ROI - Investing in Our People through the Affordable Learning LOUISiana Initiative
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Libraries play an important role in transforming education by building community, providing access to resources, promoting literacy, protecting rights, and innovating. The LOUIS consortium allows libraries in Louisiana to collaborate and share resources, providing significant cost savings compared to individual library budgets. Affordable Learning Louisiana works to increase access to affordable course materials through strategies like open educational resources and e-books. Initial grants have impacted over 1,400 students and saved an estimated $137,000 in textbook costs, with future savings expected to be even higher as materials are reused in subsequent semesters.
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ROI - Investing in Our People through the Affordable Learning LOUISiana Initiative
- 1. ROI – Investing In Our People Through The Affordable Learning LOUISiana Initiative LCTCS Libraries and LOUIS
- 2. National Library Week April 10 – 16, 2016
- 3. How do libraries transform? • Build COMMUNITY - libraries engage with the community of learners to create best practices • Provide ACCESS – libraries provide collections with thousands of accurate, authoritative resources along with the expertise of knowledgeable, professional librarians • Promote LITERACY – libraries assist students in developing literacy skills necessary in college and as members of the larger global community • Protect RIGHTS- respect students’ privacy and right to seek information • INNOVATE – libraries adapt to new technologies and pedagogies
- 4. • GATOR Library - established fall 2013 • Created from the ground up - first academic library in Louisiana to have all resources online • Membership in the LOUIS consortium initiative gives students access to hundreds of thousands of online resources - 24/7 • Cost savings – over $800,000 each year • Time and staff savings – LOUIS Support – priceless: I.T. expertise, communication, professional development opportunities
- 5. How the library transforms … • “The library has been an area of resources available to me at my fingertips and provides me with the space I need to study to achieve my goals.” Olga • “Nice place to come to study and get work caught up.” Ciera M. • “…The library offers sources that help students with research projects, a group study room, and a librarian that guides the students…quiet area… helps students excel academically.” Aleice W.
- 6. LOUIS? • What LOUIS means to Louisiana's Academic Libraries • Introduction to LOUIS eResources
- 7. LOUIS Libraries are Leaders….. Collaborated in 1992 to established LOUIS • Not by Mandate • Leading the strategic direction • Leading collaboration on shared needs – Technology, Expertise, Resources • Leading collaboration on affordable learning solutions • Leading solutions that have tremendous ROI
- 8. $3,910,859 $3,167,292 $3,174,384 $3,949,184 $4,089,271 $4,091,422 $4,260,859 $14,324,364 $16,021,872 $20,686,692 $20,907,420 $21,534,642 $38,302,575 $40,217,704 $0 $5,000,000 $10,000,000 $15,000,000 $20,000,000 $25,000,000 $30,000,000 $35,000,000 $40,000,000 $45,000,000 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 LOUIS Costs vs Cost outside LOUIS 2009 - 2016 All Services LOUIS Budget Cost Savings Return on Investment (ROI): 8:1 Savings in FY16: $35,966,845 Savings since 1992: $328,735,232
- 9. LCTCS College Total Cost Outside LOUIS Total Cost Via LOUIS BRCC $951,989.71 $104,154.30 BPCC $899,053.93 $92,398.89 CLTCC $192,514.33 $22,951.74 Delgado $1,175,974.40 $180,221.14 Fletcher $858,051.32 $41,534.77 LDCC $855,452.85 $52,023.46 NTCC $858,029.69 $40,613.10 Nunez $864,071.95 $38,972.14 RPCC $846,865.97 $40,166.48 SLCC $881,124.80 $78,076.26 Sowela $877,559.99 $47,560.54 Total Cost to LCTCS Outside LOUIS vs Via LOUIS $9,260,688.95 $738,672.82
- 10. “Despite its high value, excellent savings for institutions and students, and high member satisfaction – and despite its strong competitive position - LOUIS could disappear if state higher education officials decided funding library information systems was not important, or at least not as important as other claims on scarce higher education public funding. As we’ve discussed, this wouldn’t be entirely rational as it might make the overall set of library information system assets in the state MUCH more expensive (as each buys their own solutions with some mixture of public and private dollars) and, as a result, make schools much LESS likely to meet accreditation standards.” ~LUMA Consulting LOUIS Business Review
- 12. Affordable Learning Louisiana • Why do we care? • National Climate • National/State/University Initiatives • Louisiana Strategies • Program Outcomes to Date • Strengths, Weaknesses, Opportunities, Threats
- 13. Serving Students in Need
- 14. National Data
- 17. Strategy 1: Open Educational Resources
- 18. Survey Says Are you familiar with open access (OA) publishing or open educational resources (OER)? Some examples are OpenStax Textbooks, Merlot, Knowledge Unlatched, OER Commons, DOAJ, DOAB.
