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Chapter Authors

What Are We Looking For?

Contributors for each of the resource's chapters - experience with course markings is not required


We’re seeking groups of three or more contributors each to collaboratively develop chapters that analyze key considerations relevant to OER course markings. Topics slated for exploration are listed on the project’s outline tab, though contributors are invited to propose additional chapter topics. Contributors interested in individually authoring a chapter are also encouraged to submit proposals. Experience implementing course markings is not required.

If you are interested in serving as a section leader for one of the book’s chapters, please note this in your proposal. Section leaders will oversee small project teams of contributors to author and integrate content. They will work closely with the editors to understand and communicate project needs, meet deadlines, and respond to feedback.

Length Requirements: Though there is no minimum or maximum page requirement, we anticipate chapters will range between 2,000 - 5,000 words.

Time Commitment


Target Completion Date

31 Oct 2018


  • None yet.


Michelle Reed


Abbey Elder


Jennifer Raye


Amie Freeman


Jeanne Hoover


Jessica Dai


Liz Thompson


John Schoppert


Nicole Finkbeiner


Jacquelyn Ray


Nicole Helregel


Nicole Allen


Quill West


Kris Helge


Breeman Ainsworth


Hagai Gringarten



  1. I would like to participate in this phase of the project.

  2. Hi Pat. Thanks for your interest in this project! Please let us know which of the content areas you’d like to contribute to— or feel free to propose your own. Please also take a moment to introduce yourself on the Introductions Discussion Board: https://projects.rebus.community/resource/rs33WnkWB9Td6TEhEgWKxJ/introductions Thanks again! Michelle

  3. Hi,

    My name is Jennifer Raye and I am the Scholarly Communications Librarian for Butler University and I am very interested in being a contributor for the state legislation portion of a chapter. Before this position, I was a Law Librarian and I am very interested in the state policy side of OER production. Please let me know how I can help!

  4. Hello, Michelle et al,

    I’d love to contribute to the Communication and Branding chapter. While I don’t think I could serve as the section leader, I would like to contribute my experience with messaging for OER on campus. Since my university is currently looking at ways to communicate our interest in branding courses that use OER, this is a topic that is very near the front of my mind, and it would be great to participate in the conversation.

  5. Hello Jennifer and Abbey. Thanks for your interest in contributing to this project and for introducing yourself on the discussion board. We are delighted to welcome you to the team! One of the editors will get in touch with you as soon as we have a section leader in place for the chapters you’ve volunteered to assist with. In the meantime, please get in touch on the Questions discussion board if you have any questions about project participation. Thanks again— we look forward to working with you!

  6. Hi Michelle, I’d love to join the group on this project. I’m interested in serving as lead to the stakeholders chapter or as a contributor to the communication or stakeholders chapters. We tried to get the designation at our university last year, but it failed in Faculty Senate. This experience has shown me how important it is to communicate effectively to our stakeholders. I’ve been thinking about these issues for the last few months and I’d love to contribute to those chapters. Thank you!

  7. Hello Jeanne. Welcome to the team! We are delighted that you’re willing to share your experiences with course designations for this project. I’ve added you to the contributor list as lead for the stakeholder section and a contributor to the communication chapter. If you decide you only want to work on one of those chapters, please let me know. However, we’d love to have you as a member of both teams; it would be very helpful to have some overlap, considering how intertwined the topics are. Please also take a moment to introduce yourself on the discussion board. One of the editors will follow-up closer to the close of the call for proposals with additional details. Many thanks for your interest!

  8. Hi everyone! My name is Jessica Dai and I would like to work on the proposed Impact section. Though I don’t have any experience with course marking, I am intrigued to learn more. I’ve been catching up by watching webinars, reading, etc. What I’ve noticed in some of my preliminary information gathering is that OER course marking can make a huge impact on students’ wallets for specific courses (which we might expect), but also on a much larger scale in terms of Z degrees and how different departments work together. I am excited to learn more about the impact of OER course marking and its potential to revolutionize the ways in which students access higher education. I am open to serving as lead, but happy to contribute in any way!

