ANNUAL REPORT
2011-12
Department Name:
Disability Resource Center (DRC)
Location:
Stevenson Hall
Phone Number:
502-852-6938
Web Site:
http://louisville.edu/disability
Director’s Name:
Cathy Patus
Number of Staff:
Staff Type
Full-time Professional/Classified
Staff:
Part-time Professional/Classified
Staff:
Graduate Assistants:
Student Staff on Payroll:
Student Interns:
Practicum Students:
Volunteers:
TOTAL:
Your numbers should
reflect those staff who
worked a majority of the
2011-12 academic year
Staff Diversity:
Your numbers should
reflect those staff who
worked a majority of the
2011-12 academic year
GENDE
R
A/PI
AI/AN
BLACK
FEMAL
E
Staff with Disabilities:
Your numbers should
reflect those staff who
worked a majority of the
2011-12 academic year
1
7
OTHE
R
TOTAL:
WHITE
1
5
6
1
1
6
7
1
GENDE
R
6
HISPAN
IC
MALE
TOTAL:
No.
No. of
Staff
FEMAL
E
MALE
TOTAL:
A. Mission:
Please include the most recent version of your department’s mission statement.
The mission of the Disability Resource Center is to coordinate services that ensure that individuals with disabilities
have equal access to take full advantage of the University’s educational, social, and cultural opportunities.
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Please include a three to six sentence narrative that captures the essence of
your department’s services, programs and activities.
The Disability Resource Center staff coordinate 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. We continue to collaborate with virtually all units within the
University. The DRC is a strong partner with academic units identifying access barriers for students and
working collaboratively with students and faculty to reduce or eliminate these barriers.
Please list your department’s strategic goals from this past year and address
C. Strategic Goals (11-12) &
the progress towards achieving each goal and/or major accomplishments and
Major Accomplishments:
activities with respect to each goal.
B. Department Overview:
GOALS
GOAL #1:
GOAL #2:
GOAL #3:
GOAL #4:
GOAL #5:
GOAL #6:
MAJOR ACCOMPLISHMENTS & ACTIVITIES
Assist with recruitment of qualified students
with disabilities and provide services and
information to ease the transition into
postsecondary education.

Goal accomplished by active particpation in
Regional Interagency Transition Teams for
JCPS and OVEC, participation in Archdiocese
Accommodate transition program, presentation
to Bardstown City School District on transition
of students with disabilities, presentation to
Seven Counties group, collaboration with
counseling office at Kentucky School for the
Blind, on-going intake meetings with
prospective students/family
members/advocates to assist prospective
students in making informed decisions.
Provide and coordinate support services for
enrolled students with disabilities.

Goal accomplished by provision/coordination of
services/accommodations for over 500 students
with disabilities.
Develop and administer assessment
instruments/activities with emphasis on
continued modification and improvement of
services for students.

Goal accomplished by assessment of exam
accommodations, note-taker service, interpreter
services. AHEAD Program Survey administered
to students, faculty, staff, administrators.
Facilitate development of leadership, selfadvocacy and independent living skills of
students with disabilities.

Goal accomplished by continual training of selfadvocacy skills development, opportunities for
classroom presentations for ECPY class,
orientation activities (Kent’s BSW program) ,
student participation in STOMP video
production, student participation in Cultural
Center program.
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 accomplished by collaborating with
Physical Plant, Planning, Design and
Construction, Information Technology, Delphi
Center, Office of ADA Coordinator, Fire Safety
and Emergency Preparedness staff on
physical access restroom issues in Red Barn
and Davidson Hall, security issues (Chemistry
Bldg), program access issues (captioning of
Tegrity-captured course content), evacuation
procedures. DRC staff continued to stress
need for stronger overall coordination of
disability access issues and clarification of role
of the ADA Coordinator.
Serve as a disability resource for students,
staff, faculty, and administrators within the
University and for individuals and agencies

Goal accomplished by trainings for SOS’ers,
Writing Center staff, Peer Conect Mentors,
meeting with new A&S advisors, presentations
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within the community on access and
advocacy issues.
GOAL #7:
GOAL #8:
GOAL #9:
GOAL #10:
GOAL #11:
to Social work classes, ECPY class, ECPY
faculty, Bardstown City Schools, numerous
individual faculty consultations, consults with
other disability services professionals around
the state, service on ADA State Task Force,
continual discussion on access issues with
virtually every academic unit as well as
Parking, Housing, Admissions, Bursar,
Financial Aid, Public Safety, etc.
Assist in the successful transition of
students with disabilities from
postsecondary education to career field or
graduate school.

