Early Childhood Education Fast Track
2017/18 Program Handbook
Program Code: 00031
School of Health & Life Sciences and Community Services
Conestoga College Institute of Technology and Advanced Learning
This is a companion document to the current Conestoga College Student Guide
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.
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 life-like 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 Centre, as well as other unique learning resources such as the Motz Emergency Service Bays in the Regional of Waterloo Paramedic Services Station and the Child Development Centre (Doon Campus), or the WeConnect Agora and Simulation Centre (Living Classroom at University Gates).
- Your goal of being viewed by employers as a "preferred graduate" is up to you; your professors, support staff, administrative staff and college services look forward to supporting you as you journey from day one to your graduation.
1. Use MyConestoga to Connect To:
Your Conestoga Email: (e.g. John Smith, Student Number 1234567, email@example.com)
- This is the official communication vehicle regarding your academic requirements. Communication with Faculty/staff should only be through your Conestoga email account. Communication through other accounts may not be responded to. Check it regularly and respond as requested.
- 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.
- Only course logistics should be communicated through eConestoga, all other email communication should be done through your Conestoga email.
- Find your final 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 on an ongoing basis; check that they are complete to allow you to go on your practicum (if applicable).
2. Know and Plan Around Your Academic Schedule With Your Family
- Your schedule has been planned with many people and multiple considerations in mind.
- Classes are typically scheduled from 8:00 a.m. to 6:00 p.m. (Note: times for practicums follow work place schedules).
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 on the website. Course changes (add/dropping) may also be made through the Student Portal under the "My Courses" tab.
|Fall 2017||Dates||Winter 2018||Dates|
|Fall Orientation Week||Aug. 28 – Sept. 1||Winter Orientation||January 4|
|Fall Semester Classes Start||September 5||Winter Semester Classes Start||January 8|
|Student Success Week||Oct. 23-27||Student Success Week||Feb. 26-Mar. 2|
|Last Week of Semester||December 11-15*||Last Week of Semester||April 16-20*|
|Intersession (no classes)||Dec. 18- Jan. 3/18||Intersession (no classes)||April 23-May 4|
|*Programs with exams outside this time will be notified by the academic area.|
3. Be the Professional You Wish To Become - From Day One
Civility, respect and professional behaviours will be key in the quality of your learning experience—and a future employer's first and lasting impression.
Professional Dress & Conduct: See Professional Conduct section 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: Pay attention to the deadlines listed on your documents. Complete as required; without these, you will not be able to progress to your practicum and your program completion will be in jeopardy.
Social Media: Use responsibly. See Standards of Conduct section of the Handbook.
4. Attend To Enhance Success
Attendance Expectations: Attendance for class, labs and practicum supports student learning and your experience as a future professional. See attendance and student success strategies section in the handbook.
Absence from Evaluations: Must be reported in the Student Portal before your scheduled evaluation time. See attendance for evaluation section in the handbook.
Request for Accommodation for Religious Holidays: Request must be submitted to your Program Coordinator as per course schedule. See Religious Holidays sections in the Program Handbook.
5. Take Responsibility for Your Academic Status
Student Records: If you have questions about your student record, academic status and or program withdrawals, 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 Policies & Procedures: May be found at the Student Affairs page.
1. Your Teaching Team
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 Relationships Section of the Handbook)
2. Counselling and Services for Personal Needs
College Counselling: Professionally-trained counsellors can help you achieve your educational goals—for such common support as stress management, anxiety, depression, transition issues, family issues, etc. Counselling is free, voluntary and confidential. Arrange to see a Counsellor quickly if academic or personal problems stand in the way of your college success. To make an appointment, visit or call Doon-Room 1A101, 519-748-5220, ext. 3360, Monday to Friday, 8:30 a.m. to 4:30 p.m.. Check the counselling services website for more information.
Good2Talk: Confidential 24-hour phone line for stresses big and small. Call 1-866-925-5454.
Conestoga Security: Provides a safe and secure work and learning environment. Call 519-748-5220 ext. 3357. Refer to the Student Guide for Conestoga's Safety and Security Services and procedures.
Student Financial Services: Student Financial Services can help you by providing you with options to finance your post-secondary education.
CSI Food Bank: The CSI Food Bank is an emergency food relief program for current Conestoga students.
Health Services: Your family doctor on campus. Check out the services that they offer on their website or call 519-748-5220 ext. 3679. Services available Monday to Friday, 8:30 a.m. to 4:00 p.m.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.
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: There is both formal and informal student study space available for use within the Cowan Health Sciences Centre. For more information on the availability of this space, please go to the Interprofessional Resources Office (2F16).
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 8:00am-4:00pm. Book with an Open Access Staff.
Lockers are available with your tuition; important to store your extra clothes and books, etc. so that you can be at your professional best in the lab. Learn how to obtain a locker.
Information Technology: IT Service Desk—1E12 (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.
5. Services for Students
Library Resource Centre: Located on 2nd Floor B Wing; Go to the Library Resource Centre page for more information.
International Education Office: Check out the International Education Office for services available to you.
Learning Commons: Your one-stop resource for academic services and resources, such as Math, Writing Skills, Peer Tutors and resources for APA. Check out their website or Access through MyConestoga.
Student Life: Get involved and shape your experience. Visit the Student Life page or Connect to MyConestoga for your Co-Curricular Record.
Student Financial Services: Your one-stop resource to apply for student awards, bursaries, and scholarships apply early to increase your chances.
Bookstore: Your location to buy books (check out their options including used books), clothing for your program and general supplies. Find it in the A wing, just inside Door 1.
Co-op and Career Advising: Your resource for Co-op Placements (if you are in a degree); your source of help to look for summer jobs or future careers and gain help preparing your resume. Check out the Co-op and Career Services site for more information.
Dear Early Childhood Education & Early Childhood Fast-Track Students,
Welcome to the Early Childhood Education Program. You have worked hard to be accepted into the Early Childhood Education Program at Conestoga College and we commend you on your success.
This handbook has been prepared to provide further information about academic standards, guidelines and processes specific to the Early Childhood 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 Early Childhood Education faculty will refer to the handbook often, but the responsibility for knowing the program standards is ultimately yours.
In addition to the ECE Program Standards and Procedures Handbook, the Conestoga Student Guide outlines important policies and procedures for you to follow. The ECE Program Standards and Procedures Handbook is a supplement to, but not a replacement for, the Conestoga Student Guide.
We are here to help you have a successful experience. Should you experience difficulty or need assistance in any area of your studies, please come and speak with us, and we will work with you to help you reach your career goal of becoming an early childhood educator.
All the very best to you in your studies.
Goranka Vukelich, Dean, Community Services
Cathy O'Toole, Chair, Human Services
ECE Program Learning Team
Program Description Early Childhood Education
The Early Childhood Education program provides students with the knowledge and skills to work with young children in this important field. This diploma program examines the overall development of children along with strategies for supporting children's learning and development. Through engaging classroom experiences and four field placement opportunities, students gain a sound understanding of the importance of parent/educator relationships and teamwork in supporting the learning of young children. A number of college-operated child care centre lab schools offer invaluable opportunities to students as they observe children and work with staff to connect theory with practice.
