic language learning. Attendees will be guided through the resources, learn how to integrate them into courses, and gain practical insights into adapting them for their own teaching. The session will also provide an opportunity to ask questions.

Thursday, May 7, 12:30 pm – 1:30 pm

Watch the “AI and Art History: Values, Strategies, and Possibilities” recording

Join Meg Phelps, Ventura College art history faculty member and instructional designer, as she shares insights and questions from ongoing conversations about AI at her college and beyond. She’ll focus on an AI approach that foregrounds defining and acting on values and will share considerations and strategies for content creation in academic spaces.

Archived materials:

• Meg’s Notion Presentation: OERI for Art History – AI topic – May 7, 2026

Thursday, May 7, 10:00 am – 11:00 am

Please contact the oeri@asccc.org for access to the recording

What OER are available for ADS? Faculty who teach ADS courses (such as Introduction to Addiction Studies, Basic Counseling Skills, Prevention, Intervention, and Recovery, and other courses that are required in programs that prepare students to work in the addiction field) are invited to join this webinar to discuss what resources are available and what resources are needed. What do ADS faculty need – and are there ADS faculty interested in using OER?

Tuesday, May 5, 12:00 pm – 1:00 pm

Are you an OERL who is also a part time faculty member? Join this conversation to share time management strategies, effective ways to advocate for OER within your role, and some of the advantages and possible pitfalls of being an OERL as a part-time faculty member.

Monday, May 4, 3:30 pm – 4:30 pm

Watch the “Exploring New OER for Geography” recording

The availability of free learning resources is always growing! Let’s explore some of what’s new! Join this session to learn about new climate and climate change OER and bring your latest discoveries to share.

Monday, May 4, 2026 from 2:00 pm – 3:00 pm

Watch the “Enhancing Biology Instruction with OER Images, Illustrations, and Infographics” recording

Download the “Enhancing Biology Instruction with OER Images, Illustrations, and Infographics” presentation slides

Images, illustrations, and infographics are essential for helping students grasp complex biological processes and structures, especially when encountering them for the first time. Yet many instructors who adopt OER find that available images, illustrations, and figures are often fewer in number and less detailed than those found in commercial publications. In this conversation, participants will explore strategies for enhancing their course materials with high-quality, openly licensed figures. We will examine platforms that provide openly licensed biology images, illustrations, and infographics, and walk through effective search techniques for locating and evaluating these resources.
Bring your questions and examples from your own courses and leave with practical tools and resources to improve the visual quality of your instructional materials.

Monday, May 4, 12:30 pm – 1:30 pm

Join colleagues for a conversation on how to create, locate, share, and implement practice and test problems in logic courses in philosophy. We’ll discuss practice problems contained within existing OER textbooks and open databases like LibreTexts’ ADAPT and Canvas Commons.

This session was not recorded, please reach out to OERI Philosophy Discipline Lead, Noah Levin, for any questions regarding Philosophy OER.

Monday, May 4, 11:00 am – 12:00 pm

Please email the oeri@asccc.org for access to the recording

Come join fellow kinesiology and health faculty for a relaxed, informal conversation around the “three A’s.” We’ll swap ideas, share what’s working (and what’s not), identify gaps in existing open educational resources, and explore how the LibreTexts ADAPT platform can support accessible teaching. This is a space to ask questions, pick up ideas, and learn from each other.

Saturday, May 2, 2026 from 8:30 am – 3:30 pm at Saddleback College

This workshop will showcase LibreTexts, the LibreTexts Remixer, and the ADAPT Open Homework System.
The OERI, in collaboration with Saddleback College, is pleased to announce a professional development opportunity for those who intend to remix open educational resources in the LibreTexts platform and create openly-licensed assessments – and those who support such work. Attendees of this in-person event at Saddleback College in Mission Viejo, CA will be introduced to – and actively interact with – LibreTexts, the LibreTexts Remixer, and the ADAPT Open Homework System. A light breakfast will be served and lunch will be provided. In order to defray costs, a registration fee of $25 will be charged. Space is limited.
Register for Saturday, May 2, 8:30 am – 3:30 pm OERI Regional at Saddleback College

Thursday, April 30, 2:00 pm – 3:00 pm

Please email the oeri@asccc.org for access to the recording

Establishing zero textbook cost sections of economics courses may require the use of resources that are freely available for student use, but may not be OER. What free resources are available to address homework system, graphing technology, and specialized and/or real-world economics module needs? Join us to learn more.

Wednesday, April 29, 2:00 pm – 3:00 pm

This webinar has been cancelled.

Wednesday, April 29, 2026 from 1:00 pm – 2:00 pm

Watch the “Making Affordability Visible: Marketing OER and ZTC in Dual Enrollment Programs” recording

Dual enrollment can be a student’s first college experience. Ensuring that this significant  opportunity is clearly communicated is essential to expanding access. This webinar focuses on how colleges can highlight ZTC and OER options as a key benefit of their dual enrollment programs.

Wednesday, April 29, 2026 from 11:00 am – 12:00 pm

Watch the “Let’s Talk About Developing Journalism OER for Publication Classes” recording

Download the “Let’s Talk About Developing Journalism OER for Publication Classes” slides

Your journalism program likely produces a publication, but do you have the necessary curriculum and educational resources to support it? And are those resources free to students? In this conversation, we will share a list of existing journalism OER and explore what resources we may need to create that are relevant, free, and accessible. Bring your suggestions and challenges and together we can find the answers.

Monday, April 27, 2026 from 12:00 pm – 1:00 pm

Watch the “Hear It First: Early Findings from the Zero Textbook Cost (ZTC) Degree Feasibility Study” recording

Download the “Hear It First: Early Findings from the Zero Textbook Cost (ZTC) Degree Feasibility Study” slides

Join us to get a preliminary look at findings from the Irvine Valley College ZTC Degree Feasibility Study. In this webinar, we will share the preliminary data including charts, early triangulated themes, and powerful student quotes. The study is still underway, so it’s not too late to participate and colleges that distribute the survey will receive the full dataset when the study is complete.

Thursday, April 23, 2026 from 11:00 am – 12:00 pm

Watch the Humanities Open Educational Resources (OER) for Introductory and Survey Courses webinar recording

Join us for a chat about available OER for the humanities discipline and what humanities faculty would like to see in OER texts for general introductory and survey courses.

View each page for licensing information. Chapters by different authors on all topics generally covered in biological psychology courses. Some chapters don’t have enough information while others have maybe too much.  Instead, the following remix by Keys (Psyc 310: Biological Psychology (Keys)- LibreTexts) balances those out.

A remix of the OERI’s Biopsychology

The OpenStax Behavioral Neuroscience book has a heavier emphasis on biology and a deeper examination of biology, chemistry and comparative species than usually taken in a lower division biological psychology course (C-ID PSYC 150).  However, it does take a comprehensive look at all parts of a biological psychology course ranging from the basic neuronal functions, nervous system organization to sensation, homeostasis, psychological disorders, stress, cognition and attention.  This book has 19 chapters and has ancillary slides and a test bank upon logging in to the OpenStax portal.

This is a collection of canvas pages that are organized like a textbook into modules for 12 chapters. The pages have good graphics and are engaging at an appropriate level for our use.  However, this collection is missing information about Perception and about Ingestive behaviors which are part of the C-ID.  

The textbook is designed to be used as primary reading for undergraduate Psychology students studying core biological psychology modules. Special note: This book is not complete, it is really good and highly usable – perhaps in conjunction with noba modules

An OER textbook that contains some basic information but does not include information regarding sleep, ingestive behaviors, sensation/perception and learning/memory. What is useful and different about this book is its emphasis on equity and each chapter has discussion questions and video links. It can be used very well in conjunction with, as a supplement to other resources or as a launching point for building a more complete resource.

Topics covered include Theories of Humanistic and Personality Psychology, Coping and Mental Illness, Interpersonal Communication, Sexuality, Understanding Gender, Work and Choosing a Career, Coping with Death and Loss, and Finding Meaning. The textbook is a collection of 14 course modules, which are available in their original format through LibGuides at East Georgia State College.

Wednesday, April 22, 2026 from 11:30 am – 12:30 pm

Watch the Sharing OER and ZTC Courses through Canvas Commons webinar recording

Download the Sharing OER and ZTC Courses through Canvas Commons slides

Canvas Commons provides an easy way for faculty creators to share their work openly, but how can others effectively adapt and use that work? If you create a Canvas shell using ZTC funds, what must you share? What should you share? What guidance could you provide to help adopters make the most of your work? And for those interested in adopting openly shared Canvas courses, what are the benefits and challenges? Join us for a discussion of recommended practices, obligations, and opportunities when sharing and reusing Canvas courses.

Archived Materials:

• Sharing OER and ZTC Courses through Canvas Commons document

Coming by Fall 2026. Thematic modules with an emphasis of exploring images of women throughout art history through modern and contemporary, with an additional emphasis on exploring gender in visual culture and global connections.

Thematic modules with curriculum to support the adoption of the volume Gender Violence, Art, and the Viewer: An Intervention (Pennsylvania State University Press, 2024). Developed by Ellen C. Caldwell, one of the volume’s co-editors and contributors, these lesson plans are written for educators like you, in the hopes that you would like to adopt the entire course, or simply one lesson or chapter. They are designed to make teaching about the complex topic of gender violence and art more accessible and supported. The curriculum includes guiding discussion questions, suggested companion readings, quiz questions, sample assignments, and more. There are also suggestions about how to teach this course and the volume as a ZTC, since many libraries already have ebook access with unlimited users. (Note: sometimes the link does not work, so you can alternatively search “Ellen Caldwell” in Canvas Commons, and it should take you directly there.)

Friday, April 17, 2026 from 10:30 am – 11:30 am

Watch the AI as Research and Editorial Support webinar recording

The updating of OER can be inconsistent or reactive, which may result in it not being informed by current research, disciplinary practice, and student needs. And when updates are made, ancillary materials such as quizzes, assignments, study guides, and instructional supports can become misaligned. How can AI as act as research and editorial support for OER updates? This session outlines a repeatable process faculty can adapt within their own courses and disciplines. Rather than treating AI as a content generator, the process centers on faculty judgment and disciplinary expertise. Faculty determine when review is needed, use AI to assist with scanning and synthesizing emerging scholarship, and then make informed decisions about revising core content, ancillaries, and related instructional materials. The focus is not on fixed timelines, but on an intentional workflow that supports academic accuracy, consistency, and sustainability across both primary materials and supporting assets. The approach emphasizes transparency, human-in-the-loop decision making, and responsible AI use, ensuring that updates strengthen rather than dilute the academic quality of the OER. Participants will leave with a practical framework for using AI to reduce the labor of updating OER and aligned instructional materials while maintaining faculty voice, pedagogical integrity, and curricular control. The session positions OER updating as an ongoing academic responsibility and a key component of sustainable ZTC efforts, rather than a one-time task completed at adoption.

Thursday, April 16, 2026 from 3:30 pm – 4:30 pm

Watch the OpenAudio: Political Science and the Audiobook Project Science webinar recording

Download the OpenAudio: Political Science and the Audiobook Project Science PowerPoint

Come learn about a wonderful project by one of our very own political science faculty, Brian Barrick, from Los Angeles Harbor College. Brian has created free, high-quality audio resources for students and educators.

Wednesday, April 15, 2026 from 1:00 pm – 2:00 pm

Watch the “OER and ZTC in CTE” recording

Implementing OER and developing ZTC pathways can be particularly challenging in CTE programs. This webinar will investigate why CTE programs often face unique barriers when pursuing ZTC goals and explore strategies for addressing those barriers.

