Case Study: VRI In Higher Education

When Northland Pioneer College (NPC) set out to make its campus more accessible, it turned to Deaf Services Unlimited (DSU) for help. The result: a powerful example of how accessibility isn’t just a legal checkbox — it’s a living, human story. In this testimonial video, Sandy Manor, the Disability Resources and Access Coordinator at NPC, shares how remote interpreting has transformed the everyday lives of Deaf students and staff.

A Campus Committed to Access

From the start, Sandy emphasizes the importance of inclusion:

“We want students to feel their voice is heard, and more importantly, that they can understand and be understood.”

For NPC — a community college serving rural areas in northeastern Arizona — the challenge is not just geographical, but infrastructural. They serve students across multiple campuses and need interpreting help across lecture halls, offices, and remote settings. Sandy notes that traditional in-person interpreters were difficult to coordinate, especially for spontaneous meetings or smaller offices.

Here’s where DSU’s Video Remote Interpreting (VRI) steps in. Instead of waiting for someone to come on campus, the system connects Deaf users with interpreters in real time via video — a technology that bridges distance and time.

“When the system works, it becomes invisible.”

She’s describing exactly that: when communication flows seamlessly, you forget the tech behind it. For NPC, the VRI setup means Deaf students can access interpreters in the classroom, advising offices, or even during impromptu chats with staff — all via video. No scheduling headaches, no long delays, no missed opportunities.

Sandy recounts a moment when a Deaf student, unsure of how to approach a faculty member, simply used VRI to ask questions in the moment — something that “never would’ve happened if they had to wait hours or days for an in-person interpreter.” That flexibility has turned hesitation into confidence.

The campus also includes staff training, protocols, and backup plans so that if the video link ever fails, something else steps in — but that, she says, is rarely needed. The system was designed with redundancy and reliability in mind.

Behind the Scenes: Care, Coordination, Culture

What’s often invisible in such setups is the amount of coordination, training, and cultural awareness efforts. Sandy points out that bringing in Deaf Services Unlimited was more than a hardware or software purchase. It required listening to Deaf students, adjusting workflows, training faculty, and embedding interpreting into the “normal course” of campus life.

She states:

“The biggest thing is changing attitudes: we don’t want people to see the accommodations as extra or optional — it’s just part of doing business right.”

In that sense, DSU isn’t just a vendor — they become collaborators in helping NPC shift its culture toward inclusion. From orientation sessions to faculty meetings, the use of VRI becomes a regular, integrated tool, not a special request.

Sandy gives an example: A Deaf student can come to the disability office for a quick clarifying question between classes, and the staff can immediately connect via VRI. There’s no bureaucratic friction, no fear of “annoying someone” by requesting interpreters — the system supports communication organically.

For NPC, the qualitative impact stands out. Students report fewer missed classes, greater confidence in speaking up, and smoother relationships with faculty. For staff, it removes the fear of miscommunication. For the campus, it signals a real commitment to equity.

One telling moment: Sandy reflects on how the technology has shifted expectations. Before, Deaf students might have to wait or reschedule. Now — with interpreters just a click away — Deaf students approach tasks just like any other student: “Do I have class? Do I have a meeting? Let me connect.”

Lessons and Takeaways

From the NPC / DSU experience, there are a few key lessons any institution can draw:

1. Accessibility infrastructure must be easy, reliable, and immediate. If students or staff feel friction, they’ll circle around it or avoid it.
2. Culture change is as important as technology. Buy-in from faculty and staff — seeing interpreting as “just part of doing business” — is crucial.
3. Don’t over-engineer: make it invisible. The most successful accessibility systems are those you barely notice — until you need them.
4. Backups matter. Even great tech can fail. Having fallback solutions, contingency plans, and support ensures trust.
5. Listen to the Deaf community. Their experience drives design. Don’t impose from above.

In the world of higher education, access is sometimes framed in terms of compliance or risk mitigation. The NPC and DSU testimonial flips that script: accessibility is dignity; it’s empowerment; it’s a doorway to full participation. As Sandy says with conviction, “We want students to feel their voice is heard, and more importantly, that they can understand and be understood.” That aspiration doesn’t just make NPC a better campus — it offers a model for how inclusion can live in everyday moments.

Q&A

1. What is Video Remote Interpreting (VRI)?
Video Remote Interpreting is a service that connects Deaf and hard-of-hearing individuals with a live interpreter through video, allowing real-time communication without needing an interpreter physically present.

2. How does VRI benefit students at community colleges?
VRI allows students to participate fully in classes, advising sessions, and meetings without waiting for in-person interpreters. It makes access immediate, reliable, and flexible.

3. Why did Northland Pioneer College choose Deaf Services Unlimited?
NPC partnered with DSU because they needed a dependable solution to serve multiple campuses in rural Arizona. DSU’s VRI service provided both accessibility and cultural support.

4. What impact has VRI had on Deaf students at NPC?
Students have reported more confidence, fewer missed opportunities, and the ability to ask questions or seek support in the moment — something not possible with delayed scheduling.

5. How can other schools or organizations start offering VRI?
Institutions can partner with interpreting agencies like DSU, ensure staff are trained, and build accessibility into everyday workflows so that interpreting becomes a standard part of communication.