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Assessing the OER & Textbook Experience at UTSA
Presents UTSA student and faculty feedback collected through the DOERS Student Success Through OER Rubric Grant: Fall 2024-Spring 2025
Goal: Create a Communication Plan for Raising Faculty and Student Awareness of OER
Area |
Finding |
Significance |
Task Force Aligned Recommendation(s) |
Future Work |
|---|---|---|---|---|
| Student Familiarity with OER | 85% familiar: 15% unfamiliar | Limited significance: current filters are labeled "Free Textbook" and "Low-Cost Textbook." We also use this same terminology when talking with students about OER. | Recommendation #10: Increase Visibility for Students Recommendation #9: Centralize and Simplify OER/Low-Cost Reporting |
Determine if textbook filter labels are clear. |
| Student Ease of Finding Free Textbook and Low-Cost Textbook Courses | 78% find it somewhat or very easy to locate free or low-cost textbook courses at UTSA; 9% report difficulty. | Filters that are easy to find will be used more. While students report finding free textbook courses as easy, these steps were displayed just prior to asking this question. 94% of students were not aware of the filters prior to the survey. Many students shared feedback for improvement. | Recommendation #10: Increase Visibilty for Students Recommendation #9: Centralize and Simplify OER/Low-Cost Reporting |
Streamline finding; improve visibility and promotion. |
| Student Awareness of Free Textbook and Low-Cost Textbook Courses | 94% were unaware of UTSA's textbook filters | If students are not able to find these courses, UTSA is not doing all that it can to support college affordability, student success, and retention. | Recommendation #10: Increase Visibillty for Students Recommendation #9: Centralize and Simplify OER/Low-Cost Reporting |
Streamline finding; improve visibility and promotion. |
| Where Students Look to Find Course Textbooks | Where students look for required textbooks prior to Day One: 30%: Bluebook/Simple Syllabus; 27%: Wait for the first class day; 14%: Class schedules; 13%: myUTSA; 13%: Bookstore; 2%: look somewhere else | Knowing where students look for required textbooks is helpful for improving visibility of textbook filters. | Recommendation #10: Increase Visibility for Students Recommendation #9: Centralize and Simplify OER/Low-Cost Reporting |
Increase textbook and OER visibility in Simple Syllabus, the Class Schedules, myUTSA, and the bookstore. Communicate clearly to students. |
Area |
Finding |
Significance |
Task Force Aligned Recommendation(s) |
Future Work |
|---|---|---|---|---|
| Faculty Textbook Decisions | Individual Instructors have the most influence; Course Coordinators and textbook committees play a role in Core Curriculum | Individual faculty have autonomy with textbook decisions for some courses but not others. | Recommendation #1: Establish College Accountability Recommendation #2: Tailor Incentives for Different Faculty Roles Recommendation #5: Prioritize High-Impact and core Curriculum Courses for OER Adoption Recommendation #8: OER Training Series and Faculty Champtions Program |
Plan to present to and meet with individual instructors, Course Coordinators, and Textbook Committees depending on departmental structure. |
| Faculty Familiarity with the term OER or open educational resources | 83% were familiar with the term "Open Educational Resources." 17% were not. | Provides a baseline for training and communication. | Recommendation #8: OER Training Series and Faculty Champions Program | Continue to cover foundational elements of OER but expand into practical aspects of OER adoption. Incorporate student affordability, faculty benefits, and OER testimonials as selling points into discussions with faculty. Share OER written by experts that may also incorporate peer review as a selling point. |
| Faculty Awareness of OER and OER Use Cases | A majority (84%) of respondents have a solid understanding of OER, while a smaller portion (16%) have limited or no awareness, indicating room for targeted outreach and education. | Provides a baseline for training and communication. | Recommendation #8: OER Training Series and Faculty Champions Program | Continue to cover foundational elements of OER but expand into practical aspects of OER adoption. Incorporate student affordability, faculty benefits, and OER testimonials as selling points into discussions with faculty. Share OER written by experts that may also incorporate peer review as a selling point. |
