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Open Education In-Action Initiative lib guide

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Open Education In-Action Initiative lib guide

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LibGuides UFV: UFV Open Education In-Action Initiative, 2025-2026: Program Information

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LibGuides UFV: UFV Open Education In-Action Initiative, 2025-2026: Program Information

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LibGuides UFV: Open Educational Resources: Introduction

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LibGuides UFV: Open Educational Resources: Introduction

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Do students care about OER? (faculty question)

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Do students care about OER? (faculty question)

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Is it important for you that OER creation be recognized as part of the promotion and tenure process? Or other forms of recognition? (prompted by Janelle)

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Is it important for you that OER creation be recognized as part of the promotion and tenure process? Or other forms of recognition? (prompted by Janelle)

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To find a course section with the ZTC designation,

1. Go to Browse Classes

2. Select the term you are interested in registering for (e.g. Fall 2025)

3. Select Advanced Search

4. Navigate to the Attributes filter and select Zero Textbook Cost (ZTC) from the drop-down menu

5. Apply any other course filters relevant to your search

6. Select Search

Once filtered, only courses with zero textbook costs will be displayed.

https://www.ufv.ca/registration/semester-info/timetables/

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Detailed course descriptions, course outlines and program requirements are available in the Academic Calendar. Visit Registration for registration instructions and to review important dates and deadlines for each semester.

View the timetable of classes offered by selecting Browse Classes, or the Fall 2025 link below.

Note: To account for statutory holidays and Fall reading break, several Monday classes will have an additional session on Thursday, December 4th, and several Tuesday classes will have one on Friday, December 5th.

Non-Instructional Days - September 30, October 13, Nov 8-12. Fall 2025 timetable
Changes to the Fall 2025 timetable

Note: in-person exams may apply to some online courses.

View the timetable of classes offered within the Bachelor of Education, Bachelor of Science in Nursing and Engineering Common Core Certificate, by selecting Browse Classes, or the Winter 2026 link below.

The full Winter 2026 timetable will be released late-October.
Browse Classes

Non-Instructional Days - February 15-22 (Reading Week) & April 3-6 (Easter). Winter 2026 timetable
Changes to the Winter 2026 timetable

Note: in-person exams may apply to some online courses.

Instructional Monday and Tuesday

To account for statutory holidays and Fall reading break, during the Fall 2025 semester several Monday classes will have an additional session on Thursday, December 4, and several Tuesday classes will have an additional session on Friday, December 5 If a course section includes an Instructional Monday or Instructional Tuesday session:

The CRN (Course Reference Number) will list a single additional class on Thursday, December 4 or Friday, December 5, in addition to the regular activity scheduled from September 3 to December 3.

The course section text will also reference the added session.

What is ZTC?
To reduce the cost of learning for students, UFV is embarking on a Zero Textbook Cost (ZTC) initiative to make students aware of course sections that do not require them to purchase a textbook or related instructional materials, and instead will use,

open educational resources (OER), such as an open textbook,

UFV Library resources that are free for students,

instructor-created resources, such as instructor notes or other resources posted on Brightspace,

How do you search for ZTC sections?

To find a course section with the ZTC designation,

1. Select the term you are interested in registering for (e.g. Fall 2025)

2. Select Advanced Search

3. Navigate to the Attributes filter and select Zero Textbook Cost (ZTC) from the drop-down menu

4. Apply any other course filters relevant to your search

5. Select Search

Once filtered, only courses with zero textbook costs will be displayed.

Please note: ZTC course sections are subject to change.

How to read the timetable

Class details

Associated term: The term the course is offered (e.g. Fall 2025)

CRN: Course Reference Number (e.g. 90021)

Campus: Location

Instructional Method: Delivery format (e.g. Face-to-Face Learning)

Subject and Course Number: The course subject (e.g. BUS) and course number (e.g. 100)

Title: Course title (e.g. Introduction to Business)

Credits: Course credit hours

Grade mode: Grading method (e.g. Standard letter grade)

Course Description

The following will be displayed after selecting the course name from the main course schedule search result page:

The Course description from the official course outline.

Pre- or Co- Requisite requirements (Note: not all courses will have pre- or co- requisites).

Section information text (e.g. notes specific to the course CRN such as added fees, or off-site requirements).

Enrolment/Waitlist

This page displays the course capacity:

Actual: the current number of students registered in the seats.

Maximum: the maximum number of seats in the course.

Seats available: the current number of remaining seats available.

Note: Certain course sections have reserved seats for a specific group of students. For detailed information on reserved seats for the term, see the Reserved Seats Information table.

