Whitman College will not exclude otherwise qualified applicants or students with disabilities from participation in, or access to, its academic, housing, or extracurricular programs. "Otherwise qualified" refers to students who without consideration of disability are admissible to the College. Program participation will not be denied to a student with a disability when that person, with a reasonable accommodation, can perform the essential functions required of that program.
Title V of the Rehabilitation Act of 1973 is regarded as the first civil rights legislation for people with disabilities. Section 504 of the Act prohibits discrimination based on disability in any program or activity offered by an institution receiving federal funds. The Americans with Disabilities Act (ADA) of 1990 is a federal civil rights statute designed to remove barriers that prevent qualified individuals with disabilities from enjoying the same opportunities available to others. Washington State Law (28B.10 RCW) outlines core services and reasonable accommodations that Whitman College must provide to students with disabilities. It also requires that we provide a grievance procedure for students who believe discrimination has occurred.
Whitman College has a long history of supporting students with disabilities. We are committed to making our campus accessible to the whole community. However, it is only through voluntary disclosure of disability and request for accommodation that Whitman College can make adjustments to meet the specific needs of an individual.
Whitman College expects all students to play an active role in their education. It is their responsibility to familiarize themselves with the College’s policies, and the specific course requirements. All students should take the initiative to seek the help, advice, and resources available to them. Students with disabilities who want academic adjustments in order to achieve access to college programs and activities must contact Clare Carson, Associate Dean of Students. The terms “accommodation” and “adjustment” are used interchangeably; they refer to the policy or program changes, and the auxiliary aids and services, arranged by the College for providing access to students with disabilities.
Students should keep in mind that accommodations are intended to provide equal access, but unfortunately, they do not always result in equal outcomes. Students with disabilities should design their class schedules and workloads with the understanding that, even with accommodations, they might spend more time and effort than other students spend in order to achieve the same level of success.
Under the ADA, a person with a disability is someone who has a physical or mental impairment that substantially limits a major life activity, has a record of such impairment, and is regarded as having such impairment. Not all disabilities require accommodations. Even students who do not need auxiliary aids or academic adjustments, should meet with Clare Carson, Associate Dean of Students to seek advice and get information about the available options.
Students with disabilities, who wish to receive accommodations or services other than those offered to all students, must disclose the disability, provide documentation showing a need for an accommodation, and make a personal request for an accommodation to Clare Carson, Associate Dean of Students.
Students are not required to divulge the nature of their disabilities or provide copies of their documentation to faculty or staff.
A disclosure of disability or a request for accommodation made to faculty or staff other than Clare Carson will not be treated as a request for accommodation. However, once Clare Carson has approved the accommodation, students are responsible for working directly with the faculty member, staff member, or outside agency to ensure that it is implemented.
In addition to academic accommodations, requests for adjustments in residence halls, dining halls, campus buildings, or college policies, must be submitted to Clare Carson.
Requests for adjustments to specific classes should be made prior to the start of each semester or very early in the semester to allow enough time to review documentation and make proper arrangements.
Students are encouraged to inform Clare Carson about the effectiveness of the accommodations. Clare Carson should be notified as soon as possible if the accommodation is not being provided.
Requests for accommodations must be renewed each semester through the Academic Resource Center.
The documentation must be from an individual who is qualified by education and experience to diagnose the specific disability.
It is not appropriate for professionals to evaluate members of their own families for the purpose of documentation of a disability; however, input from parents is welcome.
All reports should be typed or legibly written on letterhead. They must be dated and signed.
The documentation must include the instruments and standards used to evaluate the student, and should describe the manner in which the student is substantially limited in one or more major life activities.
The documentation must be current, in most cases within three years.
The report can list recommended accommodations, however Clare Carson, Associate Dean of Students, determines whether or not an accommodation is appropriate and reasonable.
The purpose of providing accommodations is to offer equal access to the College’s programs, services, and activities. They do not guarantee success.
Accommodation requests are reviewed on a case-by-case basis. They must be requested before they are provided. Adjustments that are not requested in advance will not be made retroactively. For example, it would not be appropriate to change a student’s grade because he or she explains that the failure was due to a previously undiagnosed disability.
Reasonable accommodations may include adaptations in the way courses are conducted, modifications in exams or other course requirements, and the use of auxiliary aids and services.
