|Overall Rating||Gold - expired|
|Submission Date||Aug. 22, 2016|
PA-5: Assessing Diversity and Equity
|1.00 / 1.00|
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:
In Fall 2009, McGill University launched the Student Demographic Survey. Invitations to participate were sent to 9,000 randomly selected students. http://www.mcgill.ca/files/deputyprovost/DiversitySurvey2009.pdf
The web survey was available in English and French and active from mid‐October through late November. The response rate was 23% (2,076 responses). Only students registered in a degree or certificate/diploma seeking program were eligible for the study. An additional study was conducted in 2013.
CUSC is the Canadian University Survey Consortium that manages undergraduate student surveys at the national level. CUSC surveys cover student engagement similarly to NSSE, but they are the sole surveys covering student satisfaction about a wide variety of subjects, including services to students. Three surveys are conducted on a three-year cycle basis: one questioning first-year students, one questioning “middle years” students, and another targeting graduating students. The survey allows for assessment of student diversity, financial situation, access to educational services, and many other key indicators of student diversity and educational equity on campus.
To view the latest results, please see:
The Joint Committee on Equity mandate states that it ""shall recommend University policy regarding under-represented groups, including women, visible minorities, Aboriginal peoples, persons with disabilities and persons of minority sexual orientation or gender identity. To this end it shall review the recruitment and status of the under-represented groups at the University and recommend ameliorations to Senate and the Board of Governors.
The 2014-2015 Annual Report of the Joint Board Senate Committee on Equity
is presented for information, and includes reports from subcommittees for the 2014-2015 year. The reports highlight the groups' achievements, as well as their ongoing projects. Their reports help to assess employee diversity and hiring equity.
An increasing number of departments are doing their own on an ad hoc basis ex. Philosophy - more grassroots.
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?:
Does the assessment process address student outcomes related to diversity, equity and success (e.g. graduation/success and retention rates for underrepresented groups)?:
Does the assessment process address employee outcomes related to diversity and equity (e.g. pay and retention rates for underrepresented groups)?:
A brief description of the most recent assessment findings and how the results are used in shaping policy, programs and initiatives:
Results of the assessment are used to understand the current state of diversity and equity on campus (staff, faculty, and student diversity), which in turn shape how recruitment and hiring processes are conducted, and their specific targets.
More information can be found at https://www.mcgill.ca/senate/files/senate/7._d15-33_open_discussion_on_employment_equity.pdf
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:
Results of the assessment can be found online:
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:
The website URL where the report or summary is publicly posted:
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 and complete the Data Inquiry Form.