ANNH: THE ALASKA OPEN EDUCATION INITIATIVE

• Sponsoring Institution: National Institute of Food and Agriculture
• Project Status: COMPLETE
• Funding Source: OTHER GRANTS
• Reporting Frequency: Annual
• Accession No.: 1020493
• Grant No.: 2019-38426-30225
• Cumulative Award Amt.: $474,908.00
• Proposal No.: 2019-03437
• Project Start Date: Sep 1, 2019
• Project End Date: Jan 31, 2023
• Grant Year: 2019
• Program Code: [RD]- Alaska Native and Native Hawaiian-Serving Institutions

Recipient Organization
UNIVERSITY OF ALASKA - ANCHORAGE
3211 PROVIDENCE DRIVE
ANCHORAGE,AK 99508

Performing Department
Academic Innovations & eLearn

Non Technical Summary
University of Alaska Anchorage (UAA) is a community-based, open-enrollment four-year university that serves the highest number of Alaskan Natives students (2,200+) in the state. Nationally, as many as7 in 10 students report skipping textbooks due to cost, representing a barrier to student success. This is observed disproportionately among first-generation and minority students. Open Education Resources, freely available academic content, can reduce the overall cost of education, increase student enrollment, improve student retention, and promote student success in traditionally underserved student populations. UAA is proposing a single, comprehensive 24-month project, the Alaska Open Education Initiative, to support students through the use of high-quality, low-cost course materials. This is an Education/Teaching ANNH project focusing on the needs of curricula design, materials development, and library resources, faculty preparation and enhancement for teaching, instructional delivery systems, and student recruitment, retention, and educational equity.The Alaska Open Education Initiative will achieve five objectives by Sept 30, 2021:• Increase the number of FANH courses designed using OER to 15.• Increase the number of FANH faculty who have received OER training in the use, adoption and creation of OER resources to 20.• Increase the number of Alaska Native and minority students who have completed the UAA Student Affordability Ambassador training program to 20.• Increase retention of Alaskan Native students to 55%.• Decrease the drop, fail, and withdraw (DFW) rate by 10% for students enrolled in new OER-based courses.

Animal Health Component

(N/A)

Research Effort Categories

Basic

(N/A)

Applied

(N/A)

Developmental

(N/A)

Classification

Knowledge Area (KA)	Subject of Investigation (SOI)	Field of Science (FOS)	Percent
903	6099	3020	40%
806	6010	3020	30%
902	6010	3020	30%

Knowledge Area
902 - Administration of Projects and Programs; 806 - Youth Development; 903 - Communication, Education, and Information Delivery;

Subject Of Investigation
6010 - Individuals; 6099 - People and communities, general/other;

Field Of Science
3020 - Education;

Keywords

education

native alaska

oer

open

rentention

Goals / Objectives
Increase the number of FANH courses designed using OER to 15.Increase the number of FANH faculty who have received training in the use, adoption and creation of OER resources to 20.Increase the number of Alaska Native and minority students who have completed the UAA Student Affordability Ambassador training program to 20.Increase retention of Alaskan Native students to 55%.Decrease drop, fail, and withdraw (DFW) rates by 10% for studentsenrolled in new OER-based courses.

Project Methods
UAA will conduct one singularly focused education project: The Alaska Open EducationInitiative. Three interconnected strategies, based on the university's experience in engagedlearning pedagogy, best practices, and relevant literature, were selected to address UAA'sproblems. Together these strategies shape a comprehensive approach thatalign with UAA task force recommendations, UAA's 2020 strategic plan, and form a componentof the solutions needed to address the problems at UAA identified earlier in this proposal.Strategy 1: Identify, adopt, and implement a model for OER adoption to include facultypreparation, certification, and instructional delivery support.UAA will develop its ability to deliver OER that is sustainable, accessible, and culturallyresponsive. Specific steps are1a) identify space within the UAA/APU Consortium Library toprovide a suitable environment for the development and delivery of OER faculty development;1b) develop criteria, guidelines, and curriculum for faculty development;and,1c) and implementand evaluate a faculty training certification (FTC) program for faculty who develop OER coursesin orderto normalize faculty skill sets.Strategy 2: Identify, adopt, and implement the UAA Student Affordability Ambassadorprogram for student leadership development and OER advocacy training.UAA will create a leadership development/student OER advocacy training program, theUAA Student Affordability Ambassadors (SAA), as a mechanism to increase the success ofAlaska Native students. Specific steps are2a) work in cooperation with the UAA Director of Student Life and Leadership to design and develop SAA program;2b) work with the UAA Multicultural Center to identify successful students to use as role models;2c) conduct a two-dayworkshop and three monthly meetings with the students;2d) travel to Juneau, AK to meet withState Legislators; and 2e) analyze student success data to assess the effectiveness of the program.Strategy 3: Increase number of sustainable UAA courses using OER.UAA will build key OER components into its administrative and strategic developmentplanning processes to ensure continuity and sufficient infrastructure after the grant period ends.FANH science courses, UAA General Education Required (GER) courses, and courses with highDFW rates will be identified and re-designed to remove cost barriers and foster student retention. Specific steps are3a) partner with both UAA Academic Innovation & eLearning and theUAA/APU Consortium Library to identify a suitable environment for the development of qualityOER materials;3b) develop criteria, guidelines, processes, and curriculum for OERdevelopment;3c) design, develop, and peer review 15 courses, selected for their high AlaskaNative DFW rate or status as prerequisites for majors most frequented by Alaska Nativestudents, for delivery; and3d) employ universal design principles and ensure accessibility in alldeveloped course content.Evaluation PlanUAA will execute a comprehensive and focused evaluation that will include both formative (process-based) and summative (outcome-based) types of evaluation. This approach will: a) ensure a valid assessment of implementation strategies;b) capture the impact of the projectrelative to objectives; and c) provide quantifiable evidence for each project year. UAA's evaluation plan: 1) assesses the extent to which achievement of objectives and implementation have been met; 2) assesses the degree ofeffectiveness of the objectives and implementation strategies; and 3) determines how achievement of objectives solves major problems. Overall responsibility for evaluation activities belongs to the Project Director with support provided by the Office of Institutional Research. An external evaluator will provide annual, objective evaluation of implementation and achievement of objectives.Formative EvaluationFormative internal evaluation will be utilized in orderto gauge the project's progress, address challenges and positively influence the project in a timely manner. Internal formative evaluation will be conductedas follows: 1) during each year, implementation strategies will be evaluated internally by students, faculty and project staff; and 2) on a quarterly basis and at the end of each project year, summary results of the internal evaluations will be shared with the Vice Provost of Student Success, administrators, faculty, students, and project staff. Each formative evaluation will be a direct, up-front assessment of the expectation for successful completion of the objectives. Reports will allow for necessary changes and the process will ensure a successful conclusion. Formative evaluation reports will be provided to the external evaluator.Summative EvaluationAt the conclusion of the grant period, a comprehensive summative evaluation will take place. The Project Director will prepare a report to assist the external evaluator in preparing the final summative evaluation report. The Project Director will provide a brief history of the project andthe following: 1) projected budget v. actual; 2) copies of all quarterly and annual formative reports; 3) discussion of outcomes achieved (intended and unintended); and 4) discussion of howoriginal goals and problems identified in this proposal were affected by the project.External EvaluatorUAA will utilize an external evaluator for three days each year to provide consultation, data analysis, and report preparation. The external evaluator will also help devise evaluation instruments and interview and/or focus group questions to be used for both formative and summative evaluations. Each year, a one-day visit will be scheduled to coincide with the completion of UAA's annual formal evaluation. The external evaluation will be an objective assessment of progress toward meeting objectives and institutionalizing project strategies, as well as assessing the degree to which the project's progress is contributing to solving institutional problems. The report will be shared with UAA's key stakeholders.

