Using Open Educational Resources (OER) is not just about inexpensive textbook alternatives, it is about advancing student retention, grades, and graduation rates. Given UMBC’s Mission and Vision to “advance knowledge, economic prosperity, and social justice,” OER is a movement well situated to do just that.

With the OER movement declared by EDUCAUSE as a key strategic priority in 2019, and now one in ten faculty nationally reported as using OER, there is an increase in quality OER textbooks and course materials available to review and adopt.

In the recent Student Textbook and Course Materials Survey in Florida, researchers found that students used a variety of cost saving methods to avoid paying the full price of course material costs, such as renting copies for the semester and sharing with a classmate. When students were asked about the academic impact of textbook costs, 64.2% reported not purchasing the required course materials, 42.7% enrolled in fewer courses, 35.6% “earned a poor grade because they could not afford to buy the textbook,” and 22.9% dropped a course due to textbook cost (Florida Virtual Campus, 2019, pp. 13-14).

While lowering course material costs is certainly a goal of the OER movement, the greater purpose is to ensure student academic success. Researchers at the University of Georgia (Colvard, et. al. 2018) who examined student performance from 2010 to 2016 in eight undergraduate courses with both OER course sections and non-OER course sections found that student grades in the OER sections increased for all student populations considered (full-time, part-time, white, non-white, and Pell-grant recipients). At the same time, the rate of students who received grades of D, F, or W (Withdrawal), decreased for part-time, white, non-white, and Pell-grant recipients in the OER sections. It is significant to note that traditionally underserved student populations (non-white, part-time and Pell-grant recipients) showed the greatest increases in grades and decreases in DFW with the OER adoption. The findings indicate that “OER is an equity strategy for higher education: providing all students with access to course materials on the first day of class serves to level the academic playing field in course settings” (Colvard, et. al., 2018, p. 273).

• Want to learn more about OER? Feel free to check out the OER online guide: lib.guides.umbc.edu/OER

• Interested in OER training workshops or in joining an OER interest group on campus?  Please indicate on the OER interest google form: tinyurl.com/UMBC-OER

Erin Durham, MA, MM, MLIS

Reference & Instruction Faculty Librarian

410-455-3592 | edurham@umbc.edu

In December we announced a new VPN system, named GlobalProtect, is now available to the campus to enable access to restricted services from off-campus. Global Protect is scheduled to replace the current VPN, PulseSecure, tomorrow January 7th 2020. The GlobalProtect VPN is fully operational and users are encouraged to migrate to the new client now as the legacy VPN system will no longer be operational starting tomorrow.

The GlobalProtect VPN has the same access and permissions as our existing VPN, and the client works with the latest versions of Windows, Mac, and Linux, as well as iOS and Android mobile platforms.

For more information on getting started with GlobalProtect please see the FAQ here. If you have additional questions or would like assistance please submit a help request through the TSC here or via phone at 410-455-3838.

Thank you,
Ray Soellner
rays1@umbc.edu
Associate Director Telecommunications
DoIT - UMBC

More than 70% of 606 student survey respondents who took a course that used Ultra during the FA2019 semester said they were satisfied with the experience. When asked, students described Ultra as easy to use and visually appealing. “It’s new and fun,” said one respondant. “I love the sleek format. Ultra is neat, colorful, and polished,” said another student. Many appreciate the aggregated calendar of due dates and seeing grades posted to their activity stream. 

Ultra was initially piloted in SP2018 with four courses. Over the last 18 months, Ultra adoption has increased considerably, but student feedback was not recorded until a larger population of users was available in FA2019 to provide insight. Recent feedback from students is consistent with survey responses following the pilot and with feedback from faculty who have responded to surveys in SP2019 and FA2019. 

Figure 1. Student satisfaction with Ultra

Both faculty and students like Ultra for its interface and usability. Faculty find the streamlined tools easier to use in a clean and modern interface. Students generally like the look of Ultra and the ease of finding instructional materials, especially in a well-designed and organized course. About 79% of students were able to find course content and files, and more than 82% said their courses flowed in a logical way. 

About 61% of students who completed the survey said they wished more of their courses were using Ultra, citing the flexible environment and convenient structure brought by the redesigned infrastructure. These students may be happy to hear that more than 80% of faculty who have used Ultra over the past year indicated they might or would use Ultra again for their courses. 

Despite this insight, qualitative feedback from student surveys suggests a challenging paradox for faculty. Wherever students were concerned about potential lag when opening folders or perpetual scrolling, they generally observed it was due to poor course organization and excessive file load or links in the course. Students who enjoyed opening several folders on the page at one time said consistent course design helped identify where content was located.

In observing how Ultra courses were organized, students wondered if faculty had access to or participated in sufficient training and support for Ultra. Poor organization in a course “makes the exchange of information more difficult,” said one student. DoIT offers multiple training options to faculty who are teaching with or preparing to use Ultra -- boot camps, webinars, customized department workshops, and more. More than 52% of faculty, however, prefer to teach themselves, and more than 47% request support via RT.