The Adventures of Frank Race, starring Paul Dubov with Tony Barrett as Mark Donovan. The war changed many things, the face of the earth and the people on it. Before the war, Frank Race worked as an attorney, but he traded his law books for the cloak and dagger of the OSS. And when it was over, his former life was over too. Adventure had become his business. The Adventures of Frank Race. Race for the Adventure of the Silent Tongue. There's a single row of cells in every state penitentiary where there is never any laughter. In these cells, the lights burn with a feverish brightness day and night, because there is no sleep. No rest, this side of the big sleep. Murderer's Row. This is the death house. The grimness of the place is hard to describe, but even gave Mark Donovan the creeps as we walked along behind the silent guard. You know, Race, a guy must be nuts to wind up in this place.   Tell me something. How come they're letting you see this mighty Quinn? Are they going to fry him tomorrow night? Yes. I'm in the nature of a last request. Apparently Quinn has no family and no friends who would risk the visit. No, but he still has the two million bucks met Ahmed Kastick. He's kept it well hidden, though. The police haven't found a trace. Neither is the insurance company. Will he send you to pump the guy before he goes? No, Marcus. Marty Quinn sent for me himself. He knows I've been on the case. Hey, you'll join a pretty penny if he tells you where the loot is, huh? No. If he was going to talk, he'd have talked before this. I'm afraid he has something else on his mind. Here we are. Your friend will come. Grab a seat on the bench, Mark. Yeah, sure. I'll have to frisk you, Mr. Race. Prison regulations. Certainly. I'm not armed. All right. Come on. Here's your cell, Mr. Race. The warden said you can have three minutes. You're not to touch the prisoner and nothing is to pass between you. I understand. Hello, Race. Excuse the looks of the place. I didn't want to waste money decorating on such a short lease. Marty Quinn. He didn't look like a murderer. He looked like an egotistical ham actor unless you knew about his record with a submachine gun. Even now, there was a touch of cockiness about him as though he had an unseen trigger within reach. It was a defiance that lingered in spite of a split pants leg and a shaven head ready for the brine-soaked sponge that would carry the high voltage into his brain. You look uncomfortable, Race. Sit down. Time is short, Marty, but I get to the point. You want to talk to me? I told you once before. I don't know anything about any money.  It's a little late for that. No. I killed him all right. I'm not expecting to get off.  I think you're a guy I can trust. Can I? That depends on what you want. If it's a legitimate request, the answer is yes. All right. Marty Quinn ain't my real name. I'll begin there. This might surprise you. I used to be on the square. Had a business once. Grocery store and cold springs on the Hudson. Go ahead. I've got a mother and two daughters still living. Girls are grown up now. They ain't seen me or heard from me since they were kids. They don't know nothing about me. Fortunately for them. I'm glad you said that. Because I want to keep it that way. They're innocent. They don't have to be hurt, do they? I hope not. Well, since they've grown up, they've tried to find out about their old man. Hired detectives, things like that. I guess it's natural. But I want it to stop. Before somebody turns up the truth. You catch. And you can stop it for me, if you will, before they get hurt. I got a safety deposit box at the Hawthorne Fidelity Trust. No.  There's no dough in it. Pardon me for hoping.  I will be, so that won't be a lie. But I want them to think that I died in South America of some place on an engineering job, say. Can you understand that? I can almost sympathize. Maybe you think a guy like me couldn't love nobody. But I did. My old lady and the kids. There's something in that box that'll convince the old lady I sent you. They'll believe this story. What is it you want me to take to them? Just a pair of baby shoes, race. I had them covered with bronze. Both of the girls wore them before they could walk. It was the only thing I took to... to remember them. Well, that's all that's in the safety deposit box? Yeah. Somebody else got that hold up dough, I told you. If I had it, wouldn't I want my kids to get it? Not that they'd touch any of that kind of money. They were raised right. How do I get into the box? And where do I take the shoes? I signed a release that'll get you the box open for you. The warden is holding it with a key. My real name was Marty Parsons. My old lady is Ella Parsons. And the girls are Ruth and Carolyn. They're still in Cold Springs. This is the last favor I'm ever going to get to ask anybody, race. The last and the biggest. Will you do it? Yes. Yes, Marty. I'll do it. The Hawthorne Fidelity Trust Company turned out to be a conservative and reputable bank. The kind Marty Quinn or Parsons usually entered the hard way accompanied by the ringing of gongs and the firing of guns. It was a busy bank on a busy intersection and I instructed Mark Donovan to keep driving around the block until I came out. A lovely thing who could have been in any floor show on Broadway accompanied me to the vault and I took possession of the bronze baby shoes. Smothered in impulse, that's the clerk if she had a telephone and lived with her mother had made my way back into the street. Looking for a lift, mister? Well, that's very kind of you but I have a friend in a car circling the block and... I think you'd enjoy riding with me. It seemed to be my day for beautiful girls and I was pondering my unexpected good fortune when I suddenly became aware that the offer of a ride was not an offer but a man backed by a pistol the girl was holding in her purse. The green sedan there. Get in. You frighten me. I might be arrested for hitchhiking. If you don't move, you may pick up a ride to the morgue. If this baby was fooling it didn't show her deep brown eyes. There was something smoky about them like fire smoldering under autumn leaves.  Behind the wheel sat an old lady in a bonnet. There was another young girl in the car too and she looked like the one who made Whistler Whistle. Since we're making a tour of the city together permit me to introduce myself. I'm Frank Race. You know who we are. Yes, I take it that you're Marty Parsons' eager relatives. Which one are you? I'm Carolyn. And you must be Ruth. I'm delighted. You won't be delighted for long. Isn't anybody going to introduce me to Grandma? You have something to introduce, Mr. Race. Hand it over. Not just yet. I promise to make delivery in cold springs and I always try to keep my promises. We want those baby shoes and we want them now. Never mind, Ruth. I can handle this. We're giving you a fair chance, Mr. Race. If you want to get out of this car and walk away, just give me the shoes. If you don't, I'm perfectly capable of taking them. You won't like that. Oh, but you're ruining my act. I have a story to tell, a great dramatic performance that goes with the delivery of these shoes. There's been enough talk, Carolyn. Granny's right. Get them. You've heard the consensus, Race. That smoky look came into her eyes again. I dug the shoes out of my pocket and the girl named Ruth leaned over from the front seat and grabbed them. The shoes caught Carolyn's glance for a moment and I grabbed at the handbag and the gun. It was a foolish play. I had Carolyn tied up effectively but Grandma didn't get rattled at the wheel on the side of my head. All right, Carolyn. Open the door and shove them out in the street. You may be able to dump them under the trolley cars. I came out of a pink and green world all my own and returned to Earth with a severe headache. Whoever coined the line about the patter of baby feet never got that patter across the side of his skull from a grown-up baby with brown shoes. My curbside siesta tied up traffic and horns were blowing but they couldn't drown out the angelic voice of Mark Donovan. Come on, come on, race. Get with it. Come too. Come on, pal. Oh, Marcus, what's that on the side of my head? It looks like a built-in golf ball. A red one. Where were you when I came out of the bank? Where was I, he says? I was waiting for the lights so I could turn the corner but you come out and get the glad item or something and right under me very eyes you leave me flat and piling a car with her. It all comes back to me now. She introduced me to her grandmother. When you drove away. But I wondered if Dame slugged you. Trying to neck with her right in the same car with her grandmother. Marcus, that isn't quite why I got slugged. We weren't necking. Oh, don't kill me that. I was right behind you and saw through it a real window. All of a sudden you reached out and you put your arms around the dame. Please give me credit for a little more subtlety, Mark. It so happened the lady had a gun pointed at my midriff. Oh, please. A midriff is something that they no longer put in the middle of ladies bathing suits. Oh, look, you better get up and let the city go by its business. Come on. Help me to the car. I'm still a little groggy. It'll drive me down to police headquarters. I'll bet you've got a pip of a story to tell him. Yes. And a pip of a story to tell the insurance company. I'm afraid I just let two million dollars slip through my fingers. On the way to police headquarters, I briefed Mark on the story Marty Parsons had told me in the death house. The actions of Carolyn and Ruth and Grandma had taken it out of the confidential stage. I brought him up to date on all that had transpired up to the point I had blacked out. Oh, brother. He really fed you a line, didn't he? Yes, but he also cleared up a point. He was lying about somebody else getting away with the money. He got it all right. And now the dames have their mitts on it, huh? I'm afraid that's it. Yeah, but Ray's a pair of baby shoes. You couldn't stuff two million bucks in them unless it was a million dollar bills. And there ain't no such thing. Where is it? Only one I ever saw had a picture of Mickey Moss in the middle of it. No, the money couldn't have been in the shoes. As a matter of fact, I felt inside of them they were empty, but they tie in some place. I wish I knew where. Maybe the cops can't help it, Dan. Oh, here we are. Inspector Libas, one of the finest cops in the country, was my favorite contact at police headquarters. Mark and I ran up to his office and waited while he chewed his cigar nervously and poured methodical orders into the telephone. Make sure they set up roadblocks and all highways leading into town. But check the cars going out, too. Get all the available men back on duty right away. I want to double the watch and all rail terminals and bus stations and triple it in the airline. Get Somers and Drake over here right away with the car. I want them with me. Hello, Ray. Hi, how are you? You seem pretty busy, Ed. Plenty busy. There was both a favor, Ray, and get out of here if I didn't see it. You should be glad to see me. I think I have a lead for you that may turn up the money Marty Quinn or Parsons picked up on that armored car stickup. You'd better have a lead, Frank, and it better be a good one. It's fresh, very fresh. I saw Marty in the death house last night. Yeah, I know you did.  