Open Educational Resources (OER) offers a transformative approach to education by reducing costs and increasing accessibility to high-quality learning materials. This paper presents a detailed account of integrating OER in software engineering and computer science service courses at Texas A&M University, highlighting implementation strategies, student feedback, and the overall impact on learning experiences.

Our initial OER implementation focused on a software engineering course. We utilized an encyclopedia-like book available for free online and $24 in print, complemented by pertinent videos and an additional chapter from another book, all used with permission. These materials were uploaded to Perusall, a social reading platform integrated with our Learning Management System, Canvas. Through Perusall, we set engagement criteria for grading, significantly enhancing student preparation and participation. To reinforce understanding, we introduced low-stakes recall quizzes at the beginning of each class, with results discussed collaboratively to solidify learning. This method led to a marked improvement in student preparedness and engagement.

The success of our first OER initiative prompted further exploration, supported by a $500,000 grant split among select instructors from our university, directed by the provost. Our portion of the grant aimed to replace high-cost textbook subscriptions with OER in Computer Science Service Courses, targeting our first course for non-CS majors, CSCE 111. We transitioned from zyBooks (~$85 per student) to an OER Java book and developed quiz questions and auto-graded labs using GradeScope. This switch provided positive feedback for cost savings, though some students missed the sleek interface of zyBooks.

Building on these successes, we expanded our OER initiatives to include CSCE 206, an introductory C course for non-majors, and CSCE 110, an introductory Python course. For CSCE 206, we developed an OER version on Perusall and created quiz questions for Canvas, with a pilot scheduled for Fall 2024. CSCE 111, an introductory Java course for non-majors, was piloted in Fall 2023 and Spring 2024 and will continue to use OER. The final grant-supported effort involved completing the OER platform for CSCE 110, integrating Canvas and Perusall with quiz questions.

Throughout these initiatives, we taught 800-1000 students per academic year, potentially saving them approximately $85 each. Student feedback has been instrumental in refining our approach, revealing a strong preference for cost savings and highlighting areas for improvement in usability and engagement. These insights underscore the importance of continuous improvement and adaptation in OER implementation.

Our experience demonstrates the substantial benefits of OER in enhancing educational accessibility and reducing costs. Future work will investigate the long-term impact of OER on student retention and performance and expand OER to higher-level technical electives in computer science. By sharing our findings, we aim to encourage wider adoption and development of OER, fostering an inclusive and cost-effective educational environment.

Keywords: Open Education Resources, OER, Textbook.