Dr. Jim Haendiges ENGL 1010 Introduction to Writing

Course ID: [Course name/number linked to descriptor]

Instructor Open Textbook Adoption Portrait

Abstract: This open textbook has been adopted in a [DISCIPLINE] course for [UNDERGRADUATE/GRADUATE] students by [NAME OF INSTRUCTOR] at [NAME OF INSTITUTION]. The open textbook provides [brief description of highlights and any instructor supplements]. The main motivation to adopt an open textbook was [supply reason]. Most student access the open textbook in [format and/or access method].

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Textbook Title:

I utilized the following OER texts in my English 1010 course:

• The Art of Academic Writing by Mike Peterson
• Oregon Writes: Open Writing Text by Jenn Kepka

Cost savings: These texts were free resources, so the cost benefit was great for the students!

Curricular changes: Since I have not taught English 1010 for several years, I was willing to let the OER sources direct my course assignments. Primarily, I used Mike Peterson’s to outline my assignment sequence. Mike is an expert in developmental composition and he was the previous department chair of English at UT, so I trusted his recommendations on the types of writing assignments listed in his OER. Additionally, I based my course theme around curiosity and asking questions; so I assigned weekly thread responses to help students read the OER texts and ask questions about the materials.

Teaching and learning impacts: 

In some ways, I felt like the OER texts took the attention away from the text and brought the focus of the course back to key elements and best practices in writing. I was able to use the OER texts as supplemental information rather than a directive to teach certain concepts and readings. In other words, the OER texts gave me the freedom to teach the concepts I wanted to teach.

In my experiences with traditional texts and Inclusive Access, the course text was a distraction at times from the main message of the course. A traditional text has different editions and I often felt pressured to teach large portions of the text because the students bought the book. Meanwhile, Inclusive Access involved a new platform outside of Canvas that felt difficult to navigate at times and I sensed a lack of control of materials.

Ultimately, I felt like my teaching effectiveness improved by using OER because I was able to use the OER texts as secondary sources rather than a primary source. As the instructor, I became the primary source. The shift in teaching dynamic helped my students learn from me in a deeper way; and I felt like I was impacting my students in a more significant way (which helps me feel like a better teacher).

OER Adoption Process

Honestly, my main motivation was to try a new approach to text usage in my 1010 class. I have utilized a traditional textbook and I have used Inclusive Access materials from publishers, so I wanted to try OER resources. Of course, I was excited to lower costs for students and I liked the flexibility of using multiple sources linked to my Canvas course. Yet, my main motivation involves experimenting with a new version of a course.  

Student feedback about using OER:  The student feedback was generally positive. The written comment mostly revolved around cost and access. Students made comments like, “[OER materials} were very easy to access and I did not have to pay,” “So much easier to access, we don’t have to carry a textbook around,” and “[OER resources were easier to use and read.” Probably, the most useful critique from student feedback is that one student felt the screen was difficult to read: “Sometimes having [the OER readings] online instead of a physical copy can make it harder to read.” Perhaps OER resources can have printer-friendly versions of the chapters and the university could possibly subsidize student printing costs.

Instructor Name:

Jim Haendiges

Jim enjoys teaching and mentoring students in writing. He primarily teaches courses within the Professional and Technical Writing emphasis in the English department at UT. Jim also serves as the Department Chair of the English Department.