The order should come through from the commissioner any minute. Pick me up, Ed? Why? Because you were the last man from outside the prison to see Marty, Ray.  And just an hour ago, a few hours before the time schedule for his execution, Marty turned up in the cell block with a machine gun in his hand. He's on the loose race. He killed four guards and escaped. We'll return to the Adventures of Frank Race in just about one minute. Now back to the Adventures of Frank Race. Marty Quinn's escape had touched off a king-size manhunt with a good chance that I might wind up in the middle. Just as he finished dishing out the information, Inspector Liebes had another phone call and Mark and I took the ring as a signal to get lost while there was still time. We made our way to the car and headed cross town. Oh, brother, I thought that cop was going to toss you in a clink but fast. Just give me a break because we're friends. He knows I had no part in that escape. Somebody must have been awful careless to let that Marty character get his mitts on a chatterbox. It wasn't an accident. That break was planned, well planned and perfectly timed. Yeah, so how do you know? Because that's why he sent me in after the shoes. That box was checked by the police when Marty was taken in and they passed up the shoes because they seemed irrelevant and personal. He wanted them, though, and he knew that I could go in and take them out without question. If he tried to get to them after the break, he'd be nailed. Makes sense. Uh-oh. Race. What? Take a look in the mirror. I think that heap behind us has been there since we left police, I caught it. Uh-huh. I guess Liebes put a tail on us just to make sure he can pick me up if they force him to do it. No, I don't think so. That ain't the kind of car cops use. Let me try shaking him, huh? All right. Take the next street through the factory district. Yeah, right. Yeah, that does it. We're tagged, all right. There he comes. Slow down and see if he goes past. Yeah. I'll scoot up that ramp between those trucks. It's coming by. The ramp, quick mark. Your cheek is bleeding, Mark. Yeah, broken glass. We better duck through this factory before it comes back. Right. Marty's on the loose, and I'm the only one who can identify his women. From now on, Mark, we'll be trying to catch them and he'll be trying to kill us. When a cold-blooded murderer is after your life, the safest place to be is in police custody. But when you're on an assignment with $2 million to recover, you have to play Clay Pigeon. I sent Mark into the underworld to see what he could pick up via the grapevine. Then I went home to my apartment to wait. I didn't wait long. May I come in, Mr. Race? It was Ruth Parsons. And standing there in the dim light of the hallway, very decollete and taffeta, her beauty took your breath away. I had to keep reminding myself that with this baby, it mightn't be a temporary condition.  I could use a drink. I'll pour, Duchess. Hmm. Your apartment's an excellent taste, Race. I might have known. Here's your drink. Not that it's what you really after. I don't blame you for doubting me. But you're wrong. What happened before was a mistake.  But not on your heart. She lifted her head as she said it. And the look in her eyes could have grown palm trees in the living room. She drifted into my arms, and everything took time out. Hmm. Now, if that didn't make you believe me, maybe these will. The brown shoes. I told you they'd been a mistake. I came to give them back to you. Why? Because the man who sent you after them isn't really my father. He was lying. So are you, baby. You expected to find something in these shoes, but you didn't. What is it? There's no tongue in the right shoe, Race. What happened to it? It was missing from the shoes when I picked them up. If you got it, you'd better say so. Unless you want to lose your best friend. Well, then Granny have Mr. Donovan. Unless I get the tongue to that shoe, he's going to have an accident. If he does, you'll have one too, Ducky. Oh, let go of me.  The hideout was an old barge tied to the end of a deserted wharf. I preceded Ruth Parsons down the ladder so she couldn't make a break on the deck and herald our approach. It turned out to be another bad guess on my part. As she came down the ladder, I reached up for her, pushed out with her foot and caught me between the eyes. Nice work for you. All right, Race. Walk into the cabin and don't make a sound. I walked, and I didn't see his face until we were under the glow of a shaded gasoline lamp in the cabin.  A visage I had seen often over a period of years on reward posters. A man wanted dead or alive, Bernie Donatello, only two notches away from the dubious distinction of being public enemy number one. You've got the look of a guy who thinks he's gonna collect some reward money.  You're holding a friend of mine. Where is he? You'll go bye-bye together in a little while. Don't be impatient. He wouldn't tell me where the tongue was, Bernie. Don't worry about that. Marty had it.  It was here in the barge all the time when he tried to get away with it. What about Granny and Carolyn and get out of the country? What about Granny and Carolyn? That's up to you. You want to split your half three ways? Or you want to come with me and pool the works? I'll go with you. You make a charming sister and an even more charming granddaughter, Ruthie. You really fell for that family story Marty gave you, didn't you? Never mind that. He still got one fork coming into the river. Go on, race. Push me through the door into the main cabin. Carolyn and Granny were sitting there a single candle on a box between them. What's got on the floor is neck broken. Mark was curled up in a corner unconscious. It's about time you got back with him. We better be getting out of here. I'll get things ready in the car. Never mind, Carolyn. There we are. You too, Granny. What's going on here? That should be obvious. You better go for that gun, Carolyn, if you still have it. Look out! Get the candle out, Ruthie. Get a light. Carolyn was hit. I found her in the dark after her screaming got the gun. I moved away from the corner. Mark was in to draw their fire. It may not be necessary, Ed. I think I can clear the case. I need a little information. Like what? Was Bernie Donatello ever arrested for rum-running in the old prohibition days? I'm going to dump him right into your lap if your next answer fits. It's about Marty Quinn. Was he ever connected with the counter-fitting ring? That's all I wanted to know. Quinn is dead, but I think we can pick up Donatello and the money tonight. Will you play ball with me, Ed? Order a speedboat and I'll meet you at the police dock.  I think it will. Look, what makes you think the door's near Cold Springs? Marty made me think so. He lied to me when I saw him in prison. He was an egomaniac like most killers.  I don't get it.  Mentioning Cold Springs was the clue. And that sounds like a long shot to me, Frank. Think so? If Quinn was a counterfeiter at one time, he'd know engraving, wouldn't he? Yeah. That's what was on the baby's shoe tongue, an engraved map on the bronze showing where he buried the 2 million. That could be. And Bernie Donatello is an old rum runner, figure stone and operate a speedboat. That's why you didn't catch anything in your dragnet after the armored car heist. You overlook private boats on the river. I got a hand at it to you, Rhys. Hudson is a big river. Just the same, I'm gambling on the psychology of a warped mine. When we get opposite the town on the river, cut the motor and drift downstream along the bank. 2 AM, Rhys, and this is about the 10th time we've drifted down river. They've got a show sooner or later, Ed. All right. Well, start her up, and we'll go up a mile or so again and make another drift. Hey, wait a minute. Hold on. I hear something. It's running without lights, just as we are, or we'd see it. That isn't common at 2 AM, Ed. Oh, it isn't. Hey, there it is in the moonlight, see? About a quarter-mile down just off shore. He's turning in. Yeah, there's a cove down there. We passed it before. I'll start up and we'll grab him. Not yet. I want them to lead us to that money. If we get them first, he'll ditch that bronze tongue, and we'll never find it without excavating half the river bank. Some place to put dough in a river bank. We'll just keep drifting. By the time we get near that cove, the teller should be working with a pickin' shovel. High up here. We're about 50 yards above the cove. We can fan out as we crawl through the brush. You both got guns? Yeah, sure. Yes. Let's go. Hold it a minute. Hold on. Bernie's digging in all right. Place the lights down. That's it. He's got it. Let's rush him. Go. All right. All right, Bernie, up with your hands. He can't toss my light. Drop that gun. No, but you make clay pigeons out of Carolyn and Granny. It's a capital offense, baby. It was dark, race. You can't be sure. Help me, and I'll do anything you say. I'm sorry, baby, but you got a blind date with the power and light company. Yes, sir. There's a chair all reserved. Here's the dough, all right, race. Good. I'll turn it over to the insurance company. Oh, baby, baby, look at that cabbage. Mmm.  Oh, that's it. What mark? Just, uh, let me spread it out on a page, huh? And once, just once, I want to run through it barefoot. Ha, ha, ha. I bet I can run through 2 million bucks faster than anybody in the world. Ha, ha, ha, ha, ha, ha, ha, ha, ha, ha, ha, ha, ha. The Adventures of Frank Ray, starring Paul Dubov with Tony Barrett as Mark Donovan comes to you from Hollywood. Others heard in tonight's cast were Eve McVeigh, Joy Terry, Michael Ann Barrett, Frank Gerstle, and Tom Charlesworth. This series is written and directed by Buckley Angel and Joel Merkott. The music is composed and played by Ivan Ditmars. Be sure to be with us again this time next week for another dramatic chapter in The Adventures of Frank Ray. Art Gilmore speaking. This is a Brucell's production.