Meeting times

Provides details regarding the day(s) of the week, dates, start time, end time, building and room number.

For Fall 2025, the Meeting Times area of Browse Classes is where students will see whether Instructional Monday or Instructional Tuesday occurrences will apply to their course section.

UFV uses the 24-hour clock to show class times on the web timetable. This means that classes that meet in the afternoon or evening are listed as 1300 (1 pm) to 2200 (10 pm). A class listed as 0830 meets at 8:30am.

Courses are offered on various campuses, and buildings are often identified by letters. The first letters of the building code indicate the campus, and the final character is the building (e.g., ABA means Abbotsford campus, building A; CEPA is Chilliwack campus, building A).

Instructional Methods

UFV has defined five different instructional methods, and course sections will declare a distinct instructional method so students are fully aware of course expectations at the time of registration. To assist in course selection, students can query sections offered of a particular instructional method type by checking the Instructional Method field within myUFV's online registration dashboard.

A course that is delivered through remote means. You will be required to have access to a computer and a reliable internet connection to obtain and download course materials as well as to submit assignments and take tests and exams (in-person exams required for some courses).

Meeting times: There are no scheduled meeting times for asynchronous (OLO) classes.

Note: May require access to a device with microphone and/or camera for group or collaborative work.

Attention:in-person exams may apply to online courses.

A course that is delivered through remote means, but includes regularly scheduled online classes, often requiring a video connection with the instructor and class through web conferencing.

You will be required to have access to a computer with a web camera with microphone and a reliable internet connection to participate in the class, obtain and download materials, as well as to submit assignments and take tests and exams (in-person exams required for some courses).

Meeting times: Dates, days and times of scheduled on-line learning activities will be clearly listed in the schedule of classes.

Attention:in-person exams may apply to online courses.

A course delivered using a mix of in-person and online learning activities; online learning may be synchronous or asynchronous.

Meeting times: The dates, days and meeting times of in-person classes and scheduled online learning activities will be clearly listed in the schedule of classes. This will require access to a reliable internet connection, a computer and, for some courses, web camera with microphone.

During a course, students can choose to attend sessions in the classroom, participate online, or do both, depending on student need or preference. The flexibility enables students to change their mode of attendance weekly or by topic.

A course, that is delivered in a classroom, studio, shop, or lab setting, requiring a student's presence on a campus. Some online access to myClass may be required.

Meeting times: The dates, days and meeting times of classes will be clearly listed in the schedule of classes.

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Registration > Semester info > Timetables

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Detailed course descriptions, course outlines and program requirements are available in the Academic Calendar. Visit Registration for registration instructions and to review important dates and deadlines for each semester. View the timetable of classes offered by selecting Browse Classes, or the Fall 2025 link below.

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Student involvement in OER creation (Janelle prompt)

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Student involvement in OER creation (Janelle prompt)

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How important is it for you that students are involved in creating OER? Please select 1 of the options below.

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Example Guiding Principle for the OES (Janelle)

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Example Guiding Principle for the OES (Janelle)

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UFV encourages faculty and staff to engage in PD opportunities related to open education and their respective discipline (workshops, conferences, courses, etc.)

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Would like to see this sentiment in an Open Education Strategy

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Do not think this would be useful in an Open Education Strategy

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Which factor is the biggest concern for you. Please select 1 of the options below. If you have additional notes, please add a comment below the poll.

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Time - I do not have time to adopt, adapt, or create OER or find free course readings for my courses

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Funding - I do not know of/cannot source funding to support OER adoption, adaptation, or creation

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Quality/Availability of OER - I am worried it will not be at a high enough quality for my teaching or that there are no OER for my course subjects

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Limited Student Impact - I am concerned that switching to OER or free readings will not change the fact that students do not engage with course materials

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Suggested Guiding Principle (Claire from previous discussions)

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Suggested Guiding Principle (Claire from previous discussions)

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UFV encourages the adoption of high quality, Open Education Resources to support student learning where it is appropriate.

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What is the biggest factor that impacts a possible move to using OER?

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I need ancillary materials to support my teaching.

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I teach a multi-section course that requires all sections to use the same resource.

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I don't like this designation because students are encouraged to pick courses based on cost rather than learning. I have used some great simulations in my courses that students have said were so valuable and very much worth the cost. Also Open Resources are sometimes out of date and not specific. I choose an online text which is updated twice per year but in order to keep those up to date the publishers must charge for the text but I choose this resource not just because it is up to date but because it is relatively low cost. Rather than having only Free vs Not Free designation, I would like to give students some more info and options like "Low Cost Text" or "Simulation" or .... which gives student a choice of what they are paying for rather than just Free or Not

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I think that this initiative has to come from management to ask faculty to stop just listening to publishers (whose goal it to maximize their revenues) and to try to find the "best" resources for students at the "lowest" cost. But publishers come to our offices to push their resources but we are not getting the same support from the institution for OER so we need more resources, training, etc. for faculty to help them find alternative resources.

