Audience: My audience is bifurcated with two different, but not dissimilar populations.  I want to reach faculty and their student body.  I have found that if you target administration it has minimal effects, top down management or directives are completed reluctantly if completed at all.  Whereas, inspiring a bottom up movement has the greatest chance of success and broad girth of action.  (Self is the best motivator)

Content: Templates for diagnostic and formative assessments that measure student understanding and growth.  Growth mindsets with continual student improvement needs to be a larger focus than the current info dumps and regurgitation. (Mindfulness and Mastery over GPA and Time-Based)

Method:  Provide faculty access to repositories of customized templates that meet their course competencies that are easily modified for their student needs.  These templates should act as a directed guide that walks the faculty through OER production step-by-step along the way.  Many faculty are off put by the idea of having to build everything from scratch after one or two sessions of how-to info dumps.  Whereas a plug and play template with instructions for each step should allow the faculty to piecemeal the OER process without becoming lost or overcome.  The student audience will then have tailored content allowing them to better interact with the material.  Students disassociate from the content and the course if the material/assessments are not homogenous or cohesive.  (Faculty build better, Students engage better)

Outcome:  As with the audience the outcomes are bifurcated from the central idea of better OERs. 
Faculty will have improved confidence in their abilities in OER creation and they will fortify their understanding that they, the faculty, are the course; not a textbook, not a test, not publisher or other entity but they themselves.  We should not be trying to build a course that anyone or anything can teach, we should be building the skills of a qualified academic who then can create a unique experience for each individual student.
The students will have a better experience within the classroom allowing the continuity between lecture/discussion/assessment/etc to guide and build their enthusiasm and ownership of the course material, allowing them to internalize and understand the principles.  Their grade won’t matter in five years, what they learned and were able to walk way with will serve them throughout their lives. (Faculty OER confidence, Student ownership)

Audience and Outreach goals: As an OER Instructional Design specialist, my audience is full-time and part-time faculty and administration. The goal is to increase awareness and use of OER resources among full-time and part-time faculty. As an adjunct faculty member, my audience is current and prospective students. The goal is to offer free or low-cost materials to current students and utilize the potential cost savings associated with OER to attract prospective students.

Outreach content: For faculty - Easy to understand training and resources that will encourage their adoption, adaptation, and/or remix of OER resources. By using the same OER material the faculty can provide consistent, quality, and relevant course content to their students, while also being able to customize the material the fits the personality and teaching style of the instructor. For students, receiving quality and consistent content material that is relevant to their environment and community.

Outreach method(s): For faculty – Monetary incentives to attend OER training programs, to participate in adapting, adopting, and/or remixing OER resources, and for their use of approved OER resources. The opportunity for these incentives will be presented at departmental meetings, through college wide communications, presidents’ meetings, newsletters, website, and other pertinent meetings and communications (to be discovered). For students – College website, listservs, and college clubs.

Call to Action: Participation and ownership among faculty members, administration, and students. An increased use of OER materials by faculty, as well as an increased expectation and request for OER resources among students.

• Identify your audience and outreach goals - I'm hoping to reach those who know about OER, but have reservations about using or creating OER resources.
• Determine the content of your outreach – I'd like to share examples of OER materials that they may find useful in their content areas.
• Select an outreach method(s) – In person conversations, via email, create (or use) a video showing the OER Commons hub at a department or smaller group meeting.
• Call to Action: outcome and impact – Identify if any others have chosen to use all or part of an OER resource, or have created a resource of their own.

• Identify your audience and outreach goals - Who are you hoping to reach out to and what are you hoping to accomplish with your advocacy?

Faculty who are reluctant OER adopters

• Determine the content of your outreach – What do you want to share? Be sure to clearly communicate the value add for your intended audience, as well as any relevant links, images, resources, videos, etc.

Research about benefits, quality, etc. of OER

• Select an outreach method(s) – How will you share? What communication channels would be most effective? (social media, blog, website, listservs, presentation, etc.)

At our college's Faculty PD day

• Call to Action: outcome and impact – What action do you hope others will take as a result of your outreach? What will you invite them to do? What outcomes and impact do you hope to see?

