Program Handbook
Recreation and Leisure Services Program-0008
&
Recreation and Leisure Services Fast Track Program-00081
Doon Campus
School of Health & Life Sciences and Community Services
Conestoga College
Academic Year 2015/2016
This is a companion document to the current Conestoga Student Guide
This document can be found on the program shell of eConestoga and the program specific page
online.
Revised on – July 23, 2015
Table of Contents
PROGRAM HANDBOOK ....................................................................................................................... I
PROGRAM HANDBOOK GUIDELINES ................................................................................................... V
WELCOME ......................................................................................................................................... VI
LETTER TO STUDENTS ....................................................................................................................... VII
TOP FIVE EXPECTATIONS OF YOU .................................................................................................... VIII
1. USE MYCONESTOGA TO CONNECT TO: ......................................................................................................VIII
2. KNOW AND PLAN AROUND YOUR ACADEMIC SCHEDULE WITH YOUR FAMILY ....................................................VIII
3. BE THE PROFESSIONAL YOU WISH TO BECOME - FROM DAY ONE..................................................................... IX
4. ATTEND TO ENHANCE SUCCESS .................................................................................................................. IX
5. TAKE RESPONSIBILITY FOR YOUR ACADEMIC STATUS ...................................................................................... IX
TOP FIVE RESOURCES FOR YOU .......................................................................................................... X
1. YOUR TEACHING TEAM .............................................................................................................................. X
2. COUNSELLING AND SERVICES FOR PERSONAL NEEDS ........................................................................................ X
3. ACCESSIBILITY SERVICES ............................................................................................................................ XI
4. STUDENT STUDY SPACES AND GENERAL SUPPORTS ........................................................................................ XI
5. SERVICES FOR STUDENTS .......................................................................................................................... XII
1. PROGRAM OVERVIEW .................................................................................................................... 1
PROGRAM DESCRIPTION ................................................................................................................................ 1
PROGRAM PHILOSOPHY ................................................................................................................................. 2
PROGRAM MISSION...................................................................................................................................... 2
PROGRAM VISION ........................................................................................................................................ 2
PROGRAM GOALS ........................................................................................................................................ 2
RECREATION AND LEISURE SERVICES PROGRAM MAP 2015-2016 ........................................................................ 3
PROGRAM LEARNING OUTCOMES.................................................................................................................... 4
Program Vocational Learning Outcomes ............................................................................................ 4
PROGRAM DESIGN FOR YOUR COHORT............................................................................................................. 4
PATHWAYS AND FURTHER POST-SECONDARY EDUCATION OPPORTUNITIES .............................................................. 5
EMPLOYMENT OPPORTUNITIES ........................................................................................................................ 5
2. RELATIONSHIPS .............................................................................................................................. 6
FACULTY AND STAFF CONTACT INFORMATION .................................................................................................... 6
CONTACTING PROGRAM STAFF ....................................................................................................................... 6
STUDENT E-MAIL ......................................................................................................................................... 6
FACULTY AVAILABILITY .................................................................................................................................. 6
STUDENT CONCERNS/ISSUES .......................................................................................................................... 7
STUDENT ENGAGEMENT ................................................................................................................................ 8
Posted Information for Students ......................................................................................................... 8
Student Representation ...................................................................................................................... 8
The College of Early Childhood Educators .......................................................................................... 8
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PAC (Program Advisory Committee) ................................................................................................... 8
WIHSC (Waterloo Inter-professional Health & Community Student Collaborative) ........................... 9
Recreation and Leisure Services Student Association ......................................................................... 9
STUDENT FEEDBACK...................................................................................................................................... 9
Key Performance Indicators ................................................................................................................ 9
Student Appraisal of Teaching ............................................................................................................ 9
CLASS CANCELLATIONS ................................................................................................................................ 11
Class Cancellations Due to Faculty Absence ..................................................................................... 11
Class Cancellations Due to Inclement Weather ................................................................................ 11
Personal notifications of class cancellations..................................................................................... 11
3. STANDARDS OF CONDUCT AND PROFESSIONAL PRACTICE ........................................................... 12
CHARACTERISTICS OF SUCCESSFUL STUDENTS (AND EMPLOYEES) ......................................................................... 12
OATH OF CONFIDENTIALITY AND PROFESSIONAL CONDUCT ................................................................................. 12
FACULTY AND STUDENT RESPONSIBILITIES ....................................................................................................... 13
It is the responsibility of Faculty to: .................................................................................................. 13
It is the responsibility of the students to: .......................................................................................... 13
PROFESSIONAL CODE OF ETHICS .................................................................................................................... 14
Parks and Recreation Ontario Code of Ethics ................................................................................... 14
COPYRIGHT – WHAT STUDENTS NEED TO KNOW .............................................................................................. 15
Cumulative Copying .......................................................................................................................... 15
SAFE PRACTICE .......................................................................................................................................... 16
STUDENT PROTECTION ACKNOWLEDGEMENT ................................................................................................... 17
PROFESSIONAL CONDUCT - USE OF SOCIAL MEDIA AND CELL PHONES .................................................................. 18
Social Media Policy............................................................................................................................ 18
Cell Phone Policy ............................................................................................................................... 19
4. ATTENDANCE AND STUDENT SUCCESS STRATEGIES ...................................................................... 20
ATTENDANCE ............................................................................................................................................ 20
PUNCTUALITY ............................................................................................................................................ 20
ATTENDANCE FOR EVALUATIONS ................................................................................................................... 20
Notification for Absence from Evaluations ....................................................................................... 21
Notification procedure ...................................................................................................................... 21
Follow-up after Reporting Your Absence from an Evaluation .......................................................... 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
ASSIGNMENTS AND GROUP WORK ................................................................................................................ 25
General Guidelines for Quality of Written Work............................................................................... 25
General Guidelines for Submitting Written Work ............................................................................. 25
Faculty Returning Tests and Assignments ........................................................................................ 25
Guidelines for Working in Groups ..................................................................................................... 26
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Submitting Assignments ................................................................................................................... 26
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
Withdrawal ....................................................................................................................................... 29
Program Transfer .............................................................................................................................. 29
Discontinuance .................................................................................................................................. 30
Appeal ............................................................................................................................................... 30
Clearance of Academic Deficiency .................................................................................................... 30
PROCESS FOR RESOLUTION OF STUDENT CONCERNS .......................................................................................... 30
MAINTAINING STUDENT FILES ...................................................................................................................... 31
ADDITIONAL INFORMATION FOR STUDENTS ..................................................................................................... 33
6. FIELD PLACEMENTS ....................................................................................................................... 34
PRACTICUM HEALTH REQUIREMENTS ............................................................................................................. 34
SAFETY IN THE WORKPLACE COURSE .............................................................................................................. 34
STUDENT CONSENT FORMS .......................................................................................................................... 34
WSIB ...................................................................................................................................................... 35
CONCERNS REGARDING STUDENT SAFETY OR THE SAFETY AND CARE/SERVICE FOR CLIENTS ...................................... 35
FIELD PLACEMENT POLICIES.......................................................................................................................... 37
7. STUDENT AWARDS ....................................................................................................................... 39
AWARDS AVAILABLE FOR RECREATION AND LEISURE SERVICES STUDENTS 2015-16................................................ 39
PROGRAM REVISION LOG ................................................................................................................. 41
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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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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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Letter to Students
Dear Students,
Welcome to the Recreation and Leisure Services and the Recreation and Leisure Services Fast Track
Programs. You have worked hard to be accepted into these programs 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 Recreation and Leisure Service Program. Reading, understanding and
following the information in this handbook is an important first step in your continued success in this
program and your chosen profession. The handbook has been compiled with careful consideration for
your personal and professional growth during your two years at the college. If you do not understand
any of the information in this handbook, please ask the faculty, 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 Recreation faculty will refer to the handbook often, but the
responsibility for knowing the program standards is ultimately yours.
