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A comprehensive textbook for research methods classes. A peer-reviewed inter-institutional project.

Kwantlen Polytechnic University (KPU) developed and launched Canada’s first Zero Textbook Cost (ZTC) programs in January 2018. This project seeks to investigate the impact of this growing initiative on educational outcomes including course enrolment, persistence, and performance through an analysis of KPU’s institutional undergraduate course-level data (which integrates the ZTC course attribute) from January 2018 through to August 2022 (14 semesters). It is hypothesized that ZTC courses will have higher rates of enrolment and persistence and superior mean course performance than non-ZTC courses.

What professionals who reviewed the book have to say about Resilient Pedagogy.

Open practices represent opportunities to align scholarly and instructional processes with scholarly ideals, ethical stances, real work impacts, and aspirations for a more just and equitable world. There are many types of “open.” The three we will discuss, open access, open education, and open data practices may appear distinct and siloed from each other; This is only a surface-level view. In reality, these open practices areas have tremendous areas of overlap. Their underlying values reflect similar aspirations for the common good, and aims of overcoming some shared problems found in research and instruction in higher education and in society in general. This panel features students, faculty, and administrators with wide range of expertise in the three areas of open access, open education, and open data. Join us for a stimulating conversation in which we come to understand the differences and similarities between the opens, their purposes, and their potential. Presenters: Peter Potter, Anita Walz Panelists: Karen DePauw, Rajiv Jhangiani, Philip Young, Jon Petters, Mayra Artiles, Monty Abbas This event was part of Virginia Tech’s Open Education 2018 Symposium and was attended by many graduate students from Preparing the Future Professoriate. Video credit: Abram Diaz-Strandberg

Open Education practices (OEP) have emerged as a transformational force in higher education. Whereas, higher education promises to be an instrument for economic and social mobility, in reality our institutions reinforce existing inequalities: Achievement, engagement, and persistence are closely tied to affordability. Our claim to be student-centered is likewise hypocritical as faculty pressures, accreditation requirements, and budgetary constraints influence or dictate the structure and content of learning experiences. Open Educational practices support teaching, learning, and publication in an increasingly diverse faculty and student body. OEP encompass the creation, adaptation, and adoption of open educational resources, open course development, and even the design of renewable, real-world assignments where students are empowered as co-creators of knowledge. These practices leverage learning beyond socio-economic disparities and put engaged, active student (and faculty) learning at the center. These practices champion academic freedom, pedagogical innovation, applied approaches, and innovation. OEP represents learner-centered and learning-together approaches to education that radically enhance both agency and access. This presentation draws on a diverse set of examples to make a case for why the shift away from traditional (closed) practices is not only desirable but also inevitable, and how OEP support the modern university’s mission by serving academic achievement, faculty and student engagement, diversity & inclusion, pedagogical innovation, and the university’s Land-grant mission. This event was part of Virginia Tech’s Open Education Week 2018 Symposium. Presenter: Dr. Rajiv Jhangiani https://thatpsychprof.com/about Rajiv Jhangiani is Special Advisor to the Provost and a faculty member in the Psychology Department at Kwantlen Polytechnic University, British Columbia. He earned his Ph.D. in Social & Personality Psychology in 2009 from the University of British Columbia and has published articles and chapters in political psychology, the scholarship of teaching & learning, and open educational practices. The most recent of his two books is Open: The philosophy and practices that are revolutionizing education and science published in 2017. He is also the author of two open textbooks and editor of a third in psychology. Dr. Jhangiani also serves as an Ambassador for the Center for Open Science in Charlottesville, VA, Senior Open Education Research & Advocacy Fellow with BCcampus, British Columbia, and is an Associate Editor of Psychology Learning and Teaching. He previously served as an OER Research Fellow with the Open Education Group, a Faculty Fellow with the BC Open Textbook Project, a Faculty Workshop Facilitator with the Open Textbook Network, and the Associate Editor of NOBA Psychology. He is a well known and highly regarded expert, dynamic speaker, consultant and strong advocate of diversity and inclusion in academics, open educational practices, and the scholarship of teaching and learning across Canada and the United States. University Libraries

