# Undergraduate Students' Perceptions of a Course Syllabus Designed to Foreground Open Educational Practices \[ID 84\]

**URL:** https://connect.oeglobal.org/t/undergraduate-students-perceptions-of-a-course-syllabus-designed-to-foreground-open-educational-practices-id-84/7114
**Category:** In Brisbane Conference Sessions
**Created:** [November 11, 2024, 2:15pm UTC](https://connect.oeglobal.org/t/undergraduate-students-perceptions-of-a-course-syllabus-designed-to-foreground-open-educational-practices-id-84/7114 "2024-11-11T14:15:41Z")
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### Author: ![OEGconnect](https://connect.oeglobal.org/user_avatar/connect.oeglobal.org/oegconnect/32/91_2.png) [@OEGconnect](https://connect.oeglobal.org/u/OEGconnect)
#### Post date: [November 11, 2024, 2:15pm UTC](https://connect.oeglobal.org/t/undergraduate-students-perceptions-of-a-course-syllabus-designed-to-foreground-open-educational-practices-id-84/7114/1 "2024-11-11T14:15:41Z")

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## Undergraduate Students’ Perceptions of a Course Syllabus Designed to Foreground Open Educational Practices [ID 84]

The current study utilized Lambert’s 3R framework of social justice (redistributive, recognitive, and representational justice) 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 with each consecutive version of the syllabus, reflecting an increased focus on social justice, (1) Student sense of belonging will increase, (2) Instructor evaluation will become more positive, (3) Intent to register for the course will be more likely, and (4) These relationships will be moderated by the number of marginalized identities experienced by participants.

This study underscores the importance of incorporating social justice frameworks into syllabus design to enhance student engagement and perceptions of inclusivity.

References  
Lambert, S. R. (2018). Changing our (Dis)Course: A Distinctive Social Justice Aligned Definition of Open Education. Journal of Learning for Development, 5(3). [Changing our (Dis)Course: A Distinctive Social Justice Aligned Definition of Open Education | Journal of Learning for Development](https://doi.org/10.56059/jl4d.v5i3.290)

Author Keywords  
Open educational practices, Social justice, Course design, Higher education

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### Session Details

📋 **Format:** [Lightning Talk](https://oeglobal2024.sched.com/overview/type/Lightning+Talk)  
👥 **Presenter(s):** [Rajiv Jhangiani](https://oeglobal2024.sched.com/?searchstring=Rajiv%20Jhangiani), [Lindsey Gwozdz](https://oeglobal2024.sched.com/?searchstring=Lindsey%20Gwozdz), [Oya Pakkal](https://oeglobal2024.sched.com/?searchstring=Oya%20Pakkal), [Anita Twele](https://oeglobal2024.sched.com/?searchstring=Anita%20Twele)  
🕐 **Brisbane Time:** November 14, 11:15 AM → 11:30 AM AEST  
🌐 **Your Local Time:** →   
📍 **Room:** [P1 - workshop](https://oeglobal2024.sched.com/venue/P1+-+workshop)  
🔖 **Topic Area:** [Practice and Policy in OE](https://oeglobal2024.sched.com/overview/company/Practice+and+Policy+in+OE)  
🔗 **Sched:** [View in conference schedule](https://oeglobal2024.sched.com/?searchstring=%5BID+84%5D)

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