Program Handbook
Bachelor of Early Learning Program Development
1355c
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 July 24, 2015
Bachelor of Early Learning Program Development Program Handbook 2015-2016
TABLE OF CONTENTS
Program Handbook ......................................................................................................................... i
Program Handbook Guidelines ....................................................................................................... v
Welcome ....................................................................................................................................... vi
Top Five Expectations of You ........................................................................................................ vii
1. Use MyConestoga to Connect To: ............................................................................................... vii
2. Know and Plan around Your Academic Schedule With Your Family ........................................... vii
3. Be the Professional You Wish To Become - From Day One ........................................................ viii
4. Attend To Enhance Success ........................................................................................................ viii
5. Take Responsibility for Your Academic Status ............................................................................ viii
Top Five Resources for You ............................................................................................................ ix
1. Your Teaching Team...................................................................................................................... ix
2. Counselling and Services for Personal Needs ............................................................................... ix
3. Accessibility Services ...................................................................................................................... x
4. Student Study Spaces and General Supports ................................................................................ x
5. Services for Students .................................................................................................................... xi
Letter to Students......................................................................................................................... xii
1. Program Overview ...................................................................................................................... 1
Program Description .......................................................................................................................... 1
Program Outcomes ............................................................................................................................ 1
Bachelor of Early Learning Program Development Program Map 2015-2016 .................................. 2
Program Design for Your Cohort........................................................................................................ 5
Pathways and Further Post-secondary Education Opportunities ..................................................... 5
Employment Opportunities ............................................................................................................... 5
2. Relationships .............................................................................................................................. 6
Communication and Contact Information ......................................................................................... 6
Faculty Commitment to Success .................................................................................................... 6
Contact Information and Availability ............................................................................................. 6
Faculty Availability ......................................................................................................................... 7
Contacting Program Staff ............................................................................................................... 7
Student E-mail ................................................................................................................................ 7
Student Engagement ......................................................................................................................... 7
Student Concerns/Issues ............................................................................................................... 7
Student Representation ................................................................................................................. 8
PAC (Program Advisory Committee) .............................................................................................. 8
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Bachelor of Early Learning Program Development Program Handbook 2015-2016
WIHSC (Waterloo Inter-professional Healthcare Student Collaborative) ..................................... 8
Student Feedback .............................................................................................................................. 8
Key Performance Indicators........................................................................................................... 8
Student Appraisal of Teaching ....................................................................................................... 9
Class Cancellations ............................................................................................................................. 9
Class Cancellations Due to Faculty Absence .................................................................................. 9
Class Cancellations Due to Inclement Weather ............................................................................. 9
Personal notifications of class cancellations ................................................................................. 9
3. Standards of Conduct and Professional Practice ....................................................................... 10
Program Standards for Professional Practice .................................................................................. 10
Characteristics of Successful Students (and employees)................................................................. 11
Academic Integrity and Plagiarism .................................................................................................. 12
Copyright – What Students Need to Know ...................................................................................... 13
Cumulative Copying ..................................................................................................................... 13
Safe Practice ..................................................................................................................................... 14
Student Protection Acknowledgement .......................................................................................... 15
Professional Conduct and Use of Social Media ............................................................................... 16
Social Media Policy ...................................................................................................................... 16
Cell Phone Policy .......................................................................................................................... 17
Guidelines for Use of ECE Building................................................................................................... 18
Guidelines for Student Use of ECE Classroom (ECE300 and ECE430).......................................... 18
ECE Building Response to Lockdown ........................................................................................... 19
4. Attendance and Student Success Strategies .............................................................................. 20
Attendance - Program Protocols ..................................................................................................... 20
Acceptable Reasons for Absence ................................................................................................. 20
Attendance for Evaluations ............................................................................................................. 21
Notification for Absence from Evaluations .................................................................................. 21
Religious Holidays ........................................................................................................................ 22
Documentation to Substantiate Your Reported Absence ............................................................... 23
Evaluations worth less than 20% ................................................................................................. 23
Evaluations worth 20% or more .................................................................................................. 23
Use of Time between Classes .......................................................................................................... 23
Test Procedures ............................................................................................................................... 24
Importance of Test and Presentation Dates .................................................................................... 24
Class Cancellation due to Faculty Absence ...................................................................................... 25
Assignment Policies ......................................................................................................................... 25
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Bachelor of Early Learning Program Development Program Handbook 2015-2016
Steps to Follow to Submit Assignment Outside of Class Time .................................................... 26
Working Together on Group Assignments .................................................................................. 26
Faculty Returning Tests and Assignments ................................................................................... 26
General Guidelines for Quality of Written Work ......................................................................... 26