In addition to this Program Handbook, the Conestoga Student Guide outlines important policies and
procedures for you to follow. This handbook is a supplement to, but not a replacement for, the
Conestoga Student Guide.
We are here to help you have a successful two years. Should you experience difficulty or need
assistance in any area of your studies, please come and speak with us, and we will work with you to
help you reach your career goal.
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
Recreation and Leisure Program Learning Team
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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
practicum.
2. Know and Plan Around Your Academic Schedule With Your
Family
Course Schedule:
• Your schedule has been planned with many people and multiple considerations in mind.
• Classes can be scheduled from 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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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 four of the Handbook: Attendance for class,
labs and practicum underpins student learning and your experience as a future professional.
Absence from Evaluations: Must be reported in the Student Portal before your absence to be eligible
for a repeated evaluation.
Request for Accommodation for Religious Holidays: Must be requested to your Program
Coordinator in the first three weeks of each semester
5. Take Responsibility for Your Academic Status
Student Records if you have questions about your student record, academic status and or program
withdrawals, go to the Registrar’s Office and speak to your Program Coordinator.
Fee Payments: Payment is required to attend classes. Check your Student Portal for invoices.
Credit Transfer/Exemptions: Conestoga supports the transferability of academic credits between
programs and educational institutions through recognized transfer pathways, articulation
agreements and course-to-course equivalences. Please refer to the Student Guide for more
information.
Student Forms: To access forms go to the Student Forms page.
Academic Policies & Procedures: May be found under Policies and Procedures
Student Affairs Polices & Procedures: May be found at the Student Affairs page.
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Top Five Resources for You
1. Your Teaching Team
Contact Information: Is posted on 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. Counselling is free,
voluntary and confidential. 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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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—available with your tuition; important to store your extra clothes and books, etc. so that
you can be at your professional best in the lab. To learn how to obtain a locker, please click here.
Information Technology-- New ITS HELP DESK—1st Floor Ewing (provides supports & general
assistance with College-related needs such as email, Network accounts, connectivity & wireless
printing. Go to the Web IT Service Desk for more information.
xi
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 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, 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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Recreation and Leisure Services Program Handbook 2015 - 2016
1. Program Overview
Program Description
The Recreation and Leisure Services Program is part of the Department of Community Services in the
School of Health & Life Sciences and Community Services. The primary purposes of the Recreation and
Leisure Services Program are to: assist learners in discovering the possibilities in the field of recreation
and leisure services, to develop specialized skills related to the design and delivery of inclusive
population focused programs, services and special events and to develop personally and professionally.
We believe that Conestoga College’s Recreation and Leisure Services Program provides excellence in
education by:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Accommodating individual situations, as appropriate for emerging adult learners.
Encouraging and expecting students to develop behaviours necessary in the workforce and in
the Recreation and Leisure Service profession, including: self-refection, responsibility for self and
own actions, honesty, integrity, and punctuality.
Designing courses and experiences to support students in constructing knowledge about the
field in meaningful ways.
Modeling in a variety of teaching styles, providing a variety of learning experiences, and by using
a variety of evaluation methods.
Modeling communications and problem-solving skills as well as professional behaviours and
attitudes required of Recreation and Leisure Service practitioners.
Supporting the integration of theory and practice.
Providing students with opportunities to connect theory and its application in combination with
practical experience in the field.
Facilitating students’ understanding to enable them to “make sense” of their practical
experiences in view of theory.
Engaging students actively in their learning process.
Recognizing and appreciating the different styles and approaches to learning that an emerging
adult learner may use/exhibit.
Building on previous successes in order to enhance confidence of the student as a learner.
Supporting students as they develop their professional philosophy of education.
Mentoring students as they proceed through their journey of becoming a Recreation and Leisure
Services practitioner in both the classroom and through their field experiences.
Offering general knowledge and generic skills, in addition to specific vocational skills.
Endeavoring to support the Recreation and Leisure Service field and the local community,
believing that learning is life-long and that Recreation and Leisure Service practitioners play a
vital role in our society.
Therefore the approach to learning in this Program is based upon the premise that students accept the
responsibility for their own learning, and that the faculty members’ primary function is to act as
facilitators.
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Recreation and Leisure Services Program Handbook 2015 - 2016
Program Philosophy
The philosophy of the Recreation and Leisure Services program is to encourage and support students as
they discover and learn key concepts through investigation, exploration, observation and
experimentation through innovative teaching methodologies. Faculty demonstrates respect to, and
honour the uniqueness of every learner and their endless potential to enhance a community’s quality of
life.
