Educational Support

2021/22 | Conestoga College

Program Code: 1332
Community Services

Conestoga College Institute of Technology and Advanced Learning

This is a companion document to the current Conestoga College Student Guide

COVID-19 and 2021-22 Program Delivery

​In response to the COVID-19 pandemic, Conestoga academic plans and decisions will continue to evolve to reflect the advice of public health authorities. ​Please consult the COVID-19 Information page for the most up-to-date information on college protocols.

Expectations regarding course delivery, participation, and assessments will be communicated by your faculty member at the start of the semester and included in the instructional plan.

Program technology requirements are posted on the program web page. Students in remote and hybrid delivery courses will require a device, webcam functionality, and reliable Internet access. 

Program Handbook Guidelines

​The purpose of this handbook is to provide students with program-specific details and other important information. The material in this handbook is accurate at the date of posting, and is applicable for the current academic year. Students will be informed of handbook changes that occur, if any, through college email. Program handbooks are updated yearly and students must check their program handbook for the current edition.

Welcome

To the School of Community Services

The pursuit of post-secondary education is an important decision, and we are honoured that you have chosen a program at Conestoga in the School of Community Services. 

Here at Conestoga, you will learn from program teams who are dedicated to your success. These teams have extensive community services, academic and research experience. They will work with you as you develop the practical knowledge and theoretical skills required to launch your future career.

As part of your learning experience, we are proud to provide you with state-of-the-art learning facilities that include college-operated child and youth development centres, an on-campus EMS station and a high fidelity live fire training site. Through these facilities, you will have multiple opportunities to engage in active learning experiences that will build your skills and develop the critical thinking required to solve problems and help shape your successful future.

I invite you to plan for success from day one - know what is expected of you and what resources are available for you. Today marks the first day of becoming the professional you aspire to be.

I wish you all the best,

Goranka Vukelich, PhD
Executive Dean, School of Community Services

Steps to Your Success

 1. Use MyConestoga to Connect To:

  • Your Conestoga Email: Your official vehicle for all college communication.
  • eConestoga: Your resource for all course-based information.
  • Student Portal: Where you will find your final grade information, college tuition invoices, class schedules and absence reporting.
  • Practicum Health Requirements: 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 Your Academic Schedule And Plan Around It

  • Course Schedule: This is a timetable of all your classes for each semester.
  • The Academic Year Critical Dates: Program start and end dates, holidays and deadlines for course add/drop and withdrawal, are located on the college website. 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.

3. Be the Professional You Wish To Become

Civility, respect and professional behaviours will be key in the quality of your learning experience—and a future employer's first and lasting impression. Pay special attention to the following:

  • Professional Dress & Conduct: See Professional Conduct section for professionalism expectations for your program. The college's Student Guide sets out expectations of student conduct for our community at Conestoga
  • Pre-practicum Health Requirements: Pay attention to the deadlines listed on your documents.
  • Social Media: Use responsibly. See Standards of Conduct section of the Handbook.

4. Attend To Enhance Success

Attendance for class, labs and field placement supports student learning and your experience as a future professional.

  • Absence from Evaluations: Must be reported in the Student Portal before your scheduled evaluation time. See attendance for evaluation section in the handbook.

5. Take Responsibility for Your Academic Status

Make yourself familiar with what is expected of you, and if you have questions, ask.

  • 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. Refer to the Credit Transfer & PLAR​ website.
  • Academic Policies & Procedures: May be found under Policies and Procedures. Please read and understand the Rights and Responsibilities website. 

Letter to Students

Dear Educational Support Student,

Welcome to the Educational Support Diploma Program at Conestoga College.  We know that your decision to study to become an Educational Assistant is a serious one and that you have worked hard to be accepted into the program.

This handbook has been prepared to provide further information about academic standards, guidelines, and processes specific to the Educational Support Program.   In addition to this handbook, the Conestoga Student Guide outlines important college policies and services.  Reading, understanding and following the information in this handbook and in the Student Guide is an important first step in your continued success in this program and in your chosen profession. If you do not understand any information in this handbook, please ask the faculty, Program Coordinator or Chair for explanation.

Use the index in this handbook as your guide and the contents as your continuous reference as you proceed through the program. The Educational Support Program Learning team will refer to the handbook often, but the responsibility for knowing the program standards is ultimately yours.

In addition to this Program Handbook, the Conestoga Student Guide outlines important policies and procedures for you to follow. This handbook is a supplement to, but not a replacement for, the Conestoga Student Guide.

We are here to help you have a successful 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 Educational Assistant.

Sincerely,

Cathy O'Toole, Chair, Human Services
Goranka Vukelich, Executive Dean, School of Community Services
Educational Support Program Learning Team 

Program Overview

Program Description

This diploma program will prepare graduates to work effectively as contributing team members of a school community in supporting the development and learning of children and youth. Throughout the program, students will experience real-life opportunities that connect theory and practice through in-class projects, and community connections, making learning engaging and meaningful.

Program Outcomes

Provide educational support in compliance with pertinent education-related legislation, standards, regulations and policies; health and safety legislation and regulations; as well as organizational policies, practices and procedures.

  1. Develop and implement strategies that promote and support positive school climates that contribute to a safe, caring, and secure educational setting.
  2. Collaborate with members of the Individual Education Plan (IEP) team* by assisting in the development and revision of the IEPs* of learners with exceptionalities.
  3. Implement components of educational support programs of instruction under the direction and support of the IEP team* and/or relevant members of the school community.
  4. Lead by example to promote empathetic, positive and prosocial behaviour in all learners to facilitate the development of social competence in learners with exceptionalities* in accordance with their IEPs
  5. Promote the development of independence in, and provide assistance to, learners with exceptionalities* in performing routine activities of daily living (ADLs) and instrumental activities of daily living (IADLs) in accordance with their IEPs.
  6. Develop and implement strategies to support learners with exceptionalities* in the appropriate use of assistive technologies* and daily living aids* in accordance with their IEPs.
  7. Monitor, document and report on the behaviour, performance and progress of learners with exceptionalities* in accordance with their IEPs.
  8. Prepare and present a plan for engaging in ongoing personal and professional development to promote competence in the educational support field.

