A Look at May 2021 Theses and Dissertations

Graduate celebrating with confetti

Photo by Keith Luke on Unsplash

Congratulations to all of Temple’s recent graduates! The Library is proud to host our graduate students’ outstanding research in Temple’s new institutional repository, TUScholarShare.

We received 107 dissertations and 57 masters theses this May. Of those, only 13% of students chose to embargo their work. This means that the vast majority of these important publications are freely available for the public to read right now.

In addition, 67 authors included their ORCID iD. We recommend that all Temple faculty and graduate students register for an ORCID iD in order to distinguish themselves from other researchers.

Graduates of the doctoral program in Educational Administration deposited the most dissertations (10), followed by Business Administration/ Finance (8), Physics (8), and Business Administration/ Strategic Management (6). Graduates of the MA Program in Urban Bioethics deposited the most masters theses (22), followed by History (4), Music Performance (4), and Oral Biology (4).

Medical ethics, urban bioethics, business administration, management, education, computer science, higher education, and physics were some of the top subjects written about by Temple students who graduated in May.

Several students wrote about the COVID-19 pandemic. Titles include:

“How Did Remote Teaching During the COVID-19 Crisis Affect Faculty’s Attitudes and Beliefs About Online Teaching?” (Pete Watkins, Ph.D., Educational Psychology)

“Medical Students at a Crossroad: How Medical Students Educate Students During a COVID-19 Global Pandemic” (William Hamblin Schifeling, M.A., Urban Bioethics)

“When Ableism Meets a Pandemic: Narratives, Disability, and COVID-19” (Luke A. Hoban, M.A., Urban Bioethics)

“Medical Procedures at the End of Life in a Pandemic: A Special Focus on the Novel Coronavirus (SARS-COV-2)” (Gregory Millio, M.A., Urban Bioethics)

Finally, the award for the longest thesis or dissertation goes to “An investigation of the effect of surface functionalization as a route for improved interfacial properties, and the role of soft solid electrolytes, in hybrid electrolyte systems” (Jordan Aguirre, Ph.D., Chemistry) which clocks in at 760 pages.

Congrats again to all of the graduates. And be sure to check out all of the other excellent theses and dissertations in TUScholarShare.

Building Bridges Toward Open Textbooks

Neon sign that says 'Open'
Image by Pexels from Pixabay

Happy Open Education Week! During this week, we celebrate and advocate for open educational resources. Open educational resources (also called OER) are defined by the Hewlett Foundation as “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.” In a nutshell, these are learning materials — like videos, slide decks, podcasts, worksheets, and even textbooks — that are free to access, use, share, and modify in the digital environment without copyright headaches because their creators have given others permission to do so.

Why are open educational resources so important that they are celebrated for an entire week? Their biggest appeal — for students — is they are zero or low-cost! Open textbooks especially can save students hundreds of dollars each semester. For faculty, OER is an opportunity to craft course materials that are highly relevant, current, and meaningful to their discipline. While faculty can remix and modify existing materials, there is also an opportunity for faculty to create new materials or textbooks!

North Broad Press logo

At Temple University Libraries and University Press, we’re lucky to have the North Broad Press imprint. All North Broad Press titles are scholarly works that are peer reviewed and freely available online. View a list of open textbooks in progress, and consider applying to their call for proposals for faculty-authored textbooks, which comes with a stipend of $5,000.

Cover of Bridges open textbookTo learn a little more about why Temple faculty are driven to author an open textbook, we sat down with Shawn Higgins, Academic Coordinator of the Undergraduate Bridge Program at Temple University’s Japan Campus. Shawn is the author of the brand new open textbook, Bridges: United States Academia for First-Generation and International College Students (Temple UP, 2021). This textbook was written for first generation students and English language learners to help them navigate life at United States colleges and universities.

Higgins headshotWe encourage you to listen to this 27-minute interview to learn why Shawn authored this textbook, what it was like to work with North Broad Press, and why open educational resources and open textbooks are so important to Shawn as a faculty member.

 


Listen to the entire interview or jump to a section that interests you!

  • Why write Bridges as an open textbook  [1:40]
  • Process of producing this textbook with Temple’s North Broad Press [5:58]
  • Discussion of remix elements found in the textbook [10:27]
  • Familiarity with Creative Commons prior to this project [12:12]
  • How the metaphor in the textbook’s title relates to open textbooks/open educational resources [14:14]
  • How faculty and students can use this textbook [18:34]
  • Advice to faculty who might be considering authoring an open textbook [23:40]

If you feel inspired after listening to this interview, please know that you have support here at Temple Libraries! For more information about OER, visit our Discovering Open Educational Resources guide. Contact your subject librarian if you want help locating and implementing OER in your courses. If you’re interested in writing your own open textbook, respond to the call for North Broad Press book proposals.

Don’t forget to check out Shawn’s textbook. You can read the book on your browser or device or download the book in PDF and EPUB formats. Share your thoughts about this book on social media with the hashtag: #bridgestextbook.

Temple University Celebrates Open Education Week 2021

Open Education Week 2021 banner

Temple University Libraries is celebrating Open Education Week March 1-5. Open Education Week is a yearly celebration designed to raise awareness about open educational resources and practices.

Open educational resources (OER) are teaching and learning materials that are free to read and reuse. Examples of OER include videos, problem sets, slides, and textbooks. Open educational practices — also known as open pedagogy — use OER to support learning and invite students to be part of the teaching process, participating in the co-creation of knowledge.

At Temple, faculty across the schools and colleges are using OER in their classes. Faculty often assign OER in order to make their courses more affordable for students. By choosing an open textbook instead of a commercial textbook, for example, faculty can potentially save students hundreds of dollars a semester.

Another benefit for faculty is that OER are openly licensed, which means that faculty can revise, remix, and build upon the content, customizing the material to meet the needs of their particular class. There are many tools available to help identify OER, like the Open Textbook Library and OER Commons.


