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Abstract
The debate regarding Open Educational Resources (OER) is beginning to pick up speed within higher education among learning institutions, teachers, and even students, thus driving the development of OER. This movement is not just about expanding access to materials and financial savings, it is equally about creating, collaborating, and participating with other teachers and learners, and leaving a footprint at the forefront of a new educational era. It has particular relevance to those who educate in a rural setting at a time of limited financial resources. The following case study outlines the embryonic stages of the department-wide adoption of OER by the Department of Teacher Education at Fort Hays State University. This paper documents the rationale and philosophy behind the project, the project and methods used to implement it, and some of the lessons learned and future implications at this early stage of the process.