Create and utilize OER! 

My audience is faculty at both YC and the consortium because I am the faculty lead for the grant and on YC's OER committee.  Luckily, we have (almost) fully adopted OER resources at YC in the mathematics department, so I am hoping to be able to share what we built with other colleges across Arizona.

Outreach Content - sharing the courses and workbooks we have created at YC.

Outreach Method - I prefer personally communicating with people but sometimes email is neccessary.  I am going to communicate through ATF, Statewide Math Meetings, and National Conferences.

Outcomes - I want to invite other college to use what YC built as a template to get started with OER.  It is easier to use what others built as opposed to starting from scratch.  We also would like to move more courses from Lumen to MyOpenMath to make them fully free.

The impact is more students paying zero for textbooks and homework systems.

Audience: fellow faculty

Content:I want to find useful STEM resources, and successfully implement them into one of my engineering courses so that other faculty can see that OER isn't only for English and Social Sciences.

Method: Once I have had a succesful experience, I would share my experience in our college's faculty forum.

Outcomes: Spread positive energy about OER among our faculty!

• Identify your audience and outreach goals - My fellow collegue who teaching the same course with me at AWC is my main audience. My goals include: making a workable customized lab that we can use together to reduce the cost of purchase the lab manual to "$0".
• Determine the content of your outreach – I'll share the OER commons hub with him and find out more recourse that we may have at AWC to see what we can leverage.
• Select an outreach method(s) – Direct conversation is my approach since we have been working together for the last few semesters. We are both new but I were here before him. Thus, I have a little bit more time to learn about the school than him. However, he is very open to communicate our needs to support students.
• Call to Action: outcome and impact – I hope he will be on board with the goals after seeing the resources and will make plans and time to work together to create a similar/better class/lab experience with a lower cost for students.

• Identify your audience and outreach goals - Who are you hoping to reach out to and what are you hoping to accomplish with your advocacy?
  • My audience will be the full-time and part-time faculties in my institute. The goal is to let more faculties convert their teaching materials into OER. My institute started strong that many high-demand courses converted into OER. After one year, everything cools down. Full-time faculties experience challenges of making all their materials accessible. Part-time faculties are reluctant to convert into OER since it takes too much effort while they are not paid well.
• Determine the content of your outreach – What do you want to share? Be sure to clearly communicate the value add for your intended audience, as well as any relevant links, images, resources, videos, etc.
  • I am communicating with the instruction designers and librarians to give enough support to help faculties to convert into OER. They are good at showing the value of OER. Meanwhile, I give information of PD opportunities internally and externally for those faculties who are still interested in.
• Select an outreach method(s) – How will you share? What communication channels would be most effective? (social media, blog, website, listservs, presentation, etc.)
  • I send emails, talk to faculties in person and on Zoom. I have my website and OER Commons to collect information. If necessary, present the statistics of before/after OER to colleagues.
• Call to Action: outcome and impact – What action do you hope others will take as a result of your outreach? What will you invite them to do? What outcomes and impact do you hope to see?
  • See more of my colleagues use OER. I can invite them to attend some virtual workshop/conference to give them ideas of OER. And discuss with them to see what I can do to help them or what they can do to help their students (financially).

Audience

As an educational developer, my audience will be faculty (full-time and adjunct) at Mohave Community College. All faculty will be welcome to participate; however, faculty that have not yet adopted, adapted, or built OER material will be the focus.

Content

Faculty will be provided with resources and information sessions that support them in their adoption, adaption, and building of OER materials. For example, they will be shown how to navigate the OER Commons to find relevant resources for adopting and adapting. They may be given templates for building their own OER resources. They will also be informed of how OER relates to best practices in teaching and learning.

Method

I envision hosting a professional development series that will entail monthly live sessions. At a glance, I believe 4 sessions will be sufficient. The series can be run in Fall 2024, then repeat again in Spring 2025. I will also look to collaborate with others at my college to tap into their expertise, such as librarians and OER “super users”. Though the grant, there may still be monetary incentives for adopting, adapting, and building OER material. To confirm, I will reach out to our grant lead to determine the status of the grant.

