This week’s scenario invited us to think deeply about what it means to extend openness beyond research and into our teaching practices. At Kean University, we have long championed open access and student-centered learning, and the conversation around Open Educational Resources (OER) continues to shape how we design and share knowledge. Even so, many educators understandably feel uncertain about releasing their course materials openly, concerns about quality, misinterpretation, or unintended changes are common and valid.
In our discussion, I reflected on the work we have been leading at Kean to expand OER adoption, support faculty, and reduce equity gaps for our students. We have seen firsthand that openness is not simply about sharing files; it is about creating learning experiences that are accessible, adaptable, and rooted in collaboration. By providing faculty development, research coaching, and ongoing support, we help instructors feel more confident in the quality of their materials and more comfortable with the idea that others may build upon their work.
What stood out this week is that openness in teaching is a gradual and reflective process. It requires balancing professional pride with the willingness to contribute to a broader educational commons. It also involves designing courses where students benefit from free, high-quality resources and have opportunities to engage in open practices themselves. At Kean, we see OER as a way to empower both faculty and students, enhancing affordability, expanding access, and fostering a culture of shared learning.
This reflection reminds us that openness is not about losing control; it is about extending impact. When supported thoughtfully, OER and open educational practices allow us to strengthen our teaching, invite meaningful collaboration, and contribute to a more equitable learning environment for our students and the wider academic community.
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