Supporting Documentation

Research Cover Sheet Example for OER Authorship

Citation

[AUTHOR] ([YYYY]). [OER CHAPTER TITLE]. In [OPEN TEXTBOOK EDITORS] (Eds.), [OPEN TEXTBOOK TITLE] (pp. [###-###]). [PUBLISHER]. [URL] [Invited]

Description

My open textbook chapter, “[OER CHAPTER TITLE],” teaches students to critically evaluate [DATABASE/TOOL] search results and to reflect on their information seeking behaviors and search strategies. This intervention-oriented scholarship advances my research agenda to understand the impact of [DATABASE/TOOL] on information seeking behaviors and my commitment to support [NAME OF OER INITITATIVE/PROGRAM]. The open textbook, [OPEN TEXTBOOK TITLE], developed out of [DESCRIPTION OF THE COLLABORATIVE PROGRAM.) During [DATE], I was part of a [NAME OF TEAM] team working with [PROFESSOR/COLLABORATORS] on their open textbook project, to outline chapters and requirements for an open textbook that integrated information literacy skills as a core to the curriculum.

In authoring and co-authoring these chapters in [OPEN TEXTBOOK TITLE], I conducted extensive desk research using scholarly and trade publications to synthesize, address, and creatively present important issues and interventions related to information literacy, the impacts of search strategies, and the ethical use of data, all of which are central to the field of librarianship. The stylistic conventions of [OPEN TEXTBOOK TITLE] meant that my chapter followed citation expectations appropriate to audience and genre, but my chapters nevertheless entailed research and creativity to generate an original work guiding readers in the critical use of [DATABASE/TOOL] sources. My expertise is acknowledged in the introduction to [OPEN TEXTBOOK TITLE], which states “[QUOTES FROM BOOKS ABOUT MY CONTRIBUTION AND RECONGNITION OF MY EXPERTISE].” The information literacy focus of these chapters is in keeping with my program of research, especially as it intersects with student learning, as seen in my articles “[TITLES OF ARTICLE]” and “[TITLES OF ARTICLE].”

Sharing this work as an “open access” publication reflects [INTITUTION’S] strategic commitment to developing and advances [INSTITITION’S] initiatives to promote OERs as emerging publication formats accessible to all students. Therefore, while an important audience for the Open Educational Resources (OER) textbook [OPEN TEXTBOOK TITLE] was [INSTITUTION DEPARTMENT] students, it was always intended to reach audiences beyond [INSTITITION]. This included meeting requirements for inclusion in the Open Textbook Library [Website] and anticipating public reviews. Accordingly, the co-editors of [OPEN TEXTBOOK TITLE] initiated a review process completed by two external [DISCIPLINE] professors and subjected it to factchecking, which is included in the supporting materials. Since the book’s acceptance into the Open Textbook Library (OTN), it has received an additional five positive (five star) reviews by instructors at other institutions, suggesting its impact beyond [INSTITITION]([OTN URL FOR OPEN TEXTBOOK]). The first edition of the [OER CHAPTER TITLE] chapter, published with a Creative Commons Attribution-Noncommercial 4.0 International License, enables sustainability through open pedagogy and allows others to adapt the text for other courses. This open educational resource (OER) is also accessible from a variety of repositories that include [NAME OF INSTITUTIONAL REPOSITORY] and [INSTUTITION’S] Pressbook platform.