Program Mission
The Recreation and Leisure Services Program serves those individuals seeking advanced training in the
field of recreation and leisure services. In a student-centered, experiential learning environment that
establishes benchmarks for personal and professional goals, learners are exposed to integrated
education and innovative approaches in inter-professional practice, inclusive program leadership,
healthy lifestyles and wellness, community development and evidence-based programming, special
event management and service provision.
Program Vision
The vision of the Recreation and Leisure Services Program is to become nationally recognized as one of
the premier programs in preparing graduates for diverse careers in the field. The program will establish
the benchmark for standards in innovative curriculum development and dynamic delivery
methodologies; student involvement; community input and access; excellence in post-diploma
programming and pathways, career placement and for personal and professional growth opportunities.
Program Goals
Our program has four main delivery goals as follows:
1. To offer career entry education for the field of recreation and leisure services including detailed
knowledge of current programs; skills in meeting the needs of communities, organizations and
individual clients; and competence in meeting the challenges of future developments as they
affect employer demands on graduate knowledge and skills.
2. To broaden student understanding of society as well as human behaviour processes by providing
a nurturing and supportive learning environment that facilitates the acquisition of necessary
attitudes, knowledge and skills. This will enable graduates to make mature judgments and
provide leadership in their chosen careers whether in commercial, not-for-profit or public sector
environments. These skills will extend to competence in working with and adapting programs for
a wide variety of individuals and groups in society, allowing for maximum participation in the
least restrictive way.
3. To provide the student with an opportunity to integrate theory and practice throughout the
program, but particularly through structured field placements.
4. To ensure that each graduate meets the basic competencies in knowledge, skills and attitudes as
demanded by the field and potential employer
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Recreation and Leisure Services Program Map 2015-2016
Recreation and Leisure Services Program Handbook 2015 - 2016
Program Map describes your learning journey with three important components:
1. All courses focus on you demonstrating development towards the program outcomes and capabilities through your program journey.
2. There are themes for your learning that will inform you on the courses you will take to develop program capabilities.
3. Each semester has a theme that creates milestones for your learning within a semester and your journey from one semester to the next
semester and ultimately to your readiness to graduate.
Possibilities of the
Field of
Recreation and
Leisure Services
Health and
Wellness of
Individuals
groups, and
communities
Inclusive
population
focused programs,
services and
special events
Personal and
Professional
Development
Level 1
Level 2
Level 3
Level 4
Introduction to Practice
Introduction to the Field of
Recreation and Leisure
Services
Fundamentals of Practice
Volunteerism in Recreation &
Leisure
Expansion of Practice
Program Design and
Development
Consolidation of Practice
Community Evaluation and
Service Enhancement
Healthy Lifestyles
Throughout the Lifespan
Developmental Psychology
Program Planning
Community Research and
Planning
Community Development
Inclusive and Therapeutic
Recreation
Leisure Education in
Recreation and Therapeutic
Settings
Special Event and Festival
Planning
Expansion of Practice
Advanced Therapeutic Practices
in Recreation
Group Dynamics for
Recreation
College Reading and
Writing Skills
Safety in the Workplace
Dynamics of Leadership
Applied Facilitation
The Emerging Professional
Fundamentals of Practice
Fit for Work, Fit for Life
Elective: General Education
Program Capabilities
Elective: General Education
Ability to work with and supervise diverse populations
Individual, group and community development
Professional leadership and facilitation
Assessment and research skills
Strong professional identity, practice and autonomy
Strategic marketing
Advocate benefits of recreation, leisure and wellness
Inclusive outcome based planning, implementation and program evaluation skills
Responsible administration, customer service and management of programs and services
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Recreation and Leisure Services Program Handbook 2015 - 2016
Program Learning Outcomes
Program Vocational Learning Outcomes
The graduate has reliably demonstrated the ability to:
•
Develop, implement and evaluate inclusive recreation, leisure and wellness programs and events for
individuals, groups and communities which respond to assessed needs, interests, abilities and that
use available resources and incorporate best practices.
• Apply administrative and customer service skills to support the delivery of recreation, leisure and
wellness programs, events and services.
• Analyze, develop and implement marketing strategies to reach diverse individuals, groups and
communities for programs, events, services and facilities using current communication technologies.
• Contribute to the development of fiscally sustainable and responsible recreation, leisure and
wellness programs, events and services using current and relevant principles and practices of
business, finance and social entrepreneurship.
• Supervise, lead and support the development of staff and volunteers involved with recreation,
leisure and wellness programs, events and services.
• Apply safety and accessibility practices to the efficient operation and administration of recreation
and leisure facilities and settings.
• Promote the benefits and values of recreation, leisure and healthy active living and recommend
inclusive programs, events and services to individuals and groups.
• Apply community development strategies which engage citizens and community partners while
advocating for healthy communities.
• Develop strategies for ongoing personal and professional development as a recreation and leisure
services professional.
In addition all graduates of the Recreation and Lesiure Services program of instruction must have reliably
demonstrated the essential employability skills learning outcomes (communication, numeracy, critical
thinking & problem solving, information management, interpersonal and personal) and met the general
education requirement by taking three courses designed discretely and separately from the vocational
learning outcomes.
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’.
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Recreation and Leisure Services Program Handbook 2015 - 2016
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
Graduates find employment in such areas as municipal recreation and parks departments, private
agencies (the YMCA, for example), senior citizens' centres, nursing homes, hospitals for the disabled,
rehabilitation centres, correctional institutions, group homes, commercial recreation facilities, cruise
ships and outdoor adventure programs.
Graduates have degree completion opportunities toward a Bachelor of Arts in Recreation and Leisure
Studies at University of Waterloo, and Bachelor of Recreation and Leisure Studies at Brock University.
For more details on related occupations, job market information and career opportunities; see the
Government of Canada website.
