The Charles Wilcox Papers belong to the Keene, New Hampshire resident who was a Union soldier during the Civil War and was captured and imprisoned in Confederate internment camps as well as prisons from 1864-1865. These papers include Wilcox’s diary, correspondence, and official documents. The papers are part of the archival holdings of the Historical Society of Cheshire County in Keene, New Hampshire, and were included as part of the NH Citizens Archivists' Initiative.
Ten faculty members at Keene State College (KSC) participated in the AY 2016-2017 Open Education (OE) program. Four faculty utilized open educational resources (OER), in place of traditional textbook materials, in their courses. We asked these four faculty: “If you were to use
a textbook in your course, which one would you use?” We used faculty’s responses to research the costs of the textbooks. We then multiplied the textbook cost by the courses’ student enrollments to obtain the maximum potential cost savings for each course. In other courses, faculty used an increased number of OERs and engaged students in open pedagogy practices that complemented, but did not entirely replace, the use of traditional textbooks. In one course, students were never required to purchase a traditional textbook in either the prior or the assessment semesters.
The Academic Technology Steering Committee for the University System of New Hampshire (USNH) refocused the annual Academic Technology Institute (ATI) in 2015 to begin to develop the capacity of each institution within the system to undertake meaningful and complementary Open Education projects that will make student learning more effective. In the 2017 ATI, one of the four institutions, UNH, focused solely on OER while the other three institutions included both OER and Open Pedagogy projects. The results of the research presented here only includes data from those three institutions: GSC, KSC, and PSU.
The Academic Technology Steering Committee for the University System of New Hampshire (USNH), refocused the annual Academic Technology Institute (ATI) in 2015 to
begin to develop the capacity of each institution within the system to undertake meaningful and complementary Open Education projects that will make student learning more effective. This project was implemented in 2016 and repeated in 2017 and 2018. In 2018, twenty-three instructors from Granite State College, Keene State College and Plymouth State University developed plans to use OER, and/or Open Pedagogy, an approach often associated with OER. This study describes the student perceptions of the effectiveness of OER and open pedagogy, an analysis of the efficacy of these open approaches, as well as faculty perceptions of OER and open pedagogy.