Progress 09/01/19 to 01/31/23

Outputs
Target Audience:During the grant period, activities were focused on promoting faculty adoption of OER/ZTC course materials and supporting student leaders in advocating for campus-wide textbook cost-savings initiatives. Recruitment for the faculty-focused efforts (primarily the Textbook Affordability Fellows program) was targeted toward course faculty serving large classes, general education requirements, and courses that demonstrated historically low Alaska Native (AKN) student grades and success. For potential faculty adopters, grant personnel offered a variety of professional development opportunities, including an intensive, week-long workshop related to OER and course transformation, an ongoing community of practice for pedagogical transformation, brief workshops, and coaching events to support the transition from commercial materials to free or openly licensed course content. To facilitate participation during challenging times at the university, most events were recorded and made available to the university community for later asynchronous review. Grant personnel also engaged in targeted outreach to university leaders to promote OER/ZTC adoption as part of the university's strategic plan, partnered with university groups to build synergy between grant efforts and ongoing university initiatives, and collaborated with state-wide and national advocacy groups around best practices in OER/ZTC adoption. The student-focused activities of the grant (the Textbook Affordability Student Ambassadors program) were built on a foundational belief that students can be the best textbook affordability advocates if supported in developing knowledge about textbook affordability and confidence to interact directly with university peers, staff, faculty, and administrators. Priority selection was given to Alaska Native and Native Hawaiian groups and other historically excluded and marginalized groups in higher education. Training activities focused on developing outreach, advocacy, and project management skills to facilitate peer-supported campus change efforts. Later phases of TASA involved developing campus-level outreach efforts to promote and maintain OER/ZTC adoption. Changes/Problems: Project director and performing departmentchanged (2019) due to university staffing changes. External reviewer changed (2020) due to retirement. No-cost extension memos (2020 and 2022) to address loss of key personnel (including our primary investigator),a loss of senior-level stakeholders and grant partners, university exigency, organizational restructuring, staffing challenges, and global COVID-19 pandemic. Adjusted budget and grant narrative (2020) to reallocate grant activities to core personnel following staffing changes. Stage 3 of the TASA program (outreach by Student Textbook Affordability Ambassadors to state legislators in the capital) did not occur due to an erosion of staff capable of navigating a trip to the state capital. Instead, Ambassadors conducted outreach from a distance when possible. What opportunities for training and professional development has the project provided?The Alaska Open Education Initiative was designed to be predominantly focused on professional development for faculty adopters and students. As a result, most grant activities have involved provision of professional development. During the period under review, the PIs offered a variety of professional development/education events. These events included: 12 brief workshops, 17 advocacy and outreach events, 3 separateweek-long intensive workshop supporting 32 faculty Fellows, 3 ongoing communities of practice around OER/ZTC course material adoption and creation, 54 consultations with the OER librarian, 3 separate intensive advocacy workshops supporting 29 student ambassadors, An ongoing community of practice around student-led campus initiatives, Mentorship of a student-led textbook affordability club, and Multiple student outreach events. Grant funds were also used to sponsor OpenEd Conference attendance for 54 participants (including students, staff, and faculty) from 2020 through 2022, OEGlobal attendance for 2 participants (2020), Creative Commons Certificate Program attendance for 2 participants (2021), and MyFest Community of Practice attendance for 1 participant (2022). How have the results been disseminated to communities of interest?Grant staff have communicated the effects of the Alaska Open Education Initiative widely, ranging from local university groups (e.g., the UAA Student Success Advisory Council, the UAA/APU Consortium Library Advisory Committee, Faculty Senate), to state-wide and regional groups (like the UA Statewide OER Champions group, OERwest Network group, Statewide OER Leaders Group), and to the public via our university Textbook Affordability webpage. Results of the grant have been disseminated to the professional community through peer-reviewed conference presentations, invited panels and presentations, and various publications (listed elsewhere). The openly-licensed Textbook Affordability Fellows and Textbook Affordability Student Ambassadors program curriculum have been posted publicly on a university-hosted library site, and ongoing data analysis and manuscript preparation for grant-related projects are in progress. What do you plan to do during the next reporting period to accomplish the goals? Nothing Reported

