Program Handbook
Hearing Instrument Specialist Program
1176
Doon Campus
School of Health & Life Sciences and Community Services
Conestoga College
Academic Year 2015/2016
This is a companion document to the current Conestoga Student Guide
This document can be found on the program shell of eConestoga and the program specific page online.
Revised on June 26th, 2015
Hearing Instrument Specialist Program Handbook 2015-2016
Table of Contents
PROGRAM HANDBOOK
I
PROGRAM HANDBOOK GUIDELINES
V
WELCOME
VI
TOP FIVE EXPECTATIONS OF YOU
VII
1. USE MY CONESTOGA TO CONNECT TO:
2. KNOW AND PLAN AROUND YOUR ACADEMIC SCHEDULE WITH YOUR FAMILY
3. BE THE PROFESSIONAL YOU WISH TO BECOME - FROM DAY ONE
4. ATTEND TO ENHANCE SUCCESS
5. TAKE RESPONSIBILITY FOR YOUR ACADEMIC STATUS
TOP FIVE RESOURCES FOR YOU
1. YOUR TEACHING TEAM
2. COUNSELLING AND SERVICES FOR PERSONAL NEEDS
3. ACCESSIBILITY SERVICES
4. STUDENT STUDY SPACES AND GENERAL SUPPORTS
5. SERVICES FOR STUDENTS
LETTER TO STUDENTS
1. PROGRAM OVERVIEW
PROGRAM DESCRIPTION
PROGRAM PHILOSOPHY
PROGRAM OUTCOMES
PROGRAM SUMMARY MAP – 2015/2016 INTAKE
PROGRAM DESIGN FOR YOUR COHORT
PATHWAYS AND FURTHER POST-SECONDARY EDUCATION OPPORTUNITIES
EMPLOYMENT OPPORTUNITIES
2. RELATIONSHIPS
COMMUNICATION AND CONTACT INFORMATION
Faculty Commitment to Success
Faculty Availability
Contact Information and Availability
Contacting Program Staff
Student Email
STUDENT ENGAGEMENT
Student Concerns/Issues
Student Representation
AHIP (Association of Hearing Instrument Practitioners)
PAC (Program Advisory Committee)
WIHSC (Waterloo Inter-professional Healthcare Student Collaborative)
STUDENT FEEDBACK
Key Performance Indicators
Student Appraisal of Teaching
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CLASS CANCELLATIONS
Class Cancellation due to Faculty Absence
Class Cancellations Due to Inclement Weather
Personal notifications of class cancellations
Hearing Instrument Specialist Program Handbook 2015-2016
3. STANDARDS OF CONDUCT AND PROFESSIONAL PRACTICE
PROGRAM STANDARDS FOR PROFESSIONAL PRACTICE
CHARACTERISTICS OF SUCCESSFUL STUDENTS
ACADEMIC INTEGRITY AND PLAGIARISM
COPYRIGHT – WHAT STUDENTS NEED TO KNOW
Cumulative Copying
SAFE PRACTICE
STUDENT PROTECTION ACKNOWLEDGEMENT
PROFESSIONAL CONDUCT - USE OF SOCIAL MEDIA AND CELL PHONES
Social Media Policy
Cell Phone Policy
COWAN HEALTH SCIENCES CENTRE: CLINICAL LAB DRESS CODE
Uniform Standards
Access to HIS Laboratory (F-Wing 1F37)
General guidelines for HIS laboratory and clinical placement sites include:
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ATTENDANCE AND STUDENT SUCCESS STRATEGIES
ATTENDANCE AND PUNCTUALITY
ATTENDANCE FOR EVALUATION
Notification procedure
Notification for Absence from Evaluations
Follow-up after Reporting Your Absence from an Evaluation:
Religious Holidays
DOCUMENTATION TO SUBSTANTIATE YOUR REPORTED ABSENCE
TEST PROCEDURES
Importance of Test and Presentation Dates
ASSIGNMENT POLICIES
Steps to Follow to Submit Assignment Outside of Class Time
Working Together on Group Assignments
Use of Time between Classes
Faculty Returning Tests and Assignments
General Guidelines for Quality of Written Work
General Guidelines for submitting written work
PRACTICE ASSIGNMENTS
Weighting of Courses
Test/Examination Writing Protocol
Guidelines for Tests/Exams
5. ACADEMIC PROGRESS THROUGH THE PROGRAM
ACADEMIC STANDING AND PROMOTION
Achievement
Course Add/Drop
Special Timetables/Adding Dropped or Failed Courses
Academic Probation
Supplemental Work
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Hearing Instrument Specialist Program Handbook 2015-2016
Criteria for Eligibility to Write Supplemental Examinations
Promotion Standard
Promotion and Supplemental Procedure
Reason for Student Progress Being Reviewed by Promotion Committee
Discontinuance
Withdrawal
Program Transfer
Appeal
Clearance of Academic Deficiency
Readmission to the Program
Graduation
PROCESS FOR RESOLUTION OF STUDENT CONCERNS
MAINTAINING STUDENT FILES
ADDITIONAL INFORMATION FOR STUDENTS
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PRACTICUM AND CLINICAL EXPERIENCES
PRACTICUM REQUIREMENTS
SAFETY IN THE WORKPLACE COURSE
STUDENT CONSENT FORMS
WSIB
GUIDING PRINCIPLES AND POLICIES FOR CLINICAL PRACTICUM
Placement Site Locations
Finances and Transportation
Confirmation of Placement Times, Dates and Location
Clinical Practicum Preparation Sessions
Withdrawal from Practicum
Clinical Practicum Evaluations
Clinical Practicum Grades
Basic Safety Training
Safety in the Hearing Instrument Specialist Lab
Safety is Ensured by Adhering to Rules & Regulations in the HIS Lab
Lab Resources
LAB OR PSYCHOMOTOR SKILLS FOR HIS PROGRAM
Criteria for Lab/Psychomotor Skills
Student's Responsibilities Regarding Psychomotor Skills
OCCUPATIONAL HEALTH & SAFETY OFFICE GENERAL INFORMATION
Accident /Incident Reports
PART TIME WORK
Transportation and Parking
7. STUDENT AWARDS
AWARDS AVAILABLE FOR HEARING INSTRUMENT SPECIALIST 2015-16
Financial Aid Sponsored Awards
School sponsored Awarded Annually
PROGRAM REVISION LOG
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Hearing Instrument Specialist Program Handbook 2015-2016
Program Handbook Guidelines
The purpose of this handbook is to provide students with program specific details and other important
information. The material in this handbook is accurate at the date of posting, and is applicable for the
current academic year. Students will be informed of handbook changes that occur, if any, through
college email. Program handbooks are updated yearly and students must check their program handbook
for the current edition.
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Hearing Instrument Specialist Program Handbook 2015-2016
Welcome
To the School of Health & Life Sciences and Community Services
Your Bridge to Practice
What Can This Mean For You?
The opportunity to begin, today, to become the professional you aspire to be.
The opportunity to learn in real-life settings and with real-life scenarios, rehearsing for the day
when you will be in these real-life situations.
A unique inter-professional opportunity, given the number of different disciplines in the school.
You will learn with, about and from your future colleagues.
An opportunity to take advantage of the state-of-the-art facilities, social and study spaces in our
Cowan Health Sciences Center, as well as other unique learning resources such as the Motz
Emergency Service Bays in the WREMS Station and the Child Development Centre on the Doon
Campus
Your goal of being viewed by employers as a “preferred graduate” is up to you; your professors,
technologists, administrative staff and college services look forward to supporting you as you
journey from day one to your graduation.
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Hearing Instrument Specialist Program Handbook 2015-2016
Top Five Expectations of You
1. Use My Conestoga to Connect To:
Your Conestoga Email: (e.g. John Smith, Student Number 1234567, jsmith4567@conestogac.on.ca)
• This is the official communication vehicle regarding your academic requirements. Check it
regularly and respond as requested.
eConestoga: (Desire to Learn)
• This is your resource for all course-based program information and course-based
communication with your faculty.
• Make eConestoga your partner in learning; this is your guide to all course activity.
Student Portal:
• Find your grade information, college tuition invoices, class schedules and absence reporting.
Practicum Health Requirements: (Go to “Services” and find “Practicum Services Link”)
• Keep track of your requirements; know that they are complete to allow you to go on your
practicum.
2. Know and Plan Around Your Academic Schedule With Your
Family
Course Schedule:
• Your schedule has been planned with many people and multiple considerations in mind.
• Classes can be scheduled from 8am to 6pm (note, times for practicums follow work place
schedules).
• Changes may be considered but only for extenuating reasons (Please discuss with your
Program Coordinator).
The Academic Year has critical dates: Please plan around these dates to ensure you are here when
you need to be--including the potential need to be present for the two weeks after the semester
ends if you might need to complete supplemental work to allow you to continue to the next
semester. Program start and end dates, holidays and deadlines for course add/drop and withdrawal,
are located in the Student Guide. Course changes (add/dropping) may also be made through the
Student Portal under the “My Courses” tab.
Fall 2015
Dates
Winter 2016
Dates
Fall Orientation Week
Fall Semester Classes
Start
Last Week of Semester
Intersession (no classes)
Aug 31 – Sept 4
September 8
December 14-18
Dec. 21-Jan 1/16
Winter Orientation
Winter Semester Classes
Start
Study Week
Last Week of Semester
Intersession (no classes)
January 4
January 5
February 15-19
April 18-April 22
April 25 – May 6
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Hearing Instrument Specialist Program Handbook 2015-2016
Top Five Expectations of You
3. Be the Professional You Wish To Become - From Day One
Civility, respect and professional behaviors will be key in the quality of your learning experience—
and a future employer's first and lasting impression.
Professional Dress & Conduct: See section three of the Handbook for professionalism expectations
for your program. The college’s Student Guide sets out Student Code of Conduct for our community
at Conestoga.
Pre-practicum Health Requirements Complete as required; without these, you will not be able to
progress to your practicum and your program completion will be in jeopardy (per your information
in the Student Portal)
Social Media: Use responsibly –don’t blow your future on ill-advised communication with the e-tools
that we use so freely (see section three of the Handbook)
4. Attend To Enhance Success
Please Review Attendance Expectations in Section four of the Handbook: Attendance for class, labs
and practicum underpins student learning and your experience as a future professional.
Absence from Evaluations: Must be reported in the Student Portal before your absence to be eligible
for a repeated evaluation.
Request for Accommodation for Religious Holidays: Must be requested to your Program
Coordinator in the first three weeks of each semester.
5. Take Responsibility for Your Academic Status
Student Records if you have questions about your student record, academic status and or program
withdrawals, go to the Registrar’s Office and speak to your Program Coordinator.
Fee Payments: Payment is required to attend classes. Check your Student Portal for invoices.
Credit Transfer/Exemptions: Conestoga supports the transferability of academic credits between
programs and educational institutions through recognized transfer pathways, articulation
agreements and course-to-course equivalences. Please refer to the Student Guide for more
information.
Student Forms: To access forms go to the Student Forms page.
Academic Policies & Procedures: May be found under Policies and Procedures.
Student Affairs Polices & Procedures: May be found at the Student Affairs page.
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Hearing Instrument Specialist Program Handbook 2015-2016
Top Five Resources for You
1. Your Teaching Team
Contact Information: Is posted in eConestoga and in your Program Handbook (Section two in the
Handbook)
Appointments: Making appointments (in person, by phone, email) helps to ensure your desired
resource is available.
Email Inquiries: will be answered within two business days.
Urgent Need for Help: Program Assistants are available to help you reach one of the Teaching Team
(contact information in Section two of the Handbook)
2. Counselling and Services for Personal Needs
College Counselling: Professionally-trained counsellors can help you achieve your educational
goals—for such common support as stress management, anxiety, depression, transition issues,
family issues, etc. Counselling is free, voluntary and confidential. Arrange to see a Counsellor quickly
if academic or personal problems stand in the way of your college success. To make an appointment,
visit or call Doon--Room 1A101, 519-748-5220, ext. 3360, Monday to Friday, 8:30 a.m. to 4:30 a.m.
Check the counselling services website for more information.
Good2Talk: Confidential 24 hour phone line for stresses big and small 1-866-925-5454
Conestoga Security: Provides a safe and secure work and learning environment. 519-748-5220 ext.
3357. Refer to the Student Guide for Conestoga’s Safety and Security Services and procedures.
Student Financial Services: Student Financial Services can help you by providing you with options to
finance your post-secondary education.
CSI Food Bank: The CSI Food Bank is an emergency food relief program for current Conestoga
students.