To mark Open Education Week, Temple University Libraries will be offering the following virtual activities:

Copyright and Creative Commons Licenses Workshop

  • Tuesday, March 2, 12:00-12:30PM
  • Join us as we cover the basics of Creative Commons licenses—what they are, how to find CC-licensed material, and how to license your own work. It’s simple and empowering.
  • Register at https://charlesstudy.temple.edu/calendar/workshops/cc

Finding Video for Teaching & Learning Workshop

  • Thursday, March 4, 12:00-12:30PM
  • Educational videos have become a critical part of health education, providing an important content-delivery tool in flipped, blended, and online classes. Come learn what resources are available to you through the library to use in your classroom – online or onsite. 
  • Register at https://ginsburgstudy.temple.edu/event/7301667 

Assignments that Live Beyond the Course: Student Success and Engagement through Open Pedagogy Workshop Series (co-sponsored by the Center for the Advancement of Teaching)

  • Thursday, March 4, 11:00AM- 12:30PM
  • Thursday, March 11, 11:00AM-12:30PM
  • Thursday, March 18, 11:00AM-12:30PM
  • Join us for this three-part, interactive workshop where you will learn the theory of Open Pedagogy, get ideas for possible renewable activities/assignments, and put it into practice by revising one of your own assignments.
  • Register at https://catbooking.temple.edu/event/7456527

Open Education Week is also a great time to learn more about Temple University Libraries’ Textbook Affordability Project which provides grants ranging from $500 to $1500 to faculty for adopting, adapting, or creating free alternatives to commercial educational resources, in addition to exploring open pedagogical practices. Applications will be accepted in Fall 2021.

We hope you will join us for our Open Education Week events!

Faculty Support of Open Data: An Interview with Sergei Pond

Headshot of Sergei Pond

This week is Open Access Week, a yearly international celebration that aims to increase awareness about open access. Most academic work is locked up behind a paywall, available only to those who are affiliated with a college or university. Open access scholarship is completely free to read and reuse.

Professor of Evolutionary Genomics Sergei Pond is one of the many Temple faculty members who support open research practices. Pond recently spoke with Librarian Sarah Jones to discuss his work and his thoughts on how open data can help with the current reproducibility crisis.

Tell us about your recent research on COVID-19. What role did open data play in your work? 

My group at Temple (Institute for Genomics and Evolutionary Medicine) is a computational biology group. We use sequence data to watch what the virus is doing and evaluate how certain intervention efforts are going. Sequence data have never been generated at a faster pace than during the COVID-19 outbreak. As of today, around 130,000 SARS-CoV-2 genomes are available. In March there were 500. The rate of accumulation is really remarkable.

We’ve done a lot of collaborative work to look at the early evolution of SARS-CoV-2. Viral genomes change all the time; the trick is to figure out which changes matter and which ones don’t. At this moment, there are some changes but none that appear to be particularly important. Once we start giving it something to work against, like large scale drugs and vaccines, then we’ll watch it.

Something the public may not appreciate is that you have to do a lot of tedious work to make sure that the data you’re analyzing makes sense. You have to clean it up and make sure that your tools run fast enough. One of the issues everyone has run across is the volume of data–typically you’re talking about hundreds or maybe thousands of sequences, but tens or hundreds of thousands brings it up to a different scale. One of the issues with these large datasets is that they’re so big and the techniques that you use tend to be fairly complicated, so it turns into this hard-to-interpret black box. We’re trying to design something that’s easy to understand.

You recently published an article on the lack of data sharing in COVID-19 research. What problems do you see this causing? Which open tools and practices would you like to see adopted? 

Ideally, what you would like to be able to access are the original files that came off the sequencer. Typically what you see is the final genome; it’s a product of many steps that translate these data from raw sequencing data to genomes. It’s been the bane of computational biology that it’s not very common to share the original data. More importantly, it is next to impossible to find sufficient detail about how people went about processing these data to generate the genome. So basically you receive a genome but you’re missing how it was assembled. This is what creates the crisis of reproducibility. You have to be able to trust the data that you’re putting into your analyses.

There’s absolutely no excuse with modern tool availability not to publish the entire chain. If you’re an experimental scientist and you don’t publish your lab protocol nobody will believe it; it has to be recreatible. But in computational analysis there’s no standard like this. There’s no expectation that you will release the data and the tools that you used to analyse these data.

Tell us about your work with the Galaxy Project. How does this platform encourage open practices? 

Galaxy is a computational framework for open data and democratizing data analysis. Every step from extracting raw data to doing comparative analysis can be done in Galaxy. I think the strongest aspect of it is the longstanding focus on the reproducibility and shareability of research. When you develop a process for doing something, you can publish it and share it. It will record which tools you used, which settings, and how they were connected to each other. Each step you can store and share, so when you publish your work you instantly release your entire workflow.

Are there any misconceptions that you would like to address regarding open data? What do you wish people knew about it? 

There are a few things that tend to slow down or prevent people from doing open data and sharing. One, the logistics of it: will you find the time to annotate and format everything correctly and submit it? That excuse is becoming harder to use because there are large entities that have databases and tools that allow you to do this as easily as possible.

The other issue is data ownership. If you release open data it will be good for science, it will be good for discovery, and it will enable other people to extract more information from it. But as a data producer, how do you get proper credit for it? As a scientist you get rewarded for publishing papers and bringing in grants, but for being a good citizen of the open community, it’s not there.

I want to mention the idea of privacy. Human genomic data is personal health information, which needs to be guarded and protected. Viral data are a little different, you can’t track them down to specific individuals. But nonetheless, that could be a concern. It definitely is a concern in the area of HIV because in many jurisdictions in the United States HIV transmission is still a felony. That’s changing, but it’s still there. You don’t want to have a potential disclosure of an infection route.

Is there anything else you wanted to share? 

I want to emphasize that SARS-CoV-2 genomics has been a unique effort when it comes to collaboration and open science. It’s not ideal and we can improve on it, but compared to previous outbreaks this is probably the most open environment that we’ve had. It’s obviously a necessity, considering how much damage this pandemic has already caused. A truly international, truly open effort is necessary.

Fortunately, a lot of it was set up prior to SARS-CoV-2. There are people that took the time and strategically thought about how they could accelerate all of the necessary steps when the next big pathogen came out, and we’re reaping the benefits now. That really is important and worth emphasizing. That would not have happened without planning.

Thank you Dr. Pond!