  9. Hello, I am also interested in working on the impact section. While I don’t have any practical experience in course marking, I’ve explored and followed the topic at length and would like to contribute to this chapter. It seems that course marking can spur participation in the OER movement from faculty and has the potential to bring enormous benefits to students. I’m happy to help in any way I can!

  10. Hi Amie and Jessica! Thanks for your interest in contributing to this project and for introducing yourself on the discussion board. We are delighted to welcome you to the team! One of the editors will get in touch with you as soon as we have a section leader in place for the chapters you’ve volunteered to assist with. In the meantime, please get in touch on the Questions discussion board if you have any questions about project participation. Thanks again— we look forward to working with you!

  11. Greetings! If there is room for an additional contributor in the Impact section, I am interested! I have raised this possibility with some of the stakeholders on my campus recently, and my next step is to collect and share data on impact with them. I also have no course marking experience, but I have done a my share of literature reviews. Thanks for the opportunity!

  12. Hi Liz, yes absolutely! Thanks for your interest—we’ll make a note of it and after our CFP deadline the section leader will be in touch with you with additional details.  Please also take a moment to introduce yourself on the Introductions Discussion Board: https://projects.rebus.community/resource/rs33WnkWB9Td6TEhEgWKxJ/introductions -Sarah

  13. I am a Librarian at Texas Tech University and teach a one-hour undergraduate research course for the Honors College. This fall I am using only existing OER textbooks for this course but would like to create a Tech-centric OER for this course. TTU will begin courses in our recently THECB approved Master of Science in Library and Information Sciences degree program in Fall 2019. I will be teaching Public Services and Curriculum Design and plan to create OER textbooks for these graduate courses. My thought is these experiences will lead to at least one case study (using existing OER textbooks in an undergraduate ; adapting existing OER for an undergraduate course; creating an OER for graduate courses)

    I am very interested in being part of this project and am flexible as to what my role could be as a section leader and/or contributer.

  14. Hello. My name is Quill West, I’m the Open Education Project Manager at Pierce College in Washington State. Our college is struggling with course marking right now, not that there is lack of institutional interest or buy-in, but because of technological barriers. That being said, course marking has long been an issue of mine. I once worked at an institution where there was very little political will to mark courses, so I worked with the Student Government to produce a pamphlet that students passed out when advising opened. It was a a tedious work-around, but it was one of the catalysts for my major interest in course marking. (It only worked once, and then the student leadership changed and we never did it again.)

    While I still haven’t totally figured out this issue, I’m really interested in the chapter on platforms and processes. Mostly, I think we tend to discuss faculty, students, and administrators as stakeholders. And that seems appropriate in terms of messaging and getting buy-in to begin marking courses. However, it is usually staff (department administrative workers, systems admins, registrars, and admissions staff) who end up building and holding together the processes that deliver a course schedule. I really want to explore how colleges that have developed processes for identifying and labeling open courses are maintaining those processes. I want to present how institutions have added the OER course designation to their systems, and then I want to dig deep into the staffing systems that support the label.

    I really think that this could be a useful blueprint for institutions who want to begin labeling open courses.

    I’m excited about this project, so I’m really hopeful that I get a chance to participate.

  15. Hi everyone. I’m Nicole Allen, Director of Open Education for SPARC, and I would be delighted to join this wonderful and talented team to help with the policy chapter. SPARC has done some work already to track the state policies concerning course marking, and can contribute some history on how some of the bills came about. I also think it would be interesting to scope the chapter in terms of policy more broadly, since there are potential considerations at both the federal and institutional levels. The trend of states adopting OER course catalog markings actually mirrors the trend of states adopting textbook price disclosure policies in the mid 2000’s, which was later codified federally in the 2008 reauthorization of the Higher Education Act (and now ensures that all institutions provide textbook information in course catalogs). The implications of having different types of policies operating at different levels is important to consider and interesting to explore, especially when practice can get ahead of policy — and how to make sure practice informs policy.

