MISSION STATEMENT The Resource Center (DRC) provides leadership, guidance, and facilitation of equal access for disabled students resulting in their full participation in curricular and co-curricular offerings. The DRC contributes to the design of inclusive environments for all campus participants through education and collaboration with students, faculty, staff, and community partners. VISION STATEMENT The DRC will be a global leader in developing environments that promote full inclusion for all participants in curricular and co-curricular offerings. The DRC’s vision for Purdue is that all things are done in support of our vision of “inclusion by design.” PROGRAM ELEMENTS The DRC offers a comprehensive and coordinated approach in meeting a diverse set of needs across the Purdue campus. Program elements include:  Individual meetings with students conducting an interactive process that captures environmental barriers to access and developing individual solutions on a per student basis.  Developing alternative formatted course learning materials that are useable by students.  Consultation with faculty/instructors on the implementation of course related accommodations without fundamentally altering the course.  Referral and liaison with campus and community resources that can benefit student development.  Outreach by attending campus recruitment events and being available to students and families considering enrollment at Purdue.  Consultation with faculty/instructors, Innovative Learning Team, and Center for Instructional Excellence (CIE) on concepts of inclusive design of instruction.  Proctoring course exams for faculty who are unable to provide accommodated testing conditions.  Consulting with physical plant and new building initiatives to inform and encourage designing for useable and inclusive physical spaces.  Provision of Disability Awareness and Culture programing throughout the academic year with a focus on the Social Model of disability.  Sponsoring the Student Advisory Committee (SAC) as a way to encourage and attain student input regarding the campus disability experience.  Developing and operating a Peer Mentor program for disabled students.  Representing disability on a variety of diversity and inclusion initiatives and committees across campus in an effort to advance the campus understanding of the impact of environmental design barriers to full participation and equitable use for all.  Consulting with other campus supported offerings in an effort to assist in the design of offerings that are accessible by design.  Acting as a resource to the broad campus community on re-thinking the disability paradigm.

LEARNING OUTCOMES The DRC supports an environment focused on reducing the burden students take on to gain equal access to curricular and co-curricular activities. As a result students interacting with the DRC will:

 Improve their understanding of their rights to equal access related to their intersection with all elements of the University.

Last updated: December 7, 2020

 Understand all of the ways the DRC can support their access (e.g., educational programming, course letters, accommodated testing, collaboration with faculty, etc.).  Understand the role of the DRC in facilitating implementation of accommodations through engagement with the DRC versus direct negotiation with faculty.  Succeed at rates similar to or better than their nondisabled peers utilizing institutional measures. NOTABLE CHANGES FROM 2018-19 Academic Year

Response to COVID-19: On March 23, 2020, the University moved to a “remote learning” model of instruction in response to the pandemic. This resulted in the DRC staff contributing as follows:

 Staff redesigned the DRC website to provide students and instructors with information about how accommodations and accessibility would be implemented within a shifting, mostly virtual environment.  DRC staff worked closely with the Innovative Learning team to provide guidance on accessibility and participated in a series of faculty facing seminars on accessibility and teaching in a remote environment.  Nationally, we were an early adopter of a system to manage a “COVID-19 Adjustment” request process in anticipation of students with heightened health risks seeking adjustments for fall enrollment.  DRC staff responded to 100 individual student COVID-19 adjustment requests.  DRC leaders met with University Residences to develop and coordinate our approach.  DRC Testing Center experienced a 60% decrease in exams proctored from Fall ’19 to Spring ’20.  DRC Testing staff contributed to the Talent Share program by working COVID-19 call center shifts.  DRC’s Access Facilitator was assigned to POL through the Talent Share program.  The DRC’s alternative formats team experienced an increase in captioning requests due to moving to remote learning model in the spring.

University Residences & Office of Legal Counsel:  In January, DRC staff began regular meetings with University Residences (UR) and Office of Legal Counsel (OLC) to fine-tune our processes for housing and dining accommodations. This collaboration was intended to deepen the cross-discipline understanding of the three units. This work continues. In hindsight, this paved the way for the ease with which we adopted our COVID-19 approach.