- 19. Strategy 2: Curriculum Driven Acquisitions
- 20. Program Outcomes: Round 1 Site Amount Reimbursed Date implemented Maximum ROI Students impacted Estimated student cost savings Proposal type LE Fletcher $788.79 Fall 2015 $16,451.61 60 $17,240.40 a LE Fletcher $250.00 Fall 2015 $38,750.00 310 $39,000.00 c LSU $1,003.56 Fall 2015 $14,445.94 337 $15,449.50 a LSUHSCNO $975.25 Fall 2015 $15,825.93 123 $16,801.18 a LSUHSCS $964.69 Summer 2015 $12,914.21 142 $13,878.90 a Nicholls $835.60 Fall 2015 $(544.90) 6 $290.70 d SJS $1,487.50 Fall 2015 $2,212.50 33 $3,700.00 d Tulane Law $1,000.00 Fall 2015 $400.00 20 $1,400.00 d UNO $739.15 Fall 2015 $7,833.83 281 $8,572.98 a UNO $500.00 Fall 2015 $13,126.55 68 $13,626.55 c Xavier $1,000.00 Fall 2015 $6,680.00 30 $7,680.00 d Totals $ 9,544.54 $128,095.67 1,410 $137,640.21
- 21. SWOT • OER Community Contacts • Evaluate survey results • Round 2 Funding • Learning with LOUIS, library engagement • Program sustainability, assessment metrics • CDA Pilot • Build Capacity, Long-Term Sustainability • Bookstore relationships
- 22. Affordable Learning LOUISiana Initiative Estimated Cost Savings Fall 2015Site Site Amount Reimbursed Date implemented Maximum ROI Students impacted Estimated student cost savings Proposal Type Fletcher $788.79 Fall 2015 $16,451.61 60 $17,240.40 eBooks Fletcher $250.00 Fall 2015 $38,750.00 310 $39,000.00 OERs Totals $1038.79 $55,201.61 370 $56,240.40 *Data from Affordable Learning LOUISiana, January 2016 @
- 23. Affordable Learning LOUISiana Initiative Benefitting Courses Freshmen Studies Music Appreciation @
- 24. Affordable Learning LOUISiana Initiative @ Site EBSCOhost Ebooks
- 25. Affordable Learning LOUISiana Initiative Site • College Success (from Saylor Academy open Textbooks (http://www.saylor.org/books/) Available as HTML | PDF | DOCx Open Educational Resource (OER) @
- 26. Students Impacted Spring 2016 Course Date utilized Students impacted Proposal Type Music Appreciation Spring 2016 153 eBooks Freshman Studies Spring 2016 100 OERs Total 253 *Data from Fletcher IR Department, March 2016 Affordable Learning LOUISiana Initiative @
- 27. Site • No out-of pocket $$$$$ • Resources accessed anywhere, 24/7 Affordable Learning LOUISiana Initiative @
- 28. Site • Future students benefit from initial investment of $1038.79 with subsequent utilization of materials Maximizing Impact!! Affordable Learning LOUISiana Initiative @ ROI and Estimated Student Cost Savings
- 29. Face to Face/Online Classes • English • Literature • Work Force • Language • Nursing • Allied Health • History • Social Sciences Magnolia Library Affordable Learning LOUISiana Initiative Buy in and Collaboration
- 30. Affordable Learning LOUISiana Initiative Number of Books found in e-book collections Number of Classes utilizing books Number of Students impacted Approximate Cost per book SAVINGS to students 15 61 1830 $17.67 $32,336 Magnolia Library BRCC Faculty Library Committee: Worked with the library faculty to create a list of resources that are used in our English and Literature classes, totally owned by BRCC in our e-book collections. Faculty will choose these books as resources in their classes instead of requiring students to use and purchase those that are not owned *Next Steps NCCER-Welding
- 31. Breakdown By Division Certified eLearning Courses By Division Business, Social Science, and History Liberal Arts Nursing and Allied Health STEM Other Certified eLearning Faculty by Division Business, Social Science, and History Liberal Arts Nursing and Allied Health STEM Other Magnolia Library