Welcome, everyone, to today's workshop with the Community College Consortium for Open Educational Resources. The topic today is the Cultureship to Academic Freedom, where we will be discussing the connections between academic freedom, open educational resources, and publisher offerings such as inclusive access, among other things. And so I'm very excited to get started with all this. Before we do, I just wanted to tell everybody that we are testing out a captioning service for this day. So if you're interested in turning that on, then down at the bottom of the Zoom screen, one of the options should say either close captioning or we'll save more and you can click on that and then you'll see the captioning as an option if that is of interest. So first we'll do some introductions and go through a little bit about CCAC OER, and then we have a number of guests on a panel today who are going to talk a little bit about their experiences with OER, their institutions. And then after that we have a set of questions to guide the discussion and we will be eventually moving forward to a Q&A at the end. So if you're in the audience, please feel free to enter questions in the chat if you want and we will kind of try to monitor that and then at the end we'll try to make sure that we leave a few minutes open so that we can address those questions. And then at the very, very end we have a couple of upcoming events to let you know about as well. And as I said, we have a panel of speakers today, a range of folks from faculty, students and administrators here. And they will all have the opportunity to introduce themselves in a moment. And myself, if you don't know as you might have heard me before, there's been a couple of these webinars with CCAC OER, but I'm Matthew Bloom, I'm English faculty at that's a community college and I'm the open educational resources coordinator for the Maricopa County Community College and so I'm very excited. I'm one of the executive council members for CCOER. So before we get to actually introducing formally, I'm giving the panelists the opportunity to introduce themselves. I just wanted to say a couple of words about what CCOER is. We are an organization of community colleges in North America who strives to support faculty and raise awareness about open educational resources and bring, you know, various community members together in collaboration and try to, as it says here, foster that OER leadership. And obviously the end goal of all of this is higher student success rates, right, it's supporting students and so that's what CCOER is all about. And we actually have pretty broad membership across the United States and as you can see, if you go to the URL there you can see more details, but we have pretty much membership from coast to coast there. And in those states we have yet to get into, but maybe that'll happen in the future. So one of the themes of today is, does have to do with choices about, you know, how do you make those choices about moving to a low cost alternative to a traditional textbook or, you know, what is the reasoning for going to completely free. And, you know, what are some of the benefits and potential consequences of those kinds of decisions. And of course wrapped up in all of that are these new publisher offerings, relatively new offerings that are called inclusive access or some people I've heard called it automatic billing. And so one of the things that has happened recently is that a number of organizations as you can see down at the bottom here for CCOER to open stacks and global Creative Commons, student perks, all the others there. They have all come together to start this initiative called Free the Textbook. And if you go to this URL right here, you have the opportunity to sign up and get involved, they have toolkits for student activism and also for those who are interested in supporting students. And it's a really great resource for learning about the issues related to inclusive access into low-media resources generally. And I strongly encourage everyone to check it out because there are some great resources on that site. So without further ado, I would like to turn this over to the first of our panelists here to take a few minutes to introduce yourself. So Lisa Cooper, who's English faculty at Glendale Community College, which is right here in Maricopa, which is in the Phoenix, Arizona area. So, Alisa, do you want to go ahead and introduce yourself? Yeah, thank you, Matthew. So Matthew and I work together. As you said, I'm at Glendale, which is one of the 10 community colleges in our district. We are the second largest. Before one semester, we were the largest and we really like to brag about that. But so we've been involved in the OER movement since 2013. And before Matthew took over three years ago as our leader of OER, I was part of a tri-chair committee team that organized all the things, all the great things that he's doing now. I like to feel like Maricopa has been one of the major players in the OER. And whenever we go to different conferences, we would always share what we were doing and trying to advocate for others to get involved. You know, we had an initial goal to save students $5 million in five years. And I think after five years, we had saved students over 11 million. And I'm not even sure if we're still counting since I haven't been directly involved in three years. But I think that's a great achievement for us. One thing that's unique about our initiative is that instead of just saying no cost, trying to encourage faculty to be no cost, ours was a no-cost low-cost. And we set that low-cost number at 40. So anything under $40, we included it in our count for our OER numbers. So one of the things that we do well in our district is that we have the initiative that creates dialogue days. You know, we're involved in conferences. We've had online training. We even have a grant program that encourages faculty to either create or adopt OER materials. And I think that's pretty much it. I know Matthew knows a lot more than I do. So if he wants to jump back in, he can. But anyway, that's me. Welcome. Thank you, Lisa. And I just wanted to say publicly, thank you so much for all the work that you and the other tri-chairs did at the beginning of the Miracle of Knowledge project to get all of that moving. I have just done my best not to ruin it. You did a great job. All right, next we have Barbara Goode. She's a student at volunteer state community college and an OpenStacks intern. And Barbara, would you like to talk a little bit about your experience and your role? Sure. Yes, I am an OpenStacks national intern. They invited me to come back for the next year, which I'm very excited about. The first year that I was there, it was really a campus advocacy project to try to promote OER. And let me clarify, we got to choose our campus advocacy project. And I went ahead and stayed with the OER and tried to introduce OER more to those professors that haven't chosen or were still reluctant. And unfortunately, right when I was really hammering it down, we had a tornado in our area and then of course COVID hit. So I'm actually excited that I was extended so that maybe I can continue that work, which I had actually, I had planned on doing anyways. But this year, my role is also to work with the institutional partners that is with OpenStacks. So I'm really excited to see where my role takes me this time and how much more I can learn about OER. Maybe be on the flip side with you guys one day instead of just a student. But I appreciate you allowing me to be here. And I thank the Community College Consortium for also inviting me to be in here. Thank you, Barbara, so much. And we've included on this slide here a number of blog posts that you're open stacks. Do you want to say anything about any of these in particular? And all the community colleges have some money coming in terms of a OER grant. And so we really kicked off an initiative then. And it's grown ever since. And what makes me really, really happy is this fall, about 70% of our classes are completely OER. So we went from having zero in 2016 to almost 70% now. And so that's really a great number. If you could just go to the next slide. Next one. There we go. So I come from a Roxbury community, which is in Boston. We were funded or founded just like everyone else in the late 60s, early 70s.  So we're much more traditional than what Community College I've turned into now. So we're much more traditional at Community College. So we're primarily a female, we are, you know, primary minority based students of color. And we are average ages, you can take a look at the slide, he's 32 years old. So, you know, the trend is to have more high school students coming to Community College, but that's not the case here. And so, you know, we're much more of a traditional Community College, you know, that was in the past of working parents trying to get a degree. You just go to the next slide. And so we're an urban college and our demographics, our students are, you know, in the more economic sphere of things. And, you know, at least 45% of our students are parents, and at least have two children. So, you know, they got a lot of other things going on in their lives to just, you know, college. And so that's why, you know, certainly where it became really, really important and the affordability issue here at RCC. And I'm very happy to join you today. Thank you very much, Bill, for coming. We are happy to have you. And last one on our panel today is Veronica Howard. She is Professor of Psychology at University of Alaska Anchorage. So Veronica, you want to go ahead and introduce yourself and let us know what your work at University of Alaska. Hey everyone, good morning. I'm joining you from Anchorage, Alaska. I'm Veronica Howard. I live and work on the land of the Denina, El Nena. And so I'm so pleased to be here today to be included in the conversation. I did also include a little bit of information about our institution on the next slide and the University of Alaska Anchorage is a little bit unique where a large open enrollment institution. We're built on the land of the Denina, El Nena, and we're considered within the University of Alaska system to be the metropolitan campus and we have a really strong kind of professional credentialing and workforce development focus. But what's really interesting about the University of Alaska system is that there are no community colleges in Alaska. All of our institutions are within the same system. So at UAA we serve students who might outside or in the lower 48 be considered a community college student, but we also are a PhD granting institution. So we're pretty unique. We have a very diverse range of students and preparation levels coming in. We also serve students who, you know, are quite diverse, demographically and socioeconomically. So we have been focusing on improving the financial accessibility of our institutions since about 2015, and I'm privileged to be part of the group that is promoting textbook affordability on our campus. I'm really pleased to be able to join you today. Thank you so much, Veronica. So today, you know, one of the, when we first began thinking about what this webinar was going to be like, you know, we wanted to address some of these sometimes somewhat tricky topics related to places, learning materials choices, how institutional this can not only empower faculty, but also potentially limit faculty. I mean, we wanted to have some of those hard decisions about or hard discussions about, you know, the kind of impact all the different ways in which the choice to go to a zero cost or to an open source alternative to the traditional text or to really look at how that resonates in all kinds of different ways. And so the way we framed it basically is in three different topics and we're going to have some guiding questions, and I'm just going to probably do my best to be quiet and let all of the brilliant folks on our panel respond to those questions and foster that discussion. So first, we'll talk a little bit about teaching practices and how that is have that's been impacted by this shipboards, academic freedom, which goes along with the adoption of open materials, my is be retained and all of that. So thinking about institutional pressures, whether it is, you know, an initiative, or whether or not it is kind of like, you know, departmental or institutional culture that kind of impact that can have on the choice of learning materials and then of course the topic of many days recently and a lot of open education discussions is. So moving going ahead and moving straight into it. I'm what I'd like to do is just kind of read the questions out.  