C&RL News March 2021 132

Amovement to encourage and increase the cre-ation and use of open educational resources 
(OER) in U.S. higher education has been growing 
for about 20 years.1 In Massachusetts, for example, 
71 percent of public colleges are already using 
OER to some extent, although the total number 
of courses affected remains relatively small. The 
most common number of OER courses per school 
is between 11 and 20.2 Studies continue to show 
that the high cost of textbooks is a burden for stu-
dents, to the point that many states have adopted 
legislation to reduce textbook costs or promote 
OER.3 However, in a study that surveyed faculty 
from the Virginia Community College System, Dr 
Braddlee and Amy VanScoy concluded that use of 
OER is still a “niche phenomenon, the province 
of innovators and early adopters.”4 Any change, 
no matter how potentially beneficial, takes both 
time and effort. 

Multiple studies have shown that vetted OER 
support learning as effectively as traditional text-
books,5 although Phillip J. Grimaldi et al. have sug-
gested that standard research methods are unlikely 
to correctly measure the learning benefits of OER.6 
Assuming faculty are unlikely to choose OER of 
lower quality than traditional resources, arguments 
for adopting OER include affordability and equity, 
flexibility, and easy digital access. 

OER at STCC
Springfield Technical Community College 
(STCC) in western Massachusetts enrolls ap-
proximately 5,000 students. The majority (54%) 
receive Pell Grants.7 STCC launched an OER 
initiative in 2014 because the library recognized 
a severe need for lower-cost textbooks. In 2017, 
the OER committee developed strategic goals 

and objectives for the initiative. One goal was 
to increase “the “number of students impacted 
from 536 per year to approximately 1,400 per 
year, and create a yearly savings of approximately 
$140,000” within three years.8 In spring 2020, 
there were 52 zero textbook cost (ZTC) courses 
offered at STCC, impacting 2,332 students per 
year and saving them an estimated $332,254.88 
per year. 

To encourage the use of OER at STCC, the 
outreach and OER librarian has presented at fac-
ulty development days, tabled alongside publishers 
during textbook fairs, promoted ZTC courses to 
advisors, created promotional materials, and sent 
regular emails to the campus community. She also 
searched for funding opportunities, which paid off 
when STCC won a grant from the National Net-
work of Libraries of Medicine (NNLM) in April 
2018 to fund a faculty OER fellowship program 
(this money was matched by funds from a Title 
III grant). Thanks to the fellowship program, 12 
new OER courses were planned for fall 2020, 
increasing the total estimated annual savings by 
$127,209.15 and the number of students affected 
annually by 793. 

Student survey results
In fall 2019, the STCC Library asked students 
to participate in a survey about how the cost of 

Chelsea Contrada is outreach and OER librarian at 
Springfield Technical Community College, email: 
cacontrada@stcc.edu and Kathr yn Good-Schiff is 
reference and local history librarian at the Westfield 
Athenaeum, email: kgoodschiff@westath.org

© 2021 Chelsea Contrada and Kathryn Good-Schiff

Chelsea Contrada and Kathryn Good-Schiff

Ladders in the orchard
What’s next for OER? 
 

mailto:cacontrada%40stcc.edu?subject=
mailto:kgoodschiff%40westath.org?subject=


March 2021 C&RL News133

course materials impacts their lives. More than 
1,000 students participated. Our objectives were to 
confirm the importance of textbook affordability, 
while also gathering information to further promote 
OER. The survey findings point to the following rea-
sons for transitioning courses to be ZTC by adopting 
OER.

1. The cost of course materials is a significant 
burden for students. The survey found that in 2019-
2020, STCC students would spend an average of 
$716-$1,352 on textbooks. This is significant relative 
to tuition and fees ($5,054 was the full-time, in-state 
cost for fall 2019). Students said they weigh the cost 
of textbooks against necessities like groceries and 
transportation, and some expressed anger or frustra-
tion at single textbooks costing hundreds of dollars. 
Using OER would eliminate this cost barrier, leading 
to a more equitable educational experience.10 

2. Students decide not to buy course materials 
due to high costs, despite worries about academic 
success. A majority (58%) said they have decided 
against buying a required textbook at some point. 
Nearly all who declined to buy a book due to high cost 
(95%) were concerned this would hurt their grade. 
As Grimaldi and his coauthors and others write, a 
measure of the true value of OER is that they allow 
students who would not be able to access a textbook 
for financial reasons to do so.11 With OER, the cost 
to students is low or zero, although it is important 
to note that, as both Lindsey Gumb and Hong Lin 
note, a good Internet connection is a prerequisite for 
OER access.12 

