Faculty Handbook

Transcription

Faculty Handbook

Conestoga College
Institute of Technology and Advanced Learning
2015/2016
Faculty Handbook
Organizational Development Office
Welcome From President Tibbits
Congratulations and welcome to Conestoga, where we connect life and learning. You are joining a
dynamic team of approximately 1,000 full-time faculty and staff committed to meeting the needs of
students, industry and our community.
Conestoga is a leader in polytechnic education and one of Ontario’s fastest growing colleges, with
campuses and training centers in Kitchener, Waterloo, Cambridge, Guelph, Ingersoll, Brantford and
Stratford. Our full-time enrolment now exceeds 11,000 students per year, an increase of more than
50 per cent since 2007. The college is among Ontario’s top providers of apprenticeship training, and
our continuing education courses attract more than 30,000 enrolments each year.
Conestoga’s career-focused education programs – from apprenticeships to diplomas, degrees to postgraduate certificates, continuing education and part-time studies – all reflect Ontario’s changing job
market and are designed to help our students build the skills and knowledge they need for career and
life success.
Here at Conestoga, we are committed to:
 providing innovative, career-focused education and training programs through the creative
use of advanced teaching methods, technological support, services and research
 supporting local businesses and the community in their efforts to innovate, improve their
products and processes, and become more competitive through applied research initiatives
that provide solutions to real-world challenges.
Over the past several years, Conestoga has engaged in the largest expansion in our history,
completing a number of major infrastructure projects that provide our students with some of
Canada’s most innovative and advanced applied learning environments.
Conestoga is now well-positioned to become a provincial leader in college-based degree
programming and a pre-eminent centre for education in engineering, trades, business, health care
and community services. In accordance with our 2014 – 2017 Strategic Plan, we are focused on
building capacity across a comprehensive range of programming and applied research initiatives to
better meet the needs of our students and the regions we serve.
Thank you for joining our college community. Please contact your Chair, a colleague, or a
representative from Human Resources if you have any questions or require assistance as you
become familiar with Conestoga and your new role. We hope you will find your experience here
both positive and rewarding.
John Tibbits
President
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Table of Contents
Glossary of Acronyms Used ................................................................................................ 5
Organizational Development ................................................................................................ 6
Program and Course Development at Conestoga ............................................................. 6
System-Wide Standards and Outcomes ......................................................................................... 7
Ministry of Training, Colleges, and Universities (MTCU) ............................................................... 7
Ontario College Quality Assurance Service (OCQAS) ................................................................... 8
Credentials Validation Service (CVS) .............................................................................................. 8
Post-Secondary Quality Assessment Board (PEQAB) ................................................................... 8
Other Accrediting Bodies ................................................................................................................. 8
Conestoga College Teams ................................................................................................... 8
Program Advisory Committees (PACs) & Program Development Advisory Committees
(PDACs) ............................................................................................................................................. 8
Program Planning & Review Committee ......................................................................................... 8
Academic Forum............................................................................................................................... 9
Academic Coordinating Committee ................................................................................................ 9
Board of Governors .......................................................................................................................... 9
Advisory Committee on Academic and Student Affairs................................................................. 9
Program Teams................................................................................................................................. 9
Course Outlines .................................................................................................................. 10
Instructional Plans.............................................................................................................. 11
Lesson Plans ....................................................................................................................... 13
Clarity on Expectations ...................................................................................................... 13
What is a Rubric? ............................................................................................................... 13
Academic Policies and Expectations ................................................................................ 14
Frequently Asked Questions ............................................................................................. 15
Campus Logistics ........................................................................................................................... 15
Office Set-Up and Storage .............................................................................................................. 18
Communications Policies and Guidelines (Email, Voicemail & Corporate Calendar) ............... 19
Communicating............................................................................................................................... 21
Annual College Events ................................................................................................................... 24
Computer Technology .................................................................................................................... 24
myConestoga and The College Intranet ........................................................................................ 25
The Scantron Test Scorer ............................................................................................................... 26
Safety, Security and Incident Reporting ........................................................................................ 27
Illness and Inclement Weather ....................................................................................................... 27
Conflict of Interest and Intellectual Property ................................................................................ 28
Privacy and Confidentiality at Conestoga ..................................................................................... 28
Getting Ready for Class.................................................................................................................. 33
Teacher Availability ........................................................................................................................ 34
Making Copies of Hand-outs/Materials .......................................................................................... 34
Academic Dishonesty ..................................................................................................................... 36
KPIs ................................................................................................................................................. 37
Lesson Plans................................................................................................................................... 38
Course Outlines .............................................................................................................................. 38
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Student Evaluation.......................................................................................................................... 39
Student Behaviour .......................................................................................................................... 41
Diversity at Conestoga ................................................................................................................... 41
Planning the Semester.................................................................................................................... 42
Class Lists and Attendance............................................................................................................ 45
AODA, Accessibility, and Teaching ............................................................................................... 45
General Education Courses ........................................................................................................... 48
College Structure ............................................................................................................................ 50
Library Resource Centre (LRC) ...................................................................................................... 51
Accessibility Services .................................................................................................................... 52
International Education at Conestoga ........................................................................................... 54
Student Life ..................................................................................................................................... 56
Learning Commons ........................................................................................................................ 57
Counselling Services ...................................................................................................................... 58
Aboriginal Services......................................................................................................................... 60
Co-operative Education .................................................................................................................. 60
Career Hub ...................................................................................................................................... 62
Curriculum Office ........................................................................................................................... 63
Online Learning Centre .................................................................................................................. 66
Conestoga Assessment Centre (CAC) .......................................................................................... 67
Health Services ............................................................................................................................... 69
Faculty Performance Review ......................................................................................................... 69
Conestoga’s Applied Research and Innovation (CARI) ................................................................ 70
Professional Development Opportunities ..................................................................................... 70
APPENDIX A: BLOOM’S TAXONOMY ............................................................................... 73
Bloom’s Taxonomy: Cognitive Domain ............................................................................ 73
Bloom’s Taxonomy: Affective Domain* ............................................................................ 75
Bloom’s Taxonomy: Psychomotor Domain* ..................................................................... 77
Assessment – Psychomotor* ............................................................................................. 79
Assessment – Affective* .................................................................................................... 79
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Glossary of Acronyms Used
AODA
APR
A/V
CEDP
CVS
DMB
eConestoga
EES
ESB
ITS
KPI
LE
LMS
LRC
MPR
MTCU
OCQAS
OD
Accessibility for Ontarians with Disabilities Act (AODA)
Conestoga Accessibility Information
Annual Program Reflection
Audio-Visual Equipment Centre AudioVisual Services
College Educator Development Program (for full-time faculty) CEDP
Overview and Important Dates
Credential Validation Service
CVS Overview
Doon Main Building (also referred to as the Kitchener campus) Map of
Doon (Kitchener) Campus
Conestoga’s online Learning Management System (LMS)
Essential Employability Skills
Employee Services Building (Doon Campus) ITAL
Institute of Technology and Advanced Learning IR
Institutional Research
Institutional Research
Information Technology Services IT
Service Desk
Key Performance Indicators
Colleges Ontario Key Performance Indicators
Learning Environment
Learning Management System (e Conestoga)
Library Resource Centre (also referred to as the library)
Conestoga Library Resource Centre
Major Program Review
Ontario Ministry of Training, Colleges, and Universities (The Ministry)
About: Ministry of Training, Colleges, and Universities
Ontario College Quality Assurance Service
OCQAS
Organizational Development
OHR
PQAPA
PEQAB
PPE
REB
SAT
SCSB
SWF
Ontario Human Rights
Conestoga Protection of Human Rights Policy
Program Quality Assurance Process Audit
Ontario College Quality Assurance Service (OCQAS)
Postsecondary Education Quality Assessment Board
Postsecondary Education Quality Assessment Board
Personal Protective Equipment
Conestoga Occupational Safety
Research Ethics Board
Applied Research at Conestoga
Student Appraisal of Teaching
Student Client Services Building (Doon Campus) - now known as The Welcome Centre
Standard Workload Form for Full-Time Faculty
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The mission of the Organizational Development (OD) Office is to promote the College’s goal of excellence
in education and to assist college employees to achieve that goal through ongoing development and
training. We support faculty both as they begin their teaching employment with Conestoga and
throughout their career here via on-going professional activities and programs.
