This panel explores an innovative assignment designed to empower graduate students by addressing the hidden curriculum of higher education. The Social Impact Dictionary assignment was created to normalize knowledge gaps and combat imposter syndrome, particularly for first-generation, international, and new graduate students. Through this assignment, students collaborated to define and demystify complex terms and concepts encountered in their studies, fostering a supportive learning environment and increasing confidence. By engaging students as co-creators of knowledge, the assignment aligns with open pedagogy principles, encouraging transparency and inclusivity. The conversation will feature both the instructor and a student participant, sharing insights on the assignment’s development, its impact on student learning, and future potential as an open educational resource (OER). Attendees will gain practical strategies for incorporating similar assignments in their own teaching to support equity and inclusion in graduate education.