Program Description Early Childhood Education-Fast Track
The Early Childhood Education Fast Track program will provide students with the knowledge and skills to work with young children in the area of early learning and care. In this diploma program, graduates of university programs will build on their existing knowledge and experience in order to learn about planning developmentally responsive learning experiences for children from infancy to school age. In addition, students will be provided with information critical to developing relationships, and working with parents as partners in the delivery of early learning and care, and their professional role as future early childhood educators.
Graduates may find employment in facilities requiring a designation as a Registered Early Childhood Educator (RECE) such as licensed child care centres, nursery schools, Early Years Centres, Parent Resource Centres, etc. In addition, employment may be found in kindergarten programs as a Designated Early Childhood Educator (DECE). Courses are offered through a combination of classroom, field placement, and online delivery.
Our Beliefs about Children, their Development and Learning
We believe that:
- Early development sets the foundation for life-long learning, behaviour, and health
- Children are active participants in the learning process
- Children are competent, curious, and motivated learners
- Children are individuals who begin to make sense of their world from the moment he/she is born
- Children develop and learn best in a supportive environment that includes a balance of child-guided and teacher-guided experiences
- Play and creativity are the foundations for a quality program for children
- Individuality must be respected and accommodated at all times
- All parts of the program, from the moment the children come in to the moment he/she leaves, contribute equally to curriculum
- The holistic development of individual children and groups of children is respected and accommodated
- The education, learning and care of young children involves a partnership with each child's family within the context of community
- Each child can best be understood within the context of that child's family and community,
- Children's development of positive self-esteem is fundamental to healthy growth and development, and optimal learning.
Our Beliefs about Those Who Care and Educate Children
We believe that early childhood educators:
- Are thoroughly grounded in child development knowledge and demonstrate strong observational and listening skills
- Respect the Code of Ethics described by the Association of Early Childhood Educators, Ontario
- Plan thoughtful and engaging learning experiences for children based on the skills, abilities, and interests demonstrated by the children
- Are capable of working with all children and families
- Establish and maintain collaborative, supportive relationships with children, their families, colleagues, community professionals, and other adults
- Articulate their professional philosophy of education, learning and care, and demonstrate an awareness of legislative, ethical and professional expectations
- Reflect upon their practices in order to consider how their actions support children and families
- Require strong communication (oral and written) skills
- Recognize the need for and seek out ongoing professional development experiences in support of life-long learning
- Are warm, nurturing, flexible, respectful, and creative in their interactions with children and families
- Promote development and learning in all aspects of the curriculum
- Have respect for diversity, equity, and inclusion with regard to children, families, and colleagues
- Promote evidence-based practices and program evaluation
Our Beliefs Applied to the ECE Program
We believe that Conestoga College's ECE Program incorporates the above philosophy into our preparation program by:
- Accommodating individual situations, as appropriate for emerging adult learners
- Encouraging and expecting students to develop behaviours necessary for the workforce and the ECE profession, including: self-reflection, responsibility for self and own actions, honesty and integrity
- Designing courses and experiences to support students in constructing knowledge about early learning and care in meaningful ways,
- Modeling a variety of teaching styles, providing a variety of learning experiences, and by using a variety of evaluation methods
- Modeling communication and problem-solving skills as well as professional behaviours and attitudes required of early childhood educators
- Supporting the integration of theory and practice
- Providing students with opportunities to connect theory and its application in combination with practical experience with young children
- 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 (multiple intelligences)
- Building on previous successes in order to enhance confidence of the student as a learner,
- Supporting students as he/she develops their professional philosophy of education
- Mentoring students as he/she proceeds through their journey of becoming early childhood educators in both the classroom and through their field placement experiences
- Providing students with opportunities to acquire experience with different age groups of children, and become familiar with different philosophies and styles of child care operations
- Providing students with opportunities to connect with a lab school managed by the college through field and course work
- Offering general knowledge and generic skills, in addition to specific vocational skills
- Endeavoring to support the ECE field and the local community, believing that learning is life-long and that early childhood educators play a vital role in our society
Our Beliefs about the Lab Schools
The college operated lab schools provide:
- An extension to a quality ECE post-secondary experience for students
- An environment that supports a reflective, intentionally responsive philosophy
- A model of quality, inclusive child care (infant, toddler, preschooler, and school age) for students in the ECE program and for the local community
- An opportunity for students to observe and/or participate in a child care centre that is based on the philosophy outlined by the ECE program
- An environment where lab school staff, faculty and students work together to implement and evaluate new ideas in the field of ECE
ECE Program Outcomes
Early Childhood Education (Ontario College Diploma)
The graduate has reliably demonstrated the ability to:
- Design, implement and evaluate inclusive and play based early learning curriculum and programs that support children's holistic development and are responsive to individual children's and groups of children's observed abilities, interests and ideas.
- Establish and maintain inclusive early learning environments that support diverse, equitable and accessible developmental and learning opportunities for all children and their families.
- Select and use a variety of screening tools, observation and documentation strategies to review, support and promote children's learning across the continuum of early childhood development.
- Establish and maintain responsive relationships with individual children, groups of children and families.
- Assess, develop and maintain safe, healthy and quality early learning environments which meet the requirements of current legislation, agency policies and evidence based practices in early learning.
- Prepare and use professional written, verbal, nonverbal and electronic communications when working with children, families, colleagues, employers, and community partners.
- Identify, select and apply relevant legislation, regulations, College of Early Childhood Educators Standards of Practice and Code of Ethics, policies and evidence based practice guidelines, and interpret their impact on a variety of early learning environments.
- Apply a developing personal philosophy of early learning in accordance with ethical and professional standards of early childhood education practice.
- Advocate for quality early learning environments and collaborate with members of the early learning team, families and community partners to establish and promote such settings.
- Engage in reflective practice, develop learning goals and maintain an ongoing professional development plan in accordance with evidence-based practices in early learning and related fields.
As established by the Ministry of Training, Colleges and Universities (December 2012) in the Ontario Early childhood Education Program Standard
Early Childhood Education Program Map 2017-2018
Program Map describes your learning journey with three important components:
- All courses focus on you demonstrating development towards the program outcomes and capabilities through your program journey.
- There are themes for your learning that will inform you on the courses you will take to develop program capabilities.
- 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.
Introduction to Practice
Fundamentals of Practice
Expansion of Practice
Consolidation of Practice
|Child Development and Learning||Child Development: The Early Years||Child Development: The Later Years||Advanced Development||Issues in Quality in Early Learning and Care|
|Curriculum||Foundations of Curriculum||Responsive Curriculum in Early Learning||Designing Integrative Curriculum||Philosophy in Practice|
|Relationship Building and Sustainability||Introduction to Early Learning||Teamwork in Professional Practice||The ECE Professional|
|Families||Partnerships with Families||Supporting Children through Families and Community|
Field Placement: Introduction to Practice
Essential Writing Skills
Field Placement: Fundamentals of Practice
Health Safety and Nutrition
|Field Placement: Expansion of Practice||Field Placement: Consolidation of Practice|
|Safety in the Workplace||Elective: General Education||Elective: General Education||Elective: General Education|
Early Childhood Education Fast Track Program Map 2017-2018
Program Map describes your learning journey with three important components:
- All courses focus on you demonstrating development towards the program outcomes and capabilities through your program journey.