Impacts
What was accomplished under these goals? The grant has had a major impact on our university community, raising the profile of open educational resources and providing concrete and pragmatic support to facilitate the adoption of openly licensed and/or zero-cost course materials (hereafter, OER/ZTC). Feedback about the Alaska Open Education Initiative (hereafter, AOEI) goals has been overwhelmingly positive. Faculty OER/ZTC adopters also report great satisfaction with the transitions to zero-cost resources, with many Textbook Affordability Fellows (hereafter, TAF) transitioning multiple courses to OER/ZTC resources (beyond the minimum requirement for program participation). Fellows were powerful advocates for transition and became departmental leaders in OER adoption, resulting in widespread awareness of OER/ZTC and their benefits around campus. Some faculty were reluctant to change or had valid concerns about transitioning (e.g., inadequate high-quality OER/ZTC resources for their fields, frustration about there being no "Low Cost" course marking option for books under a particular price threshold). Though well-founded, addressing these concerns is beyond the scope of what can be achieved under the current grant. Textbook Affordability Student Ambassadors (hereafter, TASA) shared great satisfaction with the training program, reporting greater confidence in self-advocacy efforts and appreciating the information shared about how to make concrete changes in the university community. Student ambassadors went on to found a student club on campus, participating in multiple student-focused events and raising awareness about OER/ZTC textbook options and courses using these resources. Ambassadors appealed to USUAA student government to pass multiple resolutions related to promoting OER/ZTC course resources. A detailed assessment of project accomplishments is available in the external reviewer's final report at https://tinyurl.com/AOEIfinalreport. Objective 1 Through Summer 2022, OER course materials were adopted in 986 sections with notable acceleration following AOEI efforts (743 sections from Spring 2020 through Summer 2022). Advocacy around course-marking and textbook adoption transparency allowed faculty to formally notify students when a course used no course materials OR some other zero-cost course materials. 3509 sections indicated no required course materials from Fall 2020 to Summer 2022. OER/ZTC course resources were adopted in the following departments (listed below). Subjects with an asterisk included at least one FANH course offered by a TA Fellow. Aerospace Science ROTC Air Traffic Control Alaska Native Studies * Anthropology * Art Aviation Tech/Admin/Mgmt Biology * Chemistry * Civic Engagement & Learning College of Health Interprofessional Communication * Dietetics & Nutrition * Early Childhood Education * Education Engineering English Environmental Studies * French Geography * Geology * Geomatics * Health Science * History Human Services * Journalism & Public Communication Justice * Kinesiology Legal Studies * Linguistics * Mathematics Mechanical Engineering Medical Lab Tech Military Science Music Philosophy * Psychology * Public Administration Sociology * Statistics * University Studies Women's Studies * Writing * A full list of Fellows program graduates and OER/ZTC course sections is available for review by request. Objective 2 During the period under review, 32 faculty were involved in the intensive TAF program and 9 faculty and staff completed the asynchronous, self-paced OER/ZTC Certificate Program. Other adopters who may have been influenced by the program informally are not included in this analysis, including countless additional participants attending workshops and outreach activities, through mentorship and individual consultation described elsewhere, as well as through peer-to-peer outreach. Objective 3 The TASA program was widely advertised during late Fall 2021 and early Spring 2022. It received 34 total applications despite the widespread belief that students were disengaged from campus life during the COVID-19 pandemic. 29 students were invited to participate (based on student availability), including: 7 Alaska Native students 1 Native Hawaiian student, 7 students in another historically-underrepresented racial group. 27 students completed Stage 1 of the program, receiving a $250 incentive for their contribution. 15 Ambassadors were offered an opportunity to continue to TASA Stage 2 to initiate campus-wide projects, including a student textbook survey, founding a Textbook Affordability Club, creating a student-focused textbook affordability guide, and continuing advocacy efforts. Eight students made significant contributions in Stage 2 of the program, producing: Significant contributions to the student textbook affordability survey. The UAA Student Textbook Affordability Club (STAC) was founded and was widely active, awarded with the UAA Student Clubs Best New Club award, and nominated for the Most Active Club for 2022. The course marking outreach initiative was developed in collaboration with STAC club members and USUAA, and Student officers conducted outreach to university leadership, elected officials, and OER/ZTC adopters at the end of Spring 2022. Student Ambassadors presented during the OpenEd22 conference (October 2022). Objective 4 According to UAA Institutional Research reports, the fall-to-fall retention rate for full-time, baccalaureate-seeking Alaska Native students was 49.6% for the Fall 2019 cohort (compared to 66.4% retention of all students at the institution). This retention rate is higher than baseline Alaska Native student retention (approximately 49%), and this retention was achieved during the COVID-19 pandemic and significant institutional challenges (including leadership transitions, significant attrition of staff and faculty, and financial exigency). This may indicate that OER/ZTC adoption mitigated student attrition. OER/ZTC adoption could not specifically target courses serving Alaska Native students; instead, the focus of the grant was on introductory-level, general-education-type courses that would widely reach Alaska Native students entering the university and could potentially contribute to their retention. By the end of the grant period, the number of Alaska Native students served with OER/ZTC resources mirrored their representation in the overall UAA student population (5%). Though students with disabilities were not a specific focus of the grant activities, the Director of Disability Support Services (hereafter, DSS) noted that the increased adoption of OER/ZTC resources seemed to be increasing access for students with disabilities. In AY20-21, DSS received 126 requests for an alternative format textbook (ebook). In the following year (AY21-22), the office served the same number of students with disabilities but received only 76 requests for ebooks. Students reported using more OER/ZTC resources in their courses, and those resources came enabled with captions, OCR, and other adaptive formats. Objective 5 By the end of the grant period, students in OER/ZTC courses earned similar grades to students in courses utilizing commercial course resources. Student withdrawal rates were also similar in OER/ZTC courses compared to commercial products. However, these data must be interpreted with caution as adoption records may not reflect the actual resources used in courses (that is, courses using ZTC resources may not have indicated so in the adoption records). Moreover, these data are strongly influenced by the ongoing COVID-19 pandemic and institutional challenges. Given the totality of circumstances, it is impossible to control for the effect of these variables on student performance. As a result, we cannot determine the specific impact of OER/ZTC adoption on student performance.