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Recreation and Leisure Services Program Handbook 2015 - 2016
2. Relationships
Faculty and Staff Contact Information
Program Faculty (located in 3B)
Extension
Conestoga Email Address
Norma McDonald – Ewing, Program Coordinator
3612
newing@conestogac.on.ca
Jodi Murray – Program Faculty
3613
jmurray@conestogac.on.ca
Ainsley Bearinger
abearinger@conestogac.on.ca
Goranka Vukelich, Chair
3393
gvukelich@conestogac.on.ca
Jaymie Wilson Neil, Program Assistant
3765
jwilsonneil@conestogac.on.ca
3B Reception
3182
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. Use the College e-mail address ONLY when
communicating with faculty. Non-college e-mail addresses are not acceptable. Students are expected
to check their college e-mail and their eConestoga email regularly as most official communication will
be via this method. Students should also regularly check the Recreation and Leisure Services Program
Web.
Faculty Availability
Program faculty offices are located in 3B. 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. As faculty have diverse
teaching schedules, it is best to make an appointment to ensure they are available.
IT has installed telephones for internal use outside the entry to the faculty workspaces in 3B. Beside
this phone will be a faculty directory with extension numbers only. If you have an appointment with
a faculty member, please call to confirm that you have arrived. Please do not enter until you have
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Recreation and Leisure Services Program Handbook 2015 - 2016
confirmation that the faculty member is at their pod. If you do not have an appointment, please call
the person you wish to meet with to confirm that they are present and can see you. If you do not
reach them, please leave a message. In an interest of respecting the work environment for everyone
in this area, please do not wander into faculty workspaces looking for them.
Student Concerns/Issues
We appreciate that concerns/issues may arise during the learning experience. Our goal is to
collaborate – students with faculty and staff —to resolve situations of concerns quickly and to learn
and improve from these situations.
To achieve this goal, we need an effective problem-solving environment. This means:
a. When a situation of concern arises, it needs to be raised immediately and discussed by the
individuals involved. This is the most important area for effective problem solving.
**Problem-solving closest to the individual associated with the learning is the place to start.
b. Please see the “Student Concerns/Issues” section in the Student Rights and Responsibilities
chapter of the college Student Guide for further details to be followed for the informal and
formal procedures for the resolution of concerns and issues.
c. Please note that issues and concerns related to a placement site, its operation or its employees
should first be brought to the attention of the Conestoga Field Placement Supervisor, subject to
the additional procedures outlined in the following Sections on “Professionalism” and “Concerns
Regarding Safety or Care/Service for Clients during a Practicum/Field Placement”.
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Student Engagement
Posted Information for Students
Program-related information is posted on the bulletin board in the Early Childhood Education
Building near the student communication area. It is students' responsibility to check this board
regularly.
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.
The College of Early Childhood Educators
Your Early Childhood Education Diploma from Conestoga College is the educational requirement
necessary for entry into the College of Early Childhood Educators (CECE) in Ontario. Like nurses,
physicians, teachers, dieticians, pharmacists, psychologists, and other professionals, early childhood
educators are regulated by a self-regulatory college. Regulation of early childhood educators protects
the public and ensures that early childhood education services will be performed safely and
competently by qualified professionals.
Once you graduate, you must apply for membership in the college and be registered if you wish to
use the title of “Early Childhood Educator” (ECE) or “Registered Early Childhood Educator” (RECE) or
if you wish to engage in the practice of early childhood education or hold yourself out as able to do
so.
For more information about the College of Early Childhood Educators, or to download an application,
please visit their website.
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.
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WIHSC (Waterloo Inter-professional Health & Community Student Collaborative)
Conestoga College offers many unique and exciting opportunities for personal and professional
growth. One of the things that contribute to the excellence of this college is the host of exciting
extra-curricular opportunities that add to the culture of this fine institution. WIHSC (Waterloo Interprofessional 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.
Recreation and Leisure Services Student Association
The Conestoga College Recreation and Leisure Services Association is run by Recreation students for
Recreation students! As a Recreation student, you are automatically a member of the Recreation and
Leisure Services Association. There are many ways to participate. You can be part of the executive
committee, act as a class representative for a subcommittee or special event and participate in
sponsored activities. Please watch your college email for announcements and opportunities to be
involved! Everyone is welcome and you are encouraged to participate!
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.
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.
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The report is sent to the Academic Manager who shares the report with the faculty member AFTER
all marks for the semester have been collected. Continuing Education students may have an
opportunity to complete a SAT form at the conclusion of each Continuing Education course.
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Class Cancellations
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 emails or SMS text messages notifying them of class
cancellations due to faculty absences. To receive such personal notifications students must subscribe
to this special service.
To subscribe:
- Log in to the Student Portal
- Select Notifications under the Profile tab
- Select the method by which you would like to be notified
- Click Update.
Note: To change the email address to which these notifications will be sent, select My Addresses
under the Profile Tab, and change the default email address.
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3. Standards of Conduct and Professional Practice
Characteristics of Successful Students (and Employees)
In order to assist students with their transition from previous endeavours to their studies in the
Recreation and Leisure Services 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:
• Not surprisingly, they attend class-regularly. Moreover, they are on time. If they miss a
session, they feel obligated to let the instructor know why and their excuses seem legitimate
and reasonable. They make sure they get all assignments they missed and understand
specifically what was covered in class.
• Successful students speak in class, even if their attempts are a bit clumsy and difficult. They
ask the questions that many in the class are bound to have, provided they are listening.
• They see the instructor before or after class about grades, comments made on their papers
and upcoming tests. Sometimes they just want to ask a question or make a comment relative
to the class discussion.
• Successful students turn in assignments that look neat and sharp. They take the time to
produce a final product that looks good, a reflection of a caring attitude and pride in their
work.
• They are attentive in class. They don’t chat, read or stare out windows.
• 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.
• The most successful students may well end up at the instructor’s office door at least once
during the semester. They will go out of their way to find the instructor and engage him/her
in meaningful conversation.
From: Innovation Abstracts, Vol. X, No. 1
Oath of Confidentiality and Professional Conduct
Confidentiality ensures the privacy of patrons, clients, families and co-workers with whom you work.
Under no circumstances can personal information relating to these persons be shared in conversations
outside of a professional context. Any written or oral reports should exclude all identifying information
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Faculty and Student Responsibilities
It is the responsibility of Faculty to:
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Counsel students in their educational progress.
Award credit for attained competency.