General Guidelines for Submitting Written Work ....................................................................... 27
5. Academic Progress through the Program .................................................................................. 28
Academic Standing and Promotion ................................................................................................. 28
Achievement ................................................................................................................................ 28
Course Add/Drop ......................................................................................................................... 28
Special Timetables/Adding Dropped or Failed Courses .............................................................. 28
Supplemental Assignments.......................................................................................................... 29
Academic Probation ..................................................................................................................... 29
Discontinuance............................................................................................................................. 29
Withdrawal .................................................................................................................................. 29
Program Transfer ......................................................................................................................... 30
Appeal .......................................................................................................................................... 30
Clearance of Academic Deficiency ............................................................................................... 30
Readmission to the Program ....................................................................................................... 30
Graduation ................................................................................................................................... 31
Process for Resolution of Student Concerns ................................................................................... 31
Maintaining Student Files ................................................................................................................ 32
Additional Information for Students................................................................................................ 34
Co-operative Education Eligibility ................................................................................................ 34
Conestoga’s Student Protection Information .............................................................................. 34
6. Professional Engagement Placement Experiences..................................................................... 35
Practicum Health Requirements ...................................................................................................... 35
Safety in the Workplace Course....................................................................................................... 35
Student Consent Forms ................................................................................................................... 35
WSIB ................................................................................................................................................. 36
Concerns regarding Student Safety or the Safety and Care/Service for Clients ............................. 36
Professional Engagement Placement Policies ................................................................................. 37
7. Student Awards ........................................................................................................................ 40
Program Revision Log ................................................................................................................... 41
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Bachelor of Early Learning Program Development 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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Bachelor of Early Learning Program Development 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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Bachelor of Early Learning Program Development Program Handbook 2015-2016
Top Five Expectations of You
1. Use MyConestoga 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
i
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 8:00 a.m. to 6:00 p.m. (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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Bachelor of Early Learning Program Development 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 to 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 See Section 4 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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Bachelor of Early Learning Program Development Program Handbook 2015-2016
Top Five Resources for You
1. Your Teaching Team
Contact Information: Is posted in eConestoga and in your 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 to 4:30. 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 to 4:30. 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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Bachelor of Early Learning Program Development 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 throughout 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 7:30 a.m. to 5:00 p.m. 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
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Bachelor of Early Learning Program Development 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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Bachelor of Early Learning Program Development Program Handbook 2015-2016
Letter to Students
Dear Early Learning Program Development students:
Welcome to the Bachelor of Early Learning Program Development (BELPD). You have worked hard to be
accepted into the Early Learning Program Development Program at Conestoga College and we commend
you on your success.
This handbook has been prepared to provide further information about academic standards, guidelines and
processes specific to the Bachelor of Early Learning Program Development. Reading, understanding and
following the information in this handbook is an important first step in your continued success in this
program. The handbook has been compiled with careful consideration for your personal and professional
growth during your four years at the college. If you do not understand any of the information in this
handbook, please ask the faculty, Program Coordinator or Chair for an explanation.
Use the index in this handbook as your guide and the contents as your continuous reference as you proceed
through the program. The Early Learning Program Development program faculty will refer to the handbook
often, but the responsibility for knowing the program standards is ultimately yours.
In addition to the BELPD Program Handbook, the Conestoga Student Guide outlines important policies and
procedures for you to follow. The BELPD Program Standards and Procedures Handbook is a supplement to,
but not a replacement for, the Conestoga Student Guide.
We are here to help you have a successful experience. Should you experience difficulty or need assistance in
any area of your studies, please come and speak with us, and we will work with you to help you reach your
career goals.
All the very best to you in your studies.
Sincerely,
Marlene Raasok (Executive Dean, Health & Life Sciences and Community Services),
Goranka Vukelich (Chair, Community Services)
Bachelor of Early Learning Program Development Coordinator/Faculty
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Bachelor of Early Learning Program Development Program Handbook 2015-2016
1. Program Overview
Program Description
The Bachelor of Early Learning Program Development is a four-year co-op degree program that will provide
students with an applied understanding of enhanced education in early learning program development in
the human services. The program will prepare graduates for a number of progressive careers that support
children, youth and families in the areas of curriculum implementation and co-ordination, program
development and co-ordination, and social policy work.
With a focus on preparing reflective professionals, the program will offer students opportunities to develop
strong critical thinking and professional communication skills that will enable them to work successfully in an
inter-professional team. Program design, implementation and evaluation will be considered within a
framework of research informed practice, population focus, and social inclusion.
Throughout the program, students will experience authentic, situational learning opportunities that highlight
the links between theory and practice in engaging and meaningful ways. He/she will be challenged to
consider multiple theoretical perspectives as a lens to understanding social policy and determining
promising professional practices that shape social and educational programs.
Program Outcomes
Successful completion of this program will enable the graduate to:
•
Design population-based practices that are conducive to the creation and sustainability of healthy
communities, at the individual and group level.
•
Use evidence to inform and propose changes to early learning programs.
•
Select and use current, appropriate technologies and resources to facilitate early learning program
development.
•
Assess and document (human) development, growth, and change from multiple perspectives.
•
Display professional commitments to ethical practice in working with children, families and
community populations, based on critical evaluation of issues related to human and children’s rights,
inclusion, diversity, equity, and social justice and their interrelationship.
•
Incorporate relevant research and theory in the formation and implementation of programs, policies
and practices.
•
Evaluate effective engagement and information sharing techniques through collaborative, interprofessional population-focused practice.
•
Use effective critical thinking and problem-solving skills to support professional decisions.
