Kale Braden, ASCCC North Representative, CaOERC member
Phil Crawford, ASCCC North Representative
 Open Educational Resource
 OER are teaching, learning, and research resources that
reside in the public domain or have been released under
an intellectual property license that permits their free use
and re-purposing by others. Open educational resources
include full courses, course materials, modules, textbooks,
streaming videos, tests, software, and any other tools,
materials, or techniques used to support access to
knowledge.
(http://www.hewlett.org/programs/education/openeducational-resources)
 Political Science, Sociology, and Social Problems
 The work involved in re-tooling your course
 Online and face to face
 Long term benefits to students.
 Evolution to include test banks, power points, and
links.
4
3
Table of Contents
Anderson Taylor the Essentials
Preface . . . . . . . . . . . . . . . . . . . . . . . . . .
1 An Introduction to Sociology . . . . . . . . . . . . . .
What Is Sociology? . . . . . . . . . . . . . . . . .
The History of Sociology . . . . . . . . . . . . . . .
Theoretical Perspectives . . . . . . . . . . . . . . .
Why Study Sociology? . . . . . . . . . . . . . . . .
2 Sociological Research . . . . . . . . . . . . . . . . .
Approaches to Sociological Research . . . . . . . .
Research Methods . . . . . . . . . . . . . . . . . .
Ethical Concerns . . . . . . . . . . . . . . . . . . .
3 Culture . . . . . . . . . . . . . . . . . . . . . . . . .
What Is Culture? . . . . . . . . . . . . . . . . . . .
Elements of Culture . . . . . . . . . . . . . . . . .
Pop Culture, Subculture, and Cultural Change . . .
Theoretical Perspectives on Culture . . . . . . . . .
4 Society and Social Interaction . . . . . . . . . . . . .
Types of Societies . . . . . . . . . . . . . . . . . .
Theoretical Perspectives on Society . . . . . . . . .
Social Constructions of Reality . . . . . . . . . . .
5 Socialization . . . . . . . . . . . . . . . . . . . . . .
Theories of Self Development . . . . . . . . . . . .
Why Socialization Matters . . . . . . . . . . . . . .
Agents of Socialization . . . . . . . . . . . . . . . .
Socialization Across the Life Course . . . . . . . .
6 Groups and Organization . . . . . . . . . . . . . . . .
Types of Groups . . . . . . . . . . . . . . . . . . .
Group Size and Structure . . . . . . . . . . . . . .
Formal Organizations . . . . . . . . . . . . . . . .
7 Deviance, Crime, and Social Control . . . . . . . . . .
Deviance and Control . . . . . . . . . . . . . . . .
Theoretical Perspectives on Deviance . . . . . . . .
Crime and the Law . . . . . . . . . . . . . . . . . .
8 Media and Technology . . . . . . . . . . . . . . . . .
Technology Today . . . . . . . . . . . . . . . . . .
Media and Technology in Society . . . . . . . . . .
Global Implications . . . . . . . . . . . . . . . . . .
Theoretical Perspectives on Media and Technology .
9 Social Stratification in the United States . . . . . . . .
What Is Social Stratification? . . . . . . . . . . . .
Social Stratification and Mobility in the United States
Global Stratification and Inequality . . . . . . . . .
Theoretical Perspectives on Social Stratification . .
10 Global Inequality . . . . . . . . . . . . . . . . . . .
Global Stratification and Classification . . . . . . . .
Global Wealth and Poverty . . . . . . . . . . . . .
Theoretical Perspectives on Global Stratification . .
11 Race and Ethnicity . . . . . . . . . . . . . . . . . . .
Racial, Ethnic, and Minority Groups . . . . . . . . .
Stereotypes, Prejudice, and Discrimination . . . . .
Theories of Race and Ethnicity . . . . . . . . . . .
Intergroup Relationships . . . . . . . . . . . . . . .
Race and Ethnicity in the United States . . . . . . .
12 Gender, Sex, and Sexuality . . . . . . . . . . . . . .
The Difference Between Sex and Gender . . . . . .
Gender . . . . . . . . . . . . . . . . . . . . . . . .
Sex and Sexuality . . . . . . . . . . . . . . . . . .
13 Aging and the Elderly . . . . . . . . . . . . . . . . .
Who Are the Elderly? Aging in Society . . . . . . .
The Process of Aging . . . . . . . . . . . . . . . .
Challenges Facing the Elderly . . . . . . . . . . . .