Publications

• Type: Book Chapters Status: Published Year Published: 2020 Citation: Howard, V. J. & Hutchings, D. (2020). The Alaska Open Education Initiative [paper; case study and lessons learned]. Association of College and Research Libraries (ACRL) OER Roadshow nationwide training curriculum.
• Type: Books Status: Published Year Published: 2019 Citation: Fitch, M. (2019). Discrete Mathematics for Computer Science. UAA Mathematics.
• Type: Books Status: Published Year Published: 2020 Citation: Bourne, D. & Abrams, S. (n.d.) EmpoWord 111. UA Pressbooks.
• Type: Books Status: Published Year Published: 2020 Citation: Manthey, T. (2020). College Algebra for the Managerial Sciences. UA Pressbooks.
• Type: Books Status: Published Year Published: 2020 Citation: Rufner, S. (2020). Writing and the Sciences: An Anthology. UA Pressbooks.
• Type: Books Status: Published Year Published: 2021 Citation: Henderson, R. (n.d.) Criminal Law, Alaska Edition. Pressbooks.
• Type: Books Status: Published Year Published: 2021 Citation: Seitz, H. (n.d.) Creativity: Superpower for Kids in the 21st Century. UA Pressbooks.
• Type: Books Status: Published Year Published: 2021 Citation: Widdicombe, T. (2021). J. K. Rowling: 14 Ways of Looking at Genius. UA Pressbooks.
• Type: Books Status: Published Year Published: 2021 Citation: Worthington, A. (2021). Persuasion Theory in Action: An Open Educational Resource. UA Pressbooks.
• Type: Conference Papers and Presentations Status: Published Year Published: 2020 Citation: Howard, V. J., Potter, R. S., & Dannevik-Pavone. M. A. (October 2020). Evoking Curiosity for Curated, Collaborative, and Consumer-Created Content. Open Education Conference, online.
• Type: Conference Papers and Presentations Status: Published Year Published: 2020 Citation: Redmond, L. C., & Howard, V. J. (April 2020). Students as OER Creators: The Ultimate Engagement Activity. Quality Matters (QM) Regional Conference West, online.
• Type: Conference Papers and Presentations Status: Published Year Published: 2021 Citation: B. Meinke-Lau, Veronica J. Howard, & B. Tillinghast. (January 2021). The Development, Use, and Exploration of Open Educational Resources in Higher Education. International Academic Forum International Conference on Arts & Humanities, online.
• Type: Conference Papers and Presentations Status: Published Year Published: 2021 Citation: Howard, V. J., & Hutchings, D. (October 2021). Developing a robust faculty OER adoption program under challenging conditions. Open Education Conference, online.
• Type: Conference Papers and Presentations Status: Published Year Published: 2021 Citation: Potter, R.S. & Howard, V. J. (July 2021). Curated and Student-Generated OER Content: Replicable Strategies that Consider Cultural Context. Open Education Southern Symposium, online.
• Type: Conference Papers and Presentations Status: Published Year Published: 2022 Citation: Crews, J., Cohen, E., Bissett, H., Hutchings, D., & Howard, V. J. (October 2022). Developing a Student-Led Textbook Affordability Advocacy Program. Open Education Conference, online.
• Type: Conference Papers and Presentations Status: Published Year Published: 2022 Citation: Howard, V. J. & Hutchings, D. (October 2022). Maintaining a Robust Faculty OER Adoption Program Under Challenging Conditions. Open Education Conference, online.
• Type: Conference Papers and Presentations Status: Published Year Published: 2022 Citation: Leu-Burke, G. M. (March 2022). Using Open Education Resources: Taking the plunge without drowning. Clinical Laboratory Educators Conference, Denver, CO.
• Type: Conference Papers and Presentations Status: Published Year Published: 2022 Citation: Hartley, G. (March 2022). Meaningful Writing with the Simple English Wikipedia. TESOL International 2022 Convention, Pittsburgh, PA.
• Type: Journal Articles Status: Published Year Published: 2020 Citation: Howard, V. J., & Whitmore, C. B. (2020). Evaluating student perceptions of open and commercial psychology textbooks [Special issue: Research in Underexamined Areas of Open Educational Resources]. Frontiers in Education. https://doi.org/10.3389/feduc.2020.00139
• Type: Journal Articles Status: Published Year Published: 2021 Citation: Redmond, L. C., & Howard, V. J. (2021). Open educational resource-enabled pedagogy to improve student outcomes in nutrition course. Journal of Nutrition Education and Behavior, 53(7), 631-634. https://doi.org/10.1016/j.jneb.2021.03.013
• Type: Conference Papers and Presentations Status: Published Year Published: 2021 Citation: Howard, V.J., Hutchings, D.L., Lamb, J., & Moss, J. (October 2021). Open or Zero Cost Resource & Student Success. Invited presentation at the 2nd annual UA Student Success Convening, online.
• Type: Conference Papers and Presentations Status: Published Year Published: 2022 Citation: Howard, V. J., & Hutchings, D. (January 2022) Invited brief presentation on the UAA Textbook Affordability program (including the Alaska Open Education Initiative), presented to the Western Interstate Commission for Higher Education OER working group.

Progress 09/01/21 to 08/31/22

Outputs
Target Audience:During the grant year spanning 9/1/2021 through 8/31/2022 (with grant activities ending 7/15/2022), the focus was on continuing to support core program features (such as outreach/advocacy and Textbook Affordability Faculty Fellows) while also expanding capacity for stakeholder outreach, especially the Textbook Affordability Student Ambassador (TASA) program. Primary Investigators (PIs) also worked to recruit additional funding to support the program and institutionalize elements of the program to survive upcoming staff departures. Raising Awareness: Grant personnel offered numerous professional development opportunities to the University of Alaska (UAA) community. Activities with a broad reach included faculty development events like the Fall and Winter Teaching Academies, highlighting ZTC/OER adopters at the CAFE Faculty Development Awards and Spring ACDLITe eLearning Luncheon. Targeted/niche events included specific outreach and invited presentations to specific groups, such as Deans and Directors, the College of Business and Public Policy Health leadership, and community campus ZTC/OER partners. Through partnership with the UAA Provost's Office, Course Marking (designating in the registration schedule which courses use zero textbook cost [ZTC] resources) began, and news of course marking was shared with the student body via social media and Youtube announcements, courtesy of student government (USUAA). A comprehensive list is available under Events, below. Supporting Faculty: Grant personnel offered the Textbook Affordability Fellows intensive, a week-long workshop to support faculty in transitioning to ZTC/OER resources with an ongoing community of learning and support. Recruitment for the Fellows program was targeted toward courses serving many students with special emphasis on GERs and courses that demonstrated historically low Alaska Native (AKN) student grades and success. Recruiting Students: Grant personnel offered the Textbook Affordability Student Ambassadors (TASA) student development program. Recruitment efforts were focused on and prioritized Alaska Native students first, followed by students from other minoritized populations. Students from all other populations were invited to fill remaining seats. Building Organizational Support: Grant personnel worked diligently to maintain partnerships with campus stakeholders (including the Library Advisory Council, Student Success Advisory Council, Native Student Services) and to provide data to support related institutional goals. Securing Student Support Staff: Due to organizational restructuring with the university, onboarding staff was more challenging. Following the departure of an instrumental student employee, the Alaska Open Education Initiative welcomed a new student research assistant who played a key role in community building and outreach with the Textbook Affordability Student Ambassadors. Changes/Problems:Stage 3 of the TASA program (outreach by Student Textbook Affordability Ambassadors to state legislators in the capital) did not occurdue to an erosion of staff capable of navigating a trip to the state capital. Instead, Ambassadors conducted outreach from a distance when possible. What opportunities for training and professional development has the project provided?The Alaska Open Education Initiative focuses predominantly on development activities for faculty adopters and students. As a result, most grant activities have involved provision of workshops and other professional development events. During the period under review, the PIs offered a variety of professional development/education events. These events included: 7 brief workshops, 7 targeted advocacy and outreach events, and 1:1 mentorship for 15 OER/ZTC adopters. Grant funds were also used to sponsor OpenEd Conference attendance for 14 participants. Much of 2021-2022 was spent focused on expanding the student-focused activities. In addition to delivering intensive workshops for 3 cohorts of students, the PIs and student employees in service to the grant also supported advanced student advocacy efforts on campus, including the founding of an award-winning student club, development of an online community, and multiple outreach events. How have the results been disseminated to communities of interest?Grant staff have communicated the effects of the Alaska Open Education Initiative widely, ranging from local university groups (e.g., the UAA Student Success Advisory Council, the UAA/APU Consortium Library Advisory Committee, Faculty Senate), to state-wide and regional groups (like the UA Statewide OER Champions group, OERwest Network group, Statewide OER Leaders Group), and to the public via our university Textbook Affordability webpage. Results of the grant have been disseminated to the professional community through peer-reviewed conference presentations, invited panels and presentations, and various publications (listed elsewhere). What do you plan to do during the next reporting period to accomplish the goals?Package curricula for dissemination and produce final reports.