As established by the Ministry of Colleges and Universities Educational Support Program Standards

In addition, all graduates of the Educational Support program must have reliably demonstrated the essential employability skills learning outcomes (communication, numeracy, critical thinking & problem solving, information management, interpersonal and personal) and met the general education requirement by taking three courses designed discretely and separately from the vocational learning outcomes.

​​ ​Educational Support Program Map 2021-2022

Program Map describes your learning journey with three important components:
  1. All courses focus on you demonstrating development towards the program outcomes and capabilities through your program journey.
  2. There are themes for your learning that will inform you on the courses you will take to develop program capabilities.
  3. Each semester has a theme that creates milestones for your learning, your journey from one semester to the next, and ultimately to your readiness to graduate.
 Skills
Level 1

Introduction to Practice
Level 2

Fundamentals of Practice
Level 3

Expansion of Practice
Level 4

Consolidation of Practice
​Role Clarity

Understanding of roles and responsibilities of an EA through team work, collaboration and professional commun​ication ​ ​

Role of the Educational AssistantProfessional Communication Team Work and Collaboration
College Writing and Communication    
Safety in the Workplace   
​Typical and atypical development

Understanding and appreciation of typically developing and non-typically developing (learners with exceptionalities) ​ ​

Student Growth and DevelopmentPrinciples of Learning Supporting Students with Behavioural ExceptionalitiesEmpowering Students through Integrated Learning
Introduction to Exceptionalities ​The Exceptional Learner ​Supporting Students with Autism Spectrum DisorderSupporting Students with Physical and Medical Exceptionalities
Supporting Communication through Assistive Technology 
​Differentiated Instruction

Contributing to, participating in supporting differentiated instruction; monitoring learning; adjusting learning activities ​
Introduction to PracticeField Placement: Fundamentals  of PracticeField Placement: Expansion of  PracticeField Placement: Consolidation of Practice
 
 Elective General Education Elective General Education Elective General Education

Required Capabilities

  • Adaptability
  • Professional Learning 
  • Reflective Practice
  • Ability to work with diverse populations
  • Critical thinking
  • Professional decision making
  • Enhanced professional communication
  • Understanding of school policy, procedures and curriculum frameworks
  • Collaboration and team work
  • Understanding of evidence based practices
  • Ability to modify and adjust learning experiences
  • Comfort with, and ability to work with assistive technology

Program Design for Your Cohort

Students can find their program design on the student Portal by following the steps below:

  1. Log in to Student Portal
  2. Click on 'My Courses' tab
  3. Select 'View Progress Report' button

Courses are listed by level/semester. Students can also view courses for the most current program design for this academic year on the Conestoga College website. To find these courses, students need to scroll down the page to the 'Program Courses'.

Pathways and Further Post-secondary Education Opportunities

Conestoga pathways enable students to build on their academic achievements in order to earn a degree or additional credential. Pathways are formed through agreements between Conestoga programs or partner institutions.
Often applicants have earned credits from another college or university that may allow a student to be granted advanced standing or exemption. Learn more about credit transfer opportunities at Conestoga.

Employment opportunities

Graduates find employment in the elementary, secondary, and, sometimes, the post-secondary education systems. Career opportunities may also be available in educational programs run by government-approved facilities for care, treatment, custodial or correctional purposes, or in programs providing respite care and services for families of children and youth with special needs or in home school support.

For more details on related occupations, job market information and career opportunities; see the Government of Canada website.​

Relationships

Your Program Team

Your program team includes faculty, staff and administrators who are committed to your success. If you have questions about your progress in the program, course work or field placement, please take the time to connect with them.

Communication and Contact Information

Faculty

Name Extension Email
Amy Timmerman, 

Coordinator

Ext. 3177
atimmerman@conestogac.on.ca
​Mary Keefe
​Ext. 3490
mkeefe@conestogac.on.ca

Field Placement Officers​ ​

Name Extension Email
Patti Leather

Ext. 3143 pleather@conestogac.on.ca

Administration

Name Extension Email
Kelly Reiber, 
Program Assistant
Ext. 2212 kreiber@conestogac.on.ca
Kim Black
Program Assistant (3B)
Ext. 3364
kblack@conestogac.on.ca
Cathy O'Toole, Chair 
Human Services
Ext. 3603 cotoole@conestogac.on.ca
Goranka Vukelich, Executive Dean
 School of Community Services
Ext. 3393 gvukelich@conestogac.on.ca

Contacting Program Staff

When contacting program staff outside of class time it is advisable to use e-mail or telephone.  Your message should include the following information:

  • first and last name
  • course and level
  • brief description of reason for contact
  • telephone number where you can be reached

Student Email

All students are supplied with a college e-mail address. Please use this method when communicating with college faculty and staff ONLY as non-college e-mail addresses (e.g. hotmail) are problematic. Students are expected to check their college e- mail regularly as most official communication will be via this method. 

​Student Engagement

PAC (Program Advisory Committee)

Each program at Conestoga has a Program Advisory Committee (PAC) made up of industry and academic representatives, as well as current students. The Committee meets several times a year to discuss the direction in which that industry is heading and any improvements to keep the program current.  At the beginning of each year, the program will ask for student volunteers to participate. The students 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)

WIHSC (Waterloo Interprofessional Health & Community Student Collaborative) is a 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. Get involved, have fun, and learn more about the team members you will work with upon graduation! For more information, please contact your Program Coordinator.

​​Student Feedback

​Student feedback is an essential component of our continuous improvement process. Our opportunities for student feedback include:

Key Performance Indicators

All college programs in the province are evaluated using Key Performance Indicators (KPIs) through the Ministry of Colleges and Universities (MCU). This Student Experience 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 (SAT)

The Student Appraisal of Teaching (SAT) allows direct feedback from students on teaching for a particular course. Completion of the SAT forms give teachers and academic managers valuable information to use for the improvement of teaching at Conestoga.

