Overall Rating Silver - expired
Overall Score 47.15
Liaison Drew Dullen
Submission Date Nov. 24, 2020

STARS v2.2

Brock University
PA-6: Assessing Diversity and Equity

Status Score Responsible Party
Complete 1.00 / 1.00 Leela Madhava Rau
Director, Human Rights & Equity
Office of Human Rights & Equity Services
"---" indicates that no data was submitted for this field

Has the institution engaged in a structured assessment process during the previous three years to improve diversity, equity and inclusion on campus?:

A brief description of the assessment process and the framework, scorecard(s) and/or tool(s) used:

The Assessment of Learning, Living and Work Environment at Brock survey focused on collection and information to further advance Brock as a welcoming and inclusive university community. The project was created to study and review Brock’s day-to-day culture and atmosphere, as perceived by employees and students. The goals of the project were to identify successful initiatives, uncover any challenges facing members of our community, and develop strategies that build on the successes and address the challenges. It was an opportunity for the Brock community to describe personal experiences, observations, and to offer suggestions that might enhance the campus climate at Brock.

To ensure full transparency and to provide a more complete perspective, Brock contracted with Rankin & Associates Consulting, which has conducted more than 200 campus climate assessments across North America over the past 20 years. Brock was the first Canadian University to complete this campus climate assessment.

Does the assessment process address campus climate by engaging stakeholders to assess the attitudes, perceptions and behaviors of employees and students, including the experiences of underrepresented groups?:

Does the assessment process address student outcomes related to diversity, equity and success?:

Does the assessment process address employee outcomes related to diversity and equity?:

A brief description of the most recent assessment findings and how the results are used in shaping policy, programs, and initiatives:

The primary purpose of this campus-wide assessment was to investigate the climate within Brock and to shed light on respondents’ personal experiences and observations of living, learning, and working at Brock. At a minimum, the results add empirical data to the current knowledge base and provide more information on the experiences and perceptions of the community as a whole and of the various identity groups within the Brock community. The data reveals that members of the Brock community who identify with identities usually seen as marginalized find the climate more difficult in every situation about which questions were asked. This creates a clear path forward for the University in creating change.

The next large-scale project being undertaken by Human Rights and Equity is a demographic census for both students and employees. Unlike in the U.S., Canada has been very slow to request demographic data from students, thus making statistical analysis on retention and graduation rates disaggregated by group difficult.

Are the results of the most recent structured diversity and equity assessment shared with the campus community?:

A brief description of how the assessment results are shared with the campus community:

The results are shared with the campus community via online resources, such as the Brock News and the Human Rights and Equity website. The information was also shared at a virtual public meeting.

Are the results (or a summary of the results) of the most recent structured diversity and equity assessment publicly posted?:

The diversity and equity assessment report or summary (upload):
Website URL where the diversity and equity assessment report or summary is publicly posted:
Website URL where information about the institution’s diversity and equity assessment efforts is available:
Additional documentation to support the submission:
Data source(s) and notes about the submission:

The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution or simply email your inquiry to stars@aashe.org.