Spring 2026, Resolution Number 105.02

Whereas, In response to Resolution 114.04 F25 “Developing a Consistent Method for Calculating Student Cost Savings Resulting from Open Educational Resources Adoption,” ^[1] the Academic Senate for California Community Colleges has consulted with system partners to research and develop a standardized method for calculating student savings resulting from the adoption of open educational resources and course sections achieving zero textbook cost status by other means to be considered by local academic senates at the Spring 2026 Plenary Session;

Whereas, Some institutions and States use a “general estimate” approach to calculate the cost savings from adopting open educational resources, with the Midwest Higher Education Compact noting that many use $100.00 as a general estimate and that the Open Education Network adopted $100.00 because it simplifies calculations and falls near the midpoint of both materials cost estimates and student-reported spending estimates ^[2];

Whereas, A limited analysis of representative courses in the California community colleges found that half of the Phase I Common Course Numbering Courses (COMM-C1000, ENGL-C1000, and ENGL-C1001) had average costs ranging from $63.77 – $78.87, while the other half (POLS-C1000, PSYC-C1000, STAT-C1000) ranged from $100.75 – $143.50, suggesting that $100 is a reasonable value that does not over-estimate savings as the number of courses with average costs below $100.00 are not far below and most courses are above $100 and often considerably above; and

Whereas, Calculating the cost savings associated with the adoption of open educational resources and the establishment of zero textbook cost sections through library resources and other purchases is essential to advocating for funds, and establishing a recommended standard provides local advocates with a simple mechanism for doing such calculations;

Resolved, That the Academic Senate for California Community Colleges recommend a simple, transparent, systemwide method for estimating student cost savings from the establishment of zero textbook cost course sections using the formula: [student enrollments in qualifying sections] × $100.00 = estimated student cost savings as a standardized measure to reduce reporting burden and enable comparisons; and

Resolved, That the Academic Senate for California Community Colleges develop guidance for calculating student cost savings resulting from the adoption of open educational resources and the establishment zero textbook cost courses sections, provide data to support the use of a systemwide method for doing so, and note the circumstances in which using a per enrollment estimate for calculating the savings associated with zero textbook cost course sections is not warranted.

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1. Resolution 114.04 F25 Developing a Consistent Method for Calculating Student Cost Savings Resulting from Open Educational Resources Adoption
2. Zaback, K. (2022). Toward convergence: Creating clarity to drive more consistency in understanding the benefits and costs of OER (ED623683). Midwestern Higher Education Compact. https://files.eric.ed.gov/fulltext/ED623683.pdf

Friday, April 10, 2026 from 12:30 pm – 1:30 pm

Watch the “AI Bytes: Practical Privacy Protections” recording

Access the “AI Bytes: Practical Privacy Protections” slides

This session will walk through the types of information that individuals should be aware of to keep their data secure when utilizing AI in courses that use open educational resources (OER), and in the OER creation, revision, remixing or assessment process. Participants will also investigate the different ways to opt-out of specific settings on common gen-AI platforms as well as understand the aspects to be mindful of when conducting prompt engineering.

Friday, April 10, 2026 from 11:00 am – 12:00 pm

Join us for a conversation with two community college faculty members who are developing new OER for linguistic anthropology — the only anthropological subdiscipline that lacks a comprehensive OER. They will present their work-in-progress and invite participants to provide feedback and further direction.

Friday, April 10, 2026 from 10:00 am – 11:00 am

Watch “Biotechnology and OER: New Additions to the Curated Collection” recording

In this webinar, we will explore the recent additions to the Open Educational Resources and Biotechnology collection and discuss the wants and needs for the discipline. We will also determine if there is interest in developing a biotechnology lab manual using a “Home Lab Kit” approach (e.g., “Standard Operating Procedures for household tasks including cleaning and cooking,” “Process Control Study using Yeast,” and “Chromatography using food color analysis”) as an online option for some of our courses and labs.

Friday, April 10, 2026 from 9:00 am – 10:00 am

Watch the “ZTC Dashboard Data to Action” recording

Accesss the “ZTC Dashboard Data to Action” slides

How can data move beyond reporting to actually driving meaningful change? This session explores how ZTC dashboard data can be used to inform decision-making, strengthen equity efforts, and support institutional planning. Join us as several research analysts from across the system explore trends in demographics, enrollment, success, and completion. All employees involved in ZTC work are welcome to attend (i.e., faculty, classified professionals, and administrators) to reflect on how data can shape fiscal sustainability, grant development, and teaching practices.

Tuesday, April 7, 2026 from 2:00 pm – 3:00 pm

Watch the “Justice Without the Price Tag: Advancing OER in Criminology” recording

This facilitated conversation will examine the current state of OER in criminology across California community colleges, highlighting available open textbooks, ancillary materials, and gaps in core courses. Participants will exchange insights, successes, and challenges while identifying strategies to expand sustainable, accessible, and culturally responsive OER aligned with transfer pathways and workforce priorities across the California Community Colleges system.

Tuesday, April 7, 2026 from 1:00 pm – 2:00 pm

Watch the “Calculus with AI Support for Learning” recording

Access the “Calculus with AI Support for Learning” slides

Join this webinar to learn about Learnvia, a fully AI assisted system for calculus learning that will be free for all California community college faculty to use in classes in fall of 2026. Learnvia is a Gates Foundation funded learning tool that includes calculus lessons with videos, written explanations, AI assistance and feedback, and AI graded homework and quizzes.  The attendees will see how to use a flipped classroom approach and hear about the pilot class that is currently using Learnvia.

Monday, April 6, 2026 from 2:00 pm – 3:00 pm

Watch the “Let’s Talk Chemistry OER: Sharing What Works in General Chemistry” recording

Join fellow chemistry instructors for an informal conversation about using OER in general chemistry courses. We’ll chat about which openly-licensed textbooks, practice problems, and digital tools that are working in our classes—and where we still feel the gaps. Bring your experiences, questions, frustrations, and wins. Whether you’re OER‑curious or already deep in the zero textbook cost world, this will be a relaxed, collaborative space to swap ideas and learn from each other.

Friday, April 3, 2026 from 10:30 am – 11:30 am

Watch the “ADAPT Hackathon Training” recording

Access the “ADAPT Hackathon Training” slides

Are you interested in developing openly licensed assessments for your discipline? Have you heard about Discuss-It and The Forge? Would you like to learn how to quickly develop new questions in the ADAPT homework system? Join us for this inaugural hackathon training as we prepare to build out assessments for a variety of disciplines.

**A LibreTexts instructor account is required for full participation. Don’t have an account yet? Register with LibreOne. Be sure to register as soon as possible – verification of your status as an instructor is required to provide you with editing capabilities.

Friday, April 3, 2026 from 9:30 am – 10:30 am

Watch the “ESL Listening and Speaking-Focused Open Educational Resources (OER)” recording

Join us for a focused conversation on listening and speaking OER for both credit and non-credit ESL courses. This session will explore the OERI’s ESL curated collection as well as OER under development. In addition, we can discuss the difficulties faculty face with creating materials in this area of the discipline. Join us to connect with colleagues and continue to grow our ESL OER community.

Thursday, April 2, 2026 from 12:00 pm – 2:00 pm

*Pending archived materials

Curious about LibreTexts but not sure where to begin? This webinar is your on-ramp. We’ll walk you through everything you need to get started, from creating your free instructor account to exploring thousands of open textbooks to discovering the full range of tools and services the LibreVerse has to offer.

We’ll take you on a tour of the LibreVerse Launchpad, introduce you to our ADAPT open homework platform, course builders, and more. We’ll also introduce our discipline-specific libraries and show you how to use the Commons homepage to search for OER content that fits your course.

Whether you’re brand new to open education or just new to LibreTexts, this is the place to start.

The text covers the fundamentals of music and the physics of sound, a survey of music from the Middle Ages to the present, and a concluding chapter on popular music in the United States. Each chapter includes learning objectives, key terms, an end-of-chapter overview, and listening guides; a glossary is included. The text is available only as a PDF or hard copy. Translation of titles into English is inconsistent. Not all links meet accessibility best practices.
Disclaimer: Possible factual inaccuracies make this unsuitable as a standalone replacement text, though individual sections may serve effectively as supplementary readings.

A music appreciation textbook that features musical examples and photographs that represent the demographics of our students today. Special attention has been paid in choosing to represent women and minorities.” The online version features embedded interactive timelines and numerous video examples. Chapter introductions are well-written. Instructors should note that the units on Medieval and Renaissance music are comparatively brief, several quotes throughout the text lack attribution, and Chapter 2 mistakenly conflates Chinese and Japanese music in a way that requires clarification.
Disclaimer: Please note that this resource is not a suitable replacement for complete textbooks.

Text explores music as a mobile art shaped by human movement and technological transmission, employing a case-study methodology to develop broader conceptual themes including “colonialism, migration, diaspora, copyright, and hybridity.” Musical examples span Western and non-Western traditions across several genres. Organized in three thematic parts: Migration, Mediation, and Mashup. Part 1 explores three different groups and their musical traditions. Part 2 looks at recording and propaganda. Part 3 Combines elements of the previous sections.
Disclaimer: Please note that this resource is not a suitable replacement for complete textbooks.

Text is organized thematically according to the social function: storytelling, political expression, spirituality, dance, domestic entertainment, and more. The chapters can be taught in any order. A complete set of PowerPoint slides and learning objectives is included. Some chapters arrive at interpretive conclusions that are not the only defensible readings, which may support critical discussion activities. Section covering the Pulitzer Prize for Music.
Disclaimer: Please note that this resource is not a suitable replacement for complete textbooks.

This text examines the connections between the Bible and music across three parts: a historical survey; an analysis of the interpretation of texts through musical setting; a section on composers from the Middle Ages to the present day. Musical examples are embedded throughout. Its utility for a general music appreciation course is limited by its theological focus, though Parts I (History) and III (People and Genres) offer possibly strong supplementary reading material.
Disclaimer: Please note that this resource is not a suitable replacement for complete textbooks.

This short course focuses exclusively on Schubert’s settings of Goethe’s poems for solo voice and piano.  The original German texts with parallel English translations, scores for four songs, and recordings of all discussed works are provided in the unit. Its narrow focus makes it unsuitable as a standalone text. However, it could be used as supplementary material for a module on German Lieder or art song more broadly. While scores are supplied, literacy in music notation is not required.
Disclaimer: Please note that this resource is not a suitable replacement for complete textbooks.

Wednesday, April 1, 2026 from 3:30 pm – 4:30 pm

Watch the “Adopting Accounting OER: Practical Strategies for Implementation” recording

Access the “Adopting Accounting OER: Practical Strategies for Implementation” slides

Considering adopting OER for your accounting course but unsure how to begin or what the process looks like in practice? This interactive session will provide a brief overview of OER, including the benefits for equity, cost savings, student success, and long-term course sustainability, along with guidance on where to locate high-quality, discipline-specific materials. Participants will see a live demonstration of how to adopt an OpenStax accounting textbook, review ready-to-import Canvas course content and sample assignments, and explore practical strategies for aligning OER with course learning outcomes. The session will conclude with a collaborative discussion of best practices for implementation, accessibility, and continuous improvement, leaving attendees with concrete tools and resources they can immediately apply in their own courses.

Wednesday, April 1, 2026 from 12:30 pm – 1:30 pm

Come ready to share your ideas about leveraging AI to create ancillaries for psychology OER. We will share some prompts and ideas and engage in a collaborative conversation.