Whitman College will not provide accommodations or adjustments that would substantially alter an essential element of the curriculum.
Accommodations are determined by Clare Carson, Associate Dean of Students, in consultation with the student and with input from the faculty or staff as needed.
Students with disabilities are held to the same academic and behavioral standards as other students. Workload and academic expectations should not be lowered in the process of accommodation.
The college is not required to provide services of a personal nature such as typists, tutors, personal care attendants, or transportation to and from class.
Students are not required to accept accommodations.
Allowance of extra time to complete examinations,
Permission for examinations to be individually proctored, read orally, or printed in an alternate format,
Permission for the use of computers, tape recorders, or other technology to assist in test-taking and study skills,
Provision of Braille books, books on tape, books on CD, or electronic books,
Provision of a note-taker, audio enhancement, or telecommunications device where appropriate,
Removal of architectural barriers or changing the location of a class or function to accommodate students using wheelchairs,
Allowance for proxies to act on behalf of a student who is unable to carry out transactions that require him or her to be present.
Whitman College strives to provide prompt and equitable resolution of complaints alleging action prohibited by the American with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973. If a student disagrees with the decisions made about his or her accommodations, or feels that he or she has been denied access to the College’s programs or activities because of a disability, he or she should express concern to Clare Carson, Associate Dean of Students. If the problem is not resolved, the student should file a complaint with the Dean of Students or the Dean of Faculty within 90 days of the alleged violation. The deans will convene an ADA Grievance Committee for the purpose of an informal but thorough investigation of the complaint of discrimination based on disability. If differences cannot be resolved through informal procedures at the institutional level, the student may contact the Office of Civil Rights, the Department of Justice, or the Washington State Human Rights Commission.
Washington State Human Rights Commission 1-800-662-2755
Office of the ADA, Civil Rights Division U.S. Department of Justice: (202) 514-0301 (voice), (202) 514 – 6193 (TDD)
Any information regarding a student’s disability obtained for documentation purposes shall be considered confidential. Without written consent from the student, these records shall not be disclosed to anyone other than college officials who have a legitimate need to know. In other words, faculty members do not need to have access to information regarding the diagnosis of a student’s disability, only the accommodation that is necessary to provide access to their classes. The Academic Resource Center keeps all disability information in a secure file. It is not part of the student’s academic record.
Whitman College is committed to the education of all qualified students, whether or not they have physical limitations or disabilities. Moreover, the law requires us to make our programs genuinely accessible to all qualified students. This means that individual instructors may need to modify some of their instructional techniques or modes of assessment in order to enable students with documented disabilities to participate in courses and to demonstrate their mastery of the material. Any services a department offers to students must be offered to all students without regard to disability. Faculty members should make sure that each class, when viewed in its entirety, is accessible to students who have documented their disabilities to, and obtained accommodation letters from, Clare Carson, Associate Dean of Students. Faculty members do not have the option to discourage a student from taking a particular course or declaring a specific major because of a disability; in fact, creative teaching techniques have enabled students to study a wide variety of subjects (i.e., blind students have studied astronomy, geology and art history). At the same time, faculty members are not expected to lower their expectations of student achievement. It would be a disservice to students with disabilities to expect them to achieve less than their peers achieve.
The challenge for faculty members is to provide reasonable adjustments while upholding academic standards. The challenge for college students with disabilities is to acquire and demonstrate their mastery of the subject matter despite the presence of a disability. Clare Carson's role is to assist faculty and students in achieving appropriate and academically sound adjustments. Faculty will be notified by letter or e-mail of the necessary course-related accommodations. Instructors should feel free to discuss disability issues with Clare Carson, and they should notify her if they feel that the recommended accommodation interferes with an essential element of the course. Concerns regarding the justification or nature of accommodation should be addressed to the director, not the student. Questions about the provision or implementation of the accommodation should be addressed to the student.
Disabilities are not protected under ADA law, however individuals with disabilities are. Because students with the same type of impairment vary in their level of functioning, it is better to focus on how the student performs in your class than on his or her disability. It is the student’s responsibility to request services from the Academic Resource Center. After the student and Clare Carson, Associate Dean of Students, meet and agree on reasonable accommodations, you will receive verification of the student’s disability and an outline of recommended adjustments. Students with disabilities are advised to approach their instructors to discuss the requested accommodations.
