2020-21 Annual Report – Disability Resource Center


In the interest of creating usable, inclusive and sustainable environments, the Mission of the UA Little Rock Disability Resource Center encompasses two primary functions:

  1. To consult and collaborate with faculty, students, other campus stakeholders, and outside entities regarding Universal Design and reframing disability.
  2. To facilitate access via accommodations, including those related to communication, the physical environment, print materials, and technology.

Summary Narrative

1) Enhance recruitment and retention efforts to increase enrollment

Through the DRC, scholarships are awarded to three individuals by the Threm and Stacy Willis Memorial Scholarship.

The Threm Scholarship is a donation provided by David and Joanna Threm. David worked in the Disability Resource Center over 20 years ago and is continuing the help he once provided as a student.

The Stacy Willis Scholarship honors Stacy Willis, a dedicated student at UA Little Rock who graduated with honors, then moved to Florida State University where she obtained her Master’s Degree in Rehabilitation Counseling. UA Little Rock saw her potential and hired her to work in Disability Support Services. Counseling, supporting, and working with students with disabilities to achieve their educational goals was her highest calling. This scholarship honors her to follow through with that calling.

2) Strengthen student-friendly operations and customer service

During the pandemic, the DRC provided services to registered students with no interruptions, by providing student appointments remotely, either by phone or video. Fewer appointments were missed in comparison to face-to-face meetings. As a result, more students that initially reached out to the DRC were able to identify and remove barriers or have accommodations put in place.

As restrictions from the pandemic are lifted, the DRC will put into practice giving students the option of remote appointments or face-to-face meetings.

The DRC increased the utilization of the AIM database by directing students to request books in alternative formats from this site. This helps the DRC better organize the process and can allow students to see the update of when their documents are ready.

3) Improve diversity and inclusion efforts to provide a safe and inclusive environment for students

The DRC presented “Disability is Part of Diversity” to students enrolled in the Clinton School of Public Service, School of Social Work, School of Nursing, Speech Communication, and the Bowen School of Law, which looks at societal views and how they are likely shaped: history, legal definitions, colloquial language, and medial portrayals.

The presentation provides statistics of disability and how socially constructed barriers are the reason for disability and ways to increase access and inclusion.

4) Align financial and human resources to operate more effectively and efficiently

The increase of online classes expanded the need for captioning videos.

The Disability Resource Center captioned the vast majority of requests, which kept costs down and decreased the need for outsourcing.

5) Promote student development, engagement, and leadership

As a result of the feedback from students over the previous summer, the DRC hosted weekly online “Peer to Peer” meetings to discuss current issues around disability, academics, and culturally relevant topics.

Students in the meeting helped each other with school work and most importantly provided a sense of community that was no longer available as students were off campus. Having online meetings allowed students taking online classes who live out of state to attend and participate.

The DRC will continue to host online meet-ups, which may include, at the student’s suggestion, a hybridization for people to meet in person as well as online simultaneously.

In addition to classroom work, the DRC provided interpreting for the following:

  • Dr. Ibram X. Kendi’s presentation of his book “How to Be an Antiracist,” which was given to students, faculty, and staff in celebration of Diversity Month.
  • Race and Ethnicity Town Hall forum.
  • UA Little Rock Graduations.

6) Other

Presentations in the Community

DRC conducted a question and answer session over Zoom for students from the Arkansas School for the Blind who will be attending college to discuss the differences between high school modifications and university accommodations, as well as the importance of self-advocacy.

DRC participated in a recording of the Counselor Appreciation Virtual Luncheon as a panel member along with Disability Rights Arkansas, which aired on radio KABF.

Community Collaboration

On Campus 

The DRC is represented in the Staff Senate, University Garden Alliance, Title IX, University Behavioral Intervention Team, CARE Team, and PACT (Provost’s Academic COVID-19 Taskforce) Leadership academy.

Off Campus

The DRC is represented in the Arkansas Chapter of the Association of Higher Education and Disabilities (Ark-AHEAD), Arkansas Registry of Interpreters for the Deaf (ARID), and the Arkansas Interagency Transition Partnership, CRCC Commission on Rehabilitation Counselor Certification.