The Teaching and Learning Consultants plan and deliver training and workshops, observe classes to provide
feedback, develop learning resources, and consult with individual faculty as requested. Director, Jeff Fila,
works with faculty and administration, including Chairs, to create and implement resources, processes
and solutions that will support faculty, administrators and support staff in their development. Melanie
Sullivan oversees the administration of programs such as Tuition Assistance and Professional
Development Funds. Please feel free to contact them at:
Janice Cardy, Teaching and Learning Consultant: x3250 or jcardy@conestogac.on.ca
Kathryn Brillinger, Teaching & Learning Consultant: x 3897 or kbrillinger@conestogac.on.ca
Jeff Fila, Director, Organizational Development: x 3381 or jfila@conestogac.on.ca
Melanie Sullivan, Organizational Development Officer: x 2425 or mdsullivan@conestogac.on.ca
Please note: Expectations vary across programs and schools. Please check with the Chair or Coordinator
for clarification on any school policies or expectations. Please email any needed additions, revisions,
corrections, or updates for this New Faculty Handbook to kbrillinger@conestogac.on.ca
College Policies are located at College Policies and Procedures. The College Strategic Plan is posted under
College Reports.
Program and Course Development at Conestoga
Program and course development and revision at Conestoga are grounded in quality. As such, we have
developed consistent and predictable policies and practices that address all components of the program
and course development and revision process encompassing a system of checks and balances that help
us identify and address gaps.
The following diagram summarizes the elements involved in program and course development. Note
that this is a simple snapshot of one view of the process at a macro level. For more detailed information
on processes, templates and practices related to program and course development and revision, contact
Cheryl (x2352) or Mihaela (x3458), Curriculum Consultants. Contact April-Dawn Blackwell (x2806),
Program Review and Curriculum Consultant if you will be completing an Annual Program Reflection (APR)
or Major Program Review (MPR).
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System-Wide
Standards and
Outcomes
Conestoga
College Teams
Faculty
•Ministry of Training, Colleges, and Universities (MTCU)
•Ontario College Quality Assurance Service (OCQAS)
•Credentials Validation Service (CVS)
•Post-Secondary Quality Assessment Board (PEQAB)
•Other Accrediting Bodies
•Program Advisory Committee (PACs)
•Internal Approval Committees (Program Planning & Approval; Academic Forum;
Academic Coordinating Committee; Advisory Committee on Academic and
Student Affairs; Board of Governors)
•Major Program Reviews (MPRs) and Annual Program Review Teams
•Course Outlines that speak to:
•Course outcomes aligned with program outcomes (if a part of a program)
•Assessment and Evaluation
•Unit outcomes
•Instructional Plans
•Resources
System-Wide Standards and Outcomes
Ministry of Training, Colleges, and Universities (MTCU)
The courses that you teach are part of carefully constructed curriculums informed by province-wide
systems. The Ministry of Training, Colleges and Universities (MTCU) oversees Published Program
Standards which prescribe the vocational program outcomes for programs delivered across the public
college system. In the absence of such standards, college teams work with the Curriculum Office and the
Credentials Validation Services (CVS) to develop Program Descriptions to create locally determined
vocational program outcomes for a field of practice.
Each College is required to ensure that its programs and program delivery is consistent with the
standards established, and monitor and report on adherence of these requirements through quality
initiatives including regular program and course reviews.
Program outcomes are comprised of vocational outcomes (VLO), essential employability skills outcomes
(EES) and general education courses/outcomes. All graduates of a college credential (certificate or
diploma) at Conestoga must be able to reliably demonstrate the suite of 11 MTCU Essential Employability
Skills by program end. Conestoga requires that each of these skills be taught, reinforced and assessed
over the length of the program. Additionally, all diploma programs must include 3-5 approved General
Education courses in their program design which are to be successfully completed by the end of the
program.
Contact the Curriculum Office or your Program Coordinator for more information on program
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expectations. .
Ontario College Quality Assurance Service (OCQAS)
The Ontario College Quality Assurance Service (OCQAS) ensures specific program quality and consistency
standards are met by each College of Applied Arts and Technology (CAAT) in Ontario. The service was
mandated into existence by the provincial government. The Management Board operates independently
of government and of any individual college or the Ministry of Training, Colleges and Universities.
Colleges in Ontario are moving towards being accredited and are audited for quality measures. See
http://ocqas.org/
Credentials Validation Service (CVS)
This is an oversight body that provides assurances that programs developed and approved by individual
colleges are of sufficient rigor and credibility. Colleges develop and approve the programs that they are
going to offer and the government provides a funding approval decision, once the program has been
validated by the CVS.
Post-Secondary Quality Assessment Board (PEQAB)
The Postsecondary Education Quality Assessment Board is an arms-length advisory agency that makes
recommendations to MTCU on applications for consent for all degree-granting. For degree program
standards, please go to Ontario Qualifications Framework, under column 11 Baccalaureate/Bachelor’s
Degree: Honours, listed on the Postsecondary Education Quality Assessment Board (PEQAB) website at:
PEQAB Degree Level Standards
Other Accrediting Bodies
Programs that seek external accreditation liaise with external accreditation bodies to determine
accreditation requirements and ensure the curriculum aligns with those standards where feasible.
Programs that are recognized as accredited by an external organization are required to formally declare
their accreditation status to MTCU when the program is submitted for approval to CVS and for funding to
MTCU.
Conestoga College Teams
Program Advisory Committees (PACs) & Program Development Advisory Committees (PDACs)
are required to meet, at least twice yearly, to discuss industry needs and give input into College
programs. Members of these groups include employers, school board representatives, government
officials and industry experts. This process assists college staff and faculty in understanding industry
needs so that programs and courses are developed to better train a qualified and skilled workforce.
The Curriculum Office and Conestoga teams work with PACs and PDACs to determine the appropriate
skills needed by graduates. Appropriate program outcomes are then determined.
Once Program Outcomes are determined, Course learning outcomes (CLOs) are crafted with input and
feedback from a number of sources. The following briefly describes the groups involved in determining
CLOs and ensuring that the design and delivery of teaching aligns with the intended program curriculum.
Program Planning & Review Committee
Committee members review each proposed program, determine whether it is viable and consider the
impact that it will have on their department and the College as a whole. The Committee also ensures that
curriculum development and review are consistent with approved processes and undertaken in full
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compliance with CVS, MTCU and OCQAS/PQAPA standards and requirements while complying with
Conestoga strategic directives.
Academic Forum
The purpose of the Academic Forum (AF) is to prepare for future academic expectations and challenges.
AF monitors, evaluates and advises the Academic Coordinating Committee (ACC) with respect to matters
concerning the academic affairs of the College. All initiatives related to the academic operation of the
College are reviewed and may be approved by the Committee. New initiative and projects may include
but are not limited to academic policies and procedures; new programs (all credentials); capital and
facility projects related to the academic; operation of the College; strategic and academic plans; KPI’s;
recruitment and retention strategies; faculty evaluation and professional development.
Academic Forum may invite employees of the College or consultants as may be considered desirable to
attend meetings and assist in the discussion and consideration of the business of the Committee.
Academic Coordinating Committee
This senior academic committee provides a forum for academic planning and operations within the
framework of the strategic plan, and other goals and initiatives identified by the senior management and
the Board of Governors.
The Academic Coordinating Committee is responsible for developing, monitoring and reporting of the
Enrollment Plan including planned growth and retention strategies for student success, capital, human
and facility plans; identifying, approving and recommending of all new Academic Initiatives, Policies and
Procedures, developing and recommending program development and renewal policies and processes,
maintaining consistency amongst different academic schools wherever possible, reviewing and resolving
major academic concerns, providing reflection and advice to the college management on emerging issues
including interface with various provincial groups
Board of Governors
The Board of Governors has the responsibility to establish the overall goals, objectives and strategic
direction of Conestoga and to ensure Conestoga operates efficiently and effectively and is developing in
ways that are congruent with the stated goals, objectives and strategic direction.