The SAT process has two components: the Early Course Check-in and Full-SAT. The Early Course Check-in is 5 questions, occurs during week 5 of classes and provides early feedback to faculty about the student experience within their classroom. The Full-SAT is 44 questions and occurs late in the semester; a summary of the results goes to the faculty menber and their academic manager. Typically about one-quarter of the faculty is appraised per term. All full-time faculty have a SAT review at least once every two years. Part-time faculty may be reviewed more frequently. Continuing Education students may have an opportunity to complete a SAT form during their Continuing Education course.

Class Cancellations

Class Cancellations Due to Faculty Absence

All class cancellations due to Faculty absences will be posted in the Student Portal. These notices in the Student Portal will be the only general notifications of class cancellations due to Faculty absences.

Although the formal notification comes through the portal, faculty may also elect to post an absences on 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 notice will be placed on the college website.

Personal Notifications of Class Cancellations

Students have the option of receiving special emails or SMS text messages notifying them of class cancellations due to Faculty absences. To receive such personal notifications students must subscribe to this special service.

To subscribe:

  • Log in to the Student Portal
  • Select Notifications under the Profile tab
  • Select the method by which you would like to be notified
  • Click Update

Note: To change the email address to which these notifications will be sent, select My Addresses under the Profile Tab, and change the default email address.

Standards of Conduct and Professional Practice

Guidelines for Working in Groups

The purpose of group work is two-fold. It provides students with the chance to explore and share subject areas too large to undertake alone. As well, it provides students the opportunity to gain experience in working together on specific projects, which will happen regularly in the workplace.

The following are tips to help you get the most out of a group experience:

  1. Meet with your group immediately following distribution of the assignment.
  2. Determine the primary roles and responsibilties of each group member. All members are responsible for the entire project and should have an overall understanding of every member's responsibilities.
  3. Determine the appropriate number of meetings the group will require to complete the project. Meetings should be viewed as organizational in nature, where members report on their individual progress and any assistance from group members that they may require.
  4. Determine a regular time and place to meet.  Ensure all group members have input into this decision.
  5. Be sure to have a final meeting prior to the submission or presentation, in order to agree upon the final assignment, project, or presentation to be submitted. This is a crucial step.
  6. In group work, individuals may take on specific responsibilities and tasks. However, all members are responsible for the total group project. For example, if one member is having trouble with a task, it is the responsibility of the group members to help that student complete the task. Without that person's contribution, the whole assignment, project, or presentation will suffer.
  7. Grading of group projects will be decided upon by individual Faculty members and the expectations communicated with the class. However, where it is done on a group basis (all group members receive the same grade), group grades could suffer due to work that is not completed by one or more members of the group.
  8. It is up to group members to problem- solve with members not carrying out their responsibilities. Peer grading may also occur, depending upon the specific course, assignment or faculty member. This is a process by which group members evaluate their peers on the basis of their individual contribution to the project.​

Student Expectations

  • Demonstrate or submit satisfactory evidence of competency.
  • Accept responsibility for one's own learning.
  • Meet all assigned deadline dates.
  • Attend classes, group meetings, and special functions.
  • Use and maintain program, college, and community resources to maximize learning.
  • Conduct self and peer evaluations.
  • Recognize that attitudes affect performance.
  • Maintain ongoing communication with program faculty.
  • Develop and maintain an interdependent working relationship with other students.

Faculty Expectations

  • Advise students in their educational progress.
  • Award credit for attained competency.
  • Provide timely and ongoing feedback to students on their academic progress.
  • Advise students in their vocational development.
  • Gather, develop, and maintain program resources.
  • Recognize and consider alternative learning activities.
  • Create learning activities.
  • Advise learners in their use of learning resources.
  • Develop and maintain an interdependent relationship with other faculty.
  • Maintain ongoing communication with students.
  • Perform duties in a professional manner.
  • Remain current on professional trends and issues by active involvement in the profession.

Oath of Confidentiality and Professional Conduct

Confidentiality ensures the privacy of patrons, clients, families and co-workers with whom you work.  Under no circumstances can personal information relating to these persons be shared in conversations outside of a professional context.  Any written or oral reports should exclude all identifying information.

Classroom Protocol

Students learn and work better when there is mutual respect for each other. The College is a healthier and safer place to be when students and faculty can concentrate on the task at hand.

All members of the college community have specific responsibilities for achieving this goal, as well as rights that are protected by the College. These rights and responsibilities are spelled out in the Student Guide. As well, the Student Rights and Responsibilites Policy and Procedure outlines expectations of students and the consequences for poor or inappropriate behavior. 

In the Educational Support classrooms, we expect the following from our students as it relates to conduct:

  1. Students are expected to be present, punctual, and prepared for all classes. All students are responsible for contributing to a positive and respectful learning environment.
  2. Students are expected to listen attentively to the instructor and other students when they are speaking, and respect their opinion. It is disrespectful to speak when another person is talking.
  3. Since class time is limited, students are expected to focus on the particular subject and not bring other work or other issues to that class.
  4. Since students come from diverse backgrounds, in our inclusive classrooms it is expected that students will respect the opinions of others. Student Rights and Responsibilities are clearly outlined in the Student Guide.​ Additional information can be found in the Discrimination and Harassment Prevention Policy and Procedures​.

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 information and expectations. Please follow the link http:/lib.conestogac.on.ca/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:

  • Up to 10% of most published works
  • One chapter that is greater than 10%, but no more than 20% of the book
  • One article, short story, play, poem or essay from a book, magazine or journal issue containing other works
  • One newspaper article or page
  • One entry from an encyclopedia, dictionary, annotated bibliography or similar reference work
  • One drawing, sculpture, painting, print, architectural work of art or work of artistic craftsmanship from a larger volume containing other works

Cumulative Copying

If you copy 10% of a book today, 10% next week, 10% the week after that, and so on, this is called cumulative copying and it is not allowed. The copy limits apply to an entire academic year, so once you reach the limit for an item, you can't copy more until the next academic year.

You cannot copy or scan the following:

  • Workbooks or study guides that are intended for one-time use
  • Instruction manuals
  • Sheet music and original artistic works including photographs or prints
  • Advertisements
  • Business cases
  • Full Textbooks
  • 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.

Safe Practice

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 has been developed to ensure your safety and the safety (physical and emotional) of those around you. These will be reviewed with you during your program.

