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Bachelor of Early Learning Program Development (Honours)

2019/20 | Conestoga College

Program Code: 1355C
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.

Welcome

To the School of Community Services

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

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

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

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

I wish you all the best,

Goranka Vukelich, PhD
Executive Dean, School of Community Services

Steps to Your Success

 1. Use MyConestoga to Connect To:

  • Your Conestoga Email: Your official vehicle for all college communication.
  • eConestoga: Your resource for all course-based information.
  • Student Portal: Where you will find your final grade information, college tuition invoices, class schedules and absence reporting.
  • Practicum Health Requirements: Keep track of your requirements on an ongoing basis; check that they are complete to allow you to go on your practicum (if applicable).

2. Know Your Academic Schedule And Plan Around It

  • Course Schedule: This is a timetable of all your classes for each semester.
  • The Academic Year Critical Dates: Program start and end dates, holidays and deadlines for course add/drop and withdrawal, are located on the college website. Plan around these dates to ensure you are here when you need to be--including the potential need to be present for the two weeks after the semester ends if you might need to complete supplemental work to allow you to continue to the next semester.

3. Be the Professional You Wish To Become

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

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

4. Attend To Enhance Success

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

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

5. Take Responsibility for Your Academic Status

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

  • Fee Payments: Payment is required to attend classes. Check your Student Portal for invoices.
  • Credit Transfer/Exemptions: Conestoga supports the transferability of academic credits between programs and educational institutions through recognized transfer pathways, articulation agreements and course-to-course equivalences. Refer to the 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 Early Learning Program Development Student:

Welcome to the Bachelor of Early Learning Program Development (BELPD). You have worked hard to be accepted into the Early Learning Program Development Program at Conestoga College and we commend you on your success.

This handbook has been prepared to provide further information about academic standards, guidelines and processes specific to the Bachelor of Early Learning Program Development. 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 four years at the College. If you do not understand any of the information in this handbook, please ask the Faculty, Program Coordinator or Chair for an explanation.

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

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

We are here to help you have a successful experience. Should you experience difficulty or need assistance in any area of your studies, please come and speak with us, and we will work with you to help you reach your career goals.

All the very best to you in your studies.

Sincerely,

 

Cathy O'Toole, Chair, Human Services,
Goranka Vukelich, Executive Dean, School of Community Services,

Bachelor of Early Learning Program Development Program Learning Team

Program Overview

Program Description

The Bachelor of Early Learning Program Development is a four-year co-op degree program that will provide students with an applied understanding of developing early learning programs at the classroom and community levels. The program will prepare graduates for a number of progressive careers that support children, youth and families in the areas of curriculum implementation and co-ordination, program development and co-ordination, and social policy work.

With a focus on preparing reflective professionals, the program will offer students opportunities to develop strong critical thinking and professional communication skills that will enable them to work successfully in an inter-professional team. Program design, implementation and evaluation will be considered within a framework of research informed practice, population focus, and social inclusion.

Throughout the program, students will experience authentic, situational learning opportunities that highlight the links between theory and practice in engaging and meaningful ways. They will be challenged to consider multiple theoretical perspectives as a lens to understanding social policy and determining promising professional practices that shape social and educational programs.

Program Outcomes

Successful completion of this program will enable the graduate to:

  • Design population-based practices that are conducive to the creation and sustainability of healthy communities, at the individual and group level.
  • Use evidence to inform and propose changes to early learning programs in classrooms and communities.
  • Select and use current, appropriate technologies and resources to facilitate early learning classroom and community program development.
  • Assess and document (human) development, growth, and change from multiple perspectives.
  • Display professional commitments to ethical practice in working with children, families and community populations, based on critical evaluation of issues related to human and children's rights, inclusion, diversity, equity, and social justice and their interrelationship.
  • Incorporate relevant research and theory in the formation and implementation of programs, policies and practices.
  • Evaluate effective engagement and information sharing techniques through collaborative, inter-professional population-focused practice.
  • Use effective critical thinking and problem-solving skills to support professional decisions.
  • Demonstrate self-awareness and interpersonal communication skills by evaluating personal attitudes, knowledge, and performance.
  • Interpret roles and responsibilities of government (e.g. social policy, funding, and legislation) in early learning classroom and community programs.
  • Analyze theories and historical trends in population-focused developmental health.
  • Create approaches and programs that are culturally sensitive, and developmentally responsive.
  • Critically assess the contributions of the arts, humanities, social sciences and mathematics to the development of professional and personal conditions. 

Program Map

Program Map describes your learning journey with three important components:

  1. All courses focus on you demonstrating development towards the program outcomes and capabilities through your program journey.
  2. There are themes for your learning that will inform you on the courses you will take to develop program capabilities.
  3. Each semester has a theme that creates milestones for your learning within a semester and your journey from one semester to the next semester and ultimately to your readiness to graduate. 


Year 1
Exploring 
Fundamentals 
Of Professional 
Theory &
Practice

Year 2
Expanding 
Professional 
Theory & 
Practice
Year 3
Enriching 
Professional 
Theory & 
Practice
Year 4
Consolidating
Professional 
Theory &
Practice


Human growth 
and 

development
Human Growth 
and Development: 
Early Years

Human Growth 
and Development: 
Later Years

Health and 
Wellness in
Early Learning 
Community
Programs

Contemporary 
Perspectives 
in Early
Learning 
Community
Practice


Population and
Developmental 
Health
Curriculum and 
program 
development 
design and 
evaluation

Designing 
Responsive
Curriculum 

in the
Early Years

Curriculum Studies and
Program Design

Integrative Learning and 

Curriculum Design

Child, Family 
and Community Literacy

Designing and Evaluating
Responsive 
Program

Co-op and 
Career 
Preparation 
and Co-op 
Work Term

Reconceptualizing 
Educational
Theory in 
Practice

Research

Understanding Research
Applied Statistics

Professional 
Research
Internship

Advocacy 
and 
leadership
Group 
Dynamics


Social Action 
and Program 
Leadership
Mentoring 
and Leading 
Community
Programs
Professional 
capacity and
autonomy
Field 
Placement I 

