Overall Rating Silver
Overall Score 50.14
Liaison Don Forster
Submission Date March 30, 2020
Executive Letter Download

STARS v2.1

Seneca College
EN-8: Employee Orientation

Status Score Responsible Party
Complete 1.00 / 1.00 Paula Echeveste
Sustainability Supervisor
Facilities
"---" indicates that no data was submitted for this field

Percentage of new employees (faculty and staff) that are offered orientation and/or outreach and guidance materials that cover sustainability topics:
100

A brief description of how sustainability is included in new employee orientation (including how multiple dimensions of sustainability are addressed):

New employees are added to the ‘Seneca Employee eLearning’ organization once they are hired.

Seneca is committed to expanding its access and support to all students and employees with disabilities, by having as its goal a barrier-free learning and working environment to enable academic and employment success. It is the goal to make Seneca barrier-free by 2025 by being proactive in having services, policies, and procedures, including college services and facilities more accessible to the needs of all people with disabilities.

Courses in the Seneca Employee eLearning include:
1. Customer Service for People with Disabilities
2. Accessibility Awareness for Educators
3. IASR & OHRC (Integrated Accessibility Standards Regulation and the Ontario Human Rights Code)

The training above is aligned with the following sustainable development goals:
Goal 4 - Inclusive and equitable quality education and promotion of life-long learning opportunities for all focuses on eliminating gender disparities in education and ensuring equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities. Also, the proposal calls for building and upgrading education facilities that are child, disability and gender sensitive and also provide safe, non-violent, inclusive and effective learning environments for all.
Reference: https://sustainabledevelopment.un.org/sdg4
Goal 8 - Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all, the international community aims to achieve full and productive employment and decent work for all women and men, including for persons with disabilities, and equal pay for work of equal value
Reference:https://sustainabledevelopment.un.org/sdg8
Goal 10 - Which strives to reduce inequality within and among countries by empowering and promoting the social, economic and political inclusion of all, including persons with disabilities.
Reference:https://sustainabledevelopment.un.org/sdg10
Goal 11 - Work to make cities and human settlements inclusive, safe and sustainable. To realize this goal, Member States are called upon to provide access to safe, affordable, accessible and sustainable transport systems for all, improving road safety, notably by expanding public transport, with special attention to the needs of those in vulnerable situations, such as persons with disabilities. Also, the proposal calls for providing universal access to safe, inclusive and accessible, green and public spaces, particularly for persons with disabilities.
Reference:https://sustainabledevelopment.un.org/sdg11
Goal 17 - stresses that to strengthen the means of implementation and revitalize the global partnership for sustainable development, the collection of data and monitoring and accountability of the SDGs are crucial. Member States are called upon to enhance capacity-building support to developing countries, including least developed countries (LDCs) and small island developing states (SIDS), which would significantly increase the availability of high-quality, timely and reliable data that is also dis-aggregated by disability.
Reference:https://sustainabledevelopment.un.org/sdg17


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.