The current study utilized Lambert's 3R framework of social justice (redistributive, recognitive, and representational) to investigate the impact of justice frames and open educational practices in syllabus design on undergraduate students' perceptions. Participants (N=207) viewed several versions of a hypothetical syllabus, with each version increasing in social justice focus. Participants then answered questionnaires on their intent to take the course, student sense of belonging, and instructor evaluation. We hypothesized that increased social justice focus in syllabi would enhance student belonging, improve evaluations, and boost course registration intent, especially for those with more marginalized identities. This study underscores the importance of incorporating social justice frameworks into syllabus design to enhance student engagement and perceptions of inclusivity.
Attendees of this session will be able to:- Understand the principles of Lambert's 3R framework of social justice (redistributive, recognitive, and representational) and its application in syllabus design.
- Identify the effects of justice frames and open educational practices on undergraduate students' sense of belonging, motivation to learn, and instructor evaluations.
- Apply knowledge of how different justice frames in syllabus design can influence student outcomes, including intent to register for courses.
- Evaluate the role of educators in promoting social justice and inclusivity through syllabus design, informed by empirical evidence from the study.
