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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 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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Academic Advancement, Student Affairs Division
Assistive Technology Resource Center, Occupational Therapy Department
Composition Program, English Department
Center Events Planning, Lory Student Center
Mathematics Department, Academic Affairs
Pingree Park, Housing and Food Services
Recreational Sports Department, Student Affairs Division
Mary Andrus-Overley, Social Work
Dr. Kenneth Berry, Sociology
Ginny Cross, Human Development/Family Studies
Dr. Leslie Diverdi, Chemistry
Dr. Mark Frasier, Anatomy/Neurobiology
Dr. Robert Gaines, Mathematics
Dr. James K. Graham, Physiology
Dr. Neil Grigg, Civil Engineering
Jon Leydens, The Writing Center
Dr. Derek Lile, Electrical Engineering
Dr. Don Nash, Biology
Dr. Sherry McConnell, Anatomy/Neurobiology
Leslie Patten, English
Jan Rhodes, Physiology
John Sovell, Zoology
Louis Wilson, Industrial Science
Doug Woody, Psychology
Sue Daigle, Academic Advancement
Willene Hendon, Psychology Department
Nancy Hurt, Facilities Management
Arlene Nededog, HELP/Success Center
Emilia Parker, Facilities Management
Amelia Rivera, Graduate School
Cory Schwartz, Athletics
Greg Suniga, Mathematics Department
Jody Kemp, Psychology major
Liz Konkel, Natural Resources major
Ron Lehr, Interior Design major
David Noonan, Business major
Lisa Petersen, Occupational Therapy major
Tristi Schmechel, Psychology major
Rebecca Tolin, Occupational Therapy major
Marian Blauer, Ft. Collins
Judy Drake, Campus
Jan Else, Ft. Collins
Carolann Frisco, Ft. Collins
Martha Fosdick, Campus
Greg Funk, Ft. Collins
Henrietta Richardson, Campus
Wanda Mayberry, Campus
Pingree Park, CSU's mountain campus, was devastated by a forest fire in 1994. Many of the buildings were completely destroyed and necessitated a major reconstruction effort to restore the campus to its original rustic function. Because many of the original buildings were old, they were also not very accessible to people with disabilities. One of the major goals of the reconstruction plans was to not only rebuild but to redesign the cabins and other buildings to be accessible and usable by individuals using wheelchairs. While this goal seems ordinary enough, one of the primary obstacles to accomplishing it was the attitude of the insurance company that was to finance the cost of the rebuilding. The insurance company's perspective was to simply replace the destroyed buildings, including some accessibility improvements but without making significant design changes to the buildings. This would have resulted in basically the same level of accessibility since it would have included reconstructing a two story cabin used for student and other groups. However, due to the efforts of Bill Bertschy, director of Pingree Park, and Grant Sherwood, director of Housing and Food Services, more extensive design changes were proposed that then required considerable negotiations, discussions, and arguments before the insurance company would approve them. Furthermore, Housing and Food Services had to contribute additional funds in order to ensure such improvements could be made completely as the designs costed much more than the original cost estimates of replacing the buildings. At the rededication of Pingree Park this past year, the efforts of both Bill and Grant were clearly realized. Not only are resident cabins accessible, and one story, but employee cabins were redesigned to include accessible features, making the campus now one of the more accessible areas to be found in the mountains that are, by natural design, very inaccessible to people using wheelchairs. While others may have felt that this natural inaccessibility should not be tampered with, both Bill and Grant have demonstrated that even natural surroundings can be enhanced to allow all participants to enjoy and function in a given environment.
Retention literature strongly suggests that the quality and frequency of student and faculty interactions are key factors in an institution's efforts to promote a student's commitment to, and attainment of, their educational goals at a specific institution. Dr. Diverdi clearly demonstrates how influential this interaction can be. She consistently provides time and energy to her students, maintain positive contacts with them even when they have had need to take her course more than once. She actually practices the philosophy that all students learn differently and responds appropriately to that belief by answering questions with patience and respect for each student's unique ability to grasp difficult concepts. As one of our sign language interpreters put it, having interpreted a specific chemistry class with other instructors before, she finally understood a certain concept once she interpreted the class for Dr. Diverdi, who made it seem so easy to understand. Dr. Diverdi has worked well with many of the disabled students who use our office. Her efforts have greatly helped students with disabilities feel less marginal and more involved with their academic course work. Many students with specific learning disabilities benefit greatly with one-on-one instructional methods in addition to lectures and reading textbooks. Dr. Diverdi has not only helped identify peer tutors for students, she has also personally provided many hours of one-on-one clarification and explanation for individual students. Students say that they can tell she truly understands that there are many learning styles based on their interactions with her. She does this without making students feel demeaned for not "catching on" as quickly as others might. Her efforts, too, to meet the unique learning needs of a variety of students are well balanced with maintaining her course standards for learning chemistry. Dr. Diverdi is a shining example of excellence in teaching, not only for students with disabilities, but for any student who is lucky enough to have her as an instructor.
