COMMUNITY AND CRIMINAL JUSTICE PROGRAM PROGRAM STANDARDS & PROCEDURES HANDBOOK

COMMUNITY AND CRIMINAL JUSTICE PROGRAM Doon Campus School of Health & Life Sciences and Community Services Conestoga College PROGRAM STANDARDS & PROCEDURES HANDBOOK 2014/2015

WELCOME To the School of Health & Life Sciences and Community Services Your Bridge to Practice What Can This Mean For You? The opportunity to begin, today, to become the professional you aspire to be! The opportunity to learn in real-life settings and with real-life scenarios, rehearsing for the day when you will be in these real-life situations! A unique inter-professional opportunity, given the number of different disciplines in the School. You will learn with, about and from your future colleagues. An opportunity to take advantage of the state of the art facilities, social and study spaces in our Cowan Health Sciences Center, as well as other unique learning resources such as the Motz Emergency Service Bays in the WREMS Station and the Child Development Centre on the Doon Campus. Your goal of being viewed by employers as a preferred graduate is up to you; your professors, technologists, administrative staff and College services look forward to supporting you as you journey from Day 1 to your Graduation!

TOGETHER FOR LEARNING: 5 TOP EXPECTATIONS OF YOU 1. USE myconestoga TO CONNECT TO: Your Conestoga Email: (e.g. John Smith, Student Number 1234567, jsmith4567@conestogac.on.ca) This is the official communication vehicle regarding your academic requirements. CHECK IT REGULARLY AND RESPOND AS REQUESTED. econestoga: (Desire to Learn) This is your resource for all course-based program information and course-based communication with your faculty. MAKE econestoga YOUR PARTNER IN LEARNING; THIS IS YOUR GUIDE TO ALL COURSE ACTIVITY. Student Portal: Find your grade information, college tuition invoices, class schedules and absence reporting. Practicum Health Requirements: (Go to Services and find Practicum Services Link ) KEEP TRACK OF YOUR REQUIREMENTS; KNOW THAT THEY ARE COMPLETED TO ALLOW YOU TO GO ON YOUR PRACTICUM. 2. KNOW YOUR ACADEMIC SCHEDULE AND PLAN WITH IT WITH YOUR FAMILY TOO! Course Schedule: It is expected that you attend your scheduled classes; follow the class schedule provided to you by the faculty at the start of the course.

TOGETHER FOR LEARNING: 5 TOP EXPECTATIONS OF YOU 3. BE THE PROFESSIONAL YOU WISH TO BECOME, FROM DAY ONE! CIVILITY, RESPECT, AND PROFESSIONAL BEHAVIORS WILL BE KEY TO THE QUALITY OF YOUR LEARNING EXPERIENCE AND A FUTURE EMPLOYER'S FIRST AND LASTING IMPRESSION! Professional Dress & Conduct: See section 3 of the Handbook for professionalism expectations for your program. The College s Student Guide sets out Student Code of Conduct for our community at Conestoga. Pre-practicum Health Requirements: Complete as required; without these, you will not be able to progress to your practicum and your program completion will be in jeopardy (per your information in the Student Portal). Social Media: Use responsibly don t blow your future on ill-advised communication with the e-tools that we use so freely (see section 3 of the Handbook). 4. ATTEND TO ENHANCE SUCCESS Please Review Attendance Expectations in Section 4 of the Handbook: Attendance for class, labs and practicum underpins student learning and your experience as a future professional! Absence from Evaluations: Must be reported in the Student Portal before your absence to be eligible for a repeated evaluation. Request for Accommodation for Religious Holidays: Must be requested to your Program Coordinator in the first 3 weeks of each semester. 5. TAKE RESPONSIBILITY FOR YOUR ACADEMIC STATUS Student Records: If you have questions about your student record, academic status and/or program withdrawals, go to the Registrar s Office and speak to your Program Coordinator. Fee Payments: Payment is required to attend classes. Check your Student Portal for invoices; pay as directed. Credit Transfer: Conestoga supports the transferability of academic credits between programs and educational institutions through recognized transfer pathways, articulation agreements and course-to-course equivalences. This may allow you to enter a program at an advanced level or provide for individual course credit transfer. Go to www.conestogac.on.ca/credit-transfer/ for more information. Student Forms: To access forms, go to www.conestogac.on.ca/admissions/forms/index.jsp Academic Policies & Procedures: May be found at www.conestogac.on.ca/polices/academics.jsp Student Affairs Polices & Procedures: May be found at www.conestogac.on.ca/polices/students.jsp

TOGETHER FOR LEARNING: 5 TOP RESOURCES FOR YOU 1. YOUR TEACHING TEAM Contact Information: Is posted in econestoga and in your Handbook (Section 2 in Handbook). Appointments: Making appointments (in person, by phone, email) helps to ensure your desired resource is available. Email Inquiries: Will be answered within 2 business days. Urgent Need for Help: Program Assistants are available to help you reach one of the Teaching Team (contact information in Section 2 of the Handbook). 2. COUNSELLING AND SERVICES FOR PERSONAL NEEDS College Counselling: Professionally-trained counsellors can help you achieve your educational goals for such common support as stress management, anxiety, depression, transition issues, family issues, etc. Counselling is free, voluntary and confidential. Arrange to see a Counsellor quickly if academic or personal problems stand in the way of your college success. To make an appointment, visit or call Doon - Room 1A101, 519-748-5220, Ext 3360, Monday to Friday, 8:30 to 4:30. Check their website: www.conestogac.on.ca/counselling-services Good2Talk: Confidential 24-hour phone line for stresses big and small: 1-866-925-5454 Conestoga Security: 519-748-5220, Ext 3357 Student Financial Aid: http://www.conestogac.on.ca/financial-aid/ CSI Food Bank: http://conestogastudents.com/food-bank/ Health Services: Your Family Doctor on campus! Check out the services that they offer on their website at www.conestogac.on.ca/health-services or call 519-748-5220, Ext 3679. Services available Monday to Friday, 8:30 to 4:30. Some same day appointments may be available by walk-in. A full-time health nurse is on site. 3. ACCESSIBILITY SERVICES Students with Documented Disabilities are encouraged to book an appointment with Accessibility Services to access accommodations EARLY in your program. Disability-related documentation will be required to book an appointment. Go to http://www.conestogac.on.ca/accessibility-services/ for more information. Adaptive Technology Aids and Special Facilities: Adaptive Aids are arranged through Accessibility Services; handicapped accessible washrooms are located throughout the campus. Go to http://www.conestogac.on.ca/accessibility-services/lab/adaptivetechnology.jsp for more information on Adaptive technology Aids.

TOGETHER FOR LEARNING: 5 TOP RESOURCES FOR YOU 4. STUDENT STUDY SPACES AND GENERAL SUPPORTS Cowan Health Sciences Centre (F-wing) Student Lounge Space Enjoy seats on each of the 3 floors! Plugs for laptops and charging stations are located throughout these areas. Student Meeting Room Space Book through the Customer Service Desk for general access to 1F18 and 1F20 and spaces designated for degree programs. General Access Computers and printers are located in two areas: 1 st Floor in the student lounge area with photocopier 2 nd Floor at the Customer Service Desk and kiosk area Open Access Lab 2 nd Floor, 2F18. This is available on a come and go basis for health & pre-health programs practicing key skills. It is open from 7:30am to 5:00pm every day. Book with Open Access Nurse Technologist. Lockers available with your tuition; important to store your extra clothes and books, etc. so that you can be at your professional best in the lab. Go to http://www.conestogac.on.ca/current-students/lockers.jsp Information Technology-- New ITS HELP DESK 1 st Floor Ewing (provides supports & general assistance with college-related needs such as Email, Network accounts, connectivity & wireless printing. Go to https://myconestoga.ca/web/it-service-desk for more information. 5. SERVICES FOR STUDENTS Library Resource Centre: Located on 2 nd Floor B Wing; Go to http://www.conestogac.on.ca/lrc/index.jsp for more information International Office: Check out Services for You: http://www.conestogac.on.ca/international/ Learning Commons: Your ONE-STOP resource for academic services and resources, such as Math, Writing Skills, Peer Tutors and resources for APA. Check out their website: http://www.conestogac.on.ca/learningcommons/services/index.jsp or Access through myconestoga. Student Life: Get involved and shape your experience. http://www.conestogac.on.ca/student-life/ Connect to myconestoga for your Co-Curricular Record. Student Financial Aid: Your ONE-STOP Resource to apply for student awards and bursaries apply early to increase your chances! Go to http://www.conestogac.on.ca/financial-aid/ for more information. Bookstore: Your location to buy books (check out their options including used books), clothing for your program, general supplies. Find it in A wing Door 1. Co-op and Career Advising: Your resource for Co-op Placements (if you are in a degree); your source of help to look for summer jobs or future careers and gain help preparing your resume. Check out their website http://www.conestogac.on.ca/career-services/

Dear Student, Welcome to your first year of the Bachelor of Community and Criminal Justice (B.CCJ) program. Each of you brings a unique background and perspective to your studies. You will have the opportunity to participate in debates and discussions where you will be encouraged to consider new perspectives, develop new skills and abilities, and apply your learning in the classroom and the community. This handbook will provide you with information about academic standards, guidelines and processes specific to the B.CCJ program. Reading, understanding and following the information in this handbook is an important first step in your continued success in this program and a career in the criminal justice field. Please speak to program faculty or Program Coordinator, Dr. Jennifer Robinson, if you require further information. For more general information about being a student at Conestoga College, I refer you to the Conestoga College Student Guide 2014-15. It can be found online under the Registrar tab. Post-secondary studies are about being exposed to new ideas and new people. Some of these ideas may be very different from those you experienced in high school, in prior post-secondary programs, or growing up. Some of the populations you will learn about and meet have experienced significant challenges and members may have notable vulnerabilities. Many of the issues you will encounter do not lend themselves to simple explanations. You have the opportunity to develop your own critical perspective on major social issues, informed by theory, evidence, and scholarship. Constructive, substantive, respectful debate is welcomed and should be supported in class through collaborative learning everyone has rights and responsibilities in relation to the quality of the learning environment. The first day of classes should be looked at as the first day of your career (even if you aren t sure what that career may be). All members of the College community are expected to conduct themselves in ways that respect for the dignity of individuals and communities. By striving to behave in respectful ways in, and out of, class, you will be developing a level of professionalism and a set of social skills that will strengthen your competitiveness for your career of choice. There is a Chinese proverb, Teachers open the door. You enter by yourself. We welcome each of you to walk through the door. All the very best to you in your studies. Dr. Janos Botschner Chair, Community Safety

