Overall Rating Gold - expired
Overall Score 82.53
Liaison Pierre Lemay
Submission Date Dec. 23, 2016
Executive Letter Download

STARS v2.1

Universite Laval
PA-5: Assessing Diversity and Equity

Status Score Responsible Party
Complete 1.00 / 1.00 Pierre Lemay
Development Advisor
Office of the Vice Rector, External and International Affairs and Health
"---" 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:

In May 2016 the Student Affairs Committee at Université Laval produced a study on the role of culture in student success throughout their education. Various groups of employees and students were interviewed for the study. In addition to giving an overview of the current situation, the study makes 24 recommendations to foster active participation by all in university life (students from Québec and other nationalities, faculty, professionals, and staff)—a sign of integration and quality of life—and to implement all measures aimed at recognizing and empowering these individuals.

The Registrar’s Office also keeps a list each year of foreign students registered at the university, by country of origin and study program.

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:

The annual equal employment report for 2015–2016 provides full results.

The University uses these annual reports to develop programs aimed at ensuring employment equity. In recent years, Université Laval has taken numerous measures to show its commitment to equality and to encourage job seekers from targeted groups to apply for job openings.

For example, the University promotes and publicizes its equality values in campus job announcements and encourages applicants to self-identify in order to benefit from measures aimed at redressing the balance when applicants have equal skills.

In addition to good working conditions, steps are being taken to encourage better workplace integration for employees from targeted groups. Measures are also in place to help managers address the needs of an increasingly diverse workforce.

For example, the University offers employment equity training courses, including a course on workplace accommodations, non-discriminatory recruitment and hiring, and intercultural communications. There is also an employment equity section in the staff intranet featuring a wealth of information on the topic as well as a guide. The guide is a handy tool for familiarizing staff with a number of subjects. It includes links to the new employee welcome handbook and the on-campus childcare centres.

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:

Detailed figures on student origin are available on the Registrar’s Office intranet.

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.