2019-2020 Recipients of the OA Publishing Fund

open sign

“A sign of our times” by clickit07 is licensed under CC BY 2.0.

We are pleased to announce the 2019-2020 recipients of the Open Access Publishing Fund. Congrats to all!

William Aaronson and Hamlet Gasoyan (College of Public Health, Health Services Administration and Policy). “School-Based Preventive Dental Program in Rural Communities of the Republic of Armenia.”

Ashish Bains, Linda Vien, and Ho-Man Yeung (Lewis Katz School of Medicine, Pathology and Laboratory Medicine). “Primary Extranodal Jejunal Diffuse Large B cell Lymphoma as a Diagnostic Challenge for Intractable Emesis: A Case Report and Review of Literature.”

Sarah Bass and Mohammed Alhaji (College of Public Health, Social and Behavioral Sciences). “Cyberbullying, mental health, and violence in adolescents and associations with sex and race: Data from the 2015 Youth Risk Behavior Survey.”

Marion Chan, Xiaofeng Yang, Hong Wang, Fatma Saaoud, and Yu Sun (Lewis Katz School of Medicine, Microbiology and Immunology). “The Microbial Metabolite Trimethylamine N-Oxide Links Vascular Dysfunctions and the Autoimmune Disease Rheumatoid Arthritis.”

Eunice Chen and Susan Murphy (College of Liberal Arts, Psychology). “Examining Adolescence as a Sensitive Period for High-Fat, High-Sugar Diet Exposure: A Systematic Review of the Animal Literature.”

Amy Freestone and Katherine Papacostas (College of Science and Technology, Biology). “Multi-trophic native and non-native prey naiveté shape marine invasion success.”

Victor Hugo Gutierrez, Daniel Wiese, Ananias A. Escalante, Heather Murphy, and Kevin A. Henry (College of Liberal Arts, Environmental Studies). “Integrating environmental and neighborhood factors in MaxEnt modeling to predict species distributions: a case study of Aedes albopictus in southeastern Pennsylvania.”

Christine Jones, Alexis Los, Richard Tyrell, and Scott Golarz (Lewis Katz School of Medicine, Surgery). “Reducing Wound Hemorrhage: Use of Bilayer Collagen Matrix in Chronic Myelogenous Leukemia.”

Jeremy Mennis and Xavier Nogueira (College of Liberal Arts, Environmental Studies). “The Effect of Historic Paving Materials on Traffic Speed.”

David Smith, Tommy H. Ng, and Lauren Alloy (College of Liberal Arts, Psychology). “Meta-analysis of Reward Processing in Major Depressive Disorder Reveals Distinct Abnormalities within the Reward Circuit.”

John Sorrentino and Donald Wargo (College of Liberal Arts, Economics). “Residential Land Use Change in the Wissahickon Creek Watershed: Profitability and Sustainability?”

Roy Stevens and Hongming Zhang (Kornberg School of Dentistry). “The Prevalence and Impact of Lysogeny Among Oral Isolates of Enterococcus faecalis

Won Suh and Weili Ma (College of Engineering, Bioengineering). “A Novel Cell Penetrating Peptide for the Differentiation of Human Neural Stem Cells.”

Interested in applying for the OA Publishing Fund? The 2020-2021 application can be found here.

Temple University Celebrates Open Education Week 2020

OE Week 2020 Banner

Temple University Libraries is celebrating Open Education Week March 9-13.  Open Education Week is a yearly celebration designed to raise awareness about open educational resources. Open educational resources (OER) are teaching and learning materials that are free to read and reuse. Examples of OER include videos, problem sets, slides, and textbooks.

At Temple, faculty across the schools and colleges are using OER in their classes. Faculty often assign OER in order to make their courses more affordable for students – by choosing an open textbook instead of a commercial textbook, for example, faculty can potentially save students hundreds of dollars a semester. Another benefit for faculty is it that OER are openly licensed, which means that faculty can remix and build upon the content, customizing the material to meet the needs of their particular class.

To mark Open Education Week, Temple University Libraries will be offering the following activities:

Temple OER Faculty Virtual Exhibit
March 9-13, all day
Charles Library, First Floor
This virtual exhibit profiles a few of the many Temple faculty who are using open educational resources in their courses, focusing on current and past Textbook Affordability Project awardees as well as faculty currently publishing open textbooks with North Broad Press. Read additional accounts from more faculty listed on our blog.

Open Education Tools and Methods Posters Series
March 9-13, all day
Charles Library, 3rd Floor, Digital Scholars Studio
Visit our poster series featuring mapping with QGIS, data analysis with R, network analysis with Gephi, 3D modelling with Blender, and simulation learning with PhET. DSS representatives will be present between 12:00-1:00PM to answer any questions.

Using Open Textbooks in the Classroom Workshop
Tuesday, March 10, 12:30-1:30PM
Charles Library, 4th Floor, room 401
We’ll provide an introduction to the world of open educational resources. We’ll discuss how to find high quality open textbooks in your discipline, and show you how these books can be customized to suit the needs of your particular class.
Register at https://library.temple.edu/events/839

Open Education Grad/Faculty Coffee Hour
Wednesday, March 11, 12:00-2:00PM
Charles Library, 4th Floor Graduate and Faculty Study
Join us for coffee hour in the Graduate and Faculty Study in celebration of Open Education Week!

And, a little later in the month, we’ll be featuring a hands-on workshop focused on locating, mixing, and creating open educational course materials with LibreTexts.

Open Education Week is also a great time to learn more about Temple University Libraries’ Textbook Affordability Project which provides awards ranging from $500 to $1500 to faculty for adopting or creating free alternatives to commercial educational resources. Applications will be accepted until March 25.

We hope you will join us for our Open Education Week events!

Highlighting Temple TAP Awardees

As part of Temple University Libraries’ celebration of Open Education Week, we’d like to highlight some of the many Temple faculty who have been awarded a grant via the Textbook Affordability Project to adopt an open textbook, adapt content available through the library, or create an open educational resource/open assignment. Some Temple faculty are also working with our North Broad Press to create an open textbook. Since 2011, the TAP has granted awards to over 85 faculty across nearly every discipline at Temple University and saved students over one million dollars!

