2026 Open Education Conference

Open Education often assumes people already know where to begin, have time to spare, and are not doing the work alone. In practice, those “in-between” moments decide whether participation becomes possible or quietly stalls.

In this session, I share a set of mini structures that make Open Education enterable without lowering rigor: bounded, human-sized supports that reduce ambiguity and isolation right when they show up. Drawing from two semesters of program design at a Hispanic-Serving Institution, I will introduce four reusable “hinge details” (time containers, “what counts” guidance, risk reduction, and documentation-as-scaffolding) and show concrete artifacts that bring them to life (mini-lessons, trackers, evaluation lenses, and landscape briefs).

Participants will complete a quick “hinge audit” of one real initiative (onboarding, workshops, mini-grants, badges, faculty support, or student engagement) and leave with 2–3 small changes they can implement in the next 30 days.

Attendees of this session will be able to:

• Identify the “threshold moment” where participation stalls in an Open Education initiative (not knowing where to start, starting alone, or both).
• Apply four mini-structure design patterns (bounded time containers, “what counts” guidance, risk reduction, and documentation-as-scaffolding) to reduce ambiguity and isolation without lowering rigor.
• Draft 2–3 mini structures (for example: a mini-lesson, starter tracker, evaluation lens, template, or office hour) that make entry into their initiative more doable.
• Build a simple support loop for their context (Learn → Try → Document → Reflect → Get support) that replaces private heroics with visible, reusable infrastructure.
• Name one concrete change they can implement in the next 30 days to make Open Education more enterable in their program or department.

How much does developing a “z-degree” really cost? This session, led by a state OER grant program manager, will explore the average costs, timelines, and return on investment from zero textbook cost degree development projects across multiple institutions and disciplines. Half of Colorado public institutions of higher education are in progress on zero textbook cost degrees. The presentation will examine associate and bachelor’s degrees converted to zero textbook cost through state funding. Attendees will gain knowledge about and confidence in estimating development costs for their own z-degrees. Since it is unlikely to receive a blank check for funding, it is the hope that many attendees will use what they learn from the session to successfully advocate for accurate, reasonable funding to efficiently create z-degrees at their institution.

Attendees of this session will be able to:

• Attendees will gain understanding in average costs of developing zero textbook cost degrees.
• Attendees will gain confidence in estimating costs for a new zero textbook cost degree and advocating for that funding.

Before an institution can act on textbook affordability, it needs local evidence that names the problem in its own students' voices. This session shares the design and early findings of a sequential explanatory mixed-methods landscape study that quantifies how course material costs shape the academic decisions of first-generation, Pell-eligible, and racially minoritized undergraduates at a regional public university. Phase 1 adapts a validated campus-wide survey instrument to measure cost-avoidance behaviors, financial stress, and impacts on course registration, persistence, and grades. Phase 2 uses focus groups to surface the lived experience behind the numbers. Attendees will leave with a replicable study blueprint, a vetted survey instrument, and concrete strategies for translating local data into institutional momentum for OER adoption and equity-focused open education policy.

Attendees of this session will be able to:

• Articulate why localized, disaggregated data on textbook affordability are essential for advancing institutional OER and open education initiatives.
• Describe a replicable sequential explanatory mixed-methods design for studying course material costs at their own institution.
• Identify key survey constructs — cost-avoidance behaviors, financial stress, and impacts on academic progression — and locate a validated instrument they can adapt.
• Apply strategies for recruiting and centering first-generation and low-income student voices in qualitative follow-up research.
• Translate institutional landscape findings into actionable recommendations for faculty, administrators, and policy advocates.

The scholarship of open education often considers how and why educators adopt or create open educational resources, as well as the immediate impact on student savings and learning outcomes. But less often examined is the space between single decisions about course materials and a sustained transformation in teaching practices. What factors encourage the persistent use of OER over time? Inspired by survey data from participants in a library-administered incentive program supporting the use of OER and affordable course materials, this presentation examines how to bridge initial adoption and long-term pedagogical change. Librarian presenters will share data and practical recommendations alongside a faculty member describing her own use and creation of OER. Pairing program-level findings with faculty experience, this session argues that strategic open education work must foster not only access and affordability, but also conditions that help OER become part of ongoing teaching practices.

Attendees of this session will be able to:

• Summarize the findings of a survey of faculty participants in a library-administered incentive program at a single institution.
• Reflect on how open education initiatives can be structured to sustain adoption over time.
• Evaluate their own institution’s strengths and weaknesses in supporting ongoing transformation as well as initial decisions to adopt, adapt, or create.
• Brainstorm strategies for supporting faculty in continuing to use OER materials after the initial adoption.

This study bridges academia, industry, and public sectors through OER development for municipal drinking water workforces. We created learning modules for continuing education, co-developed with industry professionals. These modules are built by and with users, closely considering their end use throughout the creation process. We show that while OERs advance accessibility for learners, digital commoning through boundary organizations also ensures that users can contribute to or create content that reflects their community’s concerns, historical knowledge, and specific skills.

The presentation reports on use of Gala, an open educational tool, to collaboratively design learning modules on water flushing and disinfectant by-products for water utility professionals. These modules were conceived in university partnerships with civic utilities, developed and beta-tested in partnership with boundary organization The Water Tower via a networkshop and in-person piloting in Spring 2026.

Attendees of this session will be able to:

• Understand the importance of bridging academic and technical pedagogical pathways, particularly for the public sector.
• Ideate a method of collaborating with intersectoral partners to develop learning tools intended for workforce development and on-the-job training.
• Understand the co-creation process for building OERs, from research and early development, to alpha and beta testing, to piloting and launching.
• Participate in educational digital commons through Gala as a platform for hosting collaborative and living case studies.

This presentation introduces a multi-campus OER Advocacy Student Fellowship Program across five California State University campuses. Initially funded by a Michelson 20MM Spark Grant, the initiative centers student voices by preparing undergraduate fellows to lead advocacy for OER. Student Fellows receive training, mentorship, and institutional support to design and implement campus-based projects while collaborating on a statewide advocacy effort, such as a policy proposal to the California State Student Association. The program also strengthens the CSU’s Affordable Learning Solutions (AL$) framework by meaningfully integrating student leadership, expanding opportunities for student engagement and impact.

Attendees will hear from both the faculty coordinators and the student Fellows themselves about the program’s design, implementation, and early outcomes, as well as strategies for scaling a sustainable, student-led OER advocacy model across higher education systems.

Attendees of this session will be able to:

• Understand the fellowship model: Participants can describe the structure, goals, and key components of a multi-campus fellowship program, including alignment with equity and affordability initiatives.
• Identify effective recruitment, training, and support strategies: Participants learn approaches for recruiting, training, and mentoring student fellows to lead OER advocacy efforts.
• Analyze student-led advocacy in practice: Participants examine how student fellows design and implement campus-based projects and contribute to broader initiatives such as statewide policy proposals.
• Evaluate strategies for scalability and sustainability: Participants can assess how this multi-campus model can be adapted, scaled, and sustained within their own institutional or system-wide contexts.
• Apply student-centered approaches to OER initiatives: Participants gain actionable insights to integrate student leadership into existing affordability frameworks to enhance impact and inclusivity.