|Submission Date||Dec. 12, 2019|
PA-5: Assessing Diversity and Equity
|1.00 / 1.00||
Office of the Vice Rector, External and International Affairs and Health
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 2019, Université Laval adopted an institutional action plan on equity, diversity and inclusion. A review (assesment)of the situation was conducted in 2018 and in-depth in 2019. The plan includes actions to improve data collection.
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 University gathers data concerning the belonging of employees to one or both of the groups targeted by an equal access to employment program (visible and ethnic minorities, persons with disabilities, Aboriginal peoples, women ) using a self-identification questionnaire accessible through a secure intranet. All persons wishing to apply for a job at the University must also complete the self-identification questionnaire. Employees are occasionally asked to update their data. These data coupled with other pieces of information including employment systems analysis are used to assess staff representativeness, identify objectives, develop programs and actions to enhance diversity and inclusion culture and to do the necessary follow-ups. For example, the University has put in place an Equity, Diversity and Inclusion (EDI) action plan as part of the Canada Research Chairs program following a diagnosis established at using these data. This action plan aims to enhance the diversity of the Canada Research Chairholders.
The University also 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.
See some indicators on https://www.ulaval.ca/fileadmin/ulaval_ca/Documents/indicateurs/indicateurs-reperes-Universite-Laval-2019.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:
See the entrance page of the Human Resources website: www.rh.ulaval.ca for the specific section.
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.