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March 8, 2018
by Rachael Inake

Kelsie’s OER Journey Continues

The following is a special guest blog post by: Kelsie Aguilera, Instructor of Anthropology, OER committee member, and graduate of the Go Open, Go Free Using OER workshop series.

Kelsie Aguilera profile

During the fall semester of 2016, I first shared with you my Open Educational Resources (OER) journey through a special guest blog post. I now wish to update you because some things have changed!

But, what has not changed is my support for OER and the global Open Education movement OER are a component of. There are so many barriers and challenges that our students face on their paths to academic and career success; purchasing an expensive textbook no longer has to be one of them. I now advocate for OER by serving on our campus OER committee along with serving on the Awareness subcommittee. Through my OER committee work, I am grateful for the many opportunities I have been given to share my experiences with OER to our campus and the community, such as being a guest speaker for the Go Open, Go Free Using OER track at the Pacific Region Learning Summit.

After taking the incredibly enriching Go Open, Go Free Using OER workshop series in 2016 and launching two of my courses as “$0 Textbook Cost” soon after, the response I have received from students has been overwhelmingly positive. I have received countless words of gratitude and thanks about going “$0 Textbook Cost” from students and no major critiques. In stark comparison, I used to receive countless complaints about the traditional textbook I used to assign. Furthermore, my success rates have increased since the switch. Although I cannot confidently attribute the increase to my adoption of free resources, many of which are OER, I like to believe that my efforts have made a positive impact.

Ultimately, I wanted to impart a note of encouragement to you. When I first heard about OER in 2013, I immediately became frustrated because I couldn’t find any suitable OER for anthropology. Thus, I abandoned the project until I took the Go Open, Go Free Using OER workshop series, which gave me the confidence and resources I need to take the leap. New OER materials are steadily being created and added to the movement. For example, an organization I am involved with, the Society for Anthropology in Community Colleges (SACC), recently released the first peer-reviewed, open access textbook for cultural anthropology called Perspectives: An open invitation to cultural anthropology.

Movements elicit change as the result of the participation of its supporters, so you can contribute to the OER movement too. I am doing my part; I am currently working with a dedicated group of SACC members to produce and edit an OER introductory biological anthropology textbook, which will be the first of its kind. If OER doesn’t work for you at the moment, don’t indefinitely rule it out. The movement keeps growing and evolving, and you can contribute to it, too, so that you can make OER work for you.

October 26, 2016
by Rachael Inake

Kelsie Aguilera’s OER Journey with Anthropology

The following is a special guest blog post by Kelsie Aguilera, Anthropology instructor at Leeward CC.


I first became aware of Open Access (OA) my first week working here at Leeward CC. My office mate at the time was Jayne P. Bopp, instructor in Sociology. Over the course of that first week sharing an office with Jayne, I noticed that she seemed to have found a magical way to avoid all the customary beginning of the semester drama revolving around textbooks. The customary beginning of the semester drama revolving around textbooks includes, but is not limited to, the following student gripes:

  • “Not knowing” what book is needed even though the syllabus clearly indicates the required textbook.
  • Not being able to afford the textbook.
  • Lamenting about not only having to buy an expensive textbook, but also having to read the textbook in spite of being far more adapted to acquiring information on demand (like a Google search) and via more interactive avenues (like educational videos on YouTube).
  • Seeing little value in textbooks. This idea is so pervasive among students that many avoid buying their required textbooks all together. For example, my older brother recently graduated from a well-known community college on the mainland and always boasts that he managed to acquire a B.S. in Education with a ‘B’ average, without ever buying a single required textbook!
  • Unwillingness to commit to my course with full 100% effort in the beginning of the semester because of “not having the book yet”.

Mind you, this list does not even touch upon the multitude of possible instructor gripes!

I soon learned from Jayne that this seemingly magical way of avoiding textbook drama was through providing Open Educational Resources (OERs) to students rather than assigning a traditional (paid) textbook. She then showed me how to search for free, open textbooks as well as how to make them available to my students. Unfortunately, I could not find an anthropology OER textbook, as anthropology is not one of the more “popular” college disciplines like psychology, math, and writing. I quickly abandoned my OER dreams until last Spring semester, when I took the Go Open, Go Free Using OER workshop series at Leeward CC, facilitated by the EMC and Library. If you’re interested, this workshop series will be offered again in the spring semester. Register at: https://www.eventbrite.com/e/go-open-go-free-using-oer-spring-2017-registration-28872347970.

In the workshop series, I was guided through the process of curating a set of my own free, OERs. I learned that I no longer had to wait around for a perfect OER textbook to materialize; I could collect my course OERs myself! I loved the freedom and creativity involved in being able to pick and choose my course materials. With a traditional textbook, I disliked that so much of the content covered in the textbook was content that did not align with my Course Learning Outcomes (CLOs), and therefore, I would never assess. Why assign a dense textbook chocked full of material that is irrelevant to the goals of the course? With OERs, I was able to choose a set of relevant and diverse resources – academic journal articles, podcasts from NPR, latest blogs from professional anthropologists currently out in the field, and information from credible anthropological websites like National Geographic. I am lucky that in my discipline of anthropology, many of us have made a commitment to Open Access. In fact, many anthropologists are starting to avoid the traditional publishing route and make their research openly available. And yes, much of these resources that I now assign as part of my set of OERs have earned the esteem of being “peer reviewed”. And no, not a single student from any of the six course sections that I have transitioned to OER in has complained about not having access to online resources.

I personally believe that my ultimate goal with my introductory level anthropology courses here at Leeward CC is to inspire students to have a life-long appreciation and understanding of anthropology, whatever their academic or career paths may be. I personally believe that adapting to student needs by providing curated, relevant, and credible OERs in a variety of content types was an important step in helping me work towards this goal.

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