Disability Resource Center
2007-2008 Annual Report
Office of Student Affairs
I.
Executive Summary
The Disability Resource Center staff coordinates support services for qualified students with
disabilities, serve as a resource to other units on disability compliance issues, and advocate for
systemic change to enhance the accessibility of our campus. The DRC has experienced another
great year. An external unit review was conducted and results will be used for future planning
and enhancement of our services. Especially noteworthy is our continued collaboration with
virtually all academic units within the University. The DRC is a strong partner with academic
units identifying access barriers for students with disabilities and working collaboratively with
students and their faculty to reduce or eliminate these barriers to access. This year was also
characterized by recognition of need for clarification of the role of the University ADA
Coordinator. Plans were developed to strengthen overall coordination of University federal
compliance mandates and DRC staff will play a vital role in attaining this goal.
II.
Staffing Summary
This has been a challenging year due to the illness, medical leave and subsequent death of prior
Administrative Assistant, Terry Wright. The DRC functioned without an Administrative
Assistant for several months until Crystal Ramsey joined us in October.
Staff Interpreter Leslie Sams resigned in July and this position remained vacant until January
when Charlee Matthis joined us.
III.
Specific Programs and Services
Number of students with disabilities served: 450
Number of faculty letters requested and prepared: 1,228
Accommodated exam services:
Number of exams scheduled - 1661
Number of exams administered - 1370
Number of exams utilizing assistive technology or personal assistant – 562 (41% of total
administered)
Conversion of texts to alternate format:
Number of texts obtained from Recording for the Blind & Dyslexic – 65
Number of texts obtained from publisher – 52
Number of texts scanned and converted in-house – 117
Number of texts converted in-house requiring extensive editing – 14
Number of texts converted to large print – 11
Note-taker services:
Number of classes note-taker service requested – 433
Deaf/hard of hearing services:
Number of hours sign language interpreters provided – 1,797
Number of hours real-time captionists provided – 300
Computer lab usage:
Number of student visits to lab – 643
IV.
Assessment initiatives
On-going assessment activities include:
Evaluation of accommodated exam services from faculty perspective.
Evaluation of note-taker services from disabled student perspective and from note-taker
perspective.
Evaluation of interpreter services from student perspective.
Evaluation of interpreter services from Coordinator of Deaf/Hard of Hearing Services
perspective.
All DRC staff with supervisory responsibility participated in new Performance Appraisal
training.
DRC staff participated in Student Affairs’ workshops addressing assessment and Ideas to Action
initiatives.
The DRC engaged in a total unit review. Ms. Teresa Belluscio, Director of Disability Services at
Eastern Kentucky University, made a site visit on February 26 and 27, 2008 and conducted a
series of meetings and interviews with students, staff, faculty and administrators. Ms. Belluscio
used the Council for the Advancement of Standards (CAS) document specific to Disabled
Student Services’ offices for the review. Information provided in the review will guide us as we
set goals and address strategic planning for the future. Copy of Unit Review is attached under
Section XII.
V.
Activities that support academic units
DRC activities impact all academic units through determination of eligibility for classroom
accommodations, notification to faculty of accommodations needed, provision of
accommodated exams, alternate format texts, hourly and supplemental note-takers, sign language
interpreters, realtime captionists, and lab assistants as needed. DRC staff provides regular and
on-going consultations with faculty regarding accommodations needed to achieve effective
access to the curriculum.
Specific examples of extensive collaboration and consultation with academic units this year
include:
Working with Medical School staff and faculty to plan for a first year student with paraplegia
Working with School of Music on accommodation needs of blind, international student
Working with School of Public Health on accommodation needs of blind graduate student and
student with paraplegia
Working with faculty in numerous academic units to address the role of the sign language
interpreter and strategies to accommodate students who are deaf in the classroom.