Wednesday, April 1, 2026 from 11:00 am – 12:00 pm

Watch the “Music Appreciation OER: An Overview” recording

In this conversation we will explore the OER available for teaching music appreciation (C-ID MUS 100). Join us to learn about both the existing and newly curated music OER.

This text collects essays by composers, performers, academics, journalists, and arts administrators. Authors include Alex Ross, Ara Guzelimian and Unsuk Chin. Part I addresses issues in nonprofit arts organizations. Part II presents case studies. Because of the high profile of many of its authors, essays from this collection are suitable for supplementary reading.
Disclaimer: Please note that this resource is not a suitable replacement for complete textbooks.

Monday, March 30, 2026 from 10:00 am – 11:00 am

Watch the “Leading with Impact: Communicating the Value of OER to Governing Boards and Executive Leadership” recording

Access the “Leading with Impact: Communicating the Value of OER to Governing Boards and Executive Leadership” slides

Effective OER work requires institutional alignment—and that begins with how we communicate impact to governing boards and executive leaders. This session focuses on translating OER outcomes into data-driven, mission-centered narratives that resonate at the administrative level. Participants will explore strategies for presenting student success data, fiscal stewardship, equity impact, workforce alignment, and community return on investment in ways that secure long-term support and sustainability.
While these events are intended for OERLs, please invite your colleagues to attend if you think they would be interested.

Friday, March 27, 2026 from 11:00 am – 12:00 pm

Join us for a conversation about the ASL OER that are currently available or under development. Together we will explore how to use OER and other resources to get your courses to ZTC.

Friday, March 27, 2026 from 10:00 am – 10:30 am

The OERI is expanding the IDEA Framework assessment process, a dedicated approach to reviewing new and revised OERI-supported materials to ensure they are inclusive, diverse, equity-minded, and anti-racist. Two exciting assessment sessions will be offered this summer. In the sessions, participants may either submit authored or adopted OER materials for expert review by specially trained IDEA Framework assessors or participate in a four-week guided IDEA Framework assessment alongside fellow OER adopters, learning collaboratively while evaluating authored or adopted OER materials. Join the upcoming information session to learn about the qualifications and expectations as well as obtain answers to any remaining questions.

The OERI is pleased to offer a series of Physics Open Educational Resources (OER) office hours throughout the term. These office hours will serve as a conversational session where attendees bring in their Physics OER needs, requests, and questions. Attendees can also use this space to receive guidance and ask questions pertaining to MyOpenMath. All the following sessions will be from 9:00 am – 10:00 am.
Register for Physics OER Office Hours on Friday, March 27

Thursday, March 26, 2026 from 2:00 pm – 3:00 pm

Access the “Using OER to Design Unique Engineering Course Materials” slides

The cost and accessibility of textbooks can serve as a barrier to student success. Yet in many lower-division engineering courses, instructors use textbooks not only as a reference and a guide for students, but also as a source of homework and exam problems. In this webinar, participants will explore several OER designed to support lower-division engineering coursework and discuss strategies to incorporate open materials into assignments and exams.

Thursday, March 26, 2026 from 12:30 pm – 1:30 pm

Watch the “AI Bytes: Boosting Accessibility, Not Workload” recording

Access the “AI Bytes: Boosting Accessibility, Not Workload” slides

The OERI is pleased to announce the introduction of its Brown Bag Series. Each brown bag is a 30-minute mini-webinar where participants can drop in to learn about a focused topic. After the session ends, presenters and participants are welcome to stay and engage in further dialogue or ask questions about the topic.
This session will explore opportunities for AI to support Universal Design for Learning in the online and in person classroom. When faculty are using open educational resources, AI can be employed to create ancillary resources and other educational materials. Participants will leave with tools, prompts, and examples to support generating accessible handouts, organize complex instructions, and create alternative formats for multiple learning preferences, while also being mindful of student privacy, accuracy, and accommodation versus modification.

Additional materials:

• Tools for Remediating Content for Online Instruction

Tuesday, March 24, 2026 from 3:30 pm – 4:30 pm

Watch the “Exploring Open Educational Resources (OER) for ENGL C1001: A Conversation for English Faculty” recording

Wondering how OER can align with the new ENGL C1001 framework? This conversation offers Englishfaculty space to exchange perspectives, review available OER materials, and identify where additional resources may be needed. Come with questions, insights, or curiosities; your input will help shape next steps toward a sustainable zero-textbook-cost ENGL C1001.

This OER introduces students to the four sub-disciplines of anthropology: cultural anthropology, biological anthropology, linguistic anthropology, and archaeology. The chapters are mostly derivative works that draw upon Perspectives, Explorations, and other previously published OER, and are augmented by the authors’ contributions. The editors’ goals are to present diverse perspectives and contemporary research across all four anthropological sub-disciplines.

Rhetorical Communities introduces students to key concepts such as rhetorical situation, discourse communities, genre, and multimodality, while examining how language, identity, and power shape communication across contexts. With its modular structure and inclusion of topics like linguistic justice and generative AI, the text offers a flexible, rhetorically grounded resource that can support ENGL C1000 and C1001.

Friday, March 20, 2026 from 9:00 am – 10:00 am

Please contact us at oeri@asccc.org to gain access to the recording

This session will be a guided conversation focused on the OER needs of ITIS programs.  We’ll discuss gaps in existing materials, challenges to adoption, and opportunities for creating, adapting, or sharing OER that better support ITIS courses and students. Participants will share experiences, identify priorities, and explore next steps for building sustainable, high-quality OER for the ITIS discipline.

Saturday, April 25, 2026 from 8:30 am – 3:30 pm at Cañada College

This workshop will showcase LibreTexts, the LibreTexts Remixer, and the ADAPT Open Homework System.
The OERI, in collaboration with Cañada College, is pleased to announce a professional development opportunity for those who intend to remix open educational resources in the LibreTexts platform and create openly-licensed assessments – and those who support such work. Attendees of this in-person event at Cañada College in Redwood City will be introduced to – and actively interact with – LibreTexts, the LibreTexts Remixer, and the ADAPT Open Homework System. A light breakfast will be served and lunch will be provided. In order to defray costs, a registration fee of $25 will be charged. Space is limited.
Register for Saturday, April 25, 8:30 am – 3:30 pm OERI Regional at Cañada College

The OERI is pleased to offer a series of Physics Open Educational Resources (OER) office hours throughout the term. These office hours will serve as a conversational session where attendees bring in their Physics OER needs, requests, and questions. Attendees can also use this space to receive guidance and ask questions pertaining to MyOpenMath. All the following sessions will be from 9:00 am – 10:00 am.
Register for Physics OER Office Hours on Thursday, April 21

Wednesday, April 15, 2026 from 12:00 pm – 2:00 pm

Ready to build your own open textbook, or make an existing one truly yours? This webinar walks you through the entire process, from first idea to finished product.
We’ll start with the essentials: how to plan your textbook and find the right resources before you dive in. Then we’ll explore LibreTexts one-of-a-kind Remixer tool, where you can shape your table of contents and pull in existing LibreTexts materials without needing to start from scratch. From there, we’ll cover basic editing tools, auto-numbering features to keep your content organized, and how to use our built-in AI co-author and accessibility tools to make your textbook clearer, more polished, and more inclusive. If you’ve ever wanted to create course materials that are free, flexible, and built around your students’ needs, this is the session for you.
Register for Introduction to Constructing and Remixing Textbooks with LibreTexts

Wednesday, April 15, 2026 from 11:00 am – 12:00 pm

This conversation will introduce the expansion of the OERI’s Open Educational Resources and Geology collection to include marine and planetary sciences, earth system science, and atmospheric sciences within the existing geology (geosciences) collection.
Register for Geology and the Earth Sciences: A Multidisciplinary OER Expansion

Wednesday, March 18, 2026 from 11:00 am – 12:00 pm

Watch the “Adapting OER for Education Courses” recording

Want to include, or update education OER content in your course but don’t understand what you are allowed to do legally, or how to begin? Bring your questions about specific content in an education OER and the licenses associated with it and let us help you clarify the multi-dimensional aspects of creative commons licensing. You will walk away with a list of do’s and don’ts for the content that matters most to you.

Tuesday, March 17, 2026 from 12:30 pm – 1:30 pm

Watch the “So, You’re Suddenly Expected to be an Accessibility Expert” recording

Access the “So, You’re Suddenly Expected to be an Accessibility Expert” slides

New to accessibility review? This webinar introduces the OERI Accessibility Checklist. Focusing on practical strategies, the checklist can help you to confidently provide feedback to your OER authors.

The OERI is pleased to offer a series of math and OER office hours throughout the term. These office hours will serve as a question-and-answer session where attendees bring in their math OER needs, requests, and questions. Attendees can also use this space to receive guidance and ask questions pertaining to MyOpenMath.
Register for Math OER Office Hours on Tuesday, March 17, 11:00 am – 12:00 pm

Tuesday, March 17, 2026 from 8:00 am – 9:00 am

Join your agriculture business colleagues to connect and explore how OER can support teaching and learning.
Register for Agriculture Business and OER Conversation

Monday, March 16, 2026 from 3:30 pm – 4:30 pm

Watch the “Toolkit for Inclusive Workforce Education: Embedding Essential Professional Skills into Your Courses” recording

Access the “Toolkit for Inclusive Workforce Education: Embedding Essential Professional Skills into Your Courses” slides

Join us to explore the Toolkit for Inclusive Workforce Education, a new openly licensed resource designed to help faculty integrate essential professional skills into existing course content without changing course objectives, discipline, or modality. Explore five adaptable module templates that support communication, technology use, self-advocacy, goal setting, and problem-solving, along with student reflection tools and a faculty implementation checklist. Come preview the resources and share feedback to help shape how they can best support CTE instruction. Ample time for questions and feedback will be provided. As this resource could be used by many disciplines, your perspective on the toolkit and its elements, as well as where you would expect to find such a resource are aspects of the feedback we are hoping to collect.

Monday, March 16, 2026 from 10:00 am – 11:00 am

Watch the “Pathways to Zero” recording

Access the “Pathways to Zero” slides

Counselors are key influencers in how students discover courses, build schedules, and understand degree pathways. This session explores how to collaborate with counseling teams to increase the visibility of ZTC programs, highlight OER-designated sections, and embed cost transparency into guided pathways conversations. Going beyond just marketing, we’ll examine how OER messaging can support equity goals, student completion, onboarding processes, and institutional enrollment strategies.

Friday, March 13, 2026 from 11:00 am – 12:00 pm

Watch the “Owning the Curriculum: How a Spanish Program Replaced Commercial Textbooks with OER” recording

Access the “Owning the Curriculum” slides

Commercial language textbooks are costly and often rely on generic, outdated content disconnected from today’s students. In this webinar, the author of Salón de Clase, an intermediate Spanish textbook for educational professionals, will outline the collaborative process, key stakeholders, and guiding pedagogical principles that lead to the development of this OER. Additionally, participants will learn how curriculum ownership enabled the integration of custom tools like My Language Level (an app based on can-do statements) into instruction.

Wednesday, March 11, 2026 from 1:30 pm – 2:30 pm

Watch the “How Should the California Community Colleges Calculate the Cost Savings Resulting from the Adoption of OER” recording

Access the “How Should the California Community Colleges Calculate the Cost Savings Resulting from the Adoption of OER” slides

Resolution 114.04, Developing a Consistent Method for Calculating Student Cost Savings Resulting from Open Educational Resources Adoption, was adopted at the Academic Senate for California Community Colleges (ASCCC) Plenary Session in Fall 2025. This resolution called on the ASCCC to research and develop a standardized method for calculating the savings associated with OER adoption to be presented for consideration at the Spring 2026 Plenary Session. Join us to learn about our findings and to share your views.

