All Things Open Conference Proceedings

From Barriers to Breakthroughs: Leveraging Undergraduate Teams for Inclusive Open Courses

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Abstract

Amid rising demand for non-formal, skill-oriented education, faculty in Georgia Tech’s School of Mathematics are collaborating with undergraduate students to develop open-access mathematics courses that address this need. The initiative positions undergraduates as co-creators in course design, enhancing both the accessibility of educational materials and the students’ professional and academic development. Now, two years into the project, preliminary survey data suggest that the courses support underrepresented groups on campus and attract learners for non-formal learning settings, such as placement exam preparation and reinforcement of future coursework. The project has produced free, high-quality mathematics content, with ongoing development guided by principles of accessibility and academic rigor.

Keywords: open educational resources, students as partners, mathematics, curriculum development, non-formal learning

How to Cite:

Mayer, G. & Reikes, S., (2025) “From Barriers to Breakthroughs: Leveraging Undergraduate Teams for Inclusive Open Courses”, Journal of Open Educational Resources in Higher Education 3(2), 52-63. doi: https://doi.org/10.31274/joerhe.20351