Judith FranzakHeather PorterLaurie HenryMari-jo Ulbricht2024-01-292024-01-292023-08http://hdl.handle.net/11603/31501In the context of a first-year composition course at an HBCU, I explored the potential of Open Educational Resources (OER) and OER-Enabled Pedagogy (OEP) to better understand how the resources and the pedagogical practices surrounding their use might innovate teaching and learning. In this study conducted with 14 participants from online, hybrid, and face-to-face sections of the course, I obtained their perspectives on innovations made possible by OER/OEP. Using a qualitative action research approach, I collected data through syllabi analysis, interviews, digital artifacts, discussion posts, coding memos, and journals. Analysis of the data found that OER/OEP: • highlights the social nature of writing, signifying the value of students’ active engagement within a diverse and supportive community of peers; • promotes culturally responsive pedagogy by actively motivating and challenging students through a culturally relevant curriculum that addresses social justice issues; • supports the writing process by scaffolding with customizable materials and hands-on practice, including interactive multimodal activities, to build confidence; • opens possibilities for a student-centered experience by providing accessible materials, differentiating learning, and empowering students with agency as they engage in co-creating and producing knowledge through alternative assessments. The findings revealed that incorporating OER/OEP is a compelling approach that innovates teaching and learning in the first-year composition course at an HBCU. The study demonstrates the transformative potential of OER/OEP and suggests further research to fully leverage this innovative pedagogical approach.241 pagesen-USOpen educational resourcesOpen educational practicesOpen educational pedagogyWritingCompositionAction researchOEROEPHistorically Black colleges and universitiesHBCUsText