In May 2023, thirty-eight of our members representing hundreds of colleges across North America responded to our Annual Member Survey. These results directly inform our planning for community engagement and resource development each year. The survey is divided into four sections. To better ascertain the value of CCCOER membership, we ask for feedback on their participation experiences and how we might improve. Feedback on collaboration opportunities across the membership and ways we can increase are also solicited. Finally, our members are invited to share the most successful aspects and toughest challenges for the sustainability and growth of their open education programs and what their priorities are going forward.
The following is an excerpt from the full 2023 Member Survey report detailing Key Findings & Insights and the Recommendations that emerged.
Key Findings & Insights
In general, members are appreciative of – and often very enthusiastic about – the services, initiatives, and resources that CCCOER provides. See Appendix A, CCCOER membership for more details about locations and grouping of membership.
Survey respondents represent 14 different states and two provinces, with the highest number being in California, followed closely by Texas. The primary respondent role on campus or at the organization was administrator followed by librarian. Notably, there was an increase of 5.1% in instructional design respondents from 2022 to 2023, perhaps signally increased engagement in open education by those in this role on their campuses.
CCCOER provides a welcoming community of practice where I can find my colleagues and stay current on what’s happening in the field. This organization sets the tone for open ed to be approachable for all.
–Amy Hofer, Statewide Open Education Program Director, Open Oregon Educational Resources
One-third reported that open education interest and activity at their organization increased noticeably. However, this year there was a marked decline compared to last year in the percentage of organizations that increased interest and activity (from 72% to 33%). Conversely, though, many more this year reported staying the same (23% in 2022 compared to nearly 50% in 2023).
Notably, nearly 21% of respondents reported no funding for open education, with half of those respondents at individual colleges or small districts. The same percentage (21%) reported no funding was available last year as well, indicating an ongoing need to address this challenge.
As in 2022, the Library is by far the top department (41%) that has primary support responsibility for open education. However, the number and type of write-in responses may suggest a growing decentralization of Open Education efforts at the colleges, districts, systems, and consortia/organizations – and perhaps an emphasis on collaboration. And one member’s description of a challenge at their college may suggest how complicated leadership of these efforts can be: “We anticipate the hiring of a District lead who will help us move forward with our OER goals, but this person will also oversee our inclusive access program.”
Does your organization use course markings for OER, zero- or low-cost instructional materials in your student registration system?
Numerous respondents reported using course markings at their organization, with “Zero-cost” the most common term followed by “OER” and “Low-cost/affordable.” But nearly a third reported no use of course markings, suggesting that education and support regarding the benefits of doing so might be helpful to members.
Affordability and cost savings for students are a focus for members’ organizations, with saving students money identified as the most successful aspect of open education programs by 74% of respondents. Notably, this is a 35% increase from last year.
Collaborating on OER projects with K-12 schools/districts and engaging in OER policy with government agencies were identified as not being priorities for the most respondents and their organizations, but they are future priorities for a third and quarter of members, respectively, so should not be discounted as unimportant moving forward.
As with last year, webinars continue to be the most valued CCCOER and OEGlobal activities and services.
A majority of respondents reported that they did not participate in small group consulting, summer conversations, or the EDI summer book club, so these might need to be re-evaluated for ways to improve awareness, impact, and or/value.
One of the most valuable aspects of a CCCOER membership is that there is something for everyone and anyone at all levels of OER knowledge and expertise, from the novice to the expert. I also very much appreciate the ability to be an individual member. And CCCOER is such a welcoming, supportive community for all members!”
– Judith Sebesta, Ph.D., Immediate Past President of the CCCOER Executive Council, and Principal, Sebesta Education Consulting
The top professional development need for operationalizing open education at respondents’ organizations was measuring impact of open education (45%), suggesting that the work of the CCCOER Research Committee is very relevant and might be further prioritized and enhanced.
A majority (61%) indicated that they were not interested in mentoring or being mentored, suggesting that dedicating significant resources to this opportunity might not be warranted at this time. (These data were very similar in 2022.)
Building sustainability of Open Education programs and practices is increasing as a focus of members’ work.
Members seem eager to showcase their work and that of their organizations in webinars, meetings, and through other opportunities.
Recommendations
- With an increase of 5.1% in instructional design respondents from 2022 to 2023, consider amplifying and augmenting targeted programs and resources for members in this role.
- Continue assisting members in addressing their top challenges to sustaining and growing open education at their organization: faculty buy-in/burnout and funding.
- Professional Development, resources, and support regarding the benefits of course marking might be helpful to members who are not doing it.
- Future priorities for programming might include collaborating on OER projects with K-12 schools/districts and engaging in OER policy with government agencies.
- Continue to offer webinars and consider increasing their frequency.
- With relatively low participation in small group consulting, summer conversations, and the EDI summer book club, re-evaluate these initiatives for ways to improve awareness, impact, and or/value.
- Prioritize and enhance the work of the Research Committee to assist members in measuring the impact of open education.
- Dedicating significant resources to mentorship might not be warranted at this time.
- Explore ways to better educate CCCOER members on the benefits of engaging in the global open education context.
- Offer increased opportunities for members to showcase their work and that of their organizations in webinars, meetings, and other activities.
Conclusion
CCCOER members who responded to the annual survey this year are extremely positive regarding the value, excellence, and efficacy of the organization’s initiatives, services, and resources. It is clearly fulfilling its mission to engage a diverse network of leaders and practitioners advocating for open education to promote equitable and inclusive instruction and learning and is well poised to meet the objectives of the 2020-24 Strategic Plan. Since its founding in 2007, CCCOER has become a vital, dynamic professional organization and the leader in supporting Open Education at community colleges across North America.
We gratefully acknowledge the preparation of the full report by Judith Sebesta, sebestaconsulting.com, with the assistance of Open Education Global staff and the CCCOER Executive Council members.
Featured Image by Megan Rexazin from Pixabay