Advisory Committee on Academic and Student Affairs
This sub-committee of the Board of Governors has the responsibility to examine and discuss all program
proposals approved by the Academic Coordinating Committee (ACC) and make a recommendation to the
Board of Governors and to receive information and updates on key initiatives within Conestoga which
affect the quality of its academic operationsThis committee receives information and updates on key
initiatives within Conestoga which affect the quality of its academic operations. During the course of the
academic year, the President and other Conestoga representatives may provide updates to ensure
committee members are aware of Conestoga issues and plans for the future.
Program Teams
All members of a department involved in the development and delivery of a program form a program
team. Faculty – fulltime and part time - program coordinators, Chairs, administrative assistants and
external stakeholders such as subject matter experts participate in formal and informal discussions
around program and course development, review and delivery. Two formal processes at Conestoga
College are the Major Program Review (MPR) and the Annual Program Reflection (APR). Curriculum
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Consultants support the review processes.
The APR is a team-based reflection of the previous academic year to discuss and address opportunities
for program enhancements and planning to support student success. The process is discussion based and
documented on an ongoing cyclical basis to support continual improvement.
The MPR is a team-based formal process of review involving multiple stakeholders, a defined process,
and documentation.
Course Outlines
Course outlines serve multiple purposes and are important tools for faculty, students, staff and College
administration. The outline communicates to students and other parties what the course is about (the
course description), what a student will be able to do when the course is successfully completed (course
outcomes), the learning expected to be achieved in course lessons, units or sessions (unit outcomes), and
what is required of a student to achieve a passing grade (evaluation).
Course outlines at Conestoga represent the comprehensive curriculum for a course of study and are
considered an agreement between the college, faculty, and the student. Course outlines represent the
teaching and learning expected to be enacted in the classroom, and are intended to be used by faculty as
the basis for instructional planning.
Changes to courses require purposeful and planned consultation with the program team before the
change is approved, so that the team can assess the impact on the resulting quality and integrity of the
program. Typically opportunity to discuss potential changes to courses and programs occurs during the
Annual Program Reflection (APR) or the Major Program Review (MPR) and are implemented if
recommended.
Course development at Conestoga proceeds according to an integrated approach considering all aspects
of the curriculum: outcomes, assessment and evaluation, instructional strategies and context. Course
outline development follows a standardized approach and occurs in consultation with the Curriculum
Office. The development of online courses also requires engagement of the Educational Technology
Office.
Course Learning Outcomes (CLOs)
CLOs state the intended learning at course end. They represent the big picture concepts, ideas,
competencies, and skills that students are required to learn by course end. Course outcomes are not
specific to a unit of learning. Instead they represent cumulative learning across the entire course.
CLOs must be measured or evaluated in a reliable way. Therefore, there must be tight alignment
between the CLOS (what is expected to be achieved by students), and the graded evaluation (the method
of measuring if the outcomes were achieved, and to what degree).
CLOs contribute to the achievement of program outcomes and should therefore be developed so that
they “flow up”, or map, to the program outcomes. Mapping of outcomes that show how elements of
programs relate, helps to ensure program consistency, integrity and congruency.
Registered students have access to their course outlines via their student portal and eConestoga. Course
outlines must be reviewed with students initially via the outline and then each week via the Instructional
Plan. Students should be directed to retain the outline for reference purposes. For example, they may
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wish to transfer to another program or institution or seek advanced standing or course exemption at a
later date.
Educational Taxonomies are used to facilitate the development of outcomes. Bloom’s Taxonomy, for
example, is popular and widely referenced by educational institutions in creating learning outcomes. See
Appendix A for materials explaining the domains used and possible teaching strategies and evaluations
to match outcome types.
There are several other taxonomies of learning that can be used to support the course design and
development process. For example, ICE is commonly used at Conestoga because of its integrated
approach in perceiving learning as happening across all domains at once. Contact the Curriculum Office
for resources related to Bloom’s, ICE or other educational taxonomies.
Assessment and Evaluation
Assessment and evaluation methods are the methods we use to determine if students are meeting the
learning outcomes and to what degree.
Formative assessment, used during the learning process both informs our teaching practices and tells
students if they are achieving as needed. These formative opportunities should be purposefully planned
and incorporated into the course design. Results of formative feedback help us expose and address any
gaps in the learning process.
Summative assessment, typically graded, is designed to evaluate if a standard is being met and the
degree to which it is being met. The standard is determined by the course outcomes. Summative
assessment should take place after many iterations of practice followed by feedback, to ensure the
evaluation is fair.
The Curriculum Office provides assessment and evaluation consultation to faculty. Mapping tools and
other aids are available to assist in creating assessments and in validating whether the assessments
actually do measure what is intended to be measured, to expose gaps in assessment and evaluation, and
to aid in correcting those gaps.
Unit Outcomes
Unit outcomes are developed to flow out of course outcomes. Unit outcomes drive development of the
unit like course outcomes drive development of the course. However, while course outcomes represent
the big picture concepts, ideas and competencies across the whole course, unit outcomes are specific to
a unit of learning. Teaching and learning activities must align with the unit outcomes and provide
opportunities for learners to meet those outcomes via the lesson and resources.
Instructional Plans
An Instructional Plan is a structured plan for the semester (8 weeks or 15 weeks etc.). It is based on a
college-wide template that ensures that dates for learning opportunities and evaluations are clearly
communicated to students and other stakeholders. The Instructional Plan also provides course-related
information and practices. The Instructional Plan is the main form of communication for the learning
opportunities and evaluations for a course over a particular semester.
The use of Instructional Plans ties to Accreditation Standard 6.2 which states that “Policies and practices exist
and are communicated to ensure that teaching staff execute their professional responsibilities; work
within structured instructional plans; are accessible and available for student inquiry; meet the needs of
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the students and facilitate the achievement of the program vocational learning outcomes; provide
prompt and constructive feedback to students; promote a positive attitude to learning for students. “
(OCQAS Accreditation Standards 2015)
Conestoga requires each faculty member to provide an Instructional Plan for each course. Much like an
architect’s blueprint the Instructional Plan allows faculty and students to see the design of the course as
it will unfold over time. The plan maps to the Course Learning Outcomes, indicates the key concepts for
each class or module, and provides all evaluation components by date and weight.
The Instructional plan is a tool for students but it is also a way of ensuring quality in program and course
delivery. Faculty members are expected to meet with the Program team for their level prior to the start
of each semester to ensure that evaluations are spread out in a timely manner so that student workload
is taken into consideration. The Instructional Plan must be loaded to eConestoga prior to the start of the
semester. (Evaluation of Student Learning Policy and Procedure)
Some design basics:
 Align to course and program learning outcomes.
 Provide adequate learning opportunities, information, and resources prior to each marked
evaluation.
 Ensure adequate time between evaluations to mark and provide formative feedback so that
students have the opportunity to learn prior to a new evaluation.
 Be aware that multiple sections of the same course delivered in a semester delivery should be as
similar as possible.
The Instructional Plan helps to keep both the faculty and the students on track. Each faculty member or
team (if multiple sections are delivered) takes the course outline and makes a plan that demonstrates a
reasoned progression of key concepts for the course. The Instructional Plan must include all information
that students need at the beginning of the semester. This allows students to enter key dates into their
calendars, plan study time, seek help in a timely fashion, and also protects the teacher from complaints of
unclear information. All evaluations must be listed prior to the start of the semester as per the “Evaluation
of Student Learning” Policy and Procedure. Assistance in completing an Instructional Plan is available by
contacting the Organizational Development office.
The individual faculty member consults with the program team for each semester to ensure that
evaluations are spaced at timely intervals over all courses that students take in a level.
The Instructional Plan is posted on eConestoga prior to the start of the semester. Note: Enrolled students
have access to the eConestoga shell three business days before the semester start day.
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Lesson Plans
Lesson plans provide faculty with a plan as to how to achieve the intended learning for a particular class
or module. Lesson plan formats vary, though a sound lesson plan should always include unit outcomes
pulled from the course outline, associated learning activities that will enable students to achieve the unit
outcomes, and opportunities for feedback from faculty to student and vice versa to help inform and
advance student progress. Documenting the lesson also provides a place to make comments on how to
improve the lesson for the next semester.
Clarity on Expectations
Students require timely feedback that informs them as to whether or not they are meeting unit
outcomes. Since unit outcomes map into course outcomes, this ongoing feedback is integral to student
success. Feedback provides corrective information to students, and information to faculty, about
students’ progress.