Health Services: Your family doctor on campus. Check out the services that they offer on their
website or call 519-748-5220 ext. 3679. Services available Monday to Friday, 8:30 a.m. to 4:30 a.m.
Some same day appointments may be available by walk-in. A full-time health nurse is on site.
Facility Information: Refer to the Student Guide for information on after-hours parking, classroom
and computer labs.
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Hearing Instrument Specialist Program Handbook 2015-2016
Top Five Resources for You
3. Accessibility Services
Students with Documented Disabilities are encouraged to book an appointment with Accessibility
Services to access accommodations –EARLY in your program. Disability-related documentation will
be required to book an appointment. Go to the Accessibility Services webpage for more information.
Adaptive Technology Aids and Special Facilities:
Adaptive Aids are arranged through Accessibility Services; handicapped –accessible washrooms are
located throughout the campus. Contact the Adaptive Technology Lab for more information on
adaptive technology aids.
4. Student Study Spaces and General Supports
Cowan Health Sciences Centre (F-wing)
Student Lounge Space –Enjoy seats on each of the three floors. Plugs for laptops and charging
stations are located through these areas.
Student Meeting Room Space—Book through the Customer Service Desk for general access to 1F18
and 1F20 and spaces designated for degree programs.
General Access Computers and printers are located in two areas:
• 1st Floor –in the student lounge area with photocopier
• 2nd Floor—at the Customer Service Desk and kiosk area
Open Access Lab –2nd Floor, 2F18.
This is available on a come and go basis for health & pre-health programs practicing key skills. It is
open from 7:30am to 5:00 pm every day. Book with an Open Access Nurse Technologist.
Lockers—are available with your tuition; important to store your extra clothes and books, etc. so
that you can be at your professional best in the lab. To learn how to obtain a locker, please click
here.
Information Technology-- New ITS HELP DESK—1st Floor Ewing (provides supports & general
assistance with college-related needs such as Email, Network accounts, connectivity & wireless
printing. Go to the Web IT Service Desk for more information.
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Hearing Instrument Specialist Program Handbook 2015-2016
Top Five Resources for You
5. Services for Students
Library Resource Centre: Located on 2nd Floor B Wing; Go to the Library Resource Centre page for
more information.
International Education Office: Check out the International Education Office for services available to
you.
Learning Commons: Your one-stop resource for academic services and resources, such as Math,
Writing Skills, Peer Tutors and resources for APA. Check out their website or Access through
MyConestoga.
Student Life: Get involved and shape your experience. Visit the Student Life page or Connect to
MyConestoga for your Co-Curricular Record.
Student Financial Services: Your one-stop resource to apply for student awards and bursaries apply
early to increase your chances.
Bookstore: Your location to buy books (check out their options including used books), clothing for
your program and general supplies. Find it in the A wing, just inside Door 1.
Co-op and Career Advising: Your resource for Co-op Placements (if you are in a degree); your source
of help to look for summer jobs or future careers and gain help preparing your resume. Check out
the Co-op and Career Services site for more information.
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Hearing Instrument Specialist Program Handbook 2015-2016
Letter to Students
Dear Hearing Instrument Specialist Student:
Congratulations on your acceptance to the Hearing Instrument Specialist program.
This handbook has been prepared to provide information about academic standards, guidelines
and processes specific to the Hearing Instrument Specialist Program (HIS). Reading,
understanding and following the information in this handbook is an important first step in your
continued success in this program and your chosen profession. The handbook has been
compiled with careful consideration for your personal and professional growth during your two
years at the college. If you do not understand any of the information in this handbook, please
ask the faculty, Coordinator for an explanation.
Use the table of contents in this handbook as your guide and the contents as your continuous
reference as you proceed through the program. The Hearing Instrument Specialist faculty will
refer to the handbook often, but the responsibility for knowing the program standards is
ultimately yours.
In addition to the Hearing Instrument Specialist program standards and procedures handbook,
the Conestoga College Student Guide outlines important policies and procedures for you to
follow. The Hearing Instrument Specialist Student Information handbook is a supplement to,
but not a replacement for, the Conestoga College Student Guide.
We are here to help you have a successful two years. Should you experience difficulty or need
assistance in any area of your studies, please talk to your Program Coordinator, or come to my
office to seek direction to support your success in the program.
All the very best to you in your studies,
Sincerely,
Marlene Raasok (Executive Dean, Health & Life Sciences and Community Services),
Paul Finch (Chair, Health Sciences) ,
Hearing Instrument Specialist Coordinators /Faculty
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1. Program Overview
Program Description
Hearing Instrument Specialist Program Handbook 2015-2016
The Hearing Instrument Specialist (HIS) program prepares students to test hearing, select and fit hearing
aids, counsel hearing aid patients, and recommend the use of other assistive listening devices when
appropriate.
The program curriculum includes courses in: acoustics and perception of sound, anatomy and
physiology of the ear, measurement of hearing sensitivity, digital and analog hearing-aid electronics,
acoustic signal processing, hearing-aid programming and fitting, manufacturer fitting software,
counselling and professional ethics. A clinical field placement will enable students to apply knowledge
and skills to the reality of the work environment.
After successful completion of the program, graduates are eligible to write national examinations and
are required to complete 1,000 hours of supervised practice prior to achieving full HIS membership with
the Association of Hearing Instrument Practitioners (AHIP). In order to complete the 1,000 hours of
supervised practice the student must pay their AHIP membership dues in full and provide proof of
professional liability insurance.
Program Philosophy
Students are, “the embodiment of incredible possibilities. I see imaginatively what they might become if
they choose. I may [by teaching] invite them to activate possibilities they may not have envisioned”
(Jourard, 1971).
As faculty, we believe that students deserve to be treated with respect. As a student, it is important that
you understand that you are capable of success, and that we want to help you to succeed.
We believe that adults benefit greatly from a safe, nurturing classroom and a teacher who truly cares
about their success. Caring about student success means that teachers should acknowledge different
learning styles and interests.
We understand that you are working hard to achieve your goal of preparing to enter a healthcare
setting. Because of this, we aim to engage you with knowledge and skills that you will be able to apply in
your future program. As faculty, we believe that if we are not pointing out connections to our learners,
then it will be difficult to engage and motivate our students.
Conestoga College’s Hearing Instrument Specialist Program incorporates the above philosophy into our
program by:
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Accommodating individual situations, as appropriate for emerging adult learners
Encouraging and expecting students to develop behaviours necessary in a professional
educational setting, including: responsibility for self and one’s own actions, honesty, integrity,
and punctuality
Designing courses and lab experiences to support students in obtaining the skills necessary to
succeed in future programs.
Providing a variety of learning experiences, and using a variety of evaluation methods
Engaging students actively in their learning process
Recognizing and appreciating the different styles and approaches to learning that an emerging
adult learner may use/exhibit (multiple intelligences)
Building on previous successes in order to enhance confidence of the student as a learner.
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Program Outcomes
Hearing Instrument Specialist Program Handbook 2015-2016
Successful completion of this program will enable the graduate to:
1. Assess the hearing levels of the client and fit hearing aids using an understanding of sound, the
sense of hearing and the causes of hearing loss from an anatomical/physiological standpoint.
2. Act as an integral member of the hearing health care team that includes audiologists, primary
care physicians, ear, nose, and throat physicians and the various other allied health care
professionals that support the patients the HIS serves.
3. Administer and interpret appropriate tests of hearing, known as “audiometry”.
4. Integrate audiometric test findings in order to determine optimal hearing aid fittings.
5. Select appropriate hearing aids from specific manufacturers for subsequent fittings of specific
degrees and frequency configurations of hearing loss. Verify hearing aid performance using RealEar measurements.
6. Measure and interpret electro-acoustic hearing aid function, according to ANSI (American
National Standards Institute) test procedures.
7. Refer clients who require audio logical or medical intervention to appropriate specialists.
8. Apply the knowledge of Ontario’s Assistive Devices Program, and of other hearing aid financial
assistance services when required in order to meet the needs of the hearing loss client.
9. Articulate the challenges facing hearing instrument specialists who wish to establish a private
practice.
10. Assess the psycho-social implications of hearing loss on the hearing impaired and apply
appropriate counsel and instruction of hearing aids.
11. Practice in a competent manner the theory and skills requisite to function as a Hearing
Instrument Specialist.
12. Demonstrate the knowledge and skills related to essential employability skills including
numeracy, literacy, critical thinking, problem solving, learning how to learn, team work and
communication.
Prior Learning Assessment and Recognition (PLAR)
The Conestoga College Hearing Instrument Specialist program adheres to the college’s policy regarding
PLAR. Please refer to the Academic Administration page for additional information regarding PLAR
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Program Summary Map – 2015/2016 Intake
Hearing Instrument Specialist Program Handbook 2015-2016
Program Map describes your learning journey with three important components:
1. All courses focus on you demonstrating development towards the program outcomes and capabilities through your program journey.
2. There are themes for your learning that will inform you on the courses you will take to develop program capabilities.
3. Each semester has a theme that creates milestones for your learning within a semester and your journey from one semester to the next semester and
ultimately to your readiness to graduate.
Level 1
Introduction to the profession,
related knowledge and skills ,
and early development of
professional self-image
Science
Foundations
Level 2
Deepening and integration of
knowledge and skills, and
introduction to clinical
reasoning
Level 3
Integration and deepening of
knowledge, skills and reasoning
with increasing complexity and
environmental considerations
Level 4
Deepening and application of
entry to practice knowledge skills
and judgement with in a
professional practice framework
Audiometry 1
Audiometry 2
Amplification 2
Amplification 3
Clinical Principles and Practice 2
Clinical Principles and Practice 3
Hybrid Clinical practicum
(including campus internship
HEAR xxxx
HIS Field Studies
Hearing Aid Verification
Comprehensive Review /
Consolidation
Gen Education Course
Safety in the Workplace
Anatomy and Physiology of
the Ear
Acoustics & Psychoacoustics
Clinical
Theory
Amplification 1
HIS Practice
Application
Clinical Principles and Practice
1
Personal
Development,
Resilience
and
Sustainability
Fit For Work Fit For Life
College Reading & Writing
General Education
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Hearing Instrument Specialist Program Handbook 2015-2016
The fundamental responsibility of a health sciences student is to gain the necessary knowledge and
skills to be a competent caregiver upon graduation. As students preparing to become health care
professionals, it is imperative that your behaviours and attitudes reflect the professional, ethical
standards that are embraced by your chosen profession. We believe that a value system incorporating
high moral and ethical integrity is of vital importance, and regard the absence of such values as critical
and dangerous to practice. We believe integrity to be a quality that includes sound moral principles,
sincerity, honesty and self-respect.
It is the expectation of all students, faculty, and administration that health care practitioners will
incorporate and function within the Standards of Conduct for Conestoga College Institute of Technology
and Advanced Learning.
Program Design for Your Cohort
Students can find their program design on the student Portal by following the steps below:
1. Log in to Student Portal
2. Click on ‘My Courses’ tab
3. Select ‘View Progress Report’ button
Courses are listed by level/semester. Students can also view courses for the most current program
design for this academic year on the Conestoga College website. To find these courses, students need to
scroll down the page to the ‘Program Courses’.
Pathways and Further Post-secondary Education Opportunities
Conestoga pathways enable students to build on their academic achievements in order to earn a degree
or additional credential. Pathways are formed through agreements between Conestoga programs or
partner institutions. View the transfer agreement opportunities for this program.
Often applicants have earned credits from another college or university that may allow a student to be
granted advanced standing or exemption. Learn more about credit transfer opportunities at Conestoga.
Employment Opportunities
Graduates of this program will test hearing, select and fit hearing aids, and recommend the use of other
assistive listening devices when appropriate. The scope of practice for the HIS is confined to the adult
population, whose members present with no medical reason to counter-indicate the use of hearing
aids. The HIS typically finds employment in private practice, in the hearing-aid manufacturing sector, or
in the hospital setting.
80% of 2012-2013 graduates found employment within 6 months of graduation. Their average starting
salary was $43,850.
For more details on related occupations, job market information and career opportunities, see the
Government of Canada website.
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Hearing Instrument Specialist Program Handbook 2015-2016
2. Relationships
Communication and contact Information
Faculty Commitment to Success
The Hearing Instrument Specialist Program faculty members are here to support you in acquiring an
excellent education, a broad skill-set, and the confidence to move out into the workforce upon
completion of the program. Ultimately, your success in this program rests on you; however, your
teachers are committed to doing their best in supporting you throughout your studies.
