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With 17 residence buildings housing about 3,000 residents, Laurier offers a wide variety of living accommodations and each residence offers a unique experience for incoming students. Our residence buildings are comprised of both dormitory-style accommodations and apartment-style accommodations. The main difference between dormitory-style and apartment-style residences is the kitchen. Dormitory style residences have limited shared cooking facilities, where apartment-style residences each have a kitchen. All rooms assigned to students come fully furnished and include utilities and internet services. A residence life area coordinator and a team of residence life dons manage each building. Check out the location of our residences on our virtual map! This co-ed residence has five storeys with each floor housing about 28 first-year students in double-occupancy rooms. Five dons manage the communities and ensure student engagement and connection to the Laurier community. Bouckaert Hall’s facilities include laundry machines on most floors, and a communal lounge in the lower level of the building. View a 360-degree panorama of a room in Bouckaert Hall. Click and drag your mouse to move through the image. Wilkes House is located on Laurier’s “Heritage Block” in close proximity to Post House Residence and the Student Centre, which have heritage considerations in their design and architecture. Wilkes House is a historic building named after one of Brantford’s founding families. Following a complete renovation of the interior and exterior of the building, Wilkes House features 38 single rooms and one double room within seven one-of-a-kind apartment suites. Larger suites housing eight people come equipped with two refrigerators. Becoming a Golden Hawk means more than just cheering on our (really good) varsity teams – it means being a student who cares about your community, who works hard in the classroom, and who takes advantage of all the learning opportunities that can happen outside the classroom, too. As part of Laurier’s commitment to accessibility and inclusion, the 2016-2019 Accessibility Plan outlines how Laurier intends to identify, prevent, and remove barriers of all types to persons with disabilities. The plan describes Laurier’s accessibility-related goals, and the policies, practices and strategies that will be utilized to achieve them. The plan also acts as a document through which Laurier can communicate its accessibility initiatives to its multiple locations and to the community at large. Accessibility means providing barrier free environments and services to enable people of all abilities to fully participate in every aspect of day-to-day life. In particular, accessibility enables and empowers people with disabilities to lead their lives with independence and dignity, and encourages integration and equal opportunity. But accessibility also benefits everyone, not just people with disabilities. An accessible Laurier will mean that our campuses are able to foster engagement from the widest possible range of participants and in doing so build and encourage a talented and diverse workforce and student body. An accessible Laurier will mean stronger relationships with the communities in which our campuses are situated and a richer culture of diversity and inclusivity. An accessible Laurier means that everyone has an equal opportunity to achieve academic excellence and take part in a culture that inspires lives of leadership and purpose. There is more to accessibility than the addition of a few ramps and door openers—barriers, come in all different forms. Barriers can be visible and physical, but they might also be less obvious. In addition to the architectural barriers around us there are barriers related to policies, communications, and attitudes that need to be identified, removed, and prevented. Return to Top This plan is intended to be a guiding document that outlines Laurier’s strategies, goals, and initiatives toward becoming a barrier-free university. The contents of this document were developed with input from Laurier’s Accessibility Advisory Committee and the recommendations have been guided by the requirements of the Accessibility for Ontarians with Disabilities Act (AODA) and feedback that we obtain through our formal and informal feedback systems. The people at Laurier play many different roles that make up the organization; we are educators, service providers, employers, and students. Acknowledging that accessibility is everyone’s responsibility, this plan aims to clarify how people in each of these roles are working to make Laurier a more accessible place. Key sections of this document include: This plan uses the social model of disability to address accessibility issues and initiatives. In the social model there is a distinction made between disability and impairment; impairment refers to a physical, sensory, or intellectual difference and disability refers to the limits people with differences face because of the structures in our society. Though the social model simplifies some of the complex issues around disability, it remains an effective tool because it calls attention to the way in which barriers in society can be disabling, therefore emphasizing the idea that accessibility is everyone’s responsibility. Goals To have a university environment in which the channels for communicating feedback about accessibility are always open and concerns are addressed in a timely manner in a way that respects the dignity and independence of all people. Process Feedback regarding accessibility-related issues can be directed to the department offering