- 32. Just the Facts 0 200 400 600 800 1000 1200 Spr 13 Fall 13 Spr 14 Fall 14 Spr 15 Fall 15 How Many eLearning Courses Are Students Taking? 1 2 3 4 GrowthineLearning 14/15 15/16 UnduplicatedStudents 3106 3389 Number of Courses 178 206 Academic Year Fall/Spring Data from BRCC IR Data from LCTCS Magnolia Library
- 33. The BRCC e-learning committee has formed an OER subcommittee. The subcommittee is chaired by a Reference Librarian Other members include Faculty from: Biology Chemistry Math Speech Communication Magnolia Library
- 34. The committee has met once and reviewed possible OER resources including: • Merlot • Rice University Open Stax • Kahn Academy • University of Minnesota Open Textbook Library • Lumen learning • Knowledge Unlatched The Plan: The committee will work with LOUIS to secure stipend funds in order to develop a core of instructors interested in adopting OER resources for their courses. Magnolia Library
- 35. Q & A
- 36. Presenters • Cynthia Ann Blaschke, MS, MLIS, Librarian and Systems Administrator, L.E. Fletcher Technical Community College • Joanie Chavis, MLIS, Dean for Learning Resource Center, Baton Rouge Community College • Teri Oaks Gallaway, MM, MSI, LOUIS Library Consortium Analyst • Margaret Keller, MSIS, Director of Library Services, Northshore Technical Community College • Sara Zimmerman, MLIS, Executive Director – LOUIS
Editor's Notes
- Michael is a first generation college student at the flagship university. He lives off campus to save money and his tuition is covered by a combination of TOPS and PELL grants. He struggles academically and tries to avoid working too many hours so that he can focus on his studies. Michael’s done his research and it will cost him $800 to purchase the 5 textbooks that he needs for the fall semester, but he just doesn’t have it. He’s found the librarians to be very helpful with his research projects in the past and so he decides to see if they can help him find a way to get access to his course materials at a lower cost. He approaches the reference desk at the library with a list of the books that he needs and the librarian finds that one of the books is on the reserves shelf. He informs him that he can use it in the building for two hours at a time. Michael is happy to hear this, but knows it will be difficult to get to the building during the library’s hours because of his work schedule. He also knows he’ll be competing with the 80 other students in class to use the one copy. It’s something, but not ideal. He worries about how he’s going to keep up with the reading in all his classes, he tries to limit the loans he takes out, but with the costs of books, he has to reconsider taking out more loans or start cutting out other essential items from his budget. This story is fiction, but has many elements based in reality from my 10 years at the reference desk. Does this story sound familiar to anyone else? The stories of students struggling to pay for books and essential needs like food and transportation are important for us to tell, because we see them firsthand and understand how such events can trigger student withdrawals and academic failure. At LOUIS we’re telling these stories to move beyond filling the gaps with reserves to create a sustainable project where we reexamine our collection development practices, bring greater attention to the new roles that libraries play in student success, student retention, and ultimately our roles in graduation, and loan default rates. As members of the struggling academic communities of Louisiana it’s even more important for libraries to tell their stories of relevance within the larger context of the new business model for education. Critical enterprises face fewer cuts and sometimes even opportunities for new funding.