Field 
Placement II
Field 
Placement III

Field 
Placement IV
Field 
Placement V

Field 
Placement VI
Field 
Placement VII

Field 
Placement VIII
Collaborative 
and
Inter-
professional 
practice
Elective: 
General 

Education 

Elective: 
General 
Education 

Elective: 
General 

Education 

Elective: 
General 
Education 


Elective: 
General 

Education
 
Post-Second War
North American
Society


Professional
Identity 
and Socio-
political
Context

Elective: 
General 

Education 

Population-
focused
programs


Child, Family 
and Society
History and 
Philosophy in 
Learning and 
Education


Social inclusion, diversity, equity, 
social justice

Diversity and Social
Inclusion in Program
Development

Principles of 
Ethical Reasoning
Examining Social 
Problems
in Canadian 
Society
Social Policy
and Engaged
Citizenship

Media Ethics 
and Law

Program Capabilities

  • Adaptability
  • Political Advocacy
  • Mentorship
  • Professional Learning
  • Reflective Practice
  • Ability to work with diverse populations
  • Community and individual capacity building
  • Professional leadership
  • Critical thinking
  • Knowledge of development (child/human)
  • Professional decision making
  • Enhanced professional communication
  • Research, analyze and develop policy
  • Understanding of outcome based planning and program evaluation
  • Ability to utilize, evaluate and carry out research
  • Manage and co-ordinate programs
  • Strong professional identity

Program Design for Your Cohort

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

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

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

Pathways and Further Post-Secondary Education Opportunities

Conestoga pathways enable students to build on their academic achievements in order to earn a degree or additional credential. Pathways are formed through agreements between Conestoga programs or partner institutions. View the transfer agreement opportunities for this program.

Conestoga College and Wilfrid Laurier University have an agreement that allows top ranking graduates of the Early Learning Program Development degree a pathway for admission into the Bachelor of Education - primary/junior stream. 

There are a number of different opportunities available to students who want to continue studying at Conestoga. Whether you wish to transfer to another program or apply to a new program after graduation, Conestoga has established pathways to help you meet your goals. Conestoga Pathways  information is available on Conestoga's website. 

Employment Opportunities

The program prepares graduates for a number of progressive careers that support children, youth and families in the areas of curriculum implementation and co-ordination, program development and co-ordination, and social policy work. 

For more details on related occupations, job market information and career opportunities, see the Government of Canada website: http://www.workingincanada.gc.ca

Relationships

Your Program Team

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

Communication and Contact Information

Faculty Commitment to Success

To ensure your success in the program, it is important you become familiar with those who are here to support and help you along your way. If you have any day-to-day questions about your program, courses or school work in general do not hesitate to contact your Program Coordinator, Faculty, or Chair.

Faculty Contact Information
Name Extension Email
Melanie Bourke,
Program Coordinator
Ext. 3132
mbourke@conestogac.on.ca
Daniel Poliszczuk Ext. 3366 dpoliszczuk@conestogac.on.ca
Salima Alam-Hafeez
Ext. 2492 salamhafeez@conestogac.on.ca

Administration
Name Extension Email
Cathy O'Toole, 
Chair, Human Services
Ext. 3603
cotoole@conestogac.on.ca
Goranka Vukelich, 
Executive Dean, Community Services
Ext. 3393
gvukelich@conestogac.on.ca
Kelly Reiber , 
Program Assistant
Ext. 2212
kreiber@conestogac.on.ca

Other Faculty

In addition to the core complement of your full-time program faculty, other faculty will work with you for the duration of this program. These include faculty from other schools for breadth and or/general education courses, as well as faculty with expertise in specific areas of program focus.

Contact information for these faculty will typically be provided on the first day of related courses.

Faculty Availability

The BELPD program learning team is located in 3B and students are welcome to see individual faculty to discuss course work, assignments, or just to say hello. During the first several days during the start of the semester faculty will explain how you can contact them outside of class time. Individual faculty timetables are posted outside of 3B. As faculty have diverse teaching schedules, it is best to make an appointment to ensure they are available.

Contacting Program Staff

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

  • First and last name
  • Course and level
  • Brief description of reason for contact
  • Telephone number where you can be reached

Student E-mail

All students are supplied with a College e-mail address. Please use this method or the eConestoga email method when communicating with College faculty only as non-College email addresses (e.g. Hotmail) are problematic. Students are expected to check their College email daily as most official communication will be via this method. 

Student Engagement

PAC (Program Advisory Committee)

Each program at Conestoga has a Program Advisory Committee (PAC) made up of industry and academic representatives, as well as current students. The Committee meets several times a year to discuss the direction in which that industry is heading and any improvements to keep the program current.  At the beginning of each year, the program will ask for student volunteers to participate. The students are important members of the committee and are expected to be present at the meetings. Students must prepare and submit a report based on guidelines provided by the Program Chair/Coordinator which will be presented at the meeting. Students are expected to be professional, dress in business attire and engage in discussions.

WIHSC (Waterloo Interprofessional Health & Community Student Collaborative)

WIHSC (Waterloo Interprofessional Health & Community Student Collaborative) is a club whose members strive to 'learn with, from, and about' each other. Membership of this active group is comprised of students enrolled in health, community, and social sciences programs at the Doon campus. Some of the most popular initiatives that this group regularly engages in are interactive simulation exercises, peer-mentoring, guest speakers, paper case studies and monthly meetings. To find out more about this exciting opportunity, please visit the WIHSC website. Get involved, have fun, and learn more about the team members you will work with upon graduation! For more information, please contact your Program Coordinator.