Instructors are not given specific information or a diagnosis of the student’s disability, in most cases they will be told that a disability exists, and they will be given an outline of the accommodations recommended. All information about your students’ disabilities must be kept confidential. The provision of accommodations should be done without drawing undue attention to the students or disclosing their identities to the rest of the class. Faculty can learn how to provide the recommended adjustments discretely by speaking privately with the student.
Students may experience many degrees of visual impairment, ranging from partial sight to total blindness. Partially-sighted students may be able to distinguish shapes or certain colors, retain peripheral vision, or read very large print. What characterizes all students with visual impairment is the difficulty in utilizing the standard visual means of communication in the classroom: printed materials (texts, syllabi, handouts, tests, etc.), audiovisual materials (i.e., slides and videotapes), information written on the blackboard, and non-adapted computers. As always, because of the many individual variations, it is important for the instructor to consult with the student to learn about his or her particular capabilities. You may also want to discuss any adaptive technology or other aids the student may bring to class. Some examples of adaptive aids include tape recorders, Braille printers, talking calculators, laptop computers, and guide dogs.
Although new enabling software can convert printed text into audible text, students who are visually impaired might need to use taped textbooks or textbooks printed in Braille. Ordinarily, it will take at least two months to record texts, so it is extremely beneficial to the student for you to select your textbooks early and provide a copy of the syllabus in advance. This will enable the student and the Academic Resource Center to arrange to have texts taped in the order they will be used in the course.
Students who are visually impaired have a legal right to record class lectures and discussions. Any concerns about the use of tape recorders in the classroom, should be discussed with Clare Carson, Associate Dean of Students.
It is often necessary to make special testing arrangements for visually impaired students. In a laboratory setting, it may be appropriate for a visually impaired student to perform an experiment by giving detailed instructions to an aide.
Instructors should either provide the syllabus, handouts, and all written communication such as grades, and comments in Braille, or provide the material through e-mail or on a disc that can be converted to speech.
It is important to avoid using purely visual cues in your teaching. For instance, when you are writing terms on the blackboard, it is necessary to read them aloud in order to ensure that visually impaired students have equal access to the information. Avoid using nonspecific terms such as "this and that" or "here and there."
Speak distinctly and face the class when you are speaking. This will help the student to make the most effective use of the auditory information he or she is receiving.
A guide dog should not be a problem in your classroom. Because they are working dogs, it is important not to distract them by petting them or trying to attract their attention. Remember to include the guide dog in your plans for any field trips or out-of-classroom activities.
It can be very helpful if you identify yourself orally to the visually impaired student when you meet. Provide clear oral instructions about the arrangement of the room where you meet and inform the student if the arrangement of furniture changes. When you walk with the student, it may be helpful to offer your elbow or arm to use as a guide.
Writing Center – The Writing Center has a Romeo Braille printer, which is connected to a computer with all the same word-processing capabilities as the other computers in the Writing Center. With special commands, this computer will convert any material on a disk into printed Braille copy. The Writing Center also has a Hewlett-Packard scanner with Omni Page character recognition which allows material (off disks) to be printed in Braille. Faculty members can use this equipment to create Braille course materials (such as syllabi and tests) for visually impaired students. Also available is “Dragon Naturally Speaking” software, which converts speech to print. For information on how to use the Writing Center equipment, please consult Professor Hashimoto.
Academic Resource Center – The Academic Resource Center is available to assist students with locating and ordering Braille and taped materials and with any other special needs. It is extremely important to let the Academic Resource Center know about course requirements well in advance. The College will make available Braille copies of the Orientation Week Schedule and other materials and publications given to incoming students. The Catalog and Course Supplement are available on line and can be made accessible upon request.
Hearing impairments can range from a slight loss of some ranges of sounds to profound deafness and accompanying difficulty with speech. Students who are deaf may find oral communication and sound cues a major challenge. Hearing-impaired individuals may use a variety of techniques for understanding and communicating such as hearing aids, lip reading, American Sign Language (AMSLAN), finger spelling, interpreters, and written notes. Students who are hearing-impaired may need special consideration in arranging tests, especially oral tests or tests with an oral component.