The following basic procedures are outlined for your attention and follow-through:

  1. Your personal safety begins with the use of professional attire and foot wear and with your attention to the health and safety expectations that may be identified throughout the college. 
  2. Help us have a safe and pleasant environment by wiping up spills, by ensuring laptop cords do not snake across walking areas, and by reporting equipment or facility problems when you see them.
  3. Specific dress codes, personal protective equipment and specific codes of behavioral conduct may apply to certain programs; failure to follow these may result in your inability to participate in a lab, class or experiential learning activity.  
  4. Safe work practices are to be followed during all training; follow the direction of your instructors. If you have a field placement, your 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. 
  5. All safety-related accidents, incidents, and near misses must be reported to the Instructor-in-Charge immediately. This is an opportunity to problem-solve 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 Offences Policy & Procedure ​
  • Clearance of Academic Deficiency Policy & Procedure
  • Convocation Procedure
  • Co-operative Education Policy
  • Discontinuance Procedure
  • Evaluation of Student Learning Policy & Procedure
  • Grading Procedure
  • Program and Course Withdrawal and Refund Procedure/International Student Withdrawal and Refund Procedure
  • Readmission Procedure
  • Religious Holiday Policy & Procedure
  • Student Rights and Responsibilities Policy & Procedure
  • Student Feedback Policy
  • Student Fees Policy & Student Fee Invoicing and Payment Procedure

Students must follow all of the policies and procedures for Conestoga College and it is expected that faculty will accept, fulfil and enforce these standards.​​ 

Conestoga 101

The Student Engagement Department is here to help you transition to the Conestoga College experience, connect with your community, and build your skills. 

Start your college experience by completing Conestoga 101 (CON0101) on eConestoga, a mandatory course for all new full-time students that will take you approximately one hour to complete. CON0101 provides an overview of the supports, services, and opportunities available to you throughout your time at Conestoga. Make sure you complete it early on in the term, as it contains valuable information that will help you transition to Conestoga.

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.

As a student and future professional, it is essential to maintain professional boundaries in all communication, including 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.

  1. Many types of social media encourage instantaneous, casual dialogue. It is important to remember that even an innocent comment may be easily misunderstood.
  2. Assume that information you post or send can be accessed or altered by anyone.
  3. Consider whether any posting may reflect poorly on you, your school, or your profession.
  4. Avoid online criticism of other students, colleagues, professors or field placements.
  5. Avoid impulsive, inappropriate or heated comments.
  6. Pictures should not be taken, posted to social media sites or shared without the express permission of all individuals involved.
  7. Remember that online sites you visit are not anonymous.
  8. Make sure your on-line name and email reflect professionalism.
  9. Ensure that your postings will not be considered harassment or defamation of a peer, colleague, faculty or others. 
Maintain privacy of all care and service activities when in practical work experiences:
  1. Do not take or post any pictures while on placement or involved in lab activities
  2. Maintain client-provider relationships and boundaries. The addition of a client to a 'friendship" status online is unacceptable.

Please respect the fact that your faculty and staff will not invite you to their personal web pages when you are a current student, nor will they accept any invitations to your personal sites 

 

Attendance and Student Success Strategies

Religious Holidays

Students are permitted by Conestoga policy to be absent from class to observe a recognized religious holiday. Any student who is unable to attend classes or participate in an examination, study, or work requirement on some particular day or days because of religious beliefs will be given the opportunity to make up the work that was missed or do alternate work/examinations subject to timely notification.
Conestoga recognizes all religious holidays as defined by the College Employer Council.

It is the responsibility of the student to:

a. Plan ahead and be aware of the dates of all examinations and other course obligations;

b. Advise the Faculty member that they will be seeking accommodation to observe a recognized religious holiday and make a request in writing 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.


Test and Evaluation Procedures

Importance of Test and Presentation Dates

Test and assignment dates are scheduled at the beginning of each semester.  Unplanned extenuating circumstances involving the College, the program, or the Faculty may require changes to the course schedule.  If this occurs, students will be notified.

Students are required to write all tests during the scheduled in-class test times. There will be NO special arrangements made for students with personal conflicts (e.g. work, family commitments or vacation plans). Students who wish to reschedule a test or presentation because of a religious holiday are required to discuss the situation with Faculty at the beginning of the semester.

Academic accommodations are provided to students with documented disabilities through the Accessibility Services Office.

Test Procedures

Students are encouraged to arrive early for in person 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. 

Students are exxpected to begin online tests at the specified times. Unless otherwise stated, online tests are to be completed independently and without the use of additional resources.
 

Any student found cheating during the course of an examination/test will be addressed according to procedures found in Conestoga Student Guide

Faculty is responsible for advising students of any materials permitted for access during the test period.  For in person tests/exams, personal items and learning materials will be left in an area identified by the faculty.

Faculty will advise of seating arrangements for students during the test/exam period. 

During open book tests/exams, students must bring their own approved course materials (books, notes, Learning Packages etc.) for individual use only. Students may not share any of these materials. Electronic devices, such as, but not limited to; iPod, text messaging, cell phones, translators, etc. will not be permitted. Faculty will advise of specific expectations for remote online tests/exams including access to approved course materials and resources and approved use of electronic devices during the test period.  
 
Collaboration during in person, remote online testing/exams is not permitted unless otherwise advised by faculty.  
 
You are expected to behave as a professional during the writing of tests. Please refrain from talking and ensure that you are not late for the test. If these behaviours occur, students may be asked to leave the test situation.

Assignment Policies

It is expected that students will submit all assignments on time, on the date they are due. Late marks will be deducted from assignments not submitted when requested by faculty. 

Students with extenuating circumstances that may prevent them from submitting assignments on time must discuss their circumstance prior to the due date. 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.  Students must request, in writing, a Request for Variance from Course Schedule and Evaluation Methods. A record of this request will be kept on file. Please allow for time to process the request for an extension as well as for a reply from your faculty to negotiate the details of the variance. Students who initiate this process will not experience the loss of late marks. Students who engage in this practice more than two times during a semester will be required to meet the Coordinator to discuss academic and personal supports. 

It is expected that students will submit all assignments on time, on the date they are due, as per instructions of the course faculty.