Student Feedback

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

Key Performance Indicators

All college programs in the province are evaluated using Key Performance Indicators (KPIs) through the Ministry of 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

Class Cancellations Due to Faculty Absence

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

Although the formal notification comes through the portal, faculty may also elect to post an absences on eConestoga. 

Class Cancellations Due to Inclement Weather

College closure due to inclement weather will be announced on local radio stations (92.9; 88.3; 1460; 96.7, 105.3, and 1240). It is up to staff and students to listen for campus closures. If the college is closed a notice will be placed on the college website.

Personal Notifications of Class Cancellations

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

To subscribe:

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

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

Standards of Conduct and Professional Practice

Program Standards for Professional Practice

The Bachelor of Early Learning Program Development Program provides both academic study and practical training to prepare students for careers that support children, youth, and families.

Throughout the program, students are expected to conduct themselves in a professional manner and to apply themselves to academic achievement. Professionals function in an independent and interdependent environment. The fundamental responsibility of a student is to gain the necessary knowledge and skills to be a competent professional upon graduation.

As students preparing to become professionals, it is imperative that behaviours and attitudes reflect standards that are endorsed by Conestoga College. As a Conestoga College Early Learning Program Development program student, there are three areas of conduct you are expected to follow: Academic Conduct, Professional Conduct, and Social/Behavioural Conduct.

As a student of Conestoga College you are a member of the College community and as such you have received a Conestoga Student Guide that includes Student Rights and Student Responsibilities. It is essential that you review this section and familiarize yourself with these responsibilities. It is expected that your conduct as a student will be reflective of the responsibilities listed. If you have any questions regarding any of them, please contact your Program Coordinator.

In addition to all Student Responsibilities found in the Conestoga Student Guide, BELPD students have the following obligations:

  • Respect the College of Early Childhood Educators Code of Ethics and Stand ards of Practice
  • Complete the learning objectives, tests, assignments and all other forms of student work, with honesty and professional integrity
  • Attend class, and Professional Engagement placements as scheduled
  • Actively engage in classroom learning processes
  • Demonstrate ethical and professional behaviour while attending class, and placement
  • Protect the integrity of the Program and the College
  • Maintain the confidentiality of all classroom and placement experiences, including use of any form of social media, and seek clarification from faculty/administration when unsure of any of these standards.

    As a BELPD student, please note that all expectations referred to above and found in the Conestoga Student Guide apply equally to Professional Engagement placement experiences and to all work/activities related to placement experiences as they relate to children, families, and staff, their person and/or property.

Academic Integrity and Plagiarism

Academic honesty is expected and required of all Conestoga students. In order to maximize your success as a student, it is critical that you familiarize yourself with the Academic Integrity information and expectations. Please follow the link http:/lib.conestogac.on.ca/academic-integrity.

Copyright – What Students Need to Know

Photocopying and scanning at Conestoga are governed by the Copyright Act, an agreement with Access Copyright, and the Association of Canadian Community Colleges' Fair Dealing Policy.

Under the terms of our Access Copyright license which gives the broadest permission:

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

Cumulative Copying

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

You cannot copy or scan the following:

  • Workbooks or study guides that are intended for one-time use
  • Instruction manuals
  • Sheet music and original artistic works including photographs or prints
  • Advertisements
  • Business cases
  • Full Textbooks
  • Any of the items on the Access Copyright Exclusions list
You can find all of this information and more on the  Copyright for Students web page.

Safe Practice

Safe practice is a hallmark of professional practice. It is an expectation of everyone who is or wants to be a professional.

There are a number of policies and procedures associated with practical training in your program that have been developed to ensure your safety and the safety (physical and emotional) of those around you. These will be reviewed with you during your program.

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

  1. Your personal safety begins with the use of professional attire and foot wear and with your attention to the health and safety expectations that may be identified throughout the college. 
  2. Help us have a safe and pleasant environment by wiping up spills, by ensuring lap top cords do not snake across walking areas and by reporting equipment or facility problems when you see them.
  3. Specific dress codes, personal protective equipment and specific codes of behavioral conduct may apply to certain programs; failure to follow these may result in your inability to participate in a lab, class or experiential learning activity.  
  4. Safe work practices are to be followed during all training; follow the direction of your instructors. If you have a field placement, your Instructor/Responsible Faculty/Preceptor will ensure that you are aware of safe practices and safety precautions and procedures. This includes problem-solving by the Responsible Faculty and Program Coordinator with the college's Occupational Health & Safety Department as required. For example, should outside temperatures during the summer become unusually hot, very high temperatures may occur in some workplaces; this could require that specific steps be taken to ensure a safe working environment. 
  5. All safety-related accidents, incidents, and near misses must be reported to the Instructor-in-Charge immediately. This is an opportunity to problem-solve 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.

 

Conestoga 101

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

Professional Conduct - Use of Social Media and Cell Phones

To support a quality and respectful learning environment both in the classroom and in field placement, the use of cell phones and laptop computers for social networking should only occur during break times, before/after class, outside of children's play areas (indoors/outdoors) and during formal break time in field placement.

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

Ensure that your posts reflect you as the professional you are and wish to become – if a potential employer were to see your posts.

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

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

Guidelines for Use of ECE Building

When you are in the ECE building, please remember that you are also sharing space with children and families. This space is also the children's learning environment and it is essential that we all work together to make them feel valued, respected, and safe. When using the ECE space (for example to enter the washrooms) wear your ONE Card to assure families and childcare staff that you are a student. As an emerging professional, when you are in this space, please consider the following:

  • Be mindful of your language, both choice of words and tone.
  • Be considerate when walking through the halls and make every effort to minimize noise. This is especially important during rest time.
  • Unless you are directed by Faculty or Staff, do not enter any of the children's classrooms.
  • Unless you are directed by Faculty or Staff, do not enter the kitchen area.
  • Do not "hang out" in the children's playground area or in the hallways outside the children's playrooms.
  • When you see children in the hallway, be friendly, but please do not engage or distract children from their activities.
  • Refrain from talking about the children in a voyeuristic kind of way i.e., "Oh aren't they cute?".
  • Do not bring any peanut products into the building as this is a peanut-safe facility.

