Designing for Justice

The present study utilizes 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. It employs a within-subject additive approach to manipulate justice frames and open educational practices as reflected in a hypothetical course syllabus. Participants were university students who viewed different versions of the syllabus in a set, additive order and then answered questionnaires on intent to take the course, student sense of belonging and instructor evaluation.