Table of Contents 1 PROGRAM OVERVIEW... 1 COMMUNITY AND CRIMINAL JUSTICE PROGRAM OUTCOMES... 3 COURSE MATRIX... 3 PROGRAM SUMMARY MAP BACHELOR OF COMMUNITY AND CRIMINAL JUSTICE... 5 KEY PERFORMANCE INDICATORS... 6 2 RELATIONSHIPS... ERROR! BOOKMARK NOT DEFINED. CONESTOGA S STUDENT PROTECTION ACKNOWLEDGEMENT... 45 STUDENT PROTECTION INFORMATION 2014... 9 COMMUNICATION WITH FACULTY... 10 FULL-TIME CCJ FACULTY... 10 PROGRAM ASSISTANT... 10 ADMINISTRATION... 10 FACULTY AVAILABILITY... 11 ABOUT THE FACULTY... 11 Jennifer Robinson, Coordinator... 11 Marion Evans... 12 STUDENT CONCERNS/ISSUES... 13 3 STANDARDS OF CONDUCT AND PROFESSIONAL PRACTICE... 14 COMMUNICATION... 14 PROCESS FOR RESOLUTION OF STUDENT CONCERNS... 14 DOCUMENTATION OF COUNSELLING INTERVIEWS... 15 CHARACTERISTICS OF SUCCESSFUL STUDENTS (AND EMPLOYEES)... 16 STANDARDS OF CONDUCT... 16 PLAGIARISM EXISTS WHEN:... 18 UNETHICAL BEHAVIOURS IN THESE CIRCUMSTANCES INCLUDE BUT ARE NOT LIMITED TO:... 18 STUDENT CONTRACTS FOR QUESTIONABLE PERFORMANCE... 19 PROFESSIONAL APPEARANCE... 19 PROFESSIONALISM... 20 SAFE PRACTICE... 21 SOCIAL MEDIA POLICY... 25 GUIDELINES FOR PROFESSIONAL SUCCESS RELATED TO SOCIAL MEDIA... 26 4 ATTENDANCE AND STUDENT SUCCESS STRATEGIES... 27 ATTENDANCE... 27 PUNCTUALITY... 27 DEADLINES... 27 PROCEDURES FOR DROPPING OFF ASSIGNMENTS... 27 INCLEMENT WEATHER PROCEDURE... 28 CLASS CANCELLATION DUE TO FACULTY ABSENCE... 28 ATTENDANCE FOR EVALUATIONS... 28 Notification for Absence from Evaluations... 29 Documentation to Substantiate Your Reported Absence... 30 RELIGIOUS HOLIDAYS... 30 5 ACADEMIC PROGRESS THROUGH THE PROGRAM... 31 ACADEMIC INTEGRITY... 31 COPYRIGHT WHAT STUDENTS NEED TO KNOW... 32 Cumulative Copying... 32 TESTING... 33 TEST RESULTS... 33 SCANTRON TESTS... 33 ETHICAL CONDUCT... 33 AUTHORIZED RESOURCES... 33 FAILED COURSES... 34 CLEARANCE OF ACADEMIC DEFICIENCIES, PROBATION AND SUPPLEMENTALS... 34 iv

ADMINISTRATIVE FEES... 34 GRADING SYSTEM... 35 ADDING AND DROPPING COURSES... 35 WITHDRAWALS... 35 DISCONTINUANCE... 35 MAINTAINING STUDENT FILES... 36 6 FIELD PLACEMENTS AND PRACTICUMS... 38 PRACTICUM HEALTH REQUIREMENTS... 38 WSIB... 39 CONCERNS REGARDING STUDENT SAFETY OR THE SAFETY AND CARE/SERVICE FOR CLIENTS... 39 FIELD PLACEMENTS IN 3 RD YEAR... 40 STUDENT REPRESENTATIVES... 42 7 STUDENT AWARDS/SUCCESS... 42 CJS AWARDS 2014-2015... 43 v

1 PROGRAM OVERVIEW In 2007, community and criminal justice employers were invited to Conestoga College to discuss the development of a new degree program. They were asked, What skills and abilities does the successful employee possess? Their answers became the skills and knowledge foundation of this degree curriculum. Employers are looking for individuals who have developed competencies in both law enforcement and social work. Effective employees and leaders have an understanding of the whole criminal justice system and the mandate of each branch. Likewise, compassionate employees understand the systemic and individual issues that bring people into conflict with the law. True leaders integrate both knowledge and compassion to become agents of change. This program seeks to teach people the fundamental ingredients to become effective, compassionate criminal justice employees of the future. Under the Ontario Qualifications Framework (OQF), the B.CCJ program is an Honours Bachelor s Degree (http://www.tcu.gov.on.ca/eng/general/postsec/oqf/certificate11.html). These types of program: provide more conceptual sophistication, specialized knowledge and intellectual autonomy. Students learn appropriate applications of conceptual frameworks. Normally require students to prepare, under supervision, a terminal research paper, thesis, project, exhibition, etc. May also require to complete other practice-based exercises intended to develop and demonstrate the student's readiness for employment. (MTCU, OQF website) The first two years of the program offer a theoretical foundation of learning about the law, the criminal justice system, psychology, sociology and research methods. In third year, you will select technical electives that provide the opportunity for further specialization in policing or community justice. While there are many common courses, there are some specialized courses which offer integrated learning and practice. At the end of third year, you will have an opportunity to participate in a co-op placement within the criminal justice field. In the fourth year, increasing attention will be given to building applied research skills in collaboration with partner organizations in the community, and to careers paths following graduation. At the end of the third year, over the summer months, one co-op placement is required of students. This is a wonderful opportunity to apply some of the skills and knowledge you have accumulated. Just as you are considering whether your placement could lead into a career, you can be sure that the co-op employers are looking at you as potential employees. Many courses will require participation in community field placement projects. Not only will these opportunities add to your knowledge of social issues that bring people into conflict with the law, it is a way to become a contributing member of your community as you progress through your career. 1

A Program Advisory Committee provides a link to the criminal justice community and these individuals represent senior leadership from police services, courts, provincial and federal corrections, community justice and academia. In the words of President Tibbits, Conestoga College is committed to providing quality learning, opportunities to meet the current and future educational/training needs of students, business, industry and the communities served by the College. Program Advisory Committee members play a vital role in this commitment to quality. Interacting with program staff and students, as well as with the Board of Governors and the President, Program Advisory Committee members assist the college in keeping its programs relevant, its curriculum current and its graduates well prepared with the skills required by employers. You make a living by what you get, but you make a life by what you give. -- Winston Churchill 2

Program Outcomes Community and Criminal Justice Through successful completion of this program, the graduate will have reliably demonstrated the ability to: Interact inter-professionally and intra-professionally for the benefit of individuals, groups, communities and systems, utilizing a variety of roles and strategies, such as, advocacy, brokerage, negotiation and mediation. Communicate professionally, credibly, and persuasively, in written and oral form, with clients, courts, and other audiences. Integrate legislation, professional, organizational and ethical standards as well as personal values and attitudes in order to develop and adhere to a personal code of conduct that is consistent with the applicable professional code of conduct. Evaluate the challenges encountered by criminal justice and social service systems as they work in a collaborative manner and utilize traditional and alternative approaches to reduce crime and enhance community safety. Offer principled, effective leadership within the Criminal Justice System. Course Matrix The following diagrams outline the courses within the degree program. The first matrix identifies the whole degree program and is the schedule for students entering from high school. The second and third program maps identify the courses which advanced standing students will take. If you have graduated from Law and Security/Protection, Security and Investigation, Police Foundations, or Community and Justice Services diploma programs, you will be exempted from a number of law related courses. These students are in the 2240c stream and will spend their first year taking a number of social work related courses. Likewise, Social Services diploma program graduates will be exempted from a number of social work courses and will be required to take a blend of first and second year law related courses during their first year. Year Semester Course Placement Hours 1 Fall Level 1 ENGL 71000 Academic Communications LAW 71100 Canadian Criminal Justice System PSYC 71240 Psychology: Basic Processes of Behaviour SOC 71115 Sociology and Social Issues SOC 71500 Group Dynamics Breadth Elective 1 Winter Level 2 LAW 71110 Introduction to Law LAW 71120 Interpersonal Communication LAW 71450 Ethical Issues in Criminal Justice PSYC 72105 Developmental Psychology SOC 71590 Human Rights Breadth Elective Spring No Courses 3

Year Semester Course Placement Hours 2 Fall Level 3 LAW 72300 Criminology LAW 72315 Introduction to Interviewing POLS 72100 Political Structures and Issues PSYC 72005 Abnormal Psychology SOC 72000 Social Issues I: Risks and Challenges 15 Breadth Elective 2 Winter Level 4 HEAL 71010 Health and Wellness LAW 72320 Alternative Dispute Resolution Strategies LAW 72330 Criminal Code POLS 72000 Critical Issues in Public Policy RSCH 73000 Understanding Research Breadth Elective Spring No Courses 3 Fall Level 5 CDEV 71050 Co-op and Career Preparation LAW 73010 Youth Justice LAW 73090 Applied Law Civil and Labour SOC 73000 Social Issues II Cultural Diversity 98 STAT 73100 Applied Statistics Breadth Elective 3 Winter Level 6 LAW 73030 Crime Prevention and Community Safety MGMT 73000 Leadership Fundamentals PSYC 73000 Cognitive Psychology in the Justice System SOC 73010 Social Issues III Aboriginal People 98 Technical Elective Breadth Elective 3 Spring Level 7 Co-op Work Term 4 Fall Level 8 LAW 74000 Federal and Provincial Statues LAW 74115 Community Development and Engagement LAW 74210 Criminal Justice Administration and Operations SOC 74000 Social Issues IV Emerging Trends and Issues (Planning & initiation of capstone applied research projects) Technical Elective 4 Winter Level 9 LAW 74015 Diversion and Reintegration LAW 74040 Advanced Practice Seminar LAW 74050 International Justice Issues LAW 74060 Forensic Psychology Technical Elective Spring No Courses 98 over 2 terms 4