To ensure your success in the program, it is important you become familiar with those who are here to
support and help you along your way. If you have any day-to-day questions about your program,
courses or school work in general do not hesitate to contact your faculty, Program Coordinator, or
Chair.
Faculty Availability
Faculty offices are located in the main building (4B area) and students are welcome to see individual
faculty to discuss course work, assignments, or any other issues. During the first several days during the
start of the semester faculty will explain how you can contact them outside of class time. Individual
faculty timetables may be posted. As faculty have diverse teaching schedules, it is best to make an
appointment to ensure he/she is available. Faculty members will endeavour to reply to email messages
within 48 business hours.
Telephones for internal use are located outside the entry to faculty workspaces. Beside this phone will
be a faculty directory with extension numbers only. If you have an appointment with a faculty member,
please call to confirm that you have arrived. Please do not enter until you have confirmation that the
faculty member is available to meet with you. If you do not have an appointment, please call the person
you wish to meet with to confirm that he/she is present and can see you. If you do not reach them,
please leave a message. In an interest of respecting the work environment for everyone in this area,
please do not wander into faculty workspaces looking for them.
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Contact Information and Availability
Hearing Instrument Specialist Program Handbook 2015-2016
Calvin Staples
Program Coordinator
Hearing Instrument Specialist Program
cstaples@conestogac.on.ca
519-748-5220, ext. 3970
Ross Harwell
Faculty
Hearing Instrument Specialist Program
rharwell@conestogac.on.ca
519-748-5220, ext. 3944
Paul Finch
Chair
Health Sciences
pfinch@conestogac.on.ca
519-748-5220, ext. 2395
Each of your faculty members will notify you of the best method for contacting them as well as any
office hours he/she holds for meeting with students.
Contacting Program Staff
When contacting program staff outside of class time it is advisable to use email or telephone. Your message
should include the following information:
• first and last name
• course and level
• brief description of reason for contact
• telephone number where you can be reached
Student Email
All students are supplied with a college email address. Use the college email address or eConestoga
email only when communicating with faculty. The H.I.S. program will use college email as their primary
method for communicating program and course specific information. It is the responsibility of the
student to routinely check their email. Non – college email addresses (e.g. Hotmail) are not acceptable.
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Student Engagement
Hearing Instrument Specialist Program Handbook 2015-2016
Student Concerns/Issues
We appreciate that concerns/issues may arise during the learning experience. Our goal is to collaborate
– students with faculty and staff —to resolve situations of concerns quickly and to learn and improve
from these situations.
To achieve this goal, we need an effective problem-solving environment. This means:
a. When a situation of concern arises, it needs to be raised immediately and discussed by the
individuals involved. This is the most important area for effective problem solving.
**Problem-solving closest to the individual associated with the learning is the place to start.
b. Please see the “Student Concerns/Issues” section in the Student Rights and Responsibilities chapter
of the college Student Guide for further details to be followed for the informal and formal
procedures for the resolution of concerns and issues.
c. Please note that issues and concerns related to a placement site, its operation or its employees
should first be brought to the attention of the Conestoga Field Placement Supervisor, subject to the
additional procedures outlined in the following Sections on “Professionalism” and “Concerns
Regarding Safety or Care/Service for Clients during a Practicum/Field Placement”.
Student Representation
CSI and Conestoga agree that a student has the right to invite a member of CSI to a student/faculty
meeting, provided that 24 hours advance notice is given to faculty. This advance notice will ensure that
all parties will have an opportunity to adequately prepare for the meeting.
AHIP (Association of Hearing Instrument Practitioners)
Graduates of the Hearing Instrument Specialist program must become members of the Association of
Hearing Instrument Practitioners (AHIP) once he/she graduates in order to practice in the province of
Ontario. Each student will be provided direct information from AHIP outlining the processes and policies
in order to become a member. Additionally, each student once he/she have successfully completed
their Conestoga College Hearing Instrument Specialist program must complete a 1000 hour clinical
internship administered and governed by AHIP. Each student that wishes to practice in the province of
Ontario must also successfully pass the International Licensing Exam. The exam is required to become a
full member of AHIP.
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PAC (Program Advisory Committee)
Hearing Instrument Specialist Program Handbook 2015-2016
Each program at Conestoga has a Program Advisory Committee (PAC), which is made up of industry and
academic representatives, as well as current students. PAC meets several times a year to discuss the
direction in which that industry is heading and any improvements that can be made to keep the
program current. This helps to ensure that students are learning material that is relevant to their
industry.
At the beginning of each year, the coordinator of the program will ask for student volunteers. The
coordinator will decide which students will represent years one and two. The student representatives
are expected to attend the meetings. Students must prepare and submit a report based on guidelines
provided by the Program Chair/Coordinator which will be presented at the meeting. Students are
expected to be professional, dress in business attire and engage in discussions.
WIHSC (Waterloo Inter-professional Healthcare Student Collaborative)
Conestoga College offers many unique and exciting opportunities for personal and professional growth.
One of the things that contribute to the excellence of this college is the host of exciting extra-curricular
opportunities that add to the culture of this fine institution. WIHSC (Waterloo Inter-professional Health
& Community Student Collaborative) is one such club whose members strive to ‘learn with, from, and
about’ each other.
Membership of this active group is comprised of students enrolled in health, community, and social
sciences programs at the Doon campus. Some of the most popular initiatives that this group regularly
engages in are interactive simulation exercises, peer-mentoring, guest speakers, paper case studies and
monthly meetings. To find out more about this exciting opportunity, please visit the WIHSC website.
The website includes information on past events (pictures and videos) as well as how to get involved.
Get involved, have fun, and learn more about the team members you will work with upon graduation.
For more information, please contact your Program Coordinator.
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Student Feedback
Hearing Instrument Specialist Program Handbook 2015-2016
Student feedback is an essential component of our continuous improvement process. Our opportunities
for student feedback include:
Key Performance Indicators
All college programs in the province are evaluated using Key Performance Indicators (KPIs) through the
Ministry of Training, Colleges and Universities. This survey is conducted each academic year. Strategic
goals to improve the programs are developed from these results. This data and other data specific to
the campus and the program/school are collected so that Conestoga College can continually improve
quality.
Student Appraisal of Teaching
The Student Appraisal of Teaching (SAT) allows direct feedback from students on teaching for a
particular course. Completion of the SAT form gives teachers and academic managers valuable
information, to use for improving teaching at Conestoga.
The SAT process occurs at semester-end. One quarter of the faculty is appraised per term, and each has
two courses selected by their academic managers for appraisal. All teachers have a SAT review at least
once every two years. Students complete either an electronic or paper copy of the SAT. A summary of
results is prepared by Institutional Research.
The report is sent to the Academic Manager who shares the report with the faculty member AFTER all
marks for the semester have been collected. Continuing Education students may have an opportunity to
complete a SAT form at the conclusion of each Continuing Education course.
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Class Cancellations
Hearing Instrument Specialist Program Handbook 2015-2016
Class Cancellation due to Faculty Absence
All class cancellations due to faculty absences will be posted in the Student Portal on the left hand side
of first page which a student sees after logging in. These notices in the Student Portal will be the only
general notifications of class cancellations due to faculty absences. Faculty who will be absent will not
be informing students of class cancellations through the eConestoga Learning Management System.
Class Cancellations Due to Inclement Weather
College closure due to inclement weather will be announced on local radio stations (92.9; 88.3; 1460;
96.7, 105.3, and 1240). It is up to Associate Faculty and students to listen for campus closures. If the
college is closed a message will be left on the campus switchboard after office hours. A notice will also
be placed on the college website.
Personal notifications of class cancellations
Students have the option of receiving special emails or SMS text messages notifying them of class
cancellations due to faculty absences. To receive such personal notifications students must subscribe to
this special service.
To subscribe:
- Log in to the Student Portal
- Select Notifications under the Profile tab
- Select the method by which you would like to be notified
- Click Update.
Note: To change the email address to which these notifications will be sent, select My Addresses under
the Profile Tab, and change the default email address.
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Hearing Instrument Specialist Program Handbook 2015-2016
3. Standards of Conduct and Professional Practice
Program Standards for Professional Practice
The program adheres to the program standards set by the Ministry of Training, Colleges and Universities
to ensure that graduates will be provided with the entry-level skills he/she needs to become
successfully employed. Electronic versions of these published standards are posted on the Ministry of
Training, Colleges and Universities website.
Characteristics of Successful Students
Not surprisingly, they attend classes -- regularly. Moreover, they are on time. If they miss a session, they
feel obligated to let the Instructor know why, and their excuses seem legitimate and reasonable. They
make sure they get all assignments they missed and understand specifically what was covered in class.
Successful students speak in class, even if their attempts are a bit clumsy and difficult. They ask the
questions that the Instructor knows many in the class are bound to have, provided they are listening.
He/she sees the Instructor before or after class about grades, comments made on his/her papers, and
upcoming tests. Sometimes he/she just wants to ask a question or make a comment relative to the class
discussion.
Successful students turn in assignments that look neat and sharp. He/she take the time to produce a
final product that looks good, a reflection of a caring attitude and pride in their work.
He/she is attentive in class. He/she doesn’t chat, read, or stare out windows. In other words, he/she is
polite and graceful, even if he/she gets a little bored.
Almost all work and assignments are turned in on time, even if every one of them is not brilliant.
Successful students seem driven to complete all work.
The most successful students may well end up at the Instructor's office door at least once during the
semester. He/she will go out of their way to find the Instructor and engage him/her in meaningful
conversation.
From: Innovation Abstracts, Vol. X, No. 17
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Academic Integrity and Plagiarism
Hearing Instrument Specialist Program Handbook 2015-2016
Academic honesty is expected and required of all Conestoga students. In order to maximize your
success as a student, it is critical that you familiarize yourself with the Academic Integrity Policy found in
the Conestoga Student Guide. This guide has been provided to you during orientation and is available
on the college website. The Academic Integrity Policy provides a detailed description of the following:
• Scope of academic integrity,
• What academic integrity means,
• What types of behaviours constitute a breach of academic integrity,
• The penalties associated with breaching academic integrity.
After reading this information, if you do not fully understand what is meant by academic integrity, and
what is required of you to maintain academic integrity, please speak with a faculty member or your
program coordinator. Please note that maintaining academic integrity is very serious, and that it is your
responsibility as a Conestoga student to know the Academic Integrity Policy and to initiate help if you
do not fully understand it.
Below are a few hints to help you avoid breaching academic integrity.
Make sure that you recognize information that requires referencing.
Example
Required Referencing
Milk is good for you.
General information in the public domain.
Does not require referencing.
“According to Health Canada milk beverages
Direct quote right from a published
provide the nutrients needed for healthy bones
source. Requires a reference.
and optimal health”.
Health Canada. (2008). Canada’s food guide:
Milk and alternatives. Retrieved May 17, 2011
from http://www.hc-sc.gc.ca/fn-an/foodguide-aliment/choose-choix/milk-lait/indexeng.php
Consuming milk every day provides the nutrients Information that has been put into your
that you need for healthy bones and optimal
own words, but offers information outside
health.
of public domain related with specialized
Health Canada. (2008). Canada’s food guide:
knowledge. Requires a reference.
Milk and alternatives. Retrieved May 17, 2011
from http://www.hc-sc.gc.ca/fn-an/foodguide-aliment/choose-choix/milk-lait/indexeng.php
• Whenever you refer to material from another source, whether book, journal article, video,
newspaper, or electronic publications, you must acknowledge your source using proper citations
and references. The APA style is the format most often used in the health and social sciences.
Please visit the Conestoga Learning Commons for assistance with the APA format, or visit their
website for help.
•
If you work collaboratively with others on an assignment, including in class assignments that
expect independent submission, make sure that you do not copy words or ideas from others
intentionally or by accident.
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Hearing Instrument Specialist Program Handbook 2015-2016
Make sure that you read the Academic Integrity Policy located in the Conestoga Student Guide,
and that you fully understand it. The policy describes additional behaviours that represent a
breach of academic integrity.
Copyright – What Students Need to Know
Photocopying and scanning at Conestoga are governed by the Copyright Act, an agreement with Access
Copyright, and the Association of Canadian Community Colleges’ Fair Dealing Policy.
Under the terms of our Access Copyright license which gives the broadest permission:
You can photocopy or scan the following:
• Up to 10% of most published works
• One chapter that is greater than 10%, but no more than 20% of the book
• One article, short story, play, poem or essay from a book, magazine or journal issue containing
other works
• One newspaper article or page
• One entry from an encyclopedia, dictionary, annotated bibliography or similar reference work
• One drawing, sculpture, painting, print, architectural work of art or work of artistic
craftsmanship from a larger volume containing other works.
