2021-22 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 (DRC) 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, $3,137 in scholarships was awarded to two individuals by the Threm and Stacy Willis Memorial Scholarships.

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

The Stacy Willis Memorial 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. Willis’ highest calling was counseling, supporting, and working with students with disabilities to achieve their educational goals. This scholarship honors her to follow through with that calling.

2) Strengthen student-friendly operations and customer service

The DRC lost two critical employees in the fall 2022 semester and was still able to maintain services to students with no interruptions.

Before leaving, the departing employees put in extraordinary effort to ensure that the DRC would be positioned to effectively serve students, by proactively obtaining books in alternative formats and remediating inaccessible content.  Additionally, registered students were encouraged to request Faculty Notification Letters as early as possible and to reach out to the DRC as soon as possible to address any questions before the office would be short-staffed.

Employees within the DRC expanded their responsibilities to help meet students’ needs. Additionally, the DRC enlisted help from other departments and utilized a Graduate Assistant to work with students.

The DRC has hired an Assistant Director with several years of higher education experience and has also hired a technology consultant.

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 have been shaped: history, legal definitions, colloquial language, and media portrayals.

The presentation equates to 300 contact hours providing statistics on disability, how socially constructed barriers are a reason for disability and ways to increase access and inclusion.

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

The DRC has purchased up-to-date assistive technology:

  • Glean audio note taking software
  • Text Help text-to-speech program (helps students with comprehension and engagement)
  • Remediation software, (helps students convert documents into accessible content), and
  • Assistive Listening Devices (ALDs) for students who are hard of hearing.

In addition to providing the latest assistive technology to eligible students, the DRC outsources more involved captioning efforts to Rev, and continues to caption in-house whenever possible.

5) Promote student development, engagement, and leadership

The DRC put together an  Assistive Technology Lab in the DRC to  introduce students to Assistive Technologies. Due to staff shortages and the summer schedule, there was limited use of the lab. However, the feedback received would suggest that this type of lab would be beneficial to students exploring alternative learning modalities.

At A Glance

Number of students registered with the Disability Resource Center:

Fall 2021*

  • 656 students or 8.79% of student population
  • 304 students or 4.07% of student population requested classroom accommodations

Spring 2021*

  • 603 Students or 8.9% of student population
  • 285 students or 4.2% of student population requested classroom accommodations

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

The percentages noted above are consistent with numbers from Spring and Fall 2020 and Spring 2021. Additionally, these numbers are in line with other institutions in the region.

The Accessible Information Management (AIM) database, used by the DRC since 2020, provides accurate data on students registered with this office.

The DRC had 428 scheduled student appointments, a 9% increase compared to 391 student appointments in FY21. This is an increase in appointments despite a decrease in overall student enrollment.

Over 346 books in alternative formats were sent to students during the fall and Spring semesters. This number is a 49% increase from FY21 with 233 books in alternative formats sent to students.

The DRC provided 1,534 hours of interpreting for Deaf or Hard-of-Hearing students, faculty, and staff for classroom and other UA Little Rock programming and events. This is close to a 300% increase from FY21, with 522 hours of interpreting.

The DRC spent 182 hours captioning videos in FY22, which was a significant decrease from 1007 hours in FY21.

Assessment 1

Type of assessment (learning outcome or operational)

Operational assessment

Alignment with UA Little Rock Goal

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

Activity or experience being assessed

Meetings between DRC Faculty Advisory Group and DRC director and staff

Assessment artifacts

Focus group with the DRC Faculty Advisory Group, which was made up of 8 faculty members from Communication, Science, Art, Business, Facilities, and the Interpreter Education Program

Time period assessment was done

Met twice during the year. Once in December 2021 and again in May 2022


The DRC Faculty Advisory Group concluded that the DRC is providing a good service. They suggested that more communication and workshops would be beneficial to faculty.

Continuous improvement process

Going forward, the DRC Faculty Advisory Group will convene twice in the fall and spring semesters.