Program Summary Map Bachelor of Community and Criminal Justice Modified 2 nd Year Advanced Standing from Protection Security and Investigation/Police Foundations/Community and Justice Studies Level 3 (Fall Term) SOC 71500 Group Dynamics SOC 72000 Social Issues I: Risks and Challenges POLS 72100 Political Structures and Issues PSYC 72005 Abnormal Psychology LAW 72315 Introduction to Interviewing One Breadth Elective Level 4 (Winter Term) LAW 71120 Interpersonal Communication PSYC 72105 Developmental Psychology RSCH 72000 Understanding Research LAW 72320 Alternative Dispute Resolution POLS 72000 Critical Issues in Public Policy One Breadth Elective Advanced Standing from Social Services Program Level 3 (Fall Term) LAW 71100 Canadian Criminal Justice System SOC 72000 Social Issues I: Risks and Challenges POLS 72100 Political Structures and Issues PSYC 72005 Abnormal Psychology LAW 72300 Criminology One Breadth Elective Level 4 (Winter Term) LAW 71110 Introduction to Law LAW 72330 Criminal Code RSCH 72000 Understanding Research LAW 72320 Alternative Dispute Resolution HEAL 71010 Health and Wellness One Breath Elective Technical Elective Courses *Availability of these courses is dependent on sufficient level of student interest/enrolment Policing focused courses LAW73050 Investigation and Evidence LAW74030 Applied Communication Skills LAW74070 Crime Scene Application Community focused courses LAW73080 Offender Management and Supervision for Corrections LAW74090 Community Corrections LAW74100 Assessment and Intervention for Corrections 5

Key Performance Indicators Each year students in all community colleges in Ontario have the opportunity to rate their program and college in a number of key areas. These ratings provide valuable feedback to faculty and administration regarding priority areas for improvement. The Bachelor of Community and Criminal Justice program has established program standards through which students can continuously measure whether or not the key performance indicators are being met. The Program Standards explained below are our commitment to you. We will review these standards with you each semester to determine your level of satisfaction with the standard. We also invite your feedback at any time, if you feel that a standard is not being met. Together, faculty and students can ensure that our program continues to be one of the highest rated programs in the province. This program provides students with: Performance Indicator 1. The skills and abilities specific to your chosen career. 2. Topics which are future success. relevant to your 3. Teachers who help you to understand your chosen career. 4. Development of writing skills. Community and Criminal Justice Program Standard Curriculum within the program will be based on current criminal justice theory and practice. Skill-based courses and field placements will ensure that students are employable in the criminal justice field immediately upon graduation. Course curriculum is developed based on Ministry of Training, Colleges and Universities program standards as well as input from professionals in the criminal justice field. Topics within each course will relate directly to the development of students values, knowledge and skills requisite to employment in the criminal justice field. All faculties within the program have post graduate degrees as well as practical experience. Faculty will incorporate real life examples, case studies, guest speakers and readings into the curriculum that illustrate the role, responsibilities, challenges and rewards of work within the criminal justice system. Faculty has been chosen for their professional experience and credentials in the criminal justice field as well as their aptitude and credentials for education. The degree program stresses the development of writing skills. Feedback from faculty on essay assignments throughout the program will suggest ways to improve writing abilities. Course curriculum and writing assignments specific to the criminal justice field will develop competency in areas such as case notes, program proposals, evaluation reports, investigations and funding proposals. 6

Performance Indicator 5. Development of speaking skills. 6. Development of your ability to solve problems using math techniques. 7. Development of with others. 8. Development of problems. 9. Development of skills. your ability to work your ability to solve your computer 10. Opportunities to further your education after graduation. 11. Experience that will be useful to your future life outside of work. 12. Overall knowledge and skills that will be useful in your future career. Community and Criminal Justice Program Standard There will be opportunities through presentation assignments to speak to both small and large groups. Feedback on presentations will include comments on student speaking skills and suggest ways to improve. Students will be exposed to statistical research methods in at least two of the degree courses. Students will learn ways of working with others through course curriculum. Students will also have many opportunities each semester to develop their abilities to work with others through collaboration with their classmates on presentations, essays, role plays and other assignments. Problem-solving frameworks will be addressed through course curriculum. Case studies, ethical dilemmas, simulations and practice examples will challenge students abilities to problemsolve in areas that relate to criminal justice practice. Your use of Desire2Learn and other on-line resources demonstrates your capability with computers and will provide evidence to future employers of your capability to work in the e world. The degree program will prepare high achieving students for further post graduate studies. Course curriculum and assignments provide information regarding self-awareness and personal development, family relationships, community and political awareness, leadership, problem-solving skills and teamwork. The program curriculum will provide information and opportunities for skill development that relate directly to the knowledge and skills required of a criminal justice worker. The following section covers all courses and all faculty in the program: Performance Indicator Community and Criminal Justice Program Standard 13. Teachers knowledge of their All faculty will have a post graduate degree and/or practical subjects. experience in their areas of teaching. Faculty will ensure that they are current in the field through 14. Teachers are up-to-date/current in involvement with the Program Advisory Committee, field their fields. placements, professional development, volunteer work and/or employment within the field. Faculty will use a variety of presentation methods appropriate 15. Teachers presentation of the to the subject material. Methods of presentation may include subject material. lecture, class discussion, group work, video, power point, simulation, field trip, role play, student presentation. 7

Performance Indicator 16. Helpfulness of teachers outside of class. 17. Feedback about your progress. 18. Quality of classroom learning. 19. Quality of lab/shop learning. 20. Quality of other learning experiences. 21. Field placement, clinical experiences or coop work terms. 22. Course materials (books, software, handouts). 23. Lab/shop facilities and equipment. 24. The overall quality of the learning experiences in this program. Community and Criminal Justice Program Standard Students requiring help outside of class have a responsibility to ask for the help they need. All faculty will advise students of how they can be contacted. Student requests for meetings will be responded to as quickly as possible, usually on the same day. Student emails and voice messages will be returned as soon as possible but no later than 2 working days after receipt. Feedback will be offered on all returned tests, assignments and on presentations. Students who wish further feedback about their progress may request a meeting with any faculty member for that purpose. Classroom learning requires an environment of respect and cooperation. Faculty will encourage students to listen, participate, ask questions and engage in discussion with the teacher and other classmates. Classes will begin and end on time. Students will use interview rooms and apartment suites to develop interviewing and investigation skills. In these environments, students are able to observe, critique and practice skills. Other learning experiences include skills seminars, debates, field trips, one co-op placement and field placements. Agencies and field supervisors must meet specific criteria prior to offering field placements. Students have a role in choosing their placements based on availability. This area is still under development. Stay tuned! Faculty will ensure that texts and supporting material are current and relevant. Learning packages may differ in format and content from course to course depending on the subject matter. Learning packages will be easy to follow and relate specifically to course content. Students will use interview rooms and apartment suites to develop interviewing and investigation skills. The learning experiences in the Criminal Justice degree program are designed to integrate learning from varied perspectives and from varied disciplines. Theory and application are threaded throughout the program design. Students are introduced to course material appropriate to their level in the program. 8

Student Protection Information 2014 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: http://www.conestogac.on.ca/index.jsp Policies and Procedures Webpages: http://www.conestogac.on.ca/policies/ Fulltime Calendar and Program Webpages: http://www.conestogac.on.ca/fulltime/index.jsp Degree Program Webpages: http://www.conestogac.on.ca/degrees/ Student Guide: http://www.conestogac.on.ca/admissions/studentguide.jsp (also available in print) Student Portal: https://portal.conestogac.on.ca/studentportal/default.aspx Program-specific Handbooks (Degrees: Student Handbook PDF s are available via Program Details page) 9

Communication with Faculty Students may communicate with faculty via Conestoga email, voice mail or in person. Students must use their Conestoga email addresses to communicate with faculty. Faculty will attempt to respond to all student email and/or voice mail within two working days. All communications should reflect the professional standards of the criminal justice field. Email communications which disregard proper spelling and grammar are inappropriate forms of communication. Dr. Jennifer Robinson is the Coordinator for the Bachelor of Community and Criminal Justice program. She provides academic leadership and coordinates the implementation of the program. The Coordinator can assist you in understanding your status and progress within the program. The first point of contact for resolving course-specific academic matters is the faculty member associated with an individual course. Full-Time CCJ Faculty Name Extension Email Address Professor Marion Evans 3945 mevans@conestogac.on.ca Professor Judah Oudshoorn 2757 joudshoorn@conestogac.on.ca Professor Jennifer Robinson 3905 jrobinson@conestogac.on.ca Program Assistant Emergency and other messages to faculty can be forwarded through the Program Assistant. Students may also make general inquiries about the program and procedures to the PA. You may, from time-to-time, receive program specific messages from the Program Assistant Name Extension Email Address Ms. Louise Harnett 3182 lharnett@conestogac.on.ca Administration The Department Chair provides administrative oversight and accountability for the program on behalf of the College. He is available to discuss significant concerns about program quality and student performance/conduct. Name Extension Email Address Dr. Janos Botschner jbotschner@conestogac.on.ca 3421 Chair, Community Safety Ms. Jennifer Cosentino, Program Assistant to jcosentino@conestogac.on.ca 3765 the Chair 10

Faculty Availability Faculty offices are located in the main building (3B, via stairwell 5) and students are welcome to see individual faculty to discuss course work, assignments, or any other issues by appointment of during office hours. During the first several days of the semester faculty will explain how you can contact them outside of class time. As faculty have diverse teaching schedules, it is best to make an appointment to ensure they are available. Faculty members will endeavor to reply to email messages within 48 business hours. Telephones for internal use are located outside the entry to faculty workspaces. Beside this phone will be a faculty directory with extension numbers only. If you have an appointment with a faculty member, please call to confirm that you have arrived, or speak to the person at the front desk. Please do not enter the faculty office area until you have confirmation that the faculty member is available to meet with you. If you do not have an appointment, please call the person you wish to meet with to confirm that they are present and can see you. If you do not reach them, please leave a message. In an interest of respecting the work environment for everyone in this area, please do not wander into faculty workspaces looking for them. About The Faculty Jennifer Robinson, Coordinator Jennifer is a sociologist specializing in social inequality, crime and deviance, and research methods. Jennifer obtained her Bachelor of Arts (Sociology, Honours, with a concentration in criminology) from Brock University, her Master of Arts (Sociology, primary area in socio-legal studies) from Queen s University and her PhD (Sociology, specialization in social inequality) from the University of Waterloo. Jennifer is committed to applied learning and maintains strong connections between her work in the field and academic pursuits. Jennifer s work on a variety of research projects can be seen in the Canadian Journal of Urban Research, Canadian Journal of Criminology and Criminal Justice (book review), policy paper with the Region of Waterloo, and as book chapters in Rights Agenda: An action plan to advance the rights of persons with intellectual disabilities and Challenges to the Human Rights of People with Intellectual Disabilities. Her current research interests are broadly based around social justice, focusing on the inclusion of vulnerable and marginal groups in our community. Prior to joining the Bachelor of Community and Criminal Justice program at Conestoga in 2010, she taught at the University of Waterloo and Brock University in the departments of Sociology and Child and Youth Studies. Jennifer is engaged with her community, volunteering with local youth-based agencies and as a board member of the Child Witness Centre. Outside of the classroom, she enjoys the outdoors with her family and her (very large) golden retriever. 11