Impact

Beginning with [SEMESTER], [OPEN TEXTBOOK TITLE] is the required text for over [NUMBER OF STUDENTS] students annually enrolled in [COURSE NUMBER]: [COURSE TITLE], the research methods course required for all majors and minors in the [SCHOOL/COLLEAGE/DEPARTMENT]. The “[OER CHAPTER TITLE]” chapter was also required text for students in [COURSE NUMBER]: [COURSE TITLE] ([NUMBER OF STUDENTS] students enrolled for [YYYY-YY] academic year). Because the creative commons license permits others to copy and redistribute, it is challenging to assess the full extent of its adoption and adaption; however, some statistical measures are available. [OPEN TEXTBOOK TITLE] was deposited to [NAME OF INSTITUTIONAL REPOSITORY] in [YYYY] and on that platform alone, as of [MM/DD/YY], had a total of [####] views ([####] from within the United States and [####] from other countries, of which only [###] were from [LOCATION OF INSTITITION). The open textbook has been available on [INSTITITION’S]Pressbooks site since [MM/YYYY] and as of [MM/DD/YY], the “[OER CHAPTER TITLE]” chapter had a total of [###] visitors and [###] pageviews. [OPEN TEXTBOOK TITLE] is discoverable in the Open Textbook Library ([URL]), which is maintained by the Open Education Network, a national consortium of [####]+ higher education campuses, and the University of Minnesota, Center for Open Education. Since the book’s acceptance into the Open Textbook Library, it has received an additional five positive (five star) reviews by instructors at other institutions, suggesting its impact beyond [MY INSTITITION]. One reviewer noted, “[QUOTE ABOUT THE BOOKS].” Since it’s public launch in [MM/YYYY] [OPEN TEXTBOOK TITLE] has been adopted by instructors at [INSTITITION], [INSTITITION], and [INSTITITION].

File includes: Published chapter; Report from external reviewer; Screen shots of access and usages statistics reports.

Professional Performance Cover Sheet Example

Optional Materials

Professional Performance

Open Education

Open Education Grants

Description

A key component of the Libraries’ OER Initiative is the OER Grant Program, which I lead with significant support from members of the OER Working Group. Modeled on similar initiatives at Kansas State University, Temple University, and UMASS Amherst, this program was established in late 2016 with an initial investment of $50K, funded via the Libraries’ Parent’s Campaign. In Spring 2017, the Office of the Provost matched this investment for a total fund of $100K. At a rate of approximately five projects per year, these grants of $1000 to $5000 support the adoption, adaptation, and creation of OER for KU instruction. Grantees use the funds as salary, to hire graduate or undergraduate assistants, for platform licenses, and to cover expenses of copyediting and design. An outstanding example project is Dr. Meggie Mapes’ (Communication Studies) Speak Up Call In: Public Speaking as Advocacy [Website], which last year, saved KU students enrolled in COMS 130 Audience Speaker Communication approximately $250K (estimated). Grants to the Kansas Algebra Program also save students an estimated $250K (a 1:196 dollars invested to saved return on investment) per academic year. At present, this initiative has funded 26 projects, investing ~$90K, impacting an estimated 10,000 (de-duplicated) KU students per academic year, saving them over $1M. While the support from colleagues in the OER Working Group is essential to the maintenance and success of this program (reviewing and approving proposals, serving as liaisons to projects, etc.), my role is central as the point person and ultimate decision maker and problem solver for the OER Grant Program.

Contents

• A screen capture of the OER Grant Program website, with notes.
• An OER Grant Memorandum of Agreement (MOA), which outlines the formal commitments of both the grantee and the Libraries’ regarding funded projects.
• An infographic developed for the Fall 2019 Libraries’ Board of Advocates meeting, where I presented about the OER. Grant program; content of this infographic was provided by myself, with design by the Office of Communication & Advancement.

National Service Example

Description

In Fall 2019 I volunteered to serve as a peer reviewer for Marking Open and Affordable Courses: Best Practices and Case Studies, an open book project edited and authored by many of my most esteemed (non-KU) colleagues. The published book is available at the OER’s Pressbooks site [Website].

I volunteered for this service for two reasons: (1) because the work is incredibly important as these efforts expand across the U.S and Canada (having been legislated in  seven states and implemented as policy at a growing number of institutions, including  KSU in Kansas) and I want to see it published and for it to be the best work possible, and (2) because a similar project had recently been requested by KU Student Government leaders and I was asked to serve as project sponsor, which I accepted. Getting early access to the book meant that I could benefit from it as the KU team developed such an effort. While most reviewers focused on a single chapter, I was one of a few asked to review the entire work.