Open Education provides a great mix of research and authentic application of "open" in éducation which is global in perspective. The contributions provide insightful evidence that open education as an ecosystem is on the tipping point of crossing the chasm from sharing to learn to learning to share. This book is a must-read for those who care about more sustainable education futures showing that open is a viable pathway to realising education as a fundamental human right. — Wayne Mackintosh, Founding Director of the OER Foundation and the OER Universitas In a time of openness vs closure, collaboration vs competition, elitism vs democratisation, this volume presents a range of perspectives that make a strong case for open education in both the developed and developing worlds. A recommended read for all those interested in transforming higher education. This book is a rich resource that illuminates the different dimensions of open education and its critical link to human rights. This delivers a very important message: that open education is a powerful tool to throw open the ivory towers and transform higher education in the 21st century. — Asha Kanwar, President & CEO, Commonwealth of Learning Sustainable Development Goal 4 (United Nations) enjoins us to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. While we cannot rely on our current rigid and closed educational traditions to meet this goal, the concepts of the open education movement provide some promise. The importance of this book lies in its analysis of these concepts through the lens of the democratisation of education. Open is taken to enable far more than access - rather it focuses in on ideals of diversity, inclusion, agency, equity and social justice, towards the final goal of improving learning for all. — Jenny Glennie, Head of Saide

Most course assignments are “disposable” in the sense that they will only ever be seen by the instructor. Moreover, students often see little point in them and rarely revisit them. But what if we redesigned our course assignments to empower our students as creators of resources for the commons? Whether creating videos, editing wiki articles, or writing op eds, open pedagogy might be the best way for us to “give psychology away.”

This research examines the use of Open Educational Resources (OER) by post-secondary faculty in British Columbia, including their motivations and perceptions, as well as what factors help to enable or act as challenges for OER use and adaptation. Although the findings provide a snapshot of the BC post-secondary system as a whole, we also explore similarities and differences in OER use among faculty across the three institution types in British Columbia: research-intensive universities, teaching-universities, and colleges/institutes (see Appendix A). This research also investigates the relationships between faculty use of OER and institutional policies, the tendency to share teaching materials, and the personality trait of openness. This is an electronic version of a report published as: Jhangiani, R.S., Pitt, R., Hendricks, C., Key, J., & Lalonde, C. (2016). Exploring faculty use of open educational resources at British Columbia post-secondary institutions. BCcampus Research Report. Victoria, B.C.: BCcampus. BCcampus reports are available online at: http://bccampus.ca/reports-2/list-of-reports/ and this report is available at: http://bccampus.ca/files/2016/01/BCFacultyUseOfOER_final.pdf https://viuspace.viu.ca/bitstream/handle/10613/2705/Key/Exploring.pdf?sequence=3

In the years since the 9/11 attacks the incidence of terrorism has been on the rise. At the same time, news media coverage of major terrorist attacks has reached epic proportions, greatly expanding the number of individuals psychologically affected by terrorism. The goal of this dissertation is to better understand how individuals cope with terrorism experienced at a distance. Specifically, this investigation focuses on the impact of stress on integrative complexity (IC; a measure of cognitive processing; Suedfeld, Tetlock, & Streufert, 1992) during and shortly after a major terrorist event. Taken together, the findings from the three studies reported in this dissertation provide several insights into this process. Study 1 replicates and extends results from an earlier study of television newscasters reporting live on 9/11 (Jhangiani & Suedfeld, 2005), in the context of the 2005 London bombings and the medium of radio. In doing so, it provides the first empirical evidence outside of the research laboratory for the curvilinear relationship between stress and IC. Specifically, during the early stages of reports concerning the London bombings, a positive relationship is found between negative emotion and IC. However, once the nature and extent of the event become clearer, increases in negative emotion are related to decreases in IC (the disruptive stress hypothesis). Study 2 replicates this curvilinear relationship in the short-term reactions of two prominent political leaders to 9/11 and the 2005 London bombings. For one of these political leaders, the magnitude of his psychological reaction is moderated by the psychological distance between him and the victims of the attacks. Finally, Study 3 finds that two key personality variables, neuroticism and empathy, play important roles in determining the magnitude of the short-term psychological reactions to 9/11 of more than 250 students from Canada and the United States. This finding is particularly true for those students who were psychologically closer to the victims of the attacks. Implications, strengths and limitations of this research, and possible future directions are discussed.