Judah Oudshoorn Judah is thrilled to be teaching in the Community & Criminal Justice program at Conestoga. For the past decade or so, he has been working with victims and offenders in various community and criminal justice settings: reintegration supports for high risk sex offenders, anger management for men on probation, support groups for male and female survivors of sexual abuse, victim-offender dialogue in situations of serious crime, arts-based victim services and counseling with men who have used violence towards their partners and/or children. During this time, Judah has learned that people are people (surprise). That we are all capable of making horrible choices, but more importantly - with some effort and support - we can all take responsibility and make changes. On the academic side of things, Judah is a PhD student at Wilfrid Laurier University and holds a Master s degree from Eastern Mennonite University in Harrisonburg, Virginia. His main research interests are violence/crime prevention, with a particular focus on young men/dads who have used violence in their homes. Most importantly: Judah is the proud dad to two beautiful children and has celebrated 10 years of marriage to a wonderful partner. Almost equally as important: Judah likes two-bite brownies (although, they can be eaten in one), chainsaws, fires, coffee, twitter, MMA, house renovations and painting pictures of trees. Marion Evans Marion has a Master s degree in Criminology from the University of Ottawa. She worked for 12 years in Ontario corrections at various medium and maximum security facilities starting as a Classification Counselor and moving to Senior Assistant Superintendent positions in Program Administration and Operations. From there, she went to the big house to work in women s federal corrections for 10 years; specifically Grand Valley Institution for Women where she worked as Team Leader, Assistant Warden Programs and Manager of the Structured Living Environment (mental health treatment unit). In 2006, Marion left institutional corrections to manage a Mental Health and Justice portfolio and three Centres for Mental Health at the Grand River Canadian Mental Health Association, where she worked closely with police services, the courts and community agencies. Marion joined Conestoga College in 2009. Outside of work, Marion has been married for over 30 years and she has three children who are a source of great pride. Her interests include music, woodworking and spending time down east in New Brunswick. What is her favourite crime show, you ask? Although Marion has moved on to watching more sophisticated crime shows in recent years, her childhood favourite was one where the characters were known by their numbers, 86 and 99. 12

Student Concerns/Issues We appreciate that concerns/issues may arise during the learning experience. Our goal is to collaborate students with faculty and staff to revolve situations of concerns quickly and to learn and improve from these situations. To achieve this goal, we need an effective problem-solving environment. This means: a. When a situation of concern arises, it needs to be raised immediately and discussed by the individuals involved. This is the most important area for effective problem solving. **Problem-solving closest to the individual associated with the learning is the place to start. b. Please see the Student Concerns/Issues section in the Student Rights and responsibilities chapter of the College Student Guide for further details to be followed for the informal and formal procedures for the resolution of concerns and issues. c. Please note that issues and concerns related to a placement site, its operation or its employees should first be brought to the attention of the Conestoga Clinical Instructor/Responsible faculty/field Placement Supervisor, subject to the additional procedures outlined in the following Sections on Professionalism and Concerns Regarding Safety or Care/Service for Clients during a Practicum/Field Placement. 13

3 STANDARDS OF CONDUCT AND PROFESSIONAL PRACTICE Communication Students are expected to keep themselves current with all communications relating to the program and their courses. Sources of communication are as follows: the teachers directly, course outlines, e-mails from their teachers and the Desire2Learn program. Students are reminded to practice professional communication skills in all communications, including e- mail and voice mail. Text messaging and contact with faculty through their personal email and telephone numbers is not appropriate. All e-mail communication with faculty MUST be sent using Conestoga College e-mail addresses. E-mail sent on personal e-mail addresses will be automatically deleted due to the levels of Spam messages being sent to college faculty and staff. If you are having trouble with the college email, please contact the Computer Help Desk in room 1E19 (located back behind 1E05) or call 519-748-5220 ext.3444. It is imperative that if you move, you complete a Personal Data Information Change Form at the Registrar s Office. Important information such as your enrollment forms and achievement records are mailed to your home address. Process for Resolution of Student Concerns In order to resolve any concerns which may arise during a course or relating to the program overall, the following process must be followed to ensure clear and effective communication and finding solutions. Course related concerns: Step 1a: Discuss concern directly with the faculty member teaching the course privately and at an appropriate time. This should be a formal appointment set with the faculty member at a time mutually acceptable for both. It is important to identify issues clearly. A written explanation of the concerns will provide clarity and accuracy. Students should make suggestions and/or recommendations that might result in a resolution. Step 1b: If necessary, the Coordinator can provide information and advice about your status in the program and program-level options to assist you in your decision making. Step 2: If the matter is not resolved with the faculty member, the student will individually make his/her concerns known to the Chair who will respond by setting up a meeting to mediate between the student and faculty in order to arrive at a mutually satisfactory solution. Step 3: In the case where resolution is not satisfactory, the Associate Vice-President may be approached to assess the situation and determine further direction. Community and Criminal Justice faculty participate in problem-solving with individual students to help each student find the services and supports (s) he requires to be successful in the program. 14

Documentation of Counselling Interviews A Student Interview Record: (Form #380 white) This document will be completed, at the discretion of the faculty or Program Chair, when a student's academic performance or behaviour is: of concern unacceptable or unsatisfactory The identified goals will indicate clearly to the student what action must be taken if he/she is to be successful in the semester. After viewing and signing of this form, a copy is: given to the student sent to the Program Chair for filing in the students file 15

Characteristics of Successful Students (and Employees) Community and Criminal Justice In order to assist students with their transition from previous endeavours to their studies in the Community and Criminal Justice degree program, and prepare students for professional success in their chosen fields of study, the following characteristics of a successful student have been identified as follows: 1. Not surprisingly, they attend class-regularly. Moreover, they are on time. If they miss a session, they feel obligated to let the instructor know why and their excuses seem legitimate and reasonable. They make sure they get all assignments they missed and understand specifically what was covered in class. 2. Successful students speak in class, even if their attempts are a bit clumsy and difficult. They ask the questions that many in the class are bound to have, provided they are listening. 3. They see the instructor before or after class about grades, comments made on their papers and upcoming tests. Sometimes they just want to ask a question or make a comment relative to the class discussion. 4. Successful students turn in assignments that look neat and sharp. They take the time to produce a final product that looks good, a reflection of a caring attitude and pride in their work. 5. They are attentive in class. They don t chat, read or stare out windows. In other words, they are polite and graceful, even if they get a little bored. 6. All work and assignments are turned in on time, even if not every one of them is brilliant. Successful students seem driven to complete all work. 7. The most successful students may well end up at the instructor s office door at least once during the semester. They will go out of their way to find the instructor and engage him/her in meaningful conversation. From: Innovation Abstracts, Vol. X, No. 1 Standards of Conduct Standards of Conduct can be found in the workplace, so it is not surprising that Conestoga College, and more specifically, the Community and Criminal Justice degree program has standards of conduct. In the event of a conflict between the Community and Criminal Justice Student Procedures Guide and the College Student Procedures Guide, the Student Procedure Guide will take precedence. Students are required to adhere in respect to Academic Policies and Procedures as detailed in Standards of Conduct in Conestoga College s Student Procedures Guide for the current academic year as well as the Standards of Conduct specifically identified in this document. http://www.conestogac.on.ca/admissions/studentguide.jsp 16

Throughout their program of studies students are expected to conduct themselves in a professional manner and apply themselves to academic achievement. Students are required to uphold and promote the ethical standards of the program and the profession. Students are responsible to protect the integrity of the Community and Criminal Justice Degree program and the College community as a whole by identifying students who are dishonest and/or violate the standards. To commit to completing the learning objectives with integrity. To complete work that is your own - not plagiarized. To commit to attendance of classes, labs, community experiences and field placement. When unable to attend, an attempt to communicate the reasons for failing to attend is expected. To demonstrate professional behaviour while attending class, labs, community experiences and field placement as well as in program-related electronic communications To promote excellence, integrity and honesty To maintain service user confidentiality except when required by law or professional expectations To identify students who are violating ethical guidelines and standards To seek clarification from faculty or administration when unsure of any of these standards. Expectations of Faculty: Faculty will accept, fulfil, and enforce the professional standards of ethical practice Anyone who believes that a faculty member has violated these standards may confidentially initiate a complaint to the Program Chair Examples of Violations of Ethical Practice It is expected by society, and by ourselves that professionals do not, and will not lie, cheat, or steal. To lie is "to utter falsehood with an intention to deceive" (Webster's Dictionary). Lying is not only immoral but has the potential to be dangerous. Unethical Behaviour in Such Circumstances Includes, But Is Not Limited To: reporting false client information lying about task completion intentional failure to identify breaks in procedure recording false data in a client's file intentional failure to report breach of policy or practice withholding information from/or providing false information to teachers, co-ordinators, chairs or other college personnel To steal is "to take or appropriate another's property, ideas, etc. without permission, dishonestly or unlawfully" (Webster's Dictionary). To steal is to perform a criminal act, punishable in the criminal courts of our country. To steal is to destroy the trust bond between client and social service worker, between student and student, and between student and teacher. 17

Unethical Behaviour in These Circumstances Includes, But Is Not Limited To: Unauthorized possession of examinations or answer keys. Theft from a client, peer, staff person or college personnel. Misuse of any client medication. Taking or misappropriating any supplies from a field placement setting Community and Criminal Justice To plagiarize is "to take, pass off as one's own, the ideas, writings, etc. of another" (Webster's Dictionary). To plagiarize incorporates the immoral acts of lying, cheating and stealing. It includes using someone else's material without giving them the credit. To copy a chapter from a book, an article, a paragraph, a sentence, a care plan, or someone's client study is to plagiarize. Plagiarism Exists When: The work submitted or presented was done, in whole or in part, by an individual ot her than the one submitting or presenting the work Parts of the work are taken from another source without reference to the original author e.g. copying a paragraph, a page, a sentence, someone's ideas or someone's client care study The whole work e.g. an essay or a care plan is copied from another A student submits or presents work in one course which has also been submitted in another course (even though it is completely original with the student) without the knowledge of/or prior agreement of the instructor involved While it is recognized that scholarly work often involves reference to the ideas, data and conclusions of other scholars, intellectual honesty requires that such references be explicitly and clearly noted. A bibliography is insufficient to establish which portions of a work are taken from external sources; footnotes or other recognized forms of citation must be used for this purpose. Cheating affords unfair advantage to the person over his/her classmates and misrepresents that person's ability. There is societal expectation that a standard has been met upon graduation and that the graduate is capable of meeting the expectations of the employing agency. An employing agency could have serious doubts about the standards of the school when a graduate is shown to be incompetent at the agency. Cheating harms you, faculty, students, service users and the social work profession. Grades obtained in the preparation for your career must honestly reflect your achievement. Unethical Behaviours In These Circumstances Include But Are Not Limited To: copying from another student's paper using materials not authorized by the person giving the test collaborating with another student during a test without permission falsification of an exam, record or report knowingly using, buying, selling, stealing or soliciting contents of an exam or any assignment taking a test for another student or permitting another student to take a test for one's self attempting to bribe an instructor to obtain a passing grade or better grade on an exam or course Note: Any student who helps another student to cheat is as guilty of cheating as the student he assists. 18