Growth & Improvements:  The DRC reached a new plateau this year with over 3,000 students registered. This represents a 16% increase over AY 18-19. Growth in numbers has been a constant trend since AY 2014-15. Comparing AY 2014-15 to AY 2019-20 the percentage of growth is 153%. Overall, the percentage of students registered with the DRC in relation to the total student body has risen from 3% in AY 2014-15 to 6.6% in AY 2019- 20.  Growth affects the accommodated testing service we provide for faculty. In AY 2014-15, the DRC proctored 4,729 individual exams for 847 students. During AY 2019-20, the DRC proctored 9,232 individual exams. This represents a 95% percent increase during this 5-year span. COVID-19 affected the growth; in fall 2019, the DRC proctored a total of 7,176 for AY-19-20.  Beginning fall 2019, the DRC regularly scheduled overflow rooms in the Krannert building for evening exams to meet the demand. We also hired two temporary employees for fall because of sheer volume.

Last updated: December 7, 2020

 We developed a batch approval process for instructors to aid their efficiency due to increasing numbers.  An accessible online Accommodation Request Form (ARF) was developed and added to our website for to allow students to make accommodations requests online.  We improved workflow efficiencies through the redesign of more accessible, transparent, and sustainable processes; these include notetaking requests, BoilerCast, Alternative Format requests, scheduling appointments, ASL requests, auditory formatted exams, and smart pens.

Physical Space:  Culminating a 5-year journey, bids were accepted in January for the renovation of existing spaces to address the growing physical needs of the department. This project was completed in July 2020.  This resulted in a new DRC Testing Center in the basement level of Stewart Building. We gained 8 private rooms and 42 distraction-reduced seats. We also repurposed some inherited computers to add 25 seats with computer-based exam capability. The DRC now has 33-seats to manage both paper and pencil or computer-based exams. Our Young Hall space was limited to 22 distraction-reduced seats.  This move resulted in our being next to Institutional Data Processing (IDP). We will be delivering completed ScanTron answer sheets directly to IDP, resulting in less burden for faculty and instructors.  Young Hall renovations resulted in re-purposing the testing space into five new professional offices and improved workspace for Alternate Formats. Additionally, we gained space for a Disability Cultural Center.

Accessible Information Management system (AIM):  Another 5-year journey concluded with the purchase of AIM. This is a cloud-based system from which the DRC will begin managing all of its processes: from initial student request to issuance of Course Accessibility Letters (CAL), Accommodated Testing requests, and Alternate Formats. Planned launch is summer 2021.

Personnel:  An Access Consultant, Mandie Waling M.S. filled the Assistant Director for Auxiliary Aids and Services position in January 2020.  An Access Consultant left to take a Director position at another University in April 2020.  Hunter Deiglmeier Ph.D. interviewed in March and started as an Access Consultant in May 2020.  Austin Connell M.ED. Interviewed in May and started as an Access Consultant on June 1, 2020.  With increased demand for braille and tactile materials, we returned a skilled staff member from accommodated testing to Alternate Formats in 2019.

Road Map for Transformative Undergraduate Education:  DRC staff participated in the work designed around this important initiative. We also continued to review DRC-registered student data and considered what additional information we need to consider in support of this multiyear initiative. The COVID-19 did divert resources and focus from making significant strides in this area.

Outreach & Awareness:  Hosted a student social in the PMU South Ballroom on Aug. 23, 2019. 75 people attended.  DRC hosted a viewing of the movie: Piss on PITY, The story of ADAPT in September 2019.  DRC hosted at the LGBTQ Center an event: A Different Kind of Coming out in October 2019.

Last updated: December 7, 2020

 A Graduate Celebration Open House was held virtually on three different dates in May 2020.  DRC staff were also active responding to requests to speak/train student and faculty groups regarding disability identity and inclusion throughout the academic year.

Inclusive Design:  As the University moved to remote learning in March 2020 and planned for the fall 2020 semester, the DRC had the opportunity to collaborate with the Innovative Learning team to promote Inclusive Design of instruction. We also modified our website to reinforce those concepts.  The DRC partnered closely with faculty teaching deaf/hard of hearing students enrolled in their classes as the campus reacted to the pandemic. We promoted the use of “Clear Masks” and Face Shields in an effort to provide access for the large number of those students who rely on lip reading as we considered the return to in-person learning for fall 2020.