| Faculty OER Use | 59% (37) have not used OER in their courses; 41% (26) have used OER in their courses | While a good number of faculty respondents are adopting OER, more than half are not. | Recommendation #8: OER Training Series and Faculty Champions Program | Continue to cover foundational elements of OER but expand into practical aspects of OER adoption. Incorporate student affordability, faculty benefits, and OER testimonials as selling points into discussions with faculty. Share OER written by experts that may also incorporate peer review as a selling point. |
| Faculty OER Depth of Integration | Faculty who use OER are integrating it into multiple courses | UTSA faculty are exhibiting a growing commitment to OER. | Recommendation #6: Address the Cost and Time Requirements of OER Development Recommendation #8: OER Training Series and Faculty Champions Program |
Expect repeat visits from faculty that adopt OER; create a communication structure to support these champions. |
| Faculty Departmental OER Perceptions | Most faculty believe other faculty in their academic department perceive OER either neutrally or favorably (55%), with no respondents reporting very unfavorable perceptions. However, a notable portion is uncertain or unaware of departmental sentiment. | The majority of faculty are open to OER, but some may be hesitant. | Recommendation #1: Establish College Accountability Recommendation #8: OER Training Series and Faculty Champions Program |
Continue to cover foundational elements of OER but expand into practical aspects of OER adoption. Incorporate student affordability, faculty benefits, and OER testimonials as selling points into discussions with faculty. Share OER written by experts that may also incorporate peer review as a selling point. |
| Faculty OER Quality Perceptions | While many respondents are unsure about OER quality, those who have evaluated it mostly rate it as acceptable to good, with relatively few reporting poor or very poor quality. | The majority of faculty are unsure of OER quality, but most rate it as acceptable or good. | Recommendation #8: OER Training Series and Faculty Champions Program | Share OER written by experts that may also incorporate peer review as a selling point. |
| Faculty Most Valued Textbook Attributes | Faculty prioritize accuracy, clarity, and appropriateness for course level when evaluating educational resources. | Knowing what textbook attributes faculty find most valuable will help us find OER that meet those criteria. | Recommendation #8: OER Training Series and Faculty Champions Program | Share OER that are accurate, clear, appropriate for course level with faculty. |
| Faculty Importance of UTSA Leadership Support | 62% of faculty respondents consider support from UTSA leadership to be a top-three priority. | UTSA faculty value the support of UTSA leadership when adopting OER. | Recommendation #3: Establish Annual OER Award and Recognition Events | Work with UTSA Leadership to devise communication around the importance of OER and to recognize faculty adopters. |
| Faculty Most Valued Recognition | Performance evaluation, recognition by Department Chair, and recognition by UTSA Leadership are the most valued types of recognition. | Faculty want to be recognized for OER work in the performance evaluation, by their Department Chair, and by UTSA Leadership. | Recommendation #3: Establish Annual OER Award and Recognition Events | Devise communication strategies for OER recognition at both the Department level and at the UTSA Leadership level. |
| Faculty Improving OER Support | Generous Funding is the most frequently selected 1st priority (24 responses). Finding Support is also highly valued, with 18 responses for 1st and 19 responses for 2nd priority. Support Adapting/Tailoring garners significant attention in the 2nd priority (17 responses). |
We must communicate clearly with faculty about OER funding opportunities and UTSA support for finding OER as well as UTSA support for adapting and tailoring OER. | Recommendation #2: Tailor Incentives for Different Faculty Roles | Devise a more robust incentive structure and clearer communication around OER funding, OER finding support, and available support for adapting/tailoring OER. |
Area |
Finding |
Significance |
Task Force Aligned Recommendations |
Future Work |
|---|---|---|---|---|
| Understanding Creative Commons Licensing |
Distinguish OER from other types of learning materials: define what Creative Commons means |
Provides a baseline for training and communication. | Recommendation #8: OER Training Series and Faculty Champions Program | Share information about Creative Commons licensing in trainings. Faculty must understand licensing and reuse rights as well as how platforms like Pressbooks support their work. At the minimum, faculty need to understand how the library can support them with copyright, OER authoring, and sharing their work. |