Provide timely and ongoing feedback to students on their academic progress.
Counsel students in their vocational development.
Gather, develop, and maintain program resources.
Recognize and consider alternative learning activities.
Create learning activities.
Counsel learners in their use of learning resources.
Develop and maintain an interdependent relationship with other faculty.
Maintain ongoing communication with students
Perform duties in a professional manner.
Remain current on professional trends and issues by active involvement in the profession.
Adhere to the Parks and Recreation Ontario Code of Ethics.
It is the responsibility of the students to:
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Demonstrate or submit satisfactory evidence of competency.
Accept responsibility for one’s own learning.
Meet all assigned deadline dates.
Attend classes, group meetings, and special functions.
Use and maintain program, college, and community resources to maximize learning.
Conduct self and peer evaluations.
Recognize that attitudes affect performance.
Maintain ongoing communication with program faculty.
Develop and maintain an interdependent working relationship with other students.
Adhere to the Parks and Recreation Ontario Code of Ethics.
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Professional Code of Ethics
Parks and Recreation Ontario (PRO) approved a professional code of ethics in April 2005 at their
Annual General Meeting. A copy of this Code of Ethics is found below. Students in the Recreation and
Leisure Services program are expected to uphold the principles outlined in this Code of Ethics.
Parks and Recreation Ontario Code of Ethics
A Parks and Recreation Ontario member (working or volunteering in the parks and recreation sector)
is recognized as an honest, responsible and fair individual who acts in the best interests of his/her
community, clients, colleagues, and sector. It is understood that members of Parks and Recreation
Ontario have the following specific ethical obligations:
To the client:
• Cultivate and stimulate the potential for community members across the Province to pursue a
healthy, balanced lifestyle
• Plan and deliver services in a safe, responsible and effective manner that supports equity and
access
• Respect clients’ confidentiality, diversity, dignity, and values
• Recognize that the personal development of our citizens is our priority
• Commit to quality assurance programming for children and other participants
• Work to achieve and maintain high quality programs and services, ensuring the benefits of
recreation are achieved by participants in parks, recreation and leisure activities
To colleagues:
• Share knowledge and skills to improve and strengthen the sector
• Respect and support the ideas and diverse opinions of peers, both in words and action
• Recognize and celebrate the success, contributions, and accomplishments of colleagues
• Advocate for a public leisure environment that is free from discrimination and harassment
• Advocate and promote recreation and leisure as an essential service required to maintain
quality life and healthy communities
• Monitor trends and share best practices
To oneself and the sector:
• Support the vision, mission, goals and objectives of Parks and Recreation Ontario
• Monitor regularity/legislative requirements affecting the sector
• Assume personal responsibility for one’s own actions
• Maintain the honour and integrity of the sector
• Support the principle that ethical practice requires both personal and professional
development
• Foster environmental stewardship by adopting sound practices and advocating for the
conservation and protection of the environment.
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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:
• Workbooks or study guides that are intended for one-time use
• Instruction manuals
• Sheet music and original artistic works including photographs or prints
• Advertisements
• Business cases
• Any of the items on the Access Copyright Exclusions list
You can find all of this information and more on the Copyright for Students web page.
If you have any questions about copyright or the limits of copying on campus, contact Tessa Dueck,
Copyright Technician, at tdueck@conestogac.on.ca or 519-748-5220 ext. 3604.
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Safe Practice
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.
a. Concerns such as these in the Cowan Health Sciences Center may be reported to the
Customer Service Desk in the Cowan Health Sciences Center.
3. Specific dress codes, personal protective equipment and specific codes of behavioural
conduct may apply to certain programs; failure to follow these may result in your inability to
participate in a lab, class or experiential learning activity.
4. Safe work practices are to be followed during all training; follow the direction of your
instructors. If you have a practicum, your Placement supervisor 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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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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Professional Conduct - Use of Social Media and Cell Phones
To ensure a quality and respectful learning environment both in the classroom and in field
placement, the use of cell phones and laptop computers for social networking can only be used
during break times, before/after class and outside of 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 device that is a disruption to the class until the end of class.
Social Media Policy
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Social media has many advantages for a professional. It can be used to network, to resource
information and keep current
As a student and future professional, it is essential to maintain professional boundaries in all
communication, including social media.
BE AWARE:
• “Electronic messages are not anonymous. 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 online profiles. Once information is digitalized, the
author relinquishes all control.”
“Online identities and actions are visible to the public and can result in serious repercussions
or embarrassment. As the Office of the Privacy Commissioner of Ontario notes, users may
intend to share their online existence solely within their own network, but in theory anyone
can access the user’s musings, photos and information. Further, the words can be altered,
forwarded and misquoted. 1
Ensure that your posts reflect you as the professional you are and wish to become – if a potential
employer were to see your posts.
1. Many types of social media encourage instantaneous, casual dialogue. It is important to
remember that even an innocent comment may be easily misunderstood
2. Assume that information you post or send can be accessed or altered by anyone.
3. Consider whether any posting may reflect poorly on you, your school, or your profession.
4. Avoid online criticism about other students, colleagues, professors or field placements.
5. Avoid impulsive, inappropriate or heated comments.
6. Pictures should not be taken, posted to social media sites or shared without the express
permission of all individuals involved.
7. Remember that online sites you visit are not anonymous.
8. Make sure your online name and email reflect professionalism.
9. Ensure that your postings will not be considered harassment or defamation of a peer,
colleague, faculty or others.
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Professional Advisory. 2011. Use of Electronic Communication and Social Media. The Council of the Ontario College of Teachers.
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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 they 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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4. Attendance and Student Success Strategies
Attendance
In view of the learning complexities of the Recreation and Leisure Services Program, it is imperative
that students attend all classes and field placement as scheduled. Students who are absent from
class or field 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 from a
classmate or faculty. If field placement is missed both the faculty-designate and the field placement
supervisor must be notified.
It is disruptive to enter a classroom/lab after the class has begun. Being on time is not only required,
but it is a common courtesy. If the classroom door is closed, students are expected to do the
following:
1. Knock on the classroom door to let the faculty member know that you are outside.
2. Wait until the professor admits you into the class at a time when it is least disruptive.
3. Wait until the end of the class (or a scheduled break) to pick up materials and instructions you
may have missed.