Impacts
What was accomplished under these goals? The grant has had a major impact on our university community, raising the profile of open educational resources and providing concrete and pragmatic support to facilitate the adoption of openly licensed and/or zero-cost course materials. Feedback about the Alaska Open Education Initiative has been overwhelmingly positive about the goals of the initiative. Faculty ZTC/OER adopters also report great satisfaction with the transitions to zero cost resources. Some faculty resistance continues, and concerns ranging from inadequate high-quality ZTC/OER resources for their fields to frustration about there being no "Low Cost" course marking option. These concerns are well-founded, but beyond the scope of what can be achieved under the current grant. Data collection has improved with the addition of the AKADEMOS textbook system, and challenges with the data collection continue to be identified and corrected. During the review period (Summer 2021 - Summer 2022), former Textbook Affordability Fellows reached an estimated 2821 students with ZTC/OER course materials (12.4% of the estimated 22,751 students in a known ZTC course section). Objective 1 Tracking the use of Zero Textbook Cost (ZTC) or Open Educational Resources (OER) has never been precise, but the improvement of textbook reporting has shown a dramatic increase in the adoption of some form of ZTC course (including using no course resources or replacing a commercial text with a free-to-access alternative) during the review period (see UAA Textbook Adoption - ZTC/OER Impact Tracking for an example of this growth). Based on available data, our 31 Textbook Transformation/Affordability Fellows taught 127 Zero Textbook Cost (ZTC) of sections (66 sections using no course materials, 61 sections using a specific ZTC/OER resource). Adoption data show that our Faculty Fellows have adopted ZTC/OER course materials in multiple courses - even beyond the adoption requirement to participate in the program. Outreach and peer-to-peer connection has promoted the blossoming adoption we see across UAA. From Summer 2021 through Summer 2022, textbook adoption records indicate that 2477 sections of 1003 unique courses were coded as ZTC course sections (1994 using no course materials; 483 using ZTC/OER). At this point, it would be impossible to know how many of these ZTC/OER adoptions occurred as a result of peer-to-peer influence. Many current and former Fellows hold high ranks in the faculty, including department chairs/directors, chairs of pedagogically-focused UAA committees, and other highly influential positions. During the review period, the total number of unique courses offered by faculty who have completed the Textbook Transformation/Affordability Fellows program has increased from 51 to 99.Specific course adoption data available in Appendix A. Objective 2 During the period under review, the number of new faculty involved in the intensive Textbook Transformation Fellows workshop increased by 12, bringing the total number of Textbook Transformation Fellows/Textbook Affordability Fellows up to 31.Additional faculty adopters have been reached through workshops, professional development, and outreach activities, through mentorship and individual consultation described elsewhere, as well as through peer-to-peer outreach. Other adopters who may have been influenced by the program informally are not included in this analysis. Objective 3 The Textbook Affordability Student Ambassador program was widely advertised during late Fall 2021 and early Spring 2022. Despite reports of low student participation around campus, the TASA program received 34 total applications. 29 students were invited to participate (based on student availability for training). Of these trainees: 7 reported Alaska Native heritage, 1 reported Native Hawaiian heritage, and 7 reported representation in another historically-underrepresented group. 27 trainees successfully completed Stage 1 of the program, receiving a $250 incentive for their contribution. Given the success of the program, 15 Ambassadors were offered an opportunity to continue to Stage 2 of the program and initiate campus-wide projects, including: the student textbook survey, founding a Textbook Affordability Club, creating a student-focused textbook affordability guide, and continuing advocacy efforts. Eight students made significant contributions in Stage 2 of the program, producing the following results: Students contributed significantly to the student survey (data reported above). The UAA Student Textbook Affordability Club (STAC) was founded and was widely active, awarded with the UAA Student Clubs Best New Club award and nominated for the Most Active Club for 2022. STAC will continue under the mentorship of Textbook Affordability Fellow Dr. Amber Worthington in Fall 2022. The course marking outreach initiative was developed in collaboration with STAC club members and USUAA, and Student officers conducted outreach to university leadership, elected officials, and ZTC/OER adopters at the end of Spring 2022. Student Ambassadors presented their experiences during the OpenEd22 conference (October 2022). Objective 4 According to UAA Institutional Research reports, the fall-to-fall retention rates for full-time, baccalaureate-seeking Alaska Native students to be 49.6% for the Fall 2019 cohort (compared to 66.4% retention of all students at the institution). It is worth noting that this retention rate is higher than baseline Alaska Native student retention (approximately 49%), and that this retention was achieved during the COVID 19 pandemic and during significant institutional challenges. This may indicate that ZTC/OER adoption served an ameliorative effect on student attrition. ZTC/OER adoption could not specifically target courses serving Alaska Native students; instead, the focus of the grant was on introductory-level, general-education type courses that would widely reach Alaska Native students entering the university and could potentially contribute to their retention. By the end of the grant period, the number of Alaska Native students served with ZTC/OER resources mirrored their representation in the overall UAA student population - 5%. Though students with disabilities were not a specific focus of the grant activities, in the final year of the grant, the Director of Disability Support Services noted that the increased adoption of ZTC/OER resources seemed to be increasing access for students with disabilities. In AY20-21, the Disability Support Services office 126 requests for an alternative format textbook (ebook). In the following year (AY21-22), the office served the same number of students with disabilities, but received 76 requests for ebooks. Students reported using more ZTC/OER resources in their courses, and those resources came enabled with captions, OCR, and other adaptive formats. Objective 5 By the end of the grant period, students in ZTC/OER courses earned similar grades to students in courses utilizing commercial course resources. Student withdrawal rates were also similar in ZTC/OER courses compared to commercial products. However, these data must be interpreted with caution as adoption records may not reflect the actual resources used in courses (that is, courses using ZTC resources may not have actually indicated so in the adoption records). Moreover, these data are strongly influenced by the ongoing COVID 19 pandemic and institutional challenges. Given the totality of circumstances, it would be impossible to determine the impact of ZTC/OER adoption on student performance during the period under review.