Peer Mentor Program:  This program maintained the number of participants from last year. Fall 2019 kicked off with recruitment including an ice cream social and photo scavenger hunt. This program developed pods of students to promote social relationships. Monthly Socials were organized and led by mentors. Activities included an October trip to Exploration Acres and a November Community Day of Giving focused on a home winterization project. December included a game night. Early spring semester started with monthly social events. This offering moved to a virtual format in March in response to the COVID-19 pandemic.

Last updated: December 7, 2020

OUR DATA 2019-2020 DRC Data Figure 1: Total DRC Students by Academic Year as a Percent of the Total Purdue Population

DRC Students as Percent of Purdue Population 3500 7.0% 3000 6.0% 2500 5.0% 2000 4.0% 1500 3.0% 1000 2.0% 500 1.0% 0 0.0%

DRC Students % of Total Purdue Population

Figure 2: Total DRC Students by Academic Year with Student Level

Total DRC Students by AY 3500

3000

2500

2000

1500

1000

500

0

Total Undergraduate Graduate Professional

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Table 1: Total DRC Students by Academic Year

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 Undergraduate 1020 1070 1239 1363 1810 2366 2729 Graduate 96 117 135 144 160 202 257 Professional 16 20 30 33 50 54 59 Total 1132 1207 1404 1540 2020 2622 3049

Table 2: Primary Disability by Academic Year

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 ADD/ADHD 402 424 444 486 582 675 810 Autism Spectrum Disorder 44 45 59 61 75 100 113 Chronic Health Condition 132 131 194 276 385 538 640 Communication Disorder 5 6 8 9 12 12 10 Hearing 39 39 38 33 49 53 49 205 203 204 230 228 286 293 Physical Disability 15 12 20 20 24 34 40 Neurological Condition 41 44 49 63 76 75 79 Psych Condition 162 179 222 298 419 632 758 Temporary 46 81 122 89 126 157 185 Traumatic Brain Injury 13 13 13 14 23 27 30 Vision 28 31 34 37 29 32 38

Last updated: December 7, 2020

Table 3: All by Academic Year (Students with multiple disabilities are counted more than once)

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 ADD/ADHD 460 488 507 566 667 791 848 Autism Spectrum Disorder 50 51 63 68 86 116 121 Chronic Health Condition 164 156 224 314 432 602 717 Communication Disorder 10 12 12 15 22 24 19 Hearing 41 41 41 37 42 59 51 Learning Disability 241 247 254 285 312 377 371 Physical Disability 16 13 22 21 27 44 43 Neurological Condition 53 56 65 85 99 96 98 Psych Condition 216 240 295 412 571 852 914 Temporary 53 86 132 100 154 203 176 Traumatic Brain Injury 18 19 17 15 26 32 34 Vision 34 37 43 43 36 39 42

Table 4: Gender

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 Female 512 532 640 798 1022 1394 1654 Male 620 675 764 818 998 1228 1391

Table 5: Underrepresented Minority

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 URM 124 138 168 219 297 384 434 Non-URM 1008 1069 1236 1397 1723 2238 2611

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Table 6: Ethnicity

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 White 888 934 1056 1184 1437 1831 2114 Hispanic 62 64 82 89 138 190 222 2+ Races 31 31 42 59 81 116 146 Asian 35 39 52 66 88 137 173 Black 43 55 61 88 101 125 125 Unknown 30 30 42 56 76 76 92 International 40 51 67 68 93 139 265 Other 3 3 2 6 6 8 8

Table 7: Veteran Program

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 Veteran 13 12 18 18 16 17 20

Table 8: Residency

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 Resident 647 669 772 855 1052 1351 1545 Non-Resident 443 485 564 694 874 1132 1339 International 42 53 68 67 94 139 161

Table 9: Classification

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 Freshman 203 194 270 350 407 536 497 Sophomore 222 238 244 327 443 537 688 Junior 231 271 281 324 433 553 643 Senior 364 367 444 430 527 740 901 Graduate 96 117 135 150 160 202 257 Professional 16 20 30 35 50 54 59

Last updated: December 7, 2020

Table 10: College (Percent of Total College Population in Parentheses)