Guidelines for Student Use of ECE Classroom (ECE300 and ECE430)

  1. Students must enter and exit classroom through designated ECE Classroom entrances.
  2. No food or drink is to be in the lab area of the room.
  3. The materials from the lab must remain in the room.
  4. Students may be in the room only when an BELPD faculty is present in the room, or when authorization has been given.
  5. Students are expected to show respect for the environment and equipment. The lab is intended for educational, not recreational, use.
  6. The room is be left clean after each class (i.e. glue sticks must be washed and put away, the sink must be cleaned, tables must be washed, etc.).
  7. Permission must be given by faculty to utilize any of the materials or equipment.
  8. Be respectful of children, families and staff who are in the building.
  9. Please enter the classroom after the previous class has exited.

ECE Building Response to Lockdown

A lockdown may only be authorized by the Incident Manager (Director of Safety and Security), their designate (Security, Safety and Parking Manager), Emergency Services or by Campus Security.

In the event that any of the Lockdown situations are communicated over the Public Address System, Hold and Secure, Shelter in Place or Violent Threat (Lockdown) all occupants of the ECE building will immediately:

  • Go to the nearest room or office.
  • Close the door and lock if possible.
  • Only barricade the door with tables and chairs in a Violent Threat Lockdown situation.
  • Close the blinds if the threat is outside the building but keep the blinds open if the threat is within the building.
  • Turn off lights and, if possible, cover the door windows and side panels.
  • Silence communications devices (cell phones).
  • Stay out of sight and keep quiet, as if no one is in the room.
  • DO NOT answer the door.
  • Listen for announcements from via the Public Address system.

For further information please refer to the Emergency Management Guide available at Security Services or on-line at the Security Services webpage

Attendance and Student Success Strategies

Religious Holidays

Students are permitted by Conestoga policy to be absent from class to observe a recognized religious holiday. Any student who is unable to attend classes or participate in an examination, study, or work requirement on some particular day or days because of religious beliefs will be given the opportunity to make up the work that was missed or do alternate work/examinations subject to timely notification.
Conestoga recognizes all religious holidays as defined by the College Employer Council.
It is the responsibility of the student to:
a. Plan ahead and be aware of the dates of all examinations and other course obligations;
b. Advise the Faculty member that they will be seeking accommodation to observe a recognized religious holiday and make a request in writing within the first three weeks of the semester and prior to the date of assessment that falls on the religious holiday. Exceptions based on extenuating circumstances must be approved by the Chair.

Use of Time between Classes

Students are encouraged to use breaks between classes for personal needs (food, washroom, phone calls, emails etc.) but also for group work, studying, connecting with faculty, field placement supervisors, etc.

Test and Evaluation Procedures

  • Once a test begins, students may not leave the test room for 30 minutes. If they finish a test before that time, they may review their answers but are expected to sit QUIETLY and not disturb others. Once students leave the room they may only re-enter when invited back by Faculty.
  • Any student found cheating during the course of an examination/test will be addressed according to procedures found in Conestoga Student Guide.
  • Students arriving late will not be granted extended time to write the test. The test must be completed within the scheduled time frame.
  • Faculty is responsible to advise as to the material permitted in the testing room. Personal items and learning materials will be left in an area identified by the Faculty.
  • Faculty will advise as to the seating arrangements of students.
  • During open book tests, students must bring their own course materials (books, notes, Learning Packages etc.) for individual use only. Students may not share any of these materials. Laptops, iPads, tablets may be permitted, during open book tests. Students will be advised by their professor about appropriate use prior to a test or examination. Additional electronic devices, such as, iPod, text messaging, cell phones, translators, will not be permitted.
  • You are expected to behave as a professional during the writing of tests. Please refrain from talking and ensure that you are not late for the test. If these behaviours occur, students may be asked to leave the test situation.

Importance of Test and Presentation Dates

The School's approach to requirements for attendance at evaluations reflects the expectation that as emerging professionals, students must demonstrate a professional attitude and attention to evaluations, in the same manner that expectations for future work as professional will require attention to workplace procedures. Consequences for missed evaluations are balanced against reasonable support where it is warranted.
In order to support student success:

  • Evaluation and presentation dates are scheduled and communicated at the beginning of each semester.
  • Unplanned extenuating circumstances involving the College, the program or the Faculty that may require changes to the course schedule will be communicated to students.

    In support of the development of professionalism, students are required to take all evaluations at the scheduled times. Students who make personal commitments that conflict with the evaluation dates or assignment deadlines do so at their own risk. There will be no special arrangements made for students with personal conflicts (e.g. work, family commitments or vacation plans). Students who wish to reschedule an evaluation or a presentation due to a religious holiday are required to discuss the situation with faculty within the first three weeks of the semester. Academic accommodations are provided to students with documented disabilities through the Accessibility Services Office.

Assignment Policies

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

Students with extenuating circumstances that may prevent them from submitting assignments on time must discuss their circumstance prior to the due date. They must discuss with the course faculty a mutually agreed upon new due date that is no more than one week past the original due date. A form entitled Student Request for Variance Form Course Schedule and Evaluation Methods will be completed and kept on file. Students who initiate this process will not experience the loss of late marks. Students who engage in this practice more than two times during the course of a semester will be required to meet the Coordinator to discuss academic and personal supports.

