An Innovative Approach to Bridging Open Access, Collection Development, and Faculty: An Altmetric and CiteScore Case Study at a Large Public University

Abstract:  This case study examines the outcomes of an altmetric analysis of open access (OA) and non-open access (non-OA) publications from the Rutgers Business School, Rutgers University, Newark and New Brunswick. It explains the magnitude of the 2014–2020 business faculty OA and non-OA publications and their relative scholarly impact and metrics. The continued increase in the volume of OA articles suggests that professors are gradually accepting these article types, and that altmetric and CiteScore journal ranking metrics data may strengthen strategic initiatives for business librarians to assist faculties and university libraries in collective decision-making processes.

Open and affordable textbooks: approaches to OER pedagogy | Emerald Insight

Abstract:  Purpose

Following is an overview of the open and affordable textbooks (OAT) program, strategies for outreach, as well as discuss approaches that faculty awardees have taken to designing their courses. This paper aims to address a couple issues such as the effectiveness of open educational resources (OER) resources, the process of creating OER resources and how faculty and instructors have updated their courses and adjusted their pedagogy.



This paper describes five cases where the faculty adopted open pedagogy. They include a general chemistry course, psychiatry clerkship, microbiology lab, a medical Spanish course and a radiology elective in a medical school.



The use of open pedagogy promotes two things: up-to-date resources and practical experience. Since the creation of the Rutgers OAT program, faculty and instructors have been rethinking how they teach their courses. Students enjoy the content more and faculty loves the increase in engagement. As the program continues to grow, the creativity fostered by open pedagogy improves education for everyone involved.



The paper offers a general overview of an effective open and affordable program at a public research university. It demonstrated the effectiveness of the program while also offering examples of novel course materials for interested librarians and faculty. It opens the possibility from just finding resources to creating them and how they improve education.

The Rutgers open access policy goes into effect | Faculty reaction and implementation lessons learned | Library Management | Vol 40, No 1/2

Abstract:  Purpose


From laying the groundwork for the successful passage of a university-wide open access (OA) policy, through the development and planning that goes into a successful implementation, to “Day One” when the official university policy goes into effect, there is a long list of factors that affect faculty interest, participation and compliance. The paper aims to discuss this issue



The authors, Mullen and Otto, having detailed earlier aspects of the Rutgers University OA policy passage and implementation planning, analyze and share the specifics that followed the rollout of the policy and that continue to affect participation.



This case study presents some strategies and systems used to enhance author self-archiving in the newly minted Scholarly Open Access at Rutgers (SOAR) portal of the Rutgers institutional repository, including involvement of departmental liaison librarians, effective presentation of metrics and a focus on targeted communication with faculty.



Roadblocks encountered as faculty began to deposit their scholarship and lessons learned are a focus. Early reaction from faculty and graduate students (doctoral students and postdocs) to various aspects of the policy as well as the use of SOAR for depositing their work are included.

The Rutgers Open Access Policy: Implementation Planning for Success

Abstract:  Passing a university Open Access policy creates a sense of accomplishment. Often, the passage of a policy and/or resolution in any university follows a time period of outreach, education, and very hard work on the part of everyone involved in that policymaking. However, an implementation team must quickly be formed, and the real work begun in order for momentum to continue and success to be realized. New groups must be created, traditional silos broken down, and work tied to deadlines in order for the policy to “go into effect” as an active part of researchers’ workflows and mindsets. At Rutgers University, an open access resolution was passed by the University Senate in October, 2012, and was codified in the official Rutgers University Policy Library in October, 2014. All of the work that the authors coordinated to get to the point of passing the policy was only the beginning of making open access a reality at Rutgers. Since the date that the policy has passed, the authors have been leading an implementation effort (using an established timeline) which includes a new web portal for scholarship, as well as developing materials and presentations for various open access policy-focused education and outreach efforts. An added challenge to the Rutgers implementation is that the policy is inclusive of graduate students. This gives Rutgers, the first and only university in the world at this point to include its graduate students (doctoral students and postdoctoral scholars) alongside faculty under its university-wide open access policy, an added opportunity and responsibility to create programs and workflows for this important group of early career researchers. The authors provide background and a case study to illustrate the implementation efforts underway as Rutgers comes closer to the official date that the policy will go into effect university-wide on Sept. 1, 2015.