So, first of all, when it comes to teaching practices, how is it that open educational resources impact faculty freedom to engage with students. What, and who does it empower. And how is it limiting. What's really kind of in this suite of questions is how does this shift in teaching practices prompted by open education impact educators who are comfortable and arguably with their use of publisher materials. You know, I will just say as a faculty member myself I know that it can sometimes be challenging to have a discussion with the faculty member right across the hallway from you more difficult than it is to have a discussion, potentially with somebody from a totally different more open minded right so those are some of the questions and I would just like to go ahead and hand it over who wants to take a step. Hi Matt. It's bill. I'll ho wing it first. So, you know, I think, in terms of. We are in terms of academic freedom or faculty freedom. It's certainly what I think it does is it creates flexibility for both so in other words, certainly the instructor has the ability to present and to create and to, you know, put out quality materials, based on what they want to do so certainly that empowers the instructor to, you know, to engage students and in terms of the students. You know, again, is flexibility they're not tied down to a textbook they can. They're involved in gauge in the classes that have we are. So I think it's a kind of a win-win for both, you know, certainly in terms of limits.  Big barrier was certainly technology and access to we are. And so many students didn't have computers at home that they could access the we are. So there's always barriers to it, but, you know, overall, I think it's been a positive impact. Yeah, I would add to that, that, you know, we are became really important to me when I started doing more online teaching. And one of the things that really what I felt prohibited me from doing a good job was that, you know, how do I engage these students in the online environment when all I have is this textbook. And so I started looking at different ways to add media, you know, just programs that you could use to create something that's more than just read chapter five. And so I think that really gave me OER gave me the freedom to be able to not just have to sit down and spend hours creating my own content, but to actually go out and be able to look and find things that were were already available and open to use. And so then I could take that content and put it in a more engaging format where students are not just reading a textbook. They can watch videos that I've created or, you know, slides with audio and different things where I can actually ask questions as they are going through the material. So I really felt like that was the biggest freedom for me and in helping engage students in that online environment. And to build off what Elisa is describing, I think I came to OER for some similar reasons but my primary recollection of the switch was just a deep dissatisfaction with the lack of freedom that I had with publishers material. We know that there's been kind of a transition into greater emphasis on homework systems and interactive textbook materials for students. And as a new faculty member, I went through three or four semesters adopting a different textbook in each subsequent semester because of just frustration dissatisfaction students had trouble getting into and accessing the homework system. And it wasn't actually until after I just threw up my hands and said, I don't even care which textbook I use, but I'm going to go with that open psych textbook and just be done with it. That I started to reflect on the relationship that I had previously had with my textbook materials and I had been tightly and uncomfortably tethered to the material as it was presented in the book. I didn't want to assign material outside of the book, especially not out of the homework system because it would have been very difficult and cumbersome to explain to students how to get access to that material. Non publisher material doesn't always jive well it doesn't mesh together with publisher homework platforms. And once I made the decision to switch, I have not gone back and I will not go back because just like Alisa was saying, the material that I create is very purposeful. It's very careful and strategic to meet my learning outcomes, and I'm not beholden to material that presents concepts incorrectly, inadequately, or in a way that I don't want the material to be presented so that it fits better within my larger alignment within the larger spirit of my course. Oh, but I didn't speak to how is it limiting. Oh, my Lord, does it take so much time, but I think we all know that I think we know that the process of course redesign takes a lot of time and it's really only through having a community of very interested and passionate partners who can lighten that load you know many hands make light work that the process will get easier. I do have a follow up question but I'm also just curious to know if Barbara would be willing to kind of let us know your thoughts from the students perspective. The administrator talk about about the impact that this might have on on giving faculty freedom, and the faculty members talking about how the ability to kind of own and customize those materials has really been empowering. And I'm just wondering from the students perspective, if that is something that you feel as as the learner at the center of this whole thing. It is empowering to allow your professors to customize it to the students that you know if they're seeing that they're struggling within something to maybe say, you know I'm going to break from what this textbook says, and revise it to where the students may be getting more out of it later. I did want to add something to Veronica's point. I've had professors that have used pretty much primarily we are that you can tell that they did not that they pretty much designed it themselves and like right now I'm taking a social media for for entertainment class and just to learn a little bit more about social media aspects, and he has several different outside sources and articles that we go to. And I think as long as you really plug it in to the course design we have d2l desired to learn is our platform. And I think as long as you really set it up well I think parents or students can go ahead and follow those outside sources, you know well it's it's a matter for me it's a matter of clicking it and going to it. So within that aspect I actually dropped another class that was $70 for basically almost the same course and went ahead and kept this one because it was we are understanding that I would be having a lot of links and stuff like that so he you know he really customized it to his needs and what he felt like would really help us in the long run to gain that knowledge and I do appreciate it. Limiting may be that it's not set up for you that you do have to put that work into it. But I do I think that overall also that we just appreciate that the teachers or professors are noticing that we might be struggling with something or not as interested or something like that that we can plug in something else to help us gain that perspective better. Yeah, no that's fantastic and I appreciate everyone's willingness to open this conversation up this way again no pun intended. I don't use that word in this context without feeling like you did it on purpose but the follow up question that I had and this is kind of rephrasing in a sense the second question here. But one thing that I did pick up in some of the discussion so far is that there is a kind of sensitivity regarding the regarding an educators kind of sense of identity and the choice of materials they use and the pedagogy that they use and I'm just wondering if you know thinking about it from the perspective of a faculty or an educator who may be reluctant to you know abandon the materials that they feel have been effective for them despite the cost of the students. I'm just wondering, you know, do you do you feel that those kinds of reluctant, those who are reluctant to shift over. Do they feel a really close connection is it is it kind of interpreted potentially as an attack on their identity, when we do almost demand, especially if it's an institutional demand and I don't want to get ahead of ourselves because there's a whole slide about that but I'm just wondering if anyone has any thoughts about, you know, that choice right there because I do think that sometimes you know the selling of the we are in terms of telling it and waiting someone to be open to using free and open resources. And sometimes that is a pressure from other faculty members and even from students that that can be the rat and I'm just wondering if you have any thoughts on that. You know, I think, I think when I talk to faculty that have not adopted we are and they're still using their textbook. It's really a different teaching philosophy that they have you know these are a lot of face to face instructors who do a lot of really creative things in their classroom that really revolve around that textbook but I sort of see it as it's sort of their safety blanket you know here's this chapter. And I'm making them read this chapter, but then when they come into the classroom they're doing a lot of creative things so they don't really look at it as I'm not I'm missing out on something. And I think the part that they don't see is that you know you just charged your students that $7080 for that textbook that you're really not using. You know, I mean they're using it in the sense that they're expecting the students to read it. But I imagine that what they're doing in their classroom is probably good enough that they don't even need that. So, you know, it's hard to convince people to spend all that time that Veronica mentioned in that effort to use something different when they can just say, Well, I'm just going to use that but you know I still have a great engaging face to face classroom. Well, and I want to defer to others and make room for other perspectives but they're honestly there's no better time to be talking about this issue in our institution our student government actually just passed a resolution resolution 2015 about concerns with course delivery as we've transitioned to alternate delivery so most of our courses are delivered remotely now due to the coven 19 pandemic. And it's really emphasizing the weak points in course delivery, you know building on what Lisa said, you can have a course where you use a commercial textbook but then you come in and you enrich the environment and you have a really beautiful wonderful dynamic dialogue with your students. But when you don't have that space anymore, all of the emphasis tends to kind of get pushed on to the course material that you're using. I think that's been supported by some some research by Virginia Clinton that the emphasis on the material the textbook in an online course. The student government's resolution was a push for faculty to be more involved in their courses to create more materials to rely less on publisher homework system publisher platforms publisher materials, and to have more engagement with students really want to have that engagement. But as much as students at our institution are hearing that and going yeah that yeah that captures the spirit of some of the things that I that I've been feeling but maybe didn't have words to give the reaction has been very painful from the instructors who are reading that resolution because it is a global pandemic and and most of us were not prepared for delivering our courses online. We certainly are not adequately compensated for transitioning so quickly to online delivery and so many folks bless them just to get through and to get by have potentially switch to free publishers homework system to get them through to students in the best way that they know how in the words of a colleague recently, she was sort of commiserating on the fact that she wants to do more she wants to support her students but even adapting one of her slide presentations into an online material into a narrated PowerPoint presentation for her takes 10 hours and that's 10 hours for one lecture not including the building of the course or the scoring of any assessments or or any of that so I think that yes that the push for OER has really highlighted a lot of places institutionally and culturally where we have begun to weaken in higher education, the compensation and the honoring of high quality teaching practices. The time involved in developing and delivering courses we're not thinking about that as much anymore because we've we've sort of become inured and used to all of these time saving devices and metrics. And I can't speak from the administrative perspective so I hope that William will speak to that perspective, but it can be really easy to forget just how much time goes into good teaching. So I really agree and you know it's a fine line when we're talking about, you know, trying to develop the OER culture. And what happens is, and now talk to not just, you know, instructors who are constantly using their, you know, their print textbook.  