Overall Rating Silver - expired
Overall Score 56.92
Liaison Julien-Pierre Lacombe
Submission Date Nov. 14, 2018
Executive Letter Download

STARS v2.1

École de Technologie Supérieure
PA-4: Diversity and Equity Coordination

Status Score Responsible Party
Complete 1.06 / 2.00 Marion Dedeine
Students services
"---" indicates that no data was submitted for this field

Does the institution have a diversity and equity committee, office, and/or officer tasked to advise on and implement policies, programs, and trainings related to diversity, equity, inclusion and human rights on campus?:

Does the committee, office and/or officer focus on students, employees, or both?:

A brief description of the diversity and equity committee, office and/or officer, including purview and activities:

The students services goal: That students may fully develop their potentiel and that their experience at ÉTS be successful at every level.

Its Function: Suggest rewarding and dynamic acitivities to students, offer them possibilities to engage in the campus life, offer multiples tools to support and accompany them so they can meet their study goals.

The ÉTS Effect is an initiative whose main goal is to make ÉTS the preferred school for women in engineering. We have a target to receive 30% of women from all cycles by 2030, as did Engineers Canada, which launched this campaign. The main goal is to create an inclusive and safe environment where women, whether students, teachers, employees or managers, feel comfortable and in the right place to grow. The program has objectives such as hiring female professors to serve as role models, leading by example by increasing the number of female executives and ensuring the engagement of the male ÉTS workforce.

A student groupment called Integrale ETS represent LGBTQ+. The groupment wishes to bring awareness to the ÉTS community on the different sexual orientations, gender and love identities.

Estimated proportion of students that has participated in cultural competence trainings and activities (All, Most, Some, or None):

Estimated proportion of staff (including administrators) that has participated in cultural competence trainings and activities (All, Most, Some, or None):

Estimated proportion of faculty that has participated in cultural competence trainings and activities (All, Most, Some, or None):

A brief description of the institution’s cultural competence trainings and activities for each of the groups identified above:

Here are the activities and trainings available for our community 1) Creation and broadcast of an outreach campaign on LGBTQ+ diversity. 2. Conference by Jasmin Roy (Quebec public figure) to raise awareness about creating a positive and caring environment for all, including LGBTQ+. 3. Creation and broadcast of a prevention campaign "MAKE A DIFFERENCE" with the aim of raising awareness about psychological and sexual harassment. 4. setting up a team of students "MAKE A DIFFERENCE TEAM" trained to take action in situations of sexual violence, incivility or intoxication during student activities. 5. Conference by Florence K (Quebec artist) as part of Mental Health Week: Testimony and awareness of the reality of people with mental health problems. 6. Workshop offered "Put Genius in Your Relationships", awareness of student rights and responsibilities, awareness of psychological and sexual harassment. 7. Preci - Student Cluster Program for International Cooperation: Design and implementation of a 4-month international engineering project by volunteers students from ÉTS (https://preci.etsmtl.ca/). 8. Discovery Project: Twinning program with 5th year students of the Little Burgundy school, project to support and encourage young people to stay in school (https://www.etsmtl.ca/Etudiants-actuels/Baccalaureat/Vie-etudiante/Clubs-regroupements-etudiants/Projet-Decouverte). 9. Language Café (https://www.etsmtl.ca/Calendrier/2016/Cafe-linguistique)

The website URL where information about the programs or initiatives is available:
Additional documentation to support 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.