Interested in learning more? Take a look at some of these ideas and example projects; reach out to the subject librarian serving your discipline, or for more information on open educational resources (OER), please visit Discovering Open Educational Resources.


Abdullah headshotQuaiser Abdullah, Communication and Social Influence, Klein College of Media and Communication

Which course(s) have you integrated an open educational resource?
CSI 2401: Intercultural/Cross-Cultural Conflict 

Why did you choose an open educational resource?
Primarily to provide accessibility to students (cost and availability).

How did OER help your students?
It definitely saves them money. It allowed all students to have access to the materials (even if they did not have technology at home) they had access on campus or anywhere there was technology available. It allowed them to interact with the materials outside of class without having to carry texts to various places.

Anni headshotEleni Anni, Biology, College of Science and Technology

Which course(s) have you integrated an open educational resource?
My Textbook Affordability Project award was for a proposal to switch from a textbook based course to a non-textbook taught course which would take advantage of the expanding Open Education Resources. The course BIOL3354: Neural Basis of Behavior is taken by CST majors in Cellular & Molecular Neuroscience, and Biology students, as well as by CLA and Engineering students.

I am using increasingly OERs to supplement the textbook material in the other courses I teach:

    • BIOL3352: Systems Neuroscience 
    • BIOL3358: Cellular & Molecular Neuroscience 
    • BIOL3361: Molecular Neuropharmacology 
    • BIOL3380: Regenerative Biology, a course I designed in 2019 is based entirely on literature articles and OERs

In addition, I have used OERs for BIOL3080: Directed Readings in Molecular Neuropharmacology and supervised Research in Neuroscience projects (BIOL 3082, BIOL 4391, and BIOL 4591).

Why did you choose an open educational resource?
Textbooks for a course are usually underused. In my experience only 1/3 of the textbook chapters is used for a course. The content of the remaining 2/3 of the textbook does not align well with our courses. OERs offer a variety of teaching material to fit different levels of learning students in a classroom.

How did OER help your students?
Use of OERs help students save money spent otherwise on underused textbooks which in my field become also outdated in a couple of years.

Brown headshotDavid Brown, Advertising and Public Relations, Klein College of Media and Communication

Which course(s) have you integrated an open educational resource?
I have used open educational resources in my capstone public relations courses…along with my special topics course, “Politics, Power and PR” and our Bateman competition class which is among the most rigorous campaign capstone course that routinely attracts our highest performing public relations students.

Why did you choose an open educational resource?
I chose open educational resources because the information in the field is changing so rapidly that most textbooks are obsolete as soon as they are published. By using OER, we get the most current information and expertise in the industry that a student can immediately apply to their work…just as it works in the real world.

How did OER help your students?
Open educational resources helped my students by helping them to refine their research skills while eliminating a financial barrier that often comes with having to buy expensive textbooks that they may not use beyond the class. It also helped me to stay plugged into the most recent scholarly and industry research in keeping my own skills sharp and nimble.

Caliendo headshotGuillermo Caliendo, Communication and Social Influence, Klein College of Media and Communication

Which course(s) have you integrated an open educational resource?
CSI 3896: Rhetorical Criticism

Why did you choose an open educational resource?
Because it makes readings and exercises much more accessible to students.

How did OER help your students?
It has helped my students educationally and financially.

Chang headshotIsabelle Chang, Psychology, College of Liberal Arts

Which course(s) have you integrated an open educational resource?
My proposals were accepted by the Temple University Library’s Textbook Affordability Project to use open educational resources (OER) for PSYCH 1003: Statistics for Psychology (2017) and PSYCH 0825: Quantitative Methods in the Social Sciences (2018). I have now adopted OER for all of my courses this year.

Why did you choose an open educational resource?
The benefits of OER go far beyond saving money. The results of studies* based on my own classes show that:

    • Final grades in the OER class were on a par with the traditional textbook class.
    • OER equalize student engagement and performance by narrowing the dispersions of page views, on-time assignment submissions (OTAS), attendance, and final grades.
    • OER increased attendance and lessened excessive dependence on learning management system (LMS) course materials recorded in the traditional class.
    • The indirect effect of attendance on final grades was stronger than the direct effect of OTAS in the OER class, indicating students can better assimilate course content and comprehend lectures when they had access to textbooks, thanks to the “same page” effect. In contrast, attendance could not generate as much of an indirect effect when mediating OTAS on final grades in the traditional textbook class.
    • Furthermore, moderation test results suggest that the availability of textbooks is a factor influencing student course success.

It appears that OER are more important than ever in elevating overall student academic success.

How did OER help your students?
The “same page” effect of OER might be the most beneficial one for students. Instructors can project the text on the projector interchange with their teaching notes on the PowerPoint slides and/or other instructional related technology or devices. Instructors should encourage students to have the OER text on their laptop so that they can follow the instructor on what is being discussed in the lecture and where to locate the full materials in the text. Hence, the instructor and students are on the “same page” which contributes to better assimilation of course content and comprehension of lectures.

*The manuscript of this study has been accepted for publication in one of the journals in higher education. In addition, this study has been presented in the following conferences:

    • AAC&U’s General Education, Pedagogy, and Assessment conference, February 20-22, 2020 in Jacksonville, FL.
    • The 18th Annual Faculty Conference on Teaching Excellence, Center for the Advancement of Teaching, Temple University, January 7, 2020.
    • OpenCon Philly, Temple University, November 1, 2019.

Whitney Collins, Advertising, Klein College of Media and Communication

Which course(s) have you integrated an open educational resource?
ADV 1004: Introduction to Marketing

Why did you choose an open educational resource?
I was sensitive to two emerging trends. First was the rising costs of a college education of which texts are a component. Second was the availability of quality, online, peer-reviewed open sources. My interest was piqued by Temple University who challenged me to think about how to leverage open educational resources in a meaningful way.

How did OER help your students?
I’d like to think there were several benefits the students experienced, as class evaluations and feedback suggested. Two would be personal finances and academic achievement. (1) Personal finance, meaning for the course there was no investment required for texts. All resources were open and virtual. Students saved money! (2) Academic achievement because over the course of the term the students actually collaborated to write their own Intro to Marketing Primer. This class developed text was a reference for their ‘open book’ final exam – a built-in incentive for them to ensure their work was thorough and accurate. They did a great job!!

