Open education resources expand affordable learning at UC Clermont – University of Cincinnati

University of Cincinnati Clermont College Advances Affordable Education through Open Educational Resources

Introduction

In response to the rising costs of higher education, the University of Cincinnati Clermont College (UC Clermont) is actively promoting the use of Open Educational Resources (OER) to reduce financial barriers for students. These initiatives align with the United Nations Sustainable Development Goal 4 (Quality Education), aiming to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

Open Education Week and OER Implementation

During Open Education Week, March 2–6, UC Clermont highlighted its commitment to affordability through the adoption of open textbooks and low-cost course materials. Open textbooks, often licensed under Creative Commons, allow faculty and students to freely use and adapt content without copyright restrictions. Their digital availability enhances flexibility and accessibility, directly supporting SDG 4 by making education more inclusive and affordable.

Role of the Frederick A. Marcotte Library

The UC Clermont Frederick A. Marcotte Library serves as a pivotal resource in advancing OER adoption. It supports faculty engagement with open textbooks through access to extensive online repositories developed nationwide over the past decade.

Alternative Textbook Incentive Program (ATIP)

UC Clermont encourages faculty participation in OER through the Alternative Textbook Incentive Program (ATIP), which provides:

• A $500 stipend
• A course release to redesign courses using open textbooks

The program accepts a limited cohort annually, with the third cohort recently selected, fostering continuous innovation in course affordability.

Impact on Students and Faculty

1. Student Savings: In a biology lab course enrolling 100–150 students annually, replacing a $120 traditional lab manual with an open textbook has saved thousands of dollars collectively each year, contributing to SDG 1 (No Poverty) by reducing financial strain on students.
2. Statewide Affordability Initiatives: Faculty members participate in OhioLINK programs offering stipends for developing affordable course materials, further expanding access to quality education.
3. Affordability Advocates: During Open Education Week, faculty using course materials costing less than $40 were featured, showcasing strategies such as:

• Reusing textbooks across semesters
• Assigning e-books and online articles
• Placing physical textbooks on course reserve

Case Study: Supply Chain Management Technology Program

Assistant Professor and Program Coordinator Seth Powless has twice participated in ATIP, redesigning his fully online courses to eliminate traditional textbooks. His approach includes:

• Utilizing academic articles, industry publications, and current online resources
• Allowing students to select articles aligned with their interests
• Assessing learning through written, audio, or video assignments

This method has enhanced student engagement and improved academic performance while eliminating textbook costs, supporting SDG 4 and SDG 9 (Industry, Innovation, and Infrastructure) by integrating up-to-date industry knowledge.

Faculty Collaboration and Commitment

The library hosted an affordability workshop in the fall, facilitating the exchange of experiences and strategies among faculty to reduce educational costs. These collective efforts underscore UC Clermont’s dedication to accessible education, directly contributing to SDG 10 (Reduced Inequalities) by making higher education more equitable.

Conclusion

Kathy Ladell, librarian at UC Clermont, emphasized the institution’s ongoing pursuit of creative solutions to enhance affordability: “Accessible education — in all forms — is a core part of our mission at UC Clermont.” Through these initiatives, UC Clermont exemplifies a commitment to sustainable development by promoting inclusive, affordable, and quality education.

Top featured image: Students in the UC Clermont Frederick A. Marcotte Library. photo/Danny Kidd

1. Which SDGs are addressed or connected to the issues highlighted in the article?

1. SDG 4: Quality Education – The article focuses on improving access to affordable education through the use of open educational resources (OER), which directly supports inclusive and equitable quality education.
2. SDG 10: Reduced Inequalities – By lowering the financial barriers to education, the initiatives at University of Cincinnati Clermont College contribute to reducing inequalities among students from different economic backgrounds.
3. SDG 9: Industry, Innovation and Infrastructure – The adoption of digital open textbooks and innovative teaching methods reflects progress in building resilient infrastructure and fostering innovation in education.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. SDG 4 Targets:
   • 4.3: Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.
   • 4.7: Ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including through education for sustainable lifestyles and human rights.
2. SDG 10 Targets:
   • 10.2: Empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.
3. SDG 9 Targets:
   • 9.c: Significantly increase access to information and communications technology and strive to provide universal and affordable access to the Internet in least developed countries.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

1. Indicators related to SDG 4:
   • Number or percentage of courses using open educational resources (OER) instead of traditional textbooks.
   • Cost savings per student resulting from the adoption of OER materials (e.g., reduction from $120 lab manual to free or low-cost materials).
   • Student enrollment numbers in courses adopting affordable materials (e.g., 100–150 students in biology lab course).
   • Faculty participation rates in programs like the Alternative Textbook Incentive Program (ATIP) and OhioLINK affordability initiatives.
2. Indicators related to SDG 10:
   • Reduction in financial barriers for students from lower-income backgrounds, measured by affordability of course materials.
   • Number of students benefiting from affordability initiatives.
3. Indicators related to SDG 9:
   • Extent of digital resource adoption (e.g., use of digital open textbooks, online articles, and multimedia assignments).
   • Faculty and student engagement with innovative educational technologies and resources.

4. Table: SDGs, Targets and Indicators

Source: uc.edu