In the past year, Open Educational Resources have been a focus of policymakers and stakeholders in North Dakota. As a result, North Dakota University System (NDUS) faculty are more aware of the term open educational resources (OER) than their counterparts in national public institutions and all sectors of higher education. In addition, North Dakota faculty report a higher rate of autonomy in the selection of course materials. While these two findings seem to set the stage for a successful OER initiative, the data shows that NDUS faculty are less aware of Creative Commons, Public Domain, copyright, and licensing than their counterparts nationally. In addition, NDUS faculty reported that there are not enough subject resources (46%) and 39% said OERs are too hard to find. These findings support the need for professional development and the importance of providing access to a comprehensive library of Open Educational Resources. This report builds on a number of national Babson Survey Research Group (BSRG) efforts exploring the role of OER in higher education. These efforts began in 2009 with the inclusion of questions about the knowledge, use and opinion of OER among academic leaders in the BSRG annual survey on online education. These questions were continued for 2010 and 2011, and grew to seek the opinions of faculty in higher education and academic technology administrators, in addition to academic leaders. A survey of faculty on their use of social media also asked faculty for their opinions on OER. Highlights from those reports are included in this document as are study results.