APPENDIX TABLES
	Selecting Educational Resources
	Importance of Factors in Selecting Required Course Material
		Includes test banks	Familiarity with brand/publisher	Works with my institution’s LMS
	Very important	13%	9%	16%
	Important	15%	23%	18%
	Somewhat important	16%	34%	20%
	Not important	55%	34%	46%
		Includes supplemental instructor material	Adaptable/editable	Recommended by other faculty members
	Very important	22%	19%	13%
	Important	19%	24%	31%
	Somewhat important	21%	25%	34%
	Not important	38%	32%	21%
		Easy to find	Comprehensive content and activities	Cost to the student
	Very important	32%	48%	50%
	Important	38%	29%	37%
	Somewhat important	19%	12%	11%
	Not important	11%	12%	2%
	Importance of Factors in Selecting Required Course Material by Type of Institution
		Four year	Two Year
	Familiarity with brand/publisher	31%	36%
	Works with institution’s LMS	30%	49%
	Test banks	23%	50%
	Recommended by faculty	43%	51%
	Adaptable/editable	40%	54%
	Supplemental instructor material	36%	61%
	Easy to find	68%	76%
	Comprehensive	74%	87%
	Cost to the student	86%	91%
	Satisfaction with Factors in Selecting Required Course Material
		Cost to the student	Adaptable/editable	Includes supplemental instructor material
	Very satisfied	24%	27%	32%
	Satisfied	34%	45%	41%
	Somewhat satisfied	27%	21%	20%
	Not satisfied	15%	7%	7%
		Includes test banks	Comprehensive content and activities	Recommended by other faculty members
	Very satisfied	36%	33%	21%
	Satisfied	42%	49%	62%
	Somewhat satisfied	16%	15%	15%
	Not satisfied	6%	3%	2%
		Works with my institution’s LMS	Easy to find	Familiarity with brand/publisher
	Very satisfied	31%	35%	38%
	Satisfied	53%	52%	53%
	Somewhat satisfied	12%	11%	8%
	Not satisfied	5%	1%	1%
	Importance of Cost to Student in Selecting Required Course Material
		Very important	Important
	Overall	50%	37%
	Specialized	35%	47%
	Baccalaureate	43%	43%
	Masters	55%	36%
	Doctoral‎/Research	43%	40%
	Associates	61%	31%
	20,000 and above	48%	40%
	10,000 - 19,999	54%	34%
	5,000 - 9,999	54%	33%
	1,000 - 4,999	44%	41%
	Under 1,000	57%	28%
	At least 2 but less than 4 years	61%	31%
	Four or more years	47%	39%
	Awareness of Open Educational Resources
	Awareness of Open Educational Resources: 2015-16
	Very Aware	Aware	Somewhat Aware	Not Aware
	6.6%	18.9%	16.5%	58.1%
	Awareness of Open Educational Resources: 2014-15 and 2015-16
		Very Aware	Aware	Somewhat Aware	Not Aware
	2014-15	5%	15%	14%	66%
	2015-16	7%	19%	16%	58%
	Awareness of Licensing of Open Educational Resources
	Awareness of Licensing: 2015-16
		Very Aware	Aware	Somewhat Aware	Unaware
	Copyright	42%	39%	16%	4%
	Public Domain	28%	38%	26%	7%
	Creative Commons	16%	22%	28%	34%
	Awareness of Open Educational Resources and Creative Commons: 2015-16
	Very Aware	Aware	Somewhat Aware	Not Aware
	5.9%	16.0%	11.9%	66.3%
	Awareness of Open Educational Resources and Creative Commons: 2014-15 and 2015-16
		Very Aware	Aware	Somewhat Aware	Not Aware
	2014-15	5%	12%	10%	74%
	2015-16	6%	16%	12%	66%
	Awareness of Open Educational Resources and Creative Commons: 2015-16
		Very aware	Aware
	Four or more years	5%	16%
	At least 2 but less than 4 years	10%	17%
	Associates	10%	16%
	Doctoral‎/Research	4%	16%
	Masters	5%	17%
	Baccalaureate	6%	16%
	Specialized	2%	8%
	Awareness of Open Educational Resources and Creative Commons: 2015-16
		Very aware	Aware
	Arts and Literature	5%	17%
	Business Administration	8%	14%
	Computer and Information Science	13%	20%
	Education	9%	22%
	Engineering	7%	19%
	Humanities	9%	16%
	Law	7%	7%
	Linguistics / Language	8%	18%
	Mathematics	10%	22%
	Medicine	3%	17%
	Natural Sciences	5%	20%
	Psychology	8%	18%
	Social Sciences	4%	12%
	Awareness of Open Textbooks
	Awareness of Open Textbooks: 2015-16
	Very aware	6.9%
	Aware	12.2%
	Somewhat aware	15.2%
	Not aware	65.7%
	Awareness of Open Textbooks and Creative Commons: 2015-16
	Very aware	6.3%
	Aware	10.3%
	Somewhat aware	12.8%
	Not aware	70.6%
	Educational Resource Decision Process