Information will be emailed periodically throughout the semester.

Future meetings will focus on the state of the DRC including the number of students using programming, current trends on campus and in disability advocacy, special topics related to faculty and disability services, and new technology.  The DRC Faculty Advisory Group will have an opportunity to ask questions, brainstorm solutions with DRC staff, and provide feedback and suggestions for the department.

WHEN: August 2022
Stateholder involvement / Communication plan

Invitations via email. Choice of meetings: in person or via Zoom.

Assessment 2

Type of assessment (learning outcome or operational)

Learning Outcome: Prepare students for success

Alignment with UA Little Rock Goal

Knowledge acquisition / construction / integration and application

Activity or experience being assessed

A technology lab for students who want to use the services and to introduce them to new assistive technologies

Assessment artifacts

One-on-one discussions

Time period assessment was done

Fall 2021 through Spring 2022


Due to staffing shortage the Technology Lab put together by the DRC had limited use. However, there were students that benefited from technology in the lab. According to three students, the lab provided them with access to materials in which they were unable to obtain anywhere else on campus.

Two students utilized the closed-caption television (CCTV), which provided enlarged materials that were easy to access.

One student noted that “because I was given inaccessible materials at the last minute I thought I would not be able to get me [sic] work done. But the DRC having the CCTV available when I needed it helped me keep up with the class. Otherwise, I would have certainly fell [sic] behind.”

Another student had a chance to learn and practice a Text to Speech (TTS) program. Moving forward the student has the skill set to access printed material on her own using TTS.

Continuous improvement process

The DRC will continue to provide specific assistive technology in the DRC and will utilize the Assistive Technology Lab in the Ottenheimer Library for students to learn about and practice using new technology.

WHEN: Fall 2022
Stateholder involvement / Communication plan

Review accommodation list to identify and follow up with students that have requested accommodations that require assistive technology to make sure they are aware of the resources on campus.

More attention will be given to students new to campus by follow up calls and emails.

Assessment 3

Type of assessment (learning outcome or operational)

Learning Outcome: Prepare students for success

Alignment with UA Little Rock Goal

Knowledge acquisition / construction / integration and application

Activity or experience being assessed

Students’ awareness of services provided by UA Little Rock and the Disability Resource Center

Assessment artifacts

Focus Group

Time period assessment was done

Spring 2022


Theme 1: Organizational effectiveness

Participants mentioned the need for faculty and staff to collaborate to assist students. However, participants felt that most faculty have no idea about what DRC does and how they assist students. Participants explained that the faculty instructs students with disabilities to go to the DRC. Participants gave Mr. Claiborne positive compliments; however, they indicated that more helping hands (staff) would be beneficial to assist with effectiveness of the DRC.

Theme 2: Communication

Participants shared that they felt that most students with needs were not aware of the DRC and resources available to them. A better communication strategy should be employed so students know more about this opportunity. Participants suggested that more marketing via social media platforms, a weekly newsletter, and billboards may be a good way to create awareness about this opportunity.

Theme 3: Software options

With regard to software, participants indicated it was not updated, no alternative options available, and was not easily accessible. Participants commented that there is only one software option available but that this does not really work for most students since students’ needs are different.

Continuous improvement process

Unrelated but in line with the assessment, the DRC is once again a full staff. Additionally, the DRC Faculty Advisory Group has reconvened, which will help provide awareness to other faculty and students.

There will be a concerted effort to work with the Library and the Assistive Technology Lab displaying the assistive technology available to students who experience barriers.

Increased communication with faculty and attending Lunch and Learn meetings where faculty meet for professional development will help to share the DRC mission with others in attendance.

WHEN: June 2022 & August 2022
Stateholder involvement / Communication plan

Continue meeting with the DRC Faculty Advisory Group, attending and presenting to Lunch and Learn meetings where faculty gather for professional development; delivering presentations to student leaders (i.e Resident Assistance) Student groups, Athletes and being visible on campus by attending orientations and other programming, such as MythBusters: Sex Edition.