Contents

• Letter of thanks from the lead editorial team

State Service Example

Description

In Spring 2024, I was invited to give a presentation about open educational  resources (OER) and libraries at the 2024 Kansas Library Association Conference in a special session hosted by the Emporia State University Chapter of Beta Phi Mu, the international honor society for library and information studies.  The conference was held at the end of October and early November in Wichita, KS. Because the audience included librarians without any knowledge or experience with open education, I provided an introduction to OER for librarians. The included email from the organizer suggests that I met expectations. An attendee subsequently invited me to give a similar (virtual) presentation with faculty and library school students at Central Missouri State University later this fall. I have accepted.

Contents

• Slides
• Email thank you from organizer

University Service Example

Description

The Textbook Working Group (TWG) formed from the Provost’s Office in 2015 including members of the Bookstore and Libraries in an effort to better understand campus initiatives addressing textbook costs. Based largely on the growth of the Libraries OER Initiative, an expanded group reconvened in early 2017. In a March 2017 Provost Office newsletter, the thenProvost announced that she would be formally charging this group, heretofore an informal group, with pursuing strategies that reduce textbook costs for students (Provost’s announcement [Website]). That charge was issued in August 2017, with meetings starting in the late Fall. The present group is further expanded to 15 members including representatives from the teaching faculty, Libraries, Bookstore, Provost Office, IT, Center for Online and Distance Learning, Student Senate, and other staff. I drafted the charge, which the Provost adopted nearly verbatim. I was appointed Chair with universal support by the group based on my OER leadership at KU and networks within the OER movement externally. In that role I schedule and run meetings, set agendas, maintain membership and documentation, and work with the committee to execute the charge.

Contents

• Working Group charge and present membership roster
• One page Progress Report provided to the Provost in Summer 2018
• White paper, “Administrative Support for Open Education and Textbook Affordability,” which I initially drafted for the committees’ review. I also shared the report with members of the Open Education Network for feedback. The finalized report, as attached here, was provided to the Interim Provost in Summer 2019 and formed the basis of a conversation about how administration can best provide support.

OER Creation Recognition Letter Template

To whom it may concern,

We are writing to formally recognize [AUTHOR NAME] for a substantial contribution as an author of an open educational resource (OER) developed through the [OER INITIATIVE]. The [OER INITIATIVE] is [DESCRIBE PURPOSE AND GOALS OF OER INITIATIVE].Each [AUTHOR/TEAM] received $[AMOUNT] to research, author, and develop an OER in their field.

Over a [TIME] period, [AUTHOR NAME] authored and developed [OER TITLE], an interactive, openly licensed digital textbook designed to support student learning while reducing cost barriers to course materials. Open educational resources are teaching and learning materials that are free of cost and access restrictions and are licensed to allow adaptation and reuse. The [OER INITIATIVE] initiative supports faculty in creating and adapting OER that integrate inclusive, equitable, and accessible pedagogical practices.

Throughout the project, [AUTHOR NAME] engaged in a sustained and rigorous development process that included course and learning outcome mapping, content authoring and adaptation, collaboration with instructional designers and librarians, the integration of interactive learning elements, accessibility review and remediation, peer review, and iterative revision. This work required significant disciplinary expertise, knowledge of copyright and open licensing, pedagogical intentionality, and technical skill, and reflects a high level of scholarly and instructional engagement.

[CUSTOMIZED FEEDBACK]

The resulting interactive digital textbook has had meaningful impact. By replacing or supplementing traditional commercial textbooks, the OER has reduced or eliminated textbook costs for students, increased day-one access to course materials, and provided an accessible and engaging learning resource designed to support a wide range of learner needs. Because the resource is openly licensed, it also contributes to a growing body of openly available learning materials that may be adopted or adapted by educators beyond the author’s home institution.

As principal investigator and co-principal investigator of the [OER INITIATIVE], we can confidently affirm that [AUTHOR NAME]’s contribution represents a significant investment of time and expertise and constitutes a substantial scholarly and pedagogical achievement. This work exemplifies innovative, student-centered teaching that advances access, affordability, accessibility, and instructional quality through open education. The OER met the standards of our structured review process that included peer review and expert evaluation for disciplinary accuracy, copyright and licensing, instructional design quality, accessibility, and alignment with inclusive teaching practices.