Corrales Martin headshotNorma Corrales Martin, Spanish, College of Liberal Arts

*Norma is currently publishing an open textbook with North Broad Press.

Which course(s) have you integrated an open educational resource?
I have used an Open Educational Resource in my Spanish Conversational Review class, a fourth semester class, that stresses conversation using the vocabulary and structures used in previous semesters.

Why did you choose an open educational resource?
I have been teaching Spanish using music for more than 20 years. I put together my experience and knowledge of Latin music to create a textbook based entirely on songs that review a particular Spanish structure and that can address a communicative goal.

How did OER help your students?
Some of the students comments had to do with saving money by not buying a textbook, a more targeted learning experience, the syllabus and course materials were together in one place and more real life Spanish.

Hope Culver headshotSherri Hope Culver, Media Studies and Production, Klein College of Media and Communication

Which course(s) have you integrated an open educational resource?
MSP1655: The Business of Media

Why did you choose an open educational resource?
The course deals with topical issues in the media industry. There is simply no way for a textbook to respond quickly enough to the changes happening in the industry each year.

How did OER help your students?
Of course, the #1 way it helped my students was in cost savings. They didn’t have to purchase a textbook. (Although I did encourage students to assess their own learning methods and print the alternate materials if they felt that would improve their ability to learn.)

It also sent a message to the students that the course and my approach was going to be topical and “of the moment” as much as possible. Using open educational resources allowed us to use sources that dealt with more recent acquisitions or financial situations, changes in media content and programming, etc.

And, students were able to easily access all course materials wherever they were since all materials were available online. It also allowed me to more easily incorporate podcasts and other media content as assignments.

Dzomba headshotBari Dzomba, Health Services Administration and Policy, College of Public Health

Which course(s) have you integrated an open educational resource?
Master of Science in Health Informatics Program, Course HIM 5129: Health Data Analytics

Why did you choose an open educational resource?
The field of health informatics, and sub-discipline data science is a fast moving field and traditional learning materials such as textbooks quickly become obsolete as new tools and methodologies are designed. It just made sense to utilize open educational resources for this particular course as there is an abundant amount of material available given the very nature of open source software.

How did OER help your students?
Our students will be entering the job market with skills in leading analytics software and methods without any additional cost for the students.

Faunce headshotRob Faunce, English, College of Liberal Arts

Which course(s) have you integrated an open educational resource?
ENGL 0802: Analytical Reading and Writing
ENGL 0922: Shakespeare in the Movies
ENGL 2696: Technical Writing

Why did you choose an open educational resource?
Open educational resources strengthen our classes by allowing students access to sustainably reusable, high-quality materials that enhance their educational experience at no cost.

How did OER help your students?
Students can access material at any time from anyplace in the world, which aligns with our faster-paced and technological-driven world

Flynn headshotNatalie Flynn, Earth and Environmental Science, College of Science and Technology

Which course(s) have you integrated an open educational resource?
EES 0836: Disasters: Geology V Hollywood
EES 0837: Evolution and Extinction
EES 2001: Physical Geology 

Why did you choose an open educational resource?
Over my many years of teaching, I discovered an increasing number of students did not have access to the educational materials. Many science courses require/request more than one textbook due to the lecture/lab style. The lack of access to quality learning materials created an intolerable educational gap that degraded my intended pedagogical style. After various attempts to fill these gaps, I became involved in the Textbook Affordability Project, thanks to Steven Bell and his wonderful team.

How did OER help your students?
As a result of knowing that all of my students have access to quality learning materials, I have been able to incorporate active and student centered learning practices. Students are able (required) to read and review material before and outside of class which allows for richer topic discussions and so much more.

Fukawa-Connelly headshotTim Fukawa-Connelly, Middle Secondary Education, College of Education

Which course(s) have you integrated an open educational resource?
EDUC 1017: College Algebra

Why did you choose an open educational resource?
I am committed to lowering the cost for students in order to make a high-quality education more affordable and accessible. Moreover, given the plethora of high-quality OER resources that have been developed, especially in mathematics, it makes sense to do so. The College Algebra textbook is typically used for only a semester, and, when it was costing above $100, and, used or rental options were not meaningfully cheaper due to the alignment with the publisher’s online bundle (including an online homework system). The primary work was to find and align our work with another homework portal that would be free to the students!

How did OER help your students?
As always, lowering the barrier to participation allows students immediate access. They all had their text on the first day. They were all able to use the homework portal all semester! Sometimes, in the past, they would register for a free trial which would expire, and then they would be locked out for a while until they could afford to buy access. Or, they would create a second account, and no longer have access to prior work, or… In short, students were more prepared, more able to do their work, and, we’ve been quite happy with the results.

Harper headshotChris Harper, Journalism, Klein College of Media and Communication

Which course(s) have you integrated an open educational resource?
JRN 3101: Journalism Law and Ethics

Why did you choose an open educational resource?
The cost of textbooks in a law course run nearly $100, which I decided was asking too much for the students to pay. Even the used books ran at least $70.

How did OER help your students?
The main help was elimination of the textbook, but the open educational resource also allowed me to provide digital access to the materials without a copyright problem.

Higgins headshotShawn Higgins, Academic Coordinator for Bridge Program, Temple University Japan

*Shawn is currently publishing an open textbook with North Broad Press.

Which course(s) have you integrated an open educational resource?
AMST 0862: First Person America
TUJ 1001: Bridge Seminar
TUJ 1002: Academic Research for International Students

Why did you choose an open educational resource?
Knowledge shouldn’t be behind a paywall! If people want to learn, then let them learn!

How did OER help your students?
The free e-textbook I wrote replaced a $90 textbook, saving my class of around 20 new students $1,800 each semester. I lightened backpacks and saved trees by adopting a free e-textbook. Less postural imbalance and more carbon dioxide filtering!