And so a lot of one of my work is trying to establish a culture and so that the pressure isn't so great on the individual instructors as it is kind of it's the way things are done. And we certainly don't put pressure on instructors don't use OER. Again, you know, this is an academic freedom shop here. But I think we look at it we try to educate them and we try to talk to about, you know, what OER, what the advantages of OER are, you know, particularly when it comes to, you know, cost savings, obviously, and trying to get them off the, you know, the $400 textbook when we can say, oh, we have something that's just good. Well, thank you so much for everyone. This discussion already has been has been fantastic has already in some senses, I think, moved into a little bit this idea of institutional pressures and especially some of the stuff that Bronco is talking about like some of the, you know, underlying things that are going on, you know, when it comes to changing the way that we think about teaching and this this kind of suite of questions here is designed to spark a discussion about institutional policies related to the adoption of open resources and how those pressures can both benefit and potentially harm the work that we all try to do in open education. So the first question is traditionally costly publishing textbooks have been the default why not make OER to default would be the implications for this at the department or division level. And then second question, what should institutional we are initiatives due to avoid the perception that they are infringing on faculty freedom specifically, you know faculty who are resistant. I'm not sure I would. I mean, I don't know what default but I don't know if textbooks are the default I guess is what I'm saying. I mean I've always felt like we've had the option to either choose the textbook that and we're at my colleges to that I've been at we chose books as a as a committee. So we would have that option and there was always to there, but we also also always had the option to not use those two we couldn't use. I mean, we could use whatever we wanted we have that academic freedom but in our minds we knew that we would either choose those two or we would do something on our own. And so I don't know for us if making one the default over the other. And I think what that does by making sort of this switch that's not necessarily needed. It sort of does put pressure on people to do something that maybe are not going to do a good job with it. I mean, I think that with anything it's almost like, you know, saying we're all going to teach online, which is kind of funny because we are all now doing it but, you know, a lot of people don't want to do that and so they don't do a really good job of it. And so the same thing with with we are, you really want for the motivating factor to be that they really want to save students money but they also want to be able to teach a course that's designed around their own style. So I think that I wouldn't I wouldn't necessarily agree with an initiative that said, we should all do this. I mean, I like the initiative that says this is available and look you may not know about it. And you should try it when you have time and we'll help you and we'll train you and we'll even give you grant money to do it. But just to sort of put it out there. I mean, people get a little freaked out about things like that and it changes their behaviors and how they do things. So I'd be cautious of that. Yeah, I think this is exactly right is is, you know, you tread on them. You have actually lost academic freedom there. And although it'd be great in my eyes to have a department. You know, adapt one only after the holy it's not, you know, in the end, it's just kind of not realistic least from my point of view. And nor do nor do I know if I want that to tell you the truth but I do. You know, the implications of the department are pretty big. So if you did have, let's say, you know, the biology biology one picked one only our textbook, or I decided to go in and make you know and create a textbook. That is trust amount of time. And so, you know, when we're thinking about how it impacts departments or, you know, or division level, we're talking about time, we're talking about money in terms of training, and, you know, stipends.  Absolutely. And I think that, you know, both William and Elisa have highlighted some of the challenges that come with an overt push for OER. Like Jeff Golan and affordable learning Georgia have also highlighted some of this in their recent work where faculty push back on the perception that they're being forced in a particular direction. The same is absolutely true in our system, you know, Alaska is a fiercely independent culture. There's a lot of emphasis on freedom and individual choice. So instead of, I should say instead of coming in like the Kool-Aid man but that's an absolute lie I come into every conversation are like, Hey, have you heard about OER can we get you into an OER. It's a little bit disingenuous because I actually can't do that in my own field behavior analysis because the resources don't exist in my field. So it's not that OER can be a default yet because the materials aren't yet there. However, I can be very careful and very mindful of some of the institutional levers some of the way the system is designed to support. So, like looking for instance at the course management system that our university uses the metadata that's collected about textbook choices emphasizes a traditional publishing model. So perhaps I can put a little pressure there to change that system slightly so maybe it prompts a course designer to say, Hey, are any of these textbook options open? Or I can look at some of the other systems that surround the faculty decision like promotion and tenure guidelines. Do we highlight the adoption of OER as innovative teaching practices or a practice that promotes diversity and equity and inclusion for our students. Can we explicitly include the creation of an openly licensed material as a preferred form or a desirable form of research or creative activity. Rather than, you know, just coming in full stop you have to do OER. It might be better to consider some of the subtle ways in which we can change the system to promote that choice. Oh, great. Thank you everyone and I see that there's been a little bit of action in the chat over here, specifically with respect to this topic of course versus mandate and obviously that's a big deal and just, you know, speaking as a faculty member and in my experience, my relatively limited experience as a faculty member. The fact is, is that there is kind of an implicit tension between administrative initiatives and individual faculty choice. And, you know, when it comes to academic freedom and it comes to not just the choice of learning materials but a whole number of things. And so I'm just, I think that we've touched upon it already. But I'm wondering if anyone here has anything to say in addition, like, to go into a little bit more about, you know, why it is problematic or what experiences have you had in specifically in in trying to engage with those faculty. If you do have an institutional initiative without actually, you know, making it seem like a mandate. I know that some like a rambly question but I guess just to kind of contextualize it you know I know that one of the reasons why the Maricopa Millions project was seemed to work well was because the fact that it was, it was primarily a grassroots initiative it just happened to have a good amount of administrative support, and it was the it was like the synergy of those things that made it work, because we had funding from the top, but the people who were driving it were the faculty. Obviously, Lisa, you know you were part of that that project but I'm wondering if the others here on the panel has seen that to be the case. And then I of course would always love to hear from the student side of things whether or not this entire discussion is even relevant to the I think that that might be an interesting take on. I think it is relevant to us in the decisions that obviously the faculty makes what I was going to touch on and it might go a little bit off base on student perspective is the faculty freedom as far as in the state of Tennessee is actually within law that those the staff members should have academic freedom however within research that I did what's happening is of course like the department head is actually deciding the books for everyone. And so therefore staff really doesn't seem to have as much academic freedom perhaps they don't realize they have that academic freedom that it is actually in law that they are allowed to choose something else, or maybe it's just well they reviewed it for us therefore we're going to take it. The other thing is is I've noticed one time a department had actually made a whole course and this was actually in a college experience so one credit class, and they made the course, but now they're charging $50 a student to take that as a textbook. And I actually said hey there are free alternatives out there for students, you know that actually you know with my involvement in open stacks there's a college success book that I was aware of I'm actually in it, and said you know why don't you guys consider this and they're like well we already did this and I get their time and their effort, but we're talking $50 and for one credit class and I know that might not sound a lot but when you think let's pretend like it's 10 hours or $10 an hour that a student works that's five hours they're having to work for that one textbook when there's a free copy out there that they really wouldn't even look at and so what I ended up doing was actually contacting a few of the individual teachers and said hey there's this alternative would you take a look at it and there it's almost it's a weird thing like even if they know they have academic freedom they're scared to go against it I've seen you know more it seems like they're scared versus some yeah I had one professor last year that I've actually trying to help him switch to you know open ed or whatever and he was like you know what guys biology is biology I don't care what book you get it's all the same topic whatever his problem is is and I noticed someone had put this in the chat is the other resources that are needed for instance the labs and so we're trying to come up with components for him to possibly replace those labs especially now that we're online and stuff but yeah it's kind of you know where does academic freedom where does that really stand with teachers to be able to go ahead and pick what they want thank you so much I mean that I think that that really helps to put this into perspective and and I did want to before we move on to the the final kind of topic here as we approach the end of our webinar today. I did notice a question from James Guapa gross flag in the chat that I wanted to share with the panelists and see if anyone had any thoughts about that because it's directly related to this question of why not the default. So he says changing the institutional or cultural perspective is hard but necessary. We provide free Wi-Fi and free athletic equipment many schools now provide free mental health support and all good but if we can do all that and why not instructional material. Well and I think maybe that's not 100% accurate we we provide those things to students for free but they're not free you know somebody is paying for them somewhere and it's just a question of whether we have connected the fee structure the resources on the institution you know in the environment with supporting that as something that is important. So shifting that culture really I think is about connecting the dots between this is supporting student success not only as a supporting student success and retention in the course and keeping students engaged in completing their coursework but it's doing so disproportionately for students who are traditionally minoritized and underrepresented in higher education. But that's a hard sell because you're also working against a culture where the person who is making the decision about what material to adopt came up in that culture right. I cannot tell you how many times I have heard a colleague say well when I was a student fill in the blank. That's a hard thing to shift. And I just want to add it's different to in that you can't just say we're going to provide the OER for the courses because in an English department like my department there's 40 of us well English reading journalism all that there's 40 of us. And you know whereas OER it there's more benefits than just here's a free resource for students the benefits are to us too. So if I'm going to use OER I don't want someone to give it to me. You know I want to be able to customize it and make it myself so just saying that we can provide that that there's still a lot of challenges in that. And I was right back to that connection between you know identity and pedagogy and choice of materials and the desire to be able to customize and kind of personalize it a little bit. And you know that's one thing I know that a lot of faculty who who I've worked with who who may even not want to use their textbook but they don't want to use OER because they say that they are the tech. I've actually heard the faculty say that like I don't use a textbook because I am the tech. Whether or not we agree with that with that attitude that is a kind of thing that I think you also find that desire to really be have that personal connection with the materials that you're using. So, because of time, I know that this concept of automatic billing, which, which is the term that I've heard used by like us birds and some other folks who who really wanted to make transparent I think like the fact that inclusive access is kind of Orwellian term. So it's like inclusive access, we can maybe interpret it as neither inclusive nor really promoting access. And so the questions here I know could take up, we could do a whole webinar and inclusive access but we're not really thinking about that but just specifically the impacts on this, this choice to transition to a different kind of teaching and to exercise academic freedom. So how is it that that these are symptoms right that this kind of, of course, you know materials offerings from the publishers. So how is it that we might be able to see that symptoms of larger institutional issues may relate to academic freedom and the way that that teaching and learning is changing. And then what are the long term implications of adopting something like that in order to solve what are potentially short term problems, especially in life of the pandemic. And then finally, how do these offerings impact. So guys don't mind I'll take this one. First, because I am very knowledgeable about this just from pretty much experience I guess you can say, and I guess I want to touch on the second one. What are the long term implications of adoption to short term problem I think short. Well it had been a long term problem. But what it was trying to solve was obviously the cost of publishing textbooks, you know to have students to do that and stuff. And so they came up with hey let's offer these digital textbooks with homework platforms that will help faculty but also give it less to students. However, that has not been my experience, what has happened and the symptom, you know that ended up creating was it actually cost us more. I'm not the only one right now in college. Actually, all six of us are in college so that's for kids and my husband and myself and my daughter, for instance my daughter my husband are both taken econ right now. One of them had to pay $75 a person for inclusive access. Now, there was no way around it they had to get to do the course and to do the homework they had to have this. So what we would normally do for instance we me and my husband took history together we share the textbook, we found it cheap, we found it free and we're able to get it that way so sometimes. And actually every time inclusive inclusive access or access codes have been involved. I'm trying to pay more than I would have had I found a publisher's textbook. And so I think what it's doing is it's, it's stripping away the rights to share a book to buy it used to look for other, you know, books, you know compare them to and stuff because what the state of Tennessee has done again from the research is they made a contract with one of the inclusive access to in hopes of lowering the price. You know and then all these you know and they had a digital engagement initiative and everything to get these teachers on board and stuff. And so but they have to sell so many to get that price. Well in doing that, they have created special codes just for that campus. And so therefore even if we were to have found inclusive access somewhere else for cheaper, we can't use it we have to buy it from the campus so we are locked into purchasing that particular one from that campus. And what does that also create if they didn't pay for that, they're either dropping the course, or they're making pretty much an F because everything is behind that paywall.  The longer, you know, implications of this is you're locking a lot of students out that can afford it. I mean where they might have been able to borrow a friend or get it from the library, or even, you know, skip it just not even have it they can't you can't even do the homework anymore and I think that's the huge takeaway that professors need to take with it I get that it might be more time on your hand. But we're there to empower students. And I think that we need to remember that the students need to be focused and sometimes inclusive access is not including everybody. And we're locking people out, you know, we've worked so hard you guys have worked so hard to break a lot of barriers and instead this is just the larger implication of something, you know, more and then the other thing I'd like to bring up is you know we live in rural areas. And I know Matthew even said, hey, you know, we're getting ready to have three people on the internet at one time. You know, there are students here that didn't even have the internet. And it really showed its head, of course, during COVID, you know, when everybody went online and stuff. And we need to think about, you know, if we're doing this, you know, homework behind the paywall. Who are we affecting? Where are those students that might have been able to take courses that weren't online or didn't have those online implications? Who are we knocking those out? And it's probably a lot of lower income students. So I apologize that was long, but this is my baby right here. So I think I couldn't have said it any better. Good job. So I think you used a key word there. He said it locks us into something. Because, you know, just like you were saying, you know, talking now as a librarian is the people didn't have their textbooks and we can get a copy and put it on reserve. We could, you know, we could get it from another library or whatever it may be. We can't do this with these kind of materials. You know, we can't resell them. And so you're getting locked into a resource that doesn't cost any less than what, you know, a print textbook would. And they say it's less. It's not. You can read tons and tons of literature on it. It's not less expensive than, than, than a regular textbook. So I think the biggest word for this to me is choice. It reduces the choice that you have as both as an instructor and as a student in terms of your learning resources. I think that's the biggest takeaway I get from all this. So, you know, I think you did a great job explaining. Well, and I hope there might just be a moment to build off something William just said, which was to, when you're talking about systems to recognize that the reason that all of this is possible the reason why inclusive access is allowed to do what it does is because of the disparity in copyright law between technology and print media. So because technology, you can permit subscription models, you cannot have a secondhand market for subscriptions materials like that in the same way that you do print bound textbooks. The publishers are building a system where they generate their own revenue by shifting from being publishers to being technology corporations. And it's just fascinating to think about, and I had no idea of how that worked until I actually took the Harvard Copyright X program. But to look at the way in which the law permits different different access to these materials. I just wanted to put it a plug in for the copyright X program we have a couple of nominations if anyone wanted to learn more participate in that program. You know, please let me know because I'd love to nominate someone to do that program, but looking at not only the institution but the country, the law, the way we support different modes of access the way our system support or exclude is important too. The last word Lisa, or I can just jump right in it's up to you. Yeah, you go ahead jump right in because I have a whole different perspective and I don't have time so you go right ahead. That's why we should have been quicker earlier. Alright, well then I'm going to have to interview you or something. Anyway, we thank you so much we're at the end of things today I'm going to do like this. We're going to have to skip the questions obviously, but a couple of webinars coming up, obviously October 14 today, but we have the virtual open conferences which is going to be I think a really great experience but a new experience for everyone. So our November 4 webinar is focused on that. And then you can also see that tracking key programming indicators for we are programs that's focused on number nine webinar. Just as a reminder to everyone oh a global one of the conferences that is referenced in the previous slide is happening soon and you want to make sure that you register before October 30. And then last but not least, please be sure to stay in the loop with the OER. There's all kinds of opportunities check out our website and all that stuff. And with that I will say thank you to our panelists. I think that this was a very engaging discussion. I hope that everyone enjoyed it as much as I did. And we hope to see you at future webinars and other events and hopefully physically someday once again. Thank you.


So listen, sad news for fans of the format. My 30-foot microphone cord was destroyed in a travel-related catastrophe. Godspeed to a real one. We'll miss you 30-foot microphone cord and you will never be replaced. Except by my new 36-foot long cord. Good morning, Hank, it's Tuesday. It just feels like so much is going on right now, like my hair looks like 2008 me because I haven't had time to get a haircut. Oh my God, when'd you get here? Though I've been here the whole time, it's kind of a bit within the bit. Listen, did you know that as of today, the Awesome Coffee Club has K-Cups, backyard compostable K-Cups, and five-pound bags for all of your bulk office-y coffee needs? Tell your boss, tell your office procurement services, tell your friends and family who use K-Cups. All right, let's get a check on the weather. Oh, you know, I really am doing okay. I'm just kind of exhausted and not primarily in the physical sense, you know? Hey, so listen, bud, that's not actually the weather. You've just described the conditions of your internal atmosphere and the weather is actually the conditions of the external atmosphere. Oh yeah, no, it's cloudy. Now that was a great weather report, I'm super proud. By the way, I'm drinking Awesome Coffee right now. It's so good. Speaking of Awesome Coffee, I sometimes struggle to feel any emotion like purely or simply, if that makes sense. Like whenever something good happens, like passing $2 million raised by the Awesome Socks and Coffee Club, for example, I feel good, but then there's like this hint of dread that goes along with it, like something terrible is about to happen. Like the universe is about to even the score by creating some kind of personal or societal disaster that I will have to endure. I wonder if anybody else experiences this or if it's like just a me thing. It could just be a me thing, but there's also this related phenomenon where I get really bad news and I tend to deny or minimize it or else figure there must be a way out of the bad news. And that is also an inability to feel something purely or directly, right? I guess what I'm trying to say is that for me, emotions just tend to be muddled and multitudinous and above all complex. Hey, Doom, I think ultimately that's why I love sports so much. Sometimes I just need to feel in a straightforward and uncomplicated manner. Like when I saw AFC Wimbledon get promoted to the third tier of English football at Wembley with my dad and my friends and 60,000 other people, I did not feel happiness with a side order of dread. I felt pure, simple joy. And then lately every Saturday when AFC Wimbledon score first and go one nil up only to lose 2-1, which they've done literally more often in the last three seasons than any other team in professional soccer, I don't feel like sadness, but with a little bit of hope. I just feel the sadness. It's super pure. It's not pleasant, but God, it's simple. I mean, like a couple of weeks ago, I flew across an ocean with my kid to see the football team I love not only lose a football match to the worst team in the league, but also failed to register a single shot on target. And yet it was kind of wondrous. I was with people whose love is oriented in the same direction as mine. The emotions, well, miserable, were at least straightforward. And most importantly, they were shared.  Those feelings of frustration and disappointment are certainly unpleasant despite their simplicity, but they are less unpleasant when you're not so lonely in them. Hank, I'll see you on Friday.


Hey, everybody, Lance Goyki here. Just a quick one today about one little thing that we might say about the heart. So the heart can, it expands, it stretches like any other muscle because heart muscle is muscle. It stretches like any muscle and then it contracts like any other muscle. So it's just like your bicep doing a bicep curl. It stretches on the way down and it contracts on the way up. It gets shorter on the way up. Now for a heart beat, the blood comes in through the vena cava into the heart. As all that blood runs into the heart, it kind of acts like a balloon filling up and it stretches out like this and then that stretch then is is met with a contraction, a like a reflexive contraction that then ejects the blood into the next chamber or depending on what chamber you're in out to the next or out to the rest of the body for the cardiovascular circulation. We call the amount of blood that is ejected the stroke volume. So if my heart rate is increasing because my energy demands are increasing, I'm putting more blood into the heart and I get a bigger stretch and then I therefore get a bigger contraction and I move more blood from each contraction. And so what we say is this is our stroke volume. Each stroke of the heart has a volume of blood that it moves. So as my heart rate starts to go up or as my energy demands start to go up, I start to push more blood in on each given stroke.


What's good, George Boyd Ross back again with another video. So we're going to check out 11 times. WWE wasted white hot stars. Well, it's one of those things where WWE they'll have someone that's super over mega over actually over in a way organically and they don't capitalize when the iron is hot.  The people want them see is the people want to see him as the champion and they don't pull the trigger for whatever reason. And maybe sometimes they wait a little bit long to pull the trigger or maybe they just don't pull the trigger at all with that individual. If you guys remember, in my opinion, Samoa Joe around the time when Brock Lesnar was the Universal Champion, I thought Samoa Joe would have been a perfect person to put to become the Universal Champion at that moment. Granted, we knew what they were all doing. Rockers being all these top guys. So that way Roman can be the one to ultimately slay him. But I think he was just super white hot, super over at the time and they didn't do it. People wanted to see Joe as the champ and it never happened. He was super over and they didn't pull the trigger. So they never pulled the trigger with him actually. So we're going to check out some of these moments. Appreciate all the love and support you guys have shown on the channel. Boy, I wonder what prompted this topic to land on my desk. WWE really had a hard time making new top stars after that John Cena fellow took off and a lot of that comes from the company's inability to capitalize on a ready made star falling in their lap. A problem the company seems to still be suffering from. We may be all of nine days removed from WrestleMania 39 and the shocking non-coronation of Cody Rhodes, but it is safe to say that the decision and the subsequent sale of WWE paired with the confirmation of Vince McMahon's return haven't filled fans with much hope for Cody's future. But Cody isn't the only one who has felt the moderate heat of WWE's back burner. PfK fans raise your arms and give me your strength. I'm going to try and get through this one without losing my will to live as a wrestling fan. Peaceful thoughts. I'm Tempest Hailing from Parts Fundone and these are 11 times WWE wasted white hot stars. But before we get on with this list, make sure of course that you like this video, subscribe and enable notifications to always on. So you never miss a fun list just like it and make sure you check out the two new episodes of survival series that have hit the airwaves this month here on PfK. Number 11 Damien Mizdow in 2015. He was super over two. I was recently asked on our Patreon mailbag show subscribe at patreon.com forward slash Russell talk. What small wrestling decision still bothers me and I would still be hard pressed to find a different answer than Damien Mizdow not defeating the Miz for the fight to become the Miz. No one can possibly tell me that Damien Mizdow wouldn't have taken that gimmick further than the Miz has the last eight years. Maybe Mizdow would have actually brought prestige back to the Intercontinental Championship after becoming the at the time biggest loser in money in the bank history Damien Sandow took on a second career as the Miz's stunt double which got over more than anyone could have hoped including WWE themselves. No, he he he made that role his own bro. He it was it was one of those funny things that was hilarious because he legitimately was his stunt double and he made it work. Damien Mizdow became the best comedy act WWE had had in many a year and WWE just couldn't have that killing off the duo at WrestleMania 31 after months of Teeth's splits Mizdow was the runner up in the Andre Battle Royal and then got beat by the Miz ending the feud and the hottest period of Mizdow's career. Number 10, Rusev in 2017. Huh, would you look at that? It's Rusev Day. What was it that Vince McMahon said about the fans love of Rusev Day? They were chanting it to mock him Christ Almighty peaceful thoughts, peaceful thoughts. This was right in the thick of when it seemed as if WWE would punish stars for getting over on their own. If you weren't told to do it better not do it. No matter how loud the people are cheering for you. Rusev was one of WWE's funniest wrestlers giving us such gems as handsome Rusev TV champion Rusev and of course Rusev Day the holiest of days celebrated each and every day. The act of Rusev and Aiden English worked better than you would expect and caught fire at Clash of Champions 2017 with a lovely lads challenge for the Smackdown tag team titles. WWE don't seem to call Audibles very often, but they would have been more than justified had they pulled the trigger on Aiden and Rusev given this incredible response. It's the Smackdown tag titles. It wouldn't have mattered instead. WWE seemed inclined to remove the stone of shame from Rusev's neck and instead attached the stone of triumph having him get pinned by Jinder Mahal at WrestleMania 34 get betrayed by Aiden in a storyline that went nowhere and then turn heel by WrestleMania 35. Yep. Happy Rusev Day indeed. Yeah, number nine Cesaro in 2014. Oh to travel back to early 2014 when Cesaro had only been on the main roster for two years and he was having excellent matches with Sami Zayn and NXT until it was time to split from Jack Swagger at WrestleMania 30 a time where there was still hope at WrestleMania 30. What a moment he had. Yeah, Cesaro won the inaugural Andre the Giant Royal Memorial Battle Memorial back when there was also hope for that stipulation in one of the biggest highlights of a pretty darn decent WrestleMania and people were excited and then the very next day WWE cut the knees out from under the babyface run of Cesaro precisely 24 hours in the very next night on Raw. WWE took a prospective new top babyface star and put him with Paul Heyman. Now Cesaro and Paul Heyman sounds like a winning pair but the problem then became WWE never actually followed through with Cesaro's ascent to the main event scene. Cesaro never so much as sniffed a pay-per-view main event until 2021 when he was also quite hot, albeit with no crowd. But even in this case Cesaro got beat and slipped back down the card. Yeah. Number eight Oscar in 20. And I know people's I guess gripe about Cesaro. He's not good on the microphone hints. That's why Paul Heyman was there once they grouped him with him. I was like, okay, this is something they got something here. He doesn't have to be the best on the microphone.  They didn't really follow through with it 18 as we continue to get into booking baby faces has never been WWE's Forte. It has been too complicated much of the time with the company too often relying on beating their heroes like a dusty rugged sparing cleaning resulting in those stars losing their shine like Rey Mysterio in 2006. Sami Zayn in 2016 or Bailey in 2017. Yeah. Now how do you fix that problem?  Oscar arrived on the main roster at TLC 2017 and immediately the vibes were just off compared to her run in NXT. She still won a bunch of matches but no longer was she an unstoppable force instead selling for folks like Emma and Nia Jax when she had been killing them in NXT. But it's just a little less over. It's still good. It's still good. She won the Royal Rumble really the only finish that made sense given the occasion and all signs pointed to Oscar beating Charlotte at WrestleMania 34 until that very much didn't happen. But she's just a little less undefeated. It's still good. It's still good. But then rather than having that distinction elevate Charlotte, she lost to Carmella twice in a row and to really hit the point home. Oscar then lost to Carmella twice in a row as well. But she's just a little it's gone. I know number seven Dolph Ziggler in 2013. I think she should. I think a lot of people even now agree feel like she should have won at WrestleMania, which I think she should have. I love Bianca. I don't know what they have planned for it, but I think her winning would have been something nice. Maybe she gets a rematch. Something happens at back glass, but I do think she should have won at WrestleMania. That's just my opinion. Oh, Dolph, it should have been me Ziggler. At one point it really should have been you at a few points really the biggest of which of course has to be the once greatest money in the bank cash in ever in 2013 where Mr. Ziggles won the World Heavyweight Championship on the Raw after WrestleMania. The moment that had been built up to for nine months and paid off perfectly, seemingly ready to launch Dolph into the main event scene and then Dolph got a concussion now granted that is out of WWE's control. One of the greatest cashings of all time. One of the greatest cashings.  