# Open Resource Textbooks At Texas A&M Will Save Students Millions, Provost’s Office Says – Texas A&M Today

“What if top-quality books, notes and other educational resources were made available – for free – by the professors who teach university courses? Texas A&M University has embraced that idea as a novel, high-quality way to reduce the cost barriers to college, said officials in the Office of the Provost and Executive Vice President.

# OER at Scale: The Academic and Economic Outcomes of Achieving the Dream’s OER Degree Initiative | Achieving the Dream

The research and evaluation of ATD’s OER Degree Initiative provided encouraging evidence regarding the academic outcomes of students who enrolled in multiple OER courses, the economic impacts for both students and institutions, and the experiences of key stakeholders. Students benefitted from unrestricted access to course content and improved course experiences, in addition to saving money that could be used towards other educational or personal expenses. Overall, the OER Degree Initiative offers an important demonstration of the opportunity, the task, and the challenges of a systemic approach to OER.

# OER at Scale: The Academic and Economic Outcomes of Achieving the Dream’s OER Degree Initiative | Achieving the Dream

The research and evaluation of ATD’s OER Degree Initiative provided encouraging evidence regarding the academic outcomes of students who enrolled in multiple OER courses, the economic impacts for both students and institutions, and the experiences of key stakeholders. Students benefitted from unrestricted access to course content and improved course experiences, in addition to saving money that could be used towards other educational or personal expenses. Overall, the OER Degree Initiative offers an important demonstration of the opportunity, the task, and the challenges of a systemic approach to OER.

# Freeing the Textbook: Educational Resources in U.S. Higher Education, 2018

Key findings from the report include: • Faculty awareness of OER has increased every year, with 46 percent of faculty now aware of open educational resources, up from 34 percent three years ago. • For the first time, more faculty express a preference for digital material over print in the classroom. 61 percent of all faculty, 71 percent of those teaching large enrollment introductory courses, and 73 percent of department chairpersons, “Strongly Agree” or “Agree” that “the cost of course materials is a serious problem for my students.” • Department chairpersons overwhelmingly believe that making textbooks less expensive for students would be the most important improvement to course materials. • Less than one-in-five faculty members are aware of any departmental-, institution-, or system-level initiative to deal with the cost of course materials. • Faculty are acting independently to control costs by supporting used textbooks and rental programs, placing copies on reserve, and selecting materials based on cost. • Overall faculty satisfaction with required textbooks is high, with over 80 percent either “Extremely Satisfied” or “Moderately Satisfied.” That said, faculty express considerable resentment about price, unnecessary frequent updates, and other issues with commercial textbooks. • Faculty often make changes to their textbooks, presenting material in a different order (70 percent), skipping sections (68 percent), replacing content with their own (45 percent), replacing with content from others (41 percent), correcting errors (21 percent), or revising textbook material (20 percent)….”

# Freeing the Textbook: Educational Resources in U.S. Higher Education, 2018

Key findings from the report include: • Faculty awareness of OER has increased every year, with 46 percent of faculty now aware of open educational resources, up from 34 percent three years ago. • For the first time, more faculty express a preference for digital material over print in the classroom. 61 percent of all faculty, 71 percent of those teaching large enrollment introductory courses, and 73 percent of department chairpersons, “Strongly Agree” or “Agree” that “the cost of course materials is a serious problem for my students.” • Department chairpersons overwhelmingly believe that making textbooks less expensive for students would be the most important improvement to course materials. • Less than one-in-five faculty members are aware of any departmental-, institution-, or system-level initiative to deal with the cost of course materials. • Faculty are acting independently to control costs by supporting used textbooks and rental programs, placing copies on reserve, and selecting materials based on cost. • Overall faculty satisfaction with required textbooks is high, with over 80 percent either “Extremely Satisfied” or “Moderately Satisfied.” That said, faculty express considerable resentment about price, unnecessary frequent updates, and other issues with commercial textbooks. • Faculty often make changes to their textbooks, presenting material in a different order (70 percent), skipping sections (68 percent), replacing content with their own (45 percent), replacing with content from others (41 percent), correcting errors (21 percent), or revising textbook material (20 percent)….”