Assignments that are received past the due date will be subject to the following deductions:

  • 1 to 3 days late - 10%
  • 4 to 6 days late - 20%
  • 7 to 10 days late - 30%
  • 11 to 15 days late - 40%
  • 16 to 20 days late - 50%

Assignments that are received more than 20 days late will receive a mark of 0, will be reviewed and offered feedback.

Students experiencing extenuating circumstances that may prevent them from meeting assigned due dates may have the opportunity to negotiate a different due date providing they meet the following conditions:

  • They discuss their circumstance with the course faculty at least 3 business days prior to the due date
  • They negotiate a new due date that is mutually agreed upon
NOTE: Reporting an absence on the day a written assignment is due, does not extend the assignment due date. In addition, the required submission of an assignment for one course does not, in any circumstances, warrant absence from another course. 
 
No assignments will be accepted after the last day of the semester. 

Steps to Follow to Submit Assignment Outside of Class Time

Assignments are to be submitted electronically to the appropriate eConestoga course site drop box on the day they are due., If circumstances require that an assignment be submitted outside a scheduled due date, please alert your faculty member by email and follow through on the submission of your assignment as per faculty instructions.

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 they have 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 shared. 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, send an email 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 Educational Support program, both in courses and field placement, there are continuous requirements for written work in a variety of formats (papers, assignments, forms and plans, handouts, etc.). It is expected that all students will meet the standard of English required within our profession. Faculty and Field Placement Associates 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 Library Services 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. Unless otherwise specified, all tests, exams and assignments are to be completed independently. Students are required to use spell-check and grammar-check to assist with the editing of written work. Library Services 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
  • Submitted using a font size of 12, if word processed and proper margins
  • Written in a grammatically correct manner (use spell and grammar check)
  • Handed in with a cover page indicating the course name, Faculty's name, student's name, section and date submitted
  • Electronically uploaded to the appropriate eConestoga course drop box on the designated due date, unless otherwise indicated by professor;
  • Handed in using the APA@Conestoga (https://apa.conestogac.on.ca/) formatting, citing, and referencing.

    NOTE: Faculty does not assume responsibility for assignments improperly uploaded or not submitted directly to the relevant course assignment drop box. Students should avoid handing in assignments outside the assigned due date and should make every effort to hand in assignments as instructed by your professor or Field Placement Associate.

Academic Progress Through the Program

Each program has very clear guidelines about how students successfully progress through their course of study. These guidelines are found in this program handbook. They include information about what may happen should you fail courses or field placement, how you could recover these courses, and what your options may be if recovery is not possible. We encourage you to review these guidelines in order to understand them. If you have any questions about them, please connect with a member of your program team. Remember, we are all here to help.

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​."​

​Academic Standing and Promotion

The Conestoga Student Guide is your first source for information concerning academic regulations, policies and procedures. The Conestoga Student Guide is available on the college website and by visiting the "Student Guide" tab in your Student Portal.

Post-secondary education (especially at the College level) is oriented toward two general goals.  One is to give students the knowledge, skills and attitudes required to achieve success in the workplace.  The other is to stimulate a work ethic that promotes responsibility, respect and routine.  Both of these purposes are directed at helping students to become competent professionals in their respective fields.  In this regard, students are required to meet many expectations.

Although each professor will have guidelines for tests, assignments and papers, the following provides some general guidelines. Students are strongly encouraged to consult with individual professors for any variation from these overall guidelines.

In addition to the Academic Regulations found in the Conestoga Student Guide, the following apply to the Educational Assistant Program:

Achievement

Students must attain a minimum "C" or 60% passing grade in all core courses.

General Education courses are under the Academic Support Division. Consult with that division for its grading system.

Course Add/Drop

You can add, change and drop courses from your portal depending on the dates and which program you are in:

  1. Log in to the Student Portal
  2. Click on the "My Courses" tab
  3. Scroll over the icons to the right of individual course listings. It is strongly recommended that students consult their program coordinator/academic advisor prior to dropping a course.

Special Timetables/Adding Dropped or Failed Courses

Please note that when students are not taking the program in the prescribed sequence, they will be on "special timetables". Prior to the beginning of the semester, students should attempt to add missed courses from a previous semester by logging in to the Student Portal and following the instructions to register for courses. If students are not able to add courses on their own (because of a timetable conflict or full course section) they must seek assistance from their Program Coordinator during the "Special Timetable Registration" initiated by the college. Dates, times and locations of Special Timetable Registration periods are posted in the student portal in advance of the beginning of each semester. Students must attend this meeting where they will receive further guidance regarding this academic status from their Program Coordinator.

Students who take longer than the designed program length of time to complete their studies are accountable for completing any new or additional courses that may result due to changes in the program of study. Unless otherwise stated, students registered in non-cohort delivered programs must complete the program of study within seven years of being admitted to the program.

Academic Probation

Students who have been unsuccessful in their field experience, have failed two or more academic courses, and/or have required considerable testing/assignment variances may be recommended for Academic Probation. Academic probation allows students to be promoted to the next level with a special timetable or with academic conditions.  Special timetables and academic conditions are designed as part of written learning contract that the student and Program Coordinator create together.  The goal of these measures is to allow students to continue in the program accompanied by a supportive plan for success.

Discontinuance​

Students who have not successfully participated in the requirements of their academic probation, who have failed to meet the standards set out in the Conestoga Student Guide and/or the Educational Support Program Standards and Procedures Handbook involving academic dishonesty, student responsibilities, or unacceptable behaviour, attitude or conduct, or have failed 60% or more of their academic courses and/or have failed field experience twice may be discontinued from the Program. Students who have been discontinued from the Program will not be considered for re-entry to the program for a minimum of 1 semester and/or until they have worked with the Program Coordinator to develop a written learning contract to support their academic and non-academic success.

Withdrawal​

Students not planning to return to the Educational Support Program the following semester are expected to complete a Withdrawal Form available from the program coordinators, the Registrar's Office, or on the college website.

Program Transfer

Prior to transferring to another program, it is recommended that the student meet with the program coordinator or academic advisor. Students who decide to change programs may do so by completing and submitting a program application form to the Registrar's Office. If considering transferring to a program outside the school in which they are currently enrolled in, students may want to discuss options with a career advisor. When a student moves from one Conestoga program to another and where courses numbers/codes are identical or equivalent, automatic credit is given if passing grades are met.