DRC staff provided presentations in the classroom as requested for the following:
Dr. Michael Cuyjet’s ECPY Sub-cultures class (with student panel)
English composition class
Dr. Sharon Moore’s Social Work Diversity class
Dr. Sam Miller’s class Preparing Future Faculty class
B.J. Levis’ Adaptive Physical Education class
DRC staff made presentations at faculty meetings as requested:
Medical School faculty
English composition faculty (two presentations)
Spanish faculty
Writing Center staff/instructors
Excellent faculty attendance at this year’s two DRC cookouts provided a great opportunity for
faculty to interact with student with disabilities on an informal basis.
Good faculty attendance at two “Breakfast at the DRC” events providing opportunity for
informal discussion between faculty and DRC staff.
Noteworthy again this year is the continued collaboration between the DRC Coordinator of
Services for Deaf/Hard of Hearing Students and the Staff Interpreter with the Interpreter Training
Program faculty and staff. DRC staff collaboration with this academic unit included:
Coordination of classroom observations for twelve ITP practicum students.
Mentoring of four ITP practicum students.
Presentation at ITP Career Fair regarding educational interpreting.
Advised and trained students entering as ITP majors (freshmen and sophomores) regarding
interviewing strategies and providing general resources in the field of interpreting
Organized and conducted mock interviews for ITP majors.
These collaborations are mutually beneficial as they assist an academic unit in meeting their
curricular goals, contribute positively to the on-going shortage of qualified professional sign
language interpreters, and bring added awareness to access issues experienced by the deaf and
hard of hearing population.
VI.
Activities that support diversity
Students with disabilities contribute significantly to the diversity of our campus. All DRC direct
services and coordination of accommodations impact retention and support the University’s
diversity initiatives.
DRC staff works with other University units to address the accessibility of all University
programs and services. In addition to our work with academic units highlighted in Section V, we
also work with other support and administrative units. Examples include:
Participation in Freshman and Graduate Orientation Fairs, Parent Orientation, Welcome
Weekend activities.
Presentation for Student Orientation Staff training.
Collaboration with Housing to address needs of resident students with disabilities.
Collaboration with Admission staff to address access issues associated with Campus Visit
program.
Participation on University Web Access Group.
On-going and regular consultation with staff from University Planning, Design and Construction,
Physical Plant, Department of Public Safety, Environmental Health and Safety, ADA Coordinator
to identify, address and resolve access issues.
Hosting annual Disability Awareness Awards, Breakfast at the DRC, DRC Semester Cookouts,
DRC Open Houses.
In addition, DRC staff support diversity through:
Participation on CODRE (Commission on Diversity and Racial Equality) and membership on
Diversity Programming and Student Concerns Committees.
Participation on COSW (Commission on the Status of Women) and elected member of
Executive Committee. Chairperson of Communications Committee, Chairperson of Nominations
and Elections Committee.
Service as Interim Director for Office of LGBT Services for Fall 2007 semester, Member of
Search Committee for Director of LGBT Services, and Member of LGBT Advisory Board of
Directors.
Reading applications for Metroversity Adult Learner Awards.
Service as Member of Women’s Empowerment Luncheon Planning Committee, Women’s Center
Publications Committee, Transformation Tea Planning Committee.
Service on Vice Provost for Diversity’s Diversity Planning Group and Selection Committee for
Diversity Vision Award.
VII.
Activities and services that support community engagement
DRC staff work with community and state agencies and associations in numerous ways to
enhance opportunities for individuals with disabilities. Examples include:
Addressing the transition to college for high school students with disabilities by participation in:
the Ohio Valley Educational Cooperative’s Regional Interagency Transition Team
the Archdiocese of Louisville’s annual college fair at Mercy Academy.
Blue River Services transition planning fairs in Harrison and Orange Counties, Indiana.
Assumption High School panel discussion on transition.
Bullitt East High School Transition Fair.
Jessamine County Transition Fair.
New Hope High School Transition Fair.
Kentucky School for the Deaf College Day
Parents as Partners conference (Jefferson County Public Schools)
DRC staff member chairs the State ADA Task Force.
Staff member assisted in coordination of Hands Alive, a program designed to give K-12 deaf and
hard of hearing students exposure to the U of L campus and the college environment.