Goal accomplished by assisting students with
applying for accommodations on graduate
program entrance exams (GRE, LSAT, Praxis),
continued hosting of Workforce Recruitment
Program interviews for summer internships and
career positions, referrals to Career
Development Center, letters of
recommendation as appropriate.
Pursue internal and external funding
sources to enhance services for students
with disabilities.

Goal accomplished by discussion with Dr.
Michael Cuyjet and Graduate School to secure
a graduate service assistant who is awarded a
minority assistantship for 2012-13. Continued
discussion with administrators of state funded
deaf/hard of hearing services in attempt to
secure additional funding for Coordinator
position.
Provide service and support to other units
to assist in attaining University goals and
objectives.

Goal accomplished by participation in
Orientation activities, Welcome Week, Transfer
and Veterans program, Military Services
meetings, Parking Advisory committee, Student
Affairs Assessment Committee, Student Affairs
Business Functions Committee. DRC space
was provided for one-on-one tutoring sessions
between students with disabilities and REACH
tutorial staff. Lactation station provided at DRC
and utilized by two students.
Facilitate and support the professional
development of staff.

Goal accomplished through staff
attendance/participation in numerous webinars,
trainings, conferences. See Section H for detail.
Continual evaluation and upgrade of
internal office procedures to comply with
University requirements and improve
internal operations.

Goal accomplished by Adm Asst attendance at
UBM meetings, dissemination of pertinent
information, re-design of DRC web pages,
viewing demo of disabled student services
databases.
Please add more space for goals as your department’s activities warrant.
D. Points of Pride (2011-12):
Short Title
Disabled Student of the Year
Formation of Technology Access
Please list three to five ‘points of pride’ for your department from the past year.
This can include initiatives, programs or recognitions.
Description
This award was resurrected/awarded. Student recipient received $300 cash
award and was recognized at DRC Cookout and Student Life Awards Program.
DRC staff provided advocacy for institutional attention to accessible technology,
resulting in formation of a work group who will address all issues related to
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Work Group
Planning the Disability
Symposium
accessible technology. This work will be on-going and will occur in phases,
identifying and involving other units of the University as needed.
DRC staff participated in the state ADA Task Force and was instrumental in
gaining support, collaboration, and partial funding for a Disability Symposium to
be held on the U of L campus in November, 2012.
Please add more space for additional points of pride as warranted. .
E. Collaborative Efforts:
Short Title
Finding a Focus: Overcoming
Obstacles with a Disability in
College
Let’s Talk Lunch: Disability
Micro-aggressions
From the White House to the
Court House: Making the Case
for Accessible Math
Kent School program
DRC Cookouts
Please describe any initiatives, programs or activities that your department has
collaborated with one or more other University and/or community partners.
Description
In January 2012, the DRC collaborated with graduate assistants in the Career
Development Center to provide an informational program attended by students,
faculty, and staff. The topic of this event was strategies and self-advocacy skills
used by students with disabilities in higher education.
In March 2012, the DRC collaborated with the Cultural Center on a Let’s Talk
Lunch attended by both students and staff. The topic of this event was microaggressions, subtle forms of discrimination, against individuals with disabilities.
In March 2012, the DRC collaborated with Steve Noble, nationally known
authority on accessible math and science, to bring Mr. Noble to campus for a
presentation on legal requirements and practical “how-to’s” regarding math and
science accessibility. This program was attended by staff and faculty.
In March 2012, DRC staff collaborated with Kent School of Social Work and
community agency reps to present a Diversity Forum focused on disability.
Attended by students, staff, faculty, administrators, and community.
In September 2011 and April 2012, the DRC collaborated with George Howe of
the Red Barn to host cookouts. The events were attended by students, faculty,
and staff, and offered a relaxed environment in which to build community and
enjoy this tradition.
Please add more space for collaborative efforts as your department’s activities warrant.
F. Continuous Improvement:
1. Cite a SINGLE area,
program, service or function
that was identified through a
formal assessment (i.e.:
focus group, survey,
tracking, etc.) as needing
improvement or warranting
additional attention.
2. Which assessment
mechanism(s) (i.e.: focus
group, survey, tracking, etc.)
assisted your department in
identifying the need for
improvement?
3. Specifically, what did the
assessment’s findings reflect
that resulted in
enhancements to this area,
program, service or
function?
4. What has your department
done/plan to do to address
this area, program, service
Please list areas which have been cited (either through formal or informal
assessment and evaluation) as requiring additional attention.
An area identified through formal assessment as needing improvement was
faculty involvement in the recruitment of supplemental note takers.
The assessment that identified this area for improvement was the AHEAD
Program Evaluation Faculty Survey.
The results of the survey indicated that faculty had some confusion about what
steps to take to help a student with a disability find a note taker when the
faculty’s first attempt to make the announcement did not yield an interested
student volunteer.
To address this issue, language has been added to the in-class announcement
explaining additional methods the faculty may use to help a student find a
supplemental note taker.
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or function? Please be as
specific as possible.
G. Diversity & Inclusion:
Short Title
Basically, all DRC activities
support diversity and inclusion.
Service on CODRE.
Collaboration with Conect Peer
Mentors
Veteran Services
Please describe any initiatives, programs or activities that your department
undertook that supported diversity and inclusion
Description
All efforts undertaken by the DRC support the recruitment and retention of a
very diverse group of learners – students with disabilities.
DRC Director serves on the Commission on Diversity and Racial Equality as a
representative of the DRC. In addition to general membership, the Director
chaired the Staff Concerns Committee for academic year 2011-12.
DRC staff provide training for Conect Peer Mentors regarding mentoring with
students with disabilities.
Service on Vet Services advisory group.
Please add more space as needed.
H. Professional Development:
Please describe professional development activities your staff participated
during 2011/12 (i.e.: committee work, recognition, leadership roles, conference
attendance and/or presenting at a conference).