Appeal

Students have the right to appeal any academic decisions as set out in the Conestoga Student Guide.  It is recommended that students begin this appeal process by first meeting with the Faculty and/or Program Coordinator.

Clearance of Academic Deficiency/Supplemental Opportunities

Students who have failed a course and who are eligible may receive an opportunity for a supplemental evaluation. Following the end of semester, eligible students will be invited for a supplemental opportunity. If a student does not respond to this invitation or is unavailable at the specified date and time, the student forfeits the supplemental opportunity for the course. For more information please visit the College Policies, Procedures, Practices and Guidelines webpage then click on the Academic Administration side tab and search for the document entitled Clearance of Academic Deficiency. 

To be eligible for a supplemental opportunity, a student must meet the following criteria:

  1. A final course grade within 10% of the passing mark of the course and no lower than 50%.
  2. No academic offences in the course.
  3. Evidence of having passed at least one evaluation in the course. 

Procedure:

Eligible student will be contacted by the program and will be provided details of the supplemental process:
  1. Student will receive a Supplemental Authorization and Terms Form (RO479) which they will submit to and pay an additional fee to the Registrar's office. Receipt of this payment is required prior to the release of the supplemental test/assignment.
  2. Student completes supplemental work (test or assignment) in accordance with the times and dates communicated.
  3. Supplemental work is assessed, and the final grade is posted.
  4. If successful in completing the supplemental work for the course, the failing course grade will be upgraded to the minimum passing grade for the course.
Community Service Students in a one-year certificate, one-year graduate certificate, and two-year diploma programs may receive up to a maximum of two (2) supplemental evaluations while in the program. Students in the Education Support Support program may receive up to two (2) supplemental evaluations while in the Program.

Promotion through the Program

Promotion is the advancement from one portion of the program to another (i.e. semester to semester or year to year) after a process of evaluation has been completed to assure that minimum standards have been met or surpassed.  Promotion is based on academic achievement as well as meeting personal and professional performance standards.  In addition, a passing grade for field placement performance is required.

Promotion reviews occur at the end of each of semester 1, 2, 3 and 4 and decisions are made by the full program team including Faculty members, Program Coordinator, and Department Chair. 

​General Education / Interdisciplinary Electives

School of Interdisciplinary Studies

The purpose of diploma General Education electives and Interdisciplinary electives is to provide graduates with the skills and knowledge to succeed not just in their chosen career fields, but in all life paths. Working collaboratively with your program,  diploma General Education and degree Interdisciplinary​ elective courses cultivate 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



​​

Work-Integrated Learning Experiences

​Student Consent Forms

Students are required to complete program specific consent forms. To access the forms, students need to visit the WIL Document Services Community in myConestoga and click on the Consent Forms tab. 

​Field Placement

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, and will be scheduled by the College.

The following procedures have been developed to support your success and to make it easier to identify and address any concerns or issues regarding your safety or the safety and the people you are alongside at placement 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.

WIL Health Requirements

Mandatory WIL health and safety requirements must be completed by students prior to student WIL experiences. Successful WIL completion is required for students to progress to program completion.  To qualify for WIL experiences, students must present the following at the start of the program in accordance with pre-admission information provided by the College:       

  • Seasonal flu vaccination is recommended during flu season (October – March).
  • TB Testing: Evidence of current 1-step test.
  • 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 field employer; some employers may request students to provide a VSS completed within six months of the placement start date. Students with criminal records are advised to meet with the program chair for academic counselling to determine program suitability.
  • Covid-19 immunization is strongly recommended and may be required to some WIL sites.

​​​Safety in the Workplace Course (OHS1320)

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.

WSIB

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 Colleges and Universities (MCU) while you are on training placements. This Declaration will be completed within the Safety in the Workplace course and saved on file at the College. It is your responsibility to ensure that the Declaration of Understanding for WSIB Coverage is signed 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 can expect to 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:
    1. The student must immediately report these concerns to the College individual associated with the practicum (Clinical Instructor, Faculty responsible for your practicum, Field Placement Officer/Associate).
    2. The Clinical Instructor /Responsible Faculty/Field Placement Officer/Associate will discuss this concern with Site Management.
    3. 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 Officer/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

  1. Should students experience personal injury of any kind, this must be reported immediately to the Placement Employer and Clinical Instructor/Responsible Faculty/Field Placement Officer/Associate. The Placement Employer will provide first-aid that may be necessary, including arranging for transportation to emergency medical services if required.  The Clinical Instructor/Responsible Faculty/Field Placement Associate  will notify the Program Coordinator and Chair and complete an Unpaid Work/Education Placement-Accident Report (UWEP-04) and will send this to the College's Occupational Health & Safety Office.  Where necessary, the Occupational Health & Safety Office will complete a WSIB 7 form, a MTCU Letter of Authorization to Represent Placement Employer and a MTCU Work/Education Placement Agreement Form.

C.      Reporting of Student Involvement in Situations of Possible Injury to Clients During A Practicum Experience or Student Damage to Facility Property

  1. Should students be involved in care/service situations where their the care/service results in a potential concern/injury to patients/residents/clients of the placement site, this concern must be immediately reported to the Practicum Site in order that care can be given.  This situation must also be reported immediately to the Clinical Instructor/Responsible Faculty/Field Placement 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.
  2. Should students be involved in situations where there is alleged damage to resources/physical property at the Practicum site, this concern must be reported immediately to the Practicum Site and to the 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 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.