DRC staff have regular and on-going consultations with staff from Office for the Blind, Office of
Vocational Rehabilitation, Recording for the Blind and Dyslexic, Kentucky School for the Blind,
Kentucky School for the Deaf, Transit Authority River City, American Printinghouse for the
Blind, Center for Accessible Living regarding access issues.
DRC staff resurrected the KY-AHEAD regional group consisting of members from Bellarmine,
Spalding, IU-Southeast and KCTCS institutions.
VIII. Staff professional development activities
DRC staff are members of the following national professional associations:
AHEAD (Association on Higher Education and Disability)
LDA (Learning Disabilities Association)
NASPA (National Association of Student Personnel Administrators
RID (Registry of Interpreters for the Deaf)
And the following state professional associations;
C-PAK (College Personnel Association of Kentucky)
KY-AHEAD (Kentucky Association on Higher Education and Disability)
KY-RID (Kentucky Registry of Interpreters for the Deaf)
Attendance at professional association meetings/conferences:
Association on Higher Education and Disability national conference
NASPA national conference
RID (Registry of Interpreters for the Deaf) national conference
KY-AHEAD state conference
Leadership positions include:
President of KY-AHEAD
Immediate Past President KY-AHEAD
President Elect, KY-AHEAD
Chair, KY-AHEAD By-Laws Revision Committee
Chair, KY-AHEAD Scholarship Committee
KY-AHEAD affiliate representative to AHEAD
Chair, State ADA Task Force
Registration responsibilities for KY-RID State Conference
Awards/recognitions include:
Assistant Director achieved doctorate in College Student Personnel.
Assistant Director received Metroversity Graduate Adult Learner Award.
Director and Program Coordinator Senior were appointed Conference Co-Chairs for the
International AHEAD conference for 2009.
Professional association/meeting presentations:
Assistant Director presented at Spring Institute on Assistive Technology state conference (Office
of Vocational Rehabilitation).
Director presented at KY-AHEAD state conference.
Program Coordinator Senior presented at Office for the Blind’s “Success Building” course.
IX.
Accomplishments
Significant accomplishments for the DRC include recognition of the need for clarification of role
of the University ADA Coordinator and subsequent formation of University sub-groups to
address the accessibility of information technology applications and general physical facilities.
Also significant is the completion of an external unit review of all DRC operations and campus
relationships. Information obtained from this review will guide the DRC in future strategic
planning. Finally, we are very pleased that two DRC staff members were selected to serve as
Conference Co-chairs for the Association on Higher Education and Disability international
conference to be held in Louisville in July 2009.
X.
Goals
Assessment of 2007-08 Goals
1. Assist with recruitment of qualified students with disabilities and provide services and
information to ease the transition to postsecondary education.
Goal achieved. DRC staff has been actively involved in activities to identify potential students
and to address their transition needs. Pre-admission meetings were held regularly to
communicate to students and their families the differences between high school and college and
to discuss accommodation strategies. Systemic issues have also been addressed by participation
in regional interagency transition team meetings, attendance at numerous transition fairs or
college nights and close collaboration with counselors from state agencies such as Office for the
Blind and Office of Vocational Rehabilitation.
2. Provide and coordinate support services for enrolled students with disabilities.
Goal achieved. Coordination and delivery of support services and accommodations for students
with disabilities continues to run smoothly. Services provided include review of documentation
for determination of eligibility for accommodations, requests for additional documentation and
discussion with medical professionals as needed, preparation of letters for faculty, provision of
exam accommodations, note-taker service, interpreter and real time captioning service,
transcribing of non-captioned videos for use in classrooms, alternate text conversion, special
classroom furnishings, and classroom relocations. Continued success with new method of
identifying note-takers using class rosters to identify note-takers prior to beginning of class.
Continued increase in publisher contacts to secure alternate texts. Purchased additional audio
digital players from Recording for the Blind and Dyslexic for loan to students as needed. Inhouse conversion to alternate text runs smoothly.
3. Develop and administer assessment instruments/activities with emphasis on continued
modification and improvement of services for students.
Goal partially achieved. Continuing assessment of note-taker services, exam accommodation
services, interpreter services with results used to improve quality and effectiveness of services.