Assignments are graded, intentional opportunities for students to demonstrate whether they have
successfully achieved the identified learning. Assignments therefore must clearly align with course
outcomes by measuring the required learning. Course evaluation mapping and alignment consultation is
provided by the Curriculum Office as part of the course development process.
It is a best practice to give the students descriptions and marking rubrics for the entire semester at the
start of the semester. This way, students can potentially work ahead, better budget their time, and access
college resources such as the Learning Commons and Writing Centre. Minimally, give assignment and test
descriptions out and discuss them in detail several weeks before the due date.
Clear standards, requirements, and assessment procedures must be provided to students. This results in
a number of tangible benefits:
 clear standards and expectations
 better quality product that is more pleasant to mark
 growth in students’ abilities to format reports, give presentations, and write tests
successfully
 better reflection of a student’s achievement of course outcomes
 fewer complaints, re-marks and appeals
The following documents are particularly useful when you assign a report, presentation, or essay but
have also been created for tests and exams:




Assignment Cover Sheet (Instructions to Student)
Marking Rubric
Exemplars (in a text, previous student work, professor-created models)
Interim Checklist (on eConestoga or as a handout or email)
What is a Rubric?
A rubric is a tool for marking or scoring a piece of student work. It lists or itemizes the items and criteria
that will count towards successful completion of the task. Usually rubrics also provide a range of
possible scores or mark categories that define the quality of the student’s achievement with regards to
that item. Rubrics are often of great benefit to the teacher in marking and to the student in
determining beforehand what needs to be done for the task. Check with your Program Coordinator,
Chair or visit the Teaching and Learning Consultant for sample rubrics that have been used to evaluate
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papers, presentations or other projects.
eConestoga has a robust tool for creating and using rubrics within the system. Contact
eConestoga@conestogac.on.ca for more information about training.
On-line resources for building or creating rubrics:
iRubric
Rubristar
Rubrics4Teachers
Please Note: Conestoga’s Teaching and Learning Consultants and Curriculum Consultants are available to
assist faculty with developing and advancing knowledge and practices related to curriculum, teaching,
and learning. The goal is to develop and apply pedagogically sound methods to ensure that the course
and program outcomes are addressed to meet the standards set out by the College, the Ministry and the
community.
Academic Policies and Expectations
Conestoga College has Policies, Procedures, and Practices to govern its operation. Please review all
Academic Policies.
Conestoga Academic Policies
Conestoga College Student Guide
Conestoga College Student Rights and Responsibilities
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Frequently Asked Questions
Below are answers to some of the questions that new faculty have asked in the past. Many college
policies inform this information. These policies can be found at College Policies and Procedures
Campus Logistics
Question
Answer
How do I find my way around the
campuses?
Campus Site Maps are available for most campuses at Conestoga
Campus Maps . At the Doon Main Building (DMB), rooms are
identified first by their level, then their wing, and then the room. For
example, 2E33 would be on the 2nd floor in the E Wing, room 33.
Where can I put my lunch?
At the Doon (Kitchener) campus there are currently two lounges.
There is a faculty and staff lounge located in Room 1B19. This is near
the cafeteria and Blue Room. As well, there is a lounge located in
2A601. Tables, sofas, a refrigerator and a microwave are available.
Waterloo and Guelph campuses have main cafeterias. The Waterloo
staff lunchroom is located in 1A03. The Guelph staff lunchroom is
located in D6, the Stratford staff lunchroom is in Room 55, and the
South (Cambridge) staff lunchroom is A3216.
What if my classroom needs to
change?
If it is necessary to move your class to a different room location for
the remainder of the semester, please complete a Reservation Request
Form (fillable PDF). Submission of the form to the appropriate Event
Booker contact is required to process and secure a room reservation.
The Scheduling community on myConestoga contains the following
information to better support you through this process:

Reservation Process Overview (below)

Event Booker Contact List

Reservation Request Form and instructions
Please note that all reservation requests for one-time room bookings
(including room bookings for students outside of class hours) must
adhere to this process. All phone calls/emails will only be considered
to address immediate room conflicts or emergencies.
At Guelph contact x6137, Waterloo Daytime x5227, Waterloo Evening
x5355 and Stratford 519-271-5700 x7221.
Can I move the furniture around?
Can I move the furniture around?
You can temporarily have students move seats around, but you MUST
return the chairs and tables to the original setup at least 10 minutes
before the hour ends at all campuses.
Contents of a classroom (including brushes, lecterns, overheads etc.)
are not to be transferred to another classroom. If a long-term,
15
Question
Why aren’t there clocks in the
classrooms?
Answer
alternate setup is required, please complete a Reservation Request
Form (process as indicated above) to identify the requirement of
alternate arrangements. At other campuses, contact x6137 (Guelph),
x5227 (Waterloo), x3342 (Cambridge) or 519-271-5700 x7221
(Stratford).
You may have noticed that many classrooms at Conestoga Campuses no
longer have clocks. You may also have noticed that some of the clocks
that are in place are not synchronized with each other or with the
international time standard. It has become prohibitive to maintain the
clocks in each room as it costs approximately $300 per year per clock.
Given the many other demands on our limited resources, clocks will be
phased out at Conestoga Campuses.
During regular classes, most students and faculty can do a quick time
check on their cell phones or faculty can run the time in the bottom of
the screen even while PowerPoint slides are running.
During tests or exams, when students must be able to budget their time
but not have access to their cell phones, the time can be broadcast full
screen by opening the following link: World Clock for Kitchener. Just use
the “Enlarge” icon to the left of the clock to increase the size so the
whole class can easily see the clock. In the rare case where the projector
is too noisy to run during an exam, the computer monitor can be
swiveled to face the class. If this is not an option, the clock can be
displayed on a laptop borrowed from A/V Services.
Can I drink coffee in the
classroom?
The college’s policy is that there is no food permitted in any
classroom or lab.
Beverages are permitted in unbreakable, re-sealable
containers.
In computer labs, containers should be placed away from the
keyboard to prevent unnecessary damage.
Beverages (including water) are not permitted in health
sciences skill labs. For health and safety reasons, instructions
will be established by faculty and management within
designated shop areas, such as Electrical, Metal Machining
and Woodworking.
It is the responsibility of instructional staff and management
to ensure that the policy is adhered to by students.
16
Question
How do I arrange parking?
Answer
Conestoga College has a paid parking policy in place. You must
display your valid parking permit on your car windshield if you park
at the Doon (Kitchener), Guelph, Waterloo, and Cambridge campus
lots between 7:00 a.m. and 4:00 p.m., Monday through Friday.
A semester-long (annual) parking permit is available for purchase
from the Parking Services Office. Monthly payroll deduction is a
payment option for annual permits only. Part-time faculty need
approval of the Chair for payroll deduction. The 3 main permits we
have are Annuals (Sept-Aug), 1 semester (4 month intervals SeptDec, Jan-April, May-June), or 2 semester (8 month intervals SeptApril, Jan-August). All parking permits can be purchased online.
Daily parking is available in all lots except lot #7. You can pay for
daily or hourly parking from a pay and display dispenser at Doon
(Kitchener). Waterloo, Guelph and Cambridge also have daily parking
available from a pay and display dispenser in the lots.
If you do not have your permit one day or are forced to park in an
alternative lot, report to security and give them your license number
immediately. Security cannot cancel tickets after they are issued by
the city.
Can I come in late at night? On
holidays?
Yes, at Doon Campus. After 11:00 p.m., you will need to enter via
Door 5 of the DMB at Doon (adjacent to the Security Office). You
will be asked to show security your employee ID card. There is no
entry to other campuses after 11:00 p.m.
Can my students work late
hours?
If your students need to work after 11:00 p.m. at Doon, Waterloo
and Cambridge campuses, they will need your permission. Email
their names, the dates and times as well room/lab they are
authorized to be in to Security Services. Type “Security Services” in
Outlook email. Students are not allowed entry after 11:00 p.m. at
any other campuses. All students must sign in with Security if they
will be in the building after-hours.
Where is the lost and found?
All lost and found items are taken to and can be retrieved from the
Security Offices at all campuses. Security will only hold lost and
found items, as well as, locker contents for 30 days. Security
advises everyone to label their belongings, as Security will e-mail
or phone the owner when items are brought to Security.
