Learning to be open: instructor growth through open pedagogy

References

• Batool, T., Noureen, G., & Ayuob, Z. (2019). Relating learner empowerment with learner self-regulation learning in higher education. Review of Economics and Development Studies, 5(4), 755–766.
   Google Scholar
• Brooks, C. F., & Young, S. L. (2011). Are choice-making opportunities needed in the classroom? Using self-determination theory to consider student motivation and learner empowerment. International Journal of Teaching and Learning in Higher Education, 23(1), 48–59.
   Google Scholar
• Broom, C. (2015). Empowering students: Pedagogy that benefits educators and learners. Citizenship, Social and Economics Education, 14(2), 79–86. https://doi.org/10.1177/2047173415597142
   Google Scholar
• Brownell, S., & Tanner, K. (2012). Barriers to faculty pedagogical change: Lack of training, time, incentives, and … tensions with professional identity? CBE—Life Sciences Education, 11(4), 339–346. https://doi.org/10.1187/cbe.12-09-0163
   PubMed Web of Science ®Google Scholar
• Burgh, G. (2014). Democratic pedagogy. Journal of Philosophy in Schools, 1(1), 22–44. https://doi.org/10.21913/JPS.v1i1.990
   Google Scholar
• Burton, K., Lydon, J., D’Alessandro, D., & Koestner, R. (2006). The differential effects of intrinsic and identified motivation on wellbeing and performance: Prospective, experimental, and implicit approaches to self-determination theory. Journal of Personality and Social Psychology, 91(4), 750–762. https://doi.org/10.1037/0022-3514.91.4.750
   PubMed Web of Science ®Google Scholar
• Charmaz, K. (2012). The power and potential of grounded theory. Medical Sociology Online, 6(3), 2–15.
   Google Scholar
• Couros, A., & Hildebrandt, K. (2016). Designing for open and social learning. In G. Veletsianos (Ed.), Emergence and innovation in digital learning: Foundations and applications. Athabasca University Press. https://www.aupress.ca/books/120258-emergence-and-innovation-in-digital-learning
   Google Scholar
• Cox, G., & Trotter, H. (2017). An OER framework, heuristic and lens: Tools for understanding lecturers’ adoption of OER. Open Praxis, 9(2), 151–171. https://doi.org/10.5944/openpraxis.9.2.571
   Web of Science ®Google Scholar
• Cramer, R. J., & Prentice-Dunn, S. (2007). Caring for the whole person: Guidelines for advancing undergraduate mentorship. College Student Journal, 41(4), 771.
   Google Scholar
• Cronin, C. (2017). Openness and praxis: Exploring the use of open educational practices in higher education. The International Review of Research in Open and Distributed Learning, 18(5), 15–34. https://doi.org/10.19173/irrodl.v18i5.3096
   Web of Science ®Google Scholar
• DeRosa, R., & Robison, S. (2017). From OER to open pedagogy: Harnessing the power of open. In R. Jhangiani & R. Biswas-Diener (Eds.), Open: The philosophy and practices that are revolutionizing education and science (pp. 115–124). Ubiquity Press.
   Google Scholar
• DeRosa, R., & Jhangiani, R. (n.d.). Open pedagogy. http://openpedagogy.org/open-pedagogy
   Google Scholar
• Eickholt, J. (2018). Barriers to active learning for computer science faculty. Cornell University. ArXiv, abs/1808.02426, 2018. https://arxiv.org/pdf/1808.02426.pdf
   Google Scholar
• Elder, A. (2019). The OER starter kit. Iowa State University Digital Press. https://iastate.pressbooks.pub/oerstarterkit.
   Google Scholar
• Gopalan, C., Bracey, G., Klann, M., & Schmidt, C. (2018). Embracing the flipped classroom: The planning and execution of a faculty workshop. Advances in Physiology Education, 42(4), 648–654. https://doi.org/10.1152/advan.00012.2018
   PubMed Web of Science ®Google Scholar
• Hanover Research. (2014). Strategies for improving student retention. https://www.hanoverresearch.com/media/Strategies-for-Improving-Student-Retention.pdf
   Google Scholar
• Hegarty, B. (2015). Attributes of open pedagogy: A model for using open educational resources. Educational Technology. https://www.scribd.com/doc/276569994/Attributes-of-Open-Pedagogy-A-Model-for-Using-Open-Educational-Resources
   Google Scholar
• Hendricks, S., & Wangerin, V. (2017). Concept-based curriculum: Changing attitudes and overcoming barriers. Nurse Educator, 42(3), 138–142. https://doi.org/10.1097/NNE.0000000000000335
   PubMed Web of Science ®Google Scholar
• Hernandez, P. R., Bloodhart, B., Barnes, R. T., Adams, A. S., Clinton, S. M., Pollack, I., Godfrey, E., Burt, M., Fischer, E. V., & Jadhao, S. B. (2017). Promoting professional identity, motivation, and persistence: Benefits of an informal mentoring program for female undergraduate students. PloS One, 12(11), e0187531. https://doi.org/10.1371/journal.pone.0187531
   PubMed Web of Science ®Google Scholar
• Howard, J., Bureau, J., Guay, F., Chong, J., & Ryan, R. (2020). Student motivation and associated outcomes: A meta-analysis from self-determination theory. Perspectives on Psychological Science. Unpublished manuscript.