Cumulative Copying
If you copy 10% of a book today, 10% next week, 10% the week after that, and so on, this is called
cumulative copying and it is not allowed. The copy limits apply to an entire academic year, so once you
reach the limit for an item, you can’t copy more until the next academic year.
You cannot copy or scan the following:
• Workbooks or study guides that are intended for one-time use
• Instruction manuals
• Sheet music and original artistic works including photographs or prints
• Advertisements
• Business cases
• Any of the items on the Access Copyright Exclusions list
You can find all of this information and more on the Copyright for Students web page.
If you have any questions about copyright or the limits of copying on campus, contact Tessa Dueck,
Copyright Technician, at tdueck@conestogac.on.ca or 519-748-5220 ext.3604.
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Safe Practice
Hearing Instrument Specialist Program Handbook 2015-2016
Safe practice is part of professional practice. It is an expectation of everyone who is or wants to be a
professional.
There are a number of policies and procedures associated with practical training in your program that
have been developed to ensure your safety and the safety (physical and emotional) of those around
you. These will be reviewed with you during your program.
The following basic procedures are outlined for your attention and follow-through:
1. Your personal safety begins with the use of professional attire and foot wear and with your
attention to the health and safety expectations that may be identified throughout the college.
2. Help us have a safe and pleasant environment by wiping up spills, by ensuring lap top cords do not
snake across walking areas and by reporting equipment or facility problems when you see them.
Concerns such as these in the Cowan Health Sciences Center may be reported to the Customer
Service Desk in the Cowan Health Sciences Center.
3. Specific dress codes, personal protective equipment and specific codes of behavioural conduct
may apply to certain programs; failure to follow these may result in your inability to participate in a
lab, class or experiential learning activity.
4. Safe work practices are to be followed during all training; follow the direction of your instructors. If
you have a practicum, your Clinical Instructor/Responsible Faculty member will ensure that you are
aware of safe practices and safety precautions and procedures. This includes problem-solving by the
Responsible Faculty and Program Coordinator with the college’s Occupational Health & Safety
Department as required. For example, should outside temperatures during the summer become
unusually hot, very high temperatures may occur in some workplaces; this could require that specific
steps be taken to ensure a safe working environment.
5. All safety-related accidents, incidents, and near misses must be reported to the Instructor-inCharge immediately. This is an opportunity to problem-solve about how to avoid these areas of
concern for the future.
Please refer to Safety form in the Appendix; this is an acknowledgement of your responsibility to be
aware of safety expectations within your Program.
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Hearing Instrument Specialist Program Handbook 2015-2016
Student Protection Acknowledgement
A Student Protection Acknowledge confirmation pop-up will appear once an applicant/student logs into
the Student Portal. A PDF directs students to policies and procedures relevant to their academic
responsibilities. Policies and procedures are searchable on Conestoga’s website. Students are advised to
review and comply with all policies and procedures including the following:
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Academic Dispute and Resolution Policy/Procedure
Academic Integrity Policy
Academic Recognition Policy
Academic Credential Procedure
Clearance of Academic Deficiency Policy/Procedure
Co-operative Education Policy
Discontinuance Policy/Procedure
Eligibility to Participate in Co-op Work Terms Policy/Procedure
Evaluation of Student Learning Policy/Procedure
Grading Procedure
Graduation Requirements and Convocation Procedure
Honours Policy/Procedure
Program/Course (Cohort) Withdrawal Procedure
Student Concerns and Issues/Procedure
Student Fees Policy
Student Feedback Policy
Violation of Academic Integrity Procedure
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Hearing Instrument Specialist Program Handbook 2015-2016
Professional Conduct - Use of Social Media and Cell Phones
To ensure a quality and respectful learning environment both in the classroom and in field placement,
the use of cell phones and laptop computers for social networking can only be used during break times,
before/after class and outside of placement.
Laptops and other forms of technology can be used in the classroom when the use pertains to the
content and processes of learning facilitated by the professor. Faculty reserve the right to remove and
hold any technology device that is a disruption to the class until the end of class.
Social Media Policy
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Social media has many advantages for a professional. It can be used to network, to resource
information and keep current
As a STUDENT AND FUTURE PROFESSIONAL, it is essential to maintain professional boundaries in
all communication, including Social Media.
BE AWARE:
• “Electronic messages are not anonymous. He/she can be tracked, misdirected, manipulated and
live forever on the internet. Social media sites create and archive copies of every piece of content
posted, even when deleted from on-line profiles. Once information is digitalized, the author
relinquishes all control.”
“Online identities and actions are visible to the public and can result in serious repercussions or
embarrassment. As the Office of the Privacy Commissioner of Ontario notes, users may intend to
share their online existence solely within their own network, but in theory anyone can access the
user’s musings, photos and information. Further, the words can be altered, forwarded and
misquoted.1.
Ensure that your posts reflect you as the professional you are and wish to become – if a potential
employer were to see your posts.
1. Many types of social media encourage instantaneous, casual dialogue. It is important to
remember that even an innocent comment may be easily misunderstood
2. Assume that information you post or send can be accessed or altered by anyone.
3. Consider whether any posting may reflect poorly on you, your school, or your profession.
4. Avoid online criticism about other students, colleagues, professors or field placements.
5. Avoid impulsive, inappropriate or heated comments.
6. Pictures should not be taken, posted to social media sites or shared without the express
permission of all individuals involved.
7. Remember that online sites you visit are not anonymous.
8. Make sure your on-line name and email reflect professionalism.
9. Ensure that your postings will not be considered harassment or defamation of a peer, colleague,
faculty or others.
1. Professional Advisory. 2011. Use of Electronic Communication and Social Media. The Council of the Ontario College of Teachers
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Hearing Instrument Specialist Program Handbook 2015-2016
Maintain privacy of all care and service activities when in practical work experiences:
1. Do not take or post any pictures while on placement or involved in lab activities
2. Maintain client-provider relationships and boundaries. The addition of a client to a
‘friendship” status online is unacceptable.
Please respect the fact that your faculty and staff will not invite you to their personal web pages
when you are a current student (Keep faculty and staff as resources to connect with after you have
graduated or after you have left the)
Cell Phone Policy
Students should respect their professors and other instructors by following program policy and not use
their cell phones for personal use during class time. This is representative of the professional manner in
which you are expected to act as you prepare to enter the workforce.
Students should refrain from bringing their cell phone into a test or examination. Phones should be left
in your locker or left in your bag at the front of the classroom. In the event of an urgent need to keep
your cell phone with you during a test (parents with young children, students experiencing a family
emergency, etc.) please speak to your professor as soon as you enter the examination room. Those who
have been permitted to bring a phone into the classroom will likely be asked to either leave the phone
with the professor, or the student may be permitted to leave their phone out on their desk where it is
visible to the professor and proctors. In any case, students are not permitted to touch or answer the
phone without raising their hand to ask for the professor/proctor’s permission. If you are found to have
a cell phone in your possession during an examination that has not been declared, you will be asked
to leave the examination room, and will be given a zero on the assessment.
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Hearing Instrument Specialist Program Handbook 2015-2016
Cowan Health Sciences Centre: Clinical Lab Dress Code
The Clinical Lab areas of the Cowan Health Sciences Centre (CHSC) are comprised of clinical bed labs, the
Cross Centre for the Advancement of Patient Care Simulation, the Open Access Lab and Hearing Health
Lab. In order to maintain these as safe professional spaces, appropriate dress must be worn. The purpose
of this dress code is to insure the safety of the student, faculty and staff and also to prepare them for the
clinical environment. The dress code is designed to comply with infection control procedures, workplace
health and safety considerations and professional safety.
All lab areas are covered by this policy for all programs in the School of Health, Life Sciences and
Community Services. Non-compliance with this dress code will result in the person being asked to leave
the lab area. (If during scheduled lab time, this may result in a missed lab)
Dress Requirements
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Business Professional is the attire required to enter the Hearing Health (1F37) lab.
o Scrubs or specific uniforms may be required for any other lab inside the Cowan Health
Sciences Centre. Students should look professional at all times.
Closed toe, closed heel shoes
Hair tied back, if hair is long, then it must be up
No rings, necklaces or dangling earrings
o A pair of studs may be worn; one in each ear
o A plain wedding band may be worn
Nails should be kept neat and short; artificial nails and nail polish are not allowed
No hats to be worn (exceptions related to the Human Rights Code)
No denim or sweat pants
Scented Products must not be worn
No gum chewing
No food or beverage is allowed in the Hearing Health Lab (1F37)
No book-bags, backpacks, large purses, etc. are allowed in the Hearing Health Lab (1F37)
Please be reminded that the labs are a clinical setting and, as such, the requirement for proper hand
washing/hygiene is in effect.
Clinical Lab Areas: 1F26, 1F37, 2F06, 2F10, 3F35, 3F36, 3F38, 3F40, 3F45, 3F46
Open Access Lab: 2F18
Centre for Advanced Patient Care Simulation: 2F30, 2F50, 2F34, 2F46
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Uniform Standards
Hearing Instrument Specialist Program Handbook 2015-2016
As a Hearing Instrument Specialist (HIS) student or faculty member, it is important to present in a
professional manner, particularly when in a clinical setting (community or health care institution). A
professional demeanor and appearance are important in establishing effective working relationships
with clients and colleagues. Given that most clients seen by the HIS are elderly, students should adhere
to dressing in a manner that is respectful of their sensibilities. As a guest in any placement site providing
clinical experience, it is important to always act and dress appropriately.
When students are at Clinical Practicum locations, he/she is representing the college and he/she is also
representing that Clinical Site to their clients. For this reason, individual clinical locations may have their
own dress codes, to which students must adhere. Students should contact the clinical preceptor prior to
arriving on their first day, to ensure that he/she will comply with any required dress code. The following
regulations have been established to address the issue of professional appearance:
Access to HIS Laboratory (F-Wing 1F37)
The HIS lab is located in the lower level of the new F-Wing and is designed to be a place where students
can hone their clinical skills. The HIS students are permitted access to the lab outside of traditional class
time. The students however are only granted access through the following channels:
• Program Coordinator informs Security and F-Wing Manager of students permitted to use the
lab
• Inform their program coordinator of their intention to use the lab
• Access the lab through security
• Ensure lab is locked and maintained in good condition
• Will not perform any acts he/she does not have training or are not considered within their
scope of practice
• A student cannot be in the Hearing Health Lab (1F37) alone
There is no food or drink allowed in the HIS Lab.
General guidelines for HIS laboratory and clinical placement sites include:
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Dress as required by the clinical site. This is usually semi-formal/business attire.
Long or short sleeved dress shirt, golf shirt or similar; no collarless T shirts; no logos on shirts. Dress
or plain casual slacks, no jeans.
Shirts and pants must be high/long enough to cover the midriff, even when bending or reaching.
Some placement sites may require a lab jacket over a clean, unwrinkled blouse or shirt with tie.
Clean, preferably light comfortable shoes with closed toes and heels
Jewellery must be kept to a minimum and not compromise the safety of yourself or your clients.
For example, consider wearing one pair of tiny studs in ears and nose and a plain band on the finger
with no stones or etching. While at the clinical placement, all other facial piercing, including tongue
piercing must be removed. Medical alert bracelets are permitted.
Hair length and style must conform to the rules of the placement site. It is expected that long hair
will be tied back, off the collar and controlled securely. Hair colour should be of a natural shade.
Nails should be kept short and neat looking. Nail polish, if worn, must be clear or nude. Artificial
nails are not permitted.
Scented products (perfume, scented aftershave) must not be worn.
No gum chewing is permitted in clinical, lab or community settings.
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Hearing Instrument Specialist Program Handbook 2015-2016
Requests for accommodations of this policy (e.g., for religious or disability reasons) will be
considered within the framework of the Conestoga College Policy for Human Rights.
Faculty and/or Clinical Preceptors reserve the right to ask students who do not conform to the
uniform policy to leave the clinical, community or lab setting. Time missed must then be made up
by the student
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Hearing Instrument Specialist Program Handbook 2015-2016
4 Attendance and Student Success Strategies
Attendance and Punctuality
In view of the learning complexities of the HIS Program, it is imperative that students attend all classes,
labs and clinical practicums as scheduled. Students who are absent from class, lab or clinical practicum
place themselves in academic jeopardy in meeting the learning objectives as stipulated by the program.