For USB’s it is recommend that a folder is created titled i.e.;
Attention Security, and in the folder the owners name, phone
number and email should be included. This will assist Security to
return the USB back to the owner in a timely manner.
17
Question
Are minors allowed on campus?
Answer
Unaccompanied minors who are not College employees, students or
Recreation Centre members are prohibited on premises owned,
rented, or leased by the College. This prohibition is for reasons of
safety, liability and property protection as well as to prevent
disruption of college activities and minimize disturbance to others
who use College premises.
Accompanied minors may be permitted in certain areas of the
College. The person accompanying the minor(s) must be a parent
(or legal guardian), college employee or student, or an approved
Recreation Centre facility user, who is 18 years of age or older, and
who assumes full responsibility for, and is in control of, the minor(s)
at all times.
Office Set-Up and Storage
Question
Answer
Can I get a filing cabinet? Where is
my desk? Mail? How do I get a
key? A photocopy code? An
Employee ID #?
Your Chair’s Administrative Assistant will be able to help you with
office arrangements.
How do I get a network ID so I
can access IT items such as email,
drive space, intranet?
Part time contracts: A part time contract must be accepted before
the account information is available. You will be issued an
Employee ID Number which you can use to login to the Employee
Portal.
1. Username/Employee ID: 1234567 (sample only)
2. Password: Employee’s date of birth in the following format
YYYYMMDD
Full time: The account information is not available to IT Services
until your start date.
All accounts will be prepared within two business days of the data
being available to the IT Services group.
How do I order office supplies (a
stapler, paper, whiteboard
markers, etc.)?
Office supplies are obtained by filling out a supplies requisition for
“Corporate Express” available from the Administrative Assistant to
your department. The requisition must have your program account
number and be signed by the Chair. Petty Cash is for outside
purchases of supplies only and not for College Bookstore orders. It is
for amounts of $25 or under. A Petty Cash Voucher must be
completed and the sales receipt
How long must I retain
uncollected student work?
It is sometimes the case that students do not pick up their final
assignments and work at the end of the semester. A student may
later wish to pick up that work for review or in case of an appeal. For
courses that are non-degree / accredited, It is required that you
retain student work for a period of one semester after the end of the
18
Question
How long must I retain
uncollected student work?
Answer
course. Advise your students in writing of timelines. Shred
uncollected paper documents and remove identifiers from any nonpaper uncollected work.
For courses as part of a degree or accreditation, a minimum of 20%
of program work is to be retained to support the renewal process.
The sample of assignments must include a high, medium and low
value within the grade range. Your Chair will provide you with
further information.
Communications Policies and Guidelines (Email, Voicemail & Corporate Calendar)
Question
Answer
Does Conestoga College have a
communications policy?
The College has a policy and guidelines for email, voicemail and
corporate calendar usage that can be found at: Voicemail, Email,
Calendar Policy
How often are employees
expected to check their email?
Clients/colleagues send e-mails because they wish to receive a
quick response. For that reason, e-mail should be checked daily and
responded to within two business days or less.
What if students email with an
after-hours personal emergency?
It is a good idea to make it clear to students that you do not respond
to emails except during working hours.
What message should I leave if I
am away from the College?
If you are away from the office for more than a day, you must
activate the “Out of Office” feature to advise senders you are
unavailable. If the reason for their communication is urgent, they
will know immediately that they must contact an alternate or call
the department for assistance.
For example: I will be away from the office from Monday, March 15,
to Friday, March 19, and will respond to your message when I return
on Monday, March 22. If you need immediate assistance, please
contact Fred Gables at 519 748- 5220, x5419 or
fgables@conestogac.on.ca
What is the standard for email
signatures?
Your signature block should include your name, position,
department, and telephone number. In some cases, a fax
number may be included. Using the signature block on all
outgoing e-mail provides e-mail recipients with the information
required to contact you easily:
Full name
Title & Department
Conestoga College Institute of Technology & Advanced Learning
299 Doon Valley Drive (or alternate campus) Kitchener, ON
N2G 4M4
519 748 5220, extension
Email address
19
Question
Answer
If a student emails me from a
personal account, how should I
respond?
All email communication to current students should be directed
to their Conestoga College email address. All employees must
use only their Conestoga College email address for college
business.
Can I use my college email to
communicate with friends and
family?
The email system should be used only for official college
business. Occasional incidental personal use is permitted
provided it is within expected codes of conduct.
Messages sent or received using the Conestoga College email
system are the property of the college and can be accessed by
authorized personnel in the event of an appeal or investigation.
How do I access my voicemail?
To initialize your voicemail or request a new voicemail box, contact
the IT Service Desk at x 3444, or email itsdesk@conestogac.on.ca.
How often are employees
expected to check their
voicemail?
Employees must check their voicemail box each working day. If an
employee plans to be absent, she/he must change their voicemail
message so callers know when to expect a return call. The
employee updates their message immediately upon returning to
work. Employees must respond to voice mail messages within two
business days.
What should be included in a
voicemail message?
Voicemail messages should indicate the employee’s name and role
at the college and invite the caller leave their name, number and a
message.
What is an example of a voicemail
script?
Hello, you have reached Mary Smith, Professor of
in the
School of
at Conestoga College. It’s Wednesday,
January 21, and I’ll be out of the office until ____. Please leave me a
detailed message including your contact information and I will get
back to you when I return. If you require immediate assistance,
please call extension xxxx and speak with our department
receptionist.
Do employees have to post their
meetings and appointments in
the corporate calendar?
Yes, employees must use their corporate calendar to share their
availability. The College has a policy and guidelines for email,
voicemail and corporate calendar usage that can be found at:
Voicemail, Email, Calendar Policy
What are the College standards in
regards to corporate calendar?
Employees are expected to keep their on-line calendar up-to-date
with all work commitments including classes, office hours,
meetings, and vacation days. Proxy access to an employee’s
calendar should be provided to colleagues in the same department.
20
Communicating
Question
What are the communication
methods at the college?
How do I find out how to use the
phone? How do I check my
voicemail from home?
Answer
Faculty communicate with students, fellow faculty, college staff,
and community members using a number of methods. These
include phone, email, office hours, and the shared calendar.
eConestoga is a course specific tool for faculty/student
communication. “Ask Me” is a tool available on the college internet
for general questions.
To initialize your voicemail or request a new voicemail box, contact the IT
Services Desk at ext. 3444, or email itsdesk@conestogac.on.ca.
For more information about using your voicemail, there is a Mitel
voicemail user guide on the Information Technology Services site at:
IT Service Desk
Why doesn’t the phone on my
desk ring when I get calls?
If you are full time, then your desk will be set up with an extension
that rings. If you are part time, then you will share a phone and
your calls will go directly to voicemail.
I am trying to call someone on
campus. How do I find their
extension?
You have two options. Option 1, and the preferred option, is to
connect myConestoga and then click on the directory icon in the
QuickLaunch Navigation section.
Option 2 is to connect to the college website (Conestoga College
Homepage) and click on the link under the Google Search box in the
header.
Enter either the person’s first or last name to find their extension,
email address, etc. (Note that some part-time faculty member may
not have an extension listed at the start of the semester.)
21
Question
How do I check my email from
home?
Answer
Connect myConestoga and then click on the email icon in the
QuickLaunch Navigation section.
Option 2 is to connect to the college website (Conestoga
College Homepage) and click on the email link under the
Google Search box in the header.
On the next page click on the “Faculty /Staff email” link to enter
your user name and password and connect to your email.
I haven’t used this email system
before. Who do I contact if I have
questions about it? I have a new
BlackBerry. Who do I contact to
set it up?
Should you require assistance, contact the IT Service Desk at
ITSDesk@conestogac.on.ca or 519-748-5220 x3444.
What if I prefer students to email
me?
Let the students know in your Instructional Plan how to contact you
and what your preferences are but be prepared to check all
communication methods for messages. Always post an “away from
the college” message when not checking messages. The College has a
policy and guidelines for email, voicemail and corporate calendar
usage that can be found at: Voicemail, Email, Calendar Policy
22
Question
When should I blind carbon copy
(BCC) emails to students?
How are office hours used?