Jacobson headshotSara Jacobson, Trial Advocacy, Beasley School of Law

Which course(s) have you integrated an open educational resource?
We used an open educational resource for the Integrated Trial Advocacy Program, Introduction to Trial Advocacy, and for a section of Introduction to Trial Advocacy that we teach to students from China in our international LLM program each summer.

Why did you choose an open educational resource?
Once we knew the resource was available, this was an easy choice. We want to save students money where we can.

How did OER help your students?
This helped our students two ways. First and foremost, it saved them the cost of buying the book. Secondly, because the resource was available online, it was available to them any time they had access to the internet, without worrying about whether they had their book with them.

Laufgraben headshotJodie Levine Laufgraben, Policy, Organizational and Leadership Studies, College of Education

Which course(s) have you integrated an open educational resource?
I do not require a textbook in any of my courses. I participated in the Textbook Affordability Project when I created my Introduction to Higher Education course.

Why did you choose an open educational resource?
The students in my Introduction to Higher Education course read all primary source documents that are available as open educational resources. There are textbooks that cover the history of higher education but I wanted to expose students to documents that provide students with a sense of what was being written and said about higher education through time. For example, they read the actual charters of institutions, magazine articles about student life on campus and court cases.

How did OER help your students?
Students gained a better sense of the different periods in American Higher Education by reading materials from the different eras. Also, they get exposed to different types of documents from news stories to government reports to videos.

Neel headshotJaclyn Neel, Greek and Roman Classics, College of Liberal Arts

Which course(s) have you integrated an open educational resource?
I use open educational resources to some degree in every class that I teach. If there is an open resource available that is as good as the traditional resource, I will choose open every time.

Why did you choose an open educational resource?
OER are more accessible, in every sense of the word. I want my students to not only learn about the many amazing resources available for my discipline (Classics, the ancient world of Greece and Rome), but also to learn how to approach these resources in an informed and educated way. I also want them to be able to share their learning experience with friends and family outside the classroom, and to be able to revisit topics of interest after the semester ends!

How did OER help your students?
Not only do I save students money, but I can also enrich their educational experience. In Latin this year, I was able to introduce short videos. Everyone thinks Latin is a dead language, but in my class we watch movies that let students learn Latin by taking tours of ancient Rome!

Neuber headshotAmanda Neuber, Honors Program

Which course(s) have you integrated an open educational resource?
Honors Introduction to Psychology

Why did you choose an open educational resource?
Three reasons: to help alleviate the significant financial burden of purchasing traditional textbooks – books that are outdated almost as soon as they are printed; to destigmatize the idea that open source materials are less reliable or credible; and, to serve as an advocate for use of open source materials in all Honors classes.

How did OER help your students?
Students were appreciative of an online open-source textbook because of the accessibility, sustainability, and cost savings. Furthermore, since it lives online and could be edited or updated at anytime, the examples used to illustrate theories were current and interesting.

Nypaver headshotAlisha Nypaver, Music Studies, Boyer College of Music and Dance

Which course(s) have you integrated an open educational resource?
I developed an alternative textbook with listening guides for my World Musics and Cultures class and I adopted an OER textbook for the online sections of Exploring Music.

Why did you choose an open educational resource?
I used to use a $69 online eBook platform for the Exploring Music courses and every semester I would get emails from students saying that they couldn’t afford the book so the had to drop the course.

How did OER help your students?
The OER book wasn’t perfect, but it provided a solid foundation upon which I could build a more robust and customized book that I was able to embed directly into Canvas. Students really appreciate not having to spend additional money to purchase a text and like the convenience of having everything on one page instead of having to link out to a publisher site.

Phillips headshotJacqueline Phillips, Kinesiology, College of Public Health

Which course(s) have you integrated an open educational resource?
KINS 1221 & 1222: Principles of Anatomy I and II 

Why did you choose an open educational resource?
My primary goal in choosing an open textbook was to cut down cost for my students. Our former textbook bundle was very expensive and did not match our learning objectives for these courses very well so I looked at integrating an open educational resource as an opportunity to improve several aspects of these courses.

How did OER help your students?
Not only has the affordability of this course greatly increased, but now I have the ability to edit our textbook. This has enabled me to cut out sections of the textbook that are not relevant to our learning objectives while also adding materials to supplement certain topics. Molding our textbook has drastically increased the clarity of focus for students. Now my students have a much easier time reading the text and have overall been more successful with our courses.

Pratt headshotGary Pratt, Intellectual Heritage, College of Liberal Arts

Which course(s) have you integrated an open educational resource?
I’ve use open educational resources in both my Intellectual Heritage I and II courses.

Why did you choose an open educational resource?
I try to use open resources as often as possible to reduce the cost of texts, to make the course materials as accessible as possible, and to create opportunities for new ways of learning.

How did OER help your students?
Students were only able to access the materials easily and from almost anywhere. Working with students, we were able to create new and different texts: annotated, interactive, or illustrated editions. In short, students were making the course.

Ramella headshotDaniele Ramella, Chemistry, College of Science and Technology

Which course(s) have you integrated an open educational resource?
CHEM 1031 and 1032: General Chemistry I and II.

Why did you choose an open educational resource?
Cost. When I first joined Temple, one semester worth of chemistry materials could cost up to $300 to each student! Thanks to OER, I lowered that cost to about $35 per student. We tracked the academic outcomes and it didn’t make any difference! I eventually moved to some non-OER because it is virtually free to students under a subscription they anyways need to purchase for other classes.

How did OER help your students?
Financially. And removes the disadvantage felt by students who cannot afford traditional textbooks.

Roehl headshotWesley Roehl, Tourism and Hospitality Management, School of Sport, Tourism and Hospitality Management

Which course(s) have you integrated an open educational resource?
I’ve used OER in both undergraduate and graduate level classes. In THM 1311, Business of Tourism and Hospitality Management, all of the assigned material is from OER sources. The same is true in THM 5345, Understanding Tourism in the 21st Century. In another master’s level class, THM 5601, Service Industry Analytics, I use a mix of OER materials and industry-oriented trade paperbacks.

Why did you choose an open educational resource?
Because of the flexibility they gave me to focus on the content I found most relevant to my course objectives and because of my concern that the price of traditional textbooks was a burden on my students.