3. Most students have purchased required texts 
they later felt were unnecessary. Nearly two-thirds 
(62%) said they have spent money on a textbook 
they came to feel they did not need. Often this was 
because only a small portion of the book was assigned. 
OER, on the other hand, can be easily excerpted or 
otherwise tailored to an individual course syllabus.13 

4. The cost of textbooks influences which and 
how many courses students take. About two-thirds 
(65%) said the cost of textbooks influences which and 
how many courses they take. One student stated, “I 
will switch my schedule around so I take one class with 
the expensive book and another with a less expensive 
book.” This is consistent with a study by the Florida 
Virtual Campus that found taking fewer courses or 
skipping certain courses is a way for students to miti-

gate the high cost of course materials.14 In contrast, 
Rebecca Griffiths and others found that “students 
who took multiple OER courses on average earned 
more college credits over time than otherwise similar 
students who took no OER courses.”15 

5. Most students would prefer a course with free 
online materials. A majority (65%) said they would 
choose a course with free online materials over a course 
using traditional materials. Students prefer OER for 
multiple reasons, including flexibility and cost. One 
student in an OER course said, “Our professor lets 
us use a free online book that I am beyond grateful 
for.” Penny Beile and others also found that students 
in a history course “were grateful for day-one access 
to no-cost course materials.”16 

Reaching higher, together
At this point, STCC’s OER initiative has gotten 
most of the “low-hanging fruit” in terms of convert-
ing courses to ZTC. Sustainability and long-term 
growth are now the priorities. Braddlee and VanS-
coy suggest that the easiest task is for librarians to 
help faculty find high-quality resources. They found 
that faculty have mixed views of other roles librarians 
might play, such as mentoring or developing poli-
cies, but they acknowledge this could change.17 At 
STCC, the outreach and OER librarian convenes 
the OER committee, assists faculty in finding and 
adapting OER, and participates in statewide initia-
tives. Identifying a role specifically with OER helps 
the library emphasize the importance of OER on 
campus. 

Having a cohort or community of faculty col-
leagues can provide one ladder to success. Tiffini A. 
Travis, when looking at how best to initiate curricular 
changes, stated that the “team change agent model 
best fits in a higher education setting.”18 And in a 
study of 11 educators who adopted OER, Danielle 
Paradis found that “community played a large role 
in the decision of most of the participants to engage 
with open textbooks or other forms of OER.”19 The 
STCC faculty who will teach new OER courses this 
year participated in a yearlong training to become 
OER liaisons. Going forward, they will be available 
to help other faculty with OER projects. This mentor-
ship model is key to the library’s strategy of increasing 
the use of OER.

Incentives are also important. The Centre for 
Educational Research and Innovation says that 



C&RL News March 2021 134

“institutions have to ask themselves what can be 
done to provide incentives for faculty to participate 
in an OER initiative.” This could include adding an 
OER requirement to the tenure process or counting 
the successful use of OER as proof of excellence in 
teaching.20 In terms of funding, the NNLM grant 
that STCC received has now ended, so we are unable 
to keep the stipend model that helped to grow our 
program. We are looking into other options, but have 
no direct leads as of yet.

As we continue to strategize ways to promote OER 
courses, an effort is underway to get OER indicators 
added to the course schedule, which will help students 
search for OER classes online. Another goal is to create 
an entire ZTC degree using current OER offerings, 
which would allow students to get a general studies 
degree without buying any textbooks. 

Many factors affect individual and institutional 
decisions to adopt OER or to allocate resources in 
support of comprehensive change. We hope that 
future research will look into whether the experience 
of rapidly transitioning many in-person classes to be 
taught online during the current pandemic moves 
the needle more in favor of OER across the country.

OER during COVID-19
Certainly, OER are not the only option for support-
ing online or remote learning, but, as Lindsey Gumb 
points out, life during the pandemic has “shown 
more than ever why true OER have significant value 
in ensuring students have access to their learning ma-
terials, because they are free and have licenses that 
allow for reuse and retention without limitation.”21 
Also, Willa Tavernier notes that many publishers 
are now allowing open access to scientific articles 
about COVID-19. This new reality is “a proof of 
concept for what is possible” and “it becomes pos-
sible to question whether [we] will find it acceptable 
for publishers to continue to put paywalls around 
research” in the future.22 

The experience of promoting OER at STCC 
during the COVID-19 crisis has been mixed so far. 
Most classes in the fall 2020 semester, including all 
arts and humanities classes, were held online. Only a 
few lab sections were on campus, with most employees 
working remotely until at least Thanksgiving. The 
realities of the pandemic emphasize the importance 
of low-cost materials for our students, since many of 
them are now out of work or have additional expenses 

with their children being home from school. On the 
other hand, faculty are also stressed. Some of them 
believe that adopting OER may create additional work 
in their conversion to remote learning. 