Sanctions A violation of ethical practice as identified above is a serious offence. The degree of sanction will be directly related to the severity of the infraction as determined by the Community and Criminal Justice degree program faculty and will result in the following: Permanent documentation of the incident and sanctions in the student s file. The student may receive a mark of zero for the assignment or examination involved. The student may be required to complete additional assignments to achieve learning objectives as well as reinforce the importance of ethical behaviour. The student may be required to seek assistance from Student Services i.e. counselling services/peer tutoring/referral. Sanctions may include but are not limited to: o Probation o Suspension o Termination Student Contracts for Questionable Performance A Contract will be drawn up at the discretion of the faculty or Program Chair, when a student's placement and/or classroom performance is: of concern unacceptable unsatisfactory The identified goals will indicate clearly to the student what action must be taken if he/she is to be successful in the semester. After viewing and signing of this form, a copy is: placed in the student file given to the student sent to the co-ordinator or chairperson The student has the right to appeal the decision in accordance with Conestoga College Student Rights and Responsibilities section found in the current college s Student Guide. Professional Appearance During special events (e.g. field trips, agency visits, etc.) as well as guest lecturers, students are expected to dress in a professional manner. Professional appearance is an important part of the day-to-day work world for which students are preparing. Guidelines for professional appearance follow: Clothes should be clean and neat. Casual clothes such as jeans, running shoes, tee shirts, sweat shirts, and tube tops are not considered professional. Men should wear suits or sport coats, dress shirts and ties with dress pants, dark socks, and dress shoes. Sweaters are an acceptable substitute for suit or sport coats. Women should wear business dresses, pant suits, or skirts and blouses with nylons and dress shoes. Dresses and skirts should be of modest length. 19

Note: Students not complying with the above dress code may not be permitted entry to the specific event or may be asked to leave the class. Hats Policy: Due to the professional standards required by the respective professions, it is the policy of the program that hats and bandanas are not to be worn while in class. Ear buds: Listening to recreational music/materials during class is prohibited. General Dress Code Policy: In general, students should always be dressed appropriately for class. Over exposed skin and t-shirts with disrespectful messages are not appropriate. Students violating any of the above professional appearance policies may be subject to disciplinary action. Professionalism Marks may be assigned within a course for professionalism. Students should refer to individual course outlines for the specific requirements of each course. Professionalism includes but is not limited to the following: All students are expected to demonstrate professional/adult behaviour inside and outside of the classroom in the following ways: attendance, punctuality, appropriate classroom decorum, commitment, and respect. Show respect For fellow students - every student has something valuable to offer to each course. Listen to what others have to say. Racist, sexist or inappropriate comments will not be tolerated. For school property please adhere to the College policy regarding food and beverages in classrooms. For professors and guest lecturers - late arrival, unnecessary talking or disturbing behaviours in class (e.g. sleeping or miss-use of electronic devices such as cell phones and laptop computer programs) are disruptive to the learning environment. Class disruptions are not allowed. Students responsible will be asked to leave. For you Attendance is critical to success and is a significant component of professionalism. Responsible submission of all class assignments is expected. Appropriate dress is expected in all classes of the Community and Criminal Justice degree program. Hats, overexposed body parts or T-shirts with disrespectful messaging is not appropriate dress in our program classes. Business dress code is expected for guest lecturers and will be required for student attendance in class. 20

Safe Practice Safe practice is part of professional practice. It is an expectation of everyone who is or wants to be a professional. There are a number of policies and procedures associated with practical training in your program that have been developed to ensure your safety and the safety (physical and emotional) of those around you. These will be reviewed with you during your program. The following basic procedures are outlined for your attention and follow-through: Your personal safety begins with the use of professional attire and foot wear and with your attention to the health and safety expectations that may be identified throughout the College. Help us have a safe and pleasant environment by wiping up spills, by ensuring lap top cords do not snake across walking areas and by reporting equipment or facility problems when you see them. Concerns such as these in the Cowan Health Sciences Center may be reported to the Customer Service Desk in the Cowan Health Sciences Center. Specific dress codes, personal protective equipment and specific codes of behavioral conduct may apply to certain programs; failure to follow these may result in your inability to participate in a lab, class or experiential learning activity. Safe work practices are to be followed during all training; follow the direction of your instructors. If you have a practicum, your Clinical Instructor/Responsible Faculty member will ensure that you are aware of safe practices and safety precautions and procedures. This includes problem-solving by the Responsible Faculty and Program Coordinator with the College s Occupational Health & Safety Department as required. For example, should outside temperatures during the summer become unusually hot, very high temperatures may occur in some workplaces; this could require that specific steps be taken to ensure a safe working environment. All safety-related accidents, incidents, and near misses must be reported to the Instructor-in- Charge immediately. This is an opportunity to problem-solve about how to avoid these areas of concern for the future. Please refer to Safety form in the Appendix; this is an acknowledgement of your responsibility to be aware of safety expectations within your Program. 21

Bachelor of Community and Criminal Justice Professionalism Community and Criminal Justice The learning environment is a professional environment. As such, we encourage students to act as professionals, as they would in the work environment. This entails being punctual, prepared, engaged and respectful both within and outside of the classroom. As students progress through the program and prepare for placements and careers, consistent improvement and attention to professionalism is expected. Grading will reflect increasing expectations of professionalism each year. According to Conestoga s Student Code of Conduct: The College community is composed of students, faculty and staff, and members of the Board of Governors. Students become members of the Conestoga community upon registration. This policy applies to all students, full time, and part time, and to all corporate clients of Conestoga, while on College premises or engaged in a College activity at any location, including the Residence. POLICY ELABORATION: The College affirms the following general principles of rights and responsibilities as guides for individual action within this community. a) Each individual must accept responsibility for his/her actions and values, and for recognizing that such actions and values reflect upon the whole community. b) All persons must endeavour to conduct themselves in a manner consistent with respect for others and a thoughtful consideration for the needs of the academic community and society in general. c) The educational function depends upon honesty, integrity and respect for the preservation, communication and pursuit of knowledge. d) Each person is encouraged to learn and practice the art of thoughtfully examining issues, expressing views, both individually and as a group member, in a manner that is consistent with the educational purposes of the College. e) The College community recognizes the need for the development of personal ethics, and moral standards and philosophies. The members of this community should be committed to broad personal growth and development, realizing that each individual has both the freedom and the obligation to make ethical and moral choices and to accept the attendant responsibilities. For the full document see: http://www.conestogac.on.ca/policies/students.jsp Professionalism Grading: If a student obtains two or more zeros in any of the categories below, an overall failing grade may be assigned. A failing grade may also be assigned for serious behaviours or conduct that overrides other professionalism categories. 22

Professionalism Rubric: 10 9 8 7 6 0 Attendance 0 classes missed 1 class missed with notification 1 class missed without notification 2 classes missed 3-4 classes missed 5 or more classes missed Punctuality (both at the beginning of class and returning from break) 0 times late 1 late with prior notification 1 late 2 times late 3-4 times late 5 or more times late 10 9 8 7 6 4 0 Ability to Meet Deadlines/Fol low Instructions All assignments on time and according to guidelines All assignments on time/one not according to guidelines All assignments on time/2 not according to guidelines One assignment late/handed in according to guidelines 2 assignments handed in late/2 not according to guidelines 3 assignments handed in late/3 not according to guidelines 4 or more late assignments/not according to guidelines Participation Frequently (i.e. participates several times in every class) volunteers positive, wellinformed and knowledgeable comments and questions. Attentive throughout entire class. Participation is respectful and considerate of others. Uses nonjudgmental language. Often (i.e. participates 1-2 times in every class) volunteers positive, wellinformed and knowledgeable comments and questions. Attentive throughout entire class. Participation is respectful and considerate of others. Uses nonjudgmental language. Regularly participates (i.e. 1 time per class or several times, but not every class), volunteers positive, well-informed and knowledgeable comments and questions. Attentive throughout entire class. Participation is respectful and considerate of others. Uses nonjudgmental language. Consistently attentive in class with occasional informed and knowledgeable questions or comments. Some comments may lack respect or consideration for others. Sometimes attentive during class; rarely volunteers answers/comment; comments are not course related. Some comments may lack respect or consideration for others. Engages in some side conversations. Consistently inattentive; disruptive; out of context comments/discussi ons; participates in side conversations while others are engaging in the learning environment. Comments are sometimes disrespectful Consistently inattentive; disruptive; out of context comments/discussi ons; participates in side conversations while others are engaging in the learning environment. Comments are disrespectful. May be redirected from faculty. Appropriate Use of Technology Uses technology only for class purposes. Occasionally (2-3 times per term) uses technology for non-class purposes. Often (4-5) uses technology for nonclass purposes. Regularly uses technology for nonclass purposes (7 or more times over the term). Is addressed about inappropriate use. Regularly uses technology for nonclass purposes (7 or more times over the term). Is addressed about inappropriate use and disregards direction from faculty. 23