Field Placement Policies

In the Educational Support 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 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 must be taken sequentially:

EDUC1630: Introduction to Practice

FPLT1610: Field Placement I

FPLT2280: Field Placement II

FPLT2290: Field Placement III

Field Placement: Consolidation of Practice

WIL Requirements

  • It is the student's responsibility to be familiar with all aspects of the WIL process, including course outlines, policies, WIL requirements, and the evaluation package. Students may not begin WIL until they have completed all their pre-WIL requirements and have obtained clearance from Conestoga College's WIL Document Services Department.
  • It is expected that all students meet Pre-practicum deadlines on time. Failure to meet the Pre-practicum deadlines may result in not being able to participate in field placement as scheduled and may delay program completion.
  • Only the placements scheduled in each semester are offered.  Please discuss a program completion plan with your program coordinator if you choose not to complete the required field placement experience in the semester you are enrolled in.​
  • Any perceived conflict of interest (employment, relative e.g. child in attendance at placement site, or friend/family directly supervising etc.), the placement must be discussed with the WIL Field Placement Officer, in advance of starting.
  • Meetings with the WIL Field Placement Officer/Associate are to take place outside of other college scheduled classes.
Placement Shifts/ Attendance
  • Students are expected to work their full shifts as assigned by their WIL Placement Supervisor  to complete the placement attendance log. The length of shifts can vary from placement to placement. Students who will be absent from placement are required to notify both the agency where they are placed and their WIL Associate at the college prior to the start of their shift that day. Students should arrange with the WIL Placement host the preferred method for reporting an absence from placement.
  • Altered shift arrangements, must be approved by the Educational Support Program.
Absence from Placement
  • Students are required to make up any time missed from WIL in full or half day blocks. Students incurring two or more absences (full or partial days) may be required to meet with their WIL Field Placement Officer/Associate and/or Program Coordinator to review the situation and develop a plan for completion of the placement. Students may be required to produce written documentation such as a doctor's note to validate the reasons for their absences.
  • Students may request in writing, to their WIL Field Placement Officer/Associate and/or Program Coordinator to have up to two make up days waived provided that the circumstances surrounding the absence are extenuating and verifiable (i.e., injury, surgery, family health, bereavement) and the placement is progressing satisfactorily. A request to have these days waived must be submitted in writing
  • Absenteeism from placement due to personal conflict (e.g., work, family commitments, or vacation plans) may result in having to withdraw from the placement course as per the Attendance and Student Success section of the program handbook.
Confidentiality
  • At times, students may be required  to document, discuss and reflect on experiences gained at their field placement sites as part of various class assignments and discussions. Students are expected to maintain confidentiality at all times.  Experiences must be discussed in a manner which does not identify their school, students and/or staff.
Course Incomplete
  • In conjunction with the "Submitting Assignments" information in the Educational Support Program Handbook, no WIL documents will be accepted after the last day of the semester unless the student has made prior arrangements with their WIL Associate or Professor. Failure to meet all placement requirements including completing and submitting all required documents may result in having to repeat the field placement course.
  • Students who have not completed all required hours and or learning and development experiences by the end of the semester may be eligible for an Incomplete. This is negotiated with their Field Placement Officer/Associate in consultation with 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 field placement requirements. Specifics about the terms will be outlined in a placement completion plan.
Clearance of Academic Deficiency: Field Placement Supplemental
  • Students who complete all required hours and WIL requirements by the end of the semester and do not successfully pass the field placement course may be eligible for a supplemental.  All criteria must be met including a final course grade within 10% of the passing mark of the course and no lower than 50%.  The student will follow the Clearance of Academic Deficiency Policy​ and the supplemental process described in this handbook and pay the required fee as established by the Registrar's Office.
Placement Discontinuation
  • If a student's placement is discontinued at the request of the agency during the semester, the WIL Field Placement Officer/Associate will review the events leading to the discontinuation. A consultation with the Program Coordinator will occur. The student will be required to meet with the Program Coordinator and or Chair.

Student Awards

​​​​Conestoga has more than 400 awards, bursaries, scholarships and academic grants available to Conestoga students. These funds are made available to our students through the partnerships we have established with local business and industry leaders. To be considered for an award, complete the General Application available through your Student Portal. Notifications and instructions to complete the application are sent to all full-time students' email accounts in the fall semester (Deadline: First Friday in October) and winter semester (Deadline: First Friday in February). Visit the Student Financial Services on Conestoga's website.​

Awards Available for Educational Support 2021-2022

The following awards* are available to Educational Support students. 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.

* Note: All awards are subject to change and were correct at time of print.​

Award Name

Estimated

Amount

Year or Level# of awardsCriteriaSelection ProcessPresented At:
Jessica Smith Schiedel Bursary$500Year 21demonstrate financial needApplyFinancial Aid
Transchem Community Contribution Award$500Year 21To recognize students who give back to the community and make positive contributions to their programNominatedSchool Award Celebration​

Academic Delivery Plan and College Hours

​​​Academic Delivery Plan Fall 2021

In response to the COVID-19 pandemic, Conestoga has developed an academic delivery plan for the Fall 2021 semester. The safety and well-being of our college community remains our highest priority. Our academic plans and decisions continue to be based on the advice of public health authorities. 

Some programs will be delivered in a hybrid format (a combination of remote and on-campus learning). Other programs will be delivered in a remote format only. Courses in which remote delivery is not possible will be offered entirely through on-campus delivery.

For the Fall, only students who have classes scheduled on campus will be pre-approved to be on-campus. Students need to complete a mandatory pre-approval process before they can attend their class.  Students who do not have scheduled activity are not permitted on-campus. Support services for students will continue to be available remotely.

College Hours

For the Fall 2021 semester, to support physical distancing on campus, full-time courses at Conestoga are delivered Monday to Sunday, 8 a.m. to 10 p.m.

Effective January 2022: Full-time courses at Conestoga are typically delivered Monday to Saturday, 8:00 a.m. to 10:00 p.m. *

*In some instances, classes will be scheduled outside of this time frame and may include Sunday, to accommodate course, program and college requirements.*​​

Web-based Tools

​Program courses may use web-based services with data centres outside of Canada. Students may be expected to complete assessments where information is transmitted outside of Canada. Students who do not wish to submit their information to other countries have the right to opt-out. It is the responsibility of the student to notify the instructor if they, in the first week of term or at the time assignment details are provided, wish to submit an alternate assignment.

Course examinations may be administered through a remote proctoring service to assure academic integrity. Ensure that you meet the system requirements that will allow the recording of your computer screen, webcam, and microphone.