Colleen Gettys participated in the Student Affairs Assessment Committee, attended numerous Student Affairs
Professional Development Committee events, participated in the Disability Access Information and Support
webinar “What’s It All About: A Beginner’s Introduction to Disabled Student Services”, was trained as a QPR
gatekeeper Instructor, attended Kentucky AHEAD and international AHEAD conferences, participated in the
Kentucky AHEAD Scholarship Committee, and was voted President-Elect of Kentucky AHEAD.

Molly Smith participated in numerous Registry of Interpreters for the Deaf (RID) workshops at national
conference, attendance at Sorenson and EKU Interpreter Outreach Program workshops, participation in
Captioning for Lecture Capture webinar, meetings with other Kentucky interpreters, participation in Deaf
Awareness Day, supervision of ten ASLIS practicum students.

Bob Blake participated in U of L Student Affairs’ Summer Academy, An Afternoon with Richard Padilla, the
Higher Education and Assistive Technology (HEAT) webinar, and OHE-LC Member Roundtable
Understanding the Law – Online Higher Education and Accessibility webinar.

Cathy Patus participated in U of L’s CODRE and Parking Advisory Committee. Attended, KY-AHEAD and
AHEAD conferences, ACPA convention, Veterans Symposium. Served on KY-AHEAD Board of Directors and
as chair of Scholarship Committee. Served on state ADA Task Force. Served on Local Services Committee for
ACPA convention. Invited to join and served on Southeast ADA Center’s roundtable of advisors. Participated in
numerous webinars.
Please list your department’s strategic goals for the coming year and address
efforts to be made towards achieving each goal. NOTE: Goals should be
specific, measurable, attainable, realistic and timely.
Assist with recruitment of qualified students with disabilities and provide services and
information to ease the transition into postsecondary education.
 Goal to be met by participating in minimum of five transition activities and addressing
transition issues to all pre-admission inquiries.
Provide and coordinate support services for enrolled students with disabilities.
 Goal to be met by effectively coordinating all services/accommodations for all eligible
students with disabilities who request services.
Develop and administer assessment instruments/activities with emphasis on continued
modification and improvement of services for students.
 Goal to be met through continued evaluation of note-taker services, accommodated testing
services, interpreter services. Develop and administer brief survey for student completion
J. Strategic Goals (2012-13):
GOAL #1:
GOAL #2:
GOAL #3:
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GOAL #4:
GOAL #5:
GOAL #6:
GOAL #7:
GOAL #8:
GOAL #9:
GOAL #10:
GOAL #11:
and administer when students retrieve faculty packets at beginning of each term.
Facilitate development of leadership, self-advocacy and independent living skills of
students with disabilities.
 Goal to be met through continued discussion of role of self-advocacy in the accommodation
process at each new student intake. Provide opportunities for leadership for minimum of ten
students by including students in classroom and/or faculty meeting presentations.
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 to be met by continued collaboration with Physical Plant, Facilities, ADA Coordinator,
etc to address barrier issues and other programmatic access concerns. DRC Director will
chair the newly formed Technology Access Work Group and will address procurement
policy, additional resources for faculty for accessibility requirements for on-line class
components, and development of web page to track progress of efforts and
accomplishments.
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 to be met through hosting of minority graduate service assistant focusing on
additional programmatic efforts for the DRC. Goal is minimum of three collaborative events
focusing on accessibility of campus for persons with disabilities.
Assist in the successful transition of students with disabilities from postsecondary
education to career field or graduate school.
 Goal to be met by continuation of prior activities and collaboration with staff from the Center
for Accessible Living to develop and deliver: 1) training for University staff (career centers,
advising staffs) on working effectively with students with disabilities in the career exploration
process and 2) a series of career readiness workshops for enrolled students with
disabilities.
Pursue internal and external funding sources to enhance services for students with
disabilities.
 Goal to be met by successfully hosting minority graduate service assistant for 2012-13
financed by CSP/SIGS.
Provide service and support to other units to assist in attaining University goals and
objectives.
 Goal to be met by participating in minimum of ten programs/activities/University committees
in support of other units.
Facilitate and support the professional development of staff.
