For almost one in five students across the nation, the toughest obstacles are often unseen barriers that make college life harder to navigate. A lecture hall that’s too noisy for a student with attention deficit hyperactivity disorder (ADHD). A staircase that blocks access for a wheelchair user. A test that takes twice as long to read for a student with dyslexia.

Alumnus and financial advisor Devin Potter (Business Administration, ’11) understands the tenacity and strength that students with disabilities show when they push through classes and assignments despite these challenges.

Learning to navigate dyslexia has been central to his growth and success as a student and a professional.

“I’ve lived with a learning disability that’s defined a lot of my life,” Potter said. “It meant I had to work harder and longer than most, but it also taught me grit. My dyslexia pushed me to develop a work ethic that’s become the foundation of my career.”

While his determination was key, support from faculty made all the difference. Former Center for Entrepreneurship director and lecturer Peter Straus was one of those who saw Potter’s drive and encouraged him through difficult moments.

“[He] recognized my potential and kept me going when things felt overwhelming,” Potter recalled. “His classes were instrumental in helping me stay on track and make it to graduation day.”

Today, Potter is a certified financial planner with Asset Management Group in Chico—and he hasn’t forgotten the support that helped him get here. Out of gratitude, he recently made a gift to the Accessibility Resource Center (ARC) to ensure that other students with disabilities have the same opportunity to succeed.

“I hope my gift reminds students with disabilities that they’re seen and that success is absolutely possible,” he said. “Keep pushing forward, and when you’re able, reach back, and help the next student. That’s how we keep the cycle of support going.”

Behind the scenes, ARC’s staff and student employees work to remove barriers and create equal access for all Wildcats. The center now serves more than 1,800 students—about 12% of the campus population—and demand continues to grow. Their work spans the full college journey, from the first day of class to commencement.

“Even when campus enrollment dipped, our numbers kept rising,” said Mary Cox, accessible support services coordinator and assistant to ARC’s director. “We’ve already had over 1,300 student visits this fall—about half for testing accommodations.”

Testing is ARC’s most common service: roughly 90% of registered students receive extended time or a reduced-distraction environment. But accessibility extends far beyond exams. Students also receive note-taking assistance, access to adaptive technology, and priority registration to better align course schedules with their needs.

“Our advisors act as liaisons with faculty so the burden of requesting accommodations doesn’t fall entirely on the student,” explained Holly Hunt, ARC director and ADA coordinator.

ARC’s reach also extends through students like Emily Heiartz-Martin (Psychology, ’24), a psychology graduate and current master’s student in marriage and family therapy, who began receiving services from ARC three years ago and now works as a coach.

Heiartz-Martin, who is on the autism spectrum and lives with ADHD, supports others from a place of deep understanding and as a professional in training.

“What's really central to me is working with individuals and really helping find and implement holistic care, because there's so much more that goes into being a student than just academics,” said Heiartz-Martin. “There's the mental health, there's emotional health, there's physical health and well-being, and so many things that a lot of our students struggle with because of or in addition to having their disabilities.”

Heiartz-Martin works one-on-one with peers facing similar challenges. Day to day, this ranges from breaking down options or resources on campus to just being there, so someone doesn’t have to study alone.

“I like to really dive into what my students are up to, mentally, so that way I can better understand what resources on campus to refer them to,” said Heiartz-Martin. “A lot of the time we are like the mouthpiece for all of the campus resources, because so many students don't know that so many resources exist.”

Her experience highlights three of ARC’s most pressing needs.

The first is sustaining the academic coaching program, a nationally respected model that pairs trained student coaches with peers for weekly, individualized support. Over the past decade, the program has helped hundreds of students build study habits, manage stress, and stay on course toward graduation. Because it’s not federally mandated, its continuation depends entirely on philanthropy.

The second is expanding advising capacity. Currently, just four accessibility advisors support more than 1,800 students—over 400 each. Additional funding could bring on another advisor, reducing caseloads and allowing for more proactive, individualized support.

Another growing challenge is mobility access. ARC’s two aging carts, which help students with temporary or permanent mobility disabilities get to class safely and on time, are due for replacement. A third cart would help meet the sharp increase in demand.

“Until the world is universally designed, we’ve got work to do,” Hunt said. “Our goal is to make sure every student can participate fully—and someday, to make our services unnecessary.”

Potter’s gift represents more than financial support. It’s a full-circle moment—a student once helped, now helping others. His story captures what’s possible when resilience meets compassion, and when the right support system ensures that everyone, regardless of disability, can thrive.