•
Demonstrate self-awareness and interpersonal communication skills by evaluating personal
attitudes, knowledge, and performance.
•
Interpret roles and responsibilities of government (e.g. social policy, funding, and legislation) in early
learning community programs.
•
Analyze theories and historical trends in population-focused developmental health.
•
Create approaches and programs that are culturally sensitive, and developmentally responsive.
•
Critically assess the contributions of the arts, humanities, social sciences and mathematics to the
development of professional and personal conditions.
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Bachelor of Early Learning Program Development Program Handbook 2015-2016
Bachelor of Early Learning Program Development Program Map 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.
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Bachelor of Early Learning Program Development Program Handbook 2015-2016
Year 1
Exploring Fundamentals
Of Professional Theory &
Practice
Human Growth and
Development: Early Years
Human growth
and development
Curriculum and
program
development
design and
evaluation
Human Growth and
Development: Later Years
Designing Responsive
Curriculum in the Early
Years
Year 2
Year 3
Expanding Professional Theory & Enriching Professional Theory
Practice
& Practice
Health and Wellness in Early
Learning Community Programs
Year 4
Consolidating Professional
Theory & Practice
Population and Developmental
Health
Contemporary Perspectives in
Early Learning Community
Practice
Curriculum Studies and Program
Design
Integrative Learning and
Curriculum Design
Child, Family and Community
Literacy
Designing and Evaluating
Responsive Program
Co-op and Career Preparation
and Co-op Work Term
Understanding Research
Research
Reconceptualizing Educational
Theory in Practice
Professional Research Internship
Applied Statistics
Advocacy and
leadership
Group Dynamics
Professional
capacity and
autonomy
Professional Engagement I
Professional Engagement II
Social Action and Program
Leadership
Mentoring and Leading
Community Programs
Professional Engagement III
Professional Engagement V
Professional Engagement VII
Professional Engagement IV
Professional Engagement VI
Professional Engagement VIII
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Bachelor of Early Learning Program Development Program Handbook 2015-2016
Year 1
Exploring Fundamentals
Of Professional Theory &
Practice
Year 2
Expanding Professional Theory & Enriching Professional Theory
Practice
& Practice
Collaborative and
Inter-professional
practice
Elective: General Education
Elective: General Education
Elective: General Education
Elective: General Education
Populationfocused programs
Child, Family and Society
History and Philosophy in
Learning and Education
Social inclusion,
diversity, equity,
social justice
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Diversity and Social
Inclusion in Program
Development
Year 3
Principles of Ethical Reasoning
Elective: General Education
Post-Second War North
American Society
Examining Social Problems in
Canadian Society
Year 4
Consolidating Professional
Theory & Practice
Professional Identity and Sociopolitical Context
Elective: General Education
Social Policy and Engaged
Citizenship
Media Ethics and Law
Program Capabilities
Adaptability
Political Advocacy
Mentorship
Professional Learning
Reflective Practice
Ability to work with diverse populations
Community and individual capacity building
Professional leadership
Critical thinking
Knowledge of development (child/human)
Professional decision making
Enhanced professional communication
Research, analyze and develop policy
Understanding of outcome based planning and program evaluation
Ability to utilize, evaluate and carry out research
Manage and co-ordinate programs
Strong professional identity
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Bachelor of Early Learning Program Development Program Handbook 2015-2016
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.
There are a number of different opportunities available to students who want to continue studying at
Conestoga. Whether you wish to transfer to another program or apply to a new program after
graduation, Conestoga has established pathways to help you meet your goals. Conestoga Pathways
information is available on Conestoga’s website.
Employment Opportunities
The program prepares graduates for a number of progressive careers that support children, youth and
families in the areas of curriculum implementation and co-ordination, program development and coordination, and social policy work.
For more details on related occupations, job market information and career opportunities, see the
Government of Canada website.
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Bachelor of Early Learning Program Development Program Handbook 2015-2016
2. Relationships
Communication and Contact Information
Faculty Commitment to Success
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 Program Co-ordinator, faculty, Chair
or Dean.
Contact Information and Availability
Goranka Vukelich
Program Chair (Community Services)
Doon 4B
(519) 748-5220 ext. 3393
gvukelich@conestogac.on.ca
Jaymie Wilson-Neil
Program Assistant
Doon 4B
(519) 748-5220 ext. 3765
jwilsonneil@conestogac.on.ca
Cathy O’Toole
Program Coordinator
Doon ECE
(519) 748-5220 ext. 3603
cotoole@conestogac.on.ca
Taunya Wideman-Johnston
Faculty
Doon ECE
(519) 748-5220 ext. 3397
Twideman-johnston@conestogac.on.ca
Other Faculty
In addition to the core complement of your full-time program faculty, other faculty will work with you
for the duration of this program. These include faculty from other Schools for breadth and or/general
education courses, as well as faculty with particular expertise in specific areas of program focus.
Contact information for this faculty will typically be provided on the first day of related courses.
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Bachelor of Early Learning Program Development Program Handbook 2015-2016
Faculty Availability
Faculty offices are located in the ECE building and students are welcome to see individual faculty to
discuss course work, assignments, or just to say hello. 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 are posted in the entrance way to the ECE building. As faculty have diverse teaching
schedules, it is best to make an appointment to ensure he/she is available.