How did OER help your students?
I think this strategy helps students by making it easier to expose them to a variety of voices, perspectives, and content beyond what they might experience from a single traditional textbook. The price issue can’t be ignored, either.

Scarpulla headshotMichelle Scarpulla, Social and Behavioral Sciences, College of Public Health

Which course(s) have you integrated an open educational resource?
I used open educational resources in SBS3105 Fundamentals of Health Education.

Why did you choose an open educational resource?
I decided to do this because I couldn’t find a textbook that covered all of the content I feel is important for this class. All of the textbooks I reviewed had some of it, but none of them included it all. I was already supplementing with online articles and videos, so it just seemed to make more sense to fully implement this in my class.

How did OER help your students?
It has helped my students in a number of ways. First, they do not have to pay for a textbook, which most of them are very grateful for. Secondly, there is no delay in the beginning of the semester while students wait for books they have ordered online to arrive. Finally, it allows for hearing multiple views on a topic. Since there are readings from so many different sources, they are able to “hear” from many different experts on the content.

Udoeyo headshotFelix Udoeyo, Civil and Environmental Engineering, College of Engineering

*Felix recently published an open textbook with North Broad Press.

Which course(s) have you integrated an open educational resource?
I have used open educational resources in two of my classes, namely CET 3145: Structural Analysis and CET 3333: Soil Mechanics.

Why did you choose an open educational resource?
Being aware of the financial burden on our kids in the college, and in a bid to help in a small measure to lighten this burden, I accepted the challenge by the Library to make educational materials affordable to the students via open educational resources.

How did OER help your students?
At the end of the courses, a questionnaire was administered to the students to find out how helpful to their learning were the open educational resources provided. Here are some of their comments:

    • “Using this method was much more effective, straight to the point and with no unnecessary examples.”
    • “It was easier than using textbooks, more accessible and cost effective.”
    • “New materials were accessible.”
    • “Alternative text is more practical and consistent, easy to go through and to understand.”
    • “Did not need to buy textbook, and all information was concise.”
    • “All notes were clear and provided good examples.”

Udoeyo headshotElvis Wagner, Middle Secondary Education, College of Education

Which course(s) have you integrated an open educational resource?
FLED 5429: Curriculum and Methods in Foreign Language Education

Why did you choose an open educational resource?
This course is part of a two-course sequence. With the other course in the sequence, I assign a textbook. It’s a very good textbook, and I think it’s beneficial for my students. But it’s also very expensive–$125 for a new copy. I was also using a textbook in the FLED 5429 course that I didn’t particularly like, so I decided to ditch the textbook and use a collection of book chapters and journal articles available for free through the library.

How did OER help your students?
The materials I used instead of the textbook work better than the textbook, and it’s much easier to update the materials and also customize the content by swapping out chapters/articles for more recent and/or more relevant material. And it saves the students money!

Wu headshotJingwei Wu, Epidemiology and Biostatistics, College of Public Health

Which course(s) have you integrated an open educational resource?
I used an open educational resource in teaching my graduate-level College of Public Health core course: Introduction to Biostatistics.

Why did you choose an open educational resource?
Both students and instructors will benefit from an open educational resource: students can save a tremendous amount of money on the cost of textbooks and access the augmented class materials at any time; instructors can enjoy freedom and wisdom in selecting and customizing course materials that fit the competencies of their classes.

How did OER help your students?
Unlike teaching with a traditional textbook, using an OpenStax resource (such as Introductory Statistics) and Temple licensed streaming video (Films on Demand) content provides free access to high-quality, peer-reviewed, learning materials. Being Open can increase the transparency of the source material and facilitates more interaction between the instructor and student. In addition, the students indicated that the Open resources were very helpful and would use the materials beyond the end of the course.

Zusai headshotDai Zusai, Economics, College of Liberal Arts

*Dai is currently publishing an open textbook with North Broad Press.

Which course(s) have you integrated an open educational resource?
Mathematics for economics, both for upper undergraduate and first-year graduate students.

Why did you choose an open educational resource?
No single book can meet diverse needs of my students and also our learning goals.
I can guide my students to other resources as problem sets and secondary references,
while writing an open textbook as a backbone to connect them.

How did OER help your students?
Each student finds a book that best fits with the own interests and needs for each part in the course. Besides, incoming students can easily access those open resources in advance and prepare better.

2020 Call for Proposals: Temple-Faculty Authored Open Textbooks

North Broad Press is excited to launch our spring 2020 call for open textbook proposals. We’re looking for faculty members to author or edit open textbooks in their fields of study. All Temple University faculty are eligible to apply. Faculty whose proposals are selected will receive a stipend of $5,000.

The application is available here. The deadline for proposals is April 3, 2020. All applicants will be notified by April 24, 2020.

About us
North Broad Press is a joint publishing project between Temple University Press and Temple University Libraries. We publish works of scholarship, both new and reissued, from the Temple University community. Examples include open textbooks written, edited, or compiled by Temple faculty; previously out-of-print books written by Temple faculty or published by the Press; and born digital projects produced by Temple faculty or staff.

Check out our latest open textbook: Structural Analysis by Felix Udoeyo.

What is an open textbook?
An open textbook is a textbook licensed under a Creative Commons license and made available online to be freely used by students, teachers, and members of the public. Print-on-demand copies are also made available at cost. Open textbooks save students money and improve learning outcomes by ensuring that all students have access to their textbook on the first day of class.

What does the work involve?
As author, the faculty member is responsible for writing the text, finding and/or creating suitable images and figures, and clearing any necessary permissions. As editor, the faculty member is responsible for finding contributors, ensuring content requirements and deadlines are met, communicating feedback, and writing an introduction for the volume. Faculty members will keep the copyright to their book and will be able to choose the Creative Commons license that best suits the project.

Will this be peer reviewed?
Yes! All North Broad Press projects go through the peer review process to ensure the accuracy, effectiveness, and appropriateness of the text.

Have questions about your proposal or would like to discuss it before submitting? Please contact Mary Rose Muccie and Alicia Pucci.

