United Nations Sustainable Development Goals Open Pedagogy Fellowship
Inclusivity Takes More than Lip Service: Assessing Private Businesses as to Their
Commitment to Accessibility
Keith Anderson, Ph.D., M.F.A., Maricopa Community Colleges (Arizona)
Timothy Cruz, M.D., Pima Community College (Arizona)
2022-2023
Introduction:
Welcome to your role in an international mission. This mission is dedicated to expanding
educational access and championing student empowerment through "open pedagogy." In this
approach, you, as a student, are at the heart of an engaging, collaborative learning environment,
with the freedom to access your educational journey. What is this mission's ultimate goal? To
heighten social justice in our community, promoting the free exchange of knowledge and work.
Under the United Nations Sustainable Development Goals (SDGs) framework, this renewable
assignment paves your path to becoming an agent of change within your community. Prepare to
embark on this transformative journey.
For this work, we will integrate the disciplines of English, Humanities, Education, Game Studies,
and Biology to achieve the primary goal of responding to SDG #16: Peace, Justice and Strong
Institutions. Within this SDG, we will focus on the specific targets 16.3, 16.6, 16.7, and 16.10.

Purpose:
Workers in Allied Health, many of whom are earning their certifications and degrees at
community colleges, need to better understand the discrimination the disability community
undergoes if they are to be effective allies for their patients/clientele. Students in other fields, such
as architecture, law, medical technologies, medicine, nursing, occupational and physical therapy,
and social work, among others, can explore disability-related specializations as career options.

Learning Objectives:
Discern discriminatory practices so, as allies of the disability community, better to combat and
eliminate them.

Instructions:
After researching primary source materials, such as the ADA itself and building guidelines and
regulations regarding handicapped accessibility, students are asked to pore over how a given
business brands itself and analyze whether this projected image corresponds with their
accessibility to members of the disability community.
A sample site assessment is included in the learning activity, as well as a government form to
guide student observations and notes, four practice thinking prompts for critical thinking, and a
grading rubric, Incorporated graphics and videos enhance the experience for visual learners.

Format Requirements:
The site assessment is a report 350-750 words in length with accompanying photos to document
the observations and claims. Students are encouraged to post their work on Yelp and other online
forums, including a podcast of them reading their work, if they want to be agents of change.

Assessment Criteria:
The grading rubric specifies that 30% of the content pertains to background information on the
business as well as its advertising; 60% pertains to a walk-through and evaluation with supporting
evidence in the form of pictures and short videos; and 10% pertains a conclusion about whether or
not, based on findings, to continue doing business with the establishment. The writing should
abide by the rules and conventions of "standard" English. Exemplary work earns an "A";
satisfactory, a "B"; passable, a "C"; much room for improvement, a "D"; and unsatisfactory, an
"F." The activity will be worth 10% of the total points possible.

Inclusivity Takes More than Lip Service: Assessing Private Businesses as to Their
Commitment to Accessibility is licensed by Keith Anderson, Ph.D., M.F.A., Maricopa
Community Colleges (Arizona) and Timothy Cruz, M.D., Pima Community College (Arizona)
under the Creative Commons Attribution 4.0 International (CC BY-NC-SA)