Outcome and Impact

After engagin in the sessions, faculty will make progress towards

• Locating OER resources at Mohave Community College and in the OER Commons.
• Identifying the benefits of OER as it relates to student success.
• Discussing a plan for adopting, adapting, and/or building OER material with their departments.
• Adapting, adopting, and/or building OER material for their courses.

• Identify your audience and outreach goals – Part of my CTE responsibility is to work with local high school instructors, find and redefine teaching information with the help of these instructors to identify areas of student learning that can use additional online support.  Develop and test material each semester and assess the effectiveness of our impact on the students.
• Determine the content of your outreach – The subject that seems to be the biggest issues in my area are math and measurements used in food servers. Create or source videos that demonstrate the difference between volume (space occupied) and mass (heaviness of the product), what equipment is used for each scaling purpose, how it is correctly used and what the difference between measurements.  The next would-be converting recipe number of portions and portions size. VR use is wonderful, though there are drawbacks, as some students have reactions to using the headgear, there is the game effect where the seriousness in not taken, plus the expense of it all.
• Select an outreach method(s) – This information will be developed only to support the community within my discipline where it can be evaluated before setting it free to others.
• Call to Action: outcome and impact – There are a few things I am hoping for; 1. Is to assist the instructor to reinforce practices within the lab.  2. Have reference material the student can quickly and easily review and grasp.  3. It is not overwhelming for either the student or the instructor to use.

Audience and outreach goals - My audience is faculty at my institution who have yet to adopt OER with the intention of encouraging them to explore and consider adopting OER for their courses. 

Content of outreach – First, I want to share my positive experience in adopting OER: not beholden to textbook publishers, incorporating culturally relevant content, customization of course content and assessments, student success, and positive student feedback). Second, I want to provide useful training and resources to faculty to facilitate and support their adoption of OER. Faculty want training, but it needs to be relevant, convenient, and in digestible amounts. 

Outreach method(s) – Professional development workshops in collaboration with the Academic Library and one-on-one discussions.

Call to Action: outcome and impact – I would like to see faculty across the institution fully or partially adopt OER for their courses and more awareness in general about the institutional resources we have to support OER creation and adoption. We have a student experience statement at our college and #studentsfirst  is often used to tout how much we support students. What better way to put #studentsfirst and support their learning than through the adoption of OER?!

• Identify your audience and outreach goals -  My current audience is the faculty collaborators at CCC.  Eventually, the audience will hopefully grow to include the entire student body.  
• Determine the content of your outreach – I want to share more literature-based English courses as Project Gutenberg is readily available as a free source.  Additionally, I would like to adopt OER textbooks for the English classroom, as the English 101 and 102 classes are required curricula with textbooks that are very expensive. 
• Select an outreach method(s) – I plan to begin sharing the various textbooks and classes already in the process of being created and available during English Faculty meetings.  Additionally, I will ask to be added to Faculty and Faculty Senate meetings. I will prepare a presentation once I have a complete action plan to present that the powers that be at CCC want to place in motion. I plan to create and ask for implementation of a student survey to raise awareness of OER.
• Call to Action: outcome and impact – I hope others in the Faculty and English Department embrace the new direction of OERizona.

• Identify your audience and outreach goals 

            My audience is twofold: The Arizona Articulation Task Force for Geology and the Articulation Task Force for Astronomy and Physics. These two groups meet annually to address topics of transfer, articulation, textbook selctions, class size, modes of instruction etc.

• Determine the content of your outreach

          The content of my outreach will be sharing the successes I have had with OER materials, sharing the materials, comparing and contrasting the corporate textbook landscape with the OER universe and the impact this material has on our students.

• Select an outreach method(s) 

​​​​​​​         We have an annual meeting and a listserv that we use year round. I will set the agenda for both meetings.

• Call to Action: outcome and impact 

         Unsure...perhaps tracking the changes in textbook selection through both of these groups. The outcome could be the measure of how many faculty in AZ physics, astronomy, and geosciences make the switch to OER.