With space such a premium on campus, finding extra space to provide accommodations (often for urgent needs) for students with disabilities for test-taking or related out-of-classroom learning activities requires the cooperation and special attention of dedicated staff. Nancy Hurt demonstrates both the cooperation and special attention when it has come to the needs of RDS. She has always listens attentively to the situations we are presented with and has responded to each request with extreme care and consideration. Because of her efforts, students with disabilities who have special requests can take tests or otherwise accomplish learning tasks in an appropriate place on campus. For example, her knowledge of available space and her permission to use it, has resulted in our ability to accommodate more students in the General Services Building during finals weeks which has helped to limit our need for outside locations for Alternative Testing. As she has become more familiar with the unique needs of RDS, Nancy has also provided support and advocacy within the university system with the process of acquiring additional permanent space for RDS. Without such support and understanding, not only would our present location not be a reality, but plans for expansion would not be so quickly discussed. While she may feel she is simply doing her job, her efforts on behalf of RDS and students with disabilities have been critical in order to ensure students are, and will continue to be, accommodated in the best method possible.
Jody is currently the chair of the Committee for Disabled Student Accessibility, a member of the Disabled Student Advisory Committee and has willingly volunteered for panels and presentations related to his activities in sports and as a wheelchair user. He is also a teaching assistant for the class The Handicapped Individual in Society, contributing not only his time but his perspective to other students who are trying to better understand the issues that affect people with disabilities. Beyond his student activities, however, Jody is attempting to become a true advocate for people with disabilities. One of his goals this year has been one of personal growth and understanding of the issues that affect people with disabilities so that he can eventually devote his future to advocating from a knowledge base rather than from only one of experience. He has become a proponent to reduce the "oppression of kindness" of people with disabilities that permeates society, not only by explaining the existence of such oppression but also by publicly denouncing such oppression. While he has many years yet to significantly make an impact on society, he is starting here. His personal efforts to grow in his understanding of the issues beyond his own experience is to be commendable and is already bearing fruit in his efforts with the Committee for Disabled Student Accessibility and the Disabled Student Advisory Committee. It is clear that he has great potential to affect people with disabilities in the near future as he continues in his efforts.
Marian has been a very dedicated volunteer and still is even though at this time Marian is recovering from hip replacement surgery. Her primary contribution to the office has been in providing taped textbooks to students although she has also become part of the RDS family. An example of her dedication to her volunteering is illustrated in how willing she was to reread an entire cultural anthropology book. Only parts of the book were needed to be read as another person had already done some of the reading. However, after listening to the tapes Marian chose to read the entire book so that the student would have a higher quality product. Marian is willing to read any type of material that needs to be read even taking on challenges such as The Confucian Transformation of Korea with many foreign words. The instructor was requested to call Marian to assist her in pronunciation of unfamiliar words but before he could do that, Marian sought out her neighbor who spoke Korean to tutor her so that she would pronounce the words accurately. Even recovering from surgery, Marian has read for us, completing such books as Oceanic Art, Leadership Jazz and Contemporary Nutrition. They are not as simple reading as they may sound. As for her dependability, Marian is the type of reader who completes her assignments "yesterday" - she consistently gets her tapes done two months in advance. As for becoming part of the RDS family, Marian has earned that status by being the person who has bailed us out when we have had staff shortages or need for extra staff during extremely busy times. She is an excellent example of someone who has given an Outstanding Effort on behalf of students with disabilities.
Disability Awareness
| Outstanding Effort
1995 | 1996 | 1998
| 1999 | 2000 | 2001
| 2002 | 2003 | 2004
| 2005 | 2006
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