10 9 8 7 6 4 0 Leadership and Personal Growth Consistently takes on a positive leadership role in the learning environment. Encourages others to participate in meaningful ways. Excellent approach to collaborative work. Coordinates/mento r peers. Takes initiative to lead activities. Works to build a safe and orderly learning environment. Responsive to feedback from faculty and strives to incorporate feedback into future assignments. Often takes on a positive leadership role in the learning environment. Encourages others to participate in meaningful ways. Excellent approach to collaborative work. Takes initiative to lead activities. Works to build a safe and orderly learning environment. Responsive to feedback from faculty and strives to incorporate feedback into future assignments. Regularly takes on a positive leadership role in the learning environment. Encourages others to participate in meaningful ways. Good approach to collaborative work. Takes initiative to lead activities. Works to build a safe and orderly learning environment. Responsive to feedback from faculty and often incorporates feedback into future assignments. Occasionally takes on leadership roles in the learning environment. Is respectful of others in collaborative efforts. Engages as active participant in class based/classorganized activities. Is responsive to feedback from faculty. Seldom takes on leadership positions in the learning environment. Needs to improve collaboration skills. Engagement in learning environment is sometimes/often nor positive. Often disregards feedback from faculty. Very rarely takes on leadership roles. Engagement in leadership position is not positive or encouraging of peers participation. Poor collaborative approach. Lacks active participation in class-based activities/events. Disregards feedback from faculty. Does not take on leadership roles. Acts in ways that are counterproductive to building a safe and orderly learning environment. Poor collaborative approach. Disregards feedback from faculty. Lacks active participation in class-based activities/events. Business Dress (when required) Always in business dress as per program standards when required. Often in business dress as per program standards. Seldom in business dress as per program standards Lack of adherence to business dress as per program standards N/A 24

Social Media Policy Social media has many advantages for a professional. It can be used to network, resource information and keep current As a STUDENT AND FUTURE PROFESSIONAL, it is essential to maintain professional boundaries in all communication, including Social Media. Figure 1 illustrates that many social connections an individual student may have. These connections may occur in both the real and virtual worlds. BE AWARE: Electronic messages are not anonymous. They can be tracked, misdirected, manipulated and live forever on the internet. Social media sites create and archive copies of every piece of content posted, even when deleted from on-line profiles. Once information is digitalized, the author relinquishes all control. Online identities and actions are visible to the public and can result in serious repercussions or embarrassment. As the Office of the Privacy Commissioner of Ontario notes, users may intend to share their online existence solely within their own network, but in theory anyone can access the user s musings, photos and information. Further, the words can be altered, forwarded and misquoted. 1 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 about 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 expressed permission of all individuals involved. 25

7. Remember that online sites you visit are not anonymous. 8. Make sure your on-line name and E-mail reflect professionalism. 9. Ensure that your postings will not be considered harassment or defamation of a peer, colleague, faculty or others. 1 Professional Advisory. 2011. Use of Electronic Communication and Social Media. The Council of the Ontario College of Teachers. 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 (Keep faculty and staff as resources to connect with after you have graduated or after you have left the college) Guidelines for Professional Success related to Social Media Exercise good judgment when sharing any information online. Remember you are a professional. Respect the privacy and confidentiality of others. Many types of social media encourage instantaneous, casual dialogue. It is important to remember that even an innocent comment may be easily misunderstood Assume that information you post or send can be accessed or altered by anyone. Consider whether any posting may reflect poorly on you, your school, or your profession. Avoid online criticism of about other students, colleagues, professors or field placements. Avoid impulsive, inappropriate or heated comments. Do not take or post any pictures while on placement or involved in lab activities. Pictures should not be taken without permission from the individuals involved. Maintain client-provider relationships and boundaries. The addition of a client to a friendship status online is unacceptable. Remember that online sites you visit are not anonymous. Make sure your on-line name and E-mail reflect professionalism. Ensure that your postings will not be considered verbal abuse, harassment, threats or defamation of a peer, colleague, preceptor faculty member or others. 1 Professional Advisory. 2011. Use of Electronic Communication and Social Media. The Council of the Ontario College of Teachers. Conestoga Students Guide 26

4 ATTENDANCE AND STUDENT SUCCESS STRATEGIES Attendance The programs require students to be available for class and other learning activities from 8:00 a.m. through 6:00 p.m., Monday through Friday. Students are expected to attend all classes. If students miss class, it is their responsibility to acquire any missed information. Research clearly indicates there is a direct relationship between student success and a good attendance record. Authorized absences include those due to illness requiring a doctor s care, death of an immediate family member and preauthorized program related activities. Absence for work, sports (other than varsity), and other activities are not considered to be authorized absences. Attendance may be taken into consideration in calculating student grades in a course. Students should refer to individual course outlines for the specific attendance requirements of each course. Extended absences should be discussed with the program coordinator. Punctuality Students should be on time for classes. The late arrival to class of one or more students can disturb others. Students who arrive late should enter the class without interrupting it. As with absence, lateness may be taken into consideration in calculating student grades in a course. Students should refer to individual course outlines for the specific requirements of each course. Students who are aware of situations requiring special consideration are expected to consult with the faculty member. Deadlines Students must meet the deadlines for all course assignments. Penalties may be assessed for late submission. Students should refer to individual course outlines for the specific requirements of each course. Procedures for Dropping off Assignments If hard copy assignment must be submitted outside of class hours, students may drop off assignments into the Drop Boxes in 3B. We cannot assure that faculty or administrative support staff will be present to receive assignments. It is the students responsibility to assure that the assignment was received. 27

Inclement Weather Procedure When it appears that classes may be cancelled due to inclement weather, students are advised to check Conestoga s website www.conestogac.on.ca and/or one of the local radio stations listed in the Student Guide. Implications for course work and exams follow the information outlined in the Student Guide under Class Cancellation Practice and Scheduled Examinations and Inclement Severe Weather Conditions. Class Cancellation Due To Faculty Absence All class cancellations due to faculty absences will be posted in the Student Portal on the left hand side of first page which a student sees after logging in. These notices in the Student Portal will be the only general notifications of class cancellations due to faculty absences. Faculty who will be absent will not be informing students of class cancellations through the Desire2Learn Learning Management System. Option to receive personal notifications of class cancellations Students have the option of receiving special e-mails 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 e-mail address to which these notifications will be sent, select My Addresses under the Profile Tab, and change the default e-mail address. Attendance for Evaluations An evaluation is defined as a test, exam, presentation or any other formal assessment that requires your presence in a class or lab. Evaluations are critical components of each course and overall success for you in your Program. The School s approach to requirements for attendance at evaluations reflects the expectation that as emerging professionals, students must demonstrate a professional attitude and attention to evaluations, in the same manner that expectations for future work as professional will require attention to workplace procedures. Consequences for missed evaluations are balanced against reasonable support where it is warranted. In order to support student success: Evaluation and presentation dates are scheduled and communicated at the beginning of each semester. Unplanned extenuating circumstances involving the college, the program or the faculty that may require changes to the course schedule will be communicated to students. 28

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). Academic accommodations are provided to students with documented disabilities through the Accessibility Office. The following procedure sets out expectations and implications should you miss an evaluation: Notification for Absence from Evaluations Students are required to notify the program of absence from any evaluation for any reason. Notification must be received prior to the start of the evaluation. Failure to do so will result in a mark of zero being assigned. Notification procedure Log into the student portal and click on the Absence tab and indicate that you will be absent from class on a day that has an Evaluation. You will receive a confirmation email that you have recorded your absence for that day. Note: Your professor will be aware of your absence from an evaluation by your lack of attendance and because you have entered your absence using the online Absence Recording System on the Student Portal. The Absence Recording System shows you as being absent for the day, starting from the time that you record your absence. (For example if you record your absence for that day at 11.00 AM the system will show you as being absent for all classes starting after 11.00 AM that day.) If you are then going to be present again for some later class, you will need to bring your presence to the attention of your Professor in that later class.) The earliest that you may record your absence for a particular day is after 8pm on the preceding day Follow-up after Reporting Your Absence from an Evaluation You must make contact immediately with faculty to explain the reasons for your absence and to arrange a meeting. If there is a concerning pattern of absence you will be asked to meet with the program coordinator. This may result in the need for you to provide documentation verifying the reason for your absence, in accordance with the requirements specified in sections below titled Evaluations worth 20% or more and Evaluations worth less than 20% Faculty will then make alternative evaluation arrangements as appropriate and you will complete any necessary forms. Students are required to complete the alternative evaluation as scheduled. If the evaluation is to be conducted in the testing center, you will be asked to show your student card before you are permitted to write the test. 29

Tests will be made up In the College Testing Centre in the following week, or by individual arrangements with program faculty. Documentation to Substantiate Your Reported Absence Evaluations worth less than 20% Missed evaluations worth less than 20% of the student s final grade will be rescheduled once per program semester subject to proper communication described above. NB: Once per program semester means that only one absence for an evaluation will be accepted across all courses in a program for a semester. Implications of major illnesses or personal circumstances impacting several course evaluations at one time will require discussion with the program coordinator prior to faculty arranging alternative evaluations. If an evaluation cannot be rescheduled (for example an experiential activity or participation in a group presentation) reallocation of marks will be determined by faculty. This will be documented on an interview record and signed off by both faculty and student. If more than one evaluation that is worth less than 20% is missed, documentation requirements for evaluations worth 20% or more apply (See 2.2). Evaluations worth 20% or more Any student who misses an evaluation worth 20% or more will receive a mark of zero unless the reason for missing the evaluation and the accompanying documentation verifying the reason for the absence are deemed acceptable by the program. Examples of reasons deemed acceptable include incapacitating illness, death of a close family member, and required court appearance. NB: If an evaluation is missed due to illness, the health care professional attesting to the illness must have firsthand knowledge of the situation and direct involvement with the treatment / management of the condition. For example, a note from a clinic provided by a physician seeing the student for the first time, after the illness has resolved, is unlikely to meet the program standard for documentation. 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 see http://www.thecouncil.on.ca/articles/150 It is the responsibility of the student to: a. Plan ahead and be aware of the dates of all examinations and other course obligations; b. Advise the faculty member that he/she will be seeking accommodation to observe a recognized religious holiday and make a request in writing to your Program Coordinator within the first 3 weeks of the semester and prior to the dare of assessment that falls on the religious holiday. Exceptions based on extenuating circumstances must be approved by the Chair. 30