   Google Scholar
• Jaschik, S., & Lederman, D. (2019). The 2019 inside higher ed survey of faculty attitudes on technology: A study by Gallup and inside higher ed. https://www.insidehighered.com/booklet/2019-survey-faculty-attitudes-technology
   Google Scholar
• Kardash, C. M. (2000). Evaluation of undergraduate research experience: Perceptions of undergraduate interns and their faculty mentors. Journal of Educational Psychology, 92(1), 191. https://doi.org/10.1037/0022-0663.92.1.191
   Web of Science ®Google Scholar
• Khandkar, S. (n.d.). Open coding. http://pages.cpsc.ucalgary.ca/~saul/wiki/uploads/CPSC681/open-coding.pdf
   Google Scholar
• Klein, C., Lester, J., & Nelson, J. (2020). Leveraging organizational structure and culture to catalyze pedagogical change in higher education. In K. White, A. Beach, N. Finkelstein, C. Henderson, S. Simkins, L. Slakey, M. Stains, G. Weaver, & L. Whitehead (Eds.), Transforming institutions: Accelerating systemic change in higher education. Pressbooks. http://openbooks.library.umass.edu/ascnti2020
   Google Scholar
• Law, D. D., Hales, K., & Busenbark, D. (2020). Student success: A literature review of faculty to student mentoring. Journal on Empowering Teaching Excellence, 4(1), 6.
   Google Scholar
• Martin, T., & Kimmons, R. (2020). Faculty members’ lived experiences with choosing open educational resources. Open Praxis, 12(1), 131–144. https://dx.doi.org/10.5944/openpraxis.12.1.987
   Web of Science ®Google Scholar
• Mays, E. (2017). Student rights and faculty responsibilities. In E. Mays (Ed.), A guide to making open textbooks with students. Rebus Community. https://press.rebus.community/makingopentextbookswithstudents
   Google Scholar
• McKinsey, E. (2016). Faculty mentoring undergraduates: The nature, development, and benefits of mentoring relationships. Teaching & Learning Inquiry, 4(1), 1–15. https://doi.org/10.20343/teachlearninqu.4.1.5
   Web of Science ®Google Scholar
• Monarrez, A., Morales, D., Echegoyen, L. E., Seira, D., Wagler, A. E., & Hatfull, G. F. (2020). The moderating effect of faculty mentorship on undergraduate students’ summer research outcomes. CBE—Life Sciences Education, 19(4), ar56. https://doi.org/10.1187/cbe.20-04-0081
   PubMed Web of Science ®Google Scholar
• Murphy, L., & Rose, D. (2018). Are private universities exempt from student concerns about textbook costs? A survey of students at American University. Open Praxis, 10(3), 289–303. http://dx.doi.org/10.5944/openpraxis.10.3.866
   Web of Science ®Google Scholar
• Nascimbeni, F., & Burgos, D. (2016). In search for the open educator: Proposal of a definition and a framework to increase openness adoption among university educators. International Review of Research in Open & Distance Learning, 17(6), 1–17. https://doi.org/10.19173/irrodl.v17i6.2736
   Google Scholar
• Open Education Group. (n.d.). OER-enabled pedagogy. https://openedgroup.org/oer-enabled-pedagogy
   Google Scholar
• Padhi, N. (2018). Acceptance and usability of OER in India: An investigation using UTAUT model. Open Praxis, 10(1), 55–65. http://dx.doi.org/10.5944/openpraxis.10.1.623
   Web of Science ®Google Scholar
• Paskevicius, M., & Irvine, V. (2019). Open education and learning design: Open pedagogy in praxis. Journal of Interactive Media in Education, 2019(1). https://doi.org/10.5334/jime.512
   Web of Science ®Google Scholar
• Pino-James, N. (2018). Evaluation of a pedagogical model for student engagement in learning activities. Educational Action Research, 26(3), 456–479. https://doi.org/10.1080/09650792.2017.1354771
   Web of Science ®Google Scholar
• Ramirez, J. J. (2012). The intentional mentor: Effective mentorship of undergraduate science students. Journal of Undergraduate Neuroscience Education, 11(1), A55.