In 2019 the STCC Library launched a repository 
at OERCommons.org to house syllabi and other 
materials created by STCC faculty. We are working 
on adding the newest courses to the site so faculty 
can use their colleagues’ work for inspiration. Un-
fortunately, budget cuts and staff layoffs due to the 
pandemic resulted in the school losing at least three 
OER courses. The cuts have also led to uncertainty 
among staff and faculty, which may undermine their 
motivation to try something new. The library’s activi-
ties are complemented by the Center for Online and 
Digital Learning, which has been conducting trainings 
and workshops for faculty moving courses online. In 
their sessions, they encourage investigating OER as 
part of the process.

Overall, we are trying our best to be sensitive to 
the concerns and stresses of the faculty while also 
considering the increased needs of the school’s strug-
gling students. At STCC, as elsewhere, this is a very 
challenging time.

Summary and conclusion
Advantages of OER include affordability and equity, 
flexibility, and easy digital access. The OER initiative 
at STCC has made progress through collaboration, 
outreach, funding, and mentorship with a dedicated 
librarian in the role of facilitator. A recent survey of 
students confirmed an unmet need for more ZTC 
courses at STCC. A yearlong fellowship funded the 
development of several new ZTC courses and cre-
ated a cohort of faculty OER liaisons who can assist 
others in the future. 

Collegiality and community, ongoing outreach, a 
go-to point person, and multiple levels of institutional 
support are all important aspects of a sustainable 
OER initiative. Currently, the end of a grant-
funded fellowship and the challenges posed by 
COVID-related budget cuts are curtailing the 
growth of OER adoption at our institution, 
although efforts continue to make lower-cost 
materials available for our students.

Notes 
1. Malcolm Brown, et al. 2020 EDUCAUSE Ho-

rizon Report, Teaching and Learning Edition (Lou-



March 2021 C&RL News135

isville, CO: EDUCAUSE, 2020), https://library.
educause.edu/resources/2020/3/2020-educause 
-horizon-report-teaching-and-learning-edition. 

2. Patricia A. Marshall, Robert J. Awkward, 
and Stephanie Teixeira, “Massachusetts Is an OER 
Exemplar,” The New England Journal of Higher 
Education, November 5, 2019, https://nebhe.org 
/journal/massachusetts-is-an-oer-exemplar/. 

3. “OER State Policy Tracker,” SPARC, 
accessed May 11, 2020, https://sparcopen.org 
/our-work/state-policy-tracking/. 

4. Dr Braddlee and Amy Vanscoy, “Bridging 
the Chasm: Faculty Support Roles for Academic 
Librarians in the Adoption of Open Educational 
Resources,” College & Research Libraries 80, no. 
4 (May 2019): 426–449, https://doi.org/10.5860 
/crl.80.4.426. 

5. Scott Kersey, “The Effectiveness of Open 
Educational Resources in College Calculus. A 
Quantitative Study,” Open Praxis 11, no. 2 (April–
June 2019): 185-93, https://doi.org/10.5944 
/openpraxis.11.2.935; Hong Lin, “Teaching and 
Learning without a Textbook: Undergraduate Stu-
dent Perceptions of Open Educational Resources,” 
International Review of Research in Open and 
Distributed Learning 20, no. 3: 1-18; Santhosh 
Mathew and Upasana Kashyap, “Impact of OER 
Materials on Students’ Academic Performance in 
an Undergraduate Astronomy Course,” Journal 
of STEM Education 20, no. 1 (April-September 
2019): 46-49; Amy T.Nusbaum, Carrie Cuttler, 
and Samantha Swindell, “Open Educational Re-
sources as a Tool for Educational Equity: Evidence 
From an Introductory Psychology Class” Frontiers 
in Education 4:152 (January 2020), https://doi.
org/10.3389/feduc.2019.00152. 

6. Phillip J. Grimaldi, Debshila Basu Mallick, 
Andrew E. Waters, Richard G. Baraniuk, “Do 
Open Educational Resources Improve Student 
Learning? Implications of the Access Hypoth-
esis,” PLoS ONE, March 6, 2019, https://doi.
org/10.1371/journal.pone.0212508. 