Wednesday, March 11, 2026 from 12:00 pm – 2:00 pm

Watch the “Into the Libreverse!” recording

Access the “Into the Libreverse!” slides – TBD

Our first introductory session, “Into the Libreverse!”, will demonstrate how faculty can gain access to the platform and quickly find, remix, and integrate OER using LibreTexts. (This session will be recorded, and this information will also be shared across the system after the webinar. Additional systemwide trainings and sessions will be announced soon.)

Tuesday, March 10, 2026 from 12:30 pm – 1:30 pm

Watch the “Accessibility Apps: Complex Images and Alt Text” recording

Access the “Accessibility Apps: Complex Images and Alt Text” presentation slides

Writing alternative text (alt text) for simple images is one thing, but what about dense charts, layered maps, complex infographics, scientific diagrams, or multi-panel visuals? This webinar dives into practical strategies for describing highly detailed images in ways that are clear, accurate, and aligned with accessibility standards. Bring your image challenges to add some flavor to the discussion.

Monday, March 9, 2026 from 3:30 pm – 4:30 pm

Digital media is a new discipline for the OERI, offering an opportunity to shape its direction and create support for faculty from the ground up. This session will focus on what materials digital media faculty need, what resources we already have, and how we can leverage existing tools, OER, and partnerships to identify gaps and plan next steps together.

Friday, March 6, 2026 10:30 am – 11:30 am

Watch the “Finding the Human Connection in a Digital World” recording

Access the “Finding the Human Connection in a Digital World” slides

In an age of automation, how do you ensure that student work remains a reflection of genuine learning? Join us to learn about Discuss-It, an openly-licensed tool within the LibreTexts platform. Discuss-It transforms discussions into interactive, multimedia exchanges through audio, video, and text. Learn how integrating voice and video responses can boost engagement, build community, and bring human presence back to your courses regardless of your discipline.

Thursday, March 5, 2026 from 12:30 pm – 1:30 pm

Watch the “AI Bytes: Rubrics, Resilience, and Robots” recording

Access the “AI Bytes: Rubrics, Resilience, and Robots” slides

The OERI is pleased to announce the introduction of its Brown Bag Series. Each brown bag is a 30-minute mini-webinar where participants can drop in to learn about a focused topic. After the session ends, presenters and participants are welcome to stay and engage in further dialogue or ask questions about the topic.
This session will explore rubric language that supports academic integrity, transparency, and discipline standards no matter the AI use policy (allowed or not) in the classroom. Participants will leave with concrete assessment tweaks and rubric phrases to help support their equitable grading practices.

Designed as an interactive experience for non-science majors.

A thorough review of how scientists research the possibility of life in the universe, including a foundation in physics, biology, and chemistry.

Only in pdf format. Based on Openstax Astronomy.

Astronomy 2e (Fraknoi, et al., 2025) – LibreTexts (CC-BY 4.0)
This textbook covers all topics in astronomy at the introductory college course level. It is written in informal and enaging language and includes many images, illustrations, and figures. There are many links to external resources of information. The instructor resources include powerpoint slides, test banks, LMS course cartridges and more.

Wednesday, March 4, 2026 from 2:00 pm – 3:00 pm

Watch the “Fresh and Easy?” recording

Access the “Fresh and Easy?” presentation slides

The current surge of generative and agentic AI can mean having to shift gears constantly as an instructor. No matter the course and no matter the AI policy, this session will help support you in your OER classroom to find low-lift ways to refresh content, revise assessments, and identify boundaries or policies that align with your educational philosophy without having to overhaul your entire course.

Monday, March 2, 2026 from 12:30 pm – 1:30 pm

How can OER be used in hospitality management classes to improve learning, encourage innovation, and increase access to quality educational materials? Join us to discuss the benefits of OER for faculty and students, as well as what OER is needed in the discipline and what OER needs to be improved.

Monday, March 2, 2026 from 11:00 am – 12:00 pm

Watch the “Engaging Students: Surveys, Bookmarks, and Tools for OER Momentum at Your College” recording

Access the “Engaging Students: Surveys, Bookmarks, and Tools for OER Momentum at Your College” slides

Students experience textbook costs as a barrier to access every day—yet many don’t know that zero textbook cost and OER options even exist. This webinar equips OER advocates with simple, ready-to-use tools to change that. Participants will learn how to engage students using a shared, Institutional Review Board approved student-facing survey that can be deployed immediately with built in blurbs, and customizable bookmark templates designed to raise awareness, spark curiosity, and invite participation. The session shows how to engage students to build OER momentum across campus. With no complex research setup and no added workload, this session focuses on plug-and-play tools that help students feel seen while grounding OER efforts in authentic, campus-relevant student voice.
While these events are intended for OERLs, please invite your colleagues to attend if you think they would be interested.
Register for Surveys, Bookmarks, and Tools for OER Momentum at Your College

Wednesday, February 25, 2026 from 10:30 am – 11:00 am

Watch the “Elevate Your OER: IDEA Framework Summer 2026 Assessment Information Session” recording

The OERI is expanding the Inclusion, Diversity, Equity, and Anti-Racism (IDEA) Framework assessment process, our dedicated approach to reviewing new and revised OERI-supported materials to ensure they are inclusive, diverse, equity-minded, and anti-racist. This summer, we’re offering two exciting assessment sessions designed to meet you where you are: you can either submit your authored or adopted OER materials for expert review by our specially trained IDEA Framework assessors, or you can participate in a four week guided IDEA Framework assessment alongside fellow OER adopters, learning collaboratively while evaluating your own materials. Join our upcoming information session where we’ll cover qualifications, expectations, and answer all your questions.

Drop in to chat, share ideas, and ask questions about the intersections of OER and DE. If you are creating, teaching, and/or supporting DE courses which use OER, let’s talk about platforms, pedagogies, policies, and practices, whether they’re problematic, promising, or a little of both!

Register for OER and DE Office Hour on Monday, February 23, 2:00 pm – 3:00 pm

Friday, February 20, 2026 from 10:30 am – 11:30 am

Watch the “Measuring Effort and Analytics with The Forge” recording

Access the “Measuring Effort and Analytics with The Forge” slides

In the Artificial Intelligence (AI) era, educators are increasingly challenged by writing assignments and the need to distinguish between student-generated work and AI-leveraged content. The Forge offers a solution by shifting the focus from the final product to the writing process itself. This webinar will explore how instructors across various disciplines – from composition, world languages, and linguistics to chemistry and statistics – can use analytic maps to gain deeper insights into how students construct their work and visualize the writing process. With The Forge’s new integration with the LibreTexts ADAPT homework system, students can access The Forge with a single click while providing instructors with analytical tracking and rubric abilities, aligning with equitable grading practices such as mastery grading, contract-based grading, and ungrading by empowering students to show their critical thinking and revision history.

Additional Resources:

• The Forge Webinar – FAQ Report

Wednesday, February 11, 2026 from 12:00 pm –1:30 pm

Watch the “Introduction to ZTC Leadership” recording

Access the “Introduction to ZTC Leadership” slides

This training is for individuals who have recently assumed a leadership role with their college’s Zero Textbook Cost (ZTC) Degree Program grants, designed to quickly get you up-to-speed on OER and ZTC basics. This webinar is intended to ensure that faculty leads/coordinators, deans, directors, and others in management roles related to their college’s ZTC efforts have the knowledge and resources needed to be successful. Are you responsible for ZTC grant reporting and tracking but not sure how to spell OER and ZTC? This session is for you! – Topics will include OER and ZTC basics, including open licensing; making the case with faculty; and creating a local ZTC support team and workflow.

Tuesday, February 10, 2026 from 2:00 pm – 3:00 pm

Watch the “Why OER Marketing Matters (and How to Start)” recording

Access the “Why OER Marketing Matters (and How to Start)” slides

Creating or curating OER is only part of the work of a local OER lead — helping others find and understand OER it is just as important. This webinar introduces the importance of marketing OER on campus and how it supports awareness, buy-in, and sustainability. Participants will gain a foundation for thinking strategically about OER messaging, even with limited time or resources.

Student evaluating quality of OER

• Citation: Cuttler, C. (2019). Students’ Use and Perceptions of the Relevance and Quality of Open Textbooks Compared to Traditional Textbooks in Online and Traditional Classroom Environments. Psychology Learning & Teaching, 18(1), 65–83.  Link/DOI: https://doi.org/10.1177/1475725718811300
• Lantrip, J. C., & Button, M. (2025). Comparing a Faculty-Created OER and Commercial Textbook: Student Outcomes and Perceptions. Open Praxis, 17(3), 561–578. Link/DOI: https://doi.org/10.55982/openpraxis.17.3.897
• Panday-Shukla, P. (2024). Comparing an open educational resource and a traditional textbook: Learner outcomes and engagement. Foreign Language Annals, 57, 425–449.  Link/DOI: https://doi.org/10.1111/flan.12727
• 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.

Friday, February 6, 2026 from 10:30 am – 11:30 am

Watch the “Fall 2025 OER Liaison Survey Results” recording

Access the “Fall 2025 OER Liaison Survey Results” slides

Since its inception, the Open Educational Resources Initiative (OERI) has gathered data from local OERLs on a yearly basis. While the focus of the survey has shifted over time, many of the questions have been repeated to track changes in the field. Join us to explore what has and hasn’t changed – and to learn about the various ways OER and cost-transparency efforts are being implemented across the state.

Monday, February 2, 2026 from 1:30 pm – 2:30 pm

Watch the “OERI Discipline Lead Information Session” recording

Access the “OERI Discipline Lead Information Session” slides

Discipline Leads are a critical component of the OERI ecosystem in serving as a resource for their colleagues and curating the OERI’s collection for their discipline. The OERI welcomes applicants from all disciplines and does not require prior experience with OER. Join this webinar to learn about the role and, hopefully, be persuaded to apply.

Thursday, January 22, 2026 from 9:30 am – 10:30 am

Watch the “Creating Engaging Video Supplements for OER Textbooks” recording

Access the “Creating Engaging Video Supplements for OER Textbooks” slides

Join Kim Martin (Copper Mountain College), ECE faculty and former distance education coordinator, as she shares her practical workflow for creating video supplements for OER textbooks. In this hands-on session, you’ll learn how to use AI tools like Notebook LM to efficiently produce engaging 5-7 minute educational videos that support student learning.

Additional Links/Materials

• YouTube link for OER Teaching
• Notebook LM

Welcome back! OERL Kick-Offs are designed to prepare OERLs for their roles, especially those who are newer to the role. This space provides an opportunity for the OERI to update OER Liaisons and for the OERI to hear from Liaisons. We will be going over expectations and important updates.
Register for Friday, February 27, 10:00 am – 11:00 am Spring 2026 OERL Kick-off

The OERI Project Management Course begins on Monday, September 29 and end on Friday, October 31. For those of you enrolled in the course, join the office hours on select Fridays from 1:00 pm – 2:00 pm to learn and bring your questions regarding the OERI Project Management Course.
Register for the OERI Project Management Course Office Hours in December

Friday, December 12, 2025 from 10:30 am – 11:30 am

Watch the “ZTC Progress Expenditure Report #2 – Take 2” recording

Access the “ZTC Progress Expenditure Report #2 – Take 2” presentation slides

Please join us to have an additional opportunity to ask questions and receive guidance related to the ZTC Progress and Expenditure Report #2. Chad Funk will be present to provide updates regarding the reporting process and will share how the data obtained from the colleges’ reports will be used to satisfy the reporting requirements in the final legislative report. Information related to the ZTC Implementation, Acceleration 1, Acceleration II, Impact and OER Expansion grant phases will be provided and questions for the data reporting external spreadsheet will also be discussed.