    So, if you’ll have me, I’m in! I bring deep knowledge of OER policies and the politics behind them (too much perhaps) and the history of how OER policy has evolved over the last decade. I would welcome the chance to work with collaborators on this chapter who have different perspectives and local implementation expertise to make sure it is well rounded.

  16. I would like to offer information about state legislatures that currently offer legislation mandating or recommending OER course markings. I am aware of California, Texas, Oregon, and Washington currently have laws requiring such markings. It would be interesting to complete a 50 state survey, and perhaps discover the challenges or processes behind implementing this legislation.

  17. So I would like to contribute a chapter or portion thereof regarding these issues, if applicable.

  18. John Schoppert, (Columbia Gorge Community College, OR), Christina Trunnell, (Treasure Valley Community College, OR), and Jacquelyn Ray, (Blue Mountain Community College, OR) would like to submit a chapter proposal titled: “One State Mandate, Three Colleges,: Our Stories of Implementation, Barriers, and Successes ”.  In 2015, the state of  Oregon enacted a legislative mandate  (HB2871) toprominently designate courses whose course materials exclusively consist of open or free textbooks or other low-cost or no-cost course materials.”  In response to this mandate, each community college faced unique institutional capacities and barriers that demanded unique solutions.   Our chapter will relate the individual implementation strategies each of our institutions had to take, navigating barriers and learning through the process.  While common cross-campus stakeholders, students, faculty, student advisors, financial aid, administration, IT, Enrollment Services, etc certainly exist, these stakeholders have varied states of readiness, openness, and abilities to enact this mandate.   We will address the challenges of education and communication across stakeholders during and after the implementation of course markings. From advisors’ awareness of OER and their effectiveness in assisting students through the registration process to ongoing advocacy efforts across campus on OER impact on student retention and success.  The chapter will discuss encountered barriers in different platforms, coordination between IT, faculty, and bookstore systems, as well as branding successes and challenges. Each of our institutions has established unique branding as different platforms could accommodate. Despite platform differences, similarities existed among our institutions with the “human” element of sharing OER knowledge, value, and impact on student success. We will share our impact stories as they exists across stakeholder groups from initial effort of our Student Outreach Department to Enrollment Services, to student success observations and data from faculty and administration.

    Thank you for your consideration,

    Jacquelyn Ray, Christina Trunnell, and John Schoppert

  19. Hello all! My name is Nicole Helregel and I am the Research Librarian for Science Teaching & Learning at the University of California, Irvine. OER is beginning to make its way through the various UC campuses. It is very much in the beginning stages at UCI, but a small group of us are working on raising awareness and connecting with other partners on campus to build towards something substantial. I would be very interested in contributing to the Communication & Branding chapter, if there is still space. I have strong interest and background in library marketing & outreach (http://hdl.handle.net/2142/78090) and feel I could make strong contributions to this section. A large part of my current position involves building relationships with faculty and units on campus; and one of my primary research interest areas is measuring outreach/promotion effectiveness and reach. Thank you for your consideration, and I hope to be able to contribute!

  20. Thanks for your patience as we reviewed your proposals.If we needed clarification or if your proposal was out of scope, we have already reached out to you directly via email. Otherwise, congratulations, your proposal for Marking OER Courses: Best Practices and Case Studies has been accepted! Our contributor list is up-to-date, though we are still finalizing some roles and responsibilities.

    By the end of the week, we will send you a direct e-mail which will include the following:

    • The contact information for the section lead and contributors for your chapter. You will work with this group to collaboratively outline and draft your chapter.

    • The author guide for this publication, which includes details on collaborative writing, deadlines, and the license the final book will be shared under.

    • A link to the Google Drive space we will be using to collaboratively draft content for the book. Before formal peer review, the book will be loaded into Pressbooks for final publication. Until then, we will use Google Docs for more robust editing and collaborating.

    We will use the e-mail you provided to Rebus for this correspondence; if you would like to use another email for your primary contact, please let us know. In the meantime, questions about the project can be submitted to the Rebus discussion board.

    We look forward to working with you!

    Michelle, Jessica, and Sarah