- There are themes for your learning that will inform you on the courses you will take to develop program capabilities.
- 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.
Fundamentals of Practice
Expansion and Consolidation of Practice
|Child Development and Learning||
Developmentally Responsive Practice
|Issues in Quality in Early Learning and Care|
|Curriculum||Introduction to Curriculum||
Philosophy in Practice
|Relationship Building and Sustainability||Teamwork in Professional Practice||The ECE Professional|
|Families||Supporting Children through Families and Community|
Field Placement: Fundamentals of Practice Preschool
Field Placement: Expansion of Practice
Field Placement: Consolidation of Practice
Health Safety and Nutrition
|Safety in the Workplace|
Program Design for Your Cohort
Students can find their program design on the student Portal by following the steps below:
- Log in to Student Portal
- Click on 'My Courses' tab
- Select 'View Progress Report' button
Courses are listed by level/semester. Students can also view courses for the most current program design for this academic year on the Conestoga College website. To find these courses, students need to scroll down the page to the 'Program Courses'.
Pathways and Further Post-secondary Education Opportunities
Conestoga pathways enable students to build on their academic achievements in order to earn a degree or additional credential. Pathways are formed through agreements between Conestoga programs or partner institutions. View the transfer agreement opportunities for this program.
There are a number of different opportunities available to students who want to continue studying at Conestoga. Whether you wish to transfer to another program or apply to a new program after graduation, Conestoga has established pathways to help you meet your goals. Conestoga Pathways information is available on Conestoga's website.
Successful completion of the diploma program provides graduates with the opportunity to register with the College of Early Childhood Educators and become a Registered Early Childhood Educator (RECE). Employment opportunities are available in licensed child care centers as an RECE working with infants, toddlers, preschoolers and school age children as well as a Designated Early Childhood Educator (DECE) in kindergarten programs. In addition, employment opportunities are found in home day care and other social agencies.
For more details on related occupations, job market information and career opportunities; see the Government of Canada website.
Communication and Contact Information
Faculty Commitment to Success
The Early Childhood Education & Fast Track Program faculty members are here to support you in acquiring an excellent education, a broad skill-set, and the confidence to move out into the workforce upon completion of the program. Ultimately, your success in this program rests on you; however, your teachers are committed to doing their best in supporting you throughout your studies.
Contact Information and Availability
|Linda Taylor: Year 1 Coordinator||Ext. firstname.lastname@example.org|
|Daisy Talob-Simonetti: Year 2 and Fast Track||Ext. 3390|
|Tricia Dumais||Ext. email@example.com|
|Andrea Stirling||Ext. 3489||Astirling@conestogac.on.ca|
|Amy Huskins||Ext. firstname.lastname@example.org|
|Lana-Lee Hardacre||Ext. email@example.com|
|Jill Soyka||Ext. firstname.lastname@example.org|
Field Placement Officers
|Violet Nemec||Ext. email@example.com|
|Bev Laking||Ext. firstname.lastname@example.org|
Lab Schools & Special Programs
|Acting/Assistant Supervisor||Heidi Edwardsemail@example.com|
|Doon Child Care Centre||Infant through Preschool Care||(519) 748-5220 ext. 2202|
|Driftwood Child Care Centre||Toddler through Preschool Care & Youth Development Program||(519) 570-2520|
|Silverheights Child Care Centre||Nursery School Program and Youth Development Program||(519) 654-2227|
|J.F. Carmichael Public School||Youth Development Program|
|John Darling Public School||Youth Development Program|
|Glencairn Public School||Youth Development Program|
|Cathy O'Toole, Chair||Ext. firstname.lastname@example.org|
|Jaymie Wilson-Neil, Program Assistant||Ext. email@example.com|
|Krista Scott, Office Assistant||Ext. firstname.lastname@example.org|
Contacting Program Staff
When contacting program staff outside of class time it is advisable to use email or telephone. Your message should include the following information:
- first and last name
- course and level
- brief description of reason for contact
- telephone number where you can be reached
All students are supplied with a college email address. Please use this method or the eConestoga email method when communicating with college faculty, as non-college email addresses (e.g. Hotmail) are problematic. Students are expected to check their college email daily as most official communication will be via this method.
Faculty offices are located in the ECE building and students are welcome to see individual faculty to discuss course work, assignments, or just to say hello. During the first several days during the start of the semester faculty will explain how you can contact them outside of class time. Individual faculty timetables are posted in the main entrance of the ECE building. As faculty have diverse teaching schedules, it is best to make an appointment to ensure he/she is available.
Students and faculty are not to meet at a time when their timetable indicates that they should be in class or at placement. It is the responsibility of the student to be aware of their schedule and not to request or schedule meetings with faculty or instructors or supervisors or counselors during scheduled class or placement times.
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.
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 in timely manner 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 or Program Coordinator, 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".
Conestoga Students Inc. (CSI) and Conestoga agree that a student has the right to invite a member of CSI to a student/faculty meeting, provided that 24 hours advance notice is given to faculty. This advance notice will ensure that all parties will have an opportunity to adequately prepare for the meeting.
PAC (Program Advisory Committee)
Each program at Conestoga has a Program Advisory Committee (PAC), which is made up of industry and academic representatives, as well as current students. They meet several times a year to discuss the direction in which that industry is heading and any improvements that can be made to keep the program current. This helps to ensure that students are learning material that is relevant to their industry.
At the beginning of each year, the coordinator of the program will ask for student volunteers. The coordinator will decide which students will represent years one and two. The student attendees are important members of the committee and are expected to be present at the meetings. Students must prepare and submit a report based on guidelines provided by the Program Chair/Coordinator which will be presented at the meeting. Students are expected to be professional, dress in business attire and engage in discussions.
WIHSC (Waterloo Interprofessional 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.
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 Advanced Education and Skills Development (MAESD). This survey is conducted each academic year in select classes. 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 the improvement of teaching at Conestoga.
The SAT process occurs in the last one-third of the semester. Typically about 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. The SAT process is managed by the Office of Institutional Research and Planning using an online survey system specifically designed for course/teacher evaluations. After all marks for the semester have been submitted, a summary of results goes to the academic manager to be shared with the faculty member. Continuing Education students may have an opportunity to complete a SAT form at the conclusion of each Continuing Education course.
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 staff 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.
- 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.
The Early Childhood Education Program provides both academic study and practical training to prepare students for careers in working with children and families. Throughout the program, students are expected to conduct themselves in a professional manner and to apply themselves to academic achievement. Professionals function in an independent and interdependent environment. The fundamental responsibility of a student is to gain the necessary knowledge and skills to be a competent early childhood educator upon graduation.