Some students will use the services of an interpreter. You should meet with the student and the interpreter to discuss the best and most convenient use of this resource in the classroom. When you speak to a student who is using an interpreter, be sure to speak directly to the student rather than to the interpreter. This is both courteous and helpful to the student. If you are introducing new and unfamiliar vocabulary, it will be helpful to give a list of the terms in advance to both the student and the interpreter. Also, remember there is a slight time lag between the moment you speak and the moment the student receives your message. Speak slowly enough to allow time for the interpreter to translate your words, and do not be surprised if there is a slight delay in the student's reply. You should also be aware that the code of ethics of the Registry of Interpreters for the Deaf requires interpreters to keep all information confidential and to interpret faithfully and accurately what is said. They are precluded from counseling, advising, and interjecting personal opinions.
Face the student when speaking. Do not speak when writing on the black board. When reading from books or notes, try to look up as much as possible and not cover your mouth with the book or papers.
Keep hands and objects away from your mouth. Do not chew gum while lecturing. Professors with accents or facial hair are harder to understand through lip reading.
Write important announcements on the board or on a handout. E-mail is also a good idea.
Use visual aids such as writing on the board, closed-captioned videos, and scripts for movies whenever possible. When showing slides or videos without closed captions, an outline or summary will help the student access the material. To reduce back lighting, avoid standing in front of a window. Darkened rooms impede lip reading; discuss lighting needs with the student.
Discussions are the most difficult to access. It would be helpful if the professor summarized the discussion often during the class period. Please understand that a hearing-impaired student cannot participate as readily as others can. “List-serve” e-mail discussions are great.
Preferential seating is important.
When questions are asked, repeat the question before answering it.
It is difficult to lip read and take notes. A note-taker is needed in most classes. Please announce to the class that I will pay a student to take notes for that class. Select a student that you think would be a good note taker and ask him or her to contact the Academic Resource Center.
A visual warning system should be in place for lab emergencies.
You will be given a transmitter to wear if the student uses an FM system. Remember to return it when the class ends or when you leave the room. (If you do not, the FM user will hear your conversations, even across campus).
Hearing aids make sounds louder, not clearer. It is analogous to listening to a radio station with static, turning the volume up does not improve the clarity.
Your central auditory system allows you to suppress background sound and tune into one voice during a lecture. With the use of a hearing aid, there is a loss of ability to inhibit auditory stimuli. The user will hear coughing, paper crumpling and someone rifling through his backpack as well as your voice.
It is very difficult to generalize about mobility impairments, because there are many conditions that can limit movement (arthritis, multiple sclerosis, polio, and spinal cord injuries are common causes of physical disability) and because there are so many degrees of physical limitation. Some students can stand and walk short distances unaided, some can maneuver manual wheelchairs, and others may have no use of their arms and legs and may require an electric wheelchair as well as the assistance of an aide. There are some general principles to remember; however, the student is always your best source of information.
If you have a student with a mobility-impairment in a class that is held in an inaccessible location, call the Registrar promptly to arrange an alternative location. Also, remember to include the student's physical limitations and requirements in planning required field trips or field assignments. Accessible transportation must be provided.
Understand that students who have limited mobility may need longer than ten minutes to move between classes. This is especially true if they need to navigate between buildings, take circuitous routes, or wait for elevators.
Always direct your conversation to the student, even if an aide is present. Do not ask "Would she be able to…?" but instead ask, "Would you be able to…?"
Offer assistance when you think it is appropriate, but be willing to accept "no" for an answer. Many people with disabilities prefer to be as independent as possible.
Be aware that many physical settings such as laboratories, art studios, computer stations, etc., may require modification in order to become accessible. If you become aware of a situation that is inaccessible and/or is causing a problem for a particular student, please discuss it with both the student involved and Clare Carson, Associate Dean of Students.
Students in laboratory and other "hands-on" courses may be able to participate most fully by dictating instructions to an aide or another student. In this way, the student may be able to participate in every aspect of the learning experience except the physical manipulation of equipment.
We do not recommend carrying or lifting a student to an accessible location.
"Learning disability" is an umbrella term for a number of specific conditions that may cause students to have trouble processing information. A learning disability is not a function of intelligence. Common kinds of learning disabilities include dyslexia, mathematics disorder, and disorder of written expression. Dyslexia, a condition in which students have difficulty in perceiving and processing written material, is perhaps the most common learning disability, but learning disabilities can span a wide range of difficulties with visual perception, auditory perception, spatial perception, motor coordination, memorization, and information retrieval.
