https://sites.google.com/site/necctlsd/ Northern Essex Community College is pleased to host the 2014 Massachusetts Community College Conference on Teaching, Learning & Student Development on Friday, March 28, 2014, from 8:00 a.m. - 3:30 p.m. on the theme of "Social Justice and the Community College." In this session, the instructional design team at Bristol Community College will share their project experience and engage participants in helping further define how the practice of instructional design can enhance the principles of social justice by examining the role of the instructional designers as a change agent

1. Bristol Community College
Tahais Real-Martins M.Ed.
Coordinator of Academic Computing/Instructional Designer
Ceit De Vitto M.Ed.
Instructional Designer

2. Bristol Community College
Demographics:
Students
• 60% Female
• 40% Male
• Average age 26 to 32
• 3% Veterans
• 2% ESL
• 2% Dual Enrolled
2014 NEASC Self-Study Report Bristol Community College. (2014, January).
Retrieved March 25, 2014, from http://www.bristolcc.edu/events/selfstudy/
Full Time Faculty
• 68% Female
• 32% Male
• 21% Doctoral Degrees
Adjunct Faculty
• 52% Female
• 48% Male
• 11% Doctoral Degrees

3. How can Instructional Designers be
Change Agents?
Campbell, K., Schwier, R. A., & Kenny, R. F. (2009). The critical, relational
practice of instructional design in higher education: An emerging model of
change agency. Educational Technology Research and Development, 57(5),
645-663. doi: 10.1007/s11423-007-9061-6

4. Interpersonal
• Learner Advocacy
• Faculty Development
• Building trust
• Community Building
Campbell, K., Schwier, R. A., & Kenny, R. F. (2009). The critical, relational practice of
instructional design in higher education: An emerging model of change agency. Educational
Technology Research and Development, 57(5), 645-663. doi: 10.1007/s11423-007-9061-6

5. Professional
• Ethical manner
• Act Professional
• Providing instructional advice

6. Institutional
• Culture
• Designer status to effect change
• Cultural Conflict

7. Societal
• Ethical Challenges
• Core values

8. Universal Instructional Design
1. Equitable Use
2. Flexibility in Use
3. Simple and intuitive use
4. Perceptible information
5. Tolerance for error
6. Low physical effort
7. Size and space for approach
and use
Burgstahler, S., & Cory, R.
(2008). Universal design in
higher education: From
principles to practice.
Cambridge, MA: Harvard
Education Press.

9. Social Justice
“I believe that education is the civil rights issue of our generation. And if you care about
promoting opportunity and reducing inequality, the classroom is the place to start. Great teaching
is about so much more than education; it is a daily fight for social justice.”
~ Secretary Arne Duncan, October 9, 2009
Mullenholz, G. (n.d.). Education Is social justice. Retrieved March 26, 2014, from
https://www.ed.gov/blog/2011/08/education-is-social-justice

10. “Justice and equal rights require fair process that offer equal
opportunities for successful purist of life, liberty, and happiness.”
(p.19)
• Equity v. Equality
• Historical disadvantages
• Human diversities
• Unique needs
Davis, T., & Harrison, L. M. (2013). Advancing social justice: Tools,
pedagogies, and strategies to transform your campus.

11. https://twitter.com/wwpinc/status/439524703913267200/photo/1
http://www.woundedwarriorproject.org/

12. Created
with
Wordle

13. Case Study

15. Hi Tahais,
Please HELP! Here are some things that I do in my
classes I don’t know where to start.
• My students say that they cannot afford my text
books, I didn’t realize they total over $400.
• I still use a chalkboard and whiteboard
• I tend to talk throughout the whole class and I notice
that students use their cellphones, and look bored
• I don’t know how to use the Internet or help my
students to find other online resources
• Students don’t ask questions
• I am concerned about cheating For quizzes I tend to
use the same quiz with a hundred questions
• I have no make up test nor do I give extra time
• I give standard Feedback for all students
• I am also guilty of assuming that my students have
the same educational level, cultural knowledge,
language, and learning style.

16. So… how can you help Fred make his
course more accessible?
Break-out Session
• Groups of 5
• Each group will be provide with paper and markers
• Pick a group leader/recorder/presenter
• Create different ways to help Fred

17. References
2014 NEASC Self-Study Report Bristol Community College. (2014, January). Retrieved March 25, 2014, from
http://www.bristolcc.edu/events/selfstudy/
Bowe, F. (2000). Universal design in education: Teaching nontraditional students. Westport,, CT: Bergin & Garvey.
Burgstahler, S., & Cory, R. (2008). Universal design in higher education: From principles to practice. Cambridge, MA: Harvard Education
Press.
Campbell, K., Schwier, R. A., & Kenny, R. F. (2009). The critical, relational practice of instructional design in higher education: An
emerging model of change agency. Educational Technology Research and Development, 57(5), 645-663. doi:
10.1007/s11423-007-9061-6
Davis, T., & Harrison, L. M. (2013). Advancing social justice: Tools, pedagogies, and strategies to transform your campus.
Mullenholz, G. (n.d.). Education Is social justice. Retrieved March 26, 2014, from https://www.ed.gov/blog/2011/08/education-
is-social-justice
Ouellett, M. L. (2004). Faculty development and universal instructional design. Equity & Excellence in Education, 37(2), 135-144. doi:
10.1080/10665680490453977
Zimmer, M. A. (2012). Universal Design in Higher Education: From Principles to Practice - Edited by Sheryl E. Burgstahler and Rebecca
C. Cory. Teaching Theology & Religion, 15(1), 89-91. doi: 10.1111/j.1467-9647.2011.00769.x