If students do not negotiate a variance, late marks will be deducted at a rate of 1% per day, including weekends, from the total percent value of the assignment.

Note: Reporting an absence on the day a written assignment is due, does not extend the assignment due date. Under typical circumstances, late assignments will be accepted until that assignment has been marked and returned to the class. No assignments will be accepted after the last day of the semester.

Steps to Follow to Submit Assignment Outside of Class Time

While assignments should be submitted in class on the day they are due, if circumstances require that they be submitted outside a scheduled class, the following procedure should be followed:

  1. Provide an electronic copy of your assignment to the faculty as per faculty instructions. It is the student's responsibility to ensure that assignments submitted electronically are received by their professor. Students must also ensure assignments are in compatible Word format.
  2. Contact faculty by email to alert them that you have submitted your assignment.
  3. As per faculty instructions, bring a hard copy of the assignment with an attached copy of the e-mail you sent to the faculty member and submit in person or to the Assignment Drop Box outside 3B. 

Working Together on Group Assignments

Students will often work with their fellow peers on various assignments/projects throughout the program. Assignments can include any number of things:  Small group work, debates, class discussions, experiential exercises, presentations, field trips.  Some assignments will count for marks; others are intended to enhance learning or to make a concept more clear and applicable.  Students are encouraged to participate and take advantage of the learning, because working in groups is a reality in the workplace.

Assignments are often done in a collaborative capacity, that is, students will likely be working as part of a small group.  This can be fun and interesting and sometimes frustrating for some. Tensions can arise if any one member does not perform adequately.  Students are therefore encouraged to develop a clear group contract for use in their group work.

Each group member is responsible for ensuring that they have an equal role in the group.  All students in the group should review the completed work before it is submitted/presented.  When issues/concerns arise during the group process, it is the responsibility of group members to contact the course professor for assistance prior to due date.

Faculty Returning Tests and Assignments

In order to support student success, students will be given continual feedback on their progress throughout the semester. Individual faculty will inform students in class how/when tests and assignments and/or marks on them will be returned. Please note that some tests will be returned to students and some may be retained by faculty. Under no circumstances are students to enter the offices of faculty or look through papers on a desk without a faculty present. Students who have questions about tests/assignments/grades should follow the process outlined below:

  • at least 24 hours after receiving the mark and within 7 days, write a note to the faculty, indicating the area(s) of clarification required,
  • initiate a meeting with the faculty to discuss,
  • bring pertinent information (assignment, mark sheet, etc.) to the appointment. 

    Note: Students are encouraged to keep all assignments, texts and course related resources and materials throughout the duration of the program.

General Guidelines for Quality of Written Work

In the BELPD program, both in courses and Professional Engagement field placement, there are continuous requirements for written work in a variety of formats (papers, assignments, forms and plans, handouts, etc.). It is expected that all students will meet the standard of English required within our profession.
Students who are having difficulty in this area should approach faculty to discuss their need for improvement. Students may self-initiate contact with, or be referred to, the Learning Commons to help them improve the quality of their written work.

General Guidelines for Submitting Written Work

For specific course requirements, refer to the Course Schedule and Evaluation Methods information provided. If you are not clear about course requirements, discuss with individual faculty. Students are required to use spell-check and grammar-check to assist with the editing of written work. The Learning Commons will be a valuable resource to students who require assistance in organizing and writing an assignment with correct spelling and grammar.


Unless otherwise indicated by professors, assignments should be:

  • Word processed;
  • Double spaced;
  • Submitted using size 12 font;
  • Written in a grammatically correct manner (use spell and grammar check);
  • Handed in securely fastened with a cover page (see the Virtual Learning Commons for a template);
  • Handed in at the beginning of class on the designated due date in class, unless otherwise indicated by professor;
  • Handed in using formatting APA@Conestoga, citing, and referencing (see Virtual Learning Commons).

    Note: Faculty does not assume responsibility for assignments not given directly to them in hard copy at the beginning of the relevant class or as instructed by their individual faculty. Students should avoid handing in assignments outside the regularly scheduled class time and should make every effort to hand assignments in person, unless otherwise instructed by the Professor. 

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.

Academic Standing and Promotion

Promotion through the Program

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

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

The following performance expectations must be achieved for advancement in the program. Each student: 

  • is expected to successfully complete all course requirements 
  • must demonstrate a minimum level of theoretical and practical competency in meeting course and program requirements by achieving a minimum of 60% on all final course grades 
  • is expected to maintain a minimum 65% average throughout each semester of the program
  • is expected to apply theory and skills in practice in a safe, professional and competent manner in accordance with the level identified in the learning outcomes
Bachelor of Early Learning Program Development Program Requirements Level of Achievement
  Promotion Graduation
Non-Core Courses C (60%)  
Core Courses C (60%)  
Co-op placement Pass  
Field Placement Courses I - VIII C (60%)  
Overall achievement 65% (2.5 GPA) 65% (2.5 GPA)

Course Add/Drop

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

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

Special Timetables/Adding Dropped or Failed Courses

Please note that when students are not taking the program in the prescribed sequence, they will be on "special timetables". Prior to the beginning of the semester, students should attempt to add missed courses from a previous semester by logging in to the student portal and following the instructions to register for courses. If students are not able to add courses on their own (because of a timetable conflict or full course section) they must seek assistance from their Program Coordinator during the "Special Timetable Registration" initiated by the College.

Dates, times and locations of Special Timetable Registration periods are posted in the student portal in advance of the beginning of each semester. Students must attend this meeting where they will receive further guidance regarding this academic status from their Program Coordinator.

Students who take longer than the designed program length of time to complete their studies are accountable for completing any new or additional courses that may result due to changes in the program of study.