	Faculty Actions That Impact Required Course Materials
	Created a new course	48%
	Substantially modified an existing course	65%
	Changed required course materials	74%
	Created new course and modified existing course	37%
	Created new course and changed required material	40%
	Modified existing course and changed required material	54%
	Created new course, modified existing course and selected new required material	33%
	None of the above	10%
	Proportion of Faculty Selecting Required Course Materials
	Total	90%
	Part-time	81%
	Full-time	93%
	Tenured	92%
	Not tenured	93%
	Not tenure track	89%
	Teach Online	97%
	Teach Blended	97%
	Proportion of Faculty Selecting Required Course Materials by Institutional Characteristics
	20,000 and above	89%
	10,000 - 19,999	91%
	5,000 - 9,999	92%
	1,000 - 4,999	88%
	Under 1,000	91%
	Specialized	85%
	Baccalaureate	93%
	Masters	91%
	Doctoral‎/Research	90%
	Associates	90%
	Two years	88%
	Four or more years	90%
	Type of Course with Largest Enrollment for New Required Materials
	A new course	23.20%
	A substantially modified course	42.60%
	A course with new required materials	34.20%
	Level of Course with Largest Enrollment for New Required Materials
	Undergraduate	76.90%
	Graduate	20.60%
	Other	2.50%
	Delivery Method of Course with Largest Enrollment for New Required Materials
	Face-to-face	74.80%
	Blended	13.30%
	Online	11.90%
	Classification of Course with Largest Enrollment for New Required Materials
	Introductory course	41.10%
	Intermediate level course	27.60%
	Advanced course	28.70%
	N/A Does not apply	2.60%
	Average Enrollment for Course Being Considered for New Required Materials
	Overall	154
	A course with new required materials	199
	A substantially modified course	157
	A new course	71
	Not required	74
	Required for some students (e.g., majors)	162
	Required for all students	220
	Advanced course	38
	Intermediate level course	83
	Introductory course	241
	Single section	44
	Course taught in multiple sections	244
	Graduate	33
	Undergraduate	169
	Type of Text Material Required
	Textbook	18.0%
	Textbook + Other Text	59.7%
	Other Text	20.0%
	Neither	2.4%
	Type of Textbook Required
	Printed	50.0%
	Digital	8.5%
	Printed and Digital	19.1%
	None	22.4%
	Textbook Requirements by Type of Course
		Printed	Printed and digital	Digital
	Overall	50.0%	19.1%	8.5%
	Undergraduate	51.9%	19.6%	8.7%
	Graduate	42.8%	19.2%	8.5%
	Introductory course	50.2%	20.8%	9.9%
	Intermediate level course	53.4%	18.7%	8.7%
	Advanced course	45.7%	17.6%	7.1%
	Face-to-face	52.7%	15.7%	7.5%
	Blended	41.1%	29.1%	10.8%
	Online	44.0%	28.0%	12.2%
	Licensing of Required Textbooks
	Printed Textbook(s)	Copyrighted	97.3%
		Creative Commons	0.9%
		Public Domain	2.4%
		NA/Don't Know	2.0%
	Digital Textbook(s)	Copyrighted	80.9%
		Creative Commons	7.9%
		Public Domain	11.7%
		NA/Don't Know	6.8%
	Licensing of Required Material Other Than Textbooks
	Other Printed	Copyrighted	46%
		Creative Commons	15%
		Public Domain	44%
		NA/Don't Know	10%
	Other Digital	Copyrighted	45%
		Creative Commons	19%
		Public Domain	52%
		NA/Don't Know	11%
	Openly licensed Material Use
	Textbook	2.1%
	Textbook and other material	3.2%
	Other material	36.0%
	None	58.7%
	Use of Open-Licensed Textbook By Course Characteristics: 2015-16
	Overall	5.3%
	Undergraduate	4.7%
	Graduate	10.0%
	Multiple sections	5.7%
	Single section	5.5%
	Introductory course	4.9%
	Intermediate level course	5.7%
	Advanced course	7.0%
	Face-to-face	5.5%
	Blended	5.2%
	Online	7.2%
	Use of Open Educational Resources By Faculty Characteristics: 2015-16
		Textbook	Textbook and other material	Other material
	Overall	2.1%	3.2%	36.0%
	Teach Intro Level	1.8%	3.0%	34.3%
	Teach Blended	2.1%	3.6%	37.0%
	Teach Online	2.4%	2.9%	35.0%
	Not tenure track	1.6%	3.2%	35.5%
	Tenure track, not tenured	1.3%	4.2%	37.1%
	Tenured	2.4%	3.0%	37.9%
	N/A	2.9%	3.3%	29.3%
	Full-time	2.3%	3.5%	35.7%
	Part-time	1.5%	2.0%	37.1%
	Potential Barriers
	Barriers to Adopting Open Educational Resources
	Not enough resources for my subject	49%