As students preparing to become professionals, it is imperative that behaviours and attitudes reflect standards that are endorsed by Conestoga College and your chosen profession. As a Conestoga College Early Childhood Education student, there are three areas of conduct you are expected to follow; Academic Conduct, Professional Conduct, and Social/Behavioural Conduct.
As a student of Conestoga College you are a member of the college community and as such you have received a Conestoga Student Guide that includes Student Rights, Student Responsibilities, and Student Code of Conduct. The Student Responsibilities section includes detailed information regarding plagiarism, cheating, and academic dishonesty. It is essential that you review this section and familiarize yourself with these responsibilities. It is expected that your conduct as a student will be reflective of the responsibilities listed. If you have any questions regarding any of them, please contact your Program Coordinator.
As an Early Childhood Education student you are preparing yourself to enter a profession that has a professional designation (College of Early Childhood Educators) with a Code of Ethics and Standards of Practice and that guides behaviours for all professionals within this field. It is the expectation of all students, faculty, and administration of Conestoga College that we, as practitioners, will incorporate and function within the guidelines of these professional standards of ethical practice.
In addition to all Student Responsibilities found in the Conestoga Student Guide, ECE students have the following obligations:
- Aspire to abide by the College of Early Childhood Educators, Code of Ethics and Standards of Practice;
- complete the learning objectives, tests, assignments and all other forms of student work, with honesty and professional integrity,
- attend class, and field placement as scheduled,
- actively engage in classroom learning processes,
- demonstrate ethical and professional behaviour while attending class, and field placement,
- protect the integrity of the Program and the college,
- maintain the confidentiality of all classroom and field placement experiences, including use of any form of social media, and seek clarification from faculty/administration when unsure of any of these standards.
As an ECE student, please note that all expectations referred to above and found in the Conestoga Student Guide apply equally to field placement experiences and to all work/activities related to field placement experiences as they relate to children, families, and staff, their person and/or property.
Academic Integrity and Plagiarism
Academic honesty is expected and required of all Conestoga students. In order to maximize your success as a student, it is critical that you familiarize yourself with the Academic Integrity Policy found in the Conestoga Student Guide. This guide has been provided to you on our College website. The Academic Integrity Policy provides a detailed description of the following:
- Scope of academic integrity,
- What academic integrity means,
- What types of behaviours constitute a breach of academic integrity,
- The penalties associated with breaching academic integrity.
After reading this information, if you do not fully understand what is meant by academic integrity, and what is required of you to maintain academic integrity, please speak with a faculty member or your program Coordinator. Please note that maintaining academic integrity is very important, and that it is your responsibility as a Conestoga student to know the Academic Integrity Policy and to initiate help if you do not fully understand it.
Below are a few hints to help you avoid breaching academic integrity.
- Make sure that you recognize information that requires referencing.
|Milk is good for you.||General information in the public domain. Does not require referencing.|
"According to Health Canada milk beverages provide the nutrients needed for healthy bones and optimal health".
Health Canada. (2008). Canada's food guide: Milk and alternatives. Retrieved May 17, 2011 from http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/choose-choix/milk-lait/index-eng.php
|Direct quote right from a published source. Requires a reference.|
Consuming milk every day provides the nutrients that you need for healthy bones and optimal health.
Health Canada. (2008). Canada's food guide: Milk and alternatives. Retrieved May 17, 20011 from http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/choose-choix/milk-lait/index-eng.php
|Information that has been put into your own words, but offers information outside of public domain related with specialized knowledge. Requires a reference.|
- Whenever you refer to material from another source, whether book, journal article, video, newspaper, or electronic publications, you must acknowledge your source using proper citations and references. The APA style is the format most often used in the health and social sciences. Please visit the Conestoga Learning Commons for assistance with the APA format.
- If you work collaboratively with others on an assignment, including in class assignments that expect independent submission, make sure that you do not copy words or ideas from others intentionally or by accident.
- Make sure that you read the Academic Integrity Policy located in the Conestoga Student Guide, and that you fully understand it. The policy describes additional behaviours that represent a breach of academic integrity.
Copyright – What Students Need to Know
Photocopying and scanning at Conestoga are governed by the Copyright Act, an agreement with Access Copyright, and the Association of Canadian Community Colleges' Fair Dealing Policy.
Under the terms of our Access Copyright license which gives the broadest permission:
You can photocopy or scan the following:
- Up to 10% of most published works
- One chapter that is greater than 10%, but no more than 20% of the book
- One article, short story, play, poem or essay from a book, magazine or journal issue containing other works
- One newspaper article or page
- One entry from an encyclopedia, dictionary, annotated bibliography or similar reference work
- One drawing, sculpture, painting, print, architectural work of art or work of artistic craftsmanship from a larger volume containing other works.
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
- 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 James Yochem, Copyright Coordinator, at Jyochem@conestogac.on.ca or 519-748-5220 ext. 3746.
Safe practice is a hallmark 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:
- 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.
- Help us have a safe and pleasant environment by wiping up spills, by ensuring lap top cords do not snake across walking areas and by reporting equipment or facility problems when you see them.
Concerns such as these in the Cowan Health Sciences Centre may be reported to an employee in the Interprofessional Resources team.
- Specific dress codes, personal protective equipment and specific codes of behavioral conduct may apply to certain programs; failure to follow these may result in your inability to participate in a lab, class or experiential learning activity.
- Safe work practices are to be followed during all training; follow the direction of your instructors. If you have a practicum, your Clinical Instructor/Responsible Faculty/Preceptor 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.
- All safety-related accidents, incidents, and near misses must be reported to the Instructor-in-Charge immediately. This is an opportunity to problem-solve about how to avoid these areas of concern for the future.
Student Protection Acknowledgement
A Student Protection Acknowledgement confirmation pop-up will appear when a student logs into the Student Portal on a yearly basis. This will direct students to policies and procedures relevant to their academic responsibilities. All Conestoga College wide academic policies and procedures are listed on the college website under "About Conestoga", "Policies and Procedures".
Students are advised to review and comply with all policies and procedures, including the following:
- Academic Dispute and Resolution Policy & Procedure
- Academic Integrity Policy & Violation of Academic Integrity Procedure
- 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 Withdrawal and Refund Procedure
- Student Code of Conduct Policy
- Student Concerns and Issues Policy & Procedure
- Student Fees Policy & Student Fee Invoicing and Payment Procedure
- Student Feedback Policy
Students must follow all of the policies and procedures for Conestoga College and it is expected that faculty will accept, fulfill and enforce these standards.
Professional Conduct - Use of Social Media and Cell Phones
To support 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 should only occur during break times, before/after class, outside of children's play areas (indoors/outdoors) and during formal break time in field placement.
Laptops and other forms of technology may be used in the classroom when the use pertains to the content and processes of learning facilitated by the professor/team member. If your technology use is disruptive to the class, the faculty/staff may ask you to leave the class until such time that you are able to re-engage in the learning process.