Unit review using Council for Advancement of Standards for Disabled Student Services offices
was accomplished and results and recommendations will be used to set goals and plan
strategically for future.
4. Facilitate development of leadership, self-advocacy and independent living skills of students
with disabilities.
Goal achieved. Each DRC staff member worked with students individually to encourage the
acquisition of self-advocacy skills. Students were encouraged to learn about available resources
and use the resources responsibly. Students were encouraged to become engaged in campus
organizations and activities and to consider assuming leadership roles.
5. Assist with University-wide efforts to comply with Section 504 of the Rehabilitation Act of
1973 and the Americans with Disabilities Act of 1990.
Goal achieved. DRC staff continued to address issues regarding accessibility with staff from
Planning, Design and Construction, Department of Public Safety, Physical Plant, Legal Counsel
as needed. Specific examples of collaborations include: addressing accessibility of REACH
Math Lab, working with Athletic Academic Services on creation of new position to work with
student athletes with learning disabilities, addressing physical access issues at Counseling
Center, Interfaith Center, Miller Information Technology Center, Medical School, Houchens
Building, addressing emergency evacuation of persons with disabilities with staff from Public
Safety and Environmental Health and Safety.
6. Serve as a disability resource for students, staff, faculty, and administrators within the
University and for individuals and agencies within the community on access and advocacy
issues.
Goal achieved. DRC staff provided numerous consultations with members of the University
community relating to access issues. Presentations were provided for Student Orientation Staff,
training for Residence Administration staff, Commuter Student Services, Arts and Sciences’ new
academic advisors, Writing Center staff, REACH tutors.
Collaboration and consultation with:
Housing staff to incorporate disability info into application process
Admissions to address accessibility of Campus Visit Program.
Orientation staff to address access issues.
Counseling Center staff to discuss distressed students.
Legal Counsel to discuss federal complaints and other issues.
7. Assist in the successful transition of students with disabilities from postsecondary
education to career field or graduate school.
Goal achieved. Brought Workforce Recruitment Program to campus providing students with
disabilities the opportunity to apply for summer internships in federal agencies. Two students
received and accepted permanent career positions with federal agencies. Worked with
representatives of U.S. Census Bureau, the Army, and the Corps of Engineers to provide notices
of employment opportunities to students with disabilities.
Assisted eligible students seeking admission to graduate schools with requests for
accommodations on standardized tests such as GRE, LSAT .
8. Pursue internal and external funding sources to enhance services for students with
disabilities.
Goal achieved. DRC requested and received financial support from CODRE (Diversity
Programming Committee) to update three computer work stations for use by students
with disabilities. DRC staff continues to work collaboratively to monitor stateappropriated funding administered by Office of Vocational Rehabilitation for deaf/hard
of hearing services.
Continued administration of Soper Memorial Fund to award $1,000 to student with cystic
fibrosis.
9. Provide service and support to other units to assist in attaining University goals and
objectives.
Goal achieved. DRC staff supported other units within the University in numerous ways
including: service on Strategic Planning Steering Committee, hosting College Student Personnel
interns, participation in Welcome Weekend activities, service on Staff Grievance Committee,
service on Salary Administration Committee, service on internal review committee for
Leadership and Service Learning, service on CHED Alumni Council, service on Non-Academic
Student Disciplinarian Committee, attendance at webinars on Clery Act and Commuter Services,
assistance with Welcome Tents, assistance with Housing’s “Move-in”, participation in VPSA’s
Think Tank meetings, volunteer service at Thanksgiving Dinner, attendance at Student Affairs’
Graduate Receptions, volunteer at Genocide Watch.
10. Facilitate and support the professional development of DRC staff.
Goal achieved. Support of professional development is critical in the field of disability services
and every effort was made to provide staff with opportunities to stay abreast of current trends in
the field. This is an area of real strength for the DRC. See Section VIII of 2007-2008 Annual
Report for specific examples.
11. Continual evaluation and upgrade of internal office procedures to comply with University
requirements and improve internal operations.
