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100 General Services, Fort Collins,
CO 80523-8002
(970) 491-6385 (V/TDD), (970) 491-3457 (Fax) |
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RDS OUTSTANDING EFFORT AWARD
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RDS is part of the |
100 General Services, Fort Collins,
CO 80523-8002
(970) 491-6385 (V/TDD), (970) 491-3457 (Fax) |
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RDS OUTSTANDING EFFORT AWARD
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Academic Computing and Network Services
College of Applied Human Sciences
Forestry Sciences
Recreational Sports
Dr. Phillip Chapman, Statistics
Dr. Terry Deniston, School of Education
David Gilkey, Environmental Health
Dr. Susan James, Mechanical Engineering
Jeff VanderVeen, English
Robert White, English
Cath Kilcommons, Assistive Technology Resource
Center
Kevin Nolan, ACNS
Lindsey Wess, Morgan Libraries
Brian Amidon, Social Work major
Patrick Layton, Industrial Technology Management major
Seda Ozdemir, Veterinary Medicine Open Option major
Dick Cech
John Frey
Dr. Joe Hadden
Tom Hegecock
Patrick Juliana
Miriah Knight
Margi Lagrotta
Diana Larson
Brenda Mross
Bill Rollosson
Bob Sink
Mary Jane Ward
Kathy Wendland
Judy Arnold, Bioagricultural Science/Pest
Management
Norma Bulera, Cell/Molecular Biology
Anna Fails, Anatomy/Neurobiology
Bobbi Magnuson, Environmental Health
Marni Leonard, Office of the Dean/Agricultural Sciences
Bruce Pulford, Biomedical Sciences
Jackie Whittemore, Animal Sciences
Karen Solomon, Anatomy/Neurobiology
Laura Benson, Economics major
Debra Davison, Life Sciences major
Padraig Gallagher, Philosophy major
Dani Griffin, Equine Science major
Kari Leech, Environmental Engineering major
Casey Maugh, Speech Communication major
Amy Seiberlich, Biochemistry major
Jacob Sippy, Landscape Architecture major
Nissa Yestness, Mathematics major
Although the primary focus of this College is with majors that work with people as a matter of course, it is important to note that many of the efforts of individual departments directly benefit individuals with disabilities. Examples of the broad range of activities include the multitude of grants generated from the Education department to enhance the early educational experience of students with disabilities, the work of the Center for Community Participation aimed at employment and natural community supports and the research activities of the Exercise and Health Sciences department on heart conditioning and strength. All these illustrate the inclusiveness granted to the needs of individuals with disabilities throughout the life span. The College's commitment to enhancing societal elements is further demonstrated in its continued support of a course that educates students about the disability experience. Rather than view the phenomenon of disability through the traditional medical perspective, this course takes a socio-political perspective, interweaving elements that cross race, ethnicity, gender, and age differences. This perspective helps students see disability not as deviant but as part of the normal human condition. The course is taught through the Occupational Therapy Department but is open to all majors and the Social Work Department has regularly recommended this course to its students, especially those in the gerontology program. Activities are not limited, however, to a global impact for those with disabilities. Efforts are also evident here on campus. Although many students with disabilities seem to be drawn to both occupational therapy and social work, all departments within the College have been "home" to a variety of students with disabilities who have successfully graduated. By joining the ranks, these graduates can bring a more inclusive perspective to their respective fields. Illustrative of the influence these graduates can have is shown by the OT department's pursuit of a grant to implement a new mentoring program for freshmen with learning disabilities and Attention Deficit Disorder. The idea was a graduate proposal from a disabled student with a learning disability and has the potential of providing not only support for students with disabilities but practical experience for a variety of upper class students in the helping professions as they would be the mentors. The College is also home to the Assistive Technology Resource Center which has been the driving force to ensure our developing electronic environment is at least as accessible as the physical environment. In the same mode, the Department of Design and Merchandising not only incorporates the theory of universal design in its courses, it co-sponsors a Universal Design Contest annually that challenges students in Interior Design to use universal design features actively for a specific project. The results are juried and winners receive cash awards giving added incentive as well as practical application. These are only a few examples that illustrate the inclusiveness of this College towards disability. It is still a unique perspective in society to see that disability is not considered a special aspect of being human but merely one of the many characteristics that influence a person's life experience. The abundance of activities that illustrate such a matter-of-fact approach to this area of human life is what makes this College so deserving of recognition for outstanding effort on behalf of individuals with disabilities.
