6 Survey Results: Executive Summary
Only seven institutions reported sharing the results of their assessment efforts. A variety of
methods have been used, including public websites, publications, conference presentations, presentations
at faculty teaching events, and reports for senior administrators. The current assessment and reporting
environment provides opportunities for more coordinated efforts both on and across various campuses to
better demonstrate the benefits and impacts of ACC/OER.
ACC/OER Support Services and Educational Efforts
Forty-two respondents answered a question about the types of ACC/OER support activities their libraries
provide or plan to provide. Forty answered a question their educational services for faculty. Many of the
most implemented or planned for services and educational efforts are tied to existing library services or
could be considered an expansion of traditional services. For example, the two support activities most
commonly implemented or planned for in the future are copyright/open licensing consultation and
reserves software and services (at over 90% of responding institutions). Searching and finding affordable
content (83%), local repositories for openly licensed content (81%), educating users about affordable
content topics or working with student advocacy groups (~70%) or purchasing additional course materials
(60%) all might be considered extension or expansions of many existing library services as well. Activities
that require a larger investment have not been implemented or planned for as widely, e.g., software
systems for publishing openly licensed content (43%) or staff support for publishing the same (36%).
Educational services implemented or planned for reflect topics that closely align with the
support activities mentioned above. Author’s rights (100%), open licensing (90%), depositing open
materials (88%), open publishing options (83%), and copyright contract negotiation (68%) are all
covered at over three quarters of the responding institutions. Educational services focused on innovative
pedagogy are much less likely to be covered (35%).
Faculty Engagement Strategies
Effective faculty engagement strategies focus primarily on training and outreach opportunities.
Respondents indicated that training on ACC/OER has been provided as part of stand-alone training and
programming and integrated into existing programming, notably copyright training and liaison services.
Many respondents indicated that Open Education Week and Open Access Week have provided good
opportunities for programming. Unique strategies include leveraging e-book licensing to share texts with
faculty for course integration, targeted outreach to faculty who use course packs, and including OER in
faculty development programs for courses transitioning to online delivery.
Library Staffing
Not surprisingly, there was some variation among responding institutions regarding library staff
involvement with ACC/OER initiatives. The home department(s) within most libraries varies however,
some patterns emerged. The majority of the 41 respondents reported staff contributions to ACC/OER
initiatives from scholarly communications (83%), library liaisons (73%), and public services/reference
(54%). Teaching and learning departments at 20 institutions (49%) contribute to ACC/OER initiatives as
well. In addition, several respondents indicated that the copyright office, library IT, and marketing also
contribute staff to ACC/OER initiatives.
There was great variation among the 33 responding libraries with regard to the number of
staff contributing to ACC/OER initiatives. Responses ranged from 1 to 25 staff, with a median of 6. The
comments indicate that the higher number of staff involved reflect liaison or outreach programs in which
ACC/OER are integrated in the full suite of services and partnership opportunities provided.
Of particular note is the range of positions that support ACC/OER initiatives at the responding
libraries. Each respondent was asked to report the titles of up to five library staff who are involved. Forty
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