Publications

• Type: Books Status: Published Year Published: 2021 Citation: Worthington, A. (2021). Persuasion Theory in Action: An Open Educational Resource. UA Pressbooks.*
• Type: Books Status: Published Year Published: 2020 Citation: Manthey, T. (2020). College Algebra for the Managerial Sciences. UA Pressbooks.*
• Type: Books Status: Published Year Published: 2021 Citation: Seitz, H. (n.d.) Creativity: Superpower for Kids in the 21st Century. UA Pressbooks.*
• Type: Books Status: Published Year Published: 2021 Citation: Henderson, R. (n.d.) Criminal Law, Alaska Edition. UA Pressbooks.*
• Type: Books Status: Published Year Published: 2021 Citation: Widdicombe, T. (2021). J. K. Rowling: 14 Ways of Looking at Genius. UA Pressbooks.
• Type: Books Status: Published Year Published: 2020 Citation: Rufner, S. (2020). Writing and the Sciences: An Anthology. UA Pressbooks.*
• Type: Books Status: Published Year Published: 2019 Citation: Fitch, M. (2019). Discrete Mathematics for Computer Science. UAA Mathematics.
• Type: Books Status: Published Year Published: 2020 Citation: Bourne, D. & Abrams, S. (n.d.) EmpoWord 111. UA Pressbooks.*
• Type: Journal Articles Status: Published Year Published: 2021 Citation: Redmond, L. C., & Howard, V. J. (2021). Open educational resource-enabled pedagogy to improve student outcomes in nutrition course. Journal of Nutrition Education and Behavior, 53(7), 631-634. https://doi.org/10.1016/j.jneb.2021.03.013 *
• Type: Book Chapters Status: Awaiting Publication Year Published: 2020 Citation: Howard, V. J. & Hutchings, D. (2020). The Alaska Open Education Initiative [paper; case study and lessons learned]. Association of College and Research Libraries (ACRL) OER Roadshow nationwide training curriculum.
• Type: Journal Articles Status: Accepted Year Published: 2020 Citation: Howard, V. J., & Whitmore, C. B. (2020). Evaluating student perceptions of open and commercial psychology textbooks [Special issue: Research in Underexamined Areas of Open Educational Resources]. Frontiers in Education. https://doi.org/10.3389/feduc.2020.00139 *

Progress 09/01/20 to 08/31/21

Outputs
Target Audience:During the grant year spanning 9/1/2020 through 8/31/2021, the primary focus of grant activities were maintaining the program through the pandemic and organizational challenges, recruiting faculty, building organizational support, and securing student support staff for the program. Recruiting faculty: For potential faculty adopters, grant personnel offered a variety of professional development opportunities, workshops, and coaching events (described below) to support transition from commercial materials to free or openly licensed course content. To facilitate participation in these workshops during a challenging year, most were recorded and distributed to the university community for later review. For interested adopters, grant personnel offered an intensive, a week-long workshop related to OER and course transformation, as well as ongoing learning communities for adopters. Recruitment for this workshop continues to be targeted toward accepting course faculty serving large classes, general education requirements, and courses that demonstrated historically low Alaska Native (AKN) student grades and success. Changes/Problems:During this review period, we continued to experience challenges, including major leadership changes, loss of institutional partners (including partners at Native Student Services), pandemic challenges, and reduced staffing. Due to local hiring conditions (i.e., failed searches due to lack of applicants), we were unable to fill our support staff position and some of our student worker positions. Nevertheless we managed to make substantial forward progress on the grant. As a result of these challenges, implementation of some grant activities (like the student advocacy program) and grant evaluation activities (large-scale data analysis of OER transformation/impact) have been delayed. However, the PIs remain confident that objectives 3-5 of the Alaska Open Education Initiative will be completed during the third year of grant activities. What opportunities for training and professional development has the project provided?The Alaska Open Education Initiative was designed to be predominantly focused on professional development for faculty adopters and students. As a result, most grant activities have involved provision of professional development. During the period under review, the PIs offered a variety professional development/education events. These events included: 5 brief workshops, 10 advocacy and outreach events, 1 week-long intensive workshop for Fellows, and 1:1 mentorship for 20 OER/ZTC adopters. Grant funds were also used to sponsor OpenEd Conference attendance for 12 participants. How have the results been disseminated to communities of interest?Grant staff have communicated the effects of the Alaska Open Education Initiative widely, participating in communities of dissemination ranging from local university groups (e.g., the UAA Student Success Advisory Committee, the UAA/APU Consortium Library Advisory Committee, Faculty Senate), state-wide groups (UA Statewide OER Champions group, UA Board of Regents, and the Alaska Library Association), to regional working groups (like the OERwest Network group, Statewide OER Leaders Group). Grant activity results have also been disseminated in targeted emails and widely for all university stakeholders through annual Open Education week mailings and through updates in daily staff, faculty, and student newsletters. Grant personnel are also outspoken evangelists for the cause, and opportunities to share news and updates from grant activities often organically arise in meetings with various campus stakeholders. Results of the grant have been disseminated to the professional community through peer-reviewed conference presentations, invited panels and presentations, and various publications (listed elsewhere). What do you plan to do during the next reporting period to accomplish the goals? Analyze data to determine overall impacts of the AOEI program, specifically by developing partnerships within and beyond university for refined data collection and analysis. Data analysis will include special emphasis on student success and retention through OER/ZTC course transformation. Recruit/train Textbook Affordability Student Ambassadors (TASAs), with an emphasis on ambassadors from Alaska Native and other historically underrepresented communities. Advocate for institutional investment in grant activities to promote the continuation of key grant components (e.g., course transformation to OER/ZTC resources; authoring resources when the materials do not otherwise exist). Advocate for ZTC course marking inclusion in the course registration system, permitting greater transparency about course materials and promoting student agency to find courses without textbook cost barriers. Implement an OER/ZTC Certificate program to permit faculty and staff to self-train through the intensive curriculum as just-in-time training.