Students must use the student portal to log their absence and this must be completed prior to the
beginning of the missed class. Repeated absences will be addressed by the faculty member responsible
for the class.
If extenuating circumstances require students to miss a class, please note that it is the student’s
responsibility to share this information with faculty and to acquire any missed information. Students
may be asked to make up any missed lab and clinical practicum time at the discretion of the faculty.
In order to be respectful to both fellow students and faculty, students are expected to arrive on time for
class, lab and clinical practicums
Attendance for Evaluation
An evaluation is defined as a test, exam, presentation or any other formal assessment that requires
your presence in a class or lab. Evaluations are critical components of each course and to your success
in the Program.
The school’s approach to requirements for attendance at evaluations reflects the expectation that as
emerging professionals, students must demonstrate a professional attitude and attention to
evaluations. This is the same manner as future work as professional will require attention to workplace
procedures. Consequences for missed evaluations are balanced against reasonable support where it is
warranted.
In order to support student success:
• Evaluation and presentation dates are scheduled and communicated at the beginning of each
semester.
• Unplanned extenuating circumstances involving the college, the program or the faculty that
may require changes to the course schedule will be communicated to students.
In support of the development of professionalism, students are required to take all evaluations at the
scheduled times.
• Students who make personal commitments that conflict with the evaluation dates or assignment
deadlines do so at their own risk.
• There will be no special arrangements made for students with personal conflicts (e.g. work,
family commitments or vacation plans).
• Students who wish to reschedule an evaluation or a presentation due to a religious holiday are
required to discuss the situation with faculty within the first two weeks of the semester.
• Academic accommodations are provided to students with documented disabilities through the
Accessibility Office.
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Notification procedure
Hearing Instrument Specialist Program Handbook 2015-2016
Log into the student portal and click on the Absence tab and indicate that you will be absent from class
on a day that has an Evaluation. You will receive a confirmation email that you have recorded your
absence for that day.
Note:
• Your professor will be aware of your absence from an evaluation by your lack of attendance and
because you have entered your absence using the online Absence Recording System on the
Student Portal.
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The Absence Recording System shows you as being absent for the day, starting from the time
that you record your absence. (For example if you record your absence for that day at 11:00 a.m.
the system will show you as being absent for all classes starting after 11:00 a.m. that day.) If you
are then going to be present again for some later class, you will need to bring your presence to
the attention of your Professor in that later class.)
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The earliest that you may record your absence for a particular day is after 8pm on the preceding
day
Notification for Absence from Evaluations
• Students are required to notify the program of absence from any evaluation for any reason.
• Notification must be received prior to the start of the evaluation.
• Failure to do so will result in a mark of zero being assigned.
Follow-up after Reporting Your Absence from an Evaluation:
• You must make contact immediately with faculty to explain the reasons for your absence and to
arrange a meeting.
• If there is a concerning pattern of absence you will be asked to meet with the program
coordinator. This may result in the need for you to provide documentation verifying the reason
for your absence, in accordance with the requirements specified in sections below titled
“Evaluations worth 20% or more” and “Evaluations worth less than 20%”
• Faculty will then make alternative evaluation arrangements as appropriate and you will
complete any necessary forms.
• Students are required to complete the alternative evaluation as scheduled.
• If the evaluation is to be conducted in the testing center, you will be asked to show your student
card before you are permitted to write the test.
• Tests will be made up in the college Testing Centre in the following week, or by individual
arrangements with program faculty.
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Religious Holidays
Hearing Instrument Specialist Program Handbook 2015-2016
Students are permitted by Conestoga policy to be absent from class to observe a recognized religious
holiday. Any student who is unable to attend classes or participate in an examination, study, or work
requirement on some particular day or days because of religious beliefs will be given the opportunity to
make up the work that was missed or do alternate work/examinations subject to timely notification.
Conestoga recognizes all religious holidays as defined by the College Employer Council.
It is the responsibility of the student to:
a. Plan ahead and be aware of the dates of all examinations and other course obligations;
b. Advise the faculty member that he/she will be seeking accommodation to observe a recognized
religious holiday and make a request in writing to your Program Coordinator within the first
three weeks of the semester and prior to the dare of assessment that falls on the religious
holiday. Exceptions based on extenuating circumstances must be approved by the Chair.
Documentation to Substantiate Your Reported Absence
Evaluations worth less than 20%
Missed evaluations worth less than 20% of the student’s final grade will be rescheduled once per
program semester subject to proper communication described above.
Once per program semester means that only one absence for an evaluation will be accepted across all
courses in a program for a semester. Implications of major illnesses or personal circumstances
impacting several course evaluations at one time will require discussion with the program coordinator
prior to faculty arranging alternative evaluations.
If an evaluation cannot be rescheduled (for example an experiential activity or participation in a group
presentation) reallocation of marks will be determined by faculty. This will be documented on an
interview record and signed off by both faculty and student.
If more than one evaluation that is worth less than 20% is missed, documentation requirements for
evaluations worth 20% or more apply.
Evaluations worth 20% or more
Any student who misses an evaluation worth 20% or more will receive a mark of zero unless the reason
for missing the evaluation and the accompanying documentation verifying the reason for the absence
are deemed acceptable by the program. Examples of reasons deemed acceptable include incapacitating
illness, death of a close family member, and required court appearance.
NB: If an evaluation is missed due to illness, the health care professional attesting to the illness must
have first-hand knowledge of the situation and direct involvement with the treatment / management of
the condition. For example, a note from a clinic provided by a physician seeing the student for the first
time, after the illness has resolved, is unlikely to meet the program standard for documentation.
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Test Procedures
•
•
•
•
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Hearing Instrument Specialist Program Handbook 2015-2016
Once a test begins, students may not leave the test room for 30 minutes. If he/she finishes a test
before that time, he/she may review their answers but are expected to sit QUIETLY and not
disturb others. Once students leave the room he/she may only re-enter when invited back by
Faculty.
Any student found cheating during the course of an examination/test will be addressed
according to procedures found in Conestoga Student Guide.
Faculty is responsible to advise as to the material permitted in the testing room. Personal items
and learning materials will be left in an area identified by the Faculty.
Faculty will advise as to the seating arrangements of students.
During open book tests, students must bring their own course materials (books, notes, Learning
Packages etc.) for individual use only. Students may not share any of these materials. Electronic
devices, such as, iPod, text messaging, cell phones, translators, will not be permitted.
•
Importance of Test and Presentation Dates
Test and assignment dates are scheduled at the beginning of each semester. Unplanned extenuating
circumstances involving the college, the program, or the faculty may require changes to the course
schedule. If this occurs, students will be notified.
Students are required to write all tests during the scheduled in-class test times. Students who make
personal commitments that conflict with meeting test and assignment deadlines do so at their own risk.
There will be no special arrangements made for students with personal conflicts (e.g. work, family
commitments or vacation plans). Students who wish to reschedule a test or presentation because of a
religious holiday are required to discuss the situation with faculty at the beginning of the semester.
Academic accommodations are provided to students with documented disabilities through the
Accessibility Services Office.
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Assignment Policies
Hearing Instrument Specialist Program Handbook 2015-2016
The expectation of Health Professionals is that he/she complete assigned work competently and in the
allocated time, or that he/she anticipate difficulty in meeting deadlines and notify the appropriate
person(s).
The following regulations regarding assignments reflect this belief and are designed to ensure that
graduates of the programs meet these expectations.
•
•
•
Students are required to submit all written assignments on or before the date and time specified.
Students should anticipate problems that will necessitate an extension of time.
If an extension of time is required, students will make this request ahead of the assignment due
date to the appropriate Instructor.
NOTE: An extension of time may be given at the discretion of faculty.
•
•
Late assignments will lose 10% of the value of the assignment for each day late. Assignments that
are more than two days late will receive a grade of zero.
A student will not receive a passing final grade until all assignments have been submitted even if
the late penalty reduces the points possible to zero. All late submissions must be turned in by
noon on Friday before the week of final exams.
Steps to Follow to Submit Assignment Outside of Class Time
While assignments should be submitted in class on the day they are due, if circumstances require that
they be submitted outside a scheduled class, the following procedure should be followed:
1. A late submission will require the student to contact the faculty member prior to the submission
deadline in order to be accepted. The student will then agree to submit the assignment on the
agreed upon new deadline and will also be informed of any deductions as per the assignment
rubric.
2. Provide an electronic copy of your assignment to the faculty as per faculty instructions.
3. If the assignment requires a hard copy, please bring the attached hard copy and submit the
assignment drop box outside the faculty office on 4B and should follow the above renewed
date/time instructions as outlined above.
Working Together on Group Assignments
Students will often work with their fellow peers on various assignments/projects throughout the
program. Each group member is responsible for ensuring that he/she has an equal role in the group. All
students in the group should review the completed work before it is submitted/ presented. When
issues/concerns arise during the group process, it is the responsibility of group members to contact the
course professor for assistance prior to due date.
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Use of Time between Classes
Hearing Instrument Specialist Program Handbook 2015-2016
Students are encouraged to use breaks between classes for personal needs (food, washroom, phone
calls, emails etc.) but also for group work, studying, connecting with faculty, field placement
supervisors, etc.
Faculty Returning Tests and Assignments
In order to support student success, students will be given continual feedback on their progress
throughout the semester. Individual faculty will inform students in class how/when tests and
assignments and/or marks on them will be returned. Please note that some tests will be returned to
students and some may be retained by faculty. Final exams and supplemental exams are not reviewed
will not be reviewed with the students. Under no circumstances are students to enter the offices of
faculty or look through papers on a desk without a faculty present. Students who have questions about
tests/assignments/grades should follow the process outlined below:
•
•
•
at least 24 hours after receiving the mark and within 7 days, contact faculty, indicating the area(s) of
clarification required
initiate a meeting with the faculty to discuss the matter
Bring pertinent information (assignment, mark sheet, etc.) to the appointment.
Note: Students are encouraged to keep all assignments, texts and course-related resources and
materials throughout the duration of the program.
General Guidelines for Quality of Written Work
In the H.I.S. program, both in courses and clinical practicum, there are continuous requirements for
written work in a variety of formats (papers, assignments, forms and plans, handouts, etc.). It is
expected that all students will meet the standard of English required within the profession. Faculty will
identify students who are having difficulty in this area and will approach them to discuss the need for
improvement. Students may be referred to the Learning Commons to help them improve the quality of
their written work.
General Guidelines for submitting written work
For specific course requirements, refer to the course outlines provided. If you are not clear about
course requirements, discuss this with individual faculty. Students are required to use spell-check and
grammar-check to assist with the editing of written work. The Learning Commons will be an invaluable
resource to students who require assistance in organizing and writing an assignment with correct
spelling and grammar.
Unless otherwise indicated by professors, generally, assignments should be:
• Word processed
• Double spaced and one sided
• Submitted using font size of 12, and proper margins
• Written in a grammatically correct manner
• Handed in securely fastened with a cover page indicating the course name, faculty's name,
student's name, section and date submitted
• Handed in at the beginning of class on the designated due date in class, unless otherwise
indicated by professor
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Hearing Instrument Specialist Program Handbook 2015-2016
Handed in using the APA format (see below) if references are required
NOTE: Faculty does not assume responsibility for assignments not given directly to them in hard copy at
the beginning of the relevant class. Students should avoid handing in assignments outside the regularly
scheduled class time and should make every effort to hand assignments in to professors in person.
Practice Assignments
Similar expectations apply to the clinical experience. Clinical assignments must be completed
competently and within the allocated time or other arrangements should be made with the
teacher/clinical preceptor.
Practice assignments are a course expectation and must be completed at a satisfactory level for the
student to be satisfactory in HIS practice.
Weighting of Courses
Student will find specific information regarding the allocation of marks for each semester or course in
the student packages and course outlines.
Test/Examination Writing Protocol
Admittance to the test/examination is made following presentation of the PHOTO I.D. to a proctor.
No personal belongings other than what is needed for the test will be permitted in the examination
room. For example, books, binders, pencil cases, purses, bags, coats, etc. must be left outside of the
test/examination room. Ball caps are not to be worn. Evaluations will predominately come in the form
of formal examinations. There will be no use of smartphone technology during the examination process.
Students in some instances may be provided calculators
•
•
•
Each examinee must sign-in.
No talking during the test/examination is allowed.
Do not begin or open packages until instructed to do this.
Before leaving, submit examination materials, including examination booklet, Scantron sheets and
spoiled Scantron sheets. When returning these materials, only one examinee at a time can be checked
out; please be patient while waiting.