a good or service directly, or to the Employment Equity and AODA officer. All feedback is taken seriously, addressed by the Employment Equity and AODA officer and directed to other parties, if necessary. Guided by the Accessibility for Ontarians with Disabilities Act (AODA) 2005, and the Ontarians with Disabilities Act 2001, the Accessibility Advisory Committee strives to ensure that all buildings, programs and services are accessible to persons with all types of disabilities. The committee is made up of senior administration, staff from related areas, and student representation. The committee works to ensure that Laurier is an accessible community by responding to identified disability-related barriers and by promoting standards which incorporate accessibility at all levels of the organization including (but not limited to) residence life, student services, employee safety, and the classroom. The Accessibility Advisory Committee is responsible for approving the AODA implementation plan and will respond to new legislative requirements and feedback throughout the academic year related to newly identified barriers. Membership of the advisory committee includes: Return to Top The Accessibility for Ontarians with Disabilities Act (2005) was created to develop, implement, and enforce accessibility standards. Standards are focused on five key areas: customer service (2010), employment (2012-2016), information and communications (2013-2021), transportation (2011), and the built environment (2015). The goal of the Act is to make the province of Ontario fully accessible by 2025. Laurier has been offering training on how to provide strong customer service to persons with disabilities since 2010. Since this time, thousands of Laurier staff, faculty, student staff and volunteers have participated in the training. The training is offered through interactive online modules, as well as in-depth in-person training by request. The training is based on the Council of Ontario Universities training program, which was customized to fit the Laurier environment by the Diversity and Equity Office. The training content includes: The training has challenged departments to re-evaluate how they offer services, and has broadened the institutional knowledge on what it means to be accessible. The information and communications, employment and transportation standards have been streamlined into the Integrated Accessibility Standards Regulation (IASR). The following is an update on the progress of our goals from the 2013-2015 accessibility plan. Information has been posted to the Procurement website regarding this standard. Furthermore, language requiring accessibility is now embedded into requests for proposals for purchases and the shop Laurier homepage. Laurier's P-Card manual also includes information about the requirements of the act and accessibility criteria. The Accessibility Committee aims to support Laurier in demonstrating strong leadership in all matters of accessibility. Given that this is an issue of diversity, inclusivity and justice, it is incumbent upon us to surpass the minimum requirements of compliance and seize every opportunity to place Laurier among the most accessible and inclusive universities in Canada.” – Accessible Services Policy for Persons with Disabilities (Policy 8.10) Through the Enabling Change Program, Laurier, in partnership with the Government of Ontario, produced a handbook and a series of web videos as a guide for large public-sector organizations (with 50 employees or more) to help them take the necessary steps to make their websites accessible. Download the Enabling Access Through Web Renewal handbook and view the videos. The government has divided the Accessible Built Environment Standards into two parts, public spaces and buildings. The public spaces standards were added to the Integrated Accessibility Standards Regulation in 2012. The buildings standards are part of Ontario’s Building Code and came into force in January 2015. The amended requirements substantially enhance accessibility in newly constructed buildings and existing buildings that are to be extensively renovated. Changes to the Ontario Building Code are being phased in to allow building owners, the building design industry and contractors, architectural and ergonomic/accessible design consultants to plan for and adjust to new requirements. The number one priority when it comes to making improvements to the existing campus environment is access to safety: this includes clear egress routes, safe and even walking surfaces, sufficient lighting, accessible directional signage, and stroboscopic fire alarms. The Employment Equity and AODA Officer works closely with physical resources on all new building projects to ensure that accessibility is forethought, not an afterthought. When accessibility criteria and features are considered from the start, less time and money are spent restructuring our built environment later. This means that the Employment Equity and AODA Officer is involved whenever a building is being built or renovated to ensure that the architects and designers consider how spaces are used by persons with disabilities. Language has been added throughout the recruitment, assessment, and selection process, to inform staff, faculty, and student candidates of the availability of accommodations and alternate communications (section 22-24, IASR). Training on the requirements of the IASR in relation to employment are a part of the online and in person IASR training. In winter 2014, in partnership with Faculty Relations, training was provided to faculty on best practices in equitable and bias-free hiring. 