12 Rubric Category: Leadership & Accountability

• Not Present: 
  • There is no assessment of OER and its role in advancing equity.
  • No support for or identification of designated roles for assessment responsibility, nor how leadership is accountable for acting on results.
  • Student success data for OER (i.e., cost, outcomes, utilization, and perceptions) courses is not collected, disaggregated, analyzed, shared with the community, or input into planning and budgeting processes.
• Beginning: Assessment of OER and its role in advancing equity is beginning, with some attention paid to the following:
  • Who is responsible and accountable for assessment.
  • Cost savings to students using OER.
  • Perception of OER through student and/or faculty satisfaction surveys.
  • Diversity of faculty and staff engaging with OER
• Emerging: More coordinated assessment of OER and its role in advancing equity is taking place, both quantitative and qualitative, including much of the following:
  
  • Cost savings to students.
  • ROI formula developed to track $$ savings to units and/or institution.
  • Utilization data, including # of OER courses/sections, increase in faculty adoption.
  • Student performance and success data collected for OER courses and academic programs, focused on: student enrollments in OER courses/sections; changes in DFW rates; and overall GPAs; subsequent course performance.
  • Qualitative assessment of OER usage through student and faculty surveying.
  • For both student and faculty engagement, data are disaggregated by populations, including race/ethnicity, gender, income ability, and geographic location.
  • In addition to support for designated assessment roles and responsibilities, leadership assumes accountability for acting on assessment results.
• Established: Comprehensive quantitative and qualitative assessment plan is in place across units and/or institution-wide that includes:
  • Leadership accountability for acting on results.
  • Sustained support for assessment roles and practice.
  • Cost savings to students.
  • Institution-wide ROI formula in place to track cost savings to units and/or institution.
  • Utilization of data, including # of OER courses/sections, increase in faculty adoption; participation in and impact of professional development.
  • Student performance and success data collected for OER courses and some programs, focused on: student enrollments in OER courses/sections; changes in DFW rates; and overall GPAs; subsequent course performance; impact on retention and graduation rates.
  • Qualitative assessment of OER usage through student and faculty surveying.
  • For both student and faculty engagement, data are disaggregated by populations, including race/ethnicity, gender, income, ability, geographic location.
  • Data are disaggregated by academic programs, including Gen Ed, gateways courses and majors.
  • Data are analyzed for improvement opportunities and shared with the institutional community and system.
  • Data are utilized in strategic planning and budgetary decisions.
  • Assessment plan is institutionalized and made public in ways that promote sustainability and continuous reinforcement through data, action, improvement and scaling.

(strategic planning and budgeting, policy, staffing, infrastructure, funding, professional development, recognition and rewards, and sustainability of OER as contributor to advancing equity)

• Not Present: 
  • No efforts have been made to address Equity and OER through a leadership commitment to continuous improvement in terms of policy, staffing, infrastructure, funding, professional development, recognition and rewards, and sustainability.
• Beginning: Leadership has stated a public commitment to OER and Equity, and is beginning to address ad hoc attention to several key areas, for example:
  • Limited funding for staffing, infrastructure, faculty incentives, and professional development
  • Student-facing or academic policy, including faculty recognition and rewards
  • Some conversations with institutional stakeholders, including library, student groups, individual departments
• Emerging: Strategic planning and budgeting is underway to ensure equity-driven continuous improvement in the form of:
  • Establishment of equity goals for OER engagement by student and faculty and staff
  • OER Staffing and infrastructure
  • Professional development for faculty and staff
  • Policy changes to institutionalize OER engagement, including those impacting students, faculty and student governance, faculty tenure and promotion, etc.
  • Leadership-led engagement of institutional stakeholders, including faculty senates, deans, student groups, libraries, student affairs, business affairs, administrators, etc.
  • Leadership evaluation includes attention to progress on OER-Equity goals.
  • Solid plan for continuous improvement initiated, but is not deep, pervasive, or consistent
• Established:
  • Leadership takes responsibility for progress on OER-Equity goals, including student and faculty engagement across disaggregated populations; ROI and budgetary goals; review and updating of policy and practice; and improvements to strategic planning and funding commitments.
  • Leadership is regularly evaluated on progress on OER-Equity goals.
  • Continuous improvement is publicly demonstrated through leadership commitment that is deep, pervasive, consistent, sustainable and scalable.
  • At the same time, recognizing OER culture as a contributor to advancing equity is so institutionalized that it will not be impacted by leadership changes.