Social Media Policy
- 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.
- According to the Ontario College of Teachers (2011), "Electronic messages are not anonymous. They can be tracked, misdirected, manipulated and live forever on the internet. Social media sites create and archive copies of every piece of content posted, even when deleted from on-line profiles. Once information is digitalized, the author relinquishes all control." The same organization also indicates "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. "
Ontario College of Teachers. (2011). Professional Advisory-Use of Electronic Communication and Social Media. Retrieved May 12, 2015, from https://www.oct.ca/resources/advisories/use-of-electronic-communication-and-social-media
Ensure that your posts reflect you as the professional you are and wish to become – if a potential employer were to see your posts.
- Many types of social media encourage instantaneous, casual dialogue. It is important to remember that even an innocent comment may be easily misunderstood.
- Assume that information you post or send can be accessed or altered by anyone.
- Consider whether any posting may reflect poorly on you, your school, or your profession.
- Avoid online criticism of other students, colleagues, professors or field placements.
- Avoid impulsive, inappropriate or heated comments.
- Pictures should not be taken, posted to social media sites or shared without the express permission of all individuals involved.
- Remember that online sites you visit are not anonymous.
- Make sure your on-line name and email reflect professionalism.
- Ensure that your postings will not be considered harassment or defamation of a peer, colleague, faculty or others.
Maintain privacy of all care and service activities when in practical work experiences:
- Do not take or post any pictures while on placement or involved in lab activities
- 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, nor will they accept any invitations to your personal sites (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 will not bring their cell phone or technology device into a test or examination, unless required for the examination and approved by the faculty. 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.
Guidelines for Use of ECE Building and Classrooms
When you are in the ECE building, please remember that you are also sharing space with children and families. This space is also the children's learning environment and it is essential that we all work together to make them feel valued, respected, and safe. When using the ECE space (for example to enter the bathrooms) wear your OneCard to assure families and childcare staff that you are a student. As an emerging early childhood professional, when you are in this space, please consider the following:
- Be mindful of your language, both choice of words and tone.
- Be considerate when walking through the halls and make every effort to minimize noise. This is especially important during rest time.
- Unless you are directed by faculty or staff, do not enter any of the children's classrooms.
- Unless you are directed by faculty or staff, do not enter the kitchen area.
- Do not "hang out" in the children's playground area.
- When you see children in the hallway, be friendly, but please do not engage or distract children from their activities.
- Refrain from talking about the children in a voyeuristic kind of way i.e., "Oh aren't they cute?"
- Do not bring any peanut products into the building as this is a PEANUT-SAFE facility.
Guidelines for Student Use of ECE Classroom (ECE 300 and ECE430)
- Students must enter and exit classroom through ECE Classroom entrance.
- No food or drink is to be in the lab area of the room.
- The materials from the lab must remain in the room.
- Students may be in the room only when an ECE faculty is present in the room, or when authorization has been given.
- Students are expected to show respect for the environment and equipment. The lab is intended for educational, not recreational, use.
- The room is be left clean after each class (i.e. glue sticks must be washed and put away, the sink must be cleaned, tables must be washed, etc.).
- Permission must be given by faculty to utilize any of the materials or equipment.
- Be respectful of children, families and staff who are in the building.
Lockdown Procedure for ECE Building
A lockdown may only be authorized by the Incident Manager (Director of Safety and Security), their designate (Security, Safety and Parking Manager), Emergency Services or by Campus Security.
In the event that any of the Lockdown situations are communicated over the Public Address System, Hold and Secure, Shelter in Place or Violent Threat (Lockdown) all occupants of the ECE building will immediately:
- Go to the nearest room or office
- Close the door and lock if possible
- Only barricade the door with tables and chairs in a Violent Threat Lockdown situation
- Close the blinds if the threat is outside the building but keep the blinds open if the threat is within the building
- Turn off lights and, if possible, cover the door windows and side panels
- Silence communications devices (cell phones)
- Stay out of sight and keep quiet, as if no one is in the room
- DO NOT answer the door
- Listen for announcements from via the Public Address system
For further information please refer to the Emergency Management Guide available at Security Services or on-line at the Security Services webpage.
Attendance and Punctuality
In view of the learning complexities of the Early Childhood Education 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.
In order to be respectful to both fellow students and to faculty, students are expected to arrive on time for class and field placement.
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. Every field placement day is considered an evaluation day. Evaluations are critical components of each course and overall success for you in your Program.
The school's approach to requirements for attendance at evaluations reflects the expectation that as emerging professionals, students must demonstrate a professional attitude and attention to evaluations, in the same manner that expectations for future work as professional will require attention to workplace procedures. Consequences for missed evaluations are balanced against reasonable support where it is warranted.
In order to support student success:
- Evaluation and presentation dates are scheduled and communicated at the beginning of each semester.
- Unplanned extenuating circumstances involving the college, the program or the faculty that may require changes to the course schedule will be communicated to students.
In support of the development of professionalism, students are required to take all evaluations at the scheduled times.
- Students who make personal commitments that conflict with the evaluation dates or assignment deadlines do so at their own risk.
- There will be no special arrangements made for students with personal conflicts (e.g. work, family commitments or vacation plans).
- Students who wish to reschedule an evaluation or a presentation due to a religious holiday are required to discuss the situation with faculty within the first three weeks of the semester.
- Academic accommodations are provided to students with documented disabilities through the Accessibility Office.
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.
- Your professor will be aware of your absence from an evaluation by your lack of attendance and because you have entered your absence using the online Absence Recording System on the Student Portal.
- The Absence Recording System shows you as being absent for the day, starting from the time that you record your absence. (For example if you record your absence for that day at 11.00 AM the system will show you as being absent for all classes starting after 11.00 AM 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.
- The earliest that you may record your absence for a particular day is after 8:00 PM on the preceding day.
Notification for Absence from Evaluations
Students are required to notify the program of absence from any evaluation for any reason.
- Notification must be received prior to the start of the evaluation.
- Failure to do so will result in a mark of zero being assigned.
Follow-up after Reporting Your Absence from an Evaluation
- You must make contact immediately with faculty to explain the reasons for your absence and to arrange a meeting.
- If there is a concerning pattern of absence you will be asked to meet with the program coordinator. This may result in the need for you to provide documentation verifying the reason for your absence, in accordance with the requirements specified in sections below titled "Evaluations worth 20% or more" and "Evaluations worth less than 20%"
- Faculty will then make alternative evaluation arrangements as appropriate and you will complete any necessary forms.
- Students are required to complete the alternative evaluation as scheduled.
- If the evaluation is to be conducted in the testing center, you will be asked to show your ONECard 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.
Note: Providing medical documentation from your medical practioner after a missed evaluation does not negate the need to follow steps to request consideration to have a variance prior to the missed evaluation. Students must review the instructional plan and consider all evaluations that may be impacted by an illness and make requests to all instructors.
