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Welcome to the UA Campus Repository, a service of the University of Arizona Libraries. The repository shares, archives and preserves unique digital materials from faculty, staff, students and affiliated contributors. Visit our About page to learn more about the types of digital materials we accept and our policies.
If you need to archive research datasets to meet data retention and sharing requirements from the university, funders, or journals, visit ReDATA, The University of Arizona's Research Data Repository.
You can contact our repository team at any time using our Feedback Form or by emailing us directly at repository@u.library.arizona.edu.
Repository News
December 2025:
- Arizona Journal of Environmental Law & Policy, Vol. 16, Issue 1 is now available in the repository.
- Historical master's theses and master's reports in Civil Engineering and Engineering Mechanics have been digitized and are now available in the UA Master's Theses collection.
November 2025:
- Historical master's theses and master's reports in Optical Sciences have been digitized and are now available in the UA Master's Theses collection.
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The Journey Toward Implementing Trauma-Informed Practices to Support Patrons and Staff in an Academic Library SettingThe University of Arizona Libraries (UAL) has engaged in learning and applying trauma-informed concepts since 2020. These efforts followed conversations about how to compassionately uphold the libraries' Code of Conduct (CoC). Conversations occurred against the backdrop of the global COVID-19 pandemic, a national racial reckoning following the murder of George Floyd and a series of local incidents including border control, racial aggression, insecure access to basic needs and mental health services, and the recent on-campus homicide of a faculty member. In response, the library's Diversity, Social Justice, and Equity Council (DSJEC) began working to identify resources for trauma-informed services and leadership. UAL has interrogated the ways in which the CoC serves both as a response to expressions of trauma and a potential perpetuating source of trauma for patrons and staff. Moreover, many staff members have experienced trauma that occurred either within or outside the workplace that affects their work experience. UAL contracted with relational healing and life coach Nisha Mody to deliver a series of webinars introducing trauma-informed concepts and connecting them to academic library work. A result of trauma-informed training was a deeper knowledge of trauma-informed principles and their connection to systemic inequity and power. For this reason, UAL and other academic libraries may encounter challenges when applying trauma-informed practices within the administrative and cultural context of higher education.