Why Temple Researchers Publish OA

promotional banner for open access week

This week is Open Access Week, a yearly international celebration that aims to increase awareness about open access (scholarship that is free to read and reuse). Most academic work is locked up behind a paywall, available only to those who are affiliated with a college or university. Many Temple faculty members and graduate students choose to publish in open access journals in order to make their work more widely available to readers around the world.

The Libraries support open access publishing by Temple researchers through our Open Access Publishing Fund. When faculty and graduate students apply for the fund, we ask them why they have chosen to publish open access. Here are a few of the responses we have received this year:

“I prefer to publish open access because it increases accessibility and visibility. With an open access publication, I can be confident that my lab’s work will be accessible to everyone, free of charge and without having to wait for an embargo period.”
-David Smith, Assistant Professor, Psychology

“The open access nature of the journal is well-suited to our article, which addresses traffic calming via the use of non-asphalt materials for paving road surfaces, making streets safer for pedestrians, bicyclists, and motorized vehicles. Such paving materials are more common in the developing world, which was noted by one of the article reviewers. Publishing in an open access journal enhances access to the article by scholars in developing countries, where access to more conventional academic journals may be restricted due to cost or other barriers.”
-Jeremy Mennis, Professor, Environmental Studies

“This research is about the ecology of invasive species, which are an increasingly urgent problem that affect natural systems across the globe. It is important to make this research accessible to the scientific community and other non-academic stakeholders who are studying or affected by invasive species.”
-Amy Freestone, Associate Professor, Biology

“It is good to publish in an open-access journal because this format allows broader sharing of our studies. In addition, being digital, online article is published faster than the traditional journal article that takes over 4-6 months for printing an issue. Being open access, everyone worldwide can read our article without having to afford a costly subscription.”
-Marion Chan, Associate Professor, Lewis Katz School of Medicine

“The study aims to assess the relative importance of both environmental and socioeconomic neighborhood factors in the prediction of A. albopictus’ (one of the main transmitters of Zika virus) presence in Southeast Pennsylvania using MaxEnt (open source software) machine-learning algorithm. The study uses exclusively free available data and software to provide knowledge about the main drivers and current distribution of a vector species in South East Pennsylvania. This knowledge is relevant not only for academia but for others professionals working or interested on mosquito prevention planning such as public health officials. The free availability of this publication will provide access for these stakeholders to information that otherwise would be restricted for general use. We believe that publication in an open access journal will boost the impact of the article within and beyond academia.”
-Daniel Wiese, PhD student, Geography and Urban Studies

“The paper presents a school-based preventive dental program in the Republic of Armenia, as well as its results and recommendations to local stakeholders. In this middle-income country, most of the universities and public institutions do not have institutional access to mainstream academic journals. Publishing open access will allow readers in Armenia and in other low-income settings to get access to this paper and possibly replicate the intervention and its results.”
-Hamlet Gasoyan, PhD student, College of Public Health

2019-2020 OA Publishing Fund

**Please note: as of 10/30/19 the OA Publishing Fund has been exhausted for the 2019-2020 year. We will have more funds beginning on July 1, 2020.**

We are excited to announce that the Libraries will continue our Open Access Publishing Fund in 2019-2020. The fund is open to all current Temple faculty members. Current postdoctoral fellows, residents, and graduate students may also apply, as long as there is at least one faculty member listed as a co-author on the article.

Authors with a journal article that has been accepted or is under consideration by an open access publisher are encouraged to apply. Authors simply fill out a brief application with their information, a copy of the article, and a copy of the journal acceptance letter (if available). Funds will be available on a first come, first served basis. The Libraries will aim to make a final decision regarding the application within two weeks’ time. If the request is approved, Libraries will transfer funds to authors’ research fund or departmental account. The Libraries cannot reimburse authors or pay publishers directly.

Applicant Eligibility

  • Applicants must be a current Temple University faculty member OR a current postdoctoral fellow/resident/graduate student with a faculty member listed as a co-author.
  • Applicants with external grant funding that could cover, either in whole or in part, the cost of any publication and processing fees are ineligible.
  • Applicants must agree to deposit a copy of their publication in our Digital Library, or any future library repository.

Publication Eligibility

  • The publication must take the form of a peer-reviewed journal article.
  • Many subscription journals now offer an open access option in which authors can choose to pay a fee to make their article open access. These publications are sometimes called “hybrid” open access journals. Articles in “hybrid” journals are not supported.
  • The journal must be listed in the Directory of Open Access Journals (DOAJ). The DOAJ is a community-curated online directory that indexes high quality, open access, peer-reviewed journals.
  • The publisher must be a member of the Open Access Scholarly Publishing Association (OASPA), or clearly follow the membership criteria of the organization.
  • Because the Libraries already cover 50% of the APC for BioMed Central journals, these journals are not eligible.

Additional Limitations

  • Each applicant may request up to $1,500 total per fiscal year. This amount may be split across multiple applications so long as funds are available.
  • For articles with multiple Temple authors, the per article payment is capped at $3,000.
  • Funding will cover publication and processing fees only. Funds may not be used for reprints, color illustration fees, non-open access page charges, permissions fees, web hosting for self-archiving, or other expenses not directly related to open access fees.
  • For applicants who have not yet submitted for publication, requests will be conditionally approved awaiting official acceptance by the publisher. All conditional approvals will expire six months after notification. Applicants must provide a copy of the acceptance letter before the invoice is processed.
  • Fees are pro-rated for multi-authored articles. Co-authors from outside of Temple are not supported. If an article includes non-Temple authors, the APC will be divided equally among all authors and then the Temple authors’ portion will be funded. For example, if the APC is $2000, and there are four authors, two of whom are from Temple, the authors can apply for $1000 from the fund ($500 each).

Attribution Requirement

  • Authors who receive support must include the following statement in their acknowledgements: Publication of this article was funded in part by the Temple University Libraries Open Access Publishing Fund.

Download a copy of the application form here.

Questions? Contact Mary Rose Muccie (maryrose.muccie@temple.edu) or Annie Johnson (annie.johnson@temple.edu).

Note: The image above, “Open Access Publishing Fund,” is a derivative of “Open Access at CC” by Amy Collier for Creative Commons, and is used under CC BY 4.0. “Open Access Publishing Fund” is licensed under CC BY 4.0 by Annie Johnson.