Please see the following announcement below from the Open Education Group regarding a fellowship opportunity for individuals who may be interested in conducting Scholarship of Teaching and Learning research related to OERs and other forms of open education.
The Open Education Group thanks to generous support from the Hewlett Foundation is seeking to support early career researchers to conduct studies in open education through the open education research fellowship. The purpose is to support education professionals to develop their open education scholarship ideas into published works. Specifically, this fellowship seeks to provide mentorship, community, and some financial support to carry out their ideas in open education research. Financial support includes attendance at the Open Education Conference in fall of 2025. The fellowship will also pay for article processing charges to allow for publications developed in this fellowship to be publicly available (around $3,000). In addition, fellows will receive a stipend of $1200 for submitting a manuscript based on the fellowship work (submission deadline is to January 15, 2026).
Applications will be assessed based on its potential contribution to open education, feasibility, and novelty. In the application, prospective fellows will be asked to explain how your proposed research project would be relevant to diversity, inclusion, equity, and access to education. Applicants should have some prior research training and will be asked to list their previous research coursework.
For the purpose of this fellowship, the following groups are considered early career researchers: doctoral graduate student (PhD, EdD, PsyD, DSW, DNP, DBA), postdoctoral researchers, pre-tenure faculty, teaching-track/clinical faculty (including librarians), and faculty at teaching-intensive institutions (liberal arts, community colleges, regional institutions, etc.), K-12 administrators and teachers, and public education employees. Full or part time status applicants are eligible. Tenured faculty at research institutions (R1 or R2) would generally not be considered early career researchers. Please feel free to contact Virginia Clinton-Lisell with questions about eligibility at virginia.clinton@und.edu.
NOTE: The Open Education Group can only offer this fellowship to early career researchers in the United States or Canada. If you have a work visa for the United States, please check with your visa guidelines regarding payment eligibility from the fellowship prior to applying. While this fellowship is limited to US and Canadian residents, we strongly encourage research projects with global perspectives, particularly in the Global South.
Learn more about the fellowship in this video.
A copy of the application may be viewed here to assist in preparation. Applications are due June 30, 2024, at 11:59 pm Central Daylight Time and may be submitted here.
Please contact Virginia Clinton-Lisell with any questions, virginia.clinton@und.edu.
Examples of research projects previously supported for publication in the fellowship include the following (see a comprehensive list here):
Brandle, S. M. (2020). It’s (not) in the reading: American government textbooks’ limited representation of historically marginalized groups. PS: Political Science & Politics, 53(4), 734-740.
Essmiller, K., Thompson, P., & Alvarado-Albertorio, F. (2019). Performance Improvement Technology for Building a Sustainable OER Initiative in an Academic Library. TechTrends, 1-10.
Gumb, L. & Cross, W. (2022). In Keeping with Academic Tradition: Copyright Ownership in Higher Education and Potential Implications for Open Education. Journal of Copyright Education and Librarianship
Jordan, J. (2023). Compounded labor: Developing OER as a marginalized creator. In the Library with the Lead Pipe. https://www.inthelibrarywiththeleadpipe.org/2023/compounded-labor-developing-oer-as-a-marginalized-creator/
Kelly, A.E., Laurin, J.N., Clinton-Lisell, V. (in-press). Making Psychology’s hidden figures visible using open educational resources: A replication and extension study. Teaching of Psychology.
Nusbaum, A. T., Cuttler, C., & Swindell, S. (2019). Open Educational Resources as a Tool for Educational Equity: Evidence from an Introductory Psychology Class. In Frontiers in Education (Vol. 4, p. 152). Frontiers.
Ozdemir, O., & Bonk, C. (2017). Turkish Teachers’ Awareness and Perceptions of Open Educational Resources. Journal of Learning for Development-JL4D, 4(3)Smith, N. D., Grimaldi, P. J., & Basu Mallick, D. (2020). Impact of Zero Cost Books Adoptions on Student Success at a Large, Urban Community College. Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.579580
Tang, H., Lin, Y. J., & Qian, Y. (2020). Understanding K-12 teachers’ intention to adopt open educational resources: A mixed methods inquiry. British Journal of Educational Technology.
Wynants, S. A., & Dennis, J. M. (2022, March). Redesigning a research methods course with personalized, interactive OER: A case study of student perceptions and performance. Journal of the Scholarship of Teaching and Learning, 22(1).