If an examination review is requested after marks are posted, contact your teacher. Examination/test
marks are usually posted within two weeks from the date of writing. The final examination results will
be posted earlier. It is each student's personal responsibility to obtain his/her own mark from the
bulletin board posting.
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Guidelines for Tests/Exams
Hearing Instrument Specialist Program Handbook 2015-2016
1. Students arriving late to write tests will not be granted an extended time for writing. The test
must be completed within the scheduled timeframe.
2. Requests for review of test papers may be arranged with individual teacher(s) within two weeks
of writing the test and not immediately prior to supplemental work. Final exams will not be
reviewed with the student.
3. Be sure to follow the directions accurately for completion of the Scantron General Purpose
Answer Sheet. Students will be responsible for their own errors and the Scantron Answer Sheet
will not be hand-marked.
4. Accommodations in the examination procedure are made by Accessibility Services for students,
as prescribed. No dictionary or any other accommodation will be made for ESL students.
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Hearing Instrument Specialist Program Handbook 2015-2016
5. Academic Progress through the Program
Academic Standing and Promotion
The Conestoga Student Guide is your first source for information concerning academic regulations,
policies and procedures. The Conestoga Student Guide is available on the college website and by visiting
the “Student Guide” tab in your Student Portal.
In addition to the Academic Regulations found in the Conestoga Student Guide, the following apply to the
Hearing Instrument Specialist Program:
Achievement
Students must attain a minimum 65% passing grade in all Hearing Instrument Specialist courses.
Course Add/Drop
You can add, change and drop courses from your portal depending on the dates and which program you
are in:
1. Log in to the Student Portal
2. Click on the “My Courses” tab
3. Scroll over the icons to the right of individual course listings. It is strongly recommended that
students consult their program coordinator/academic advisor prior to dropping a course.
Special Timetables/Adding Dropped or Failed Courses
Please note that when students are not taking the program in the prescribed sequence, he/she will be
on “special timetables”. Prior to the beginning of the semester, students should attempt to add missed
courses from a previous semester by logging in to the Student Portal and following the instructions to
register for courses. If students are not able to add courses on their own (because of a timetable
conflict or full course section) he/she must seek assistance from their Program Coordinator during the
“Special Timetable Registration” initiated by the college. Dates, times and locations of Special Timetable
Registration periods are posted in the student portal in advance of the beginning of each semester.
Students must attend this meeting where he/she will receive further guidance regarding this academic
status from their Program Coordinator.
Students who take longer than the designed program length of time to complete their studies are
accountable for completing any new or additional courses that may result due to changes in the
program of study. Unless otherwise stated, students registered in non-cohort delivered programs must
complete the program of study within seven years of being admitted to the program.
Academic Probation
Students who have been unsuccessful in their field experience, have failed two or more academic
courses, and/or have required considerable testing/assignment variances may be recommended for
Academic Probation. Academic probation allows students to be promoted to the next level with a
special timetable or with academic conditions. Special timetables and academic conditions are designed
as part of written learning contract that the student and program coordinator create together. The goal
of these measures is to allow students to continue in the program accompanied by a supportive plan for
success.
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Hearing Instrument Specialist Program Handbook 2015-2016
Supplemental Work
A student that is unsuccessful in a course may be granted the opportunity to complete supplemental
requirements.
Criteria for Eligibility to Write Supplemental Examinations
1. No more than two supplemental exams throughout the program and no more than one
supplemental per course will be offered.
2. For the purposes of determining supplemental eligibility repeating a failed course counts as a
supplemental in that course.
3. The student must have passed at least one test/exam in the course.
4. The student must have achieved a final course grade of 50% or within 10% of the required pass
mark, whichever is the higher standard. Therefore, for courses with 65% pass, the student must
have achieved 55%.
5. There must be no academic misconduct on record for the semester (e.g. plagiarism)
6. A student who attains a course grade of less than 55% for a vocational course will not be offered
a supplemental in that course.
In addition, the following will also be considered by the committee:
•
•
•
•
Previous academic history.
Current clinical practice performance.
Demonstration of professional behaviour
Attendance in class, lab, and practice experiences
Students who are in jeopardy or those that could potentially be granted a supplemental exam
opportunity are recommended to be available to take his/her supplemental exam the week
following the final exam week in the given semester. The hearing instrument specialist program
supplemental exams will take place the week following the exam week.
A supplemental exam is not remediation and is considered an opportunity to re-take an evaluation
in order to prove competency. Students may be granted this opportunity on short notice. The HIS
faculty recommends students in jeopardy continue to study until their grades have been posted.
NOTE:
• A fee is to be paid to the Registrar’s Office for supplemental work.
• If the student is successful in completing the supplemental work for the course, the failing
course grade will be upgraded to the minimal passing grade of 65% for the Program.
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Promotion Standard
Hearing Instrument Specialist Program Handbook 2015-2016
Promotion is the advancement from one portion of the program to another after a process of
evaluation, which ensures that specific program objectives have been met. Promotion is based on
academic achievement, satisfactory clinical performance, professionalism and health status. Promotion
review occurs at regular intervals based on curriculum design. Requirements of each must be met prior
to graduation.
Promotion standards are minimally accepted performance expectations that must be met as the
student progresses through the program.
These standards set the basis for the evaluation of student performance and provide the program with
an on-going decision-making process for assessing whether the student has met the expected academic
performance, and is permitted to advance to the next academic level of the program.
In this competency-based curriculum model, the student must:
1. Demonstrate a theoretical base for practice, and the ability to transfer, and apply theory to
practice in a variety of situations.
2. Master the required skills to care for the client.
Promotion Standards have been developed in both theory and practice that evaluate the competency of
the learner.
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Theoretical Standards
Standard 1
Standard
The student is expected to complete all
course requirements.
Standard 2
The student must demonstrate a minimum
level of theoretical competency in meeting
course and program requirements by
achieving a minimum of 65% on all final
course grades for vocational courses
Hearing Instrument Specialist Program Handbook 2015-2016
Rationale
The Ministry of Training, Colleges and Universities
and also, the Association of Hearing Instrument
Practitioners (AHIP) of Ontario set provincial
educational standards that must be met by the HIS
Program. Course requirements are completed in
accordance with these standards.
Graduates must have a sound theoretical knowledge
base to practice in the discipline. Therefore, students
must achieve a 65% and above for all vocational
courses to pass a course.
Standard 3
The student must have completed all
courses (including liberal studies courses) of
all previous semesters in order to be
promoted into the pre-graduate clinical
consolidation (semester 4)
Pre-Graduate Clinical Consolidation (HEAR 2160)
provide students with the opportunity to integrate
and consolidate all learning from previous
semesters/courses in meeting the standards of
practice.
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Practice Standards
Standard 4
Standard
The student is expected to apply theory and
skills to practice in a safe competent manner
in accordance with the level identified in the
learning outcomes.
Standard 5
The student's progress in clinical practice
will be documented in formative and
summative evaluation.
Standard 6
The grade for clinical practice experiences is
"pass" or "fail".
Standard 7
Regular attendance at clinical practicum
sites is mandatory to achieve a "pass" in
practice experiences.
Standard 8
The student is expected to maintain mental
and physical health throughout the
program, consistent with HIS practice
requirements.
Hearing Instrument Specialist Program Handbook 2015-2016
Rationale
The Hearing Instrument Specialist Program is based
on a competency-based model where minimum
theoretical knowledge and practice skills must be
demonstrated. The Program curriculum is designed
with learning outcomes that are levelled in
performance expectations as students advance
through the program.
Student achievement records are maintained as the
student progresses through the program. The
formative evaluations will provide the student with
performance assessments of strengths and
weaknesses. The Summative Record at the end of the
course provides the student with an overview of
performance strengths and weaknesses and goals set
directing future expectations.
An assessment of pass indicates that the student has
met the learning outcomes.
Absenteeism places the student in academic jeopardy
because teachers/clinical preceptors are unable to
assess and evaluate performance when students are
not in attendance for practice experiences.
The Care Provider must be in good mental and
physical health in order to care for others. Poor
mental and physical health leads to absenteeism and
results in disruption to the learning process.
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Promotion and Supplemental Procedure
PERSON
Promotion Committee
Hearing Instrument Specialist Program Handbook 2015-2016
ACTION
Grants or denies permission for supplemental work.
Meets with the student.
Program Coordinator/Instructor
Student
Completes the supplemental form with criteria.
Reviews the recommendation of the Promotion
Committee.
Takes completed Supplemental Form and payment to
Registrar’s Office.
Brings pink copy of Supplemental Form for admission to
supplemental as well as photo ID
Sets date for supplemental examination.
Program Chair/Program
Coordinator/Instructor
Notifies student and Registrar's Office of result of
supplemental work.
Failure to successfully complete requirements of the promotion committee will result in
discontinuance from the program.
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Hearing Instrument Specialist Program Handbook 2015-2016
Reason for Student Progress Being Reviewed by Promotion Committee
Students who fail to meet program standards will be reviewed by the Promotion Committee. Reasons
for presentation at Promotions Committee include:
•
•
•
•
Failure of a theory course and/or practice course.
Patterns of absence from class or practice, which may affect achieving program standard.
Excessive accumulated Program total of absent hours from class, lab or practice, which may
result in an extended program.
Failure to follow through on Promotion Committee recommendations.
A student who has not met the standards will not be promoted to the next level of the Program. The
Promotions Committee may recommend that the student be required to meet one or a combination of
the following:
•
•
•
•
•
•
Complete supplemental requirements for course failures (see criteria for writing of
supplemental examinations). Following successful completion of supplemental work, the
highest course grade that can be achieved is 65%.
Follow through with counselling (academic and/or personal).
Follow through with health measures as recommended.
Complete makeup work for missed learning experiences. Total time lost will be assessed on
an individual basis. Additional time may be required to complete program objectives.
Complete the requirements of Probationary Status
Complete compulsory practice remedial assignments.
Discontinuance
Program Standards are developed which define the expected academic performance requirements of
students who are progressing through the program. Students who fail to meet the documented
standards of performance may be discontinued from the program.
Students can be discontinued according to the following reasons:
•
•
•
•
For failure to meet academic program standards by failing two or more courses in the same term
For violating documented ethical standards of practice
For inappropriate behaviour that jeopardizes the study of other students
For not adhering to the professional standards of health and ability required for this kind of work
Procedure
1. The professor notifies the promotions committee of the reasons a student is suggested to be
discontinued.
2. The promotions committee reviews the reasons and recommends discontinuance.
3. The program chair and/or coordinator meet with the student to explain the reason(s) for
discontinuance and complete the Discontinuance Form. A copy of the form is forwarded to the
Registrar.
4. The registrar forwards the student a letter outlining the discontinuance and explains the steps
involved in requesting an appeal.
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Withdrawal
Hearing Instrument Specialist Program Handbook 2015-2016
Requests for voluntary withdrawals from the program must be approved by the Program Chair. The
student will initiate the withdrawal by informing the Program Coordinator of his/her intention to
withdraw from the program.
Students who voluntarily withdraw will not automatically be readmitted to the program. Should the
student reapply to the program he/she will be re-admitted on the recommendation of the Program
Chair.
Students not planning to return to the OTA&PTA Program the following semester are expected to
complete a Withdrawal Form available from the program coordinators, the Registrar’s Office, or on the
college website.
Program Transfer
Prior to transferring to another program, it is recommended that the student meet with the program
coordinator or academic advisor. Students who decide to change programs may do so by completing
and submitting a program application form to the Registrar’s Office. If considering transferring to a
program outside the school in which he/she is currently enrolled in, students may want to discuss
options with a career advisor. When a student moves from one Conestoga program to another and
where courses numbers/codes are identical or equivalent, automatic credit is given if passing grades are
met.
Appeal
Students have the right to appeal any academic decisions as set out in the Conestoga Student Guide. It is
recommended that students begin this appeal process by first meeting with the faculty and/or program
coordinator and/or program chair.
Clearance of Academic Deficiency
Please refer to Conestoga Student Guide for the procedure and criteria regarding Clearance of
Academic Deficiency. Please note that following the end of semester, contact with any student eligible
to write a supplemental will be made either by phone or email. A specific date, time and room number
will be given to each student. If a student does not respond to this contact, the student forfeits the
opportunity to write a supplemental test. The maximum number of supplemental opportunities during
the program is two per student.
Procedure
1. Promotions Committee grants or denies permission for supplemental work.
2. Program Coordinator contacts student and sets up a time to meet and fill out the Supplemental
Request Form.
3. Student brings form and pays additional fee for supplemental work at the Registrar’s office.
4. Student receives supplemental work from Program Coordinator.
5. Student completes supplemental work (test or assignment) in accordance with the times and
dates given by the Program Coordinator.