Students are permitted by Conestoga policy to be absent from class to observe a recognized religious holiday. Any student who is unable to attend classes or participate in an examination, study, or work requirement on some particular day or days because of religious beliefs will be given the opportunity to make up the work that was missed or do alternate work/examinations subject to timely notification.
Conestoga recognizes all religious holidays as defined by the College Employer Council
It is the responsibility of the student to:
a. Plan ahead and be aware of the dates of all examinations and other course obligations;
b. Advise the faculty member that he/she will be seeking accommodation to observe a recognized religious holiday and make a request in writing to your Program Coordinator within the first three weeks of the semester and prior to the date of assessment that falls on the religious holiday. Exceptions based on extenuating circumstances must be approved by the Chair.
Documentation to Substantiate Your Reported Absence
Evaluations worth less than 20%
Missed evaluations worth less than 20% of the student's final grade will be rescheduled once per program semester subject to proper communication described above.
Once per program semester means that only one absence for an evaluation will be accepted across all courses in a program for a semester. Implications of major illnesses or personal circumstances impacting several course evaluations at one time will require discussion with the program coordinator prior to faculty/staff arranging deferred 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/staff and student.
If more than one evaluation that is worth less than 20% is missed, documentation requirements for evaluations worth 20% or more apply.
Evaluations worth 20% or more
Any student who misses an evaluation worth 20% or more will receive a mark of zero unless the reason for missing the evaluation and the accompanying documentation verifying the reason for the absence are deemed acceptable by the program. Examples of reasons deemed acceptable include incapacitating illness, death of a close family member, and required court appearance.
NB: If an evaluation is missed due to illness, the health care professional attesting to the illness must have 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.
Acceptable reasons for Absence
- Compassionate Leave: Requests for a Leave of Absence to attend to family illness, death or family problems are granted. These requests will be submitted to the Professor who will consult with the Program Co-ordinator and/or Chair if necessary. A Leave that impacts clinical experiences may affect success in the semester.
- Jury Duty: Any student who receives a summons for Jury Duty should bring the document to the Chair to assess if it can be arranged to have the student excused if such duty interferes with the progress in the program.
- Illness: Students experiencing health concerns that prevent attendance should notify their professor of their absence in advance and be prepared to present a certificate from a physician in the event of missing any form of assessment.
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 Associates, etc.
- Students are encouraged to arrive early for tests. Late arrivals must enter quietly. Late arrivals must abide by the test end time assigned by faculty and will not receive any extra test writing time.
- 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 are responsible to advise as to the material permitted in the testing room. Personal items and learning materials will be left in an area identified by the faculty.
- Faculty will advise as to the seating arrangements of students.
- During open book tests, students must bring their own course materials (books, notes, Learning Packages etc.) for individual use only. Students may not share any of these materials. Electronic devices, such as, iPod, text messaging, cell phones, translators, will not be permitted.
Importance of Test and Presentation Dates
Test and assignment dates are scheduled at the beginning of each semester. Unplanned extenuating circumstances involving the college, the program, or the faculty may require changes to the course schedule. If this occurs, students will be notified.
Students are required to write all tests during the scheduled in-class test times. Students who make personal commitments that conflict with meeting test and assignment deadlines do so at their own risk. There will be no special arrangements made for students with personal conflicts (e.g. work, family commitments or vacation plans). Students who wish to reschedule a test or presentation because of a religious holiday are required to discuss the situation with faculty at the beginning of the semester.
Academic accommodations are provided to students with documented disabilities through the Accessibility Services Office.
It is expected that students will submit all assignments on time, on the date they are due. Late marks will be deducted from assignments not submitted when requested by faculty.
Students with extenuating circumstances that may prevent them from submitting assignments on time must discuss their circumstance prior to the due date. They must discuss with the course faculty a mutually agreed upon new due date that is no more than one week past the original due date. A form entitled Student Request for Variance From Course Schedule and Evaluation Methods will be completed and kept on file. Please allow for time to process the request for an extension as well as a reply to negotiate the signing of a variance form. Students who initiate this process will not experience the loss of late marks. Students who engage in this practice more than two times during the course of a semester will be required to meet the Coordinator to discuss academic and personal supports.
If students do not negotiate a variance, they risk having late marks deducted from the final grade. Late marks will be deducted at a rate of one mark per day, including weekends, from the total per cent value of the assignment.
Reporting an absence on the day a written assignment is due, does not extend the assignment due date.
Under typical circumstances, late assignments will be accepted until that assignment has been marked and returned to the class. No assignments will be accepted after the last day of the semester.
Steps to Follow to Submit Assignment Outside of Class Time
While assignments should be submitted in class on the day they are due, if circumstances require that they be submitted outside a scheduled class, the following procedure should be followed:
- Provide an electronic copy of your assignment to the faculty as per faculty instructions.
- Contact faculty by email to alert them that you have submitted your assignment.
- Bring the hard copy of the assignment with an attached copy of the email you sent to the faculty member to the ECE building and submit into the Assignment Drop Box by the Administrative Assistant office. Please refrain from submitting late assignments after 5:30 p.m. as the building may be locked.
Working Together on Group Assignments
Students will often work with their fellow peers on various assignments/projects throughout the program. Each group member is responsible for ensuring that he/she has an equal role in the group. All students in the group should review the completed work before it is submitted/ presented. When issues/concerns arise during the group process, it is the responsibility of group members to contact the course professor for assistance prior to due date.
Faculty Returning Tests and Assignments
In order to support student success, students will be given continual feedback on their progress throughout the semester. Individual faculty will inform students in class how/when tests and assignments and/or marks on them will be returned. Please note that some tests will be returned to students and some may be retained by faculty. Under no circumstances are students to enter the offices of faculty or look through papers on a desk without a faculty present. Students who have questions about tests/assignments/grades should follow the process outlined below:
- At least 24 hours after receiving the mark and within seven days, write a note to the faculty, indicating the area(s) of clarification required,
- Initiate a meeting with the faculty to discuss,
- Bring pertinent information (assignment, mark sheet, etc.) to the appointment.
Note: Students are encouraged to keep all assignments, texts and course-related resources and materials throughout the duration of the program.
General Guidelines for Quality of Written Work
In the ECE 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, Field Placement Associates and cooperating teachers 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 required to use spell-check and grammar-check to assist with the editing of written work. The Learning Commons will be an invaluable resource to students who require assistance in organizing and writing an assignment with correct spelling and grammar.
Unless otherwise indicated by professors, generally, assignments should be:
- Word processed
- Double spaced and 1 sided
- Submitted using font size of 12 CPI, if word processed and proper margins
- Written in a grammatically correct manner (use spell and grammar check)
- Handed in securely fastened with a cover page 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@Conestoga formatting, citing, and referencing
NOTE: Faculty does not assume responsibility for assignments not given directly to them in hard copy at the beginning of the relevant course. Students should avoid handing in assignments outside the regularly scheduled class time and should make every effort to hand assignments in person.