Answer
The BCC (Blind Carbon Copy) field is typically used when you would
like to copy someone in on an email thread without revealing that
individual’s email address to the other email recipients. This could
be useful for sending mass emails to a group of students as it:

Does not list the emails of all classmates included in the
message, they will only see addresses included in the CC or TO
sections

If a student hits “Reply-All” it will NOT be delivered to every
student in the class, only those listed in the CC or TO sections.

For more information about using BCC in Outlook, go to: Adding
BCC to Outlook
Faculty make themselves available for a few set hours each week in
case students want to drop by for in-person assistance. This is
especially popular with students before major assignments and
exams.
Be sure to let students know your availability in your Instructional
Plan. Check the schedules of your students to try and have hours
that are available to the program(s) you teach into.
Be sure to email your class lists if you need to cancel office hours.
Check with your Chair’s Administrative Assistant to see if there is a
process for posting a sign if you are sick.
Your office area/department may have a room where you can meet
with students if your office desk is shared or the area is particularly
busy or if you need to speak in confidence.
Do I also need to check if
students have sent me a message
in eConestoga?
Yes. The eConestoga Course Mail system is separate from the
Conestoga email system. The eConestoga Course Mail system allows
all communication with respect to a particular course to be managed
and stored in one central location.
Establish clear communication protocols with your students - which
mail system you prefer, message response time, etc. For example, I
will respond to eConestoga Course Mail within 24 hours except for
weekends.
You can forward your messages to your Conestoga email account
through options available in the Settings menu of your eConestoga
Course Mail inbox. However, you will still need to respond to your
messages from within eConestoga Course Mail.
How do I get a general question
about the college answered?
Just click on the “Ask Me” button on the top of the homepage.
How do I find out about academic
dates, campus hours etc.?
23
Annual College Events
Question
What events help the public
learn about Conestoga
programs?
Answer
Spring Open House occurs every year in March. It allows
prospective students who are deciding which program or which
college they should attend the opportunity to come to Conestoga
and experience a program session and hear directly from their
potential teachers, program coordinators and current students.
Students, parents (and new faculty/staff) can:
-
view student projects
-
experience labs, classrooms and shops
-
check out student resources and services
-
ask questions to students, faculty and service representatives
-
tour the campus and residence
-
apply and/or confirm to a Conestoga program
-
meet with Executive Deans, Chairs and service
representatives at information booths
Two other public events occur annually: College Fair (October) and
Open House (November).
An Educational Pathways Fair takes place in January which provides
current (and prospective) students information about degree and
post graduate certificates offered at Conestoga College. Other
educational institutes are also invited to participate.
The Marketing Department organizes these events. For more
information, contact Kim Crackel, Event and Tour Coordinator x 2383
or via email at kcrackel@conestogac.on.ca
What events are there for
employees at the College?
There are a number of opportunities for staff to spend time
together during the year. For example, each year there are:
 Welcome Back BBQ (early September)
 Alumni Golf Tournament (September)
 Employee Recognition Awards (early November)
 President’s Holiday Drop In (December)
 E3 Conference (June)
Computer Technology
Question
I’m having a computer problem.
How can I get help?
I’m having a computer problem.
Answer
Should you require assistance, contact the IT Service Desk at
ITSDesk@conestogac.on.ca or 519-748-5220 x3444. Service desk
employees can provide assistance to staff, faculty and students at all
campuses on:
 Email support
 Hardware, Software and Printer support for computer labs and
college owned desktops and laptops
24
Question
How can I get help?
Answer

College Telephone Systems support
Additional details and information can be located at IT Service Desk
How do I help students to log in
to the computers?
Students are responsible for making sure their accounts are set up.
From experience, you can expect there will be some problems at the
start of the semester. At Doon, send the students to the Computer
Help Desk in Room 1E12 or call x3444. At Waterloo, Guelph,
Stratford and South (Cambridge) campuses call x3444
I haven’t used Outlook before.
Who do I contact if I have
questions about it?
Posted on the College ITS website is information about how to use
Outlook and other technology.
Is the login the same at all
campuses?
Yes, it is.
What is the “G” drive?
This is your personal storage space at the college. Do not save files
on your desktop or “C” drive. Files on the “C” drive could be
accessed by others or wiped clean during a computer update.
Can I access the “G” drive from
off-campus?
Use MyConestoga portal at:
Should you require more assistance, contact the IT ServiceDesk at
ITSDesk@conestogac.on.ca or 519-748-5220 x3444.
my Conestoga. Once logged in click on the following icon
in the Launchpad, on the left side of the screen.
What is the “S” drive?
The “S” drive is a network drive on which shared documents are
stored. For example, a cross-college work group may create a folder
on the S drive that only group members can access. Similarly, a
department may have folders on the S drive that either all or some
employees in the department can access.
myConestoga and The College Intranet
Question
What is myConestoga?
What is myConestoga?
Answer
myConestoga is a service being developed in phases that will
provide a single point of access to information, services and tools
that are important to our students and employees. Once
completed our constituents will only need to remember a single
URL myConestoga Homepage. Phase 1 of the implementation
provides single sign-on (SSO) access to email, shared drives, HR and
student portals, directory and other important services. Single signon is the concept that once you log into the portal, you will not
need to provide credentials to access other systems. During this
initial phase, we also completed the migration of the intranet (a
repository of documents) that had been available through the
college website to the myConestoga portal (myConestoga Login
Page)
25
Question
Answer
What is the Conestoga Employee
Portal?
The Conestoga Employee Portal contains a series of services for
faculty including getting your timetable, class lists, student photos
and timetables, course outlines, submit grades, cancel classes and
submit your attendance. For part-time employees, the approval of
employment contracts and time attendance also occurs within this
application. Log in using your name and password: Conestoga
Employee Portal or myConestoga Launchpad icon.
Is there a College PowerPoint
template?
The College PowerPoint slides are available on the college intranet
within myConestoga. Just search “PowerPoint Template” in the
search box on the top right of the home page.
How do I get a College logo to
use on my slides?
The official logo can be found on the intranet within myConestoga
at Conestoga Graphic Standards Guide
How do I get class lists?
Timetables? Enter Grades?
Your class lists and timetable and other faculty-related services are
available within the “Conestoga Employee Portal” and typically are
posted approximately one month before the start of classes. Login
using your name and password as described above. Select the faculty
tab to view class lists, timetables and information on grade entry.
The Scantron Test Scorer
Question
What is the Scantron Test Scoring
Machine?
Answer
Note: Many faculty now use eConestoga capabilities rather than
Scantron.
The Scantron is a scanner used in collaboration with the ParScore
software to automatically mark multiple choice tests. It features an
electronic gradebook, subtesting capability, user-defined reports,
and can score tests with up to 200 questions each. For more detailed
information visit the site: Scantron
How do I get a login for
Parscore/Scantron?
To register for a log-in name and password, contact Computer
Services Help Line – Doon Campus at helpdesk@conestogac.on.ca or
519-748-5220 x 3444.
Where do I run my Scantron
sheets?
The Scantron test scoring machines are located at DMB on the 4th
floor of Doon B Wing (4B15-Mail Room) and in the business
mailroom off the cafeteria.
Where can I get more
information on how to operate
the Scantron at Conestoga?
You can download a booklet called "ParScore Instructions” which
provides step-by-step instructions from myConestoga: Learn to Use
Scantron
Where do I get Scantron sheets?
Scantron sheets are ordered through Purchasing.
26
Safety, Security and Incident Reporting
Question
Do I need to wear protective
clothing?
Answer
Applicable PPE must be worn in all shops. All employees must
review the Personal Protective Equipment (PPE) procedure and sign
an acknowledgement form which is kept by the area manager for
reference.
Below is the link to the PPE policy on the Occupational Safety
Personal Protective Equipment Policy
What do I do in an emergency?
All campuses Security can be reached at; x3357. Remember to
dial “9” before you call 911.
How do I report an incident and
which types of incident must be
reported?
Please review Reporting Procedures
Which protocols should be
followed during a building
evacuation?
Please review our Emergency Management guide procedures
Which protocols should be
followed during a Shelter-inPlace?
Which Protocols should be
followed during an
Active Threat Lockdown?
