​Dear CICE Student,

This handbook has been prepared to provide information about academic standards, guidelines, and processes specific to the Community Integration through Co-operative Education 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 created to support your personal and professional growth during your time at the college. If you have any questions about the information in this handbook, please ask any member of the program team. Use the electronic index to take you to each section of the handbook and continue to use the handbook throughout the program when you have questions.

The CICE program team will refer to the handbook often, but it is your responsibility to know the program standards.

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.

​​All the very best to you in your studies.

Sincerely,

CICE Program Team

​Communication and Contact Information

Course Instructors

Individual course instructors will inform you as to how you will be able to contact them.

Learning Strategists

Field Placement Learning Strategist

Administration

Contacting Program Staff

When contacting program staff outside of class time it is advisable to use email. Your message should include the following information:

• First and last name
  
• Student Number
  
• Brief description of the reason for contact
  
• How you would like to be contacted
  

Student E-Mail

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.

Program Description

The Community Integration through Co-operative Education (CICE) program is a two-year program designed to provide individuals with exceptionalities and other significant learning challenges the opportunity to experience college life and enhance their academic and vocational skills with modified programming and support from Learning Strategists. The program includes a number of core courses common to all CICE students in topics such as human relations and communications, job skills, life skills, computer skills, and health and wellness. Other courses will be drawn from a number of current programs in various areas, such as Community Services, Business, and Creative Industries, that reflect student interests and have been intentionally modified to suit the unique learning needs of each individual. These modified courses will allow the CICE students to develop vocational skills associated with their elected area of interest. Throughout the program, students will participate in work placements intended to develop and enhance work skills and involvement with the community. The program will support students to be more independent members of the community, with the goal of transitioning to volunteer or paid employment or further academic studies.

Program Outcomes

1. Develop and implement social and life skills that enhance self-satisfaction and employability.

2. Communicate and collaborate in various environments using skills, strategies and techniques that contribute to the achievement of personal and professional goals.

3. Research the resources, services and employment opportunities offered by community agencies to choose options that best align with personal needs and circumstances.

4. Create an individual development plan that identifies goals to support personal and professional growth.

5. Assess personal and professional skills, strengths and values to develop strategies that enhance job performance and well-being.

Awards Available for Community Integration through Cooperative Education 2022-2023

The following awards are available to the students within the CICE Program. 

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:

1. 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.
2. 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.
3. 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 the program team to find the instructor and engage them in meaningful conversations. CICE students may also request a program team member to be present when speaking to representatives from other college services (i.e. security, parking, etc.). 
4. 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.
5. 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

Faculty Expectations

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.

Student Expectations

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 team.
• 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.
  

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 which are protected by the College. These rights and responsibilities are listed 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:

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.
   

Since students come from a diversity of backgrounds, it is expected that students will respect the opinions of others. Additional information can be found in the Discrimination and Harassment Prevention Policy and Procedures​.​

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 program team.

Test and Evaluation Procedures

If you need help to understand these procedures, please speak with the program team.

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.

Test Procedures

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 program team will support you in forming your groups and following these steps to help you get the most out of a group experience:

1. Meet with your group immediately following the distribution of the assignment.
2. Determine which content area(s) each member will be primarily responsible for, including researching, writing, organization, presenting, etc. All members are responsible for the entire project and should have an overall understanding of every member's responsibilities.
3. Determine the appropriate number of meetings the group will require to complete the project.  At meetings, members will share how their tasks are going and ask for help from group members if needed.
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 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.

The 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. The program team 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 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 the program team to improve their written work. 

Submitting Assignments

It is expected that students will submit all assignments on time, on the date they are due at the beginning of class. Late marks will be deducted from assignments that are past the due date.

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%
  

Academic Standing

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:

Achievement

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.

Supplemental Evaluations

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. 

Academic Probation

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.

Discontinuance

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 may be discontinued from the CICE Program.
  

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 have. 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

1. 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.
2. 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).
3. 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.   
4. 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.
5. 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.
6. Students are required to make up any time missed from field placement. 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.   
   
7. 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 and 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.
8. Students are to attend field placement 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 Field Partner and must ensure they are signed off regularly. The FPLS may request a review at any time during the term.   
   
9. Students are encouraged to discuss their 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 resolved.
   
10. 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. 
11. Students who have not completed all required 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 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.
12. If 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 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 work-integrated learning (WIL) health and safety requirements must be completed by students prior to beginning their field placement. Successful placement completion is required for students to progress to program completion. To qualify for field placement, students must present the following at the start of the program in accordance with pre-admission information provided by the College:                

• Seasonal flu vaccination is recommended during flu season (October – March).
• TB Testing: Evidence of current 2-step or previous 2-step + current 1-step if more than one year has passed since 2-step testing.
• 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 which will jeopardize progress in the program. Acceptance for field placement is at the discretion of the field partners; some field partners may request students to provide a VSS completed within six months of field placement 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 field placements 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.

WSIB

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 Colleges and Universities (MCU) while you are on 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 field placement.

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

1. 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.
2. If a student has any concerns about the safety of the work environment and/or the safe/appropriate care/service for clients:

a. The student must immediately report these concerns to the 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 Chair. The CICE Program Manager will immediately contact placement 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

1. Should students experience personal injury of any kind, this must be reported immediately to the Field Partner and the FPLS.
   
2. 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

1. Should students be involved in care/service situations where there the care/service results in a potential concern/injury to patients/residents/clients of the placement site, this concern must be immediately reported to the Placement Site 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 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 Placement site, this concern must be reported immediately to the Placement Site and to the FPLS. The FPLS will inform the Program Manager and 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.