6. Student meets with Program Coordinator to submit assignment.
7. Supplemental work is assessed and the Registrar’s Office is contacted with the result.
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Hearing Instrument Specialist Program Handbook 2015-2016
Readmission to the Program
A student who has withdrawn or been discontinued from the program may apply to be readmitted.
Readmission is not guaranteed, and is based on previous performance and seat availability in the
desired semester.
A student who has been out of the program for more than 12 months may be required to successfully
complete theory and/or skill challenge testing.
Re-admission to the program will be dependent upon:
1.
Re-application for admission.
2.
Availability of seats in the semester.
3.
Previous program performance - both academic and practical.
4.
Completion of requirements for re-admission, if any.
For additional information, refer to the Academic Administration page for more information on the
readmission procedure.
Only one opportunity to re-apply or repeat a failed course is permitted.
Graduation
Students are expected to respond to their invitation through their Student Portal. Convocation
ceremonies are held in the spring and fall of each academic year. Students, who take longer than the
advertised program length, are responsible for completing any new or additional courses due to a
program design change. Students who complete their program after the scheduled completion date are
required to fill out an Application to Graduate form and submit it with payment to the registrar’s office.
Students who are discontinued or have withdrawn and then return to the college will be placed in the
current program design and must meet all requirements to graduate.
Process for Resolution of Student Concerns
In order to resolve any concerns which may arise during a course, field placement or relating to the
program overall, students are encouraged to resolve issues or concerns informally at the program level
prior to proceeding to a formal appeal.
If attempts have been made, and a successful resolution has not been reached, students are
encouraged to refer to their Conestoga Student Guide, and to follow the procedures outlined under the
“Academic Dispute Resolution and Appeal Procedure” section.
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Hearing Instrument Specialist Program Handbook 2015-2016
Maintaining Student Files
1. Official records of each student’s education are maintained electronically by the Registrar.
Academic records are also maintained by the college regarding Course Outlines to support the
level of achievement in a particular course.
2. Administrative records related to your experience in the Program are maintained to
demonstrate compliance with external and college requirements. This information is as follows:
Student Information
File Location and Student Access
Retention
Pre Practicum Health
Requirements
 per copies of information
received from students
Acknowledgement of WSIB
Understanding
 signed by each student prior
to the first practicum
placements
In H.S Trax, by individual student
access
**accessed through My Conestoga

Each student has his/her own
information on the Health
Passport for provision to
practicum agencies as required.
 By the Program, by the Program
Assistant responsible for
Placements
 For the duration of
a student’s time in
the Program
 In Program File with Program
Assistant
 For the duration of
a student’s time in
the Program.
Student Consents Signed on
Admission (per Student
Handbook)
 Student Consent for Release
of Information
 Student Understanding of
Professional Standards
 Student Understanding of
Safety Requirements
 For the duration of
a student’s time in
the Program
3. Academic Files are set up as required for a student to document important matters relevant to a
student’s progress or to document and monitor resolution of concerns.
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Hearing Instrument Specialist Program Handbook 2015-2016
Student Information
A. Documents related to academic
progress
 Correspondence regarding
course equivalencies
 Correspondence re
supplementary examinations
 Learning Contracts
 Disabilities Information & plans
B. Records of Competency
Attainment
C. Documents related to areas of
Concern
 Interview Records, with
supporting email
documentation as appropriate
 Student Code of Conduct
 Incident Reports
 Letters/emails of significant
concern and replies
 Appeals
File Location and Student
Access
 In Student File,
maintained by the
Program Coordinator,
initially, and then filed
for safe-keeping during
the student’s time in
the Program –
maintained by the
Program Assistant
Retention
For one year following
graduation
As above
As above
As above
As above
4. Students may review the contents of your Academic file by:
•
•
Requesting this in writing to the Program Coordinator
Reviewing the file in the presence of the Coordinator
5. At the end of one year, the contents of your file will be destroyed through the college’s process
for purging confidential documents.
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Additional Information for Students
Hearing Instrument Specialist Program Handbook 2015-2016
Below is information to supplement the information found in the Conestoga Student Guide.
•
Your Conestoga Student Guide provides detailed information about dropping courses. If you are
planning to drop a course, you must do so within the time period. If you have missed that time
period, please see the Program Coordinator and she will advise you as to your options. Not
attending does not constitute an official dropping of a course and will result in a grade of “F”.
•
If you have completed courses from a college or university that you think may be very similar in
content to courses in the Hearing Instrument Specialist program you may be eligible for a course
exemption. (Please note that to receive an exemption, courses must have been completed
within the past seven years and with a passing grade of 65%). If you would like to proceed with a
request for exemptions, please contact your Program Coordinator for guidance. Please note that
exemptions will not be processed until a student is registered in the Program. The exemption
process will take some time (two-three weeks), and students should attend all scheduled
courses until he/she receive the exemption as he/she will be responsible for all material covered
in class should the exemption be denied.
•
If you feel you have acquired the knowledge and skill presented in a specific course (including
placement) without taking that course in an academic institution, you may wish to investigate
Prior Learning Assessment (PLAR). Please consult a Continuing Education Calendar, available on
the Conestoga website, for details.
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Hearing Instrument Specialist Program Handbook 2015-2016
6 Practicum and Clinical Experiences
Students are responsible for completing all of the required hours of clinical practicum to successfully
complete this program. All financial costs related to clinical practicum are the responsibility of the
student.
Practicum Requirements
Mandatory practicum health and safety requirements must be completed by students prior to student
field/clinical placements. Successful placement completion is required for students to progress to
program completion. To qualify for field/clinical placement learning experiences, students must present
the following at the start of the program in accordance with pre-admission information provided by the
college:
• An annual Police Check for Vulnerable Sector Screening (VSS). Police Checks must be clear of any
unpardoned criminal offences. An unclear criminal record may result in the inability to
participate in field placement/clinical which will jeopardize progress in the program. Acceptance
for placement is at the discretion of the agency; some agencies may request students to provide
a VSS completed within six months of placement start date. Students with criminal records are
advised to meet with the program chair for academic counselling to determine program
suitability.
Safety in the Workplace Course
All students who participate in unpaid work placements during the course of their program will be
required to successfully complete the mandatory Safety in the Workplace course prior to going out on
placement. The course will provide students with an introduction to workplace hazards and general
safety awareness. Students will receive a Record of Completion to provide evidence of this training to
placement sites and will consent to their workplace insurance coverage.
Student Consent Forms
Students are required to complete program specific consent forms. To access the forms, students
should go to the Practicum Services Community on myConestoga and open the Consent Forms
tab. Students can then electronically sign-off all applicable consent forms after reading each document.
WSIB
Prior to your first placement, you must sign a Declaration of Understanding of WSIB Coverage related to
Unpaid Clinical Placements indicating you understand that WSIB coverage will be provided through the
Ministry of Training, Colleges, and Universities while you are on training placements. This Declaration
will be placed in your student file. It is your responsibility to ensure that the Declaration of
Understanding for WSIB Coverage is signed and returned or you will not be allowed to attend your
field experience.
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Hearing Instrument Specialist Program Handbook 2015-2016
Guiding Principles and Policies for Clinical Practicum
Placement Site Locations
The clinical experience for the Full Time H.I.S. Program students is HEAR 2160, which occurs during
Level 4 (4th semester). A mission of the Full Time H.I.S. Program is to increase hearing health care
accessibility. To this end, students from remote, smaller communities in Ontario (and other provinces)
are encouraged to apply to the Full Time H.I.S. Program. It is hoped that these students will complete
their Pre-Graduate Clinical Consolidation at or near their home locations, which may be much further in
distance from the KW area than 200 kms. This may also serve to reduce the possible saturation of
clinical site placements that are within a 100 km radius of the KW area. Students from the KW area will
also be strongly encouraged to complete their Pre-Graduate Clinical Consolidation in sites that are not
within this area or strongly encouraged to locate their own practical experience. Additionally, students
are encouraged to complete their practical placement outside of the province of Ontario. Students shall
have a formal professional resume and cover letter completed prior to entering level three (year two) of
the H.I.S. program. The clinical practicum for the H.I.S. student is an unpaid work experience.
Finances and Transportation
Finances and transportation issues are not taken into account in the assignment of placements.
Students are responsible for independently arranging and financing any housing and transportation
costs for placements. Students are advised that accessibility to a car or relocation are requirements
for field placements.
Some of the clinical practicum locations are within the Regional Municipality of Waterloo, however,
some placements are further away. There are no guarantees that all locations will be accessible by
public transportation. All efforts are made to assist students by placing them in locations that will not
put undue stress on them. However, all students should realize that he/she is responsible for arranging
their own transportation and/or relocation to the facility in order to fulfil the requirements of the
clinical practicum.
Confirmation of Placement Times, Dates and Location
Every effort will be made to confirm placement location as well as times as early as possible. Given the
limited number of placements, students must be prepared for changes even up to a few days before the
placement starts.
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Student Responsibilities
Hearing Instrument Specialist Program Handbook 2015-2016
Prior to departing to clinical practicum sites, it is necessary that each student shall have:
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Satisfactorily completed all required courses in the Hearing Instrument Specialist curriculum.
Met pre-practicum health requirements
completed all required WSIB insurance forms
Vulnerable Sector Police check, which will be administrated from the practicum services
department and must be completed prior to beginning their clinical rotation.
Students may be expected to comply with other requirements that may be asked in certain settings,
such as criminal reference checks.
Clinical Practicum Preparation Sessions
These in-class sessions will be scheduled throughout the term and prior to the start of the first clinical
practicum placement. Additionally, the Career Services department is a valuable resource for students
learning how to properly craft a resume or cover letter. These sessions will address the following:
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How to write an introductory letter to the facility
Student obligations with respect to attendance, professional behaviour, dress code and
confidentiality
Performance goals and learning objectives
Method of evaluating student performance
Facility Evaluation
Tips on communicating with on-site or off-site supervising therapists
Other
Withdrawal from Practicum
Leaving or failure to show up at the clinical practicum site without communicating with the clinical
practicum supervisor and the program coordinator is a serious infraction of professional ethics and is
considered abandonment of one's professional responsibilities to the patients and facility. The student
will receive a failing grade in the clinical practicum and will not have the option to re-enter the program.
Clinical Practicum Evaluations
An evaluation of progress mid-way should be conducted by the preceptor in writing and verbally.
Strengths and weakness are identified and suggestions are made to help students achieve their goals.
The student and/or the preceptor will report unsatisfactory student performance immediately to the
program coordinator. Problem areas will be identified, suggestions for improved performance will be
outlined, and alternative solutions will be explored towards the goal of improved performance during
the remainder of the placement.
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Clinical Practicum Grades
Hearing Instrument Specialist Program Handbook 2015-2016
Final clinical practicum grade is pass/fail.
Communication of General Concerns regarding Your Safety or The Safety and Care/Service for Clients
1. Students will be provided with an Orientation to their placement site on the first day of their
placement. The Orientation may include details of the placement site’s policies and procedures
related to communication about the safety of the work environment and /or the safety and care
of patients/residents/clients.
2. If a student has any concerns about the safety of the work environment and/or the
safe/appropriate care/service for clients:
a. The student must immediately report these concerns to the college individual associated with
the practicum (Clinical Instructor, Faculty responsible for your practicum, Field Placement
Supervisor).
b. The Clinical Instructor /Responsible Faculty/Field Placement Supervisor will discuss this concern
with Site Management.
c. For concerns of a serious nature (e.g. concerns impacting a total student group; a serious
care/service situation), the Clinical Instructor/Responsible Faculty/Field Placement Supervisor
will discuss the situation with the Program Coordinator and, potentially, the Department Chair.
The Coordinator or Chair will immediately contact practicum site management to determine
next steps.
Should facility policies require that practicum students report safety or care/service concerns
immediately to practicum site management, the student should report to the Clinical
Instructor/Responsible Faculty/Field Placement Officer immediately afterward.
B. Reporting of Incidents of Student Injury during a Practicum Experience
1. Should students experience personal injury of any kind, this must be reported immediately to
the Placement Employer and Clinical Instructor/Responsible Faculty/Field Placement Supervisor.
The Placement Employer will provide first-aid that may be necessary, including arranging for
transportation to emergency medical services if required. The Clinical Instructor/Responsible
Faculty/Field Placement Supervisor will notify the Program Coordinator and Chair and complete
an Unpaid Work/Education Placement-Accident Report (UWEP-04) and will send this to the
college’s Occupational Health & Safety Office. Where necessary, the Occupational Health &
Safety Office will complete a WSIB 7 form, a MTCU Letter of Authorization to Represent
Placement Employer and a MTCU Work/Education Placement Agreement Form.
