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Faculty Guide for OER

An easy-to-follow guide for open educational resources applying to each discipline.

What if I wish to develop a class using OER

OER Support
The OER Board at UA Cossatot will serve a central support role for all faculty wishing to incorporate OER into a course. After submitting an application and an initial meeting with the Director of Educational Resources, OER applicants will be enrolled in a Blackboard course to learn more about OER. All sections of the course will include the same OER.
Additional consultation with OER Board members while developing a course that meets the highest academic quality is required.

After deciding to develop an OER course, the instructor should submit an application to the OER Board. The OER Board will notify the applicant once the application is reviewed. The applicant will review the Blackboard course and meet with the Director of Educational Resources & OER Specialist. During development, additional meetings with OER Board members may be required. Deadlines for application will match those of textbook adoptions.

OER Board Mission Statement: The goal of UA Cossatot’s Open Educational Resources (OER) initiative is to reduce the expense of educational resources for students, while maintaining high academic quality within coursework and to increase faculty participation in a learning environment that encourages innovative global sharing of knowledge.

Application to Develop a Course Using OER

Procedures & Guidelines

UA Cossatot OER Policy and Procedures

Course Map

Evaluation Criteria

OER Evaluation Criteria

Clarity, Comprehensibility, and Readability

  • Is the content, including any instructions, exercises, or supplemental material, clear and comprehensible to students?
  • Is the content well-categorized in terms of logic, sequencing, and flow?
  • Is the content consistent with its language and key terms

Content Accuracy and Technical Accuracy

  • Is the content accurate based on both your expert knowledge and through external sources?
  • Are there any factual, grammatical, or typographical errors?
  • Is the interface easy to navigate? Are there broken links or obsolete formats?

Adaptability and Modularity

  • Is the resource in a file format that allows for adaptations, modifications, rearrangements, and updates?
  • Is the resource easily divided into modules, or sections, which can then be used or rearranged out of their original order?
  • Is the content licensed in a way which allows for adaptations and modifications?


  • Is the content presented at a reading level appropriate for higher education students?’
  • How is the content useful for instructors or students?
  • Is the content itself appropriate for higher education?


  • Is the content accessible to students with disabilities through the compatibility of third-party reading applications?
  • If you are using Web resources, does each image have alternate text that can be read?
  • Do videos have accurate closed-captioning?
  • Are students able to access the materials in a quick, non-restrictive manner?

Supplementary Resources

  • Does the OER contain any supplementary materials, such as homework resources, study guides, tutorials, or assessments?
  • Have you reviewed these supplementary resources in the same manner as the original OER?


CC-BY 3.0 List adapted from CCCOER Review Guidelines: