OK, it's eleven o'clock and we'll go ahead and get started. 
I want to welcome everyone to this webinar regarding open education student success and faculty autonomy.
First of all let me say happy open access week.
This webinar coincides with that week and I bet we've had some activities going on around open access to celebrate that.
My name is Beverly Rebar and I'm a senior associate for academic and legislative affairs at the State Council for Higher Education for Virgnia, also known as SCHEV.
SCHEV is a coordinating agency for higher education in the Commonwealth of Virginia.
And in that capacity, we of course work on higher ed policy and we have a lot of advisory committees made up of staff and administrators from all of the institutions that help us do our work.
One of these great advisory committees is the one that's putting on this webinar today.
It's called the Open Virginia Advisory Committee or the OVAC.
And I don't have time to name everyone on the OVAC but they are a wonderful group of people and this is a slide that is providing those names for you know who to thank.
The * means they were on the Program Committee for this event:
M'Hammed Abdous, Old Dominion University
Kyle Binaxas, Richard Bland College
Brandon Butler University of Virginia
Charley Cosmoto, Radford University
Preston Davis*, Northern Virginia Community College
Jimmy Ghaphery*, Virginia Commonwealth University
Steve Greenlaw, University of Mary Washington
Dorothy Jones, Norfolk State University
Steve Litherland, Tidewater Community College
Julie Mersiowsky*, Longwood University (co-chair)
Sheri Prupis*, Virginia Community Colleges System
Matt Shelley, Christopher Newport University
Liz Thompson* James Madison University
Anita Walz*, Virginia Tech (co-chair)
SCHEV: Beverly Rebar
They are very engaged around the issues of open education.
The official mission of the group is to recommend initiatives and policies that might facilitate the adoption of open resources by the institutions and other aspects of open education.
They organize many events and workshops such as this that bring people together around these issues.
And in fact we had an in person  event that was going to be an all day affair planned in April of 2020.
And like many in person events the pandemic happended and we were not able to hold that.
But despite all of the disruption that went on due to the pandemic and the overwhelming nature of that for many of these people on the OVAC, they still wanted to convene people around these issues.
So they've organized a series of events.
And we had one last month so this is the second one in the series. 
Because actually the pandemic had brought the importance of open education into even sharper focus than ever.
The economic nature that has impacted students and parents and institutions has highlighted the need for more affordable resources and broader access to resources.
And also social justice issues have highlighted the need to improve equity in our higher ed institutions and leveling the playing field for students to have this type of access is really important.
So again we have a series of these planned too this fall and we hope to do some more in the spring.
So please when you get a survey let us know your feedback and what you might like to see from the group and what topics you'd like to convene around and what the format.
There is also a listserv and think we have a slide showing you how to join the listserv.
That's a good way to also connect and network and share ideas.
Our program today is being recorded and the recording and transcript will be available after the event on the webpage.
I think that's my introduction.
And we have a moderator today and I am going to introduce him.
This is Dr. Preston Davis.
He's one of our OVAC members who's been very committed and very involved.
He is the Director of Academic Technology at the Northern Virgnina Community College.
He's been an OER leader and advocate for free and open resources for nearly ten years.
So Preston, I'm going to hand it over to you.
Great thank you so much Beverly and welcome everyone.
Before we do get started introducing our first speakers, I did want to let you all know that these sessions are going to be timed for approximately thirteen minutes and there will be some time at the end for some open dialog.
But during each session if you have any questions that you would like to present to the panelists, please use the Q&A icon on your screen to submit a question.
And we will try to get to those questions as best we can.
For our first speakers today, I would like to introduce Chris Soholt and Yu Bai.
Yu Bai is an ESL Teaching Faculty member at the Loudoun Campus of Northern Virginia Community College. 
Last year, she used a handbook that was created by some of her colleagues to teach ESL Composition III. 
And that handbook inspired her to collaborate with Chris Soholt to develop a handbook for ESL Composition II. 
She will continue to use and create OER.
And Chris Soholt was born and raised in Southern California. 
He attended the College of William and Mary for his undergrad degree in linguistics, the University of California Riverside, for his first graduate degree in TESOL, and Azusa Pacific University for his second graduate degree in international education. 
His original academic focus was native language revitalization.
However, life intervened, and he found himself in Northern Virginia at NOVA, where he has been for fifteen years. 
He has traveled extensively, speaking several languages, and enjoys the odd ale of an occasion.
As do I Chris.
So please welcome them and their presentation is ESL Compostition II Handbook.
Good morning everyone.
I hope my voice sounds clear and my microphone works well.
And good morning to join our presentation today.
Today Chris and I are, we are going to present our handbook of ESL Composition II.
The class is a composition class and we are from the Northern Virginia Community College Loundon campus.
When we decided to do this project together, our first motivation was to reduce costs for students, particularly our population of students, most of them recent immigrants.
Cost is a big issue.
So that was our initial motivating factor.
The second one being that while textbooks are, let's say adequate to the task, frequently in our discipline, they are designed to be used for a much longer period of time than we use them at NVCC, which is for a single semester.
We have such large gaps between levels that it makes it hard to find a book that we can use back-to-back semesters.
And so we felt that it would be beneficial to our students if we made something that was really tailored to our curriculum, how we have decided at NOVA Loundon to teach Composition II.
So it was able to shrink the number of pages and of course lower the cost.
So it's much more related to what we teach.
In addition, we think that being as it's our handbook, it is subject to revision and improvement over the course of however long we choose to employ it.
We don't believe it's going to ever be a perfectly finished product.
We would like to continue to improve it and remain flexible as to what improvements we make, whether it's taking things out or putting things in, revising what we have.
And we've never lost sight of the fact that we are in fact serving the student population.
So keeping our students in mind, we want their involvement with this project and we seek their feedback.
So Yu is going to tell you about what we've done.
So here, let's take a look at the handbook.
The handbook has five chapters.
In the first chapter, we include essential grammar skills that we think students need to have to succeed at this level.
And at the same time, students are also using a supplemental grammar book. 
And our goal is to eliminate the grammer book and put every thing in the handbook.
In the second chapter, we introduce academic essay organization.
In the previous level, students study how to write a paragraph.
And at this level, they start to write academic essays.
And in the second chapter, we teach them organization of academic essay.
And we teach them how to write a good hook, a good thesis, topic sentences, supporting details, and conclusion.
And after they understand the structure of an academic essay, in this class we teach them to write three types of essays.
The first type is classification, and in this chapter we first introduce the organization of classification essay.
And then we provide a sample essay for them to study and analyze. 
And after that, they can generate their own outline.
And from the outline, they can continue to write their own essays.
And we also provide them the language and the grammar how to write a classification essay.
And we also provide the writing exercises.
One example of the writing exercises is that we can give them the students essay and they can learn how to proofread and edit.
So they learn from other students work.
Similarly, our second type of essay is comparison contrast.
And in this essay, similarly we teach them how to the structure of the essay and then we provide two sample essays.
One uses the block style and the other one uses the point by point.
And then we also teach them the grammar and the language and also we provide writing exercises. 
Likewise the third type of essay is the cause effect essay.
And we follow the same structure, organization sample of my and practice.
Right now the handbook has four appendixes.
The first two appendices are for instructors only with provided instructors a lot of topics they can use.
And also we provide grammar quizzes and exams.
And then we have resources for students, the writing and grammar resources.
And also we have more student essays for them to practice.
Here are some feedback from our students.
One students said the handbook is much better because it goes straight to the point with the clear explanation and also cover all the main points we need to know.
A second student said, I'll use this handbook because it helps me more.
I think this book is easier to understand.
It gives you a lot of examples for the exercises.
Another student said, it is convenient and information is brief.
And some students also recommended add more grammer exercises and that is our goal.
So where do we go from here with our handbook project?
Well, the first thing is that we have three sections of the course to be taught in the spring all remote and we're going to use the handbook in all three of those sections.
This is all taught by full-time faculty, so we have a certain amount of communication among ourselves that will hopefully allow us to continue to revise and provide more of what we feel the students need from this and perhaps to pull things out if we find that we have some superfluous information, sorry.
Our ultimate goal is to use it in all sections of all of the composition II courses that we offer, adjuncts and full timers.
And then that is our future plan.
And ultimately we'd like to, because we are using a supplemental grammar text, we'd like to have enough grammar within the handbook so that we can take the burden of buying the grammar textbook off the students as well.
Really the importance of this project can't be underestimated as far as I'm concerned, textbook prices have gone through the roof.
So this is huge, but we also would like to bring in more of our colleagues, perhaps across disciplines and from faculty members from other campuses here at Northern Virginia Community College to develop OER.
I know there is plenty out there.
My colleagues at NOVA would say that as well.
But we do want to collaborate further.
We also want to continue to bring students into the process.
It's obviously for them that we do this.
So they're integral to its success.
And we do not accept this as our final product.
This is in fact an ongoing process and we will continue to work on it as long as it needs worked on.
So thank you for your time.
Yu, do have anything else that you'd like to add?
I just want to say that we are going to we are going to continue to develop handbooks and other open education resources.
And students on there.
So we want to have the students take the ownership of these open resources and to take on the journey with us.
And thank you, everyone.
And we welcome feedback and questions from you.
Great.
Thank you so much.
We do have a few questions that have come in.
And the first question is the handbook only in print form or is it available as a canvas course with precreated quizzes, etc.
Yu, I'll let you touch on that one because of the canvas aspect.
Yes, so the handbook is in Canvas and the quizzes are in Canvas.
So we have the electronic version of the handbook and also students can print this out.
Great.
Thank you, thank you so much.
Did you have to get the handbook peer reviewed?
No. That was something and that's a great question.
Given again, our discipline there is so much out there, we probably will end up asking others to look it over.
Since we're not right now seeking wide usership, in-house, we feel like we're sufficient and I know this perhaps sounds a bit self-serving, but we feel like we're sufficient unto the task for reviewing because it is simply for right now our campus.
And one particular course.
But should it ever expand beyond that I am certain that seeking authoritative peer review would be be part of our ongoing process.
Yes, so this semester we are piloting that handbook and we are collecting feedback from the students.
And in the in the spring of 2021, another full-time faculty will join us.
So the three of us will continue to do the peer review.
And then we are going to invite more faculty to do the peer review before we finalize the handbook.
But however, on the other hand handbook is ongoing project.
So we are going to make continuous improvements on that.
Great.
And will ESL students have access to the Handbook after their classes end?
Yes.
Absolutely.
Yeah.
How long did it take to create and get the handbook approved?.
Creation?
That's interesting, I've been working on certain of the elements of it since I began at NOVA 15 years ago.
But as far as approval, Yu, you want to tackle that one because you're the one using it, right now.
So we don't have the official approval of the handbook, so again, the decision is within our department, within the faculty members.
So we want to have the again, peer review going on and the, approval will come from, from us and the from students and from faculty is not really from the Department or from the division or the campus.
It's from the department for the approval.
We do have buy-in from our Assistant Dean.
Yeah.
How do you keep the factulty portions, such as the quizzes, separate from students?
Do you have a faculty and a student version of the handbook?
I think that's our goal.
Yes, that's right now the faculty portion is only exists in use files.
So right now, the faculty version is her and me.
And I think eventually we're going to develop the quizzes and exams in Canvas and just for faculty to access.
And later we're going to develop faculty handbook for faculty to use for faculty only.
And can you describe the process for collecting the student feedback that you used and how the improvements were made based on that feedback?
So the feedback is mostly we send out a survey to the students and asked for their feedback.
For example, for the grammar chapter would do you think, what's, what do you like and what do you think we should improve?
So mostly from surveys and questionnaires.
And based on the feedback we continue to examine the handbook and try to make improvements.
Excellent, great.
Well, thank you.
We do have another presentation topic to move to, but there will be an opportunity, a little bit later to continue to answer questions that a lot of folks are interested in your handbook.
So thank you very much for that information.
Thank you for the interest.
Yeah.
Thank you, Preston.
So our next speaker is Dr. Anne Brown.
She is an Assistant Professor for science informatics and consultant in Data Services, University Libraries at Virginia Tech.
She incorporates open pedagogy and practices in her courses and with her research lab for training data and tutorials.
The title of her presentation is using Open Science framework and github to promote student training and research transparency.
So please welcome Dr. Anne Brown.
So I'm excited to be here today and talk a little bit about how I engage students at Virginia Tech in undergraduate research experiences.
This is certainly very important given how has COVID-19 has affected everything and how we as instructors at universities need to be becoming inventive with how we can engage in provide these kinds of experiences to students when we really have a different kind of setup and how we can interact with students right now.
And so this is something we've been working on for a little while using both open science framework and GitHub for for student training and research transparency.
And we really started to adapt that as part of our system of being able to promote undergraduate research and do it at a much larger, larger scale.
So I'm gonna talk to you all today, a little bit about how I organized undergraduate research in my research lab and how that works and how we integrated these tools that promote open access and open data in facilitating the student training in both in our research scope as well.
So I'm excited to talk to you all.
All right, so just a quick background I'm Dr. Brown.
I'm excited to be here.
I do work in data services at Virginia Tech and I also want to highlight my colleague Jonathan Briganti, who's been essential in helping get all of this work stood up and helping manage the students.
He manages the data bridge program, which I'll talk about in a second at university libraries.
And we have plenty of websites if you're looking to learn more about how, us aat Virginia Tech take into account data services and how data consulting at university and then how we engage students in the research lab that I run with Databridge and Bevan and Brown lab, which I'll talk about next.
So we are a completely computational research lab.
That applies a variety of computational bioinformatics chem informatics, and data science techniques to data heavy data intensive projects and consults across the university, as well as us pursuing our own interests and research as well.
We're a very large lab.
We have 30 undergraduate students at any one time that are either on the molecular modeling side, which is the Bevin Brown lab side, or the databridge side, which is the Data Science consulting side.
We have projects that range from discovering new drug targets for folks in the chemistry department to working on historical Chicago election data.
We really frame a lot of our work in terms of how do we work with data and how do we integrate that through the entire research lifecycle.
And we're engaging our students in a variety of those processes as well.
And it's kind of cool when you have students that can see projects that are in the more bio side or the history side and the history with the bio sides.
So it's a really great interdisciplianry mix of students with data being the foundation of it.
We do engage students from freshman to senior, and we have credit and wage options and I have partnerships with different departments across the university where I can offer undergraduate research credits.
So we have quite, quite a large group.
We have when we could meet in person.
We have a data visualization studio where we can do some really high-quality molecular visualizations.
And just a variety of visualizations with students.
If anyone's interested about how you can run such a lab like this in terms of undergraduate research, pedagogy, we do have resources FOR this, and I will post the link to the slides as soon as I'm finished presenting. 
They'll be accessible, they're Google Slides.
But we really Focus for both groups even though they have sometimes different things between the molecular modeling side and the data science group that I run in research literacy and data literacy as foundations of their training at the very beginning.
And so that's been really critical for us in terms of making sure that our research is going to be reproducible in the long-run and that we are integrating some of these best practices early.
One of the things that might seem silly to have to train students in explicitly, but data management in terms of filenaming, file hierarchy systems and then how that kind of works on your computer has been very important to us because we all know the trouble of overwriting files sometimes.
So that often gets missed in some of the teaching that we do with students because it's sometimes assumed and we take the approach of nothing is assumed and we're gonna start everyone at this base level.
So what I do for undergraduate research is I really try to think about students engaging in the entire process and so to do that, they're determining a problem, they're doing the data collection, they're doing the data cleaning, which is a very big step these days, especially when we're working with consult projects and collaboration projects that we work on.
Because the data does have to be clean and actually be able to be more reused in a variety of ways.
So they learn that when they actually get their data, first of how data might have been collected in an untidy way.
And how that then prevents people in the long-term from being able to work with that data.
So that's a really great way to show students how to start thinking about how the data then they collect themselves needs to be usable in that similar format for others to use it after they're done with that.
So that's a really great way to think about how to approach these concepts of open access and open data with students and get that buy-in from them.
But we also have students doing the visualization and creating programs, creating scripts that we need to share because then it makes a key piece of our research happen and it helps us get to the results that we need to get to and so that becomes the point where we have to think about sharing and have to think about preservation because we want everything we do to be reproducible.
One of the things and I'll emphasize this again at the end is we're also training our students to be data stewards.
In the long-run, and they're really the next generation.
So integrating these things, these concepts in now into these experiences they are having here at Virginia Tech is a really great way to think about the next generation of how we work with data 
COVID-19 has certainly played a role into this.
We are all remote now as a research lab.
So we have to make sure we have version history.
We have to make sure we have records.
We have to have documentation of work in a variety of ways that we can now touch, not just in person.
We used to have physical lab notebooks.
And so we have to have that online now.
So we have to have a consistent structure with this, but students have seen the need for that.
And then by having the things with OSF and GitHub, which I'm gonna talk about next has really bolstered this whole pedagogy aspect OF IT TO a complete experience for experiential learning for students.
So with this, this is where I've really taken a use of open science framework.
Open Science framework is going be a hub place for where our lab goes for a variety of tutorials, for a variety of scripts, where we post some of our data for some of our published projects.
And students can access that and see that and really start learning about what fair data practices are.
And then one of the cool things for some of the bigger contributors of students, is they can have their name on the pages and really show their contribution.
So how I've used OSF is a little bit unique.
But I've used it as a lab-based site.
So you can obviously with Open Science framework have a project based site, which is fantastic and great, but I wanted a one stop place where I could point to where I could say this is how my students are learning.
This is how they're getting trained.
If others need to be trained in these techniques and these tools that we're using in our group here is an open way to do that, that I can track metrics on.
That I can easily update and keep kind of live with version control so it's not could become outdated.
Or I can at least make notations in terms of how software might be changing.
And I can organize it in a way that's gonna be how students are familiar with seeing it as a, really used to learn LMS systems.
So open Science framework really became a place for that.
What I have here is just our homepage where we describe what we're doing.
We have different Wiki pages here that host all our tutorials.
You can see analysis techniques and things like that.
We have a couple of pages here where we have guides that then link out to GitHub site, which I'll talk about in a few minutes.
But then the real cool thing here is then it's citable as well.
So if people are using this or if students want to put this on resumes, they actually can have a place where they have contributed to this.
So the ones the students that we do have on here, are the students that have majorly contributed to this, but this still provides a place where students can link and say, this is how I was trained.
So the people that are looking to hire them in the future can say, wow, this is pretty in-depth.
This is exactly what they learned.
And so the other good thing about OSF is it also connects with GitHub.
So we have a hierarchy system here setup where we have class materials, where we might be doing guest lectures or working with classes.
We have the variety techniques we use, but then we have a research project folder where we actually then go in and put some of our script files and our data files, or we link out to the DOI for VTech data, the Virginia Tech data repository where we put the bigger files for projects that we published.
And with that science, sorry, OSF also connect to GitHub and then also connects with R which were starting to use a lot more in the stem field, which is fantastic for reproducibility, integrating that in with what your student are working on and the analysis that they're doing.
Even if they might be doing wet lab or in the field work or a variety of other kinds of research collection.
If they're doing any analysis in R that those R scripts and R analysis can connect with OSF.
It all be tied together as a nice bundle.
And so it's pretty, it's a little bit more common to use GitHub in the computer science field, but we really started to integrate it in our work as well because it shows how students can really go through the process of working as a team.
So we had a project where students worked on a couple different aspects of analyzing COVID-19 data.
And with that they each had to then have different kinds of pieces and roles in the git that we created for it.
Facilitators so myself maintains all ownerships.
But students are then submitting push requests and getting trained in git and then we're starting to put all of our code there.
So it's actually executable as well.
And actually useful in the long run and can show version control as we're creating it with our group.
And it will then give credit to the students that created it and worked on it as well.
So you're welcome to also check out our GitHub.
And this is how we start organizing things there as well.
And then how has work how we've done this, we have a couple examples.
We have COVID 19 dashboard where had a student over the summer wanted to create a dashboard of ...
This is actually interactive, where you can see all the different kinds of cases that are confirmed, active, or deaths that were occurring at the county level for COVID-19 and they wanted to learn a skill in ArcGIS to able to actually execute this.
So the whole history of what the student worked on is on our GitHub.
And it really shows the live data being pushed there and efficiently as well.
And you really using this in my more STEM based way is kind of not as common in the CS world, but it's really becoming a useful place for us to control all the different projects that we're working on.
We've also done this with the Chicago election project.
Which is in collaboration with Dale Windling in the history department at Virginia Tech, where we're pretty much working with him to take these cell phone made digital images of historical Chicago election data.
One of our students, and this is all on our Git has created a prototype database to ingest this data that we've now digitized.
And have as CSV files into a searchable database.
While another student is then working at the same time to do data visualizations in this in terms of the actual GIS and the percent of different voting trends over wards and districts in Chicago.
So that's all housed on our page as well.
And the last one is the one that kind of ties OSF and github together.
One of the things that has been a great way to reinforce skills for undergrads is to make them think about what they're doing and really focus on documentation that's very clearly important for open access, open data for reproducibility in the long run.
But it really solidifies a lot of concepts and things they're doing.
And because it makes them ask then, well, why did I do that?
And so they have to think about that in the long-term that improves their documentation. 
Creates it to be more accessible for a broader audience and then thinks in then the product that we get at the end is a higher-quality.
So we have the PKA analyzer, which was a collaborative project as well.
Where a student used JavaScript to create this interactive interface that's hosted through GitHub IO page, where you can understand more visually how PKA changes with different kinds of chemicals.
We have the, github hosts the IO and all the code for it, but then we also have that linked through on our OSF page where we have documentation that can be used at a variety of levels.
Including high-school levels, for people to understand how to go through each page in a way where we have screenshots and we have boxes and captions under that, which is a little bit more common and kind of what people are used to instead of reading it on a GitHub page so we can really kind of share our scope in that way.
I'm sorry, but that's our time.
A couple of other things.
We're really excited for this as a resource and we're not chasing students anymore and it's really getting them on hands-on work for the future.
So almost there.
Great.
Thank you so much, Anne.
I would like to now welcome Judy Thomas.
Who is the Director of Faculty Programs at the University of Virginia library.
She's charged with strengthening support for research, teaching, and scholarship by developing and implementing programs that promote and enhance faculty engagement with the library.
A recent addition to her portfolio is that of leadership in the OER efforts, grading strategies, and programs that foster the use of open educational resources at the University of Virginia.
And the title of her presentation is privacy and surveillance in digital courseware.
Hi everyone.
Thanks for joining us today.
And welcome.
Welcome to the surveillance state.
So this is not news to us anymore, is it? 
Surveillance is now the dominant business model of the internet.
Every interaction with technology online data creates about that user, just about everyone and from what Shoshana Zuboff calls are behavioral surplus.
This date is then analyzed, collected, used for various purposes, largely outside of our control.
We'll look today at the extent to which textbook publishers participate in surveillance capitalism 
We'll think about the ethical dimensions of this issue.
So according to Claudio Aspesi and SPARC, academic publishers are transforming themselves into data analytics company built atop their content.
This applies to academic publishing writ large, but I'll focus exclusively on courseware.
The four companies listed here, are the ones whose privacy notices I've examined thus far.
It's McGraw-Hill and Cengage for publishers of academic content, textbooks and other courseware.
Vital source and RedShelf are jobbers they a provide a platform in which a wealth of content can be accessed.
And students themselves contribute a wealth of data through their use of these products.
The exact mechanism and the details of the student experience, vary from vendor to vendor and from institution to institution.
But this is generally how it works.
Students can access content on an individual basis, either directly through the publisher portal or from an agent like the bookstore.
This slide shows a subscription page for an individual license for a Cengage Chemistry book.
Students can also gain access through an institutional license, most commonly called inclusive access licenses.
This is a marketing term.
It's found its way into the common vernacular.
Whether students have separately licensed the content or going through the institutional portal, they click through a privacy statement.
It's important to note that this kind of courseware bypasses the library usually entirely.
Publishers don't offer licenses for this generation of digital courseware to libraries.
Kaitlyn Vitex from US PIRG has a good definition of inclusive access licenses.
These are contracts between publishers and institutions that set in place the condition and discounts under which students are automatically charged on their tuition or through their financial service office.
So I'll focus on the privacy notice that form part of the user experience.
The institutional licenses, those that reside, for instance, in your purchasing offices, are related topic but not when I can talk about now.
They are certainly a means of baking in certain privacy provisions ensuring that FERPA Guidelines are upheld and I will talk more about FERPA in a second.
They don't always do that and not by default as I found out from examining some of our own licenses, the privacy notice are similar.
They cover much the same ground.
We wont do a point by point comparison, but we'll look at some of the commonalities.
So what did they collect and analyze?
Well, personally, identifiable information contributed by the user collected from the institution.
Technical information usually through cookies,
And transactional information, rich info generated through use of the website and the product.
It can include things like notes, comments, highlights, and study guides.
They also collect from the school information and from third suppliers, as well as from social media.
So you can already see that with just these four bullet points, the amount of data collected on an individual student can be significant.
For what purposes are they collecting this data?
Well, all of the privacy notices, include variations of and lots of details about these basic stated purposes account administration,
Developing and improving services, however they define that, 
Promotion and advertising, in some cases directed specifically that the students subscribers, depending on the institution and the license.
Perhaps collecting for learning analytics.
And then they share it with a number of parties.
Well, in the case of an institutional or an inclusive Access License, they'll share information with a licensing institution.
With trusted parties or affiliates, so that might be subsidiaries or affiliated company with whom they are providing a service,
With the governmental in response to a court order - thank you Patriot ACT 
With the various entities that prevention of fraud,
With new owners in the of a company sale.
In some cases with third parties for marketing purposes.
In the case of inclusive access licenses, the institution will generally share the data with the companies as a trusted partner.
And just as an example, with regard to third-party and marketing, Cengage offers connection with Facebook Connect.
It can collect the available data from Facebook to aggregate it with its own.
So the question of analytics, how is this data analyzed? 
It's a rich topic.
I've barely skim the surface of the literature on this topic.
I have learned though, that within the data science, data ethics and learning analytics communities, there is growing concern the Big Data Analysis has the potential to reinforce stereotypes and perpetuates social prejudices.
You might want to run your eye over these highlighted comments.
Student data is analyzed via algorithms over which they have no control either within the black box of vendor analytics or within the learning management systems at their own institutions.
So I'll emphasize that there is zero Student Agency in the management of their digital identities.
Well, you might ask how much latitude is there for the publishers and his privacy documents?
At first glance, the wording seems fairly specific, but on closer scrutiny, it's clear that they ultimately the kind of ambiguous language that gives them great latitude and making decisions about the collection and use of user data.
There are protections.
Family, Educational Rights and Privacy Act is important here.
It's worth noting that students who access University licensed content or FERPA has some play, have marginally better privacy protections than those who individually sign up for digital content.
However, FERPA's limitations in protecting student data in the age of surveillance capitalism been well documented.
Enacted in 1974, provisions don't count for the realities of today's world.
And I'll just give a shout out to my colleague, Cecilia Parks for an excellent discussion with FERPA.
You might want to see her work beyond compliance students and FERPA in the age of big data.
And I'll post this of citations in the chat at the end of this talk.
De-identification of personal data is the top privacy strategy for these companies.
All the vendors say they anonymize personal information.
There's much attention now in legal and technology sectors on issues relating to the reidentification of de-identified data with intense activity in the medical centers sectors, you'd expect.
Note this, there is no federal regulation that applies to anonymize data because it's supposedly cannot be traced to an individual.
However, there is growing evidence that some anonymized data can be traced back, under certain circumstances, to the individual from which it was gleaned.
So the bottom line with anonymization is take it with a grain of salt.
So let's talk about data security.
There are no guarantees of data security, really, there are no guarantees.
You just run your eye over these excerpts from the privacy notices.
This is not a surprise.
I mean, barely a week goes by before we hear without our hearing about the unauthorized release of confidential information somewhere.
You might remember the Pearson data breach.
So Pearson is another academic publisher that went public in August of 2019.
Hundreds of thousands of students names, email addresses, and dates of birth were hacked.
So here's the ethical core of the matter.
What about opting out? 
What if students want to get out of this?
All of the vendors offer opt-out options, providing instructions for how to opt out of direct marketing, revoked consent for processing, ask to be forgotten.
In all cases, opting out, which requires a written request means losing access to the content.
If students want to access required materials, they must submit to data gathering.
The degree to which this affects institutional policies, decision-making depend on whether you accept the situation as ethical as justifiable.
Should students have to submit to data gathering in order to use course material?
Should institutions be outsourcing core elements of the academic infrastructure to corporate entities with minimal control over what data is collected and how it's analyzed.
Think about the ALA code of ethics.
The library profession has a longstanding ethic of facilitating, not monitoring, access to information.
How do we achieve this?
Well in part by not collecting it. 
Libraries have gotten very good at this and stood up to the threat to reader privacy.
However, the library is bypassed here.
And who is looking at this picture when access to resources sidesteps the library. 
So that varies across institutions and it's worth asking that question at your own institution.
Do students care? 
Well jury's out on that.
There are some interesting new studies though that show that with heightened awareness of privacy issues on college campuses, students do care.
They do care about their privacy.
But even if they don't, even if they're all inured, to the ubiquitous collection of their data to the barrage of click-throughs, should that matter to the school, considering the ethics involved. 
And faculty, I have great sympathy for faculty in this situation.
They are in a bind.
Many are desperate for the textbooks and ancillary provided through inclusive access.
Those who do request these materials have given little thought to the privacy of the patient's looking above all for content that's affordable and will ease their teaching burden.
This need is only intensified in the recent switch to online learning.
Barring a strong alternative that is course appropriate OER, that includes a range of ancillary products they're likely to continue to regard inclusive access solutions as their best option.
So I'll conclude with two thoughts.
One is my own opinion, this is not going in the right direction.
Students should be informed about their rights.
They should have the option to opt out of data collection as part of their educational experience.
They should be involved in decisions about learning analytics at their own institutions.
The University should be participating in the decision of how and whether student data is collected and analyzed by outside entities.
Schools should be investing in the creation and use of open Educational Resources.
So I will let Shoshana Zuboff have the final word.
Thank you very much.
Thank you, and also like to thank my colleague, Jimmy Ghaphery, who's been monitoring the chat in the Q and A.
Jimmy, Do we have any questions that have been coming in or questions that may be have not been answered, that we could address at this time for or Judy, or any of our other presenters?.
Yeah, it's been great presentations and I've enjoyed looking at the chat and all the questions so far.
Here's a question for any of the panelists to address.
Thinking about state wide what type of state wide resources might support their work and any areas for collaboration amongst institutions in the state?
I'll throw out there while other questions come in.
Please this is an open floor, so if any of our presenters would like to jump in and respond, please you're welcome to do so.
I also see some other questions coming in to the Q&A Preston maybe can go to other than my poorly formed question about.
Yes.
Thanks.
Absolutely.
Thank you.
We certainly will do that.
I do have one question.
It's really for Anne but I would welcome anyone else to respond as well, and it's really about GitHub.
And wondering, had there been any concerns raised about potential malware or other types of concerns by using GitHub.
That's a great question.
And so of course we're always worried about things we might have dependencies on that then have something that happens to them.
Luckily, there are other are reasonable amount of like safeguards put in place.
So when there is something, like a security patch is needed for any of the different kinds of packages that were where we might be using on something.
We do get an email update for that that we need to go investigate that and that goes to all the individuals that are the admin on the account effectively.
So that is a nice feature.
We haven't had any issues with that in the long run.
It's something we definitely think about for the future.
But we Do vet everything that we were using other aspects or other gits that were we're branching off of.
We do make sure that have we've vetted that to reasonable degree.
So we we do take that into and at least there are some things and play with GitHub just in general for how they identify security threats.
So we feel okay at the moment, but it's a wild west sometimes, so we're a cognizant in the long-run..
Excellent thank you very much for that.
And here's a question.
And this may be more for Judy and or Anne but in terms or what do the terms of use and privacy look like with Proquest and other library digital providers?
You know, that is outside my area of expertise.
But it's my next area that investigation working with my wonderful colleagues and collections area of my library.
There are privacy protections that are scrutinized really carefully because as I mentioned, when you go to the library gate and the librarian are looking closely at the terms of these licenses in the privacy notices, there is there is really considerable amount of attention paid to it, but I'll have to just say I can't speak to that right now.
Another question.
How do you address the apathy that people are experiencing related to their PII being shared.
