Attention
Caring about and noticing an unmet need from the perspective of the one(s) in need.
Empathy
Design educational experiences for educators with empathy for educators’ varied familiarity with OE/OER/OP.
Respect
Approach learners with respect for the lived experiences, prior learning, and wisdom they bring to developing perspectives on OER
Inclusivity
Connect educators with campus colleagues to consult on the development of accessible OER.
Responsibility
Accepting the responsibility of caring for those needs.
Inspiration
Facilitate an Open Educator Award, annually and in collaboration with student government, to recognize and celebrate open educators and to inspire their campus peers to explore OE/OER/OP.
Connection
Invite educators into community by presenting opportunities for them to learn, engage, and collaborate with us and with each other in relation to OE/OER/OP.
Generosity
Contribute our good work to the broader OE/OER/OP efforts of external communities and colleagues.
Competence
Giving care and taking action for repair.
Hospitality
Consider who may not feel welcome or positioned to respond to calls to participate in our OE/OER/OP initiatives, proactively invite them, learn what would make their participation possible, and strive to support their participation.
Humaneness
Avoid causing harm, such as by never blaming or shaming when advocating for educators, administrators, and others to explore OE/OER/OP.
Transparency
Aim for transparency in our work, such as by clearly communicating criteria for selection to, and participation in, OE/OER/OP initiatives we offer and for which we provide participant stipends.
Responsiveness
Noticing and observing how individuals receive the care.
Choice
Ensure that learners, educators, collaborators, and others feel they have choice and agency when collaborating and interacting with us. Consider when it is important to seek consent, or to support others in doing so (such as by using the University Libraries’ Student Agreement to Publish Course Work Under a Creative Commons License).
Not-yetness
Conduct our OE/OER/OP work as both teachers and learners who are prepared to seek out knowledge and expertise we don’t possess, adapt, own our missteps and mistakes, and adjust course.
Reflection
Observe, examine, seek feedback, and purposefully reflect upon how others experience communication, interactions, and collaborations with us in our OE/OER/OP work.
Integrity
Caring with: “caring needs, and the ways we meet them, align with commitment to justice, equality, and freedom for all.”
Trust
Intentionally striving to be trustworthy in our communications, collaborations, and relationships with students, educators, colleagues, and others in our OE/OER/OP work.
Advocacy
Aligning our advocacy of OE/OER/OP with social justice commitments, such as access to education.
Solidarity
Exercising attention to how we can amplify and respond to the needs of educators, students, colleagues, and others in alignment with social justice commitments, such as to anti-racism in higher education.