Type: Set of Materials including Course Outline, Docs, Plans. Not “plug and play” but need to be adapted to fit own context. From source, the book “fosters empathy, breaks down stereotypes, and encourages open-mindedness” and is inspired by The Human Library® (where the people are the book).

Reading Skills for Upper Intermediate ESOL students. From source: “It has a STE(A)M theme in which each chapter presents readings about a particular invention. Many readings focus on the science, but others incorporate lateral thinking by addressing social implications, history, and offshoot ideas…”

The OERI is pleased to offer a series of Physics Open Educational Resources (OER) office hours throughout the term. These office hours will serve as a question-and-answer session where attendees bring in their Physics OER needs, requests, and questions. Attendees can also use this space to receive guidance and ask questions pertaining to MyOpenMath.
Meetings will occur on select Tuesdays from 10-11am and Fridays from 9-10am
Register for Physics OER Office Hours on December 9

Chemistry and the Environment is designed to accompany a one-semester course in chemistry-based discussions of important environmental issues such as air pollution, the ozone layer, climate change and water quality. Chemical principles are introduced, followed by environmental ‘focus’ sections to base discussions on the scientific principles and societal intricacies of the individual topics. Instructors can also use the focus sections as a resource for presentation slides. Chemistry 2e is designed to meet the scope and sequence requirements of the two-semester general chemistry course. The textbook provides an important opportunity for students to learn the core concepts of chemistry and understand how those concepts apply to their lives and the world around them.

“Reframing Art History, an open-access multimedia art history ‘textbook,’ gives you a guided journey through the living, breathing, meaningful side of art history. We’re less concerned with names and dates than with meaning and movement. With chapters developed by a group of more than 40 experts, it showcases art and history from the bottom up.”

From the authors: “Art history studies culture and people’s development through time using multiple art disciplines. Visual arts are one of the oldest forms of communication between humans and the fundamental beliefs of their culture. The historical background of art history has been written from the canon of wealthy individuals from Western countries focusing on well-known art and artifacts in isolated environments. To become more culturally inclusive, the textbook is written to redefine art history.”

Introduction to Philosophy: Philosophy of Mind (Salazar, 2020) – LibreTexts (CC BY)
Contemporary anthology textbook with articles covering traditional and current topics and philosophers in philosophy of mind.

Political Philosophy Reader: An Open Educational Resource (Levin, 2020 (CC BY-SA)
Anthology of classic readings in political philosophy, including Plato, Machiavelli, Hobbes, Locke, Mill, Smith, and Marx.

South and East Asian Philosophy Reader: An Open Educational Resource (Levin, 2019) (CC BY-NC-SA)
Anthology that includes selections from Taoism, Confucius, The Bhagavad Gita, Vedas, Buddhist Sutras, Siddhartha (Herman Hesse), and Sun Tzu.

Traditional textbook covering a variety of topics in Philosophy of Religion.

Philosophy of Western Religions: An Open Educational Resource (Levin, 2019)
Anthology with a mix of contemporary pieces and classical readings in Philosophy of Religion.

This textbook is designed to meet the expectations of both an Introduction to Logic course and an Argumentative Writing and Critical Thinking course. It consists of chapters on logical (including formal logic) and critical thinking (such as fallacies) concepts paired with classic readings in philosophy to provide context and exercises for applying the concepts that are being covered.

The OERI, in collaboration with Rio Hondo College, is pleased to announce a professional development opportunity for those who intend to remix open educational resources in the LibreTexts platform and create openly-licensed assessments – and those who support such work. Attendees of this in-person event at Rio Hondo College in Whittier will be introduced to – and actively interact with – LibreTexts, the LibreTexts Remixer, and the ADAPT Open Homework System. A light breakfast will be served and lunch will be provided. In order to defray costs, a registration fee of $25 will be charged. Space is limited.

Friday, December 5, 2025 from 10:30 am – 11:30 am

Watch the “Making ZTC Data Available With Data Dashboards – Data Requirements and Template Implementation” recording

Watch the “Making ZTC Data Available With Data Dashboards – Data Requirements and Template Implementation” presentation slides

In collaboration with the OERI, the Michelson Foundation, and college practitioners, Chabot College built a data dashboard template to help make ZTC section data easily accessible locally.  In addition, the integration of XB12 data into the dashboards would enable users to answer questions related specifically to the use of open educational resources. In this webinar, we’ll discuss what data are necessary to import into the dashboard template for Tableau and Power BI softwares. We will also discuss in what ways institutions can change the template to match data that is most pertinent to their individual college.

Additional Materials:

• Zero Textbook Cost (ZTC) Dashboard Templates

The OERI, in collaboration with Cosumnes River College, is pleased to announce a professional development opportunity for those who intend to remix open educational resources in the LibreTexts platform and create openly-licensed assessments – and those who support such work. Attendees of this in-person event at Cosumnes River College in Sacramento will be introduced to – and actively interact with – LibreTexts, the LibreTexts Remixer, and the ADAPT Open Homework System. A light breakfast will be served and lunch will be provided. In order to defray costs, a registration fee of $25 will be charged. Space is limited.

Thursday, December 4, 2025 from 12:00 pm – 1:00 pm

Drop in to chat and ask questions about OER and AI. Topics can include attribution and citation questions, ethical considerations, hypothetical and practical scenarios, or discipline specific issues – nothing is too small or too large! Join colleagues to ask questions, get feedback, or brainstorm ways that AI can be a helpful tool in your OER work.
Register for the OER and AI Office Hour

Discover the principles, practices, and strategies for teaching young children from birth to 8 years.

Health, Safety, and Nutrition for the Young Child (Kroeker) – H5P Activities on Pressbooks

This book is a remix of Health, Safety, and Nutrition (Paris) (LibreTexts) (CC BY). Each individual page is marked as CC BY for the license, and attribution is to a different author. However on the front cover is all rights reserved by this author. This book includes 33 H5P activities. Only those which have been inserted into book content will be included if the book is cloned.

Wednesday, December 3, 2025 from 3:00 pm – 4:00 pm

Watch the “OER in Practice: Campus OER/ZTC Program Spotlights from Across the Spectrum” recording

Access the “OER in Practice: Campus OER/ZTC Program Spotlights from Across the Spectrum” slides

Join us for a candid and practical monthly webinar series that illustrates how colleges are building, adapting, and sustaining their OER and ZTC programs. Rather than focusing solely on “best practices,” this series will explore actual practices and program building. Each session will feature 2-4 colleges sharing how their OER/ZTC efforts are structured – from formal committees and taskforces to grassroots faculty-led initiatives. We’ll hear directly from OER leads and practitioners about what’s working, what’s evolving, and how they’re navigating the challenges and opportunities on their campuses.

This webinar was part of a series, see the other parts below:

• October 20 – OER in Practice archive
• November 14 – OER in Practice archive

Understanding Human Development is an introductory textbook for individuals entering early childhood education and related fields. The textbook provides an overview of the developmental lifespan from conception to adolescence using social justice and ecological perspectives. The textbook aims to represent equitable approaches to understanding human development and discusses the diverse factors and interactions that support or hinder development.

The purpose of the course is to provide the student with a comprehensive understanding of the methods, theories and main concepts related to child development.

An open textbook for introductory environmental science and biology courses. Covers ecosystems, biodiversity, pollution, climate change, and sustainability. Created by Matthew R. Fisher with contributions from OpenStax and others.

Monday, December 1, 2025 from 1:30 pm – 2:30 pm

Watch the “Ethical and Questionable Use of AI and OER” recording

Access the “Ethical and Questionable Use of AI and OER” slides

AI is already transforming how OER are created, adapted, and distributed—and this webinar cuts through theoretical debates to address the practical reality educators face today. Join us for an honest examination of AI’s role in OER development, from undeniably beneficial applications to uses that demand careful ethical consideration.
Designed for educators, OER creators, and institutional leaders actively working with or considering AI integration, this webinar assumes foundational knowledge of both OER principles and basic AI capabilities. We’ll move quickly into nuanced discussions of implementation challenges, ethical gray areas, and decision-making strategies that support responsible innovation in open educational content through real-world case studies and contextual analysis. We’ll explore how various AI applications fall along an ethical spectrum, and why the same tool might be appropriate in one context but problematic in another. This session aims to engage participants in thoughtful discussion to navigate this evolving landscape responsibly.

The OERI is pleased to offer a series of Math and OER office hours throughout the Fall term. These office hours will serve as a question-and-answer session where attendees bring in their math OER needs, requests, and questions. Attendees can also use this space to receive guidance and ask questions pertaining to MyOpenMath.
Register for Math OER Office Hours on Monday, December 8, 3:00 pm – 4:00 pm

Friday, November 21, 2025 from 10:30 am – 11:30 am

Watch the “Making ZTC Data Available With Data Dashboards” recording

Access the “Making ZTC Data Available With Data Dashboards” presentation slides

In collaboration with the OERI, the Michelson Foundation, and practitioners from a number of colleges, Chabot College built a data dashboard template to help make ZTC section data easily accessible locally. The dashboard’s display includes: (1) the percent of sections within a college that are ZTC, Low Textbook Cost (LTC), or have not yet been converted to ZTC/LTC; (2) the percent of students that utilize these ZTC sections; (3) success rates by textbook cost; and (4) the persistence rates of  students that enroll in at least one ZTC section compared to students that do not. In addition, the integration of XB12 data into the dashboards would enable users to answer questions related specifically to the use of open educational resources. In this webinar, we’ll discuss how to use the dashboards, what questions you could potentially answer, and how to set them up at your own college.

Additional materials:

• Zero Textbook Cost (ZTC) Dashboard Templates

Friday, November 21, 2025 from 9:30 am – 10:30 am

The introduction of Cal-GETC as the only general education pattern for transfer students has impacted logic courses. Previously at least two different courses would be offered: one covering introduction to logic (including symbolic logic) and one covering critical thinking through writing. One approach to these changes has been to offer a single course that meets the needs of all students, including philosophy majors. This webinar will cover OER that can be helpful in crafting an appropriate set of readings for such a course.

Wednesday, December 3, 2025 from 12:00 pm – 1:00 pm

Drop in to chat about ASCCC’s IDEA Framework. This space is for anyone using the framework to assess existing OER materials, to create new OER, or to discuss all things IDEA. Join your IDEA colleagues to ask questions, to get feedback, or to brainstorm.

Thursday, November 20, from 10:00 am – 11:00 am

Watch the “OER and Guided Pathways: Strategically Implementing ZTC Pathways to Boost Program Completion” recording

This session explores a program-level strategy for OER, demonstrating how creating ZTC-designated “meta-majors” or mapping ZTC pathways can remove financial barriers, increase early student momentum, and improve program completion rates in alignment with the Guided Pathways framework. The webinar will also explore how to make those pathways easily visible to students.

Wednesday, November 19, 2025 from 2:00 pm – 3:00 pm

Watch the “Envisioning OER throughout the Associate in Arts-Transfer (AA-T) Elementary Teacher Education: Integrated Programs” recording

Calling all education faculty! What do we want to see on our OERI discipline page? Truth: We teach one, maybe two, courses in the entire program of study. Let’s identify which courses in the AA-T Elementary Teacher Education: Integrated Programs degree that we believe should be on our discipline page. Please add your voice to this important conversation and join us for a lively session that will shape the future for our students.