Contacting Program Staff
When contacting program staff outside of class time it is advisable to use e-mail 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 E-mail
All students are supplied with a college e-mail address. Please use this method or the eConestoga email
method when communicating with college faculty only as non-college e-mail addresses (e.g. Hotmail)
are problematic. Students are expected to check their college e-mail daily as most official
communication will be via this method.
Student Engagement
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.
a. 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.
b. 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 Professional Engagement faculty
member, 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”.
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Bachelor of Early Learning Program Development Program Handbook 2015-2016
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.
PAC (Program Advisory Committee)
Each program at Conestoga has a Program Advisory Committee (PAC), which is made up of industry
and academic representatives, as well as current students. They meet 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 extracurricular
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.
Student Feedback
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.
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Bachelor of Early Learning Program Development Program Handbook 2015-2016
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 an SAT form at the conclusion of each Continuing Education course.
Class Cancellations
Class Cancellations 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 eConestoga.
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 e-mails 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 e-mail address to which these notifications will be sent, select My Addresses
under the Profile Tab, and change the default e-mail address.
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Bachelor of Early Learning Program Development Program Handbook 2015-2016
3. Standards of Conduct and Professional Practice
Program Standards for Professional Practice
The Bachelor of Early Learning Program Development Program provides both academic study and
practical training to prepare students for careers that support children, youth, and families.
Throughout the program, students are expected to conduct themselves in a professional manner and
to apply themselves to academic achievement. Professionals function in an independent and
interdependent environment. The fundamental responsibility of a student is to gain the necessary
knowledge and skills to be a competent professional upon graduation.
As students preparing to become professionals, it is imperative that behaviours and attitudes reflect
standards that are endorsed by Conestoga College. As a Conestoga College Early Learning Program
Development program student, there are three areas of conduct you are expected to follow; Academic
Conduct, Professional Conduct, and Social/Behavioural Conduct.
As a student of Conestoga College you are a member of the college community and as such you have
received a Conestoga Student Guide that includes Student Rights, Student Responsibilities, and Student
Code of Conduct. The Student Responsibilities section includes detailed information regarding
plagiarism, cheating, and academic dishonesty. It is essential that you review this section and
familiarize yourself with these Responsibilities. It is expected that your conduct as a student will be
reflective of the responsibilities listed. If you have any questions regarding any of them, please contact
your Program Coordinator.
In addition to all Student Responsibilities found in the Conestoga Student Guide, BELPD students have
the following obligations:
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respect the College of Early Childhood Educators, Code of Ethics and Standards of Practice
complete the learning objectives, tests, assignments and all other forms of student work, with
honesty and professional integrity,
attend class, and professional engagement placement as scheduled,
actively engage in classroom learning processes
demonstrate ethical and professional behaviour while attending class, and placement,
protect the integrity of the Program and the College
maintain the confidentiality of all classroom and placement experiences, including use of any
form of social media, and seek clarification from faculty/administration when unsure of any of
these standards.
As a BELPD student, please note that all expectations referred to above and found in the Conestoga
Student Guide apply equally to professional engagement placement experiences and to all
work/activities related to placement experiences as they relate to children, families, and staff, their
person and/or property.
Code of Ethics and Standards of Practice
Recognizing and Honouring Our Profession, February 2011
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Bachelor of Early Learning Program Development Program Handbook 2015-2016
Characteristics of Successful Students (and employees)
In order to assist students with their transition from previous endeavours to their studies in the
Program, and prepare students for professional success in their chosen fields of study, the following
characteristics of a successful student have been identified as follows:
1. Not surprisingly, he/she attend class-regularly. Moreover, he/she is on time. If he/she misses a
session, he/she feels obligated to let the instructor know why and their excuses seem legitimate
and reasonable. He/she makes sure he/she gets all assignments he/she missed and understands
specifically what was covered in class.
2. Successful students speak in class, even if their attempts are a bit clumsy and difficult. He/she ask
the questions that many in the class are bound to have, provided he/she is listening.
3. He/she sees the instructor before or after class about grades, comments made on their papers and
upcoming tests. Sometimes he/she just wants to ask a question or make a comment relative to the
class discussion.
4. 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.
5. 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.
6. All work and assignments are turned in on time, even if not every one of them is brilliant. Successful
students seem driven to complete all work.
7. 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. 1
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Bachelor of Early Learning Program Development Program Handbook 2015-2016
Academic Integrity and Plagiarism
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:
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scope of academic integrity,
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What academic integrity means,
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What types of behaviours constitute a breach of academic integrity,
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The penalties associated with breaching academic integrity.
After reading this information, you do not fully understand what is meant by academic integrity, and
what is required by 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. You can find all of this information by clicking here.
• Make sure that you recognize information that requires referencing.
Example
Milk is good for you.
“According to Health Canada milk beverages
provide the nutrients needed for healthy bones
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
that you need for healthy bones 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
Required Referencing
General information in the public domain.
Does not require referencing.
Direct quote right from a published
source. Requires a reference.