What protocols should be
followed as a result of Hold and
Secure (an off-campus threat
such as a chemical spill)?
Illness and Inclement Weather
Question
Answer
What should I do if I am sick and
cannot teach my class?
Each School within the college has a different process. Be sure to
check with your Chair’s Administrative Assistant for details.
I am new to the area. Where can
I find a hospital or walk-in clinic?

Kitchener/Waterloo/Cambridge: Region of Waterloo Local
Hospitals or in Southwest Ontario: Hospital Locations

To find a health care provider in Ontario see: Health Care
Connect
How do I know if it is a “snow”
day?
The decision regarding college closure will be made between the
time of 5:15 a.m. and 5:45 a.m. The announcement is placed on the
web site home page and on the college telephone system.
27
Question
Answer
Announcements will also be made on local radio stations.
See Inclement Weather Days: Conestoga Inclement Weather Days
Conflict of Interest and Intellectual Property
Question
Answer
Can I work outside of the college?
If you are a full-time employee at the college, you should review
the “Conflict of Interest” Policy and Procedure on myConestoga
and fill in the approval form at Application for Approval of Activities
External to the College
Conestoga also has a Conestoga Conflict of Interest in Research
Policy
Is the work I create at Conestoga
mine or does it belong to the
college?
If you are thinking of work created while doing research, please see
the “Policy on Intellectual Property.” The link is within the
“Research at Conestoga” website – under “Forms, Policies, and
Procedures”.
If you are thinking of materials created in preparation for your work
in teaching, then all such materials become the property of the
college and can be used by other Conestoga faculty members.
Privacy and Confidentiality at Conestoga
Question
Answer
What is Conestoga’s commitment
to privacy?
Conestoga is committed to respecting privacy and protecting
personal information. The legal requirements with regard to the
collection, use, disclosure, and retention of personal information
are found in the Freedom of Information and Protection of Privacy Act
(FIPPA).
What is considered personal
information under FIPPA?
Personal information includes information such as name and home
address, home phone and cell number, personal email address,
enrolment status, education history, attendance, student number,
ID photo, grades, courses taken, gender, age, sexual orientation,
marital status, religion, ethnic origin, finance and medical
information, opinions, evaluations, assessments.
What is a privacy breach?
A privacy breach occurs when personal information is inappropriately
disclosed. A privacy breach must be brought to the attention of your
manager immediately. Your manager must immediately inform the
Privacy Office. A decision will then be made whether to notify the
Information and Privacy Commissioner and possibly legal counsel.
Most common breaches:
 A file is misplaced
 A USB drive is lost
 A form is mailed to the wrong person
28
Question
Answer





A document is left in the photocopier
A fax is sent to the wrong number
An email is sent to the wrong address
A document is not disposed of correctly
A laptop is stolen
Once a breach has been identified, work with the Privacy Office to
complete a Privacy Breach Report form, contain the breach, assess
the risks, notify the affected individuals, investigate and put a
preventative plan in place. The Privacy Office can be contacted at
x3233 or privacy@conestogac.on.ca.
Is there a privacy statement I can
use on my documents?
Below is a sample statement used for the collection of personal
information. Please note the standard legislative language is
highlighted in grey. The remaining wording can be altered
depending on the document it will appear on.
College Institute of Technology and Advanced Learning respects
your privacy. Personal information is collected and used under the
authority of the Ontario Colleges of Applied Arts and Technology
Act, R.S.O. 2002, and regulations thereunder. Information is
collected for the purpose of administering admissions, registration,
academic programs, college-related student activities, activities of
student governments, financial assistance and awards, graduation
and college advancement, and for the purpose of statistical
reporting to government agencies. At all times it will be protected
in accordance with the Freedom of Information and Protection of
Privacy Act. Questions about this collection and retention of such
information can be directed to the Access and Privacy Coordinator,
Conestoga College Institute of Technology and Advanced Learning,
299 Doon Valley Drive, Kitchener, Ontario, N2G 4M4, 519-7485220, x3233, or privacy@conestogac.on.ca
Am I responsible for locking up
documents with student
information on them?
Am I responsible for locking up
documents with student
information on them?
How long do I keep information
on students?
Yes, personal information must be kept secure at all times. When
not in use, personal information (both hard copy and electronic)
must be maintained under “lock and key”; i.e., hard copy personal
information must be stored in lockable file cabinets (even in secure
areas) and all electronic information must be password-protected.
IT Services can provide instruction on encryption techniques.
Ensure personal information that may be on your desk or computer
screen is not visible to visitors to your office. Log off your computer
when you are not present.
In general, pertinent information must be retained for a minimum
period of one year, or as long as is necessary for a student to
exhaust all avenues of appeal. Personal information that is no
longer required must be shredded or erased in a secure manner.
Exams should not be stored off campus. If possible, departments
should store unreturned exams and assignments rather than
individual instructors.
29
Question
Answer
For degree level courses, examples of student work must be
retained for a minimum of 20% of the total number of students in
the course, and will equally represent each of the three
performance categories, as stipulated by PEQAB. The examples of
student work will be retained by faculty for 1 semester after the
course has finished, along with a copy of the corresponding
assignment details and syllabi as received by the students.
Additionally, this information will be uploaded to the eConestoga
course shell, and/ or submitted to the Program Chair and/or the
Degree Programs and Academic Pathways Consultant for central
storage by the end of each semester. For more information on
collecting these materials, please see the Degree Review, Revision
and Renewal Procedure or contact Conestoga’s Degree Programs
and Academic Pathways Consultant in Academic Administration.
Can I take photographs when
students come into class on their
first day? Many programs do this
to create photo sheets for the
faculty to learn the students’
names.
Please use the Photo ID option under “Class Lists” in your Employee
Portal.
Can I take attendance in class?
Yes, but try to be “privacy aware”. Answering to a name roll call is
not an invasion of privacy but it is time-consuming. In larger classes,
the use of complete student numbers on sign-up sheets is
discouraged. Never pass around a class list of names and associated
student numbers to initial. One option is to have students collect
their name card from a pile and place it in front of them. Those who
do not collect their cards are absent. The cards can be dropped off
at the front on their way out for re-use.
Can an email list of Conestoga
email addresses for a group of
students be used for
communicating with the
students? Do I need to put the
group in the bcc address? Can the
list be given to class reps to use?
Use the communication functions within the College’s Learning
Management System (eConestoga).
Personal information includes photographs of individuals;
therefore, the collection and use of photos must be necessary for
and restricted to faculty and staff for the administration and
delivery of the course/instruction/activity. For any other purposes
there must be voluntary, informed consent from the student before
the photo is taken. Students must be told why the information is
being collected and what will be done with it. The personal
information should subsequently be used only for the purpose for
which it was collected.
If you need to communicate by email with a group of students, use
the “bcc” function of your email to avoid easily disclosing recipient
identities to the whole group and to prevent the over-distribution of
subsequent exchanges.
Avoid circulating a list with students’ contact information. If sharing
contact information is necessary for the purposes of a course, such as
group assignments, it is preferable to advise students that they
should supply the necessary information directly to the student with
whom they will be working.
30
Question
Answer
What if students ask me to use
their personal email address or
email me from that address?
Let students know at the beginning of the course that you are
expected to correspond with students only through their Conestoga
email accounts and that they are responsible for any information
communicated to them this way. It is then at the discretion of
students to forward their own Conestoga emails to a personal
account if they wish to do so.
Can students ask to see emails in
which I have discussed their
situation?
Yes, under FIPPA students may make a request to see any email
correspondence about them sent or received by an employee.
Is there a standard document
available for getting approval
from students to use their
picture, their email address, their
work, etc.?
A Consent Form for Release of Personal Information is available on the
College website under Registrar/Student Forms/Consent for Release
of Personal Information.
Are students allowed to record
faculty’s voice and image without
their permission?
Students may not use audio or video devices to record classroom
lectures or discussions without the faculty member’s permission and
possibly the signing of a waiver. Any sound or images can only be
used by the individual for their studying and can never be shared in
any form. Students with special needs submit a signed waiver and
Accommodation Form from Accessibility Services.
Can I publicly post marks by
student number? Can students
pick their marked assignments up
from a pile?
Use the grades function within the learning management system
(eConestoga) to share grades confidentially with each student.