Punctuality
In order to be respectful to both fellow students and to faculty, students are expected to arrive on
time for class.
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.
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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.
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The Absence Recording System shows you as being absent for the day, starting from the time
that you record your absence. (For example if you record your absence for that day at 11:00
a.m. the system will show you as being absent for all classes starting after 11:00 a.m. that
day.) If you are then going to be present again for some later class, you will need to bring your
presence to the attention of your professor in that later class.)
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The earliest that you may record your absence for a particular day is after 8:00 p.m. 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.
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.
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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;
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 date of assessment that falls on the religious holiday.
Exceptions based on extenuating circumstances must be approved by the Chair.
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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 they finish a test
before that time, they may review their answers but are expected to sit quietly and not
disturb others. Once students leave the room they 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 student’s as to the material permitted in the testing room.
Personal items and learning materials will be left in an area identified by the Faculty.
Faculty will advise as to the seating arrangements of students.
During open book tests, students must bring their own course materials (books, notes,
Learning Packages, etc.) for individual use only. Students may not share any of these
materials. Electronic devices, such as, iPods, text messaging, cell phones, translators, will not
be permitted.
Water bottles are not permitted in the testing room.
Importance of Test and Presentation Dates
Test and assignment dates are scheduled at the beginning of each semester. Unplanned extenuating
circumstances involving the college, the program, or the faculty may require changes to the course
schedule. If this occurs, students will be notified.
Students are required to write all tests during the scheduled in-class test times. 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
Accessibility Services.
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Assignments and Group Work
General Guidelines for Quality of Written Work
In the program, both in courses and field 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 and field
placement supervisors 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.
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
encouraged to use spell-check and grammar-check to assist with the editing of written work.
Unless otherwise indicated by professors, generally, assignments should be:
• Word processed
• Double spaced
• Submitted using font size of 12 CPI
• Written in a grammatically correct manner (use spell and grammar check)
• Handed in securely fastened with a cover page indicating the course name, faculty's
name, student's name, section and date submitted
• Handed in at the beginning of class on the designated due date in class, unless otherwise
indicated by professor
• Handed in using the APA format (see below) 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 class. Students should avoid handing in assignments outside the
regularly scheduled class time and should make every effort to hand assignments in to the professor
in person.
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. 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.
25
Recreation and Leisure Services Program Handbook 2015 - 2016
Guidelines for Working in Groups
The purpose of group work is two-fold. It provides students with the chance to explore and share
subject areas too large to undertake alone. As well, it provides students the opportunity to gain
experience in working together on specific projects, which will happen regularly in the workplace.
The following are tips to help you get the most out of a group experience:
1. Meet with your group immediately following distribution of the assignment.
2. Determine which content area(s) each member will be primarily responsible for, including
researching, writing, organization, presenting, etc. All members are responsible for the entire
project and should have an overall understanding of every member’s responsibilities.
3. Determine the appropriate number of meetings the group will require to complete the
project. Meetings should be viewed as organizational in nature, where members report on
their individual progress and any assistance from group members that they may require.
4. Determine a regular time and place to meet. Ensure all group members have input into this
decision.
5. Be sure to have a final meeting prior to the submission or presentation, in order to place each
member’s work in the correct order. This is a crucial step if your project is to have
professional image. The time can also be used for all members to become more familiar with
the other member’s subject area.
In group work, individuals take on specific responsibilities and tasks. However, all members are
responsible for the total group project. For example, if one member is having trouble with a task, it is
the responsibility of the group members to help that student complete the task. Without that
person’s contribution, the whole assignment/project will suffer.
Grading of group projects will be decided upon by individual faculty members. However, where it is
done on a group basis (all group members receive the same grade), group grades could suffer due to
uncompleted work of one member.
It is up to group members to problem- solve with members not carrying out their responsibilities.
Peer grading may also occur, depending upon the specific course, assignment or faculty member.
This is a process by which group members evaluate their peers on the basis of their individual
contribution to the project
Submitting Assignments
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 prevent them from submitting assignments on time
should discuss their circumstance prior to the due date. They should negotiate with the course
faculty alternative arrangements regarding due dates, in person, at least one week prior to the
scheduled date. Students who initiate this process will not experience the loss of late marks.
If students do not negotiate a variance, they risk having late marks deducted from the final grade.
Late marks will be deducted at a rate of 1% per day, including weekends, from the total percent
value of the assignment.
26
Recreation and Leisure Services Program Handbook 2015 - 2016
Under typical circumstances, late assignments will be accepted UNTIL that assignment has been
marked and returned to the class.
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.
2.
3.
Provide an electronic copy of your assignment to the faculty as per faculty instructions.
Bring the hard copy of the assignment to the College and leave for faculty member.
Assignments can be left for faculty members if drop off instructions are provided or on 4B
with the Administrative Assistant.
Contact faculty by email to alert them that you have submitted your assignment.
27
5. Academic Progress through the Program
Academic Standing and Promotion
The Conestoga Student Guide is your first source for information concerning academic regulations,
policies and procedures. The Conestoga Student Guide is available on the college website and by
visiting the “Student Guide” tab in your Student Portal.
Post-secondary education (especially at the College level) is oriented toward two general goals. One is
to give students the knowledge, skills and attitudes required to achieve success in the workplace. The
other is to stimulate a work ethic that promotes responsibility, respect and routine. Both of these
purposes are directed at helping students to become competent professionals in their respective
fields. In this regard, students are required to meet many expectations.
Although each professor will have guidelines for tests, assignments and papers, the following provides
some general guidelines. Students are strongly encouraged to consult with individual professors for
any variation from these overall guidelines.
In addition to the Academic Regulations found in the Conestoga Student Guide, the following apply to the
Recreation and Leisure Studies Program:
Achievement
• Students must attain a minimum "C" or 60% passing grade in all core courses.
• General Education courses are under the Academic Support Division. Consult with that division for
its grading system.
• Students who have met all course requirements will be promoted to the following level or
graduation. Students in Year 2 must complete all courses including field placements before the
date of registering to graduate.