Information that has been put into your
own words, but offers information outside
of public domain related with specialized
knowledge. Requires a reference.
•
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.
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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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Bachelor of Early Learning Program Development 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:
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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:
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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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Bachelor of Early Learning Program Development Program Handbook 2015-2016
Safe Practice
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 behavioral 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.
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Bachelor of Early Learning Program Development 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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Bachelor of Early Learning Program Development Program Handbook 2015-2016
Professional Conduct and Use of Social Media
To ensure a quality and respectful learning environment both in the classroom and in professional
engagement 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 children’s play areas (indoors/outdoors) in
field 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 devise that is a disruption to the class processes of teaching and learning 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, resource
information and keep current
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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. They 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 expressed
permission of all individuals involved.
7. Remember that online sites you visit are not anonymous.
8. Make sure your on-line name and E-mail 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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Bachelor of Early Learning Program Development 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 college)
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 he/she 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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Bachelor of Early Learning Program Development Program Handbook 2015-2016
Guidelines for Use of ECE Building
When you are in the ECE building, please remember that you are also sharing space with children and
families. This space is also the children’s learning environment and it is essential that we all work
together to make them feel valued, respected, and safe. As an emerging early childhood professional,
when you are in this space, please consider the following:
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Be mindful of your language, both choice of words and tone.
Be considerate when walking through the halls and make every effort to minimize noise. This is
especially important during rest time.
Unless you are directed by faculty or staff, do not enter any of the children’s classrooms.
Unless you are directed by faculty or staff, do not enter the kitchen area.
Do not “hang out” in the children’s playground area.
When you see children in the hallway, be friendly, but please do not engage or distract children
from their activities.
Refrain from talking about the children in a voyeuristic kind of way i.e., “Oh aren’t they cute?”
Do not bring any peanut products into the building as this is a peanut safe facility.
Guidelines for Student Use of ECE Classroom (ECE300 and ECE430)
1.
2.
3.
4.
5.
6.
7.
8.
Students must enter and exit classroom through ECE Classroom entrance.
No food or drink is to be in the lab area of the room.
The materials from the lab must remain in the room.
Students may be in the room only when an BELPD faculty is present in the room, or when
authorization has been given.
Students are expected to show respect for the environment and equipment. The lab is intended for
educational, not recreational, use.
The room is be left clean after each class (i.e. glue sticks must be washed and put away, the sink
must be cleaned, tables must be washed, etc.).
Permission must be given by faculty to utilize any of the materials or equipment.
Be respectful of children, families and staff who are in the building.
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Bachelor of Early Learning Program Development Program Handbook 2015-2016
ECE Building Response to Lockdown
A lockdown may only be authorized by the Incident Manager (Director of Safety and Security), their
designate (Security, Safety and Parking Manager), Emergency Services or by Campus Security.
In the event that any of the Lockdown situations are communicated over the Public Address System,
Hold and Secure, Shelter in Place or Violent Threat (Lockdown) all occupants of the ECE building will
immediately:
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Go to the nearest room or office
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Close the door and lock if possible
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Only barricade the door with tables and chairs in a Violent Threat Lockdown situation
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Close the blinds if the threat is outside the building but keep the blinds open if the threat is
within the building
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Turn off lights and, if possible, cover the door windows and side panels
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Silence communications devices (cell phones)
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Stay out of sight and keep quiet, as if no one is in the room
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DO NOT answer the door
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Listen for announcements from via the Public Address system
For further information please refer to the Emergency Management Guide available at Security
Services or on-line at the Security Services webpage.
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Bachelor of Early Learning Program Development Program Handbook 2015-2016
4. Attendance and Student Success Strategies
Attendance - Program Protocols
In view of the learning complexities of the Bachelor of Early Learning Program Development Program, it
is imperative that students attend all classes and Professional Engagement placement days as
scheduled. Students who are absent from class or Professional Engagement placement place
themselves in academic jeopardy in meeting the learning objectives as stipulated by the program.
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.
Acceptable Reasons for Absence
1. Illness: Students experiencing health concerns that prevent attendance should notify their professor
of their absence in advance and be prepared to present a certificate from a physician in the event of
missing any form of assessment.
2. Compassionate Leave: Request for leaves of absence to attend to family illness, death or family
problems are considered. These requests will be submitted to the professor who will consult with the
Program Coordinator and Chair if necessary.
3. Jury Duty: Any student who receives a summons for Jury Duty should bring the document to the
Chair to assess if it can be arranged to have the subject excused if such duty interferes with the
progress in the program.
Note: Scheduled vacation and work commitments are not acceptable reasons for missing or
rescheduling a test/examination or any other type of evaluation.
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Bachelor of Early Learning Program Development Program Handbook 2015-2016
Attendance for Evaluations
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 overall success
for you in your 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, in the same manner that expectations for 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.
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.
Notification procedure
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.
•
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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Bachelor of Early Learning Program Development Program Handbook 2015-2016
•
The earliest that you may record your absence for a particular day is after 8pm on the preceding
day
Follow-up after Reporting Your Absence from an Evaluation:
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You must make contact immediately with faculty to explain the reasons for your absence and to
arrange a meeting.
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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 centre, 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.