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 CLA 132 (3.6%) 143 (4.3%) 156 (5.1%) 157 (5.5%) 197 (6.8%) 255 (8.8%) 277 (10.7%) AG 90 (3.2%) 100 (3.5%) 105 (3.7%) 127 (4.4%) 145 (4.9%) 204 (6.8%) 264 (9.3%) HHS 153 (3.4%) 154 (3.5%) 157 (3.6%) 192 (4.5%) 260 (5.8%) 350 (7.2%) 428 (9.3%) EXPL 62 (5.0%) 49 (3.7%) 60 (4.5%) 79 (5.7%) 101 (7.3%) 120 (7.8%) 109 (8.6%) ED 34 (5.5%) 26 (4.5%) 29 (5.0%) 23 (3.8%) 27 (4.4%) 43 (6.4%) 50 (8.1%) Polytech 137 (4.0%) 139 (3.9%) 170 (4.7%) 196 (5.1%) 225 (5.5%) 277 (6.3%) 320 (7.7%) SCI 82 (2.3%) 94 (2.6%) 136 (3.6%) 148 (3.9%) 223 (5.3%) 292 (6.4%) 352 (7.7%) ENGR 254 (3.3%) 269 (3.4%) 314 (3.8%) 396 (4.5%) 489 (5.4%) 629 (6.6%) 698 (7.4%) VET 18 (2.7%) 18 (2.7%) 28 (4.4%) 26 (4.0%) 39 (5.5%) 47 (5.8%) 54 (7.1%) MGMT 50 (1.8%) 74 (2.5%) 79 (2.7%) 77 (2.7%) 98 (3.6%) 140 (5.2%) 163 (6.9%) PHRM 24 (1.9%) 24 (1.9%) 35 (2.8%) 39 (3.0%) 50 (3.8%) 54 (4.2%) 61 (5.0%) GRAD 96 (1.0%) 117 (1.2%) 135 (1.3%) 150 (1.4%) 160 (1.4%) 203 (1.8%) 257 (2.6%)

Table 11: Academic Standing (End of semester)

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 Good Standing 1000 1074 1263 1425 1717 2254 2676 Probation 132 133 140 190 280 342 337 Dropped 0 0 1 1 18 19 32

Last updated: December 7, 2020

Table 12: Retention and Graduation Rates for FTFT Students who registered with the DRC in their first year

1 Year 2 Year 3 Year 4 Year 5 Year 6 Year Cohort Retention Retention Retention Graduation Graduation Graduation DRC 124 91.13% 83.06% 76.61% 31.45% 66.94% 74.19% 2011 Purdue 6660 90.57% 84.34% 80.95% 51.49% 74.19% 78.74% DRC 151 85.43% 77.48% 77.48% 43.71% 64.90% 68.87% 2012 Purdue 6329 91.01% 86.10% 82.92% 55.85% 77.15% 81.18% DRC 157 91.08% 83.44% 78.34% 47.77% 66.88% 72.61% 2013 Purdue 6319 92.63% 87.69% 83.49% 58.52% 78.15% 82.20% DRC 153 81.70% 73.86% 66.01% 38.56% 58.17% 63.40% 2014 Purdue 6408 92.76% 88.03% 84.00% 60.25% 79.26% 83.27% DRC 245 88.16% 84.08% 76.73% 46.53% 68.98% 2015 Purdue 6855 91.76% 87.26% 82.99% 60.55% 79.07% DRC 314 84.71% 79.30% 75.80% 50.00% 2016 Purdue 7229 91.64% 87.44% 83.00% 62.64% DRC 420 92.62% 85.95% 79.05% 2017 Purdue 7548 91.94% 87.80% 83.08% DRC 565 89.20% 82.83% 2018 Purdue 8328 91.57% 87.43% DRC 499 90.98% 2019 Purdue 8011 93.55%

The table above includes students in the first-time, full-time fall cohorts who registered with the DRC in their first year. Many students register with the DRC for the first time after their first year. The table below shows the number of FTFT students who registered with the DRC for the first time in subsequent years.

Table 13: Number of FTFT Students who registered with the DRC in each year

Purdue Registered Registered Registered Registered Registered Registered

Cohort 1st Year 2nd Year 3rd Year 4th Year 5th Year 6th Year 2011 6660 124 59 34 26 19 0 2012 6329 151 54 50 40 13 0 2013 6319 157 55 47 27 14 4 2014 6408 153 59 59 62 28 9 2015 6855 245 102 88 72 22 2016 7229 314 139 104 54 2017 7548 420 149 91 2018 8328 565 199 2019 8011 499

Last updated: December 7, 2020