Academic Standing and Promotion
The Conestoga Student Guide is your first source for information concerning academic regulations, policies and procedures. The Conestoga Student Guide is available on the college website and by visiting the "Student Guide" tab in your Student Portal.
In addition to the Academic Regulations found in the Conestoga Student Guide, the following apply to the Early Childhood Education Program:
- Students must attain a minimum "C" or 60% passing grade in all ECE 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.
You can add, change and drop courses from your portal depending on the dates and which program you are in:
- Log in to the Student Portal
- Click on the "My Courses" tab
- 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.
Students who have been unsuccessful in their field experience, or have failed to participate in field (for example not meeting pre-placement requirements), have failed two or more academic courses, and/or have required considerable testing/assignment variances may be recommended for Academic Probation. Academic probation allows students to be promoted to the next level with a special timetable or with academic conditions. Special timetables and academic conditions are designed as part of written learning contract that the student and program coordinator create together. The goal of these measures is to allow students to continue in the program accompanied by a supportive plan for success.
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 ECE Program Handbook involving academic dishonesty, student responsibilities, or unacceptable behaviour, attitude or conduct or have failed 60% or more of their academic courses and field experiences may be discontinued from the Program. Students who have been discontinued from the Program will not be considered for re-entry to the program for a minimum of 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.
Students not planning to return to the ECE 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.
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.
Students have the right to appeal any academic decisions as set out in the Conestoga Student Guide. It is recommended that students begin this appeal process by first meeting with the faculty and/or program coordinator and/or program chair.
Clearance of Academic Deficiency
Please refer to Conestoga Student Guide for the procedure and criteria regarding Clearance of Academic Deficiency. Please note that following the end of semester, contact with any student eligible to write a supplemental will be made either by phone or email. A specific date, time and room number will be given to each student. If a student does not respond to this contact, the student forfeits the opportunity to write a supplemental test. The maximum number of supplemental opportunities during the program is two per student.
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.
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.
Readmission to a Program
Students are required to apply for readmission when they have been absent from their program for one semester or longer; or when the student has withdrawn or been discontinued. Upon readmission, students are placed into the current program of study which determines graduation requirements. Students are subject to the college and program policies and procedures in place at the time of readmission.
Students applying for readmission to Level/Semester 1 must do so through ontariocolleges.ca. Students applying for readmission to a level beyond Level/Semester 1 must do so using a Conestoga College Program Application Form. Applicable fees will be charged.
The application for readmission will be reviewed based on the student's academic eligibility, program readmission requirements, and space availability. The student will be informed in writing of the decision
For additional information, refer to the Academic Administration page for more information on the readmission procedure.
General Education / Breadth Electives
School of Liberal Studies
The purpose of General Education and Degree Breadth electives is to provide graduates with the skills and knowledge to succeed both professionally and in their own personal lives. Working collaboratively with your program, General Education and Degree Breadth courses help develop the critical and creative thinking skills, civic engagement and knowledge of the broader world of arts, culture and science that helps make you more reflective, creative, and effective in your own life.
All Ontario College Diploma, Ontario College Advanced Diploma, and Degree programs at Conestoga require students to complete general education electives / interdisciplinary breadth.
More information on these courses can be found at www.conestogac.on.ca/electives.
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.
Maintaining Student Files
- Official records of each student's education are maintained electronically by the Registrar.
- Administrative records related to your experience in the Program are maintained to demonstrate compliance with external and college requirements. This information is as follows:
|Student Information||File Location and Student Access||Retention|
Pre Practicum Health Requirements (if applicable)
In H.S Trax, by individual student access
**accessed through My Conestoga
Acknowledgement of WSIB Understanding (if applicable)
Student Consents Signed on Admission electronically (varies per program)
- 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||File Location and Student Access||Retention|
A. Documents related to academic progress
||For 1 year following graduation or as required by accrediting body|
B. Records of Competency Attainment
|As above||As above|
C. Documents related to areas of Concern
|As above||As above|
- Students may review the contents of their academic file by:
- Requesting this in writing to the Program Coordinator
- Reviewing the file in the presence of the Coordinator
Additional Information for Students
Below is information to supplement the information found in the Conestoga Student Guide.
- Your Student Guide provides detailed information about dropping courses. If you are planning to drop a course, you must do so within the time period. If you have missed that time period, please see the Program Coordinator and she will advise you as to your options. Not attending does not constitute an official dropping of a course and will result in a grade of "F".
- If you have completed courses from a college or university that you think may be very similar in content to courses in the ECE 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 (2-3 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.
Student Consent Forms
Students are required to complete program specific consent forms. To access the forms, students should go on myConestoga and open the Consent Forms tab. Students can then electronically sign-off all applicable consent forms after reading each document.
Field Placement Experiences
Field placement experiences provide the opportunity to demonstrate and enhance your learning in the practice environment. These experiences 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.
Sept. 2017 Field Placement Policies
In the Early Childhood Education 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:
ECE1380: Field Placement: Introduction to Practice
ECE1100: Field Placement: Fundamentals of Preschool Practice
ECE2145: Field Placement: Expansion of Practice
ECE2155: Field Placement: Consolidation of Practice
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. Only the placements scheduled in a given semester are offered. Please be mindful of this if you choose not to complete the required placement in the semester you are enrolled in.
3. Students may not begin placement until they have completed and successfully passed the College Safety in the Workplace course. Students must also have completed all their pre-placement requirements prior to the deadline on the practicum package and have obtained clearance from Conestoga College's Practicum Services Department. Without extenuating circumstances, students surpassing the due date set by Practicum Services will not be able to begin placement for the semester.
4. Students are expected to work their full shifts as assigned by their cooperating educator and to complete the placement attendance log. Length of shifts, as well as start and end times can vary from placement to placement. It is expected that students are available to start as early as 6:45 a.m. or possibly end at 6:15 p.m. Students will only be in placement a maximum of 8 hours/per day. Students who will be absent from placement are required to notify both their placement site and their Field Placement Associate at the College prior to the start of their shift that day. Phoning Childcare centres is the preferred method to indicate an absence from placement. If in an FDK environment the preferred method is to email your cooperating educator.
Absences from Placement
5. Students are required to make up any time missed from field placement. A full day absence is to be made up as a full day. A half-day absence is to be made up as a half day. Students incurring 2 or more absences (full or partial days) will be required to meet with their Field Placement Associate or Introduction to Practice Instructor. This may result in the need to provide documentation for each day absent, verifying the reason for the absence from placement. Students may not complete make-up days or any other regularly scheduled days of placement when the student has other scheduled classes. In the event a student does this, the day of placement completed will not count. The student would then be required to still make-up the original day of placement that was missed. Students may only make-up days on their given placement days, unless given permission by their Field Placement Associate. Refer to document on eConestoga titled, Make-up Days for further information.
6. Students experiencing absences from placement due to exceptional circumstances (i.e. admittance to hospital, injury, passing of a family member) must notify their Field Placement Associate immediately. In turn the Field Placement Associate will contact a Field Placement Officer to review the situation and create a plan for placement completion that may involve waiving up to 2 days of placement if a student's placement is progressing well. Students would be required to provide documentation verifying the absence(s). Decisions on waiving days will be made after the mid-term evaluation has been received.