Students who have difficulty reading may benefit from using audio texts. These can be arranged through the Academic Resource Center. In addition, a student with a learning disability may need to record lectures.
Students who have learning disabilities often need special consideration in testing. Oral examinations, extended-time, and quiet locations may be appropriate. See the section on "Possible Adjustments in Testing" for further information about options.
Learning disabilities are "hidden," in that they are not immediately apparent to the eye, but they are nonetheless real. If you have a question about whether or not a student has a genuine learning disorder that requires accommodation, please consult Clare Carson, Associate Dean of Students. Although most learning disabilities are recognized when children are quite young, occasionally a student may come to Whitman without knowing he or she has a learning disorder. If you suspect a student in one of your classes may have an undiagnosed learning disability, please consult either Clare Carson or the Director of Counseling.
Some learning disabilities hamper a student's ability to write clearly or accurately. Sometimes these problems may be eliminated if students are allowed to use a word processor or laptop computer to produce written work. Oral assignments are another option.
Write technical terms and important points on the blackboard during your lectures. This gives the learning-disabled student an opportunity to both see and hear important information.
Provide clear, precise written information about course requirements (i.e., syllabi and out-of-class assignments). Be prepared to go over these orally with the student.
Consider allowing students to use calculators, dictionaries, and word processors to produce work that is more accurate.
Counseling Center – The Director of Counseling, Rich Jacks, is qualified to administer the Woodcock-Johnson Revised Diagnostic Test. This test can be used to identify and pinpoint specific learning disorders in students who have not previously been diagnosed or in students who need a more precise understanding of which functions are affected by their learning disorder. The Counseling Center can also provide assistance and support to students who are feeling frustrated by the complication presented by their conditions.
Academic Resource Center – The Academic Resource Center is the place to go to receive all academic accommodations, get private tutors, and learn about the adaptive technology software available on campus. We can assist students with ordering audio textbooks and we can check out tape recorders, tape and CD player, and laptops. Clare Carson, Associate Dean of Students can also work with students who have learning disablities to help them develop efficient study and time-management techniques that will enable them to best utilize their skills and talents.
Writing Center – The Writing Center can assist students who have learning disabilities with word-processing techniques and resources that can help them to become better writers. In addition, see the Academic Resource Center’s web site for a list of adaptive technology available on campus.
Psychological disabilities can include a broad array of mental illnesses or impairments that affect people of all ages. The American Psychiatric Association Diagnostic and Statistical Manual (DSM IV) defines psychological disability as a condition that causes “clinically significant distress or impairment in social, occupational, or other important areas of functioning.” Examples of mental disorders of college students are attention deficit disorder (ADD), anxiety and stress disorders, schizophrenia, major depression, Tourette syndrome, and bipolar illness. The limitations of a psychological disability may not be intellectual in nature but the disability often has an impact on academic achievement in college. The disability may have a biochemical, psychological, or environmental origin. Most symptoms are treatable with medication and/or psychotherapy, however the negative stigma associated with mental illness may cause a student to be reluctant to disclose his or her disability and get the necessary accommodations.
You will not know if one of your students has a psychological disability unless the student voluntarily discloses that information to you. In order to maintain confidentiality, you will only be told that a particular student has a “documented disability that requires specific accommodations.”
If you are concerned about a student’s behavior and suspect that he or she is experiencing symptoms of mental illness and needs help, please contact Rich Jacks, Director of Counseling for advice.
Students with psychological disabilities vary in the amount of academic support they need. Because the disability is hidden, accommodations can sometimes appear to provide an unfair advantage. A helpful approach is to ask oneself, “How would I feel about providing the accommodation if this person had a visible physical disability?”
Uneven distribution of the academic workload can exacerbate the symptoms of many psychological disorders. It is important that instructors communicate clearly about the deadlines or due-dates of the required work. It is easier for students to balance their health needs with their class work, and manage their time if they can trust the syllabus. It is especially important for students with certain psychological disorders to be forewarned of any changes in requirements.
Many students are on medications that have side effects (such as drowsiness) that limit their ability to study. Some students need a certain number of hours of sleep per day to manage their disability. You may be asked by Clare Carson, Associate Dean of Students to allow extensions in some situations.
On rare occasions, a student may exhibit inappropriate or disruptive behavior. It is important to hold the student to the same standard of conduct as other students whether or not they have been identified as having a disability.
