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From Evidence to Understanding: Aligning OER Research with Disciplinary Practice
Friday October 9, 2026 3:35pm - 4:05pm EDT
3 - Salon I - 7th Floor
ID: 33953

This panel brings together contributing authors from OER Research Case Studies: A DOERS Project to explore how the future of openness is being shaped through research that is grounded in disciplinary context and expressed through shared, field-specific language. As open education continues to mature, one of the central challenges is not simply generating evidence of impact, but communicating that impact in ways that resonate across academic and professional communities.  

The DOERS Collaborative includes state-, system-, and province-level open education leaders across North America who are committed to advancing student success through scalable, evidence-informed open education initiatives. This case study volume reflects that mission by documenting how contributors from a range of disciplines and institutional roles design and implement research on open educational resources (OER). The panel presentation will bring together authors whose work spans multiple fields and methodological traditions, each offering insight into how openness is interpreted, studied, and applied within their respective contexts.  

Aligned with the conference theme, Exploring Emergent Technologies and the Future of Openness, this session focuses on the future of openness as a communicative and translational challenge. Panelists will share how they frame research questions, select methodologies, and interpret findings in ways that align with the established research languages of their disciplines, including learning science, nursing, social science, chemistry, psychology, and other professional fields. By doing so, these scholars position open education not as a parallel or niche movement, but as integral to broader scholarly conversations about student success, access, and institutional effectiveness. 

A central thread of the discussion will be the role of shared vocabulary in advancing open education research. Panelists will reflect on how aligning OER research with ongoing subject-matter conversations and established disciplinary frameworks can bridge gaps between open education advocates and other scholars in the field. They will also share strategies for translating open practices into the language of disciplinary research, enabling broader recognition, uptake, and sustainability.  

Each author/panelist will offer practical insights from their chapter, including how they developed research questions within their disciplinary context, navigated methodological choices, and collaborated across roles to ensure their work was both rigorous and relevant. Rather than focusing solely on outcomes, the panel emphasizes process: how researchers adapt, localize, and communicate their work to ensure it contributes meaningfully to the scholarship of both their field and the evolving landscape of open education.  

Attendees will leave with concrete strategies for situating open education research within their own disciplinary and institutional contexts, using shared language to foster understanding, collaboration, and impact. The session will conclude with a moderated discussion, inviting participants to consider how the future of openness depends not only on what we study, but also on how and with whom we communicate that work.
Speakers
avatar for Kathy Essmiller

Kathy Essmiller

Coordinator, OpenOKState, Oklahoma State University
Kathy is an open education leader, librarian, and educator dedicated to advancing access to education and community through the adoption and creation of open educational resources (OER). As the Coordinator of OpenOKState at Oklahoma State University, Kathy collaborates with faculty... Read More →
avatar for Kathy Essmiller
avatar for Jennifer Pate

Jennifer Pate

Director of OpenEd, Texas A&M University
Jennifer supports student success by leading textbook affordability initiatives for her campus and supporting broader OER efforts across the A&M system. She is a Founding Fellow with the Texas Higher Education Coordinating Board's OER Fellowship program, a member of the Open Education... Read More →
avatar for Virginia Clinton-Lisell

Virginia Clinton-Lisell

Associate Professor, University of North Dakota
Dr. Virginia Clinton-Lisell began her career in education as an ESL teacher in New York City. She then obtained her PhD in Educational Psychology with a minor in Cognitive Science at the University of Minnesota where she was trained in educational research. She has published over... Read More →
Friday October 9, 2026 3:35pm - 4:05pm EDT
3 - Salon I - 7th Floor MIT Samberg Conference Center, 50 Memorial Drive, Cambridge MA 02139 USA
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