7. A field placement course is to be completed in full with the given semester. Be mindful that incurring absences could put course completion in jeopardy, resulting in needing to withdraw from the placement course with or without penalty.
8. Absenteeism from placement due to personal conflicts (e.g. work, family commitments or vacations plans) may result in having to withdraw from the placement course as per the Attendance and Student success section of the ECE program handbook.
Children's Learning and Development Experiences
9. Placement #2, 3, and 4 require students to plan, facilitate, and capture in writing 5 Children's Learning and Development experiences. Inability to complete all 5 experiences in each placement may inhibit a student's ability to progress to the next placement course.
10. In placement 3 or 4, students may request that their placement be carried out in one of our atypical settings. Students who are interested in an atypical placement should discuss their intent with their Field Placement Associate. Students must follow the required process for applying for an atypical placement. Details pertaining to this process are covered in field placement seminar class and can be located on eConestoga.
Submission of Course work
11. Scheduling of Mid-term and Final Interview meetings must occur outside of other scheduled classes. Students may not skip classes to attend a meeting with the Field Placement Associate.
12. It is expected that students will submit their field placement portfolio on the date it is due at the location determined by the Field Placement Associate for both mid-term and final. 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 one mark per day, including weekends, from the total percent value of the final grade.
13. In accordance with the "Submitting Assignments" information in the ECE 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 or Introduction to Practice Instructor.
14. In the event that a placement site ends a student's placement during the semester, the Field Placement Officer will review the events leading to the discontinuation of placement. A consultation with a Program Coordinator will occur. The student will be required to meet with the Field Placement Officer. Based on the evidence gathered the outcome may result in a withdrawal from the course, a fail for the course, or a possible relocation to a new placement site. The time of the semester in which the discontinuation occurred, and the factors involving the discontinuation will be contributing factors in determining next steps.
15. Students who have not completed all required hours or children's learning and development experience requirements by the end of the semester might 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 or they may be granted permission to carry over some items to their next placement. Specifics about the terms will be outlined using the college's incomplete form.
16. Students who complete all required hours and children's learning and development experiences 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 a supplemental. The student will follow the supplemental process described in the ECE handbook and pay the required fee as per information in the Conestoga College Student Guide.
Revised: May 12, 2016
Practicum Health Requirements
Mandatory practicum health and safety requirements must be completed by students prior to student field/clinical placements. Successful placement completion is required for students to progress to program completion. To qualify for field/clinical placement learning experiences, students must present the following at the start of the program in accordance with pre-admission information provided by the College:
- A complete immunization record including MMR and Tdap. Seasonal flu vaccination is recommended during flu season (October – March).
- TB Testing: Evidence of current 1-step completed within one year of program start date.
- 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 education 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.
Prior to your first placement, you must sign an electronic Declaration of Understanding of WSIB Coverage related to Unpaid Clinical Placements indicating you understand that WSIB coverage will be provided through the Ministry of Training, Colleges, and Universities while you are on training placements. It is your responsibility to ensure that the Declaration of Understanding for WSIB Coverage is signed off electronically 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 Associate).
b. The Clinical Instructor /Responsible Faculty/Field Placement Associate 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 Associate 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
- Should students experience personal injury of any kind, this must be reported immediately to the Placement Employer and Clinical Instructor/Responsible Faculty/Field Placement Associate.
C. Reporting of Student Involvement in Situations of Possible Injury to Clients During A Practicum Experience or Student Damage to Facility Property
- 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 for care to be given. This situation must also be reported immediately to the Clinical Instructor/Responsible Faculty/Field Placement Associate. 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.
- 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.
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 Early Childhood Education 2017-2018
The following awards* are available to the students of Early Childhood Education. 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.
|# of Awards||Criteria||Selection Process||Presented At|
|Al Gmelin Memorial Award||$300||Level 3 or 4 or fast track||1 or 2||Demonstrated interest in working with/and supporting children with special needs.||Apply||End of Year Celebration|
|Donna McKenna Award||Up to$250||
Level 3 or 4
|2||"A" in one field placement experience, "B" average in other courses, working at academic potential, have characteristics and qualities needed of an ECE||Apply||End of Year Celebration|
|ECE Award of Excellence||$300||Level 3 or 4 or fast track||1||Student who demonstrates both academic and field placement strength; has strong interpersonal skills; has a positive attitude; and a demonstrated commitment to the ECE profession.||Faculty nominated||End of Year Celebration|
|Elisabeth VanStam ECE Advocacy Award||$100||Graduating Student||1||Written description of a community project or activity where the student(s) advocated for children, families, or the ECE profession. This is a provincial award awarded in May.||Apply||End of Year Celebration|
|Titia Taylor Award||up to $250||Full-time||1||Students who have a demonstrated enthusiasm for ECE, lifelong learning, financial need.||Apply||End of Year Celebration|
|Wendy Kudsia Endowed Bursary||$2000||Full-time||1||Students who are doing well in program, but are experiencing financial difficulty.||Apply||End of Year Celebration|
|Wendy Kudsia Endowed ECE Bursary for New Students||$2000||registered||2||70% average from high school. Award will be given out in Fall and in Winter||Apply||End of Year Celebration|
|Award Name||Estimated Amount||Year or Level||# of awards||Criteria||Selection Process||Presented At:|
|Canadian Federation of University Women||$500||Year 2||4||75% +, female registered in Year 2, demonstrate financial need, intellectual achievement and promise||Financial Aid||End of Year Celebration|
|Student Appreciation Award||Certificate of Appreciation||
|Students who have contributed to a positive and meaningful learning culture||Nominated by Peers||End of Year Celebration|
|Transchem Community Contribution Award||500||Year 2||1||To recognize students who give back to the community and make positive contributions to their program||Nominated||School Award Celebration|
|Last Revised||By Whom|
|May 28, 2015||Jillian Grant|
|July 23rd, 2015||Goranka Vukelich|
|December 4th, 2015||Jillian Grant|
|May 20th, 2016||Goranka Vukelich|
|May 24th, 2016||Jillian Grant|
|June 13, 2017||Jillian Grant|
Conestoga College is dedicated to promoting an equitable environment where students have the opportunity to participate in all aspects of College life. In accordance with the Accessibility for Ontarians with Disabilities Act (AODA) and the Ontario Human Rights Code, Conestoga College recognizes its responsibility and legal obligation to provide education, information and services in an accessible manner.
The Program Handbook is intended to provide general information with respect to program expectations. There may be individual accommodations and/or medical circumstances that require exceptions. For example, students may need to be accommodated for a missed assignment or evaluation. Students who are registered with Accessibility Services are not required to provide an additional doctor's note for a missed or late evaluation. For more information about Accessibility Services please drop in or visit our website.
We recognize that other extenuating circumstances may apply. Consult with your Professor. All exceptions based on extenuating circumstances must be approved by the Chair.