5 ACADEMIC PROGRESS THROUGH THE PROGRAM Academic integrity Community and Criminal Justice Academic honesty is expected and required of all Conestoga students. In order to maximize your success as a student, it is critical that you familiarize yourself with the Academic Integrity Policy found in the Conestoga Student Guide. This guide has been provided to you during orientation and is available on the college website. The Academic Integrity Policy provides a detailed description of the following: Scope of academic integrity What academic integrity means What types of behaviours constitute a breach of academic integrity The penalties associated with breaching academic integrity If after reading this information, you do not fully understand what is meant by academic integrity, and what is required by you to maintain academic integrity, please speak with a faculty member or your program Coordinator. Please note that maintaining academic integrity is very serious, and that it is your responsibility as a Conestoga student to know the Academic Integrity Policy and to initiate help if you do not fully understand it. Below are a few hints to help you avoid breaching academic integrity. Make sure that you recognize information that requires referencing. Examples Example Milk is good for you. According to Health Canada milk beverages provide the nutrients needed for healthy bones and optimal health. Health Canada. (2008). Canada s food guide: Milk and alternatives. Retrieved May 17, 20011 from http://www.hc-sc.gc.ca/fn-an/food-guidealiment/choose-choix/milk-lait/index-eng.php Consuming milk every day provides the nutrients that you need for healthy bones and optimal health. Health Canada. (2008). Canada s food guide: Milk and alternatives. Retrieved May 17, 20011 from http://www.hc-sc.gc.ca/fn-an/food-guidealiment/choose-choix/milk-lait/index-eng.php Reference Required General information in the public domain. Does not require referencing. Direct quote right from a published source. Requires a reference. Information that has been put into your own words, but offers information outside of public domain related with specialized knowledge. Requires a reference. Whenever you refer to material from another source, whether book, journal article, video, newspaper, or electronic publications, you must acknowledge your source using proper citations and references. The APA style is the format most often used in the health and social sciences. Please visit the Conestoga Learning Commons for assistance with the APA format, or visit the following website for help. http://www.conestogac.on.ca/learning-commons/services/writing.jsp 31

If you work collaboratively with others on an assignment, including in class assignments that expect independent submission, make sure that you do not copy words or ideas from others intentionally or by accident. Make sure that you read the Academic Integrity Policy located in the Conestoga Student Guide, and that you fully understand it. The policy describes additional behaviours that represent a breach of academic integrity. Copyright What Students Need to Know Photocopying and scanning at Conestoga are governed by the Copyright Act, an agreement with Access Copyright, and the Association of Canadian Community Colleges Fair Dealing Policy. Under the terms of our Access Copyright license which gives the broadest permission: You can photocopy or scan the following: Up to 10% of most published works One chapter that is greater than 10%, but no more than 20% of the book One article, short story, play, poem or essay from a book, magazine or journal issue containing other works One newspaper article or page One entry from an encyclopedia, dictionary, annotated bibliography or similar reference work One drawing, sculpture, painting, print, architectural work of art or work of artistic craftsmanship from a larger volume containing other works 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 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 at http://exploreguides.conestogac.on.ca/studentcopyright If you have any questions about copyright or the limits of copying on campus, contact James Yochem, Copyright Technician, at jyochem@conestogac.on.ca or 519-748-5220 x3746. 32

Testing Tests are to be written at the times scheduled by the professor/instructor, the program and the college. Unauthorized absence from a test will result in a grade of zero for that test. Authorized absence from a test must be arranged with the professor/instructor prior to the scheduled test date, and the rescheduling of such tests is at the discretion of the professor/instructor. Students who arrive late for a test may be refused admittance to the test room. Test Results Test results will be posted on the student portal or otherwise communicated as soon as possible after a test. Tests will not normally be returned to students, but students may arrange with their professor/instructor to see and discuss their test results. Students should consult with their professor/instructor for details of the review process. Such reviews should be conducted within two weeks of the posting. It is the students responsibility to check their mark on any test or assignment and raise any issues within two weeks of the posting. Scantron Tests Scantron is a form that is filed out for multiple choice true and false type test questions. A sample Scantron sheet has been attached. If the Scantron forms are not filled out properly, you risk losing marks and delay receiving your results by a week. Instructions on how to complete the form: Use only pencil. Make dark marks so the machine can read your answers. On the front of the form, fill name and course name and shade in student number and test number (if applicable). On the back of the form ONLY shade in your last and first name. Use a quality white eraser when erasing mistakes or shade in your answers once you are sure of the response you wish to indicate. An example of Scantron and proper completion can be found at the end of this guide. If you have no grade posted for a test, please speak to the professor/instructor as soon as possible to find out why it was not posted. Do not wait until the end of the semester to check why you are missing grades. If you wait more than 1 week to check your missing grade, a mark of ZERO will be posted. Ethical Conduct In test situations, students must do their own work with integrity. The use of unauthorized resources, unauthorized collaboration, and copying are serious offences. Authorized Resources 33

The following resources are required in test situations: student ID cards, pencils, pens, and erasers. A faculty member may authorize specific resources for a test. All other resources are considered unauthorized and must be stored in student lockers or an area of the test room designated by the professor/instructor. Failed Courses Our program does not offer courses outside of the traditional fall and winter semesters. Some courses MAY be available through Continuing Education or on-line through www.ontariolearn.com. Faculty approval MUST be obtained PRIOR to re-taking the course to ensure equivalency. Select Breadth Electives for degree programs may be available during the spring/summer semesters. You may contact the Liberal Arts department for further information on available courses. Clearance of Academic Deficiencies, Probation and Supplementals Academic decisions will be made at the end of each academic semester. The academic decision will be one of the following: A student with a program or sessional GPA greater than or equal to 2.50 with two or less failed and/or dropped courses will be promoted to the next level. A student with a program or sessional GPA greater than 2.50 with more than two failed and/or dropped courses will be placed on probation. A student with a program or sessional GPA less than 2.50 will be placed on probation or be discontinued according to the program standards. Students required to repeat a semester will not be expected to repeat liberal studies elective courses in which they have achieved a mark of 60% or greater A course that has been failed is considered un-cleared until the student receives a passing grade for it. A previously failed course or module must be cleared through one of the following methods: o Repeat the course or module. o Take a supplemental examination o Complete supplemental work as per the Clearance of Academic Deficiency Policy. Supplementals may be granted to students whose failed mark is within 10% of the pass mark. For degree students, this is 54% or above. Students have the right to four supplementals during the course of their program. Please refer to the Student Guide (available on the college website) for further information on the procedure required. Note: Supplementals are NOT available in all courses. It is the student s responsibility to check with the appropriate professor/instructor to discuss the possibility of a supplemental. For example, failure to complete a practicum or co-op placement does not allow a student to complete supplemental work to clear the deficiency. Administrative Fees The College requires that appropriate forms be completed and that an administrative fee be paid at the Registrar s office. It is the student s responsibility to ensure that such forms are completed and fees paid. 34

For example, you must pay a fee for an official transcripts or letters confirming that you are a Conestoga College student. Grading System Students must attain a minimum 60% passing grade in all Community and Criminal Justice degree courses. The College uses numeric, alpha and grade point average (GPA). An incomplete is submitted as an I. Incompletes change to failures if the terms of the incomplete are not met within the stipulated time. Adding and Dropping Courses Please refer to The Student Procedures Guide regarding dates for adding or dropping courses. Students must be properly registered in a course to receive a grade. Students who do not drop a course within the specified College timeframe and who fail to complete the course requirements will receive an F. Withdrawals Students who wish to withdraw from their program should complete the withdrawal form, which is available in the program Administrative Assistant s office. It is imperative that should you decide to withdrawal from the program that you do so officially by completing a Student Withdrawal form through the registrar s office. Discontinuance A student will be discontinued from the program if they have any combination of three failed and/or missed (Did Not Attend) courses in an academic year. Students may also be discontinued for failing to meet the standards of conduct set out in this document. Discontinued students must sit out at least a full academic semester before reapplying. Before reapplying you must submit a letter to the program coordinator outlining the reasons which lead to your course failures and the steps you have taken to correct the issues. Upon authorization from the coordinator you may reapply through the college. 35

Maintaining Student Files 1. Official records of each student s education are maintained electronically by the Registrar. Academic records are also maintained by the College regarding Course Outlines to support the level of achievement in a particular course. 2. Administrative records related to your experience in the Program are maintained to demonstrate compliance with external and college requirements. This information is as follows: Student Information File Location and Student Access Retention In Health Tracker, by individual student access Pre Practicum Health Requirements per copies of information received from students **accessed through My Conestoga Each student has his/her own information on the Health Passport for provision to practicum agencies as required. For the duration of a student s time in the Program Acknowledgement of WSIB Understanding signed by each student prior to the first practicum placements By the Program, by the Program Assistant responsible for Placements For the duration of a student s time in the Program Student Consents Signed on Admission (per Student Handbook) Student Consent for Release of Information Student Understanding of Professional Standards Student Understanding of Safety Requirements In Program File with Program Assistant For the duration of a student s time in the Program. 36

3. Academic Files are set up as required for a student to document important matters relevant to a student s progress or to document and monitor resolution of concerns. Student Information A. Documents related to academic progress Correspondence regarding course equivalencies Correspondence re supplementary examinations Learning Contracts Disabilities Information & plans File Location and Student Access In Student File, maintained by the Program Coordinator, initially, and then filed for safe-keeping during the student s time in the Program maintained by the Program Assistant Retention For 1 year following graduation B. Records of Competency Attainment As above As above C. Documents related to areas of Concern Interview Records, with supporting email documentation as appropriate Student Code of Conduct Incident Reports Letters/emails of significant concern and replies Appeals As above As above 4. Students may review the contents of your Academic file by: Requesting this in writing to the Program Coordinator Reviewing the file in the presence of the Coordinator 5. At the end of one year, the contents of your file will be destroyed through the College s process for purging confidential documents. 37

6 FIELD PLACEMENTS AND PRACTICUMS Community and Criminal Justice Prior to your first placement, you must sign a Declaration of Understanding of WSIB Coverage related to Unpaid Clinical Placements indicating you understand that WSIB coverage will be provided through the Ministry of Training, Colleges, and Universities while you are on training placements. This Declaration will be placed in your student file. Practicum Health Requirements Students must complete health and/or safety requirements to be eligible for practicum placements. These prerequisites are required by legislation and placement agencies for all persons working in this sector. Health and/or safety requirements may include the following: Clear Police Check for Vulnerable Sector Screening (VSS) (Form A)* As a student, your responsibilities will include: 1. Refer to your practicum health requirements package that was either mailed to you (new students) or distributed during class (returning students). This package outlines your specific program deadline; contact your Program Assistant if you did not receive this package or log onto the Practicum Services community within myconestoga to obtain the practicum forms. 2. Complete the requirements based on Forms A, B, C, D, E. 3. Submit forms as completed. Practicum health and/or safety requirements must be completed in order for you to attend your practicum experience. This placement is mandatory for the completion of your program. If you do not attend field/clinical placement, you will not be promoted to the next semester and it will ultimately result in non-completion of the program. *Criminal Screening: To be eligible for practicum placement with an agency, it may be required that you have not been convicted of any criminal offence for which you have not been pardoned. An unpardoned criminal record may result in the inability to participate in field/clinical placement and will jeopardize your progress in the program. Your acceptance for placement is at the discretion of the agency; some agencies may request you to provide a VSS completed within six months of placement start date. Students with criminal records are advised to meet with the Program Chair for academic counseling to determine program suitability. Offences under the Criminal Code and the Controlled Drugs and Substances Act of Canada: http://laws-lois.justice.gc.ca/eng/acts/c-46/ http://laws-lois.justice.gc.ca/eng/acts/c-38.8/ 38