At a Glance

Number of students registered with the Disability Resource Center:

Fall 2020*

  • 655 students or 8.17% of student population
  • 294 students or 3.76% of student population requested classroom accommodations

A total of 1041 faculty notification letters were requested for 631 classes and were sent to 383 professors*

Spring 2021*

  • 604 Students or 8.8% of student population
  • 278 students or 3.76% of student population requested classroom accommodations

A total of 1044 faculty notification letters were requested for 617 classes and were sent to 359 professors*

For Fall 2020 and Spring 2021 a total of 759 were students registered with the DRC.

*Information provided by AIM database and enrollment figures from the University.

The percentages noted above are consistent with numbers from Spring 2020. Additionally, these numbers are in line with other institutions in the region.

The AIM database used by the DRC since 2020 will be able to provide accurate data on students registered with this office.

Over 260 books in alternative formats were sent to students.

The DRC provided interpreting an average of approximately 15 hours a week, covering 50 credit hours.

The DRC spent over 900 hours captioning videos for classrooms and other university needs. Although data was not recorded from previous years, this appears to represent a significant increase compared to previous years.

Assessment 1

Type of assessment (learning outcome or operational)



To assess the customer service of each department under the Division of Student Affairs.

Activity or experience being assessed

The customer service experience of the campus community.

Assessment artifacts

Survey via QR Code and web address found on easily accessible posters posted within Student Affairs

The survey asked the following questions, with an option to leave additional feedback:

I’m satisfied with how the employee handled my inquiry.
This employee resolved my issue.
This person was timely in resolving my issue.
This person communicated in a clear manner.
This person was professional and courteous.
This person made me feel valued.

Time period assessment was done

FY 2021


Despite having posters everywhere and adding the link to the survey in all Student Affairs email signature lines, there were no responses to the survey.

Continuous improvement process

The Division of Student Affairs will continue to develop ways to elicit the campus community’s feedback to better assess staff responsiveness, professionalism, and competency.

Assessment 2

Type of assessment (learning outcome or operational)

Student Learning – CAS: Knowledge acquisition / construction / integration and application


Prepare students for success.

Activity or experience being assessed

Due to the pandemic most offices were working remotely. Online video meetings were offered for students registered with the DRC. The office first identified interested students, sent invitations, and set a time to begin meetings.

The interested students determined the meetings would be weekly.

The meetings were initially structured to follow models used in group counseling.

Throughout the year we discussed the effectiveness of the meetings and at the end of the year asked the participants if online meetings should continue.

Assessment artifacts


Time period assessment was done

Fall 2020 through Spring of 2021


Each of the student participants indicated how important the meetings were to each of them. For some, being online was the only option that would allow them to make the meetings. It should be noted that one student participated from out of state and another from over an hour away. It was said by one of the participants that these meetings were the only way she could engage with other students outside the online classes.

Continuous improvement process

After several online gatherings took place, it was apparent that the structure intended for the meetings was not necessarily beneficial for what the group was envisioning.

Having a place hosted by the DRC for free-flowing conversation, revolving around disability allowed for open dialogue and engagement.

When changes were made in FY21

Altered the meeting structures.

Continuous improvement process

The DRC will continue to offer online meetings to students registered with the DRC.

When changes will be made in FY22

At the beginning of Fall 2021.

Stakeholder involvement / Communication plan

The DRC staff will be notified of necessary changes.

Assessment 3

Type of assessment (learning outcome or operational)



Strengthen and support the human resources and infrastructure necessary to fulfill UA Little Rock’s mission.

Activity or experience being assessed

Create “DRC Org” to be placed on Professors Blackboard shell that will host information related to disability and accessibility.

Assessment artifacts


Time period assessment was done



With the implementation of Workday and other issues brought up by the pandemic we have decided to postpone the goal for future consideration.

Continuous improvement process


When changes were made in FY21


Continuous improvement process


When changes will be made in FY22


Stakeholder involvement / Communication plan


Priorities for Next Year

  • Reinstate a Faculty Advisory Committee to help guide and promote the Disability Resource Center and its mission for Accessibility and Inclusion.
  • Facilitate an area that can provide Assistive Technology resources and training to students, faculty, and staff .
  • Help faculty and other university stakeholders with resources or training to ensure videos are captioned for classroom or website productions.