Advisory Model for Open Education in Promotion and Tenure Processes
University System of Georgia faculty are transforming their courses with the adoption, adaptation, and creation of open educational resources and the use of open pedagogy in their instruction. The benefits of this work generate student cost savings and, through both affordability and the innovative types of instruction that openness affords, advances educational equity. A critical part of sustaining this effort in higher education is recognizing the contributions by instructors who use, create, and improve OER as part of their professional work and recognizing how these contributions affect larger strategic priorities.
Affordable Learning Georgia’s Advisory Model for Open Education in Promotion and Tenure Processes is intended to guide faculty as they attempt to include their work with OER in their tenure and promotion (T&P) portfolios. This model is not a mandate for changes in local T&P policies, but it can serve as a guide for T&P committees who wish to add open education-related work into their standards.
For each activity, we have suggested which types of evidence best support the work and whether the contribution could apply to the categories of Scholarship, Teaching, Student Success, and Service.
This model is an adaptation of the OER Tenure and Promotion Model by Amanda Coolidge, Andrew McKinney, and Deepak Shenoy for DOERS3. This adapted model is licensed by Affordable Learning Georgia under a Creative Commons Attribution 4.0 International Public License.
Please direct questions and feedback to Affordable Learning Georgia at email@example.com
Research - Research and Scholarship
Teaching - Effectiveness in Academic Assigned Duties
Success - Student Success
Service - Professional Service
|Adopting OER and/or Open Access Research Articles in a Class or Classes||Results from surveys, grades, and/or assessments to determine how the use of open materials in a course affected student success, student learning, and/or reduced per-student resource costs.||✔||✔|
|Adapting (Revising, Remixing) OER to be Accessible for All Learners, Relevant to Student Needs, and Aligned with Course Learning Outcomes||Results from surveys, grades, and/or assessments regarding the impact the revised materials had on student success and student learning.||✔||✔|
|The revised resources, shared openly and made available for committee review.||✔|
|Creating New and Accessible OER such as Open Textbooks, Ancillary/Supplementary Resources, and Audiovisual Materials||Results from surveys, grades, and/or assessments regarding the impact the created materials had on student success and student learning.||✔||✔|
|New open resources, shared openly and made available for committee review.||✔|
|If this is a peer-reviewed work, documentation on the work’s peer review process from the publishing organization.||✔|
|Improving Engagement and Student Success Through Open Educational Resources||Results from surveys, grades, and/or assessments regarding improved student outcomes, improved student engagement, and innovative instruction.||✔||✔|
|Examples of using open pedagogical practices to leverage openness for student learning.||✔||✔|
|Research in Open Education||Citations and links to research articles related to OER within the discipline and/or the scholarship of teaching and learning (SoTL).||✔|
|Scholarship in Open Education||Citations, links, recordings, and slides of conference presentations and/or papers done to disseminate open education knowledge.||✔|
|Excerpts and links to grant proposals, including budgetary asks and narratives as to how the grant will benefit the department and/or institution.||✔|
|Contributing to Communities of Practice in Open Education||Citations of contributing authorship or peer reviews to institutional, regional, national, or international collaborative open educational resources.||✔|
|References on leadership work within collaborative regional, national, or international open education and disciplinary organizations.||✔|
|Leading Institutional Change Toward Open Education and OER||Letters of recommendation from institutional mentorships on OER.||✔|
|Evidence of institutional actions and committee work related to OER, including a description of the work, evidence of changes as a result of the work, and references on work completed.||✔||✔|
|Departmental or institutional coordination of OER adoption, including OER grant projects.||✔||✔|
|Evidence of participation as an Affordable Learning Georgia Faculty, Library, or Design Champion.||✔|