	Too hard to find what I need	48%
	No comprehensive catalog of resources	45%
	Not used by other faculty I know	30%
	Not high-quality	28%
	Not knowing if I have permission to use or change	21%
	Not current, up-to-date	17%
	Too difficult to integrate into technology I use	14%
	Lack of support from my institution	12%
	Too difficult to change or edit	11%
	Barriers to Adopting Open Educational Resources by OER Awareness
		Not aware	Aware of OER
	Not enough resources for my subject	47%	50%
	Too hard to find what I need	47%	48%
	No comprehensive catalog of resources	46%	44%
	Not used by other faculty I know	40%	24%
	Not high-quality	19%	32%
	Not knowing if I have permission to use or change	26%	19%
	Not current, up-to-date	14%	18%
	Too difficult to integrate into technology I use	11%	15%
	Lack of support from my institution	13%	11%
	Too difficult to change or edit	9%	12%
	Barriers to Adopting Open Educational Resources
		2014-15	2015-16
	Not enough resources for my subject	37%	49%
	Too hard to find what I need	44%	48%
	No comprehensive catalog of resources	51%	45%
	Not used by other faculty I know	18%	30%
	Not high-quality	18%	28%
	Not knowing if I have permission to use or change	33%	21%
	Not current, up-to-date	7%	17%
	Too difficult to integrate into technology I use	13%	14%
	Lack of support from my institution	15%	12%
	Too difficult to change or edit	11%	11%
	The Process of Textbook Adoption for Introductory Courses
	Introductory Textbook Awareness, Consideration, and Adoption
		OpenStax	Overall
	Aware	70%	82%
	Considered if Aware	44%	52%
	Adopted if Considered	32%	41%
	Importance of Factors in Selecting Required Course Material by OpenStax User Status
		Use OpenStax	Non-user
	Familiarity with brand/publisher	30%	31%
	Works with my institution’s LMS	29%	32%
	Includes test banks	13%	34%
	Adaptable/editable	47%	42%
	Includes supplemental instructor material	23%	48%
	Recommended by other faculty members	42%	49%
	Easy to find	77%	61%
	Comprehensive content and activities	81%	84%
	Cost to the student	94%	85%
	Barriers to Adopting Open Educational Resources by OpenStax User Status
		Use OpenStax	Non-user
	Not current, up-to-date	14%	8%
	Not knowing if I have permission to use or change	21%	18%
	Lack of support from my institution	11%	19%
	Too difficult to change or edit	14%	20%
	Too difficult to integrate into technology I use	18%	23%
	Not used by other faculty I know	29%	31%
	Not enough resources for my subject	36%	32%
	Not high-quality	43%	37%
	Too hard to find what I need	18%	43%
	No comprehensive catalog of resources	21%	46%
	Discoverability
	Ease of Searching Traditional Publishers
	Very Easy	Easy	Difficult	Very Difficult	Don't Know
	17.0%	46.2%	17.5%	1.7%	17.6%
	Ease of Searching Open Educational Resources
	Very Easy	Easy	Difficult	Very Difficult	Don't Know
	1.5%	13.7%	18.7%	3.9%	62.4%
	Relative Ease of Searching Open Educational Resources
	OER superior	OER the same	OER inferior	N/A Missing
	2.5%	13.3%	14.5%	69.7%
	Future Use
	Will You Use Open Educational Resources in the Next Three Years?
	Yes	6.9%
	Will consider	31.3%
	Might Consider	31.5%
	Not interested	5.4%
	No Opinion / Don't Know	24.9%
	Will You Use Open Textbooks in the Next Three Years?
	Yes	6.5%
	Will consider	30.4%
	Might Consider	32.0%
	Not interested	7.3%
	No Opinion / Don't Know	23.9%
	Survey Methodology
	Respondents - Tenure Status
	N/A	14.5%
	Tenured	47.0%
	Tenure track, not tenured	11.1%
	Not tenure track	27.4%
	Respondents - Number of Years teaching
	1 to 3	4.8%
	4 to 5	6.8%
	6 to 9	12.7%
	10 to 15	20.0%
	16 to 20	13.5%
	More than 20	42.3%
	Respondents - Level of Institution
	Four or more years	78.8%
	At least 2 but less than 4 years	21.2%
	Respondents - Carnegie Classification of Institution
	Associates	22.9%
	Doctoral‎/Research	37.4%
	Masters	25.5%
	Baccalaureate	9.3%
	Specialized	4.9%
	Respondents - Teach At Least One of the Specified Type of Course
	Graduate	43%
	Undergraduate	87%
	Face-to-Face	95%
	Blended	27%
	Online	29%