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, they 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) they 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 they will receive further guidance regarding this
academic status from their Program Coordinator.
28
Students who take longer than the designed program length of time to complete their studies are
accountable for completing any new or additional courses that may result due to changes in the program
of study. Unless otherwise stated, students registered in non-cohort delivered programs must complete
the program of study within seven years of being admitted to the program.
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 Recreation and Leisure Services Program will have the
opportunity for TWO (2) supplementals during the course of the year.
Failed Liberal Studies/General Education courses may be taken over the Spring session, if offered, or
during other times (through the College’s Continuing Education department). Alternatively, such
courses can be taken through another college, or online (see Ontariolearn.com) as long as the course
is equivalent to the one offered here and approved.
Because the Core courses are offered during the academic school year (September through April), they
cannot be completed over the spring session or in the evenings. As well, there is no current transfer
agreement if a student takes the course elsewhere at another college. Therefore, a student who fails a
Core course would have to return to the program to complete this course.
Academic Probation
Students who have been unsuccessful in 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 a 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.
Withdrawal
Students not planning to return to the Rec and Leisure Program the following semester are expected
to complete a Withdrawal Form available from the program coordinators, the Registrar’s Office, or on
the college website.
Program Transfer
Prior to transferring to another program, it is recommended that the student meet with the program
coordinator or academic advisor. Students who decide to change programs may do so by completing
and submitting a program application form to the Registrar’s Office. If considering transferring to a
program outside the school in which they are 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.
29
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
Recreation and Leisure Services Program Standards and Procedures Handbook involving academic
dishonesty, student responsibilities, or unacceptable behaviour, attitude or conduct, or have failed
50% or more of their academic courses and/or have failed field experience twice 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 1 semester and/or until they have
worked with the Program Coordinator to develop a written learning contract to support their
academic and non-academic success. At the discretion of the Program Co-ordinator, students may
be given permission to attend the part-time program.
Appeal
• Students have the right to appeal any academic decisions as set out in the Conestoga Student
Guide. It is recommended that students begin this appeal process by first meeting with the faculty
and/or Program Coordinator and/or Program Chair.
Clearance of Academic Deficiency
• Please refer to Conestoga Student Guide for the procedure and criteria regarding 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 cannot be reached or is unavailable at the
specified date and time, the student forfeits the opportunity to write a supplemental.
Process for Resolution of Student Concerns
In order to resolve any concerns which may arise during a course, field placement or relating to
the program overall, students are encouraged to resolve issues or concerns informally at the
program level prior to proceeding to a formal appeal.
If attempts have been made, and a successful resolution has not been reached, students are
encouraged to refer to their Conestoga Student Guide, and to follow the procedures outlined
under the “Academic Dispute Resolution and Appeal Procedure” section.
30
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
Pre Practicum Health
Requirements
 per copies of information
received from students
Acknowledgement of WSIB
Understanding
 signed by each student prior
to the first practicum
placements
File Location and Student Access
Retention
In Health Tracker, by individual
student access
**accessed through My Conestoga

Each student has his/her own
information on the Health
Passport for provision to
practicum agencies as required.
 For the duration of
a student’s time in
the Program
 By the Program, by the Program
Assistant responsible for
Placements
 For the duration of
a student’s time in
the Program
 In Program File with Program
Assistant
 For the duration of
a student’s time in
the Program.
Student Consents Signed on
Admission (per Student
Handbook)
 Student Consent for Release
of Information
 Student Understanding of
Professional Standards
 Student Understanding of
Safety Requirements
31
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 re
supplementary examinations
 Learning Contracts
 Disabilities Information & plans
B. Records of Competency
Attainment
C. Documents related to areas of
Concern
 Interview Records, with
supporting email
documentation as appropriate
 Student Code of Conduct
 Incident Reports
 Letters/emails of significant
concern and replies
 Appeals
File Location and Student
Access
 In Student File,
maintained by the
Program Coordinator,
initially, and then filed
for safe-keeping during
the student’s time in
the Program –
maintained by the
Program Assistant
Retention
For 1 year following
graduation
As above
As above
As above
As above
4. Students may review the contents of your Academic file by:
•
•
Requesting this in writing to the Program Coordinator
Reviewing the file in the presence of the Coordinator
5. At the end of one year, the contents of your file will be destroyed through the College’s process
for purging confidential documents.
32
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 this 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 they receive
the exemption as they 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 and discuss with Program Coordinator and she will guide you through this process.
33
6. Field Placements
Field 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:
• 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.
34
WSIB
Prior to your first placement, you must sign a Declaration of Understanding of WSIB Coverage related to
Unpaid 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
35
arranging for transportation to emergency medical services if required. The Clinical
Instructor/Responsible Faculty/Field Placement Supervisor will notify the Program Coordinator
and Chair and complete an Unpaid Work/Education Placement-Accident Report (UWEP-04) and
will send this to the College’s Occupational Health & Safety Office. Where necessary, the
Occupational Health & Safety Office will complete a WSIB 7 form, a MTCU Letter of
Authorization to Represent Placement Employer and a MTCU Work/Education Placement
Agreement Form.
C. Reporting of Student Involvement in Situations of Possible Injury to Clients During A Practicum
Experience or Student Damage to Facility Property
1. Should students be involved in care/service situations where there the care/service results in a
potential concern/injury to patients/residents/clients of the placement site, this concern must
be immediately reported to the Practicum Site in order that care can be given. This situation
must also be reported immediately to the Clinical Instructor/Responsible Faculty/Field
Placement Supervisor. The faculty member will discuss this immediately with the placement
site and ensure that an incident report is completed. The faculty member must also inform the
Program Coordinator and the Department Chair for a discussion of program expectations and
implications. It is the responsibility of the Chair to ensure that all documentation is obtained
regarding the incident and to inform College officials accordingly.
2. Should students be involved in situations where there is alleged damage to resources/physical
property at the Practicum site, this concern must be reported immediately to the Practicum
Site and to the Clinical Instructor/Responsible Faculty/Placement Officer. The faculty member
will inform the Program Coordinator and Department Chair for a discussion of program
expectations and implications. It is the responsibility of the Clinical Instructor/Responsible
Faculty/Placement Officer to complete an incident report with the Chair accountable to ensure
all documentation is obtained and to inform College officials accordingly.