Impacts
What was accomplished under these goals? The grant continues to have a major positive impact on our university community, raising the profile of open educational resources (OER) and other zero-cost course materials (ZTC), hereafter referred to as OER/ZTC. Through the grant, the PIs have been able to provide concrete support for individual faculty adopters. The grant has also permitted the PIs the capacity for wide-reaching advocacy within the university system to (a) adjust structures to better support OER/ZTC adopters and (b) permit greater transparency in student communication. Chief among these changes includes the adoption of a new bookstore information tracking system, which permits faculty to explicitly adopt OER/ZTC resources and to further communicate what and how course resources will be used in each course section. The following describes our progress and accomplishments for each of the project's major goals. Objective 1 - Increase the number of FANH courses designed using OER to 15. As mentioned above, the university bookstore is using a new textbook adoption system that permits explicit communication about OER/ZTC course resources.This new textbook data system permits far more refined analysis of courses by section, revising earlier data provided to USDA NIFA during the grant year 2019-2020. During the period under review, the total number of university course sections confirmed to use OER/ZTC materials increased from 79 (S20-F20) to 405 (S21-F21). These OER/ZTC courses were offered in a variety of subject areas (list below). The number of course sections taught by Textbook Transformation/Affordability Fellows increased from 28 to 104. Of these 104 courses, 38 were categorized as FANH course sections. In the list below, subjects denoted with an asterisk included at least one section offered by a Fellow categorized as an FANH course. Aerospace Science ROTC Air Traffic Control Alaska Native Studies Anthropology Art Aviation Tech/Admin/Mgmt Biology * Chemistry Civic Engagement & Learning COH Interprofessional Communication * Dietetics & Nutrition * Early Childhood Education * Education Engineering English Environmental Studies French Geography Geology Geomatics Health Science * History Human Services * Journalism & Public Comm Justice Kinesiology Legal Studies Linguistics * Mathematics Mechanical Engineering Medical Lab Tech Military Science Music Philosophy Psychology * Public Administration Sociology Statistics * University Studies Women's Studies Writing * A full list of Fellows program graduates and their respective course sections is available for review by request. Objective 2 - Increase the number of FANH faculty who have received training in the use, adoption, and creation of OER resources to 20 During the period under review, 12 new Faculty Fellows were added to the program, bringing the total number of Fellows to 31. Additional potential faculty adopters were reached through the workshops, professional development, and outreach activities or through mentorship and individual consultation described elsewhere. Moreover, emerging research (Spilovoy et al., 2020 https://www.bayviewanalytics.com/reports/impactofoerinitiatives.pdf) suggests that word-of-mouth from trusted colleagues plays a strong role in persuading faculty to adopt OER/ZTC course resources. We believe this word of mouth and changing culture at UAA have contributed to the astronomical increase in OER/ZTC adoptions. Objective 3 - Increase the number of Alaska Native and minority students completing the UAA Student Affordability Ambassador training to 20. Given the departure of key project personnel, other high-profile university stakeholders, and the global pandemic, the development and dissemination of the UAA Student Affordability Ambassador had not begun. Objective 4 - Increase retention of Alaska Native students to 55%. Given the challenges denoted during our annual report from the previous grant year, there are no accurate data on Alaska Native student retention to share at this time. Objective 5 - Decrease DFW rates by 10% in new OER-based courses. Given the challenges denoted during our annual report from the previous grant year, there are no accurate data to report on decreases in grades of D, F, and W rates at this time. A copy of our external evaluator's report for this year is available at https://tinyurl.com/AOEI2021report

Publications

• Type: Journal Articles Status: Published Year Published: 2021 Citation: Redmond, L. C., & Howard, V. J. (2021). Open educational resource-enabled pedagogy to improve student outcomes in nutrition course. Journal of Nutrition Education and Behavior, 53(7), 631-634. https://doi.org/10.1016/j.jneb.2021.03.013
• Type: Journal Articles Status: Published Year Published: 2020 Citation: Howard, V. J., & Whitmore, C. B. (2020). Evaluating student perceptions of open and commercial psychology textbooks [Special issue: Research in Underexamined Areas of Open Educational Resources]. Frontiers in Education. https://doi.org/10.3389/feduc.2020.00139
• Type: Conference Papers and Presentations Status: Submitted Year Published: 2021 Citation: Howard, V. J., & Hutchings, D. (October 2021). Developing a robust faculty OER adoption program under challenging conditions. Open Education Conference, online.
• Type: Conference Papers and Presentations Status: Published Year Published: 2021 Citation: B. Meinke-Lau, Veronica J. Howard, & B. Tillinghast. (January 2021). The Development, Use, and Exploration of Open Educational Resources in Higher Education. International Academic Forum International Conference on Arts & Humanities, online.

