The Leonard Lief Library has actively supported faculty in adopting and developing Open Educational Resources since Fall 2016. This work was originally supported by Strategic Initiative Funds provided by Academic Affairs and New York State. Since then, dozens of Lehman instructors have taught hundreds of classes with OER.
OER Resources at Lehman College
Learn how Lehman College and the Leonard Lief Library are working to increase support and awareness of Open Educational Resources. In this video, you will see how faculty are using OER in their courses, how students benefit from the adoption of OER, and what support is available.
Faculty Stories
Read from some of the faculty who have already started working with OER materials in their courses.
“The textbook I was using for my course was around $200. Most students weren’t buying it, or at least they weren’t buying the new version. On a weekly basis, students had trouble extracting important information from the textbook. [In] the ZTC resource that the library helped me find, there was an encyclopedia of different regions of the world. Instead of having each students read one chapter, I was able to assign groups of two or three to a particular country, which helped generate discussion. The OER/ZTC initiative has made me a better teacher, it has made students more engaged learners, and it’s going to save them money.” Explore Professor Burt’s OER Foods and Foodways of Culture Course now.
Katherine Burt
“When I was a student, it was very difficult for me to obtain books. So I decided to adopt Open Educational Resources. Open Educational Resources mean books are available on the first day of class, for all students, at no cost. They are accessible anywhere: students can study whenever they have a few minutes between classes. I had the liberty of finding different sources for the same topic. I was able to choose among many sources what I thought was best.” Learn more about how Professor Nuñez-Torres has integrated OER into his Introduction to Macroeconomics Course.
Alexander Nuñez-Torres
Frequently Asked Questions
Review some of the most frequently asked questions about OER. Select the question text to reveal the answer.
Where should I start?
Start small. Survey the materials and assignments you currently have and then research databases and repositories to find OER materials that could replace and/or enhance current materials. Start with one module and get feedback on how the students responded to the materials and/or assignments. Iterate on your design and then try expanding into the next module.
What is considered OER?
Sometimes OER can get confused with freely available materials that are available online. While those items may be “free” they are not considered OER because of their copyright and licensing restrictions. What differentiates OER materials is the open licensing distinctions.
Can OER just be used online?
No, many materials have ways of downloading and printing if you would like to leverage OER materials in an in-person and/or hybrid class.
How do I find high quality OER?
OER may vary in quality and/or need, however, studies have shown that reducing barriers to course materials and engaging students can be beneficial for students’ academic success.
What is open pedagogy?
Open pedagogy asks to students to contribute to the knowledge gathering and sharing in a course. Students could author and/or edit materials for future classes/students to review and engage with.
Getting Started
How can you get started on your OER journey? We encourage you to look through the three ways (big & small) that you can start your path to making your courses more accessible, through content.
Review Resources
Before you begin, we encourage you to look through the resources from the library LibGuide on OER. This is a great resource with several areas to explore.
Get Involved
Not sure where to begin? We would encourage you to attend upcoming webinars and workshops.
Let’s Chat
Need to talk to someone about where to begin? Click on the link to complete a brief form and schedule an appointment.
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