Community Integration Through Co-operative Education
2019/20 | Conestoga College
Program Code: 1343
School of Community Services
Conestoga College Institute of Technology and Advanced Learning
This is a companion document to the current Conestoga College Student Guide
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.
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 Student Guide for more information.
- Academic Policies & Procedures: May be found under Policies and Procedures. Please read and understand the Rights and Responsibilities website.
Letter to Students
Dear CICE Student,
This handbook has been prepared to provide further information about academic standards, guidelines and processes specific to the CICE Program. Reading, understanding and following the information in this handbook is an important first step in your continued success in this program. The handbook has been compiled with careful consideration for your personal and professional growth during your time at the college. If you do not understand any of the information in this handbook, please ask any member of the CICE team. Use the electronic index to take you to each section of the handbook and continue to use the handbook throughout the program.
Use the index in this handbook as your guide and the contents as your continuous reference as you proceed through the program. The CICE program Faculty and Learning Strategists will refer to the handbook often, but the responsibility for knowing the program standards is ultimately yours.
In addition to the Community Integration Through Co-operative Education Program Handbook, the Conestoga Student Guide outlines important policies and procedures for you to follow. The Community Integration Through Co-operative Education Program Standards Handbook is a supplement to, but not a replacement for, the Conestoga Student Guide.
We are here to help you have a successful college experience. Should you experience difficulty or need assistance in any area of your studies, please contact the Program Manager.
CICE Program Manager
(519) 748-5220 ext. 3382
All the very best to you in your studies.
Goranka Vukelich, Executive Dean, School of Community Services, & CICE Learning Team
The Community Integration through Cooperative Education (CICE) program is a two-year program designed to provide individuals with developmental disabilities and other significant learning challenges with the opportunity to experience college life and enhance their academic and vocational skills with modified programming. The program includes a number of core courses common to all CICE students in topics such as numeracy, communications, job skills, life skills, computer skills, human relations, recreation and emergency response skills. Other courses will be drawn from within a number of current diploma programs which include Animation, Business Foundations, Design Foundations, Community Safety, Early Childhood Education, Educational Support, Fitness and Health Promotion, Media Foundations, Recreation and Leisure Studies, and Culinary. These courses are referred to as area of specialization courses and will be intentionally modified to suit the unique learning needs of each individual CICE student. The modified courses will allow the CICE learners to develop various vocational skills associated with an elected area of specialization. Students will gain valuable experience through integration in area of specialization courses and participate in field placements where they will have an opportunity to develop practical skills. All students will receive academic and field placement support from Learning Strategists throughout the duration of the program. Students will benefit from participation in field placements intended to help develop or enhance vocational skills and involvement with the community. The program will enable participants to function more independently in their community and ideally transition to volunteer, or paid employment on a part-time or full-time basis.
- Participate with equal opportunity in regular college programs and activities.
- Develop skills for potential employment through community engagement.
- Strengthen functional academic skills in communication skills and math.
- Pursue personal areas of academic/vocational interest.
- Function with increased independence with peers in areas of social and life skills within a community college setting.
- Strengthen self-esteem, self-confidence and interpersonal skills.
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.
|| Level 1
Introduction to College Life
| Level 2
Fundamentals of Personal and Vocational Development
| Level 3
Expansion of Personal and Vocational Development
| Level 4
Successful Community Engagement and Integration
| Life skills, independence and
|Introduction to College Life
|Personal and Professional Communication
Introduction to Health and Wellness
Personal & Professional Growth
|Transition to Community
| Exposure to and Development of Vocational Skills
||Information Technology Skills||Preparation for Practice Field Placement||Community Awareness||Field Placement|
|Community Engagement||Area of Specialization 1
Introduction to Practice Modified Field Placement
|Area of Specialization 1
Area of Specialization 2
|Area of Specialization 1
|Area of Specialization 1
Area of Specialization 2
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'.