Religious Holidays
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.
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Bachelor of Early Learning Program Development Program Handbook 2015-2016
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.
If an evaluation is missed due to illness, the health care professional attesting to the illness must have
firsthand 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.
Use of Time between Classes
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.
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Test Procedures
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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. Laptops, iPads,
tablets may be permitted, during open book tests. Students will be advised by their professor about
appropriate use prior to a test or examination. Additional electronic devices, such as, iPod, text
messaging, cell phones, translators, will not be permitted.
Importance of Test and Presentation Dates
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, in the same manner that expectations for 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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Bachelor of Early Learning Program Development Program Handbook 2015-2016
The following procedure sets out expectations and implications should you miss an evaluation:
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.
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 eConestoga.
Option to receive personal notifications of class cancellations
Students have the option of receiving special e-mails 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.
Assignment Policies
It is expected that students will submit all assignments on time, on the date they are due. Late marks
will be deducted from assignments not submitted when requested by faculty.
Students with extenuating circumstances that may prevent them from submitting assignments on time
must discuss their circumstance prior to the due date. He/she must discuss with the course faculty a
mutually agreed upon new due date that is no more than one week past the original due date. A form
entitled Student Request for Variance Form Course Schedule and Evaluation Methods will be
completed and kept on file. Students who initiate this process will not experience the loss of late
marks. Students who engage in this practice more than two times during the course of a semester will
be required to meet the Coordinator to discuss academic and personal supports.
If students do not negotiate a variance, he/she risk having late marks deducted from the final grade.
Late marks will be deducted at a rate of one mark per day, including weekends, from the total marks of
the assignment.
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Bachelor of Early Learning Program Development Program Handbook 2015-2016
Note: Reporting an absence on the day a written assignment is due, does not extend the assignment
due date. Under typical circumstances, late assignments will be accepted until that assignment has
been marked and returned to the class. No assignments will be accepted after the last day of the
semester.
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. Provide an electronic copy of your assignment to the faculty as per faculty instructions.
2. Contact faculty by email to alert them that you have submitted your assignment.
3. Bring the hard copy of the assignment with an attached copy of the e-mail you sent to the
faculty member to the ECE building and submit into the Assignment Drop Box by the
Administrative Assistant office. Please refrain from submitting late assignments after 5:30 p.m.
as the building may be locked.
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.
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. 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, write a note to the faculty,
indicating the area(s) of clarification required,
initiate a meeting with the faculty to discuss,
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 BELPD program, both in courses and Professional Engagement placement, 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 our profession.
Faculty will identify students who are having difficulty in this area and will approach students to discuss
the need for improvement. Students may be referred to the Learning Commons to help them improve
the quality of their written work.
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Bachelor of Early Learning Program Development Program Handbook 2015-2016
General Guidelines for Submitting Written Work
For specific course requirements, refer to the Course Schedule and Evaluation Methods information
provided. If you are not clear about course requirements, discuss 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 cpi, if word processed and proper margins
Written in a grammatically correct manner (use spell and grammar check)
Handed in securely fastened with a cover page (see the Virtual Learning Commons for a
template)
•
Handed in at the beginning of class on the designated due date in class, unless otherwise
indicated by professor
•
Handed in using the APA format (see Virtual Learning Commons) if references are required
Note: Faculty do not assume responsibility for assignments not given directly to them in hard copy at
the beginning of the relevant course. Students should avoid handing in assignments outside the
regularly scheduled class time and should make every effort to hand assignments in to professor in
person.
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Bachelor of Early Learning Program Development Program Handbook 2015-2016
5. Academic Progress through the Program
Academic Standing and Promotion
Achievement
Students must attain a minimum "C" or 60% passing grade for each BELPD course (across all course
disciplines, including the breadth and discipline-related requirements) for progression in the program.
Minimum average acceptable achievement in the Professional Engagement Courses 1-VIII I is 60%.
Minimum overall achievement for clear progression of each semester in the program and graduation
from the program i.e. no probation, 65% (2.5 GPA)
Bachelor of Early Learning Program Development
Non-Core Courses
Core Courses
Co-op placement
Professional Engagement Courses I - VIII
Overall achievement
Program Requirements Level of Achievement
Promotion
Graduation
C (60%)
C (60%)
Pass
C (60%)
65% (2.5 GPA)
65% (2.5 GPA)
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.
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Bachelor of Early Learning Program Development Program Handbook 2015-2016
Supplemental Assignments
The College recognizes that due to certain circumstances, a student’s performance in a course may be
compromised. As such, the college policy allows the student to take supplemental work or
assignments to clear an academic deficiency. For further elaboration, please see the College policy
regarding academic deficiency and supplemental available online. Note that there are strict
procedures and timelines for supplementals and the student is well advised to seek out this
information from the Student Guide.
In general, a student who fails a course by 10% will be given the opportunity to pass the course by
completing a supplemental. A student in the program will have the opportunity for TWO (2)
supplementals during the course of the year.
Academic Probation
The Conestoga Student Guide is your first source for information concerning academic regulations,
policies and procedures. Each student is provided with this annual publication early in the semester
each academic year. The Conestoga Student Guide is also available on the college web site.