4, 2016 targeting managers at Laurier on ‘Workplace Accommodation – Understanding your Responsibilities as a Leader” by Catherine Peters, a lawyer from Hicks Morley. Laurier has re-established two employment equity committees: The Bilateral University-Association Employment Equity Committee was reestablished October 2015 (see Terms of Reference). In 2015, this committee has informed workshops given by the Employment Equity and AODA Officer on employment equity in hiring, including persons with disabilities. As well, on April 5, 2016, Rosa Barker from the Canadian Association of University Teachers delivered a full day “Equity Workshop” focusing on how faculty can be advocates for employment equity at Laurier. The University Advisory Employment Equity Committee was re-established January 2016 and will have action groups based on the designated groups, including persons with disabilities. The Terms of Reference for this committee is currently being developed. Return to Top SHERM provides ergonomic assessments for faculty and staff to address individual needs. Note: Connect is only available to Laurier faculty and staff with a log-in. Policy 8.10 was updated November 14, 2013 by the Employment Equity and AODA Officer and the Accessibility Advisory Committee to include aspects of the IASR and has been renamed Accessible Service Policy for Persons with Disabilities. The policy now includes information about transportation, accessible formats, as well as additional information about training and educational information. The policy also now includes a statement of commitment to providing accessible services in a timely manner. The policy continues to outline Laurier’s practices regarding customer service. In it, Laurier commits to: Employment Accommodation (Policy 8.7) has been updated to continue to include AODA requirements and was approved by the Board of Governors on April 21, 2016. The procedures for the Accommodation and Return-to-Work Program was also reviewed and updated April 2016 by the Health and Abilities Management Consultant. The Academic Accommodation Policy for Undergraduate (Policy 2.4, 2005) and Graduate (Policy 2.3, 2004) students has been revised. One new integrated policy has been created with updated procedures. The draft has been vetted by several committees (e.g. VPAC, Graduate Faculty Council, Senate Committee on University Teaching), the final document will be reviewed by Senate at the May 26, 2016 meeting. Laurier’s Employment Equity Policy (8.4) is another policy which helps ensure that Laurier provides an accessible and equitable working environment. This policy is currently under review and will be updated by fall 2016. Return to Top “This initiative [the customer service policy] is informed by the principle of fostering a culture where disability has a presence; and its diversity in people, ideas and sensibilities is affirmed and acknowledged as contributing to the Laurier community in a seamless manner. – Policy 8.10 The Student Wellness Centre uses a circle of care philosophy in providing health and wellness services and support. This was achieved through the creation of a new Student Wellness Centre which incorporates a shared electronic records system, multidisciplinary, coordinated care, communication and case-sharing. Intentional efforts are made to reduce stigma, and maximize awareness of mental health, and related supports and services. This is achieved through a variety of student groups engaged in programming and awareness initiatives, campus-wide events (e.g. The Centre for Student Life and Engagement provides coordination and centralization of Peer Mental Health teams to ensure better use of resources, and professional oversight of mental health programming/peer education. Orientation presentations), and educational opportunities (e.g. Recent examples include annual campaigns such as Roostock-Student Mental Health Summit, Love My Life: A Walk for Mental Health, and anti-stigma/mental health awareness videos. Significant funding has been secured over the past few years to augment opportunities to help support mental health and awareness-training programs for faculty, staff and students. These include Mental Health First Aid, safe TALK, ASIST and the Blue Folder Initiative. The Accessible Learning Centre (ALC) on the Waterloo and Brantford campuses continue to ensure students with disabilities have access to required academic accommodations to support their learning and participation within their academic program(s). The ALC continues to examine and refine processes to ensure seamless access for students, and to engage staff in campus wide initiatives designed to educate the community and improve campus accessibility. The following are some of our initiatives: The Accessible Learning Centre (ALC) assists students with disabilities in reaching their full academic potential by providing academic accommodations that maintain academic integrity and level the playing field. Services offered include the provision of alternative formats, exam accommodations, learning strategies, note-taking, student support and tutoring. The Career Development Centre can provide information and materials related to the RBC Career Transition Program for Students with Disabilities, finding a job and your rights in an interview, facts about disclosure options and accommodations, and links to external resources on workplace accessibility. The Diversity and Equity Office (DEO) includes the Association of Black Students, the Multi-Faith Resource Team, the Rainbow Centre, Burst Your Bubble, and the Centre for Women and Trans* people. The DEO can provide resources and training related to the AODA and related to accessibility