Goal achieved. Administrative Assistant participated in trainings including Financials Year End,
Procurement Card, University Reports, Reconciliation.
DRC staff worked with Student Services staff to pursue entering disabled student data in
Peoplesoft (data entry is on-going).
Goals and Objectives 2009-09
1. Assist with recruitment of qualified students with disabilities and provide services and
information to ease the transition into postsecondary education.
General objectives:
Work collaboratively with Orientation and Housing staffs to identify students with disabilities in
advance of enrollment to address accommodation needs.
Work with transition consultants from Kentucky Special Education Cooperatives to address
transition issues.
Participate in Admissions Office-sponsored activities such as Summer Orientation Program,
Campus Preview Day, Jefferson County Open House, and Think College Now.
Maintain contact with counselors at Kentucky School for the Blind, Kentucky School for the
Deaf, Jefferson County and surrounding high schools, Office of Vocational Rehabilitation, and
the Kentucky Office for the Blind to address transition issues for individual students.
Make presentation regarding transition of high school students with blindness/visual impairments
at Office for the Blind sponsored conference.
Make presentation on transition at state rehabilitation conference.
Participate in transition program for deaf/hard of hearing students sponsored by the PostSecondary Education Consortium for the Deaf and Kentucky post-secondary institutions.
Attend transition fairs for high school students including those sponsored by Archdiocese of
Louisville.
Attend individual transition planning meetings as requested by local high school personnel.
Develop transition materials for prospective students and their families for dissemination and
inclusion on DRC web page and Parent Association web page.
Conduct pre-admissions visits with prospective students and their families.
Contact University’s representative designated to identify and coordinate services for veterans to
better prepare to meet needs of disabled veterans who are eligible for DRC services.
Measurable goal:
Participate in minimum of six transition activities in the academic year.
2. Provide and coordinate support services for enrolled students with disabilities.
General objectives:
Provide video phone for deaf/hard of hearing students to utilize video relay service.
Utilize staff interpreter to transcribe non-captioned videos as needed for deaf/hard of hearing
students.
Investigate ways to enhance University’s captioning capabilities including in-house captioning of
videos through purchase of equipment and software and training of deaf/hard of hearing student
services staff or student workers and/or collaboration with Delphi Center staff.
Identify and recruit pool of qualified, freelance interpreters to meet service needs of deaf
students.
Identify and recruit local court reporters to provide real-time captioning for students when
appropriate.
Develop and conduct training for students who serve as hourly or supplemental note takers.
Assist students with disabilities with admissions, ACT, placement testing, advising and
registration procedures.
Review documentation of disability for each student and determine appropriate accommodations.
Provide and coordinate individualized support services as appropriate for each student using
DRC services.
Provide accommodation in testing for qualified students.
Collaborate with other campus units to assure access by students with disabilities to tutoring,
housing, parking and other University programs and services.
Contact publishers for electronic textbooks and continue in-house production of e-text for
students requiring conversion of printed text into alternate format.
Continue to build collaborations with staff from Recording for the Blind and Dyslexic to secure
materials in alternate format.
Produce large print and brailled material to meet accommodation needs of blind students.
Locate and place furniture in classrooms as needed by students with disabilities.
Continue development of Disability Resource Center World Wide Web page to improve
communication with enrolled students with disabilities.
Collaborate with current Ms. Wheelchair Kentucky and Director of Marching Band in production
of DRC video.
Measurable objective:
Obtain necessary training for DRC staff and update web pages by December 2008.
3. Develop and administer assessment instruments/activities with emphasis on continued
modification and improvement of services for students.
General objectives:
Work with Institutional Research to design and administer student satisfaction survey.
Develop and assess Student Learning Outcomes with emphasis on students’ acquisition of
critical thinking skills, continual enhancement of student learning and program effectiveness.
Administer on-line faculty evaluation of test accommodations.
Develop and administer assessment of exam accommodation services from perspective of
students with disabilities who use exam services.
Administer assessment of note taker services from perspective of students with disabilities who
use note taker services and from perspective of students providing note-taker services.
Evaluate interpreting staff through observation and student feedback.
Modify policies and services as appropriate based on assessment results.