Dr. Terry Deniston is an Assistant Professor in the School of Education. Her commitment to individuals with disabilities and their families is evidenced in her work both on and off campus. In fact, Terry is passionate about the subject, and anyone who has worked with her is touched by her firm belief in the value of inclusion of students with disabilities. Terry comes directly from the front lines as she worked in special education in several states before coming to Colorado State University. Important areas of interest for her are inclusive schools and communities and advocating for students with disabilities. Terry's work in this area is extensive and includes teacher training in the Colorado State Teacher Licensure program where she directly influences future teachers and their thinking about students with disabilities. Terry has also written or is assisting with several grants in the disability area. Terry was introduced to the disability community in the mid 1980's when she attended a Parents Encouraging Parents conference and her connection has lasted over 15 years resulting in her working in schools and communities around the state. In addition, Colorado State students gain insights about the joys and struggles including all children in public education and local communities through her teaching. As a former special educator, Terry has observed the exclusion of individuals who have disability labels. She facilitates teams across the state of Colorado who are trying to create more inclusive schools through a person-centered planning approach. While at the university, Terry has also included students with disabilities in her courses. Students with a variety of disabilities (e.g. learning disabilities, hearing impairment, bi-polar disorder, acquired brain injury, and developmental disabilities) have reported that her classroom is a safe place to be honest about their disability. Terry works hard to encourage capabilities of young people with disabilities no matter what their age. In the end, reciprocity is what her advocacy efforts are all about. Labeled "mentally retarded" in elementary school because of a learning difficulty, it was only through the efforts of her 6th grade teacher, Mrs. Toca, that Terry realized that she did not have to be defined by a label. Working to prevent students being shortchanged by socially constructed or deficit-driven labels is Terry's mission. Terry's aim is to assure that all citizens, particularly students at the university or in our other public schools, are given the opportunity to make their contribution to our schools and communities. Terry's work on behalf of students with disabilities and her personal convictions about their ability to succeed given the proper support systems and encouragement make her more than deserving of this prestigious award.
There are many reasons Cath is deserving of this award. I will only highlight three of them. Working in the Assistive Technology Resource Center, Cath makes getting accommodations in place for students a priority. Even when she has a list of things a mile long, she will reprioritize things so that she can get the necessary AT installed in a very timely manner. Her job is to do the installations but what sets her apart is that she will, and has, even come in on her day off to get something installed for a student so that they don't have to wait. Students using AT at CSU greatly benefit from her being in that position. Part of her job, too, is to work with Resources for Disabled Students. She has worked with our Alternative Text Coordinator to improve and troubleshoot the performance of the techology that is necessary to music Braille translation and also to improve the process for scanning and reading of books. Because she was in that position in the past, she has a clear understanding of demands of the job and has great ideas for ways to use technology to enhance those services. Last but not least, Cath has worked tirelessly at improving her own expertise in terms of web access consultation. She has shown great acquisition of knowledge to assist with her consulting and has a great rapport with her clients in terms of catering the level of information to their level of understanding. Her efforts in this capacity have been to present workshops for web designers on campus and in helping to develop access guidelines for the entire campus community.
From Brian's first days at CSU, he has been an active participant in campus life on behalf of students with disabilities. Acting as his own advocate, he has helped to educate not only faculty and administrators but staff, especially in Housing. His unique needs not only challenged the Housing system with renovations and design, his approach to working with those in power has helped to give a positive example of how accommodations are essential to a student's success. In addition, he has willingly contributed to panels discussing diversity, adding an element to the discussion not often noticed by the traditional approaches to this issue. He has helped to enhance the campus' level of accessibility by his participation with CDSA and was instrumental in the purchase of a new vehicle for the RDS transportation services. He is truly represents what any student with a disability is capable of achieving by working with the system rather than fighting against it.