WSIB Prior to your first placement, you must sign a Declaration of Understanding of WSIB Coverage related to Unpaid Clinical Placements indicating you understand that WSIB coverage will be provided through the Ministry of Training, Colleges, and Universities while you are on training placements. This Declaration will be placed in your student file. It is your responsibility to ensure that the Declaration of Understanding for WSIB Coverage is signed and returned or you will not be allowed to attend your field experience. Concerns regarding Student Safety or the Safety and Care/Service for Clients Field placement experiences provide the opportunity to demonstrate and enhance your learning in the practice environment. These practicums have been organized by your Program in partnership with the organization where you have been placed. The following procedures have been developed to make it easier to identify and address any concerns or issues regarding your safety or the safety and care of clients that may come up during the practicum in a way that supports both a solid learning experience and a constructive partnership with the practicum site. A. Communication of General Concerns regarding Your Safety or The Safety and Care/Service for Clients 1. Students will be provided with an Orientation to their placement site on the first day of their placement. The Orientation may include details of the placement site s policies and procedures related to communication about the safety of the work environment and /or the safety and care of patients/residents/clients. 2. If a student has any concerns about the safety of the work environment and/or the safe/appropriate care/service for clients: a. The student must immediately report these concerns to the College individual associated with the practicum (Clinical Instructor, Faculty responsible for your practicum, Field Placement Supervisor). b. The Clinical Instructor /Responsible Faculty/Field Placement Supervisor will discuss this concern with Site Management. c. For concerns of a serious nature (e.g. concerns impacting a total student group; a serious care/service situation), the Clinical Instructor/Responsible Faculty/Field Placement Supervisor will discuss the situation with the Program Coordinator and, potentially, the Department Chair. The Coordinator or Chair will immediately contact practicum site management to determine next steps. Should facility policies require that practicum students report safety or care/service concerns immediately to practicum site management, the student should report to the Clinical Instructor/Responsible Faculty/Field Placement Officer immediately afterward. B. Reporting of Incidents of Student Injury during a Practicum Experience 1. Should students experience personal injury of any kind, this must be reported immediately to the Placement Employer and Clinical Instructor/Responsible Faculty/Field Placement Supervisor. The 39

Placement Employer will provide first-aid that may be necessary, including arranging for transportation to emergency medical services if required. The Clinical Instructor/Responsible Faculty/Field Placement 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 MTCU Letter of Authorization to Represent Placement Employer and a MTCU Work/Education Placement Agreement Form. C. Reporting of Student Involvement in Situations of Possible Injury to Clients during A Practicum Experience or Student Damage to Facility Property 1. Should students be involved in care/service situations where there the care/service results in a potential concern/injury to patients/residents/clients of the placement site, this concern must be immediately reported to the Practicum Site in order that care can be given. This situation must also be reported immediately to the Clinical Instructor/Responsible Faculty/Field Placement Supervisor. The faculty member will discuss this immediately with the placement site and ensure that an incident report is completed. The faculty member must also inform the Program Coordinator and the Department Chair for a discussion of program expectations and implications. It is the responsibility of the Chair to ensure that all documentation is obtained regarding the incident and to inform College officials accordingly. 2. Should students be involved in situations where there is alleged damage to resources/physical property at the Practicum site, this concern must be reported immediately to the Practicum Site and to the Clinical Instructor/Responsible Faculty/Placement Officer. The faculty member will inform the Program Coordinator and Department Chair for a discussion of program expectations and implications. It is the responsibility of the Clinical Instructor/Responsible Faculty/Placement Officer to complete an incident report with the Chair accountable to ensure all documentation is obtained and to inform College officials accordingly. Field Placements in 3 rd Year Students in 3 rd year of the program will complete a 196 hour, two term placement in one of the following streams. Field Placements Stream A: All students will have the opportunity to compete for 30 35 placement positions facilitated by B.CCJ Faculty. An exception to this will be students who have scored low in professionalism in their courses (less than 65%). The process will be as follows: 1) Students will identify their top choices of placement. 2) Faculty will meet to assign students a maximum of three positions to submit resumes to. A combination of professionalism marks, and placement agency standards (i.e. written and verbal communication skills, academic achievement, etc.), will be used by faculty to determine assignment. 3) Students will submit resumes and cover letter to assigned agencies. 4) Agencies will select students to interview, and subsequently rank candidates. 5) Faculty will assign students to placement based on the above criteria, as well as by agency ranking. 40

Field Placements Stream B: If unsuccessful in securing a placement in Stream A, or as a result of ineligibility, students will have the opportunity to complete requirements through a format approved by Faculty. The process will be as follows: 1) Students will meet with faculty to discuss options for successfully completing placement hours. This might include one, or some combination, of the options below: a) Student finding their own volunteer experience. b) Student completing a directed community service assignment. c) Student completing a report related to work integrated learning. Please note if students fail to follow the placement process, as outlined by Faculty, students may not be assigned a placement, and required to repeat the course in a future year. 4 th Year Community-Based Applied Research Projects As a requirement of your degree, every student must complete a major project in their fourth year of study. In the Bachelor of Community and Criminal Justice program, this requirement is met through community-based applied research projects. Like field placements, prior academic performance and professionalism will be considered when assigning students to the streams outlined below. Community-Based Applied Research Projects Stream A: Community-Based Applied Research Projects: Up to, but no more than 5 projects with up to 3 students per project, assigned to meet information needs/requests of community agencies. To be eligible for Stream A, students must have an overall average of 75% in RSCH 73000 and STAT 73100 and achieved a grade of 7.5 or better on professionalism in all courses in the third year of the program. Students must apply for this stream, outlining how they meet the eligibility criteria. If students do not meet the eligibility criteria, but would like to be considered for Stream A, this will be assessed on a case by case basis, however, the standard for professionalism is nonnegotiable. Community-Based Applied Research Projects Stream B: Environmental Scan and Literature Review. This may be issues-based or part of a multi-year research project which is then reviewed and critiqued by a subsequent cohort of students before being used for community based applied research. Depending on the skill set of the group, on-campus research may be conducted. Topics and direction of work will be determined through consultation with faculty. Options may include Social Media content research based on issues. This will set the framework for CCJ position papers/fact sheets developed and shared with fellow students for engagement. This will be done in teams of 3, graded individually and then combined for an overall final product. 41

Student Representatives Two students from each year will be elected by their peers to be CCJ Student Representatives. The Student Representatives take on positive leadership roles and coordinate activities/opportunities for their cohort and across cohorts in the CCJ program. Where appropriate, they will act as liaisons between faculty and students and will be invited to some faculty meetings throughout the year. Student Representative positions may be held for one year only. If a student held the position of Student Representative in one academic year, she/he is not eligible to run the following year for the representative position. Student Representative elections will be held in the last week of September each academic year. In order to run for the position of student representative you must meet the following criteria: Minimum 75% overall academic average Consistently 8 or above on professionalism in all classes (with an exception for first year representatives as no professionalism grades are available). Ability to communicate professionally (verbally, written and in emails) Professional use of social media 7 STUDENT AWARDS/SUCCESS You are part of an exciting new degree program that has been developed by senior criminal and community justice practitioners. They understand the skills and knowledge needed to develop effective employees and future leaders. Successful completion of this degree will allow you to apply for a variety of exciting careers. Throughout your time at Conestoga College, professors/instructors will challenge and encourage you to give your best effort, develop a positive attitude and set your sights on a career that can make a difference to individuals and your community. Your success depends on you. Are you ready? 42

CJS Awards 2014-2015 The following awards* are available to the students of Community and Criminal Justice. Students who have questions about any of these awards should speak with their Program Coordinator. Please watch your college email for information from the Financial Aid office concerning application deadlines, processes and eligibility. You may obtain information about other school wide awards and scholarships from Financial Aid. You can find the General Awards Application at http://www.conestogac.on.ca/financial-services/awards * Note: All awards are subject to change but are correct at the time of printing. Award Award Value Year or Level # per year or intake Application Process Criteria Location Financial Aid or Program Sponsored The President's Degree Entrance Scholarship $1500 & $1000 Year 1 2 Nominated Achieved the highest average marks upon graduating from secondary school have achieved a GPA of 3.0 and be in good academic standing at the end of the first semester Scholarship Reception Financial Aid Outstanding Major Research Project certificate graduating 4 No Awarded to a student group who, over the duration of their 4 th year, exemplified commitment to community-based research and produced an outstanding final project CCJ Recognition Event Program Sponsored Highest Academic Achievement in Year 1 certificate Year 1 1 No This award is given to the student with the highest overall academic average in each year of the Bachelor of Community and Criminal Justice degree program. CCJ Recognition Event Program Sponsored Highest Academic Achievement in Year 2 certificate Year 2 1 No This award is given to the student with the highest overall academic average in each year of the Bachelor of Community and Criminal Justice degree program. CCJ Recognition Event Program Sponsored 43

Award Award Value Year or Level # per year or intake Application Process Criteria Location Financial Aid or Program Sponsored Highest Academic Achievement in Year 3 Highest Academic Achievement in Year 4 certificate Year 3 1 No This award is given to the student with the highest overall academic average in each year of the Bachelor of Community and Criminal Justice degree program. certificate graduating 1 No This award is given to the student with the highest overall academic average in each year of the Bachelor of Community and Criminal Justice degree program. Faculty Award certificate graduating 1 No Awarded to a student in third or fourth year of the program who: demonstrates integrity, a commitment to leadership both inside and outside of the classroom, and strives for academic excellence. Work Integrated Learning Waterloo Region Crime Prevention Council Award certificate graduating 1 No Awarded to a student who demonstrates dedication, hard work, professionalism, integrity and respect to all work integrated learning tasks. Plaque graduating 1 No The Waterloo Region Crime Prevention Council honours a graduating student for their outstanding community engagement on student placements while maintaining academic excellence. This person exemplifies social justice and leadership principles CCJ Recognition Event CCJ Recognition Event CCJ Recognition Event CCJ Recognition Event CCJ Recognition Event Program Sponsored Program Sponsored Program Sponsored Program Sponsored Waterloo Region Crime Prevention Council 44