36
Field Placement Policies
In the Recreation & Leisure Services Program we believe that learning is based on an intricate balance
of theory and practice. The field practicum experiences provide learning opportunities that can be
expanded and clarified with the theoretical knowledge gleaned from classes. Therefore we
recommend that, whenever possible, students enroll in a field placement course in conjunction with
their other classes. It is considered in the students’ best interest that there is no separation of theory
and practice.
Field Placement courses are designed to be taken sequentially:
REC1130:
REC1150:
REC2190:
REC2220:
Introduction to Field of Recreation and Leisure
Field Placement: Fundamentals of Practice
Field Placement: Expansion of Practice
Field Placement: The Emerging Professional
1. It is the student’s responsibility to be familiar with all aspects of the field placement process,
including course outlines, policies, field placement requirements, and particularly the evaluation
package.
2. Students may not begin placement until they have completed all their pre-placement
requirements and have obtained clearance from Conestoga College’s Practicum Services Dept.
3. Students are expected to work their full shifts as assigned by their cooperating field practitioner
and to complete the placement attendance log. The length of shifts can vary from placement to
placement. Students who will be absent from placement are required to notify both the agency
where they are placed and their field placement supervisor at the college prior to the start of their
shift that day. Phoning the agency is the preferred method to indicate an absence from placement.
4. Students who require special shift considerations due to extenuating circumstances should
negotiate this with their cooperating field practitioner at the beginning of placement. The Field
Placement Associate in consultation with the Field Placement Officer must also approve any
altered shift arrangements.
5. Due to the nature of many of the programs placement sites offer you may experience atypical
hours (i.e. evenings, weekends) instead of the daytime hours on Wednesdays & Thursdays.
Students will not be required or approved to complete placement hours during times in which you
scheduled for other college classes.
6. Students are required to make up any time missed from field placement in full or half day blocks.
Students incurring four or more absences (full or partial days) must meet with their field
placement supervisor 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.
7. Students may request in writing, to their Field Placement Associate, to have up to two make up
days waived provided that the circumstances surrounding the absence are extenuating and
37
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 Field Placement Associate (after consultation with
the Cooperating Field Practitioner and the Field Placement Officer). These days are monitored and
recorded in the student’s placement file. A decision on waiving days will be made after a mid-term
evaluation has been received.
8. Students may be required at times to confidentially conduct observations and/or gather
information at their field placement sites as part of various class assignments. Students are asked
to communicate with their cooperating field practitioner and the agency 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.
9. In conjunction with the “Submitting Assignments” information in the Recreation and Leisure
Services Program Standards Handbook, no field placement documents will be accepted after the
last day of the semester unless the student has made prior arrangements with their Field
Placement Associate.
10. 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 Field Placement
Associate in consultation with both, the Field Placement Officer and the Program Coordinator as
well as the placement site before the end of the semester. If the Incomplete is approved the
student may be granted an extension to return to the placement and complete the outstanding
items. Specifics about the terms will be outlined using the college’s incomplete form.
11. Students who complete all required hours and placement requirements by the end of the semester
but do not successfully pass the field placement course may be eligible for a supplemental. If the
student’s mark is between 50 and 59 they may be an eligible candidate for the supplemental. The
student will follow the supplemental process described in this handbook and pay the required fee
as per information in the Conestoga College Student Guide.
12. In the event that a students’ placement is terminated at the request of the agency during the
semester, the Field Placement Officer will review the events leading to the termination. A
consultation with the Program Coordinator and the Chair will occur. Based on the evidence
gathered a decision will be made that may include one of the following: a) a student may be
required to drop the placement course, b) accept a Fail for the course, c) be relocated to a new
placement site, or d) advised to leave the Program. The time of the semester in which the
termination occurred, and the factors involving the termination will be contributing factors in
determining next steps.
13. For students who have not completed Placement 2 in the winter semester of their first year: These
students will be required to complete this placement in the fall of their 2nd year in the Recreation &
Leisure Services Program.
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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.
Awards Available for Recreation and Leisure Services Students 2015-16
The following awards* are available to the students of Recreation and Leisure Services Program.
Students who have questions about any of these awards should speak with their Program Coordinator.
Please watch your college email for information from the Financial Aid office concerning application
deadlines, processes and eligibility. You may obtain information about other school wide awards and
scholarships from Financial Aid. You can find the General Awards Application by clicking here.
Financial Aid Awards
Award
Name
Greg Burns
making a
Difference
Award
Year
or
Level
# of
Awards
Criteria
Presented
at
Selection
Process
Year 2
2
75% in all first year courses,
registered full time in year 2,
demonstrate leadership, 400500 word essay on what
difference you would make
during your career.
Financial
Aid
Apply
Estimated
Amount
$750
School Sponsored Awards
Estimated
Amount
Year or
Level
# of
Awards
Canadian
Federation of
University
Women
$500
Year 2
4
Waterloo
Wellington
Dufferin Rural
Recreationists
Award
Monetary
Award
Award Name
Year 3
1
Criteria
75% +, female
registered in Yr. 2,
demonstrate
financial need,
intellectual
achievement and
promise
Presented to a
learner who
illustrates best
through a written
submission their
passion for
working in rural
recreation
Presented
at
Selection
Process
Financial
Aid
Apply
Awards
Departmen
t in Fall
Apply
39
Award Name
Estimated
Amount
Year or
Level
Student
Appreciation
Award
Certificate
of
Appreciation
Year 1
Year 2
Fast Track
Student
Appreciation
Award
Certificate
of
Appreciation
Year 1
Year 2
Fast Track
# of
Awards
Criteria
Students who
have contributed
to a positive and
meaningful
learning culture
Students who
have contributed
to a positive and
meaningful
learning culture
Presented
at
Selection
Process
Nominated
by Peers
End of Year
Celebration
Nominated
by Peers
End of Year
Celebration
* Note: All awards are current at time of print, subject to change.
40
Program Revision Log
Last Revised
June 8, 2015
July 2nd, 2015
July 23rd, 2015
By Whom
Norma McDonald-Ewing
Jillian Grant
Goranka Vukelich
41