Attendance at Evaluations

Working Together to Plan Your Success

Your success matters! As an emerging professional, it is important that you demonstrate the same professional attitude to your program that you will be required to demonstrate to your future workplace. Regular, punctual attendance, and active participation in scheduled classes, field and clinical placements, labs and any on-campus and off-campus activities scheduled by your program will help you to understand and master the learning complexities of your program.
If extenuating, unplanned circumstances require you to miss a class, please note that it is your responsibility to follow up with individual faculty members and to acquire any missed information.

Attendance for Evaluations

Evaluations are critical components of each course and your overall success in your program. An evaluation is defined as a test, exam, presentation or any other formal assessment that contributes to your course mark that requires your presence, in class or on-line. Please note that in many programs across the College, every field placement, clinical day, and lab/shop day is considered crucial to your overall learning and success and the expectation is that you attend.  If you are in a program that includes field or clinical placements, labs/shops, or any other on or off campus activities, it is essential that you discuss attendance requirements with your program faculty in order to understand expectations and consequences.

Your attendance for all evaluations is a requirement. If there is a concerning pattern of absence from evaluations across your program, you may be asked to meet with the Program Coordinator and/or Student Advisor to discuss strategies for success.

While circumstances such as religious holidays and academic accommodations may necessitate rescheduling of evaluations and will be accommodated, please note that there will be no special arrangements made for rescheduling evaluations due to personal conflicts such as work or vacation plans.  

In order to facilitate a smooth implementation for all scheduled evaluations, both you and your program faculty have responsibilities which are listed below:

Faculty Responsibilities

  • To communicate all course obligations to you at the beginning of each semester through the Instructional Plan, including evaluation and presentation dates.
  • To communicate, in writing, any unplanned extenuating circumstances involving the college, the program or the faculty members that may require changes to the course schedule.
  • To provide alternative evaluation arrangements for missed evaluations/work due to recognized religious holidays as defined by the College Employer Council and documented accommodations through the Accessibility Office.
  • To accept alternative evaluation requests in good faith and examine based on the unique circumstances and students' individual needs.
  • To facilitate alternative evaluation arrangements as described below.

Student Responsibilities

  • To be informed about all course obligations and due dates.
  • To inform your faculty member in writing of the need to reschedule evaluations due to a religious holiday as defined by the College Employer Council.
  • If you have to be absent from any scheduled evaluation, report your absence on the Student Portal using the procedure below. You must do this prior to the start of the evaluation or risk receiving a mark of zero.

How to Report Absences on the Student Portal

  1. Log into the Student Portal and click on the 'Absence tab'.
  2. Indicate whether or not there is an assessment scheduled on that day by clicking 'Yes or No', as well as the reason for the absence (illness or other).
  3. Click 'Continue' to report the absence.
  4. Click 'I agree' to confirm the absence.
  5. You will receive a confirmation email that your absence has been recorded.

Important! Please note the following:

  • The earliest you can record an absence for a particular day, is after 8:00 p.m. the day before. You must report each day you are absent.
  • The Absence Recording System will show you as being absent for the day, starting from the time that you recorded the absence. For example, if you record your absence on a specific day at 11:00 a.m., the system will show you as being absent for all classes starting after 11:00 a.m. that day.
  • If you are going to be present for any other classes on the day for which you recorded an absence, please let the faculty member know by attending or following up by eConestoga or college email.
  • When you return to campus, make eConestoga or email contact immediately with the faculty member associated with the evaluation you missed in order to arrange appropriate follow up.

Valid Absence from Scheduled Evaluations Less than 20%

Conestoga recognizes that unexpected circumstances such as brief illness do arise during the semester and that a visit to a health practitioner may not be necessary. A valid absence from a scheduled evaluation worth less than 20% of the final grade which is not documented through the Accessibility Office or previously arranged due to religious holidays, will be accommodated once per course during the semester, subject to proper communication as described in the Student Responsibilities section above. If the evaluation cannot be rescheduled, (for example an experiential activity, lab or participation in a group presentation) reallocation of marks to another evaluation item will be determined by faculty and communicated to student via email to their eConestoga or college email address, or documented on an interview record and signed off by both faculty member and student.

Absence from additional scheduled evaluations worth less than 20% in the same course may require documentation for verification.

Valid Absence from Scheduled Evaluations 20% or More

Absence from scheduled evaluations worth 20% or more of the final grade that are not documented through the Accessibility Office or arranged due to religious holidays, will require appropriate documentation for verification, subject to proper communication as described in the Student Responsibilities section above.

Alternative Evaluation Arrangements

  • Faculty members will determine alternative evaluation arrangements as appropriate. During the pandemic, on-campus Test Centres will be closed.
  • Students will complete any necessary forms. 
  • Students are required to complete the alternative evaluation as scheduled. 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 and communicated to student via eConestoga or college email or documented on an interview record and signed off by both faculty member and student.

Program Handbook Revision Log

Last RevisedBy Whom
July 2, 2015Jillian Grant
July 6, 2015Goranka Vukelich
May 12, 2016Amy Timmerman
May 20, 2016Goranka Vukelich
May 25, 2016Jillian Grant​
​June 12, 2017​Jillian Grant
​June 6, 2018 ​Jaymie Wilson-Neil
​August 20, 2020
​Ashitha Jacob
​July 16, 2021
​Liz Oliveira
​​

Accommodation Disclaimer

​Conestoga College provides an equitable environment where all students have the opportunity to participate in College life. In accordance with the Accessibility for Ontarians with Disabilities Act (AODA) and the Ontario Human Rights Code, Conestoga recognizes its responsibility and legal obligation to provide education, information and services in an accessible manner.

Conestoga's Accessible Learning services provide support for students with permanent and temporary disabilities who feel they are encountering barriers to learning. They work with students to understand the impact of a disability in the college environment and will help develop a success plan that considers student goals and required academic accommodations. Accessible Learning will also communicate necessary accommodations to professors on behalf of the student. 

To consult with an Accessibility Advisor about accommodations please make an appointment by emailing accessibility@conestogac.on.ca or calling 519-748-5220 ext. 3232.

Exceptions for non-accessibility focused issues need to be consulted on with your professor. Final approval for exceptions unrelated to academic accommodations rests with the program chair.

Educational Support