Measurable objective:
Develop and administer student satisfaction survey by late April 2009.
Develop new student learning outcomes by September 2008 and evaluate in December 2008 and
May 2009.
4. Facilitate development of leadership, self-advocacy and independent living skills of students
with disabilities.
General objectives:
Identify and invite select students to participate in video to be used as recruiting tool for
prospective student with disabilities.
Develop and deliver workshops specific to deaf/hard of hearing students with emphasis on self
advocacy skills.
Provide training to students with disabilities in procedures to access support services including
exam accommodation, note taking, supplemental tutoring, textbook conversion, reader service,
and effective use of interpreter services.
Provide opportunities for students with disabilities to participate on panel discussions for
classroom presentations and awareness activities.
Provide training for students with disabilities in communicating support needs to faculty and
other members of the University community.
Provide training for students with disabilities in use of adaptive equipment.
Develop and conduct workshops to assist students using supplemental note taker services in
improvement of their note taking skills.
Refer students to group and individual training in academic skill building offered by REACH.
Measurable objective:
Involve minimum of ten students in disability awareness planning activities, classroom panel
discussions, and/or video production during academic year.
5. Assist with University-wide efforts to comply with Section 504 of the Rehabilitation Act of
1973 and the Americans with Disabilities Act of 1990.
General objectives:
Work with University ADA Coordinator to develop and regularly disseminate disability
compliance information for University community.
Work with University ADA Coordinator to define process of identifying access barriers and
requesting central funds for barrier removal.
Work with University ADA Coordinator to develop two new ADA sub-groups on Information
Technology and Physical Facilities and co-chair both groups.
Develop advisory group comprised of representatives from Student Affairs units to address
student access issues.
Work with staff from Delphi Center, Information Technology, and Marketing and
Communication to address accessibility of distance education classes and general web content.
Service on Commission on Diversity and Racial Equality.
Service on CODRE’s Diversity Programming sub-group.
Assist Planning, Design, and Construction staff with renovations and new construction through
participation in Technical Advisory Group meetings to address access issues.
Present training/in-service sessions for academic and service units on disability.
Provide advocacy for access to all University programs and services for students with
disabilities.
Sponsor 14th annual Disability Awareness Awards Program to recognize and promote disability
awareness on campus.
Measurable objective:
Establish two sub-groups (Information Technology and Facilities) and co-chair meetings with
Harvey Johnson during academic year.
Work with Harvey Johnson to define process for identification and resolution of physical barriers
by December 2008.
Work with Harvey Johnson to develop (by December 2008) disability compliance information to
be disseminated regularly to campus community.
6. Serve as a disability resource for students, staff, faculty, and administrators within the
University and for individuals and agencies within the community on access and advocacy
issues.
General objectives:
Develop interpreter service option for units requiring interpreters outside responsibility of DRC.
Monitor ASKDRC service account to provide on-line access to information about disability
services.
Develop and implement disability awareness activities.
Develop additional on-line information and provide links to existing information regarding
effective teaching strategies for students with disabilities. Refer faculty to these resources
appropriately.
Represent University (with Harvey Johnson) on Governor’s State ADA Task Force for Postsecondary Education.
Provide continued leadership to Kentucky Association on Higher Education and Disability
through general membership, Board membership, and participation in listserv discussions.
Provide information on request to individuals and agencies inside and outside the University on
disability issues.
Provide in-service and classroom presentations on disability services as requested.
Continue to support New Faculty Orientation.
Support development of ITP (Interpreter Training Program) by providing temporary office space
assigned to Disability Resource Center and offering classroom experience to practicum students
in collaboration with Eastern Kentucky University and U of L Office of the Provost.
Serve as University contact for Jefferson County Public School’s classroom for JCPS students
ages 18-21 housed on our campus.
Measurable objective:
Provide minimum of five in-service trainings for service units and/or presentations for faculty
meetings within academic year.
7. Assist in the successful transition of students with disabilities from postsecondary
education to career field or graduate school.
General objectives:
Provide assistance to students requiring accommodation on GRE, GMAT, LSAT, and other
standardized exams.