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
Individual course instructors will inform you as to how you will be able to contact them.
|Kristin Huff||Ext. email@example.com|
|Kelly Reiber, Program Assistant||Ext. firstname.lastname@example.org|
|Samantha Ernest Rominger, Program Assistant (3B)||Ext. email@example.com|
|Shannon Lipskie, Associate Chair, Social Services and Specialized Programs
|Goranka Vukelich, Executive Dean School of Community Services||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
- Brief description of reason for contact
- Telephone number where you can be reached
All students are supplied with a College email address. Please use the provided email when communicating with College Staff or Faculty. Students are expected to check their College email regularly as most official communication will be sent to their Conestoga College email.
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 is an essential component of our continuous improvement process. Our opportunities for student feedback include:
Key Performance Indicators
All college programs in the province are evaluated using Key Performance Indicators (KPIs) through the Ministry of Training, Colleges and Universities (MTCU). 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 forms give teachers and academic managers valuable information to use for the improvement of teaching at Conestoga.
The SAT process has two components: Quick-SAT and Full-SAT. The Quick-SAT 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 academic manager to be shared with the faculty member. 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 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.
- 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
Characteristics of Successful Students
In order to assist students with their transition into CICE, and prepare students for professional success in their chosen areas of study, the following characteristics of a successful student have been identified as follows:
- Students attend class-regularly, arrive on time and pay attention. If they miss a session, they will let the instructor know why and their reasons are legitimate and reasonable. They will ensure they hand in all of the assignments they have missed and understand specifically what was covered/discussed in class. While in class, students should focus on course delivery and be respectful to their instructors and their peers.
- Successful students participate in class discussions. They ask the questions that many in the class are bound to have and aren't afraid to contribute their own ideas.
- Students meet with their instructors before or after class about grades, comments made on their assignments and upcoming evaluations. They will seek out the support of a Learning Strategist to find the instructor and engage them in meaningful conversations. CICE students may also request a Learning Strategist to be present when speaking to representatives from other college services (i.e. security, parking, etc.).
- Students follow assignment instructions and hand them in on time. Their assignments look neat and professional. They take the time to produce a final product that looks good, a reflection of a caring attitude and pride in their work.
- Students utilize the support from their Learning Strategist in their support time. If regular class time becomes available, it should be used for additional support time.
From: Paraphrased Abstracts, Vol. X, No. 1
It is the responsibility of Faculty to:
- Counsel students in their educational progress.
- Award credit for attained competency.
- Provide timely and ongoing feedback to students on their academic progress.
- Inform students in class how/when tests and assignments and/or marks on them will be returned.
- Counsel students in their vocational development.
- Gather, develop, and maintain program resources.
- Recognize and consider alternative learning activities.
- Create learning activities.
- Counsel learners in their use of learning resources.
- Develop and maintain an interdependent relationship with other faculty.
- Maintain ongoing communication with students.
Learning Strategist Expectations:
It is the responsibility of the Learning Strategist to:
- Create alternative learning activities (e.g. modify assignments).
- Model and support CICE culture.
- Support students to navigate college services and facilities.
- Maintain ongoing communication with students.
- Reinforce course content in support time.
- Create resources (e.g. review materials, organizers, task lists, etc.) to support student learning.
- Attend classes with students and take notes.
It is the responsibility of the students to:
- Accept responsibility for one's own learning (e.g. ask questions about assignment expectations if unsure).
- Meet all assigned deadline dates.
- Attend classes, group meetings, and special functions.
- Use and maintain program, college, and community resources to maximize learning.
- Recognize that attitudes affect performance.
- Maintain ongoing communication with program faculty and Learning Strategists.
- Develop and maintain an interdependent working relationship with other students.
- Use support time wisely (e.g. be on time, be prepared, stay on task and remain until work is done).
- If you require clarification of a mark, write an email to faculty indicating the area(s) of clarification required, within 1 to 7 days of receiving the mark.
- If requesting a meeting with the faculty, bring related information (assignment, mark sheet, etc.) to the appointment.
- The CICE classroom labs are locked when not being used by a class. Students need to arrange with the Learning Strategists to work in the spaces when needed.
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.