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I'd like to support ethical, budget-conscious publishers.  Could we also indicate LTC courses?

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I'd like to support ethical, budget-conscious publishers.  Could we also indicate LTC courses?

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I appreciate a wonderful textbook bundle from Norton: They Say/I Say + The Little Seagull Handbook + Inquizitive interactive learning. My students can buy this for $32.33 at the UFV bookstore ($44.95 for paperback). Following CanCopy rules, I provide PDFs of all other course readings (contemporary fiction and poetry) at no cost.

Students are spared the "traditional" cost of a writing handbook for $130 plus an anthology for $70-150. I think $32-45 is reasonable (vs $200-280), and I appreciate these publishers who are creating high-quality, reasonably-priced learning resources.

I agree that some publishers are guilty of "updating" editions of $200+ textbooks unnecessarily. I see other publishers creating learning resources that are extremely helpful for students and figuring out how to do that frugally. If ZTC is meant to reassure students that they won't have a $200 textbook cost, an LTC option could communicate that it will be under $50.

I appreciate this important work in being mindful of textbook costs. Thank you!

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Course Search - University of the Fraser Valley Bookstore

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this is what is written on sticky note/paper

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What is the Faculty incentive to move to ZTC?(CoA)

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What is the Faculty incentive to move to ZTC?(CoA)

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What does OEMGP projects look like?(CoA)

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What does OEMGP projects look like?(CoA)

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How can i know about funding opportunities? What funding is there? (CoA)

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How can i know about funding opportunities? What funding is there? (CoA)

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Does ZTC encourage students to make decisions that are really in their long term best interest? (CoA)

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Does ZTC encourage students to make decisions that are really in their long term best interest? (CoA)

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When open resources are primarily online, does it make it harder to AI-proof? (CoA)

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When open resources are primarily online, does it make it harder to AI-proof? (CoA)

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it could create a tension between faculty members if one buys in, v/s another that hasnt and how student approach or favour one instructor over another due to OE.

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Who does the labour of keeping the resource updated? (CoA)

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Who does the labour of keeping the resource updated? (CoA)

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Could different methods/forms/kinds/types of OER & OE in general be introduced and used to teach and learn and possibly help us move away from Traditional colonial methods of teaching and learning? (CoA)

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Could different methods/forms/kinds/types of OER & OE in general be introduced and used to teach and learn and possibly help us move away from Traditional colonial methods of teaching and learning? (CoA)

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Yes

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Scope of OE project for teaching goes beyond the length of support offered by ROSA program. Will there be other/ additional grants to support this work? (CoA)

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Scope of OE project for teaching goes beyond the length of support offered by ROSA program. Will there be other/ additional grants to support this work? (CoA)

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Consent communication about the OE initiatives is crucial for faculty engagement.

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identify an easy process for professors to self-identify use of ZTC in a section

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Include students in how they would like ZTC to be implemented or available

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audit at program-level would be ZTC

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How are we communicating to students that ZTC is available?

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We should draw a distinction between textbook, and say novels( disciplinary distinction)

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a low cost designation would add nuance

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benchmarking other institutions on how they implemented ZTC

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Many public domain texts are poor quality OER and lacking appropriate apparatus.

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Courses with recommended but not required should be considered ZTC

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Can faculty be supported in teaching about good quality scholarly ?

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creators of important resources or texts/materials should be paid for their work

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avoid requirements/rates for faculty. Keep things open, optional, flexible, encouraging

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to what extent is this a marketing tool?

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Avoid unbalancing ZTC in electives - they might choose one just because

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Assign ROSA/ leaves to faculty who want to create OER's

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Widely sharing OE funding opportunities

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Database of opportunities

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Apply for the relevant federal funding opportunities to share as OE

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how do we get the peer review stamp of approval for OE projects ?

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creating system peer review

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instructions for OE projects to be created

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Collaborating with other universities to work towards arrangement with open access journals like california

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scholarly recognition for development of OE in T+P

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Faculty create distributable resources together to give to students & that be used by succeeding faculty to create/evolve resources at lower costs.

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Policy for OE in multi-section courses

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Incentivizing students to use open access and free to use image, video, audio banks.

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creating a bank of open software/tools suggestions