Many students with disabilities need extra time to complete tests because of the extra effort they must make to read, process, and/or write the relevant information. Time and a half is considered adequate extended time for exams; however, some students may need double time.
Students with Tourette syndrome, Attention Deficit Disorder, or learning disabilities, and anyone using a talking computer, may need to take tests in a separate room. This will produce an environment with fewer distractions for students with disabilities as well as the other students.
Some students with visual impairments may need to have large-print tests. Often, this can be accomplished by using the enlarging function of the Xerox machine. Other students will need to have tests printed in Braille. This can be done in the Writing Center.
It may be appropriate to allow a student to use a word processor or laptop computer. If it is not appropriate for the student to use his or her personal computer, there are laptops available in the Academic Resource Center for exam use.
Oral exams are sometimes an excellent alternative for testing students with disabilities. They can be of value in helping students who have trouble writing (often a complication of such diseases as arthritis and multiple sclerosis), or reading (blind students and some students with dyslexia can best demonstrate their mastery of the subject matter orally). Another option is to allow the student to dictate his or her answers to the instructor or to an assistant, or to read them into a tape recorder.
In general, it is best and fairest to give the same test to all students, rather than composing special tests for students with disabilities. All students should be held to the same standards; special adjustments merely allow the disabled student to demonstrate fairly his or her understanding of the course material.
When necessary, all campus services will be offered in alternative, accessible locations. Students and others who wish to use the College’s facilities and services currently located in "inaccessible" areas should contact the office involved. The office personnel or service provider will arrange to meet in another location. Students should also consult with the department head involved or with the Academic Resource Center if they have questions about access to campus facilities such as the athletic center swimming pools or to nonacademic programs. The College will make every effort to ensure that qualified students will be able to participate in all of the College’s programs. Keys to elevators on campus can be obtained through the building secretaries.
Students who have disabilities have a right to participate in all the educational activities associated with a course, including any activities planned for outside the classroom. Thus, it will be necessary to consider the specific needs and limitations of students as you plan required field trips or other out-of-the-classroom activities. Issues you may need to consider are accessible transportation; steps, curb cuts, and elevators at the off-campus site; service animals; and sign language interpreters. The Academic Resource Center will be able to assist you in planning appropriate adjustments. Occasionally, it will be impossible for a student to engage in a regular course activity; for instance, a blind student cannot use a telescope or microscope. In such cases, an alternative activity should be devised to achieve the same educational goals.
In case of medical emergencies, contact the Health Center or call 911 (7-911 from residence halls and 9-911 from all other campus buildings) immediately. Notify the Health Center as soon as possible after phoning 911. They may have some health information about the student that could be of critical importance to the emergency response team.
Students who are blind or deaf may not be able to identify warning signs or alarms in the event of a fire, earthquake, or other disaster. Communicate directly with them to ensure they can make a safe exit from the building along with the rest of the class. Students who have impaired mobility will not be able to use elevators in case of fire or power failure. A waiting place will be established in each building so that emergency rescue personnel can provide this assistance. Students with mobility limitations who feel that they might need assistance in an emergency should provide a copy of their class schedule and class locations to the Director of Security at the beginning of each semester.
Associate Dean of Students: Clare Carson 5213
Clare Carson serves as coordinator of accommodation services for students who have disabilities. All students who need academic adjustments due to disability must have an appointment with the director at the beginning of each semester.
Director of the Health Center: Ellen Collette 5281
The Health Center maintains confidential medical records and offers a 24-hour, fully staffed nursing facility. Health Center physicians are available at regularly scheduled hours and on-call as necessary. The resources and staff of the Health Center can be helpful in assisting students with the management of both acute and chronic conditions.
Director of Counseling: Rich Jacks 5195
Confidential counseling is available to all students at no charge. The counseling staff is experienced and can deal with a wide range of issues.
Director of Writing Center: Irvin Hashimoto 5182
The Writing Center has some adaptive software for visually-impaired or dyslexic students.
Director of Security: Terry Thompson 5777
The Security Office can provide parking arrangements and in some cases, cellular phones for students with physical disabilities.
Director of Buildings and Grounds: Dan Park 5999
The Physical Plant welcomes suggestions for making the buildings and grounds more accessible.
Director of Penrose Memorial Library: Dalia Hagan 5193
Please contact the Director of Penrose Memorial Library, for information about access to printed material in alternative format.
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