 Goal to be met by providing support for DRC staff to actively engage in professional
development activities to the extent possible.
Continual evaluation and upgrade of internal office procedures to comply with University
requirements and improve internal operations.
 Goal to be met by purchase of disability services-focused database.
Please add more space for goals as your department’s activities warrant.
K. Learning Outcomes:
1. Division of Student Affairs
Learning Outcomes
List your department’s 2011-12 programs, activities or initiatives that were
designed to support the Divisional Learning Outcomes listed below.
1.
2.
3.
Students will learn to be responsible global citizens. This will be
demonstrated through service to campus, community, and others.
Students will learn about campus services and activities supporting
their retention and graduation. This will be demonstrated through
student's knowledge of campus services, personal development
opportunities, and increased utilization of campus services and
activities.
Students will learn Cardinal traditions and develop a sense of purpose.
This will be demonstrated by familiarity of campus traditions and
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4.
2. Identify programs, services
and activities planned to
address these outcomes:
3. How did you plan to
measure attainment towards
the outcomes listed above?
L. Community Service and
Civic Engagement Activities:
1.
Student volunteers were offered the opportunity to serve the campus
community by serving as supplemental note takers for their peers.
Students with disabilities were provided opportunities to participate in
class presentations related to disability.
2.
Various campus resources are described to new students at initial
intake meetings.
3.
Information on Cardinal traditions and campus signature events were
provided to students.
4.
Students are continually encouraged to developed critical thinking skills
by encouraging them to use and develop analytical problem solving
strategies.
1.
Measured by numbers of volunteers successfully recruited to serve as
volunteer note-takers.
2.
Measured by students’ with disabilities demonstrating knowledge of and
utilization of campus resources.
3.
No plan
4.
Measured by demonstration by students that critical thinking skills are
being developed.
List community service or civic engagement initiatives, programs or activities
your department undertook during 2011-12
Short Title
Membership on JCPS and
OVEC (Ohio Valley Educational
Cooperative) RITT’s (Regional
Interagency Transition Teams).
Consultations with OVR (Office
of Vocational Rehabilitation),
OFB (Office for the Blind), KSB
(Kentucky School for the Blind),
KSD (Kentucky School for the
Deaf).
Liaison to JCPS PACT Program.
Supplemental Note-taker
Services.
increased participation in campus signature events and ceremonies.
Students will learn critical thinking skills. This will be demonstrated
through RSO training, SGA retreats, leadership skills training, and
Engage Lead Serve Board etc.
Description
Director served with various community and educational representatives to
facilitate and enhance opportunities for students with disabilities to transition to
higher education.
DRC staff regularly consult and collaborate with members of these and other
agencies to address accommodations for students with disabilities.
Director served as liaison to U of L for Jefferson County Public Schools’ PACT
Program.
Supplemental note-takers received 7,297 service hours for serving as volunteer
note-takers for student with disabilities.
M. Assessment Planning:
1.
List assessment activities
planned for 2012-13.
Evaluation of note-taker services from supplemental note-taker
perspective.
2.
Evaluation of accommodated testing program from faculty perspective.
3.
General survey of all students using DRC services.
N. Issues and Challenges:
1.
List issues or challenges you
anticipate your department
Managing to provide effective services with loss of two DRC staff
positions.
2.
Managing growing challenges presented by inaccessible technologies.
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addressing in 2012-13.
3.
Addressing the growing challenge of effectively providing access for
students with disabilities with inadequate staff and lack of strong overall
compliance presence.
O. Department Scholarships

Disabled Student of the Year
Please list any student
scholarships provided by your
department during 2011/2012
Please Attached These Additional Materials to Your Report
P. Performance Metrics
Please attach your updated Performance Metrics for 2011-12. Additions
welcome.
Q. Organizational Chart
Please provide an up to date organizational chart for your department
(electronically in whatever form you prefer).
S. Staff List
Please provide an electronic list of student staff who were employed by your
department this year that includes their UofL ID number. This can be generated
by PeopleSoft.
Please submit this annual report by Tuesday, July 31, 2012.
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