| Overall Rating | Bronze - expired |
|---|---|
| Overall Score | 37.31 |
| Liaison | Stephan Classen |
| Submission Date | March 6, 2018 |
| Executive Letter | Download |
Cascadia College
EN-9: Staff Professional Development
| Status | Score | Responsible Party |
|---|---|---|
|
1.25 / 2.00 |
Jodie
Galvan Assistant Director of Sustainable Practices Student Learning |
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indicates that no data was submitted for this field
Does the institution make available professional development and training opportunities in sustainability to all staff at least once per year?:
Yes
Does the institution wish to pursue Part 2 of this credit (the rate of employee participation in sustainability professional development and training)?:
Yes
Estimated percentage of regular staff (full-time and part-time) that participates annually in sustainability professional development and training that is either provided or supported by the institution (0, 1-24%, 25-49%, 50-74%, 75% or more):
1-24%
If sustainability professional development and training opportunities for staff are made available or supported, provide at least one of the following:
In March 2017 we offered the first on campus professional development session called
Workplace Sustainability: Everyday Tips and Tricks. This event was open to all employees on campus. There was a good turnout at the event and we intend to offer it at least once a year.
A brief description of any external professional development and training opportunities in sustainability that are supported by the institution(e.g. through payment, reimbursement, or subsidy):
All staff have access to professional development funding which they can use to meet their annual performance goals. Recent examples of sustainability related professional development has included participation in conferences such as Washington Higher Education Sustainability Coalition, Department of Ecology Low Impact Development training, Permaculture certification and the Built Green Conference.
Optional Fields
1-24%
The website URL where information about the programs or initiatives is available:
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Additional documentation to support the submission:
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Data source(s) and notes about the submission:
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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 or simply email your inquiry to stars@aashe.org.