Wednesday, November 19, 2025 from 12:00 pm – 1:00 pm

Watch the “Applying the IDEA Framework to OER: Economics” recording

Access the “Applying the IDEA Framework to OER: Economics” presentation slides

The IDEA Framework was created to inform the development of new OER and to review and improve existing OER. What does an IDEA review mean for an economics text? What does an inclusive, diverse, equitable, and anti-racist economics OER look like? Join us to consider the applicability of the IDEA Framework in a discipline-specific context to learn how to use and apply it to any OER.

Tuesday, November 18, 2025 from 12:30 pm – 1:30 pm

Watch the “OER and Geology: Expansion to all Earth Sciences” recording

Join us to explore the development of a set of earth science “sub-discipline” OER. We will discuss using the drop-down menu selections on the geology site to include current geology resources as well as oceanography/marine sciences, meteorology/atmospheric sciences, and planetary/earth system sciences OER.

Friday, November 14, 2025 from 11:00 am – 12:00 pm

Join us for a conversation about the ASL OER that are currently available or under development. Together we will explore how to use OER and other resources to get your courses to ZTC.

Friday, November 14, 2025 from 11:00 am – 12:00 pm

Watch the “OER in Practice: Campus OER/ZTC Program Spotlights from Across the Spectrum” recording

Join us for a candid and practical monthly webinar series that illustrates how colleges are building, adapting, and sustaining their OER and ZTC programs. Rather than focusing solely on “best practices,” this series will explore actual practices and program building. Each session will feature 2-4 colleges sharing how their OER/ZTC efforts are structured – from formal committees and taskforces to grassroots faculty-led initiatives. We’ll hear directly from OER leads and practitioners about what’s working, what’s evolving, and how they’re navigating the challenges and opportunities on their campuses.

This webinar was part of a series, see the other parts below:

• October 20 – OER in Practice archive
• December 3 – OER in Practice archive

Friday, November 14, 2025 from 9:30 am – 10:30 am

Watch the “Teaching with AI: Practical Tools for Biology Instructors” recording

Access the “Teaching with AI: Practical Tools for Biology Instructors” presentation slides

As AI rapidly expands into education, biology instructors have new opportunities to create engaging, accessible, and cost-free resources for their students. This session introduces practical AI tools that help faculty enhance teaching and learning in biology courses, with a special focus on open educational resources. Participants will explore how AI can generate visuals, customize examples, and develop instructional materials that support complex biological concepts.

Thursday, November 13, 2025 from 9:00 am – 10:00 am

Watch the “Integrating OER into Program Review and Resource Allocation Processes” recording

Discover how to strategically document OER adoption within your program review process to create a powerful, data-driven case for resource allocation. This session provides practical tools to translate your OER efforts into compelling arguments for institutional investment and support for departmental goals.

Wednesday, November 12, 2025 from 3:30 pm – 4:30 pm

Watch the “Geography Study Afield: Sharing Our Favorite Field Study Locations” recording

We have all seen the excitement that our students experience when they can see geography in the field as the concepts we teach come alive. What if faculty openly licensed information about their favorite field study locations and resources for teaching about them? In this presentation, we will discuss creating open educational resources for sharing field study resources. Come and learn and be prepared to share!

Wednesday, November 12, 2025 from 2:00 pm – 3:00 pm

Watch the “Beyond the Discussion Board: Reimagining Online Conversations with Discuss-It” recording

Tired of text-only discussions that feel like checkboxes instead of conversations? Discover Discuss-It, an OER tool in LibreTexts’ ADAPT, that transforms discussions into interactive, multimedia exchanges through audio, video, and text. Learn how integrating voice and video responses can boost engagement, build community, and bring human presence back to your courses regardless of your discipline.

Wednesday, November 12, 2025 from 12:00 pm – 1:00 pm

Drop in to chat, share ideas, and ask questions about the intersections of OER and DE. If you are creating, teaching, and/or supporting DE courses which use OER, let’s talk about platforms, pedagogies, policies, and practices, whether they’re problematic, promising, or a little of both!

Wednesday, November 12, 2025 from 9:30 am – 10:30 am

Watch the “OER and Biotechnology” recording

In this webinar, several traditional biotechnology OER will be presented, reviewed, and discussed. Some of these resources are part of a larger project of openly-licensed assignments that focus on soft skills as well as traditional biotechnology knowledge, skills, and abilities. The intention of the project is to provide students a way to reflect on their experiences to understand how to leverage them in interviews. Faculty will be provided with open access to an AI tool that has been constructed to act as an ‘Employment Counselor/Coach’. The structure of the AI “Employment Coach” will be presented as model to build other AI resources for biotechnology curriculum. Faculty will be solicited for ideas.
Register for OER and Biotechnology

Monday, November 10, 2025 from 12:30 pm – 1:30 pm

In this webinar, we will explore the available OER for music fundamentals, music theory, and musicianship courses. Join us to discuss what OER exist and which ones should be included in the developing the music OER collection on the OERI website.

Please contact the OERI for access to the recording at oeri@asccc.org

Monday, November 10, 2025 from 8:00 am – 9:00 am

What OER are available for agriculture business courses? Are there sufficient OER available to establish agriculture business zero-textbook-cost pathways? Join this conversation to share progress, resources, and next steps for developing and adopting OER for agriculture business courses.

Fall 2025, Resolution Number 114.04

Whereas, The Academic Senate for California Community Colleges has long supported lowering course material costs through the adoption of open educational resources[1];

Whereas, The adoption of open educational resources saves students money, but gathering the data to calculate actual cost-savings is labor-intensive and there is no standardized systemwide method to facilitate the calculation of savings that colleges could use to track and quantify savings; 

Whereas, A simple standardized method for calculating the cost savings that result from the adoption of open educational resources, such as using a stipulated class size and textbook cost, would allow for the compilation of savings-related data and as well as support the advocacy for ongoing OER funding; and 

Whereas, Data demonstrating the return on investment associated with open educational resources (OER) is necessary to advocate for ensuring the sustainability of OER efforts[2];

Resolved, That the Academic Senate for California Community Colleges work with system partners to research and develop a standardized method for calculating student savings resulting from the adoption of open educational resources that can be applied across all California community colleges, simplifying the gathering of impact data and allowing for publication and comparisons and to present this recommended method for consideration by local academic senates no later than the 2026 Spring Plenary Session.

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[1] Resolution 17.02 F18 Establish Local Open Educational Resources Liaison and Resolution 03.05 F21 Zero Means Zero Textbook Cost

[2] Resolution 11.03 S21 Advocate for On-Going Funding for the ASCCC Open Educational Resources Initiative

Fall 2025, Resolution Number 113.02

Whereas, Automatic-billing programs, also referred to as “inclusive access” programs, typically charge students a per-unit fee for course materials, regardless of the actual cost of the required resources and often fail to clearly notify students of opt-out options, thereby limiting student choice and creating new financial burdens^[1];

Whereas, The Academic Senate for California Community Colleges opposes the use of automatic-billing strategies that maintain reliance on commercial publishers and encourages colleges to consider the long-term impact of such programs on students^[2];

Whereas, As of Fall 2025, at least four California community colleges have adopted automatic-billing programs that charge students a per-unit fee for course materials, even when the cost of the commercial materials is less than the per-unit fee, and often when there are no costs, creating inequities for students; and

Whereas, The 2024 report from the Burden-Free Instructional Materials Task Force, Advancing Equity in Access, Support, and Success through Burden-Free Instructional Materials[3], highlights the importance of fostering equitable access to instructional materials by alleviating financial burdens and ensuring that students have agency in their educational choices, recommending practices that prioritize no-cost materials, and discourage automatic-billing mechanisms that limit transparency and choice;

Resolved, That the Academic Senate for California Community Colleges urge the California Community Colleges Chancellor’s Office to advocate for regulatory changes that require automatic-billing programs to be opt-in, provide clear and transparent pricing information, and exclude no-cost course materials from cost calculations.

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[1] U.S. PIRG Education Fund. Automatic Textbooks Billing: An Offer Students Can’t Refuse? (K. Vitez, Author). (February 2020). https://studentpirgs.org/assets/uploads/2022/12/USPIRG_Textbook-Automatic-Billing_Feb2020_v3-2.pdf

[2] Resolution F22 17.02 Textbook Automatic Billing Concerns and Resolution F19 09.06 Consider Implications of Publisher-Developed Lower Cost “Inclusive Access” Strategies

[3] Advancing Equity in Access, Support and Success through Burden-Free Instructional Materials

Fall 2025, Resolution Number 111.05

Whereas, All openly licensed resources created with Zero-Textbook-Cost Degree Program funds must be shared, but California Education Code §78052^[1] specifies that “Testing and assessment materials posted online pursuant to this paragraph shall be safeguarded to maintain the integrity of those materials.”;

Whereas, Canvas Commons is a platform for sharing complete Canvas courses with all Canvas users who have instructor status, providing a mechanism for limiting the users that can access Canvas Commons, but making resources available to users with specified credentials at over 8000 institutions^[2];

Whereas, There is a California Community College Canvas Commons that could be used to limit the access to resources created by California Community College faculty to only users with the appropriate permissions within the system, decreasing the opportunity for assessments within shared courses to be accessed by inappropriate users, yet less than 25% of colleges in the system have made the California Community College Canvas Commons available to their faculty (G. Grace, personal communication, n.d.); and

Whereas, The use of a Canvas Commons that only houses resources developed and used by faculty in the California Community Colleges would facilitate discovery of these resources;

Resolved, That the Academic Senate for California Community Colleges recognize the California Community College Canvas Commons as an appropriate platform for faculty to minimize access to Canvas resources that should only be available to faculty; and

Resolved, That the Academic Senate for California Community Colleges encourages local academic senates to advocate for making the California Community Colleges Canvas Commons available for local use.

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[1] California Education Code – EDC §78052

[2] Instructure Customers

Fall 2025, Resolution Number 111.04

Whereas, Title 5 §54221 requires governing boards to “adopt policies that ensure student access to textbooks and supplemental materials that are needed on the first day of class” and delineates “practices that enable first day access to zero-cost resources”, but does not specify college responsibilities after the first day of class^[1];

Whereas, The California Community College Chancellor’s Office issued a memo on July 22, 2025, Burden-Free Access to Instructional Materials: Regulatory Provisions (ESS 25-43), that states that Title 5 §54221:

“…requires that district governing boards adopt policies guaranteeing student access to textbooks and supplemental materials on the first day of class. Practices that meet this requirement include adopting and adapting open educational resources (OER) or providing initial textbook chapters in accordance with copyright allowances. In addition to first-day access, governing boards must also adopt policies that strengthen student access to all other instructional materials before they are required in any course. The goal is to reduce both financial and administrative burdens on students throughout the term [emphasis added]. While advancing these efforts, district policies must uphold faculty responsibility and academic freedom in the selection of instructional materials. Additionally, the regulation calls for college districts to support student-centered practices that promote the use of zero-cost and OER materials.

