Sherilynn Moody-Bouwhuis ENGL 2010 Intermediate Writing

The following Google Doc link lists 24 pages of resources including links to OER material and instructor-created material to integrate the OER material into class:

https://docs.google.com/document/d/1MEWFu-C0X8YCv4BnfU56bq0v2QoXMd0QjmteYGM4798/edit?usp=sharing

 There was approximately a $60 savings for students.

Curricular changes: 

The readings are central to what we do in the class, never just “busy work.” It took longer to set up the Canvas course so the readings were easily accessible rather than a hurdle to overcome.

Teaching and learning impacts: 

By utilizing OER, I have been able to curate and customize course materials that align precisely with specific learning objectives, which allows for a more responsive and inclusive teaching approach. The ability to integrate diverse perspectives and current, real-world examples through OER has fostered a more dynamic learning environment where students feel more connected to the contemporary applications of the curriculum.

OER Adoption Process

I’ve been using OER for many years in other courses, and I appreciate the way OER allows me to customize the reading my students do. I can pull from multiple styles of writing and from multiple fields to target the information targets or the reading goals of my curriculum.

Student feedback about using OER:  

I’m not sure that any student who believes that they “never” used the OER materials really understood the question, as there was no way to complete the course assignments without reading the OER. Students submitted annotations on several readings that targeted the curriculum goals.

 Students expressed that they appreciated the cost savings, but when they talked with me, they also could converse well about the different types of readings they did. We spent a lot of time on how to read primary research, supported by the students actually reading primary research, and multiple students expressed that they understood and relied on peer-reviewed academic research much more than they did before the course.

Instructor Name: 

Sherilynn Moody-Bouwhuis

Sherilynn Moody-Bouwhuis is a dedicated educator and researcher whose career spans the spectrum of secondary and higher education. Currently a doctoral candidate (ABD) in Literacy Education at Utah State University, she brings a wealth of practical and theoretical expertise to the field of English and Teacher Education.

With a foundational background in K-12 instruction, she spent several years teaching high school English, History, and English as a Second Language (ESL). This experience fueled her professional commitment to bridging the gap between high school and college-level academic expectations. Her university teaching now focuses on supporting students through this critical transition, ensuring they possess the literacy skills necessary for post-secondary success.

She holds a Master’s degree in Literature and Writing from Utah State University, where she also continues her doctoral research. Her scholarly interests are deeply rooted in evidence-based practices and the evolving landscape of modern literacy. Her current research focuses on the Science of Reading, dyslexia advocacy and education, information literacy, and the emergent field of AI literacy.

By blending her classroom experience with rigorous research, she aims to develop pedagogical strategies that empower diverse learners to succeed in an increasingly complex information environment.