7. “Federal Pell Grant Recipients Academ-
ic Years 2015-2018,” Springfield Technical 
Community College, accessed February 3, 
2020, https://www.stcc.edu/media/departments 
/institutional-research/Federal-Pell-Grant 
-Recipients-AY-2015---2018.pdf.

8. “Open Educational Resources Strategic 

Framework,” STCC Library, March 2017, https://
libguides.stcc.edu/OER/framework. 

9. For detailed survey responses and further 
discussion, see: Chelsea Contrada and Kathryn 
Good-Schiff, 2019 Student Textbook Survey 
Results and Findings (Springfield, MA: STCC 
Library, April 2020), https://libguides.stcc.edu/
ld.php?content_id=54131862. 

10. Nicholas B. Colvard, C. Edward Wat-
son, and H. Hyojin Park, “The Impact of Open 
Educational Resources on Various Student Success 
Metrics,” The International Journal of Teaching 
and Learning in Higher Education 30, no. 2 
(2018): 262-76, http://www.isetl.org/ijtlhe/pdf/
IJTLHE3386.pdf.

11. Phillip J. Grimaldi, et al., “Do Open 
Educational Resources Improve Student Learning? 
Implications of the Access Hypothesis.” 

12. Lindsey Gumb, “What’s ‘Open’ Dur-
ing COVID-19? In Global Pandemic, OER and 
Open Access Matter More than Ever,” The New 
England Journal of Higher Education, April 14, 
2020, https://nebhe.org/journal/whats-open-
during-covid-19-in-global-pandemic-oer-and-
open-access-matter-more-than-ever/; Hong Lin, 
“Teaching and Learning without a Textbook: 
Undergraduate Student Perceptions of Open 
Educational Resources.” 

13. For more about the flexibility that 
OER allow for, see: David Wiley, “Defining 
the ‘Open’ in Open Content and Open Educa-
tional Resources,” accessed May 13, 2020, http:// 
opencontent.org/definition/. 

14. Florida Virtual Campus, 2018 Florida 
Student Textbook & Course Materials Survey, 
(Tallahassee, FL: 2019), https://dlss.flvc.org 
/documents/210036/1314923/2018+Student
+Textbook+and+Course+Materials+Survey+R
eport+--+FINAL+VERSION+--+20190308.
pdf/07478d85-89c2-3742-209a-9cc5df8cd7ea; 
Lindsay Renee Murphy and David Rose, “Are Pri-
vate Universities Exempt from Student Concerns 
About Textbook Costs? A Survey of Students at 
American University.”

15. Rebecca Griffiths, Jessica Mislevy, Sam 
Wang, Linda Shear, Alexandra Ball, Donna Desro-
chers, OER at Scale: The Academic and Economic 
Outcomes of Achieving the Dream’s OER Degree 
Initiative, p. ES-1 (Menlo Park, CA: SRI Interna-

