Publications

The study explores the efficacy of no-cost/low-cost (NCLC) programs on student credential completion and persistence. The study looked at student-level data between the fall 2014 and 2021 academic year at a community college in the West. A retrospective cohort design with multivariate logistic regression and survival analysis was used to investigate the influence of attempted NCLC  on student completion. Findings indicate that students, across all demographic categories, who attempt NCLC credits increase their likelihood of graduation with a significant impact for older students. Our findings also indicate that student NCLC credits do not decrease time-to-completion compared to students who do not participate in NCLC credits. Students who participated in NCLC programs, however, graduated at a higher rate than those who did not participate. In this article, we provide recommendations for policy, practice, and research on the use of NCLC and its impact on student outcomes. Authors include Liliana Diaz Solodukhin, Colleen Falkenstern, and Patrick Lane from WICHE’s Policy Analysis and Research unit, who partnered with JG Research & Evaluation.

Published by the Journal of Open Educational Resources in Higher Education, https://doi.org/10.31274/joerhe.17772.

This report outlines a set of recommendations for the development and implementation of open and affordable course marking based on conversations with a nationally representative group of institutional, system, and state experts in course marking. Five steps critical to the development of a course marking process are outlined and detailed, along with takeaways designed to help those interested in developing and implementing course marking.

Renewable assignments are student created artifacts that have value outside of courses. However, more empirical inquiry in renewable assignments grounded in theoretical frameworks is necessary. In this study, students (N = 69) engaged in renewable assignments and were asked to report on their perceptions based on the self-determination theory of motivation and social justice principles.

Informed by institutional, state, and national leaders, this report examines six principles to help define efforts to identify savings and ROI from OER investments. The report offers two frameworks for making those calculations, which can be adapted to local interests and needs.

A November 2021 report by Liliana Diaz Solodukhin of WICHE, which examines the responsible use of COVID-19 Emergency Relief Funds towards OER. This report utilizes institution and state case studies, and looks into the benefits OER provides. These include increased student success and institutional efficiency, and how it plays an important role in achieving postsecondary strategic goals and state policy priorities.

This report is intended for dual and concurrent enrollment stakeholders and open educational resource stakeholders, at the state and local level (representing both K-12 and postsecondary partners) who are interested in exploring or expanding upon the use of open educational resources in their courses, including through dual and concurrent enrollment partnerships.

While there is no one-size-fits-all policy, model or practice in Open Education, several New England states engaged in this work have identified and demonstrated practical approaches to successfully advance initiatives at both the state and institution level. This regional analysis shares exemplars and observations of sound practices observed by NEBHE Fellow for Open Education, Lindsey Gwozdz.

In March 2020, the four regional higher education compacts convened two focus groups with key stakeholders, including representation from organizations working in the OER space, accreditors and state policymakers, to gather insights for the development of a national environmental scan and gap analysis.