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 which are protected by the College. These rights and responsibilities are spelled out in the Student Guide. As well, a Student Rights and Responsibilities Policy outlines expectations of students, and the consequences for poor or inappropriate behavior.
In the CICE classrooms, we expect the following from our students as it relates to conduct:
- 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.
- 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.
- 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.
Since students come from a diversity of backgrounds, in our inclusive classrooms it is expected that students will respect the opinions of others. The Protection of Human Rights Policy is clearly outlined in the Student Guide.
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
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
- Full Textbooks
- Any of the items on the Access Copyright Exclusions list
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.
- 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 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.
- 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 Credential Procedure
- Academic Dispute and Resolution Policy & Procedure
- Academic Offences Policy & Procedure
- Academic Recognition Policy
- Clearance of Academic Deficiency Policy & Procedure
- Co-operative Education Policy
- Discontinuance Policy & Procedure
- Evaluation of Student Learning Policy & Procedure
- Grading Procedure
- Graduation Requirements and Convocation Procedure
- Program Withdrawal and Refund 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.
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.
- 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.
- 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
Attendance and Student Success Strategies
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.
Use of Time between Classes
Students are encouraged to use breaks between classes for personal needs (food, washroom, phone calls, e-mails, etc.) but also for group work, studying, and connecting with faculty and Learning Strategists.
Open Access labs are available throughout the college for student use. Please refer to the link for further details.
Test and Evaluation Procedures
If you need help to understand these procedures, please speak with Program Manager and/or Learning Strategists.
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.
Once a test begins students may not leave the test room for 30 minutes
- If students 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 if/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 students as to the material permitted in the testing room. Personal items and learning materials will be left in an area identified by the Faculty.
- Faculty will advise as to the seating arrangements of students.
- During open book tests, students must bring their own course materials (books, notes, Learning Packages, etc.) for individual use only. Students may not share any of these materials. Electronic devices, such as, iPods, text messaging, cell phones, translators, smart watches will not be permitted.
- Drink and food are not permitted in the testing room.
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 Learning Strategist will support you in forming your groups and following these steps to help you get the most out of a group experience:
- Meet with your group immediately following distribution of the assignment.
- Determine which content area(s) each member will be primarily responsible for, including researching, writing, organization, presenting, etc. All members are responsible for the entire project and should have an overall understanding of every member's responsibilities.
- Determine the appropriate number of meetings the group will require to complete the project. At meetings, members will share how their tasks are going and ask for help from group members if needed.
- Determine a regular time and place to meet. Ensure all group members have input into this decision.
- Be sure to have a final meeting before the due date or presentation in order to finalize any tasks and make sure the project is complete. The time can also be used to rehearse your final presentation.
Grading of group projects will be decided upon by individual faculty members. However, group members often receive the same mark, so it's important to do your part so that you don't let your group down. Learning Strategists will help you to problem-solve with your group members.
Peer and/or self-grading may also occur. Peer grading is a process by which group members evaluate each other on the basis of their individual contribution to the project.
General Guidelines for Written Work
In the program, both in courses and field placement, there are requirements for written work in a variety of formats (e.g. assignments, forms and plans, handouts, etc.). Students are encouraged to use spell-check and grammar-check to assist with the editing of written work. Students may receive help from Learning Strategists to improve their written work.
It is expected that students will submit all assignments on time, on the date they are due. Late marks will be deducted from assignments that are past the due date. Students with extenuating circumstances that prevent them from submitting assignments on time should discuss their circumstance prior to the due date, with Faculty. They should negotiate with the course faculty alternative arrangements regarding due dates, in person, at least one week prior to the scheduled date. Students who follow this process will not experience the loss of late marks.
If students do not negotiate variance alternative plan with their instructor, they risk having late marks deducted from the final grade. Late marks will be deducted at a rate of 1% per day, including weekends, from the total percent value of the assignment.
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" section.
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 CICE Program:
Students must attain a minimum "D" or 50% passing grade in all core courses.
Area of Specialization courses may have different passing grades depending on the program. Consult with that program for its grading system.
