Educational Research That Benefits Society


The Open Education Group is an interdisciplinary research group that (1) conducts original, rigorous, empirical research on the impact of OER adoption on a range of educational outcomes and (2) designs and shares methodological and conceptual frameworks for studying the impact of OER adoption. We also teach courses in topics relating to open education.

Our goal is to make the world a better place by increasing the affordability and effectiveness of education.

Currently seeking applications for our 2023-2024 fellowship!

The Open Education Group is seeking to support early career researchers to conduct studies in open education through the open education research fellowship. The purpose is to support education professionals to develop their open education scholarship ideas into published works. Specifically, this fellowship seeks to provide mentorship, community, and some financial support to carry out their ideas in open education research. Financial support includes attendance at the Open Education Conference in 2023 (November 7-9, virtual) and 2024 (in person in the United States, TBD). The fellowship will also pay for article processing charges to allow for publications developed in this fellowship to be publicly available (around $3,000). In addition, fellows will receive a stipend of $1200 per article submitted prior to January 15, 2025, based on their fellowship work. 

Applications will be assessed based on its potential contribution to open education, feasibility, and novelty. In the application, prospective fellows will be asked to explain how your proposed research project would be relevant to diversity, inclusion, equity, and access to education. Applicants should have some prior research training and will be asked to list their previous research coursework. 

For the purpose of this fellowship, the following groups are considered early career researchers: doctoral graduate student (PhD, EdD, PsyD, DSW, DNP, DBA), postdoctoral researchers, pre-tenure faculty, teaching-track/clinical faculty (including librarians), and faculty at teaching-intensive institutions (liberal arts, community colleges, regional institutions, etc.), K-12 administrators and teachers, and public education employees. Full or part time status applicants are eligible. Tenured faculty at research institutions (R1 or R2) would generally not be considered early career researchers. Please feel free to contact Virginia Clinton-Lisell with questions about eligibility at Note, due to legal reasons, we can only offer this fellowship to early career researchers living in the United States or Canada. If you have a work visa for the United States or Canada, please check with your visa guidelines regarding payment eligibility from the fellowship prior to applying. While this fellowship is limited to US and Canadian residents, we strongly encourage research projects with global perspectives, particularly in the Global South.

Learning more about the fellowship in this video.

Applications are due June 15th, 2023, at 11:59 pm Central Daylight Time and may be found here.

Examples of research projects previously supported for publication in the fellowship include the following (see a comprehensive list here):

Brandle, S. M. (2020). It’s (not) in the reading: American government textbooks’ limited representation of historically marginalized groupsPS: Political Science & Politics53(4), 734-740.

Essmiller, K., Thompson, P. , & Alvarado-Albertorio, F. (2019). Performance Improvement Technology for Building a Sustainable OER Initiative in an Academic LibraryTechTrends, 1-10.

Gumb, L. & Cross, W. (2022). In Keeping with Academic Tradition: Copyright Ownership in Higher Education and Potential Implications for Open EducationJournal of Copyright Education and Librarianship

Jordan, J. (2023). Compounded labor: Developing OER as a marginalized creator. In the Library with the Lead Pipe.

Kelly, A.E., Laurin, J.N., Clinton-Lisell, V. (in-press). Making Psychology’s hidden figures visible using open educational resources: A replication and extension studyTeaching of Psychology.

Nusbaum, A. T., Cuttler, C., & Swindell, S. (2019). Open Educational Resources as a Tool for Educational Equity: Evidence from an Introductory Psychology Class. In Frontiers in Education (Vol. 4, p. 152). Frontiers.

Ozdemir, O., & Bonk, C. (2017). Turkish Teachers’ Awareness and Perceptions of Open Educational ResourcesJournal of Learning for Development-JL4D4(3)Smith, N. D., Grimaldi, P. J., & Basu Mallick, D. (2020). Impact of Zero Cost Books Adoptions on Student Success at a Large, Urban Community College. Frontiers in Education, 5.

Tang, H., Lin, Y. J., & Qian, Y. (2020). Understanding K-12 teachers’ intention to adopt open educational resources: A mixed methods inquiryBritish Journal of Educational Technology.

Wynants, S. A., & Dennis, J. M. (2022, March). Redesigning a research methods course with personalized, interactive OER: A case study of student perceptions and performanceJournal of the Scholarship of Teaching and Learning, 22(1).