Theoretical Perspectives on Aging . . . . . . . . .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
. 5
. 9
10
13
17
22
31
32
36
46
55
56
61
66
71
81
82
85
90
99
101
104
106
110
121
122
127
130
141
142
144
150
163
164
167
171
175
189
190
195
200
202
211
212
217
221
229
230
232
234
235
238
255
256
261
266
277
278
285
291
295
 SB 1052 & 1053 (Steinberg, 2012) authorized the
creation of the CaOERC and an Open Source Digital
Library
 The Legislature designated the Inter-Segmental
Council of Academic Senates (ICAS) to be
responsible for the project
 ICAS designated the CSU Chancellor’s Office as the fiscal
agent for the project
 Grants
 William and Hewlett Foundation ($500,000)
 Gates Foundation ($500,000)
 Matching funding from the State
8
ICAS
Gates and
Hewlett
Foundations
Project Investigator
CSU Chancellor’s
Office
Ca Legislature
Project Coordinator
(CSU Faculty)
CaOERC
9
Project Coordinator
(CSU Faculty)
Gates and
Hewlett
Foundations
Project Investigator
CSU Chancellor’s
Office
ICAS
Ca Legislature
CaOERC
10
Gates and
Hewlett
Foundations
Project Investigator
CSU Chancellor’s
Office
Project Coordinator
(CSU Faculty)
ICAS
Ca Legislature
CaOERC
11
Ca Legislature
Project Investigator
CSU Chancellor’s
Office
ICAS
Gates and
Hewlett
Foundations
Project Coordinator
(CSU Faculty)
CaOERC
12
On hold until
gaps are
identified
Identify what
already exists
and where there
are gaps
Selected
using C-ID
Select
50
courses
Peer Review
Structure
Create &
administer
rigorous
review process
RFP to create
OER materials
Creating
Digital
Library
Identify
available free
and open
eTextbooks
Promote
production,
access & use
Solicit input
from student
associations
14
1. Meet goals of SB 1052 legislation.
2. Work collegially under the direction of the
CAOERC Project Coordinator to produce
the deliverables specified in the Hewlett
grant proposal timeline.
3. Submit policies and processes to ICAS for
review and approval; document and
archive policies and processes approved
by ICAS.
4. Develop policies for building the
collection of open textbooks in the
California Open Source Digital Library.
 The COOL4Ed (California Open Online
Library for Education, www.cool4ed.org) is
the first library service of the Digital Library.
5. Develop a process for review teams
6. Send regular reports to ICAS about
disciplines, texts, challenges, etc.
7. Prepare content for the COOL4Ed
website and ICAS webpage.
8. Prepare and administer (or delegate)
professional development
opportunities by or across segments.
9. Develop policies for defining data that
will need to be collected and analyzed
to track the success of the project.
10.Develop process for outsourcing work
to "complete" a text.
11.Support review teams
 The CaOERC consists of three faculty representatives
from each of the three California higher education
segments.
 Three faculty representatives representing the ASCCC
were
 Cheryl Stewart (Coastline College)
 Kevin Yokoyama (College of the Redwoods)
 Diana Chiabotti (Napa Valley College, served through the fall)
 Kale Braden (Cosumnes River College—Served in the
Spring).
 CaOERC developed criteria for selecting 50 highly-
enrolled courses common across the three
segments and compiled a list of these 50 courses
in spring of 2014.
 From spring 2014 into fall 2014, CaOERC identified
more than 150 appropriate, open educational
resources textbooks (OER) for these 50 courses.
18
 In spring of 2014, CaOERC created a standardized peer review and approval process for
OER textbooks attached to the 50 highly-enrolled courses.
 CaOERC began soliciting faculty reviewers from among the three segments.
 To date, 519 faculty have signed up to review OER textbooks and materials.
 To date, the review and approval process has been completed for 10 courses.
 For these 10 courses 22 faculty reviewed approximately 34 OER textbooks.
 At least three OER textbooks have been approved for each of these 10 courses.
 As of spring 2015, CaOERC continues to recruit faculty reviewers.
 The review process is currently being coordinated for an additional 40 courses and 120
additional reviews.
19
 Since spring 2014, CAOERC has worked with
http://www.COOL4ED.edu to make all peer-reviewed OER textbook reviews available to
students, faculty, and libraries.
 The COOL4ED website currently features
reviewed materials for 10 of the 50 selected
courses. Links to the original materials are on the
COOL4ED website.
20
21
 From the Legislature
 AB 798 College Textbook Affordability Act of 2015
(Bonilla, 2015)
 From our Students
 From external grantors
 OER materials, where appropriate, on C-ID
descriptors?
 RFPs and support for material creation?
 And…?
23