In addition to the Academic Regulations found in the Conestoga Student Guide, the following apply to
the Bachelor of Early Learning Program Development:
Students who have been unsuccessful in their Professional Engagement Courses 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.
Discontinuance
Students who have not successfully participated in the requirements of their academic probation, who
have failed to meet the standards set out in the Conestoga Student Guide and/or the BELPD Program
Standards and Procedures Handbook involving academic dishonesty, student responsibilities, or
unacceptable behaviour, attitude or conduct or have failed 60% or more of their academic courses and
field experiences may be discontinued from the Program.
Students who have been discontinued from the Program will not be considered for re-entry to the
program for a minimum of one semester and/or until he/she have worked with the program
coordinator to develop a written learning contract to support their academic and non-academic
success.
Withdrawal
Students not planning to return to the BELPD rogram the following semester are expected to complete
a Withdrawal Form available from the program coordinators, the registrar’s office, or on the college
website.
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Bachelor of Early Learning Program Development Program Handbook 2015-2016
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.
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 four 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.
Readmission to the Program
A student who has withdrawn or been discontinued from the program must apply to be readmitted.
Readmission to the program is not guaranteed. Students who have been discontinued from semester
one must reapply through Ontario Colleges for readmission to semester one. Admission/readmission to
all other semesters is based on seat availability and academic status. Students should communicate with
Program Co-ordinator for guidance.
For additional information, refer to the Academic Administration page for more information on the
readmission procedure.
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Bachelor of Early Learning Program Development Program Handbook 2015-2016
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, professional engagement 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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Bachelor of Early Learning Program Development 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
In H.S. TRAX by individual student
access
Pre Practicum Health
Requirements
•
per copies of
information received
from students
**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
Acknowledgement of WSIB
Understanding
•
signed by each student
prior to the first
practicum placements
•
For the duration
of a student’s
time in the
Program
•
For the duration
of a student’s
time in the
Program
•
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
•
In Program File with Program
Assistant
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Bachelor of Early Learning Program Development Program Handbook 2015-2016
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.
Student Information
A. Documents related to
academic progress
•
Correspondence regarding
course equivalencies
•
Correspondence regarding
supplementary examinations
•
Learning Contracts
•
Disabilities Information & plans
File Location and Student
Retention
Access
For one year following
• In Student File,
graduation
maintained by the
Program
Coordinator,
initially, and then
filed for safekeeping during the
student’s time in the
Program –
maintained by the
Program Assistant
As above
As above
As above
As above
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
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
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Bachelor of Early Learning Program Development Program Handbook 2015-2016
5. At the end of one year, the contents of your file will be destroyed through the College’s process
for purging confidential documents.
Additional Information for Students
Below is information to supplement the information found in the Conestoga Student Guide.
•
Your 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 BELPD program you may be eligible for a course exemption. (Please
note that to receive an exemption, courses must have been completed within the past 7 years
and with a mark of at least 60%.). 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
field placement) without taking that course in an academic institution, you may wish to
investigate Prior Learning Assessment (PLAR). Please consult a Continuing Education Calendar
for details.
Co-operative Education Eligibility
Students must maintain the academic requirements of their program to remain in the co-op stream.
Their eligibility to participate in a co-op work term is evaluated at the end of the term that occurs two
terms prior to the co-op opportunity. See the college website for information on Co-op and Career
Services.
Conestoga’s Student Protection Information
All students should be aware of Conestoga’s policies and procedures pertaining to academic matters. Policies,
procedures and program information are available through the following:
Conestoga Website
Policies and Procedures Website
Fulltime Calendar and Program Webpages
Degree Program Webpages
Student Guide
Student Portal
Program- specific Handbook
(Degrees: Student Handbook PDFs are available via Program Details page)
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Bachelor of Early Learning Program Development Program Handbook 2015-2016
6. Professional Engagement Placement Experiences
Professional Engagement placement experiences provide the opportunity to demonstrate and enhance
your learning in the practice environment. These practicums have been organized by your Program in
partnership with the organization where you have been placed.
The following procedures have been developed to make it easier to identify and address any concerns
or issues regarding your safety or the safety and care of clients that may come up during the practicum
in a way that supports both a solid learning experience and a constructive partnership with the
practicum site.
Practicum Health 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:
• A complete immunization record including MMR and Tdap. Seasonal flu vaccination is
recommended during flu season (October – March).
• TB Testing: Evidence of current 2-Step or previous 2-step + current 1-step if more than one year
has passed since 2-step testing.
• Standard First Aid and CPR – Level C
• A 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.
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Bachelor of Early Learning Program Development Program Handbook 2015-2016
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.
Concerns regarding Student Safety or the Safety and Care/Service for
Clients
A. 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
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Bachelor of Early Learning Program Development Program Handbook 2015-2016
Authorization to Represent Placement Employer and a MTCU Work/Education Placement
Agreement Form.
B. 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.
Professional Engagement Placement Policies
In the Early Learning Program Development program we believe that learning is based on an intricate
balance of theory and practice. The professional engagement practicum experiences provide learning
opportunities that can be expanded and clarified with the theoretical knowledge gleaned from classes.