Host the Workforce Recruitment Program to schedule interviews in early 2009 for possible
placement of students with disabilities in summer internships at federal and private sector
agencies.
Collaborate with University Career Center, Office of Vocational Rehabilitation, Office for the
Blind, Projects with Industry, and other career-related community agencies to enhance job
readiness of students with disabilities.
Develop and maintain job and career development information and links for students with
disabilities on DRC Web page.
Measurable objective:
Recruit minimum of ten students with disabilities to participate in Workforce
Recruitment interviews in January 2009.
8. Pursue internal and external funding sources to enhance services for students with
disabilities.
General objectives:
Seek funding from Diversity Programming Committee (CODRE) to update additional computer
work stations used by student with disabilities.
Continue to develop and administer Heidi King Vaughn scholarship for students with learning
disabilities.
Continue collaboration with Vocational Rehabilitation (Kentucky and other states) and Office for
the Blind to secure additional funding for services.
Administer Jennifer Soper Memorial Scholarship for students with cystic fibrosis.
Develop and maintain scholarship information for students with disabilities on DRC Web page.
Attend fundraising workshop and identify sources for external fundraising.
Begin development of list of graduates with disabilities for future fund-raising initiatives.
Measurable objective:
Develop (by June 2009) list of students with disabilities who graduated in December 2007, May
2008, August 2008 or December 2008.
9. Provide service and support to other units to assist in attaining University goals and
objectives.
General objectives:
Maintain Graduate Service Assistantship with emphasis on filling position with College Student
Personnel or Higher Education Administration student.
Host ECPY graduate student intern.
Host Interpreter Training Program student intern
Service on Faculty and Staff for Human Rights Committee.
Service on Office of LGBT Services Advisory Board.
Service as Lecturer for Department of Women’s and Gender Studies.
Measurable objective:
Participate in minimum of five activities supporting other units within the academic year.
10. Facilitate and support the professional development of DRC staff.
General objectives:
Service on Kentucky Association on Higher Education and Disability (KY-AHEAD) Board of
Directors (Program Coordinator is President and Director is President Elect).
Service as Conference Co-chairs for national AHEAD (Association on Higher Education and
Disability) conference to be held in Louisville in July 2009 (establish sub-committee chairs and
memberships, hold regular information and update meetings according to timetable..
Provide opportunities for diversity training for DRC staff.
Provide opportunities for and encourage staff to take University classes and participate in other
University-sponsored professional development workshops.
Encourage staff to participate in professional development workshops, conferences, and
associations to the extent possible.
Measurable objective:
Remain current with timetable of activities for co-chairing the national AHEAD conference to be
held in Louisville in July 2009.
Present at minimum of two state professional conferences.
11. Continual evaluation and upgrade of internal office procedures to comply with University
requirements and improve internal operations.
General objectives:
Continue conversion of DRC web pages to PLONE.
Continue on-going data entry into Peoplesoft.
Investigate and purchase data tracking software such as Titanium.
Prepare summary of space and functionality needs for future relocation of DRC.
Abandon current Access-A-File system (computerized service delivery database specific to
disabled student services office).
Attend training and implement procedures required by Peoplesoft Financials & CMS PLONE.
Attend various Microsoft Office, Groupwise, and other workshops offered by the University and
VPSA office.
Measurable objective:
Complete data entry (by September 2009) for current students with disabilities into Peoplesoft.
Abandon Access-a-file database by January 2009.
Prepare DRC space and usage summary by October 2008 (for relocation planning).
XI.
Issues and Challenges
Providing effective services for students with disabilities and assisting the University in meeting
general compliance mandates has become increasingly difficult in the absence of a strong and
effective plan for overall disability compliance. Plans are underway to develop procedures to
identify and address physical access barriers, to develop regular and on-going communication
with the University community regarding responsibility for compliance with federal disability
mandates, and formation of sub-groups on Information Technology and Physical Facilities to
address some of these access issues; DRC Director has been asked and has agreed to assist with
these initiatives and to co-chair these sub-groups with the University ADA Coordinator.