Program Transfer

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

Clearance of Academic Deficiency/Supplemental Opportunities

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

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

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

Procedure

  1. Eligible student will be contacted by the program and will be provided details of the supplemental process.
  2. Student will receive a Supplemental Authorization and Terms Form (RO479) which they will bring to and pay an additional fee at the Registrar's office. Receipt of this payment will be brought to the supplemental process.
  3. Student completes supplemental work (test or assignment) in accordance with the times and dates communicated.
  4. Supplemental work is assessed, and the final grade is posted.
  5. If successful in completing the supplemental work for the course, the failing course grade will be upgraded to the minimal passing grade for the course.

Community Service Students in one-year certificate, one-year graduate certificate and two-year diploma programs may receive up to a maximum of two (2) supplemental evaluations while in the program.

Community Service Students in Degree programs may complete a maximum of four (4) supplemental evaluations throughout the program.  A maximum of two (2) supplemental evaluations in years 1 and 2 of the program and a maximum of two (2) supplemental evaluations in years 3 and 4 of the program.  

Academic Probation

The Conestoga Student Guide is your first source for information concerning academic regulations, policies and procedures. Students are directed to this annual publication early in the semester. The Conestoga Student Guide is available on the college web site.

In addition to the Academic Regulations found in the Conestoga Student Guide, the following apply to the Bachelor of Early Learning Program Development:

Students who have been unsuccessful in their Professional Engagement Courses, have failed two or more academic courses, and/or have a GPA below 65% in a semester, and/or have required considerable testing/assignment variances may be recommended for Academic Probation. Academic probation allows students to be promoted to the next level with a special timetable or with academic conditions. Special timetables and academic conditions are designed as part of written learning contract that the student and program coordinator create together. The goal of these measures is to allow students to continue in the program accompanied by a supportive plan for success. 

Promotion through the Program

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

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

Discontinuance

Students who have not successfully participated in the requirements of their academic probation, who have failed to meet the standards set out in the Conestoga Student Guide, and/or the BELPD Program Handbook involving academic dishonesty, student responsibilities, or unacceptable behaviour, attitude or conduct or have failed 60% or more of their academic courses and Professional Engagement placement experiences may be discontinued from the Program.

Students who have been discontinued from the Program will not be considered for re-entry to the program for a minimum of one semester and/or until they have worked with the Program Coordinator to develop a written learning contract to support their academic and non-academic success.

Withdrawal

Students not planning to return to the BELPD program the following semester are expected to complete a Withdrawal Form available from the program coordinators, the registrar's office, or on the college website.

Program Transfer

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

Appeal

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

Readmission to the Program

A student who has withdrawn or been discontinued from the program must apply to be readmitted. Readmission to the program is not guaranteed. Students who have been discontinued from semester one must reapply through Ontario Colleges for readmission to semester one. Admission/readmission to all other semesters is based on seat availability and academic status. Students should communicate with Program Coordinator for guidance.

For additional information, refer to the Academic Administration page for more information on the readmission procedure.

Graduation

Students must pass all program courses and be a student in good standing with the college in order to be eligible to graduate. If you do not make up failed courses, you will not be able to graduate. Please seek support of your program coordinator if you are concerned about your eligibility to graduate.

Students, who take longer than the advertised program length, are responsible for completing any new or additional courses due to a program design change. Students who are discontinued or have withdrawn and then return to the college will be placed in the current program design and must meet all requirements to graduate.

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.

 



Co-operative Education

The academic requirements to be eligible for a co-op work term in a degree program are as follows (starting with the 1701 cohort and subsequent cohorts unless otherwise noted):

  • Minimum 65% session weighted average in the eligibility term two academic semesters prior to any co-op work term.
  • Maximum two failures or withdrawals during the academic semester that occurs in the eligibility term two academic semesters prior to any co-op work term.
  • Must have successfully completed all but two core courses, according to the program design, by the eligibility term prior to any given work term (regardless of the level the student was placed in advanced standing).
  • Students (even those on special timetables) will not be permitted to complete a co-op work term until conditions above are met and all but two core course deficiencies, according to the program design, are cleared.
  • Co-op work terms may need to be re-sequenced to allow academic deficiencies to be cleared or in the event a student changes cohorts (i.e. graduation is delayed by one year or more). Students may not repeat a passed work term.
  • Should a student's academic performance decline considerably (including cumulative missed courses) during the term just prior to any work term, the college reserves the right to withdraw the student from the upcoming work term.
  • In the case of back to back work terms eligibility to participate in consecutive work terms will be granted upon approval to participate in the initial work term.
  • Where two or more work terms occur back to back, should a student fail to achieve academic eligibility for the first work term, their eligibility for the second work term will be based on the term that occurs two terms prior to the second work term.
  • Students in degree programs may only fail/defer each work term in their program design once. 

To participate in a co-op work term, students must (starting with the 1701 cohort and subsequent cohorts unless otherwise noted):

  • Successfully complete the Co-op and Career Preparation modules (CEPR/CDEV71050).  Students who fail Co-op and Career Preparation will not be permitted to search for co-op employment nor will they be able to participate in a co-op work term.  Students who fail Co-op and Career Preparation more than twice will not be permitted to continue in their co-op program (exceptions may be granted for degrees).
  • Be enrolled full-time (full-time = 70% of the hours, or 66 2/3 % of the courses in the current session/level of the Program Design).  Exceptions will apply to those students who have been granted special timetabling based on formal identification of barriers or challenges for which accommodation is required. Academic eligibility requirements must still be met prior to being granted access to seek a co-op work term.
  • Must have successfully completed all but two core courses, according to the program design, by the eligibility term prior to any given work term (regardless of the level the student was placed in advanced standing).
  • Students (even those on special timetables) will not be permitted to complete a co-op work term until conditions above are met and all but two core course deficiencies, according to the program design, are cleared.
  • Co-op work terms may need to be re-sequenced to allow academic deficiencies to be cleared or in the event a student changes cohorts (i.e. graduation is delayed by one year or more). Students may not repeat a passed work term.
  • Should a student's academic performance decline considerably (including cumulative missed courses) during the term just prior to any work term, the college reserves the right to withdraw the student from the upcoming work term.
  • Meet program specific co-op work term eligibility requirements.