Well, I'd love for someone who has good ideas for that to pop that in chat.
So in answer to you, in some, ways, referring to the first question that was asked about statewide support.
I think visibility of this has to be much higher.
I work with wonderful colleagues and VIVA.
And we really, what an amazing team.
And I think that the growing sensitivity in that group to this issue to all conversations about statewide licensing, resources have to include this kind of very close scrutiny.
We're not going to change the world, but we can change how this will play out in our own institutions and what we're asking our students in order to, get the reputation.
So I would just encourage those conversations with your purchasing agents, with your library purchases, with your learning analytics people on your campus, with your vice provost for Research.
All OF those WHO ARE thinking very clear and closely about the student experience.
And also make sure all state wide conversations about licensing go through those considerations as well.
So the bookstore is a co-operative player with us in this conversation.
And a lot of this action goes through the bookstores.
So working closely with your bookstore manager, understanding their needs.
And making sure they're understanding your concern, I think is an excellent step.
When you say students are unaware of the amount of data being collected on their use of different services and resources in the library, has there been a disclosure provided to students to read and sign before using any of these library resources?
So the resources that I was covering, the digital courseware, including inclusive access licenses largely bypass.
So they bypassed the library when students access this information from within, for instance, their LMS, they move to, and I'll just use the example of redshelf they move to a click through of provacy notices.
And at that point, you're with the vendor, you are in their world, you're accessing their resources.
So that blanket statement isn't happening here.
Again, if any of you are further along on that I would love to hear about that 
If the institution is crafting that kind of announcement or educating students to that level in wholesale way, I would love to hear about.
That would be a great model.
Thank you.
And again, I would like to remind participants that you are welcome to raise your hand in the participant's tab and ask a question.
And I think Jimmy, I saw a question coming in from you?
Another general question that any of the panelists, I would love to hear from.
What type of alignment do you see with the values of higher education and the values of open educational resources for open education in general.
I can pop in here a little bit in terms of goals and higher education, especially the public institutions in Virginia by making our materials more available by putting our data out we're inspiring citizen scientists.
We're actually creating systems IN place IN terms OF some of the work that we're doing in my group, where we have these trainings available just freely.
So different people in the education sector can use them in a variety of institutes and in just in the high school realm as well.
So know that aspects.
So I really think that's serving the mission of higher education is provide these on-ramp for people.
Both within the institution and with that an outside of that to see the knowledge that's being created here and spread that as far as possible to as many voices at the table as possible as well.
Thanks Anne.
Would love to hear other panelists. That's a great answer.
Other panels would you jump in on that same theme, if you have time.
So for me, the open education resources are student centered.
So I think it's important to invite the students on the journey.
They develop the materials that they are going to use.
And they help each other to make their learning more effective.
So to me that is the duty and that aligns with the goal of higher education to provide to help or create or develop, or help the lifelong learners.
So I think that's our goal to create a more open education resources.
I also think that the I think the goal of higher education is accessibility.
In some ways.
And by making resources available without prohibitive costs.
I believe that serves the goal of higher education because everyone should have access to the opportunity to be educated at one of the fine institutions in Virginia and elsewhere.
So if we can, honestly I am very much economically driven in this area, we can lower costs in some fashion.
Then we are giving access to a greater number of the population who may not have access.
Great.
And I DO have a question from Mary. 
And Jordan I don't know if it's possible to unmute Mary Moseley.
She did enter a question in the chat, but she also had raised her hand.
I think the unmuted me now I can steal.
Perfect Mary, please ask your questions
I have had for quite a few a few semesters students being very upset because we require these texts and the bookstore is much higher than the price than they could get on Amazon.
And it keeps going on every semester is there something we can promote?
Can we have negotiation of reducing prices because I can understand the bookstores aspect on this as well.
My understanding at least at NOVA is that Barnes and Noble is now price matching Amazon.
So they are making their prices in line with what students have available on Amazon. 
Now, it may be that used, for example, textbooks are not as available through Barnes and Noble.
BUT I DO know that Barnes and Noble through NOVA bookstores, is making an attempt to align their prices with those that are available to students on Amazon.
Jimmy, I wonder if I could just circle around real fast and answer the question you posed just a minute ago.
So I'm going to plus one what my colleague said.
The real value alignment in higher ed with OER is about equity and inclusivity and the extent to which student access and success can be improved by giving them a sense of community.
And there's a real potential with enlightened pedagogy.
As we already heard discussed with engaging students in the learning process, creating or defining the that make them feel like they belong in the classroom.
This is for them.
And so this kind of, this kind sort of inspired active teaching with Open Educational Resources is I think one of its strongest benefits and one of things from which students will gain most, and it's our strongest value alignment.
Thank you very much, Judy.
Again, I want to think all of our presenters for your sessions today.