We are pleased to offer this letter in recognition of [AUTHOR NAME]’s contributions and impact on students, faculty, and the wider educational community.

Service Letter Template for an OER Advisory Group

We are writing to formally recognize and thank you for your service as a member of the [OER INITIATIVE] advisory group. You played an important role in supporting the goals, direction, and outcomes of this [DESCRIPTIVE BACKGROUND AND FUNDING SOURCE FOR OER INITIATIVE]. [OER INITIATIVE] brought together faculty, librarians, and staff DESCRIBE [INSTITUTIONAL CONTEXT]. The advisory group was intentionally composed of leaders from across [INSTITUTIONAL SETTING(S)] to ensure thoughtful oversight, broad perspective, and long-term relevance.

As a member of the advisory group, you provided strategic guidance to help ensure that the project remained aligned with its stated goals and objectives. You offered advice to project leadership with insight that strengthened decision-making as questions and challenges emerged throughout the grant period. You also played a key role in considering the sustainability and applicability of the project’s activities and outputs beyond the grant lifecycle.

Your service supported the successful development of openly licensed, accessible, and interactive digital textbooks that integrate inclusive and socially just content into high-enrollment courses. The impact of this work extends beyond the participating institutions, contributing to broader access, equity, and open education in higher education.

We are grateful for the time, expertise, and care you brought to this work. We are pleased to offer this letter in recognition of your service and contributions.

Service Letter Template for an OER Program

We are writing to express our sincere gratitude for your contributions as [OER INITIATIVE] [ROLE] over the course of [SERVICE TIME PERIOD]. Your work was central to the success of the project, and we are deeply appreciative of the expertise, care, and sustained commitment you brought to this collaboration.

As a [ROLE], you served as a primary point of contact for [NUMBER] faculty teams at [Institution Name], supporting their work from project launch through publication. Your role encompassed coordination across departments, guidance on open educational resources, and consistent support of project timelines and deliverables. Faculty creators benefited greatly from your responsiveness, clarity, and steady presence throughout the grant period.

Your contributions extended well beyond coordination. You conducted detailed reviews of OER to ensure that copyrighted content was used appropriately, openly licensed materials were correctly attributed, and social justice content was thoughtfully integrated. You also played a key role in reviewing accessibility and inclusion considerations, helping ensure that the resulting digital textbooks were not only open, but also responsible, usable, and aligned with the values of the [OER INITIATIVE].

In addition, you supported faculty through workshops, feedback, and guidance across multiple phases of the project, and contributed to assessment efforts by helping administer student surveys. This work provided critical insight into the impact of the OER on student learning and access, and strengthened the overall quality and accountability of the initiative.

As [OER PROGRAM DIRECTOR] of the [OER INITIATIVE], we want to recognize that the success of this project depended in significant ways on the leadership and collaborative labor of [PROFESSION / ROLE] like you. Your work exemplifies the essential role [PROFESSION / ROLE] plays in advancing open, equitable, and accessible education.

Thank you for your partnership, professionalism, and generosity throughout this project. We are grateful for the opportunity to have worked with you and for the lasting contributions you made to [OER INITIATIVE].

Service Letter Template for Providing Peer Review

Thank you for serving as a peer reviewer for the [OER INITIATIVE]. We are deeply grateful for the time, expertise, and care you brought to the review of [OER TITLE].

Your feedback played an important role in strengthening the quality, clarity, and rigor of this open educational resource. As part of an initiative supporting the creation and adaptation of OER [INITIATIVE GOALS], the [OER INITIATIVE] relies on thoughtful peer review to ensure that materials are pedagogically sound, discipline-appropriate, and responsive to diverse student populations. Your insights helped faculty authors refine their work in ways that will directly support student learning while advancing broader goals of access, affordability, and equity.

Thank you again for your generosity and professionalism in contributing to this project. We are grateful for your partnership in advancing open education.