The College recognizes that due to certain circumstances, a student's performance in a course may be compromised. As such, the college policy allows the student to take supplemental work or assignments to clear an academic deficiency (risk of failing). Note that there are strict procedures and timelines for supplemental evaluations. 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.
In general, a student who fails a course by 10% may be given the opportunity to pass the course by completing a supplemental evaluation. A student in CICE will have the opportunity for TWO (2) supplemental evaluations during the program. A supplemental evaluation will not be granted for a course in which a student has received an academic offence. An academic incident resulting in a warning is not considered an academic offence.
At the end of semester, contact with any student eligible to write a supplemental evaluation will be made either by phone or email. A specific date, time and room number will be given to each student. If a student cannot be reached or is unavailable at the specified date and time, the student forfeits the opportunity to write a supplemental evaluation.
Students who have been unsuccessful in their field experience and/or have failed two or more academic courses, 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, Program Manager and CICE team 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 completed the requirements of their Academic Probation,
- Failed to meet the standards set out in the Conestoga Student Guide and/or the CICE Program Standards and Procedures Handbook involving academic dishonesty, student responsibilities, or unacceptable behaviour, attitude or conduct, or
- Failed 60% or more of their academic courses and/or have failed field experience twice
Students who have been discontinued from the CICE Program will not be considered for re-entry to the program for a minimum of one semester and/or until they have worked with the Program Manager to develop a written learning contract to support their academic and non-academic success.
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 Manager 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".
Students not planning to return to the CICE Program the following semester are expected to complete a Withdrawal Form available from the Program Manager, the Registrar's Office, or on the college website.
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 Manager.
General Education / Breadth Electives
School of Liberal Studies
The purpose of diploma General Education electives and Degree Breadth 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 Breadth 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 WIL Document Forms tab.
Work-Integrated Learning Experience
In order to successfully complete the CICE Program students must successfully complete field placement hours. Field placement is a required course that differs from any current employment that students may be experiencing. The Field Placement Learning Strategist (FPLS) will work with students and employers to facilitate their placement. All important information about field placement is available in the "Field Placement Guide" which will be provided in the Field Placement Seminar Courses.
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 placement. This supports both a meaningful learning experience and a constructive partnership with the placement site.
Work-Integrated Learning Policies
In the CICE Program we believe that learning is based on a balance of theory and practice. The field placement experiences provide learning opportunities that can be expanded and clarified with the knowledge gathered from classes. Therefore, field placement is scheduled in conjunction with 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:
Field Placement: Introduction to Practice Modified
Field Placement: Preparation to Practice
Field Placement: Field Placement I
Field Placement: Field Placement II
- It is the student's responsibility to be familiar with and understand all aspects of the WIL process, including: course outlines, policies, WIL requirements, and particularly the evaluation package.
- Students may not begin placement until they have completed all their pre-placement requirements and have obtained clearance from Conestoga College's Work Integrated Learning Document Services (WIL).
- Students are to act responsibly as a representative of Conestoga College and abide by college and CICE program policies. WIL should be treated as paid employment, by demonstrating professional work standards and commitments by arriving on time, being prepared and ready to work.
- Students are expected to work their full shifts as assigned by their Field Partner and the FPLS, and to complete the placement attendance and activity log. The length of shifts can vary from placement to placement. Students who will be absent from placement are required to notify both the placement site where they are placed, and the FPLS at the college prior to the start of their shift that day. Phoning the placement site is the preferred method to indicate an absence. If there is no answer, students should leave a message. Alternatively, they can send an email.
- Students who require special shift considerations due to extenuating circumstances must negotiate this with their Field Partner & the FPLS at the beginning of placement. The FPLS, in consultation with the Field Partner, must also approve any altered shift arrangements.
- Students are required to make up any time missed from WIL. Student absences are regularly monitored by the FPLS. If missed time becomes a concern, students will be asked to meet with the Field Partner & FPLS 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. Missed hours are required to be made up where requested documentation is not provided by the student.
