| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 74.59 |
| Liaison | Chris Adam |
| Submission Date | Sept. 7, 2020 |
| Executive Letter | Download |
Dawson College
PA-5: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
0.75 / 1.00 |
Chris
Adam Coordinator Sustainability Office |
"---"
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?:
Yes
A brief description of the assessment process and the framework, scorecard(s) and/or tool(s) used:
1. 2018 Student Satisfaction Inventory Question:
Dawson College is an inclusive community for all students regardless of race, national or ethnic origin, colour, religion, age, sexual orientation or gender identity.
The average satisfaction score was 6.16 on a 7-point Likert scale where 1= Not satisfied at all and 7 = Very satisfied.
2. Student participation in School activities and assessing limiting factors. A survey was posted by the Quality Assurance and Planning Office to all students to register what activities they are involved with at Dawson and how that compares to homework time, work responsibilities, family responsibilities and social time. The results show the College what activities resinate with the students and why students do not participate more. Factors within the College's control can then be modified and permit better access to students with differing responsibilities and discretionary hours per day.
3. Survey of Dawson's student population: Report covers gender, language, high school graduation rates, country of birth, success rates and retention rates https://www.dawsoncollege.qc.ca/academic-matters/articles/the-changing-student-profile/
4. Universal Design & Inclusion: Dawson has an established Learning Community whose ultimate objective is to become the leading advocate of the universal design for learning (UDL) paradigm and to provide support to its members in their journey towards inclusion.
5. A college policy on inclusion has been researched and reviewed and is in final phases of approval process.
Does the assessment process address campus climate by engaging stakeholders to assess the attitudes, perceptions and behaviors of faculty, staff, administrators and students, including the experiences of underrepresented groups?:
Yes
Does the assessment process address student outcomes related to diversity, equity and success (e.g. graduation/success and retention rates for underrepresented groups)?:
Yes
Does the assessment process address employee outcomes related to diversity and equity (e.g. pay and retention rates for underrepresented groups)?:
No
A brief description of the most recent assessment findings and how the results are used in shaping policy, programs and initiatives:
A public report on graduation rates, admission data re gender, language group and secondary 5 grades is available at:
https://www.dawsoncollege.qc.ca/academic-matters/articles/the-changing-student-profile/
Are the results of the most recent structured diversity and equity assessment shared with the campus community?:
Yes
A brief description of how the assessment results are shared with the campus community:
The annual reports for each program or profile are submitted to the Program Committee coordinator and cc'ed to the respective deans. The report findings are reviewed by the Program Committees in the presence of the dean to develop any strategies needed to address demographic data provided (i.e. language acquisition, special needs students, recruiting more males/females).
The Dawson community has access to the reports.
Are the results (or a summary of the results) of the most recent structured diversity and equity assessment publicly posted?:
Yes
The diversity and equity assessment report or summary:
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The website URL where the report or summary is publicly posted:
Optional Fields
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Additional documentation to support the submission:
Data source(s) and notes about the submission:
We offer a variety of services to meet the needs of students with documented disabilities and for whom the disability significantly and persistently impacts their learning. Services are available for students registered in day or evening credit courses.
We provide reasonable accommodations for students with a diagnosis of hearing, visual, motor or organic impairments, learning disabilities, neurological and/or mental health disorders. Services are also offered to students who, due to an accident or illness, will require temporary support.
Dawson Accessibility Centre (helped 1365 students in 2016-17): Reasonable accommodations are determined by an AccessAbility Counsellor based on medical/psychological documentation provided by the student. The intention is to provide the student an equal opportunity to learn and to demonstrate their knowledge. Students registered with the SAAC do not receive a modified curriculum and are held to the same standards as their peers. https://www.dawsoncollege.qc.ca/student-accessibility/
Dawson Universal Design Learning Group: https://www.dawsoncollege.qc.ca/udl/about-us/
Original Dawson teacher's study on Inclusion - Report: https://mobile.eduq.info/xmlui/bitstream/handle/11515/36229/galipeau-konstantinopoulos-soleil-impact-applications-cua-ecrit-fls-PAREA-2018.pdf?sequence=2&isAllowed=y
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.