I wonder if this is causation or correlation, though. Faculty who have become interested in open educational practices were self-selected to want to pursue professional development as educators and discuss the nuances of teaching and learning effectively. Without a citation here, I am wary of calling this an effect of increased OEP when it might simply be a correlated factor. More of a "rising tide lifts all boats" situation, perhaps? I'd love to see a study, focus group, or more data on this!

This highlights the relevancy of centering consent for students, and an increased awareness of how much our digital footprint can affect our daily lives in the 21st century. Students should also not be required to give a reason for why they might choose not to openly license their work.

I think even with putting things into practice, there's a difference between OEP that has been implemented well and OEP that has not been implemented properly (yet!). I briefly had a conversation with a faculty member recently about student-created question banks and he was of the opinion that he tried it, it went poorly, and so all those OEP ideas are just empty words. I don't think he scaffolded the expectations properly nor train students on what makes a good question, but I acknowledge that there is a big gap between what we want to implement and what actually happens in the classroom.