Specifically, district policies are expected to support and leverage resources to implement and sustain zero-textbook-cost (ZTC) degrees, as authorized by Education Code section 78052, and to prioritize the use of OER to complete degrees and career technical education certificates. When OER is widely available, especially in general education courses, district policies should support adopting these resources accordingly. Additional measures include establishing lending programs, maintaining library resources that ensure immediate access to course materials, and enabling early disbursement of financial aid pursuant to federal regulations (34 CFR §668.164(i)). Districts are also encouraged to promote timely completion of financial aid files and to utilize direct aid and support programs that enhance student financial stability. (Todd, 2025, p. 2)”^[2]

Whereas, The charge of the Burden-free Instructional Materials Task Force proposed a vision that “when a course begins, students have everything needed for that course, including all instructional materials at no cost” (California Community Colleges Chancellor’s Office, 2024, p. 8), expanding the “burden-free” experience referenced in Title 5 §54221 to all instructional materials (i.e., textbooks, supplemental materials, and supplies) and beyond the first day of class;^[3] and

Whereas, College districts have until January 26, 2026 to conform their policies and procedures to the regulatory requirements associated with title 5 §54221 Burden-Free Access to Instructional Materials;

Resolved, That the Academic Senate for California Community Colleges assert that the intent of title 5 §54221 Burden-Free Access to Instructional Materials is to support students having access to all instructional materials at no cost, not merely free access to resources for a limited part of the term; and

Resolved, That the Academic Senate for California Community Colleges urge local academic senates to work with their administrations to adopt policies that support the sustainability of local efforts to encourage and support the adoption of open educational resources and other approaches to establishing zero textbook cost pathways as a mechanism for achieving the intent of title 5 §54221 Burden-Free Access to Instructional Materials.

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[1] Title 5 §54221

[2] Todd, J. (2025, July 22). Burden-free access to instructional materials: Regulatory provisions (Memorandum No. ESS 25-43). California Community Colleges Chancellor’s Office. https://www.cccco.edu/-/media/CCCCO-Website/docs/memo/ess-25-43-burden-free-access-to-instructional-materials-regulatory-provisions-a11y.pdf?la=en&hash=D8EA4728214206D40F6892F7C0F608547E9600DA

[3] California Community Colleges Chancellor’s Office. (2024). Advancing equity in access, support and success through burden-free instructional materials. https://www.cccco.edu/-/media/CCCCO-Website/docs/report/2024-burden-free-instructional-materials-4-15-24-a11y.pdf

Fall 2025, Resolution Number 111.03

Whereas, The California Community Colleges Chancellor’s Office Burden-Free Instructional Materials Task Force was charged with providing recommendations and regulatory actions to reduce instructional material costs and create sustainable, equitable solutions that prioritize the removal of financial, administrative, and psychological burdens on students, as outlined in its 2024 report Advancing Equity in Access, Support, and Success through Burden-Free Instructional Materials[1];

Whereas, The Burden-Free Instructional Materials Task Force emphasized that a “burden-free student experience” means the alleviation of all unnecessary burdens, including financial burdens, and noted that sustainable, no-cost course materials options, such as open educational resources, should be prioritized over practices auto-billing program such as “inclusive access”, which impose automatic fees on students and limit their agency when choosing how to obtain course materials (California Community Colleges Chancellor’s Office, 2024, p. 6);

Whereas, Auto-billing programs create new burdens for students by imposing automatic charges for course resources, often without offering meaningful options for opting out, and disproportionately affecting students who rely on financial aid or require print formats, thereby contradicting the intent of title 5 §54221[2] Burden-Free Access to Instructional Materials to remove cost burdens for students (California Community Colleges Chancellor’s Office, 2024, p. 8); and

Whereas, The California Community Colleges system’s vision for equitable access and success aligns with the goals of title 5 §54221, which seeks to prioritize the elimination of instructional material costs for students, and the burden-free approach outlined by the Burden-Free Instructional Materials Task Force underscores the importance of fostering student choice and agency without introducing new financial or administrative barriers;

Resolved, That the Academic Senate for California Community Colleges affirm that the intent of title 5 §54221 Burden-Free Access to Instructional Materials is to support students having access to instructional materials at no cost, thereby prioritizing the removal of cost burdens over access burdens;

Resolved, That the Academic Senate for California Community Colleges urge local academic senates to work with their respective colleges to avoid adopting auto-billing programs such as “inclusive access” that impose automatic charges on students, and instead support practices that align with the goals of title 5 §54221, including expanding the use of open educational resources and other no-cost instructional materials; and

Resolved, That the Academic Senate for California Community Colleges encourage the California Community Colleges Chancellor’s Office to continue implementing the recommendations of the Burden-Free Instructional Materials Task Force including discouraging practices that limit student choice or create new financial burdens, and providing guidance on fostering sustainable, no-cost instructional materials solutions.

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[1] California Community Colleges Chancellor’s Office. (2024, April 15). Advancing equity in access, support and success through burden-free instructional materials [PDF]. California Community Colleges Chancellor’s Office. https://www.cccco.edu/-/media/CCCCO-Website/docs/report/2024-burden-free-instructional-materials-4-15-24-a11y.pdf

[2] Title 5 §54221

Friday, November 7, 2025 from 10:30 am – 11:30 am

Watch the “OER and Burden-Free Access to Instructional Materials Policy Development” recording

Watch the “OER and Burden-Free Access to Instructional Materials Policy Development” presentation slides

What does Title 5 §54221, Burden-Free Access to Instructional Materials, really mean? What do “policies that ensure student access to textbooks and supplemental materials that are needed on the first day of class” look like and how might they “maintain an instructor’s responsibility and academic freedom to choose instructional materials”? Join us for a discussion of what your local implementation of this regulation should – and should not consist of.

Thursday, November 6, 2025 from 9:30 am – 10:30 am

Watch the “Fall 2025 Roundup of OER/ZTC Developments for ECE” recording

Access the “Fall 2025 Roundup of OER/ZTC Developments for ECE” document

The field of ECE is rapidly expanding with new OER and ZTC materials. This webinar will provide an overview of resources developed over the last year and highlight upcoming developments. Join is to explore new OER, revised OER, and new ancillaries for the discipline.

As this is an OER, you are welcome to adopt this material and modify it as needed for your own teaching needs. We welcome your feedback, suggestions, and corrections regarding the text. If you plan to use this OER, we ask that you please contact Tamberly Powell at the address below, so that we can track where the resource is being used and contact you if there are updates. Instructors may also contact us for access to ancillary materials for each unit, including a guided notes document for student use and a question bank for instructor use. 

Tamberly Powell, MS, RDN – Nutrition Coordinator, Lane Community College
Phone: 541-554-2196
Email: powellt@lanecc.edu

Wednesday, November 5, 2025 from 12:30 pm – 1:30 pm

Faculty in both credit and noncredit programs are invited to join this conversation about OER for ESL. What OER have you adopted?  What OER would you like to write? What do you think the discipline needs? Please join us to learn about OER, ask questions, and share your experiences to build our ESL OER community.

Please contact the oeri@asccc.org to request access to the recording.

Wednesday, November 5, 2025 from 11:00 am – 12:00 pm

What does the recent explosion in AI availability and usage mean for Art History? How does it impact teaching and assessments—especially for faculty using OER and/or teaching online? What policies have you established in your own courses? What assignments have you updated or implemented to either embrace or circumvent AI tools? Join fellow discipline faculty to brainstorm, share ideas, and strategize!

Tuesday, November 4, 2025 from 12:30 pm – 1:30 pm

In this conversation, faculty will discuss innovative strategies to keep OER for business courses current, accessible, and impactful to prepare students for success in today’s dynamic economy.

Please contact us at oeri@asccc.org to request access the recording

Monday, November 3, 2025 from 3:30 pm – 4:30 pm

This conversation aims to further understand and address the specific needs and concerns of faculty currently teaching economics courses using OER.  This may involve developing, providing, or sharing materials as well as introducing innovative pedagogies or assignment design that aligns with OER. It might also address concerns about moving courses from OER to zero-textbook-cost.

Monday, November 3, 2025 from 12:30 pm – 1:30 pm

Join this interactive conversation with faculty who teach kinesiology, health, and nutrition courses to explore practical ways to organize and access OER. We’ll discuss strategies for categorizing and labeling materials, cross-listing resources, and updates on accessible videos, lab content, and gaps in essential course materials. Bring your questions and ideas to help build a system that makes finding and sharing resources easier for everyone.

Drop in to chat and ask questions about OER and AI. Topics can include attribution and citation questions, ethical considerations, hypothetical and practical scenarios, or discipline specific issues – nothing is too small or too large! Join colleagues to ask questions, get feedback, or brainstorm ways that AI can be a helpful tool in your OER work. These office hours will be held from 12:00 pm – 1:00 pm on every Thursday of November except for November 27^th.

Drop in to chat and ask questions about OER and AI. Topics can include attribution and citation questions, ethical considerations, hypothetical and practical scenarios, or discipline specific issues – nothing is too small or too large! Join colleagues to ask questions, get feedback, or brainstorm ways that AI can be a helpful tool in your OER work. These office hours will be held from 12:00 pm – 1:00 pm on every Friday of October.
Register for the October 31 OER and AI Office Hour

Thursday, October 30, 2025 from 3:30 pm – 4:30 pm

Watch the “Re-examine ADAPT to Create Chemistry Problems” recording

In this webinar, we will demonstrate how to use ADAPT’s molecular sketcher tool to create chemistry problems where students can build and manipulate molecular structures directly within their assignments. Join us to learn more about this tool and bring your questions.

Tuesday, October 28, 2025 from 3:00 pm – 4:00 pm

Are you an OER liaison who is also a part time faculty member? Join this conversation to share time management strategies, effective ways to advocate for OER within your role, and some of the advantages or pitfalls of being part-time and an OERL.

OMT provides not only the material for a complete traditional core undergraduate music theory sequence (fundamentals, diatonic harmony, chromatic harmony, form, 20th-century techniques), but also several other units for instructors who have diversified their curriculum, such as jazz, popular music, counterpoint, and orchestration.”This text features accessibility-focused design elements such as screen reader-friendly terminology for major and minor chord qualities, and integration with MuseScore for accessible score reading. The text also includes an ear training appendix covering sight singing and rhythm using moveable do. OMT is available in multiple format options.

“The main purpose of the course… is to explore basic music theory so thoroughly that the interested student will then be able to easily pick up whatever further theory is wanted. Music history and the physics of sound are included to the extent that they shed light on music theory.“ The text focuses on core fundamentals with limited exercises: “…The main premise of this course is that a better understanding of where the basics come from will lead to better and faster comprehension of more complex ideas.” The text includes brief introductions making it accessible for students beginning their study of fundamental theoretical elements.

This comprehensive four-semester interactive online textbook emphasizes phrase-based harmonic analysis rather than traditional four-part voice-leading, focusing on motivic development, phrase structure, and melodic construction techniques including inversion, augmentation, diminution, and ornamentation. “This text differs from other music theory textbooks by focusing less on four–part (SATB) voiceleading [sic] and more on relating harmony to the phrase.“ The text progresses from fundamental concepts through twentieth-century techniques  with a deep exploration of set theory. “Whenever possible, examples from popular music and music from film and musical theater are included to illustrate melodic and harmonic concepts, usually within the context of the phrase.” Instructors should note that the twentieth-century section may be not cover their complete curricula, as concepts such as symmetrical pitch sets and combinatorial rows are not covered.

This text employs British note-naming conventions which may render it largely unusable as a general text. However, it contains many examples and linked videos which may be very useful as supplementary material.