For additional information please refer to the Co-operative Education Regulations & Guidelines: Student Regulations, Procedures and Supports found by:

  • Login to MyCareer
  • Select Co-op
  • Select Co-op Resources
  • Select Co-op Policies
  • Select Co-operative Education Regulations, Procedures and Supports for Students

Please Note:

  • Co-op programs add value to your education. Earn while you apply what you learn in a real workplace environment. See the Co-op webpages for more details. 
  • The College cannot guarantee co-op employment.  All co-op students are required to conduct an independent co-op job search in addition to the supports and services provided by the Department of Co-op Education.
  • Students are responsible for their own transportation and associated costs in order to complete work term requirements. Work locations may not always be readily accessible by public transportation.

Conestoga's Student Protection Information

All students should be aware of Conestoga's policies and procedures pertaining to academic matters. Policies, procedures and program information are available through the following:

Conestoga Website
Policies and Procedures Website
Fulltime Calendar and Program Webpages  
Degree Program Webpages
Student Guide  
Student Portal
(Degrees: Student Handbook PDFs are available via Program Details page)

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/Professional Engagement Placement Experiences

Work-integrated learning (WIL) experiences provide the opportunity to demonstrate and enhance your learning in the practice environment.  These experiences have been organized by your Program in partnership with the organization where you have been placed and will be scheduled by the College.

The following procedures have been developed to support your success, a solid learning experience a constructive partnership with the placement site and to make it easier to identify and address any concerns or issues regarding your safety or the safety of the people you are alongside at placement.

Pre-WIL Health Requirements

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

  • A complete immunization record including MMR and Tdap.  Seasonal flu vaccination is recommended during flu season (October – March).
  • TB Testing: Evidence of current 1-step (completed within 1 year of your program start date).
  • Standard First Aid and CPR – Level C
  • A Police Check for Vulnerable Sector Screening (VSS).  Police Checks must be clear of any unpardoned criminal offences. An unclear criminal record may result in the inability to participate in WIL experiences 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. 

Safety in the Workplace Course (OHS1320)

All students who participate in unpaid work-integrated learning (WIL) experiences during the course of their program will be required to successfully complete the mandatory Safety in the Workplace course prior to going out on WIL.  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 WIL experience sites and will consent to their workplace insurance coverage.

WSIB

Prior to your first WIL experience, 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 (MTCU) while you are on training WIL experiences. This Declaration will be placed in your student file. 

It is your responsibility to ensure that the Declaration of Understanding for WSIB Coverage has been electronically signed, in the Safety in the Workplace Course - OHS1320, and visible on your H.S. Trax home page to be eligible to attend your WIL experience.

Concerns regarding Student Safety or the Safety and Care/Service for Clients

A. Communication of General Concerns Regarding Your Safety or the Safety and Care/Service for Clients

  1. Students will be provided with an Orientation to their WIL site on the first day of their WIL placement. The Orientation may include details of the WIL 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:
  • The student must immediately report these concerns to the College individual associated with the WIL placement (Clinical Instructor, Faculty responsible for your WIL placement, WIL placement Supervisor).
  • The Clinical Instructor/Responsible Faculty/WIL Placement Supervisor will discuss this concern with Site Management.
  • For concerns of a serious nature (e.g. concerns impacting a total student group; a serious care/service situation), the Clinical Instructor/Responsible Faculty/WIL Placement Supervisor will discuss the situation with the Program Coordinator and, potentially, the Chair. The Coordinator or Chair will immediately contact WIL site management to determine next steps.

Should facility policies require that WIL students report safety or care/service concerns immediately to WIL site management, the student should report to the Clinical Instructor/Responsible Faculty/WIL Placement Officer immediately afterward.

B. Reporting of Incidents of Student Injury during a WIL Experience

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

C. Reporting of Student Involvement

In Situations of Possible Injury to Clients during a WIL 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 WIL placement site, this concern must be immediately reported to the WIL Site in order that care can be given. This situation must also be reported immediately to the Clinical Instructor/Responsible Faculty/WIL Placement Supervisor. The faculty member will discuss this immediately with the WIL placement site and ensure that an incident report is completed. The faculty member must also inform the Program Coordinator and the Department Chair for a discussion of program expectations and implications. It is the responsibility of the Chair to ensure that all documentation is obtained regarding the incident and to inform College officials accordingly.
  2. Should students be involved in situations where there is alleged damage to resources/physical property at the WIL site, this concern must be reported immediately to the WIL Site and to the Clinical Instructor/Responsible Faculty/WIL Placement Officer. The faculty member will inform the Program Coordinator and Department Chair for a discussion of program expectations and implications. It is the responsibility of the Clinical Instructor/Responsible Faculty/WIL Placement Officer to complete an incident report with the Chair accountable to ensure all documentation is obtained and to inform College officials accordingly.

WIL/Professional Engagement Placement Policies

In the Early Learning Program Development program, we believe that learning is based on an intricate balance of theory and practice. The Professional Engagement WIL experiences provide learning opportunities that can be expanded and clarified with the theoretical knowledge gleaned from classes. Each Professional Engagement field placement course has a classroom tutorial and WIL component.