- Students may request in writing to the FPLS 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 once there is awareness of required absence or as soon as possible after the absence has occurred. The decision to waive make up days is made by the FPLS & Program Manager. These days are monitored and recorded in the student's placement file. A decision on waiving days will be made after an evaluation from student & Field Partner has been received.
- Students are to attend WIL seminar courses weekly. The student is expected to maintain Attendance & Activity Logs when out on placement. Students are responsible to have the Log documents available to the WIL Partner and must ensure they are signed off regularly. The FPLS may request a review at any time during the term.
- The opportunity is given, and students are encouraged to discuss their WIL progress during weekly seminar classes. Students should maintain communication with the FPLS and Field Partner, and immediately notify either of issues that may arise. The FPLS will review with all parties, inform the Program Manager of the issues, identify solutions and get them sorted.
- In accordance with the "Submitting Assignments" information in the CICE Program Handbook, no WIL documents will be accepted after the last day of the semester unless the student has made prior arrangements with the FPLS.
- Students who have not completed all required FP hours or experience requirements by the end of the semester might be eligible for an 'Incomplete'. This would be negotiated with the FPLS in consultation with both the CICE Program Manager, as well as the placement site before the end of the semester. If the 'Incomplete' is approved by the CICE Program Manager, 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.
- In the event that a student's placement is terminated by the placement site during the semester, the FPLS will review the events leading to the termination. A consultation with the CICE Program Team will occur. The student will be required to meet with the CICE Program Manager. Based on the evidence gathered, a final decision will be made that may result in one of the following: a student may be required to drop the placement course, accept a Fail for the course, or possibly be relocated to a new placement site. The time of the semester in which the termination occurred, and the factors involving the termination will be contributing factors in determining next steps.
Pre-WIL Health Requirements
Mandatory worke-integrated learning (WIL) health and safety requirements must be completed by students prior to beginning their WIL experiences. Successful placement 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:
- A complete immunization record including:
- MMR – documentation of 2 vaccines or antibody blood titre lab report showing reactive/immune.
- Tdap – Pertussis containing vaccine administered at age 14-17. If Tdap vaccine not determined in adolescence, then the vaccine is due now.
- Seasonal flu vaccination is recommended during flu season (October – March).
- TB Testing: Evidence of current 2-step or previous 2-step + current 1-step if more than one year has passed since 2-step testing.
- 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 WIL which will jeopardize progress in the program. Acceptance for WIL is at the discretion of the agency; some agencies may request students to provide a VSS completed within six months of WIL start date. Students with criminal records are advised to meet with the program chair for academic counselling to determine program suitability.
- Electronic consent forms
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.
This will be completed in the student's first semester.
Prior to your first placement, you must electronically sign a Declaration of Understanding of WSIB Coverage related to Unpaid Clinical Placements indicating you understand that WSIB coverage will be provided through the Ministry of Training, Colleges and Universities while you are on training placements. You must also complete and sign the unpaid education placement student acknowledgement of responsibility form. These Declarations will be placed in your student file. It is your responsibility to ensure that the Declaration of Understanding for WSIB Coverage and Acknowledgement of Responsibility are signed electronically or you will not be allowed to attend your field placement experience.
Concerns Regarding Student Safety or the Safety and Care/Service for Clients
Communication of General Concerns regarding Your Safety or The Safety and Care/Service for Clients
- Students will be provided with an Orientation to their placement site on or before 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.
- 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 FPLS and the Field Partner.
b. The FPLS and Field Partner will discuss this concern.
c. For concerns of a serious nature (e.g. concerns impacting a total student group; a serious care/service situation), the FPLS and Field Partner will discuss the situation with the CICE Program Manager, and potentially the Department Chair. The Program Manager will immediately contact FP site management to determine next steps.
Should facility policies require that placement students report safety or care/service concerns immediately to placement site management, the student should report to the FPLS immediately afterward.
Reporting of Incidents of Student Injury During a Placement Experience
- Should students experience personal injury of any kind, this must be reported immediately to the Field Partner and the FPLS.