   PubMedGoogle Scholar
• Raposa, E. B., Hagler, M., Liu, D., & Rhodes, J. E. (2021). Predictors of close faculty-student relationships and mentorship in higher education: Findings from the Gallup-Purdue Index. Annals of the New York Academy of Sciences, 1483(1), 36–49. https://doi.org/10.1111/nyas.14342
   PubMed Web of Science ®Google Scholar
• Riihimaki, C., & Viskupic, K. (2020). Motivators and inhibitors to change: Why and how geoscience faculty modify their course content and teaching methods. Journal of Geoscience Education, 68(2), 115–132. https://doi.org/10.1080/10899995.2019.1628590
   Google Scholar
• Seraphin, S., Grizzell, J., Kerr-German, A., Perkins, M., Grzanka, P., & Hardin, E. (2019). A conceptual framework for non-disposable assignments: Inspiring implementation, innovation, and research. Psychology Learning and Teaching, 18(1), 84–97. https://doi.org/10.1177/1475725718811711
   Google Scholar
• Shadle, S., Marker, A., & Earl, B. (2017). Faculty drivers and barriers: Laying the groundwork for undergraduate STEM education reform in academic departments. International Journal of STEM Education, 4(8). https://doi.org/10.1186/s40594-017-0062-7
   Web of Science ®Google Scholar
• Skjott Linneberg, M., & Korsgaard, S. (2019). Coding qualitative data: A synthesis guiding the novice. Qualitative Research Journal, 19(3), 259–270. https://doi.org/10.1108/QRJ-12-2018-0012
   Web of Science ®Google Scholar
• Spilovoy, T., Seaman, J., & Ralph, N. (2020). The impact of OER initiatives on faculty selection of classroom materials. WCET and Bay View Analytics. https://www.onlinelearningsurvey.com/reports/impactofoerinitiatives.pdf
   Google Scholar
• Sunal, D., Hodges, J., Sunal, C., Whitaker, K., Freeman, L., Edwards, L., Johnston, R., & Odell, M. (2001). Teaching science in higher education: Faculty professional development and barriers to change. School Science and Mathematics, 101(5), 246–257. https://doi.org/10.1111/j.1949-8594.2001.tb18027.x
   Google Scholar
• Tagg, J. (2012). Why does the faculty resist change? Change: The Magazine of Higher Learning, 44(1), 6–15. https://doi.org/10.1080/00091383.2012.635987
   Google Scholar
• Tillinghast, B. (2020). Developing an open educational resource and exploring OER-enabled pedagogy in higher education. IAFOR Journal of Education: Technology in Education, 8(2), 159–174. https://doi.org/10.22492/ije.8.2.09
   Google Scholar
• Werth, E., & Williams, K. (2021a). Exploring student perceptions as co-authors of course material. Open Praxis, 13(1), 53–67. http://dx.doi.org/10.5944/openpraxis.13.1.1187
   Web of Science ®Google Scholar
• Werth, E., & Williams, K. (2021b). What motivates students about open pedagogy? Motivational regulation through the lens of Self-Determination theory. In International Review of Research in Open & Distributed Learning. In print.
   Google Scholar
• Wiley, D. (2013, October 21). What is open pedagogy? Improving Learning. https://opencontent.org/blog/archives/2975.
   Google Scholar
• Wiley, D., & Hilton, J. (2018). Defining OER-enabled pedagogy. International Review of Research in Open & Distributed Learning, 19(4), 133–147. https://doi.org/10.19173/irrodl.v19i4.3601
   Web of Science ®Google Scholar
• Wiley, D., Webb, A., Weston, S., & Tonks, D. (2017). A preliminary exploration of the relationships between student-created OER, sustainability, and students’ success. The International Review of Research in Open and Distributed Learning, 18(4). https://doi.org/10.19173/irrodl.v18i4.3022
   Web of Science ®Google Scholar
• Wingo, N., Ivankova, N., & Moss, J. (2017). Faculty perceptions about teaching online: Exploring the literature using the technology acceptance model as an organizing framework. Online Learning, 21(1), 15–35. 10.10.24059/olj.v21i1.761
   Web of Science ®Google Scholar
• Yılmaz, D., & Kılıçoğlu, G. (2013). Resistance to change and ways of reducing resistance in educational organizations. European Journal of Research on Education, 1(1), 14–21.
   Google Scholar