- The situation: Textbook costs have risen at a rate that has outpaced inflation. Textbook expenses now account for “as much as 39% of tuition and fees at a community college and 14% of tuition and fees at a four-year public institution”(Senack, 2014). In Louisiana retention and graduation rates have suffered (Louisiana Board of Regents) and nationally, increased costs of education including textbooks are recognized as factors for decreased persistence rates. Federal and State Policies: There is increasing legislative action to curb student debt. In September of 2015 the Department of Education appointed the first Open Education Adviser to lead national initiatives to promote open education. House and Senate versions of Affordable College Textbook Act identify open textbook development as a method to reduce the cost of higher education. In California, the College Textbook Affordability Act of 2015, provides funds to campuses in order to reduce the cost of required course materials. OER and OA Repositories: Open Education Resources (OERs) support student learning and reduced educational costs. OER Commons and Merlot have curated a combined set of over 100,000 open access (OA) resources for education. The Directory of Open Access Journals (DOAJ) and The Directory of Open Access Books (DOAB) contain collections of open access journal and monographs. These resources can be used and adapted at other universities without charge. Knowledge Unlatched demonstrated how the power of cooperative library purchasing can “unlatch” scholarly monographs publishing models and create open access scholarly book collections for lower individual costs to libraries.
- Consortia and University Initiatives: California, Georgia, Minnesota, and Virginia lead affordable learning efforts at universities and through library consortia projects. OpenStax at Rice University developed a core collection of peer-reviewed textbooks for introductory college courses. Tidewater Community College developed a 2 year Business Administration degree with $0 in required textbooks and has seen positive gains in retention and completion. Affordable Learning Solutions in California and Affordable Learning Georgia are developing open education resources by providing faculty incentives.
- What strategies would be effective at encouraging you to create or adopt OA or OER resources into... While I support making textbooks cheaper for students, it is a big thing to ask faculty to switch to using OA resources in their courses. All of my lectures for undergraduate courses are designed around a commercially available textbook, so I would have to re-write all of my lectures for the course. I would be much more likely to adopt an OA book for FUTURE course that I have yet to teach, than to completely redesign a course that I already teach. But, if I were designing a new course, I would have no idea where to even begin searching for information on OA textbooks. / / On the other hand, my current practice for grad courses is to assign journal articles that they can download through the campus library. It's the lower-level undergrad courses that need a textbook that are the challenge here. Just give me some guidance, and I'm in! If I were to receive information about these items and they covered my topics, I would consider it. I don't know enough about it to say right now; however, I am interested in lowering the cost of textbooks. If I can help my students in that way, I'm all for it. Convincing colleagues that not-for-profit publishing is just as good as the expensive ones. Flexibility! Some departments want everyone to use the same textbook. That is a problem for those of us who want to take a chance on one class with OER OA resources, because it would force everyone to experiment at the same time (not happening). Give us the flexibility! And use state resources (if they ever materialize) to sponsor the creation of textbooks to fill in the gaps in Freshman courses (World History, Geography, etc.)
- So where has this activity and investment of staff time gotten us. We are now into round 2 of funding and for those libraries that have participated we are demonstrating tremendous ROI. In total thirteen project proposals were submitted and eleven projects were completed for a first round total expense of $9,544.54. The projects were implemented in CY2015 over the summer and fall academic semesters. Projects in Round One were self-limited to suggested activities “a”, “c” and “d” above. No project to create open access education resources or textbooks was submitted, option “b”. Completed project reports show that 1410 students saved $137,640.21 for a total project Return on Investment (ROI) of $128,095.67. Projects in category “a”, and “c” demonstrated the greatest ROI with a total of $5,221.44 expended and $124,569.51 saved by students for an ROI of $119,348.07. Additionally because projects in category “a” and “c” involved the use of eBooks that are owned in perpetuity by the library or OERs that can be freely reused, the initial expenditure of $5,221.44 will likely result in future savings as courses tend to be taught in multiple semesters with the same course materials assigned. If those courses are repeated two times, students will be saved out of pocket expenditures totaling as much as $373,708.53 with a one-time expenditure of $5,221.44. Less successful, but still exhibiting a positive ROI, were the projects involving the rental of eTextbooks on behalf of students, type “d” above. Those projects tended to have a higher cost per textbook and do not result in new library-owned materials which have the capacity to be re-used in subsequent semesters. Hybrids of “a” and “d” type projects were also trialed. These involved the purchase of individual eTextbooks, which were then owned by the students. Similar to the rental model, these textbooks have a higher cost of ownership and no residual possibility for student savings. Based on these outcomes, LOUIS recommends eliminating option “d” from future funding opportunities, as well as projects where purchased materials would not be owned by the library.