Bob Sink has been a loyal and dedicated volunteer since 1997 as a reader of textbooks. Because we have students in all sorts of majors, it is extremely valuable for us that we have volunteers willing and able to take on the books that may not be as appealing to everyone. Bob is one of those volunteers and has read many of our more technical books. We have been able to count on him for his reliability and promptness in getting his tapes finished in a timely manner. He is willing to complete short and long assignments and has even been able to pick up where someone else has left off so that students can keep up. As an example of the type of books he has been willing to tackle, last semester Bob read Financial Management for Contractors, World History and Social Administration. He is even willing to read science books. The type of books he completes for us demonstrates Bob's flexibility, another one of his strong points and assets to our volunteer pool of readers.
Anna Fails has been a dependable volunteer since 1996. She has juggled reading for us, working at CSU and completing a Ph.D. program. She has been most valuable to us for her ability and willingness to read books related to the sciences due to her background in veterinary medicine. Books related to the sciences are not easy ones for the average reader due to the vocabulary. Many words have many syllables and correct pronunciation is critical for student listener comprehension and understanding. Two examples of the books she has read for us are Fundamental Neuroscience, The Living World, and even a book in livestock history, not exactly bedtime reading. All in all, Anna has been one of our most reliable readers over the past six years.
Jacob is a volunteer notetaker and, according to the student he works with, has done a wonderful job. Last semester, he readily volunteered to be a notetaker, even though he was not sure of all that it would entail. Luckily for us and the student, he volunteered for this responsibility again this semester. His dedication to providing the best support possible has truly been outstanding. He is meticiulous and puts extra effort in his notes, including specific drawings and details often missed by the average student. He spends extra time at home making sure the notes he shares have information the student needs to remember what was said in class. Since he is taking notes for a student who is deaf, his support is essential for this student's success in a lecture environment. As a landscape architecture major, his drawings have gone far beyond what an average student would include. They are not merely sketches. They are pictures, another critical element for a student who relies on sight rather than hearing for gaining knowledge. Jacob ideally exhibits the behavior we would like to expect from all volunteer notetakers. He communicates well and in a timely manner with the student for whom he is notetaking which is critical when there are times he is not able to be in class. He exchanges notes in a timely manner and is willing to explain his notes if necessary. As quoted by the student, one of two people who nominated him, "All in all, I have to say that he is the best volunteer I have ever worked with."
Debra Davison has also been a most valuable volunteer notetaker and as the person who nominated her says "As a past nominee for this award, I am almost embarrassed at how my efforts pale in comparison to the monumental effort" Debra has given in assisting two students in an anatomy course last semester. She not only provided current class and laboratory notes, she also followed up with copies of notes she meticulously transcribed from her audio recordings of class presentations. Some copies Debra even provided at her own expense. One student for whom she provided notes was unable to attend laboratory sessions due to her disability. Debra's notes, therefore, became her most direct connection to the presentations and activities. She also provided countless hours of tutoring for one student. More often than not, before Debra left a class session she was setting up the next out of class meeting both students. If transportation was needed by a student to get to class, Debra was also willing to help. Because of her dedication, Debra would arrive early, leave late, and willingly spent many additional hours on behalf of the two students she supported through her notetaking. Again, as stated by the person nominating her, "I believe strongly that her help was vital to the success of these two students. This assistance had a direct and positive efficiency and monetary impact on the Department of Anatomy and therefore the University. I have never before considered nominating anyone for such an award. I just hadn't seen the appropriate level of commitment. After witnessing Debra's selfless and tireless efforts on behalf of her fellow students, I don't know if I will nominate anyone in the future. I just don't know how any of us can compete. Maybe the best we can do is try to match Debra's high standards."
Disability Awareness
| Outstanding Effort
1995 | 1996 | 1997
| 1998 | 1999 | 2000
| 2001 | 2003 | 2004
| 2005 | 2006
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