OE Global 2019

Session Table Name: BOLOGNA

Canada and the U.S. have recently targeted efforts to create credential pathways where faculty and students use only OER or zero cost instructional materials. These pathways are more commonly called Zed Creds in Canada (Lambert, 2018) and OER/Z Degrees in the US. It is well documented that the significant cost of textbooks which are common in higher education programs in North America present a barrier to student success and timely completion (Florida Virtual Campus, 2016, p.5, p.10) and have a greater adverse effect on traditionally underrepresented low-income and minority students. (Griffiths, et. al, 2018, p.11).

Higher education is a key indicator for social mobility with unemployment rates for 4-year college graduates at about half of the US national average (U.S. Department of Education, 2016). Enrollments of traditionally underrepresented student populations have grown significantly over the last 20 years but equity gaps remain with low completion and graduation rates. Z-Degree programs have been seen as a solution to increasing graduation rates particularly for low income and minority students but early findings have shown low student awareness of these programs. Students who work more than 20 hours per week were less likely to have heard about these opportunities. (Griffiths, et. al, 2018, p.12)

As the Z-Degree programs mature, it is an opportune time to examine more closely how well these programs address the original goals of serving the underrepresented student. Using Fraser’s Social Justice Framework as adapted here (Hodgkinson-Williams, C. A., et. al., 2018), participants will be asked to critically analyze the efficacy and outcomes of current OER/Z-degrees. Suggestions for how to improve Z-degree implementation to enhance social justice will be discussed.