https://library.educause.edu/resources/2020/3/2020-educause-horizon-report-teaching-and-learning-edition
https://library.educause.edu/resources/2020/3/2020-educause-horizon-report-teaching-and-learning-edition
https://library.educause.edu/resources/2020/3/2020-educause-horizon-report-teaching-and-learning-edition
https://nebhe.org/journal/massachusetts-is-an-oer-exemplar/
https://nebhe.org/journal/massachusetts-is-an-oer-exemplar/
https://sparcopen.org/our-work/state-policy-tracking/
https://sparcopen.org/our-work/state-policy-tracking/
https://doi.org/10.5860/crl.80.4.426
https://doi.org/10.5860/crl.80.4.426
https://doi.org/10.5944/openpraxis.11.2.935
https://doi.org/10.5944/openpraxis.11.2.935
https://doi.org/10.3389/feduc.2019.00152
https://doi.org/10.3389/feduc.2019.00152
https://doi.org/10.1371/journal.pone.0212508
https://doi.org/10.1371/journal.pone.0212508
http://www.stcc.edu/media/departments/institutional-research/Federal-Pell-Grant-Recipients-AY-2015-2018.pdf
http://www.stcc.edu/media/departments/institutional-research/Federal-Pell-Grant-Recipients-AY-2015-2018.pdf
http://www.stcc.edu/media/departments/institutional-research/Federal-Pell-Grant-Recipients-AY-2015-2018.pdf
https://libguides.stcc.edu/OER/framework
https://libguides.stcc.edu/OER/framework
https://libguides.stcc.edu/ld.php?content_id=54131862
https://libguides.stcc.edu/ld.php?content_id=54131862
http://www.isetl.org/ijtlhe/pdf/IJTLHE3386.pdf
http://www.isetl.org/ijtlhe/pdf/IJTLHE3386.pdf
https://nebhe.org/journal/whats-open-during-covid-19-in-global-pandemic-oer-and-open-access-matter-more-than-ever/
https://nebhe.org/journal/whats-open-during-covid-19-in-global-pandemic-oer-and-open-access-matter-more-than-ever/
https://nebhe.org/journal/whats-open-during-covid-19-in-global-pandemic-oer-and-open-access-matter-more-than-ever/
http://opencontent.org/definition/
http://opencontent.org/definition/
https://dlss.flvc.org/documents/210036/1314923/2018+Student+Textbook+and+Course+Materials+Survey+Report+--+FINAL+VERSION+--+20190308.pdf/07478d85-89c2-3742-209a-9cc5df8cd7ea
https://dlss.flvc.org/documents/210036/1314923/2018+Student+Textbook+and+Course+Materials+Survey+Report+--+FINAL+VERSION+--+20190308.pdf/07478d85-89c2-3742-209a-9cc5df8cd7ea
https://dlss.flvc.org/documents/210036/1314923/2018+Student+Textbook+and+Course+Materials+Survey+Report+--+FINAL+VERSION+--+20190308.pdf/07478d85-89c2-3742-209a-9cc5df8cd7ea
https://dlss.flvc.org/documents/210036/1314923/2018+Student+Textbook+and+Course+Materials+Survey+Report+--+FINAL+VERSION+--+20190308.pdf/07478d85-89c2-3742-209a-9cc5df8cd7ea
https://dlss.flvc.org/documents/210036/1314923/2018+Student+Textbook+and+Course+Materials+Survey+Report+--+FINAL+VERSION+--+20190308.pdf/07478d85-89c2-3742-209a-9cc5df8cd7ea


C&RL News March 2021 136

tional, 2020), https://www.achievingthedream.
org/resource/17993/oer-at-scale-the-academic 
-and-economic-outcomes-of-achieving-the 
-dream-s-oer-degree-initiative. 

16. Penny Beile, Aimee deNoyelles, and 
John Raible, “Analysis of an Open Textbook 
Adoption in an American History Course: Impact 
on Student Academic Outcomes and Behaviors,” 
College & Research Libraries 81, no. 4 (May 2020), 
721–763, https://doi.org/10.5860/crl.81.4.721. 

17. Dr Braddlee and Amy Vanscoy, “Bridg-
ing the Chasm: Faculty Support Roles for 
Academic Librarians in the Adoption of Open 
Educational Resources.”

18. Tiffini A. Travis, “Librarians as Agents 
of Change: Working with Curriculum Committees 
Using Change Agency Theory,” New Directions 
for Teaching & Learning, 2008, no. 114 (Summer 
2008): 17–33, https://doi.org/10.1002/tl.314. 

19. Danielle Paradis, “Chapter Five: Re-

flection, Conclusion, and Recommendations,” 
An Examination of the Lived Experience of Eleven 
Educators Who Have Implemented Open Textbooks 
in Their Teaching (Colwood, British Columbia: 
Royal Roads University, May 2014), https://parad-
isopentextbooks.pressbooks.com/chapter/chapter-
five-reflection-conclusion-and-recommendations/. 

20. Centre for Educational Research and 
Innovation, Giving Knowledge for Free: The 
Emergence of Open Educational Resources, p. 
125, Organisation for Economic Co-Operation 
and Development, 2007, http://www.oecd.org 
/education/ceri/38654317.pdf. 

21. Lindsey Gumb, “What’s ‘Open’ During 
COVID-19? In Global Pandemic, OER and Open 
Access Matter More than Ever.” 

22. Willa Tavernier, “COVID-19 Dem-
onstrates the Value of Open Access,” College & 
Research Libraries News, 81 no. 5 (2020): 226-230, 
https://doi.org/10.5860/crln.81.5.226. 

For small private institutions, especially 
those with a low STEM profile, I recommend 
that you focus on student work, including 
student journals and ETDs. I also suggest 
including informal material, such as book 
talks, podcasts, and conference proceedings. 
In s t i t u t i o n a l  re p o s i t o r i e s  n e e d  n o t  f o c u s 
strictly on peer-revie wed scholarly work. 
They should showcase and promote intel-
lectual output that reflects the talent and 
culture of its institution. Both prospective 
faculty and students can then use the material 
to evaluate and understand the institution, 
its values, and its spirit. 