However, was WWE playing this off as comedy with Dolph forgetting that he had cashed in and then losing to notable prick Alberto Del Rio in his first title defense at payback. It was Vince's thought that giving Dolph the title was merely the right thing to do for that moment, but he had no intention of giving Dolph the accompanying push.  But what's dumber is getting another chance to give Dolph the rub a year later with a fantastic performance at the 2014 Survivor Series rather than following that up with any sort of big moment. He won it for the team. They didn't do nothing. He he had lost his steam, lost the heat, got it back for that Survivor Series team and they didn't do nothing with it. They didn't do nothing. I'm like, okay, Dolph is the guy again and they didn't do nothing. Dolph, they brought the authority back and fired Dolph in kayfabe a month after his triumph. It should have been you, Dolph. It should have been you. Number six, Zack Ryder in 2011. Woo, woo, woo. You blew it, bro. A format Cardona was the self-anointed King of the Indies. Zack Ryder was the internet fans champion, quite literally in fact.  At the start of 2011, Zack Ryder was comfortably the bottom of the WWE roster totem pool. Ryder then took to YouTube and Twitter with his show Z True Long Island Story which got steadily more and more popular until fans campaigned for him to be featured regularly on TV. He actually did the thing. WWE always calls for their stars to do, get themselves over, make their own offer. He legit got, I think in my opinion, I think he goes down as the pioneer and the only person I know in WWE history that got over on YouTube. I remember watching it. I was like, who is this guy? And I started watching it and it was, he would have funny little skits like push me Vince.  And I was like, bro, he got over on himself. He took social media because WWE, I believe they were on YouTube, but they weren't really pushing it. He took that and made it his own. He went out that to me, if I'm an owner of a wrestling company and I'm not really too to verse with social media, but you were to able to get yourself over through social media, that's initiative.  Oh, okay. All right. Let me see what you got. Let me see if it's real. And it was. Tunities and grab the brass ring, except they don't actually want that. That is a lie. Ryder managed to win the United States title at TLC 2011, but lost it in short order before being the biggest victim of John Cena's asshole nature, stealing Zack's girlfriend and then striking him while Zack was getting pushed off stages in wheelchairs. They barely know. Not exactly the main event pushed WWE fans were clamoring for. The magic was gone for Ryder after this as he went back to being routinely beaten into powder by the actual stars that WWE were interested in promoting. Number five, the Nexus in 2010. Lord above, John Cena does not come out of this list looking good, does he? No, he doesn't. Yeah, it turns out that when WWE was looking to waste one of their white hot stars, beating them to John Cena was their go-to move. In the case of the Nexus, their debut was the high point of Raw in 2010, giving WWE their big summertime angle. Wade Barrett and his band of married men were due for a major win at Summerslam, but John Cena quite literally said, that doesn't work for me, brother. The Nexus went from being the biggest invading force WWE had had since the invasion to John Cena's verbal punching bags in one night. Cena beat them decisively at Summerslam and then went on Raw the next night, calling them names, comparing them to fast food mascots and he may as well have looked right down the lens of the camera and told WWE fans never to take these men seriously again. And really, they didn't. The Nexus storyline went down as one of the biggest missed opportunities in the company's history and it didn't have to be this way. No, it could have just beaten Cena at Summerslam. Yeah. Why, why was that so hard? Don't know. Number four, the Fiend in 2019. For the first match of a new character, you can't ask for a much better showing than the Fiend's match with Finn Balor at Summerslam 2019. I would know. I was there. The Fiend's invincibility worked perfectly into this one-sided debut match and a strong win and bone-chilling entrance combined for a great introduction for a new and intriguing top star on Raw.  His intro was sick. His appearance was sick. One of the moves, it looked like he literally broke Finn Balor's neck. He just, I was like, oh my God, this was great.  Then WWE decided to immediately book him in a Universal title match that they didn't want him to win. Why did they do this? So I can't tell you because I don't know. This was WWE in 2019 after all, not the time in which they were making their smartest decisions. Hell in a Cell 2019 was the site of maybe the worst main event in WWE history. That's effectively killing off the runs of Seth Rollins, the Fiend, the Hell in a Cell stipulation and pretty much all interest in the main event scene of Raw. A terrible feud with the Miz and a speedy loss to Goldberg did not help matters for all Fiendy Pops, but it further proved that WWE really didn't have a plan for their new top star after the first night. Number three, Daniel Bryan in 2018. How is it possible that WWE took a returning Daniel Bryan, the biggest potential babyface star they could ever ask for in 2018, fresh off a two year retirement and put him in a months long feud with Big Cass. Daniel Bryan being able to wrestle again was a dream come few for wrestling fans of all walks of life and it would have required great restraint not to simply put him in the main event of WrestleMania 34 and win the universal title immediately but hot dog did they ever go in the opposite direction. Instead, Bryan teamed up with Shane McMahon in the second best McMahon tag match of the night to face Kevin Owens and Sami Zayn on paper, a good pairing. But the match started with an attack from the heels, taking Bryan out of the match until the finish and taking the air out of the building. But again, one match to ease Bryan back in understandable. Why they then chose Big Bill to be Bryan's next feud? I will never know. Bryan's momentum continued to slow throughout the year with an underwhelming feud with the Miz before only reaching the top of the card again by turning heel. And that was crazy because they really had something but they didn't capitalize.  It was definitely something different. I've been very much enjoyed it and then we ended up getting Kofi Mania in the process of it. But at the time, you would have thought this should have been one of the this the yes movement is back. They didn't really capitalize on it. They were still hung up on Roman Reigns and everything else involving him and stuff. So the biggest possible baby face forced to turn heel and or should be booked well. Yeah, for shame. Wwe number two, CM Punk in 2011. Now, I know there will be people who will be quick to say that CM Punk on a 434 day title reign out of his 2011 and you would be right. However, it is impossible to look at the summer of Punk's circa 2011 as the success that it should have been. Yeah, after the all time classic Money in the Bank main event that saw CM Punk high tail it out of Chicago with the WWE Championship in hand. He was the biggest deal Wwe had had in a very long and then Wwe followed that up by closing up their next four straight pay reviews with CM Punk having been pinned and beaten by the time he won the Wwe Championship back at Survivor Series. The uptick in interest caused by CM Punk's pipe bomb and subsequent title win had all but depleted. It was supposed to be the summer of Punk.  Seriously, what part of that Money in the Bank program screamed this needs more Kevin Nash to y'all baffling stuff, but not as baffling as number one Cody Rhodes in 2023. Oh, this is going to be a good one. Now, I will preface this one by saying that there is still time for Cody Rhodes to be saved following his WrestleMania 39 master Roman Reigns. However, boy, was that ever the right time to pull the trigger. I watched the closing sequence of Owens hitting the stunner, Sammy hitting the Huluva kick, Cody hitting the Bionic elbow and Crossroads. And you can argue about adversity all you want, but I don't know that you will ever find a more perfect ending to the Roman Reigns run of dominance than that moment. Cody Rhodes was white hot, peaking at the perfect moment and WWE elected not to pull the trigger out. There is still every chance that it could pay off in the long run, but given that Roman isn't scheduled to work backlash. It really does sort of feel like stat patting at this point. Yes. And attempt to get him to a thousand days as champion. Yes. A stat that didn't need to be padded at the sacrifice of the story being told. Facts. Cody may stay as over as he had been. Hell, Sammy got a big moment for himself at WrestleMania after everything was said and done. But the main event of WrestleMania 39 as of this moment does unfortunately feel like one of the biggest waste of a white hot star in WWE history. And that's our list. I most agree. I am in total agreeance. It makes sense. I'm sorry. I know some people think Roman should know. I am still going to be one of those people. They they are only doing it to stat pad. They're stat patting so he can get to a thousand days. Yes, it will be something we'll never see ever again. But granted 900 and whatever days it is now is still something we'll never see probably in our lifetime.  It may happen that SummerSlam I'm going to be honest with you unless this story ramps up even more. I just don't see it being the same as if you were the one at WrestleMania this year. That's just my personal opinion on it. But comment down below. Let me know which what's another wrestler you felt like had a they were, you know, white hot at one point and WWE should have pulled the trigger but they didn't. Let me know down below if they weren't on this list. But I appreciate all level support Road to 150K and I'm still young speedy YouTube rest of the world. Appreciate talking to me. See you on the next one. Peace.