more broadly, including resources and information related to diversity, inclusion, and equity. Human Resources (HR) is made up of different departments, many of which play a role in Laurier’s accessibility and equity initiatives. The Department of Human Resources include Employee Relations, Benefits and Compensation, Learning and Organization Development, Payroll, Pension and Retirement Services, Employee Health and Well-Being, and Diversity and Equity. The Employee Health and Well-Being department has a Health and Abilities Management Consultant who works with employees requiring accommodations due to a disability. HR reviews the Sick Leave and Disability Management Policy and the Employee Accommodation Policy. Note: The web content for HR is on Connect which, is only available to Laurier faculty and staff with a login. The Laurier Library provides research assistance, video tutorials, and accessible workstations. Adaptive Technologies at the library include large screen monitors, Optelec Reader, a high speed scanner, a self-serve scanner, Kurzweil and Zoom Text, Jaws, and height-adjustable work stations. SHERM integrates health, safety and environment into the university's culture and by guiding the community in achieving due diligence. SHERM manages the university's overall health and safety program with the goal of preventing occupational injuries and illness. SHERM also supports the installation of visual fire alarms on campus. Note: The web content for SHERM is on Connect which, is only available to Laurier faculty and staff with a login. The Wellness Centre is an amalgamation of Counselling Services and Health Services which allows us to provide more complete and comprehensive care. They use a circle of care model that incorporates the specialties from a diverse, multi-disciplinary team. Students, staff and faculty who use the centre may access a number of wellness professionals in order to enhance their health and wellbeing while they are here at Laurier: Doctors, MSW Counsellors, Registered Nurses, Chiropractors, Registered Massage Therapists, and a Psychiatrist. Referrals to other local practitioners and specialists are also available. All students have access to these services through their OHIP and extended health plans. Staff and faculty are welcome to use the clinic services. The Accessibility Toolkit is an online platform that provides common tools, resources and adaptable templates to assist universities in meeting the goals and requirements of the Accessibility for Ontarians with Disabilities Act, 2005 (AODA). The EAR Kit is the product of a partnership between the University of Guelph, the University of Toronto, York University and the Government of Ontario through the En Abling Change Partnership Program. The toolkit is designed to support educators in creating accessible learning environments for students. Return to Top The Laurier Accessibility Committee is responsible for planning how annual funds ($75,000.00) from facilities renewal are spent each year to address renovation and repair. As per the Ministry of Training, Colleges and Universities guidelines, the funds must be spent on physical campus accessibility costs. Accessibility: A general term used to describe the degree of ease that something (e.g., device, service, environment) can be used and enjoyed by persons with a disability. The term implies conscious planning, design and/or effort to ensure it is barrier-free to persons with a disability and, by extension, highly usable and practical for the general population as well. (As defined in the Ontario Public Service Accessibility Plan). Accommodation: The act of making an adjustment to a policy, practice, or environment to meet the needs of a person with a disability. Unlike accessibility, accommodation is a reactive or individualized adaptation. ALC (The Accessible Learning Centre): A centre at Laurier committed to assisting students with disabilities to reach their full academic potential. The ALC facilitates learning strategies and accommodations for students with disabilities while maintaining academic integrity. AODA (The Accessibility for Ontarians with Disabilities Act): The purpose of the Act is to develop, implement and enforce accessibility standards in order to remove barriers for Ontarians with disabilities on or before Jan. 1, 2025 in relation to goods, services, facilities, accommodations, employment, facilities, structures and premises. (As defined in the Ontario Public Service Accessibility Plan). Barrier: Anything that prevents a person with a disability from fully participating in all aspects of society because of his or her disability, including a physical barrier, an architectural barrier, an information or communications barrier, an attitudinal barrier, a technological barrier, a policy or a practice. Disability: Any degree of physical disability, infirmity, malformation or disfigurement. Duty to Accommodate: Refers to the responsibility to provide accommodation in a manner that respects general principles such as dignity of the person, individualization, integration and full participation. IASR (Integrated Accessibility Standards Regulation): The Ontario Regulation which establishes the accessibility standards in the areas of information and communications, employment, and transportation. OHRC (Ontario Human Rights Code): A provincial law that gives everybody equal rights and opportunities without discrimination in specific social areas such as jobs, housing, services, facilities, and contracts or agreements. SHERM (Safety, Health, Environment and Risk Management): SHERM develops, promotes and implements best practices in loss prevention, mitigation