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Hearing Instrument Specialist Program Handbook 2015-2016
C. Reporting of Student Involvement in Situations of Possible Injury to Clients During A Practicum
Experience or Student Damage to Facility Property
1. Should students be involved in care/service situations where there the care/service results in a
potential concern/injury to patients/residents/clients of the placement site, this concern must
be immediately reported to the Practicum Site in order that care can be given. This situation
must also be reported immediately to the Clinical Instructor/Responsible Faculty/Field
Placement Supervisor. The faculty member will discuss this immediately with the placement site
and ensure that an incident report is completed. The faculty member must also inform the
Program Coordinator and the Department Chair for a discussion of program expectations and
implications. It is the responsibility of the Chair to ensure that all documentation is obtained
regarding the incident and to inform college officials accordingly.
2. Should students be involved in situations where there is alleged damage to resources/physical
property at the Practicum site, this concern must be reported immediately to the Practicum Site
and to the Clinical Instructor/Responsible Faculty/Placement Officer. The faculty member will
inform the Program Coordinator and Department Chair for a discussion of program expectations
and implications. It is the responsibility of the Clinical Instructor/Responsible Faculty/Placement
Officer to complete an incident report with the Chair accountable to ensure all documentation is
obtained and to inform college officials accordingly.
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Basic Safety Training
Hearing Instrument Specialist Program Handbook 2015-2016
Conestoga College is committed to establishing and maintaining a healthy and safe work and study
environment.
General safety consideration will be provided in the Orientation to in the Clinical Learning Centre and
the Centre for Clinical Simulation. Throughout your course of study your teacher will guide you through
the use of safe work practices. Safety considerations and the safe handling and use of equipment in the
Clinical Learning Centre and the Centre for Clinical Simulation are incorporated within the leaning
outcomes of your program.
It is the student's responsibility to follow guidelines for safety once he/she have been taught and to
ensure that he/she has had training on the use of any equipment prior to its use.
Person
Action
Provides training opportunities for faculty and staff on new equipment in
the Clinical Learning Centre and Centre for Clinical Simulation
Chair
Provides an orientation opportunity to the Clinical Learning Centre and
Centre for Clinical Simulation to all new faculty and staff, including all
procedures and regulations.
Provides training opportunities for all new faculty and staff on equipment
with which he/she is educated to use.
Ensures that he/she has had proper education in the use of any piece of
equipment prior to using it.
Professor
Provides training on the use of equipment in accordance with instruction
manuals, Learning Manuals or textbooks at the point in time congruent with
the learning outcomes of the educational program.
Ensures that students are able to use and/or operate equipment in a safe
manner.
Ensures that he/she has completed and understood the basic safety training
required for the Program
Student
Ensure that he/she has had proper education regarding the safe
use/operation of equipment prior to its use.
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Safety in the Hearing Instrument Specialist Lab
Hearing Instrument Specialist Program Handbook 2015-2016
Conestoga College Institute of Technology and Advanced Learning are committed to establishing and
maintaining a healthy and safe work and study environment. Over half of the courses in the HIS Program
will require the use of the HIS Laboratory which provides a controlled learning environment in which
students develop skills related to client care prior to applying these skills safely in various practice
settings. It is the student’s responsibility to follow guidelines for safety once he/she has been taught.
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Maintaining the lab environment is critical for its effective usage. Please be sure to wash hands
thoroughly before and after using any piece of lab equipment on your fellow students. Clean up
after using the lab equipment. Put all supplies back in the places where they each belong.
Purses, money, coats, knapsacks, and extra books are to be left in your lockers. Avoid leaving
these personal items in the lab. The college is not responsible for the loss of these items.
Students are responsible for the replacement of deliberately damaged equipment in the lab or
at clinical placement sites.
Due to safety considerations, Students will not be allowed in the HIS lab without the presence of
a faculty member from the HIS Program.
Some lab equipment is intended to be signed out and taken home by students for their
individual practice. Sign-out sheets for this purpose will be provided. Students can sign out a
piece of lab equipment provided an instructor witnesses and signs the sheet along with the
student. In this way, lab equipment can be easily tracked for safe keeping. All materials
borrowed by teachers and students for use outside the lab must be signed for and returned to the
lab in good condition within the specified time.
Lab equipment that can be signed out includes:
o Portable audiometers
o Hand held otoscopes
o Manufacturer Fitting Software
Safety is Ensured by Adhering to Rules & Regulations in the HIS Lab
The HIS field of practice involves testing of hearing (audiometry), appropriate referrals (to an
Audiologist or Physician), and subsequent fitting of hearing aids or assistive listening devices. As such,
the same field of practice presents with very few clinical situations that call for alarm or emergency
action. Below, however, are a few items to consider:
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Food and beverages and smoking are strictly forbidden in the laboratory.
Eye protection must be worn when working at the Starkey Workstation, and when modifying
hearing aids on the grinder.
Hair and loose clothing must be secured prior to working near the Starkey Workstation and
grinder.
All instances of borrowing of portable audiometers and otoscopes and Dremel drills are to be
recorded in the Laboratory Notebook. It is understood that the length of borrowing time is one
week unless otherwise arranged by the lab instructor.
It is expected that individuals will conduct themselves in a professional manner in the laboratory
setting. This includes arriving on time and prepared for the laboratory session, maintaining a clean and
organized workplace, returning materials and equipment when not in use, exercising caution when
working with hazardous materials and/or equipment, and being considerate of other students.
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Hearing Instrument Specialist Program Handbook 2015-2016
For personal safety, make note of fire escape routes, the location of fire extinguishers.
Lab Resources
• Five sound booths for hearing testing or audiometry.
• Four portable audiometers intended for individual student practice.
• Three tympanometers
• One otoacoustic emissions system
• Two cellscope video otoscopes
• Seven real ear (probe tube) measurement systems
• Three desktop computers and one laptop computer for simulated audiometry & hearing aid
manufacturer fitting software
• Four microscopes for hearing aid troubleshooting and repair practice
• One document camera for hearing aid troubleshooting and repair service
• One hearing aid repair workstation
• Earmold material, syringes, oto-blocks, and ear lights (three)
• Various “consumable” supplies (ER-3A ear tips, BTE earmold tubing, batteries, etc.)
Lab or Psychomotor Skills for His Program
For the HIS Program, the purpose of lab training is to train students how to perform specific
psychomotor skills which are found in HIS clinical settings. The purpose of class labs is not specifically to
add experience to the ability to perform these skills. It is expected that further experience and
consequent speed at performance will be accrued in the two clinical placements (HEAR 2140 and HEAR
2160) of the HIS Program. Before specific skills can be assigned and performed in a clinical setting,
however, satisfactory performance in the lab setting must be achieved. This guide is intended to clarify
the expectations teachers have of student's performance of laboratory/psychomotor skills.
Definitions:
Supervised Practice:
Student practices a skill under direct teacher supervision allowing for input from teacher
Return Demonstration:
Student performs the skill unassisted with input from teacher. Student performance will be evaluated.
Practicum/Scenario:
Student demonstrates performance competency in a realistic, controlled lab setting.
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Criteria for Lab/Psychomotor Skills
Hearing Instrument Specialist Program Handbook 2015-2016
In order to be considered satisfactory in the performance of psychomotor skills, students must meet
certain criteria. Some criteria are appropriate for all skills, and some are more specific to a particular
skill. The following are criteria for all psychomotor skills:
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Be prepared to discuss the principles for any of the actions performed, on teacher request.
The procedure must be carried out in an organized logical sequence and accomplish the goal.
The procedure must be carried out in a reasonable amount of time (according to specific
criteria).
Principles relating to the comfort and safety of the client must be followed.
The student must demonstrate appropriate professional behaviour and communication skills.
Student's Responsibilities Regarding Psychomotor Skills
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To know what equipment is required to carry out the skills and how to handle it correctly.
To bring all required forms/lab manuals to the lab (evaluation form, chart forms, etc.)
To ask the teacher for assistance as necessary.
To look for opportunities to practise skills, when appropriate.
To restore the lab and/or the equipment to its former position following use.
Occupational Health & Safety Office General Information
This department is available to students, staff and faculty. The objectives of this department are to:
1.
Monitor the health status of personnel and maintain health records.
2.
Provide health teaching and health counselling.
3.
Promote a healthy and safe work and study environment, thus reducing absenteeism.
Each student must have Health Insurance coverage and/or an Ontario Health Card.
Accident /Incident Reports
A college Unpaid Work/Education Placement Accident/Incident Report is to be completed with accuracy
by the Program Coordinator with the student at the time of the accident/incident. The Report is to be
forwarded to the Occupational Health and Safety Manager within 24 hours of the Accident/Incident.
The Hospital Report must also be filled out in accordance with hospital/agency policy.
Students are covered by college Insurance.
Lack of Compliance to Health and Safety Regulations
Any person who fails to comply with Health and Safety regulations or handles equipment in an unsafe
or abusive manner will be asked to leave the HIS Lab.
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Part Time Work
Hearing Instrument Specialist Program Handbook 2015-2016
While students are enrolled in the Hearing Instrument Specialist (HIS) Program:
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Assigned functions and responsibilities within any clinical placement site in which he/she is
employed will not be recognized by the college in any form or fashion.
The college does not assume responsibility for student performance while he/she work parttime in a clinical placement site.
Students are not to wear the crest or name bar showing Conestoga College logo.
Students should realize that historically students who work a lot of part-time hours are less
successful in the program.
If a highly contagious outbreak occurs and a student is employed in a health care agency, their
employment hours and/or clinical placement hours may be directly affected dependent on the
clinical placement site’s Infection Control Policy.
Transportation and Parking
It is the responsibility of the student to arrange for transportation to scheduled practice experiences.
ALL students will be placed in a variety of agencies. Car-pooling is recommended.
Students are responsible for making their own arrangements for parking at the college or clinical
agencies and for the payment of parking fees.
Information regarding parking will be presented during orientation sessions.
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7. Student Awards
Hearing Instrument Specialist Program Handbook 2015-2016
Conestoga has more than 400 awards, bursaries, scholarships and academic grants available to
Conestoga students. These funds are made available to our students through the partnerships we have
established with local business and industry leaders. To be considered for an award, complete the
General Application available through your Student Portal. Notifications and instructions to complete
the application are sent to all full-time students’ email accounts in the fall semester (Deadline: First
Friday in October) and winter semester (Deadline: First Friday in February). Visit the Student Financial
Services on Conestoga’s website
Awards Available for Hearing Instrument Specialist 2015-16
The following awards* are available to the students of Hearing Instrument Specialist. Students who
have questions about any of these awards should speak with their Program Coordinator. Please watch
your college email for information from the Student Financial Services office concerning application
deadlines, processes and eligibility. You may obtain information about other school wide awards and
scholarships from Student Financial Services.
* Note: All awards are subject to change.
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Hearing Instrument Specialist Program Handbook 2015-2016
Financial Aid Sponsored Awards
Award Name
Estimated
Amount
Year or Level
# of awards
Criteria
Selection Process
ActivEars Hearing Centres Inc.
Entrance Award
$500
Semester 1
1
70% +
Apply
$1,000
Semester 3
1
70% +
Apply
Nominated
Fall Semester
Celebration
ActivEars In-Session Award
Oticon Canada Ltd.
Scholarship
Stork Family Scholarship for
Academic Achievement in
Hearing Instrument Specialist
Studies
Bernafon Canada Alan D.
Moore Award
Presented At:
Fall Semester
Celebration
Fall Semester
Celebration
$500
end of Year 1
1
highest GPA (min. 3.5) in
Year 1, continuing in Year
2
$1,000
end of Year 1
1
highest average in Year
1, no academic offences
Nominated
Fall Semester
Celebration
$500
end of Year 1
Most improved student
Nominated
Fall Semester
Celebration
# of awards
Criteria
Selection Process
Presented At:
4
75% +, female registered
in Year 2, demonstrate
financial need,
intellectual achievement
and promise
Apply
Financial Aid
School sponsored Awarded Annually
Award Name
Canadian Federation of
University Women
Estimated
Amount
$500
Year or Level
Year 2
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Hearing Instrument Specialist Program Handbook 2015-2016
Program Revision Log
Last Revised
June 18, 2015
June 26th, 2015
By Whom
Paul Finch
Jillian Grant
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