Abstract
The COVID-19 pandemic and resulting closures of in-person interactions required colleges and universities on a worldwide scale to rapidly establish alternative modalities of instructional delivery with significant consequences to teaching as well as impacts on faculty meeting tenure and promotion scholarship requirements. Faculty quickly converted courses to a digital format, which involved a significant time commitment. These efforts were applauded by administrators without additional compensation or recognition for the value of this work during what has remained a challenging time for institutions of higher learning. One consequence of the global pandemic has been that many faculty members remain unable to complete their own research and scholarship which is a requirement for their advancement and promotion in the tenure review process. Thus, the value of seeking alternative avenues for assessing faculty scholarship contributions is needed, especially as faculty encounter the sentiment of “what is it worth if you get it for free?” when providing Open Educational Resources (OER) to assist student learning during COVID shut down orders. The value of OER to Retention, Tenure, and Promotion is considered in this study, particularly with emphasis on the challenges of utilizing new modalities for teaching and learning to address changes in institutional practices within of higher education.
Presenters
Elaine CorreaProfessor and Chair, Child, Adolescent, and Family Studies, California State University, Bakersfield, California, United States Alexander Reid
Assistant Professor, Child, Adolescent, and Family Studies, California State University Bakersfield, California, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Open Educational Resources, Faculty Retention, Tenure, Promotion