Each Professional Engagement course has a classroom tutorial and field placement component.
Professional Engagement Placement courses are designed to be taken sequentially and many of which
have a co-requisite course requirement indicated in parenthesis:
ECE71020:
ECE71040:
ECE72060:
ECE72080:
ECE73000:
ECE73020:
ECE74000:
ECE74010:
Professional Engagement I
Professional Engagement II
Professional Engagement III (EDUC7200 Curriculum Studies)
Professional Engagement IV (ECE72070 Integrative Learning)
Professional Engagement V (SOCS71020 Child, Family, & Community Literacy)
Professional Engagement VI (ECE73010 Designing & Evaluating Responsive Programs)
Professional Engagement VII (SOCS74010 Social Policy & Engaged Citizenship)
Professional Engagement VIII (RSCH74000 Professional Research Internship)
1. It is the student’s responsibility to be familiar with all aspects of the professional engagement
placement process, including course outlines, policies, placement requirements, particularly the
evaluation package and associated classroom tutorial assignments.
2. Students may not begin placement until he/she has completed all their pre-placement
requirements and have obtained clearance from Conestoga College’s Practicum Services
Department.
3. Students are expected to work their full shifts as determined in collaboration with the placement
setting and to complete the placement attendance log. The length of shifts can vary from
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Bachelor of Early Learning Program Development Program Handbook 2015-2016
4.
5.
6.
7.
8.
9.
10.
11.
placement to placement. Students who will be absent from placement are required to notify both
the centre where he/she is placed and their professional engagement placement faculty at the
college prior to the start of their shift that day. Phoning the placement site is the preferred method
to indicate an absence from placement.
Students who require special shift considerations due to extenuating circumstances should
negotiate this with the placement setting at the beginning of placement. The Professional
Engagement Faculty must also approve any altered shift arrangements.
Students are required to make up any time missed from placement in full or half day blocks.
Students incurring four or more absences (full or partial days) must meet with their Professional
Engagement Faculty to review the situation and develop a plan for completion of the placement.
Students may be required to produce written documentation such as a doctor’s note to validate the
reasons for their absences.
Students may request in writing, to their Professional Engagement Faculty to have up to two make
up days waived provided that the circumstances surrounding the absence are extenuating and
verifiable (i.e. injury, surgery, family health, bereavement) and the placement is progressing
satisfactorily. A request to be submitted as soon as possible after the absence has occurred. The
decision to waive make up days is made by the Professional Engagement Faculty (after consultation
with the supervisor of the placement setting). These days are monitored and recorded in the
student’s placement file
Absenteeism from placement due to vacations and/or work may result in having to withdraw from
the placement course as per the Attendance and Student success section of the BELPD program
standards handbook.
Students will be required at times to confidentially conduct observations and/or gather information
at their placement sites as part of various class assignments. Students are asked to communicate
with the placement setting and setting supervisor about this as soon as possible and to be sensitive
to the program needs when deciding when and how to conduct the observations or gather
information. It is hoped that placement sites will be able to make time available to the students for
this purpose. Please be aware that there may be cases when the student will have to return on an
alternate day or be at placement beyond their assigned shift time in order to complete their class
obligations. Students are also required to ensure appropriate permission forms for
observation/photos/videotaping etc. have been completed.
In accordance with the “Submitting Assignments” information in the BELPD Program Standards
Handbook, no placement documents will be accepted after the last day of the semester unless the
student has made prior arrangements with their Professional Engagement Professor. Please refer
to the Instructional Plan for each Professional Engagement course for tutorial related requirements.
Students who have not completed all required hours or placement requirements by the end of the
semester may be eligible for an Incomplete. This would be negotiated with their Professional
Engagement Faculty in consultation with both, the Program Coordinator prior to the end of the
semester. If the Incomplete opportunity is approved the student may be granted an extension to
return to the placement and complete the outstanding requirements. Specifics about the terms will
be outlined using the college’s incomplete form.
Students who have complete all required hours, placement and tutorial requirements by the end of
the semester but do not successfully pass the Professional Engagement course course may be
eligible for a supplemental. If the student’s mark is between 50 and 59 he/she may be an eligible
candidate for a supplemental. The student will follow the supplemental process described in the
BELPD handbook and pay the required fee as per information in the Conestoga College Student
Guide.
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Bachelor of Early Learning Program Development Program Handbook 2015-2016
12. In the event that a students’ placement is terminated during the semester, the Professional
Engagement Faculty will review the events leading to the termination. A consultation with a
Program Coordinator will occur. The student will be required to meet with the Professional
Engagement Faculty. Based on the evidence gathered a student may be required to drop the
placement course, accept a Fail for the course, or possibly be relocated to a new placement site.
The time of the semester in which the termination occurred, and the factors involving the
termination will be contributing factors in determining next steps.
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Bachelor of Early Learning Program Development Program Handbook 2015-2016
7. Student Awards
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.
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Bachelor of Early Learning Program Development Program Handbook 2015-2016
Program Revision Log
Last Revised
June 26, 2015
July 24th, 2015
By Whom
Jillian Grant
Goranka Vukelich
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