Field Placement courses are designed to be taken sequentially and many have a co-requisite course requirement indicated in parenthesis:

FPLT71025         Field Placement I

FPLT71045         Field Placement II

FPLT72065         Field Placement III (EDUC7200 Curriculum Studies)

FPLT72085         Field Placement IV (ECE72070 Integrative Learning)

FPLT73005         Field Placement V (SOCS71020 Child, Family, & Community Literacy)

FPLT73025         Field Placement VI (ECE73010 Designing & Evaluating Responsive Programs)

FPLT74005         Field Placement VII (SOCS74010 Social Policy & Engaged Citizenship)

FPLT74015         Field Placement VIII (RSCH74000 Professional Research Internship)

  1. It is the student's responsibility to be familiar with all aspects of the Professional Engagement WIL process, including course outlines, policies, placement requirements, particularly the evaluation package and associated classroom tutorial assignments.
  2. Students are not able to begin placement until they have completed all their pre-placement requirements and have obtained clearance from Conestoga College's Work Integrated Learning department.
  3. Students are expected to work their full shifts as determined in collaboration with the placement setting and to complete the placement attendance log. The length of shifts can vary from placement to placement. Students who will be absent from placement are required to notify both the agency/organization where they are placed and their Professional Engagement WIL faculty at the college prior to the start of their shift that day. Phoning the placement site is the preferred method to indicate an absence from placement.
  4. The Professional Engagement WIL faculty or Professional Engagement Practice Supervisor must also approve any altered shift arrangements.
  5. Students are required to make up any time missed from placement in full or half day blocks. Students incurring two or more absences (full or partial days) must meet with their placement faculty 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.
  6. Students may request in writing, to their placement faculty 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 be submitted as soon as possible after the absence has occurred. The decision to waive make up days is made by the placement faculty (after consultation with the supervisor of the placement setting). These days are monitored and recorded in the student's placement file.
  7. Absenteeism from placement due to vacations and/or work may result in having to withdraw from the placement course as per the Attendance and Student success section of the BELPD program standards handbook.
  8. Students may be required to conduct observations and/or gather information at their WIL sites. Confidentiality must respected. Students are asked to communicate with their Cooperating WIL Practitioner and the agency supervisor well in advance of observation. Students are also required to ensure appropriate permission forms for observation/photos/videotaping etc. have been completed.
  9. In accordance with the "Submitting Assignments" information in the BELPD Program Handbook, no placement documents will be accepted after the last day of the semester unless the student has made prior arrangements with their placement faculty. Please refer to the Instructional Plan for each placement course for tutorial related requirements.
  10. Students who have not completed all required hours or placement requirements by the end of the semester may be eligible for an "Incomplete." This would be negotiated with their placement faculty in consultation with the Program Coordinator prior to the end of the semester. If the Incomplete opportunity is approved the student may be granted an extension to return to the placement and complete the outstanding requirements. Specifics about the terms will be outlined using the College's incomplete form.
  11. If a placement site ends a student's placement during the semester, the placement faculty will review the events leading to the discontinuation of placement.  A consultation with a Program Coordinator will occur.  The student will be required to meet with the Program Coordinator and/or placement faculty, and/or Program Chair. Based on the evidence gathered the outcome may result in a withdrawal from the course, a fail for the course, or a possible relocation to a new placement site.  The time of the semester in which the discontinuation occurred, and the factors involving the discontinuation will be contributing factors in determining next steps.

Student Awards

Student Awards

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

Award Name Est. Amount Year or Level # of Awards Criteria Selection Process Presented At
Transchem Community Contribution Award $500 Year 4

 
1 To recgonize students who give back to the community and make positive contributions to their program. Nominated School Award Celebration
Titia Taylor Award up to $250 1 Students who have a demonstrated enthusiasm for ECE, lifelong learning, financial need. Application School Award Celebration
Wendy Kudsia Endowed Bursary $2000 1 Students who are doing well in program, but are experiencing financial difficulty. Application School Award Celebration
Wendy Kudsia Endowed ECE Bursary for New Students $2000 Level 1 2 70% average from high school. Award will be given out in Fall and in Winter. Application School Award Celebration
Canadian Federation of University Women $500 Year 2 4 75% +, female registered in Year 2, demonstrate financial need, intellectual achievement and promise Financial Aid. Application School Award Celebration

College Hours

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.

Web-based Tools

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

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

Attendance at Evaluations

Working Together to Plan Your Success

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

Attendance for Evaluations

Evaluations are critical components of each course and your overall success in your program. An evaluation is defined as a test, exam, presentation or any other formal assessment that contributes to your course mark that requires your presence, in class or on-line. Please note that in many programs across the College, every field placement, clinical day, and lab/shop day is considered crucial to your overall learning and success and the expectation is that you attend.  If you are in a program that includes field or clinical placements, labs/shops, or any other on or off campus activities, it is essential that you discuss attendance requirements with your program faculty in order to understand expectations and consequences.  
Your attendance for all evaluations is a requirement. If there is a concerning pattern of absence from evaluations across your program, you may be asked to meet with the Program Coordinator and/or Student Advisor to discuss strategies for success.
While circumstances such as religious holidays and academic accommodations may necessitate rescheduling of evaluations and will be accommodated, please note that there will be no special arrangements made for rescheduling evaluations due to personal conflicts such as work or vacation plans.  

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

Faculty Responsibilities

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

Student Responsibilities

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

How to Report Absences on the Student Portal

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

Important! Please note the following:

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

Valid Absence from Scheduled Evaluations Less than 20%

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

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

Valid Absence from Scheduled Evaluations 20% or More

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

Alternative Evaluation Arrangements

  • Faculty members will determine alternative evaluation arrangements as appropriate.
  • 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
June 26, 2015 Jillian Grant
July 24, 2015 Goranka Vukelich
May 20, 2016 Goranka Vukelich
May 25, 2016 Jillian Grant
May 31, 2016 Dom Parisi
June 9, 2017 Dom Parisi
June 5, 2018 Jaymie Wilson-Neil
July 9, 2019
Julia Rodricks

Accommodation Disclaimer

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

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

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

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