Notes
1. “Pathways to Our Future: The Strategic 

Plan for Yeshiva University 2016-2020,” Ye-
shiva University, accessed February 6, 2020, 
https://www.yu.edu/sites/default/files/inline-files 
/_PathwaysToOurFuture_2017_0.pdf. 

2. S e e  h t t p s : / / r e p o s i t o r y . y u . e d u 
/RichardSteiner.

3. Aaron Tay, “Rethinking Institutional Re-
positories,” Online Searcher 2.41 (2017): 10-15, 

https://www.academia.edu/33979115/Rethinking 
_Institutional_Repositories. 

4. “Yeshiva Academic Institutional Repository: 
User’s Guide,” accessed February 6, 2020, https://
library.yu.edu/RepositoryGuidehttps://library.yu.edu/
RepositoryGuide. 

5. See Richard Poynder’s interview especially 
concerning IRs for electronic theses and dis-
sertations (ETDs). Richard Poynder, “Series In-
terview with Richard Poynder,” interview by 
Jayashree Rajagopalan, October 23, 2015, https://
www.editage.com/insights/series/interview-with 
-richard-poynder. 

6. See Texas A&M Retrospective Theses.
7. Catalog of University Authors, https://

repository.yu.edu/handle/20.500.12202/3946.
8. “Macalester Faculty Observe: Students Who 

Publish Understand Scholarship More Deeply,” 
bepress.com, April 11, 2017, https://www.bepress.
com/macalester-faculty-observe-students-publish-
understand-scholarship-deeply/. 

9. https://v2.sherpa.ac.uk/romeo/. 
10. Tay, “Rethinking Institutional re-

positories,” “Inconsistencies and Poor User 
Experience.” 

(“YAIR,” continued from page 131)

https://www.achievingthedream.org/resource/17993/oer-at-scale-the-academic-and-economic-outcomes-of-achieving-the-dream-s-oer-degree-initiative
https://www.achievingthedream.org/resource/17993/oer-at-scale-the-academic-and-economic-outcomes-of-achieving-the-dream-s-oer-degree-initiative
https://www.achievingthedream.org/resource/17993/oer-at-scale-the-academic-and-economic-outcomes-of-achieving-the-dream-s-oer-degree-initiative
https://www.achievingthedream.org/resource/17993/oer-at-scale-the-academic-and-economic-outcomes-of-achieving-the-dream-s-oer-degree-initiative
https://doi.org/10.5860/crl.81.4.721
https://doi.org/10.1002/tl.314
https://paradisopentextbooks.pressbooks.com/chapter/chapter-five-reflection-conclusion-and-recommendations/
https://paradisopentextbooks.pressbooks.com/chapter/chapter-five-reflection-conclusion-and-recommendations/
https://paradisopentextbooks.pressbooks.com/chapter/chapter-five-reflection-conclusion-and-recommendations/
http://www.oecd.org/education/ceri/38654317.pdf
http://www.oecd.org/education/ceri/38654317.pdf
https://doi.org/10.5860/crln.81.5.226
https://www.yu.edu/sites/default/files/inline-files/_PathwaysToOurFuture_2017_0.pdf
https://www.yu.edu/sites/default/files/inline-files/_PathwaysToOurFuture_2017_0.pdf
https://repository.yu.edu/RichardSteiner
https://repository.yu.edu/RichardSteiner
https://www.academia.edu/33979115/Rethinking _Institutional_Repositories
https://www.academia.edu/33979115/Rethinking _Institutional_Repositories
https://library.yu.edu/RepositoryGuide
https://library.yu.edu/RepositoryGuide
https://library.yu.edu/RepositoryGuide
https://www.editage.com/insights/series/interview-with-richard-poynder
https://www.editage.com/insights/series/interview-with-richard-poynder
https://www.editage.com/insights/series/interview-with-richard-poynder
https://repository.yu.edu/handle/20.500.12202/3946
https://repository.yu.edu/handle/20.500.12202/3946
https://www.bepress.com/macalester-faculty-observe-students-publish-understand-scholarship-deeply/
https://www.bepress.com/macalester-faculty-observe-students-publish-understand-scholarship-deeply/
https://www.bepress.com/macalester-faculty-observe-students-publish-understand-scholarship-deeply/
https://v2.sherpa.ac.uk/romeo/