| Share Successes | Faculty want to see the OER successes of other UTSA faculty. | Faculty champions and peer networks foster a can-do attitude toward OER. |
Recommendation #8: OER Training Series and Faculty Champions Program |
Provide examples of successful OER use in specific disciplines to help faculty feel more confident and supported. |
| OER Support | Faculty want clear points of contact for OER support. | Faculty need to know who on campus can help them with OER questions. |
Recommendation #8: OER Training Series and Faculty Champions Program |
Communicate clear points of contact that faculty can reach out to for OER support. |
| Share Support Tools | Faculty want more trainings on the Library Reading List to support adoption of affordable learning materials, including OER. | The Library Reading List is a great tool for sharing OER and other affordable/no cost readings with students. | Recommendation #8: OER Training Series and Faculty Champions Program | Incorporate the Library Reading List into OER trainings. |
|
Faculty Awareness of OER Legislation
|
Greater communication around UTSA textbook filters, UTSA OER Reporting Process | Faculty that are not aware of the legislation, not aware of the textbook filters, and not aware of UTSA's reporting process likely won't report OER usage, creating transparency issue for students and OER tracking issues for administration. |
Recommendation #9: Centralize and Simplify OER/Low-Cost Reporting Recommendation #10: Increase Visibility for Students |
Improve communication and outreach to faculty about course markings. |
Student Familiarity with OER
A large majority of respondents (85%) were unfamiliar with the term Open Educational Resources prior to the survey, indicating a significant awareness gap.
Student Ease of Finding Free Textbook and Low-Cost Textbook Courses
A combined 78% of respondents find it somewhat or very easy to locate free or low-cost textbook courses at UTSA, while only 9% report difficulty.
Student Awareness of Free Textbook and Low-Cost Textbook Courses
An overwhelming majority of students (94%) were unaware of how to find UTSA courses with free or low-cost textbooks prior to the survey, highlighting a major opportunity for awareness and outreach.
Where Students Look to Find Course Textbooks
The most common source for textbook information is UTSA Bluebook/Simple Syllabus (30%), followed closely by students who wait until the first day of class (27%).
Textbook Decisions
Individual Instructors have the most influence; Course Coordinators and textbook committees play a role in Core Curriculum.
Faculty Familiarity with the term OER or open educational resources
83% were familiar with the term "Open Educational Resources." 17% were not.
Faculty Awareness of OER and OER Use Cases
A majority (84%) of respondents have a solid understanding of OER, while a smaller portion (16%) have limited or no awareness, indicating room for targeted outreach and education.
Faculty OER Use
59% (37) have not used OER in their courses; 41% (26) have used OER in their courses
Faculty OER Depth of Integration
Faculty who use OER are integrating it into multiple courses.
Faculty Departmental OER Perceptions
Most faculty believe other faculty in their academic department perceive OER either neutrally or favorably (55%), with no respondents reporting very unfavorable perceptions. However, a notable portion is uncertain or unaware of departmental sentiment.
Faculty OER Quality Perceptions
While many respondents are unsure about OER quality, those who have evaluated it mostly rate it as acceptable to good, with relatively few reporting poor or very poor quality.
Faculty Most Valued Textbook Attributes
Faculty prioritize accuracy, clarity, and appropriateness for course level when evaluating educational resources.
Faculty Importance of UTSA Leadership Support
62% of faculty respondents consider support from UTSA leadership to be a top-three priority.
Faculty Most Valued Recognition
Performance evaluation, recognition by Department Chair, and recognition by UTSA Leadership are the most valued types of recognition.
Faculty Improving OER Support
Generous Funding is the most frequently selected 1st priority (24 responses).
Finding Support is also highly valued, with 18 responses for 1st and 19 responses for 2nd priority.
Support Adapting/Tailoring garners significant attention in the 2nd priority (17 responses
- Distinguish OER from other types of learning materials: define what Creative Commons means
- Providing examples of successful OER use in specific disciplines to help faculty feel more confident and supported.
- Communicate clear points of contact that faculty can reach out to for support
- Share how the Library Reading List supports OER adoption
- Greater communication around UTSA textbook filters, UTSA OER Reporting Process