- The Field Partner will provide first-aid that may be necessary, including arranging for transportation to emergency medical services if required. The Field Partner will notify the FPLS and/or Program Manager 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, an MTCU Letter of Authorization to Represent Placement Employer and a MTCU Work/Education Placement Agreement Form.
Reporting of Student Involvement in Situations of Possible Injury to Clients During A Placement 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 Placement Site in order for care to be given. This situation must also be reported immediately to the Field Partner and FPLS. The FPLS will discuss this immediately with the placement site and ensure that an incident report is completed. The FPLS must also inform the Program Manager 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 Placement site, this concern must be reported immediately to the Placement Site and to the FPLS. The FPLS will inform the Program Manager and Department Chair for a discussion of program expectations and implications. It is the responsibility of the FPLS 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, a Learning Strategist can support you to complete the General Application available through your Student Portal. The award application will open two weeks before the term starts and close four weeks after the start of the term. Visit the Student Financial Services on Conestoga's website.
Awards Available for Community Integration through Cooperative Education 2019-2020
The following awards are available to the students within the CICE Program. Students who have questions about any of these awards should speak with the CICE Team.
|Award||Est. Amount||Year or Level||# of Awards||Criteria||Selection Process|
|Believe & Succeed CICE Student Award||$500||Completed 1 Year or Levels 1 & 2||1||
1) Successfully completed first year of the CICE program
2) Demonstrated leadership skills and a strong commitment to learning
3) Exhibit a desire to help others and have a strong record of community involvement through sports/and or other endeavours
Lyle S. Hallman Foundation - CICE Outstanding Field Placement Student Award
Registered in Level 2 & Level 4
1) Their caring and compassionate nature towards those they work with
2) Their professionalism, leadership, and ability to seek out new challenges and opportunities to enhance their learning
3) Their exemplary work ethic and contributions to a team environment
CICE Achievement Award
1) Student who has consistently demonstrated both personal and academic growth while attending Conestoga College.
2) Student will have developed an ability to work well with others, demonstrating qualities of leadership, compassion and a sincere commitment to the community.
| CICE Academic Commitment Student Award
|| Completed Year 1 or Year 2
|| 1) Student has demonstrated a strong commitment to their academics.
2) Student has demonstarted that they are prepared, regularly works hard and shows continuous growth in their academic studies.
| Program Selected
| CICE Program Awards
|| No Monetary Value
|| Completed Year 1 or Year 2
|| Minimum 2 - one for level 2 and one for level 4
|| Student has demonstrated the CICE values of commitment, initiative, courage and empathy.
|| Program Selected
Full-time courses at Conestoga are typically delivered during the following hours:
- Monday to Thursday, 8:00 AM to 8:00 PM
- Friday, 8:00 AM to 6:00 PM
In some instances, classes will be scheduled outside of this time frame to accommodate course, program, and college requirements.
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:
- 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.
- 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
- Log into the Student Portal and click on the 'Absence tab'.
- 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).
- Click 'Continue' to report the absence.
- Click 'I agree' to confirm the absence.
- 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.
- 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.
- Tests will be made up in the Conestoga Test Centre in the following week, or by individual arrangements with course faculty member.
- If the evaluation is to be conducted in the Conestoga Test Centre, students will be asked to show their ONECard* before permitted to write the test.
* Students taking part-time courses or in programs where a OneCard is not provided may be asked to show alternate ID.
Program Handbook Revision Log
|Last Revised||By Whom|
|May 2015||Goranka Vukelich|
|June 2015||Jillian Grant|
|May 20, 2016||Goranka Vukelich|
|May 31, 2016||Jillian Grant|
|June 2017||Jillian Grant|
|June 6, 2018||Jaymie Wilson-Neil
|July 9, 2019
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 accomodations to professors on behalf of the student.
To consult with an Accessibility Advisor about accommodations please make an appointment by emailing email@example.com or calling 519-748-5220 ext. 3232.
Exceptions for non-accessiblity focused issues need to be consulted on with your professor. Final approval for exceptions unrelated to academic accomodations rests with the program chair.