Progress 09/01/19 to 08/31/20

Outputs
Target Audience:During the grant year spanning 9/1/2019 through 8/31/2020, the primary focus of grant activities were faculty, including both faculty adopters of zero-cost or openly licensed textbooks as well as potential faculty adopters for these materials. For faculty OER adopters (hereafter, referred to as "adopters"), grant personnel offered an intensive, week-long workshop related to OER and course transformation, as well as ongoing learning communities for adopters. Recruitment for this workshop was targeted toward accepting course faculty serving large classes, general education requirements, and courses that demonstrated historically low Alaska Native (AKN) student grades and success. For potential faculty adopters, grant personnel offered a variety of professional development opportunities, workshops, and coaching events (described below) to support transition from commercial materials to free or openly licensed course content. To facilitate participation in these workshops during a challenging year, most were recorded and distributed to the university community for later review. Changes/Problems:As described in the no-cost extension memo (approved 11/20/2020), the grant performance period 2019-2020 has presented grant personnel with unprecedented challenges, including: loss of key personnel (including our primary investigator), a loss of senior-level stakeholders and grant partners, substantial university budget uncertainty, organizational restructuring, and the rapid move to remote delivery due to the global COVID-19 pandemic. As a result of these changes, the team worked to secure a new Primary Investigator (request submitted 11/6/2019, approved 3/30/2020) and refined the grant budget to adjust the personnel working on the project (submitted 4/16/2020, approved 4/20/2020). Grant personnel are currently working to rebuild organizational partnerships, to develop a UAA Student Affordability Ambassador program optimized for remote delivery, and to secure a new external evaluator given the unexpected departure of Dr. Connie Dooley. Grant personnel will also be working closely to develop relationships with the new university provost and chancellor, given the recent departure of both of these key stakeholders. What opportunities for training and professional development has the project provided? Nothing Reported How have the results been disseminated to communities of interest? Nothing Reported What do you plan to do during the next reporting period to accomplish the goals?During the period under review, grant personnel have requested and received a no-cost extension to address the loss of key personnel, the loss of key grant stakeholders, and challenges due to the global pandemic. Approved changes to the grant have included: a change of primary investigator and change in the type of personnel assigned to the grant (given the difficulty of securing a qualified OER librarian under the short term of the grant and pandemic conditions). During the next period of review, the grant committee intends to continue the strategies that have been working successfully, including recruiting an additional cohort of faculty adopters and continuing to provide professional development, outreach, and coaching. To help address areas that have not yet been successful, grant personnel will work to (a) hire student employees, (b) hire a support staff member, (c) and develop, deliver the Student Ambassador programming described above. Given changes in institutional reporting, grant personnel will also be able to provide more nuanced information about student barriers to accessing course materials as well as institutional OER adoption.

Impacts
What was accomplished under these goals? The grant has had a major impact on our university community, raising the profile of open educational resources and providing concrete and pragmatic support to support programming leading to adoption. During the period under review, hundreds of students have been reached through more affordable textbook materials, promoting the success of students at the university. While data collection and analysis are currently limited given the strain placed on our university by the global pandemic and the switch to remote delivery of services, informal student feedback has been overwhelmingly positive regarding the use of openly licensed materials, and there has been commitment from Alaska Native-serving stakeholders to adopt additional openly licensed products. The following describes our progress and accomplishments for each of the project's major goals. Objective 1 - Increase the number of FANH courses designed using OER to 15. During the period under review, the number of courses confirmed to use free to access (zero textbook cost/ZTC) or openly licensed (open educational resources/OER) materials increased from 5 to 21. These courses identified are taught by graduates of the Textbook Transformation Fellows program, below. Of those 21 courses, 19 use an openly licensed material as their primary course materials. These 21 courses included 11 traditionally natural science and mathematics courses, 6 humanities courses (e.g., writing and communication), and 4 social and human sciences courses. A significant barrier to identifying courses using Open resources has been the data collection and storage method used by the university bookstore. To correct this deficit, grant personnel advocated for a system that includes explicit information on copyright type for all course materials. The grant committee will have access to additional ongoing data to identify courses that are adopting OER outside of formal grant intensive workshop activities. Format of the following courses that have been converted: Course # (Subject: Course Title) [Course Type - FANH, high DFW (20%+), GER/general education requirement], Material Type. - BIOL A111 (Biology: Anatomy & Physiology 1) [FANH, DFW, GER], OER. - BIOL A112 (Biology: Anatomy & Physiology 2) [FANH, DFW, GER], OER. - BIOL A340 (Biology: Microbiology) [FANH], OER. - BIOL A340L (Biology: Microbiology Lab) [FANH], OER. - BIOL A413 (Biology: Neurophysiology) [FANH], OER. - CHEM A105 (Chemistry: General Chemistry I) [FANH, DFW, GER], OER. - CHEM A106 (Chemistry: General Chemistry II) [FANH, DFW, GER], OER. - COMM A111 (Communication: Fundamentals of Oral Communication) [GER], OER. - COMM A412 (Communication: Persuasion) [n/a], OER. - HS A420 (Health Sciences: Introduction to Program Evaluation) [FANH], ZTC. - HS A492 (Health Sciences: Senior Seminar) [FANH], ZTC. - LEGL A352 (Legal Studies: Criminal Law) [n/a], OER. - MATH A121 (Mathematics: Algebra for Managerial and Social Sciences) [DFW, GER], OER. - MATH A251 (Mathematics: Calculus I) [DFW, GER], OER. - MATH A252 (Mathematics: Calculus II) [DFW, GER], OER. - PSY A111 (Psychology: Intro to Psychology) [FANH, DFW, GER], OER. - STAT A200 (Statistics: Elementary Statistics) [DFW, GER], OER. - UNIV A150 (University Studies: Creating Success in College) [n/a], OER. - WRTG 090 (Writing: Writing & Reading Strategies) [DFW], ZTC. 2) Objective 2 - Increase the number of FANH faculty who have received training in the use, adoption, and creation of OER resources to 20 During the period under review, the number of faculty involved in the intensive Textbook Transformation Fellows workshop included 19 faculty. Additional potential faculty adopters were reached through the workshops, professional development, and outreach activities or through mentorship and individual consultation described elsewhere. However, given the brief nature of those events, those faculty are not being included in this analysis. 3) Objective 3 - Increase the number of Alaska Native and minority students completing the UAA Student Affordability Ambassador training to 20. Given the departure of key project personnel, other high-profile university stakeholders, and the global pandemic, the development and dissemination of the UAA Student Affordability Ambassador has not yet begun. Grant personnel are currently working with leaders at the UAA Alaska Native Student Services group to develop culturally appropriate training for students. 4) Objective 4 - Increase retention of Alaska Native students to 55%. Given that OER adoptions have occurred only within the last 9 months during a time of incredible institutional challenges and global pandemic (described elsewhere in this report), there are no accurate data on Alaska Native student retention to share at this time. 5) Objective 5 - Decrease DFW rates by 10% in new OER-based courses. Given that most OER adoptions occurred within the last 9 months during a time of incredible institutional challenges and global pandemic (described elsewhere in this report), there are no accurate data to report on decreases in grades of D, F, and W rates at this time.

Publications