and operational risk management and manages the University's overall health and safety program with the goal of preventing occupational injuries and illness. Teaching and Learning: A centre at Laurier comprised of a number of distinct departments with interconnected and yet varying responsibilities, including: Educational Development; Online Learning; Educational Technologies; Continuing Studies; Part-time Studies; Quality Assurance Office, Community Service-Learning (CSL); and Intercultural Development Office. Universal Design: Universal design helps to ensure a high degree of building accessibility. It is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design. Universal Instructional Design (UID): Universal instructional design helps to ensure a high degree of accessibility to subject matter and instruction. In terms of learning, universal design means the design of instructional materials and activities that make the learning goals achievable by individuals with a wide variety of learning styles or needs. 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This hotel is just 4.7 mi from downtown Québec City and next door to Laurier Québec. It features 2 on-site restaurants a gift shop and an indoor pool. Free Wi-Fi access and TV are available in all rooms at Hotel Classique. Each room is also equipped with a mini-refrigerator and a coffee maker. Other helpful amenities include an iron and a work desk. Cosmos Restaurant and Bar one of the on-site restaurants serves breakfast lunch and dinner. The other Shogun Sushi features all-you-can-eat menu. The front desk at Hotel Classique is staffed 24 hours a day. There is an on-site ATM a business center and meeting and banquet rooms. Jean-Lesage Airport is 6.2 mi from Hotel Classique. There is a city bus that goes directly to Old Québec and takes 25 minutes. Becoming a Golden Hawk means more than just cheering on our (really good) varsity teams – it means being a student who cares about your community, who works hard in the classroom, and who takes advantage of all the learning opportunities that can happen outside the classroom, too. At Laurier, you have the gift of time, innovative faculty, mentors and dedicated spaces needed to nurture your passion and turn your dreams into reality. No matter what program you study, you’ll be inspired to exchange ideas, spot new trends and be part of global shifts. Bring your passion and we’ll help you fulfil your purpose. Three simple steps can help you realize your entrepreneurial dreams: learn, try, do. The Entrepreneurship Concentration for BBA students helps you to think like an entrepreneur. Learn how to develop and launch a concrete idea for a new venture. And gain the skills and mindset needed to work at a startup or on a corporate innovation team. Apply entrepreneurial skills and social innovation thinking to solve some of your community’s – and the world’s – most pressing problems through the Social Entrepreneurship Option, available to any honours undergraduate student. Design and test real-world solutions for Waterloo Region or the City of Brantford as part of special City Studio and CUSP courses. For the Community Engagement Option, you'll complete a placement focused on social inclusion, local democracy and community enterprise at The Working Centre in downtown Kitchener. Use the Science Maker Lab and Library Makerspace to design, create and test your prototypes. Develop and refine your ideas for new ventures through workshops and hackathons in a supportive learning environment. Collaborate with students from all faculties to develop social ventures in the Purpose Lab, the centre for student-driven social innovation at the Waterloo campus. Participate in open innovation, a practice where organizations collaborate on and share ideas in their pursuit of solutions to the world’s toughest problems. Work in a collaborative space that brings together Laurier’s social innovation and community-based initiatives with community partners. Join a team of student, academic and business leaders who are using entrepreneurial action to transform lives and shape a better, more sustainable world. Launch your ideas into real enterprises in Laurier’s very own startup incubator. The Launch Pad program gives you access to the Communitech Data Hub in Waterloo and the Community Innovation Hub on the Brantford campus. Be empowered to tackle complex social challenges facing our communities in C3 Innovation Labs’ activity hub. Demonstrate your passion and creativity and you could qualify for the C3IL Summer Mentorship Program, a paid internship in partnership with local municipal government, a social profit organization or in the private sector. For years, Laurier has been a leader in entrepreneurship and social innovation education. As an Ashoka Changemaker Campus, Laurier is part of a global network of universities that support one another in making the world a better place. Mc Connell Family Foundation RECODE project and collaborates with other institutions around the world in the Ashoka network. Laurier is a founding academic partner of Communitech, the Region of Waterloo’s industry innovation centre. Rbc place laurier rbc hazelton RBC has the largest branch and ATM network across Canada. Use our locator tool to find the RBC branch or ATM nearest you. Branch and ATM Locator - RBC Royal Bank - Search Results Find RBC Royal Bank branch Bank services and bank branch in Quebec city Discover deal, promotion and jobs at RBC Royal Bank. Place Ste-Foy et Laurier Québec s’unissent pour faire un don de 10,000 $ à Moisson Québec afin de nourrir les familles dans le besoin à Québec. 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