Friday, October 24, 2025 from 11:00 am – 12:00 pm

Watch the “Sin Fronteras: Inclusive Open Educational Resources (OER) in Spanish” recording

Access the “Sin Fronteras: Inclusive Open Educational Resources (OER) in Spanish” presentation slides

Today more than ever there is an urgency to embrace language teaching practices that are both inclusive and equitable. This interactive presentation will examine the outcomes of our efforts to foster diverse pedagogical and curricular approaches to enhance student learning, encourage critical-thinking, and ultimately promote and celebrate diversity, equity, and inclusion. More specifically, presenters will address the challenges and opportunities arising from fostering inclusivity in Spanish language instruction, offer strategies to include non-binary Spanish and voseo in the classroom, and share OER aimed at making Spanish language instruction affordable and accessible to effectively accommodate diverse learners and create equitable learning environments. This webinar is co-sponsored by the American Association of Teachers of Spanish and Portuguese (AATSP).

This comprehensive five-volume series  covers fundamental Western music theory concepts through separate modules: Pitch and Major Scales and Keys; Rhythm and Meter; Minor Scales and Keys; Intervals; Triads, Chords, Introduction to Roman Numerals. Each volume includes exercises however, some embedded links seemed to be broken. Roman numerals are introduced in final chapter of the last volume. Volume 3 includes a chapter on ear training.

This OER provides a more comprehensive symbiosis of musicianship and music theory learning than can be found in existing textbooks, including engaging and progressive video demonstrations and interactive listening and vocal exercises that integrate musical knowledge with foundational musical skills. This text provides thorough coverage of foundational topics designed for diverse student populations. However, it does not cover secondary function or chromatic harmony. Introductions to theory concepts are followed by musicianship exercises linked in the online text. Includes chapters on melodic form and counterpoint, and a chapter dedicated to part writing.

This text provides readers with a comprehensive study of the theory and analysis of tonal Western art music. Author Andre Mount begins by building a strong foundation in the understanding of rhythm, meter, and pitch as well as the notational conventions associated with each. From there, he guides the reader through an exploration of polyphony—the simultaneous sounding of multiple independent melodies—and an increasingly rich array of different sonorities that grow out of this practice. The book culminates with a discussion of musical form, engaging with artistic works in their entirety by considering the interaction of harmonic and thematic elements, but also such other musical dimensions as rhythm, meter, texture, and expression. The text includes exercises with hints and provided answers. Four part voice leading is the foundational practice used to explore musical concepts.

This method encourages student composers to write short model pieces through an exploration of a variety of styles, genres, and forms. Driven by newly-created examples and accompanied by audio samples, it is intended to develop the student’s inherent expressive capabilities through the acquisition of basic compositional technique. As many chapters assume pre-existing theoretical knowledge, this text may best be used as a tool to introduce students to the creation of original work based models presented in the text. It includes very useful chapters on 20th Century and Modern Techniques (II) that are not as well covered in other texts. Also includes a chapter (III) on Techniques of Orchestration.

Monday, October 20, 2025 from 2:00 pm – 3:00 pm

Watch the “OER in Practice: Campus OER/ZTC Program Spotlights from Across the Spectrum” recording

Acces the “OER in Practice: Campus OER/ZTC Program Spotlights from Across the Spectrum” presentation slides

Join us for a candid and practical monthly webinar series that illustrates how colleges are building, adapting, and sustaining their OER and ZTC programs. Rather than focusing solely on “best practices,” this series will explore actual practices and program building. Each session will feature 2-4 colleges sharing how their OER/ZTC efforts are structured – from formal committees and taskforces to grassroots faculty-led initiatives. We’ll hear directly from OER leads and practitioners about what’s working, what’s evolving, and how they’re navigating the challenges and opportunities on their campuses.

This webinar was part of a series, see the other parts below:

• November 14 – OER in Practice archive
• December 3 – OER in Practice archive

Friday, October 17, 2025 from 11:00 am – 12:00 pm

Access the “Lifespan Human Development in Sociocultural Context: A Globally Inclusive Approach” presentation slides

Andréa Pantoja Garvey will share her labor of love, Lifespan Human Development in Sociocultural Context: A Globally Inclusive Approach, a rare lifespan development textbook with a strong global and intercultural perspective. In our conversation with Andrea, we will discuss how she created an openly-licensed psychology text that focuses on addressing students’ needs and the challenges she encountered along the way. In our discussion, we’ll also explore platforms for hosting and updating, opportunities for collaboration, and finding resources to update existing OER.

The recording is available upon request, please contact us at OERI@ASCCC.ORG

Friday, October 17, 2025 from 10:30 am – 11:30 am

Watch the “Practices, Platforms, and Pitfalls: Video as OER” recording

Access the “Practices, Platforms, and Pitfalls: Video as OER” presentation slides

Including instructional videos can be an important way to humanize online learning. Creating video to share as part of OER course materials is not the same as video for a specific context, however. In this discussion, we will discuss the challenges and choices creators of OER instructional video may face. Bring your questions and your wisdom!

Documents and Resources:

• Video as OER Handout
• YouTube Terms of Service
• Canva AI Product Terms
• Open UBC: Inclusive and Diverse Image Repositories
• NLS: Audio Description Resource Guide
• Audio Description for Video project facts
• ASCCC OERI Archived Events
• Libretext intent to award CCC OER Platform

This updated edition of the Personal Finance textbook modernizes a well-established open educational resource first created by Rachel S. Siegel, CFA, and Carol Yacht. While maintaining the core structure and foundational topics of the original, this new version reflects over a decade of economic, technological, and social change. The revised content incorporates up-to-date information on topics such as gig work, digital banking, student loan policy, and how to do your own financial planning research. It also emphasizes accessibility, clear language, and real-life applications to support a wide range of learners.

A microbiology textbook designed for non-majors and allied health microbiology courses. The book features chunked content, embedded assessments, and interactive case studies. Created by Ying Liu from City College of San Francisco (CCSF) and undergraduate students from CCSF and the University of Dundee.

The Foundations of Kinesiology textbook introduces students to the field of kinesiology through an interdisciplinary lens, highlighting the connections between physical activity, health, and society. It explores how kinesiology intersects with disciplines such as philosophy, sociology, biomechanics, and psychology, while also guiding students through a range of traditional and emerging career pathways.

Seventeen chapters with exercises organized into four units: Introduction to Biological Anthropology; Human Osteology; Primates; and Human Evolution. The text adheres to ANTH C1001L; includes lists of lab materials and OER background readings; covers the appendicular and axial skeleton; is updated regularly

Decoding Deception by Diana Daly and Kainan Jarrette is a dynamic multimedia OER that turns adults and college and high school students into expert lie detectors. This interactive guide blends humor, games, and activities with cognitive science and media literacy to reveal how biases, fallacies, and AI-fueled content can mislead us. Readers learn practical strategies for questioning sources, evaluating claims, and cutting through the noise of our post-truth era.

Friday, October 10, 2025 from 11:00 am – 12:00 pm

TestOut provides a broad suite of resources in IT, networking, operating systems, and cybersecurity. However, its high cost and proprietary format can create barriers for both faculty and students. This conversation will focus on how colleges can develop robust alternatives. Can TestOut become an optional recommendation rather than a requirement? Let’s discuss!

Friday, October 10, 2025 from 10:00 am – 11:00 am

Access the “Defining Return On Investment for Open Educational Resources (OER) Adoption: A Collaborative Conversation” presentation slides

As OER adoption expands, the need for a consistent method of measuring return on investment (ROI) becomes increasingly important. But how exactly do we calculate the impact—financial, academic, and more—of something that is free and adaptable? Join us for an informal, interactive conversation exploring how we might define a standard approach to ROI for Zero Textbook Cost initiatives. This session isn’t about presenting a finished model but rather, it’s about opening the door to shared ideas, challenges, and practical insights.

Thursday, October 9, 2025 from 3:30 pm – 4:30 pm

Access the “Exploring OER for ENGL C1000” presentation slides

Curious about how OER can support the new ENGL C1000 template? This conversation will give English faculty space to share ideas, explore existing OER texts, and identify gaps. Together, we’ll consider how common course numbering shapes resource adoption and what tools might ease the transition. Bring your questions and experiences; your insights will help guide next steps in making ENGL C1000 truly zero-textbook-cost.

Check out the resources shared from the Zoom chat in this document.

Thursday, October 9, 2025 from 12:30 pm – 1:30 pm

Watch the “American Government and OER: Next Steps” recording

Access the “American Government and OER: Next Steps” presentation slides

Please join us for a webinar on OER and American Government and Politics. We will explore what OER has been developed as well as discuss plans to develop additional OER, including modules on methods and congressional action.

Wednesday, October 8, 2025 from 2:00 pm – 3:00 pm

News production classes are an important component of the Journalism Associate Degree for Transfer, but the available OER may not be sufficient to support student success. Join journalism colleagues to discuss the OER that are currently used for news production classes and explore what resources may be needed to fill in any gaps. Bring your questions and suggestions and we will investigate the possibilities.

Wednesday, October 8, 2025 from 12:30 pm – 1:30 pm

Join colleagues for a discussion about the existing OER options for Hospitality Management, what is currently being used, and what key needs still exist. We will also discuss barriers that prevent the adoption of OER and what resources need to be developed. Please bring your questions and ideas to contribute to this important conversation.

World History, Volume 1: to 1500 is designed to meet the scope and sequence of a world history course to 1500 offered at both two-year and four-year institutions. Suitable for both majors and non majors World History, Volume 1: to 1500 introduces students to a global perspective of history couched in an engaging narrative. Concepts and assessments help students think critically about the issues they encounter so they can broaden their perspective of global history. A special effort has been made to introduce and juxtapose people’s experiences of history for a rich and nuanced discussion. Primary source material represents the cultures being discussed from a firsthand perspective whenever possible. World History, Volume 1: to 1500 also includes the work of diverse and underrepresented scholars to ensure a full range of perspectives.

The OERI is pleased to offer a series of Physics Open Educational Resources (OER) office hours throughout the term. These office hours will serve as a question-and-answer session where attendees bring in their Physics OER needs, requests, and questions. Attendees can also use this space to receive guidance and ask questions pertaining to MyOpenMath.
Meetings will occur on select Tuesdays from 10-11am and Fridays from 9-10am
Register for Physics OER Office Hours on November 7, 11, 21, and 25
Register for Physics OER Office Hours on December 5 and 9

Monday, October 6, 2025 from 10:00 am – 11:00 am

Watch the “Beyond Static PDFs: Making OER Interactive and Engaging in Canvas” recording

Access the “Beyond Static PDFs: Making OER Interactive and Engaging in Canvas” presentation slides – coming soon

OER are more than just free digital textbooks in PDF. When used creatively, they can transform how students engage with course content. In this webinar, we will explore how to go beyond static OER PDFs and show how to bring OER to life inside Canvas.

Friday, October 3, 2025 from 10:30 am – 11:30 am

Join us to discuss how we can move forward with equity and inclusion work in the changing landscape of higher education. This forum is a space for those interested in sharing, brainstorming and considering how we can continue our IDEA efforts with Open Educational Resources (OER) and at our colleges in general. This won’t be a session that has all the answers, but it will be a safe space to ask all the questions. 
Register for Inclusion, Diversity, Equity, and Anti- Racism (IDEA): Keeping the Faith and Advancing the Work

The OERI is pleased to offer a series of Math and OER office hours throughout the Fall term. These office hours will serve as a question-and-answer session where attendees bring in their math OER needs, requests, and questions. Attendees can also use this space to receive guidance and ask questions pertaining to MyOpenMath.

Wednesday, October 1, 2025 from 2:00 pm – 3:00 pm

In this conversation, one of the co-editors of Traces (a new archaeology OER) will be joining us to discuss their work and final preparations for publication. In addition, we will discuss other new and forthcoming anthropology OER and identify gaps in the discipline collection.
Register for Anthropology OER: What’s New and What’s Needed