Tag Archives: MaricopaOER

Making Progress: SIS Search Integration for OER Materials

In 2014, MCCCD became the first college system to incorporate the ability for students to search for no cost and low cost (<$40) course materials, including OER, through the student information system.

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How are Savings for the Maricopa Millions Project Calculated?

To calculate the savings for the Maricopa Millions Project, the following steps are taken each Fall and Spring semester.

  1. Identify the number of sections of each of the 50 highest enrollment courses that use “No cost or Low Cost” materials (i.e. less than $40)
  2. Identify the number of sections of additional developmental education courses (not in the 50 highest enrollment courses) that use “No cost or Low Cost” materials (i.e. less than $40)
  3. Add the number of sections from #1 and #2 above and multiply by 20.  Twenty students is a very conservative estimate for the average class size.
  4. Multiply the result from #3 above by $100.  One hundred dollars is a commonly used dollar amount for average savings per student.

Filter used to help students find “No Cost/Low Cost” course in the class schedule (Links to an external site.).

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Maricopa Millions: $9 M and Still Going




Maricopa Millions OER Project

Saving Maricopa Community College Students $5 $10 Million over 5 Years

Open educational resources (OER) are teaching, learning, and research resources that are copyright-free or have been released under a copyright license that permits others to reuse, revise, remix and redistribute them. Examples of OER include full courses, course modules, syllabi, lectures, homework assignments, quizzes, lab and classroom activities, pedagogical materials, games, simulations, and many more resources contained in digital media collections from around the world.

The goal of the Maricopa Millions project is to radically decrease student costs by offering LOW COST or NO COST options for course materials. Courses designated as NO COST will have no additional cost to the student beyond fees associated with tuition. These might include OER, licensed online resources purchased by the MCCCD for student access, etc.

Well into the 4th year, Maricopa has saved students over $9,000,000. We love typing all those zeros. Although we haven’t officially updated our goal to $10 million, we should easily meet that by the end of year 5.

Each semester, the Maricopa Millions projects issues a call for proposals for grants for faculty to find, adapt, and create OER course materials for their courses. The current rubric is weighted towards high enrollment classes, to make the greatest impact for students. Faculty who are awarded the grants are funded for three main tasks: (1) training in OER, (2) development of their OER course materials, and (3) piloting the materials.

Phase 1: Completed.

  • First-year composition I (ENG101)
  • First-year composition II (ENG102)

Phase 2: Completed.

  • College preparatory reading (RDG091/100)
  • General chemistry lab (CHM130LL)

Phase 3: Completed.

  • Introduction to psychology (PSY101)
  • Introduction to business (GBS151)
  • Preparatory Academic Writing III (ENG091)

Phase 4: Completed.

  • Introductory Biology for Allied Health (BIO156)
  • Fundamental Chemistry (CHM130)
  • Healthful Living (HES100)

Phase 5: Pilot

  • General Chemistry (CHM15x)
  • Introduction to Statistics (PSY230)

Phase 6: Development

  • Elementary Spanish (SPA101)
  • Introduction to Human Anatomy and Physiology (BIO160)
  • College Mathematics (MAT14x)

Phase 7: Development

  • Elements of Statistics (MAT206)
  • Introduction to Criminal Justice (AJS101)
  • Public Speaking (COM225)

We’ll be sharing these OER course to Canvas Commons by the end of this semester. Learn more about the project at http://maricopa.edu/oer

OER Math at Phoenix College

Blog Post from James Sousa, Math Faculty, Phoenix College:  

Image from JAMIE DYRA

I have been a part of creating 11 OER math courses.  Many of the courses can be found as template courses on MyOpenMath.com.  Each course consists of an eBook, online homework, video lessons and video examples.  In the development process of each course, my contribution was the creation of videos to support the course topics. All of my videos can be found at mathispower4u.com.  Almost all of the other course content was created by other dedicated faculty members that were willing to openly license and share their work.  While there was a consider amount of upfront work to create these courses, the effort to create each course was well worth it.  

Now that the courses are complete, the focus is to make each course better each semester rather than dealing with new editions of publisher textbooks.  The OER courses have saved students from having to buy a textbook.  More importantly, every student has all of the resources they need to be successful on the first day of class or before.  This allows learning to begin on day one!  If you would like to learn more about teaching with OER and creating OER course materials, you may want to consider completing the free course:  Becoming an open educator.  This course will address the following topics:

  1. What is ‘open’ education?
  2. Why use open practices and resources?
  3. Using open educational resources Unit content
  4. How to create and share open educational resources
  5. Putting ‘open’ into practice