Can I email achievement data to
students?
Avoid emailing marks to students as this is generally not
considered a secure or appropriate vehicle for the transmission of
sensitive personal information.
What about using a drop-off box
for collecting or returning
student assignments?
A fixed, secure drop box or a mail slot in a central area may be used
for collecting student work. Submitted assignments should be
retrieved frequently. It is important to ensure unsupervised
methods of drop-off are reasonably resistant to circumvention
efforts (i.e., mail-slot door cannot be easily broken into, papers
cannot be retrieved through the drop slot or underneath the door,
etc.).
All records (including email) containing personal information must be
kept for a minimum period of one year.
Marks should only be posted in secure environments. If it is
necessary to post marks in a public place, steps should be taken to
make the individuals anonymous. For example, use only the last
four digits of the student number and scramble the order. Do not
leave graded assignments in a public place for pick-up.
Assignments should be returned in class and not left in a public
place for general pickup. Assignments should only be returned to
the student who prepared the work and not to other individuals,
unless written permission has been given. A student could opt to
provide a stamped, self-addressed envelope of suitable size to mail
31
Question
What about using a drop-off box
for collecting or returning
student assignments?
Answer
assignments.
Write grades and comments inside test books, papers and other
materials where they cannot be easily seen by others. Fold, staple
or tape test books, papers and other materials closed where
possible to ensure that grades and comments are not visible to
other students when materials are returned.
Are there limitations on
discussing students’ academic
performance with other faculty?
Retention of students is facilitated by sharing of information;
however, students’ papers and tests, grades, standing and
evaluative comments relating to their work are all examples of
personal information. Under FIPPA, you must not disclose such
personal information to anyone except the student to whom it
pertains or as required for program promotion decisions or similar
program specific purposes.
Can information regarding an
academic offence be shared
among faculty?
All members of faculty have an obligation to protect the privacy of
student personal information in their custody and should only be
shared with those faculty members who need the information to
do their job. Information in the official student record is restricted
to faculty members who have a legitimate need for the information
to carry out their employment activities.
Can faculty serve as a reference
for students to obtain
employment?
Yes, however, sharing personal information should only take place
with the consent of the student. This consent may be obtained by
the person or institution requesting the reference or it may be
obtained directly from the student. Be sure to have written proof of
consent (an email from the student will suffice) and keep it for at
least one year. Without consent you are not at liberty to disclose
any information about the individual – that includes confirming
whether or not the student attends Conestoga (or attended in the
past and did not graduate) or worked in your area.
Can I tell a parent about a
student’s progress or
attendance?
At Conestoga we treat all our students as adults and, as such, we
do not release any personal information about the students to
anyone, including parents, without prior consent of the student. It
is important to note that students cannot issue a blanket release,
but have to be very specific about what information it is that they
are giving us permission to provide and to who.
What if it is an emergency? Can I
disclose personal information
without permission?
Yes, FIPPA does not require that permission be obtained before
disclosing personal information in the event of an emergency,
whether to someone inside or outside Conestoga. FIPPA allows for
the disclosure of personal information in exceptional circumstances
such as those relating to protection of health and safety or for
compassionate reasons. Consult with the VP of Student Affairs or
the Privacy Office if time allows; if not, use your best judgment.
32
Question
Answer
Is there an employment privacy
policy?
Conestoga is subject to the regulations of the Freedom of
Information and Protection of Privacy Act. In compliance with the
Act, it is the current practice of the Human Resources department
to confirm employment when a request is received from outside
Conestoga.
If, for any reason, confirmation of employment could reasonably be
expected to seriously threaten your health or safety, written
notification should be provided to Paula Sears in Human Resources
at psears@conestogac.on.ca. It is not necessary to provide any
details/reasons for not wanting this information disclosed. Your
written notification will be treated as confidential and will be
retained in your human resources file and referred to should a
request for information be received. You will be notified/consulted
if a request is received.
Please note, in order for this practice to be applied, direct all
inquiries regarding verification of employment of all Conestoga
employees to Paula Sears, x3362, in Human Resources.
What if I have a question or
concern about privacy that is not
answered here?
Please contact Ann Vignault, Access and Privacy Coordinator, at
x3233 or privacy@conestogac.on.ca.
Getting Ready for Class
Question
Answer
What do I need to bring to each
class?
You need to bring whiteboard markers, flip chart paper and markers
to class with you. Each classroom has a lectern, screen, speakers,
computer terminal with internet access, and an LCD projector.
What documents do I need?
Bring your attendance/class list, a course outline, the Instructional
Plan, and any hand-outs.
How long is one class hour?
Each class hour is 50 minutes long. Make sure that you leave the
classroom at 10 minutes before the hour so the next class can get
in.
Is there etiquette for leaving the
class?
Please make sure that you erase the board, lock the cabinet, and log
off the computer. Have students return all furniture to the original
seating arrangement, pick up any garbage and straighten their
chairs.
Is there a dress code at the
college? What is considered
appropriate attire for students
during presentations?
There is no dress code but ask what your department prefers. Some
departments have suggestions for faculty and dress code policies for
students.
33
Question
Answer
Do I need to bring a USB stick
with my files?
You can open up your files directly from your “G’ drive or email or
use a USB.
Who do I call regarding
environmental problems in the
classroom, such as lighting, heat,
insufficient seating, broken
projector, etc.?
At the Doon (Kitchener) and Cambridge campuses, contact Facilities
Management at x3329 for environmental problems. At Waterloo
x5227, Guelph x6137 and administrative front office staff at
Stratford. Call A/V if audio visual equipment is broken, at Doon
(Kitchener) and Cambridge campuses call x3296 or the
administrative front office at all other sites.
Teacher Availability
Question
Answer
Can I send my students to do
work in the LRC or elsewhere
during my scheduled class time?
Check with your department. If students are assigned to go
elsewhere during instructional hours, the faculty member must be
accessible to students. If students are assigned to go to the LRC
during instructional hours, the faculty member should accompany
them. Please notify your Chair or Chair’s Administrative Assistant
(whomever is the preferred contact person for your department)
whenever you will not be in your scheduled room during a session.
With this information, they will know where to contact you in case
of an emergency.
How many office hours should I
post?
Check with your department for common practices. If faculty
members do not post any office hours, they should ensure that
students have a clear alternative for assistance (eConestoga course
mail, Conestoga email, phone etc.). If faculty post office hours, then
they should ensure that the office hours are honoured to avoid
student dissatisfaction or complaints.
Check with your Chair’s Administrative Assistant to see if there is a
process for cancelling office hours when you are sick.
If I am a part-time teacher, do I
have to be available full-time?
What about full-time faculty?
Can I request not to teach in a
particular time slot?
Part-time faculty members can share their availability with their
Chair well in advance of each semester and every attempt will be
made to accommodate scheduling needs.
Full-time faculty members are expected to be available for possible
class scheduling from 8:00 a.m. to 6:00 p.m. each day Monday to
Friday.
Making Copies of Hand-outs/Materials
Question
Can I photocopy? Where are the
photocopiers located? What is
Answer
It is preferred that you use the Print Shop to make class sets. If
occasionally you don’t have enough lead time to get printing done,
34
Question
my access number?
Answer
you can make copies. You will need to use your departmental code
for making copies. Check with the Chair’s Administrative Assistant
for the code and the location of the nearest photocopier. All
photocopying must be copyright-compliant. More information
about copyright can be found at Copyright for Conestoga Faculty
and Staff
How do I get printing done? How
much lead time does the print
shop need? Where are the
forms? Is there a contact person
in the print shop to help?
The Print Shop is located in Room 2A318 of the DMB. In general,
allow two weeks of lead time for print jobs (print times may vary
depending on the quantity and complexity of the job). Speak to a
clerk for more assistance on printing requests. You may send your
printing requests through internal mail or in the form of a PDF file
on email. Your administrative assistant or administrative front office
will have copies of the order form or you can get one at the Print
Shop. Phone: 519-748-3523 or E-mail: mtprint@conestogac.on.ca
If possible, please visit the Print Shop and talk to a clerk. They are
willing to answer all of these questions and show you how to order
using a form or online. Ask your Chair’s Administration Assistant for
your printing code.
How much of a book can I copy
for my students?
The answer to this question and others you may have about copyright
can be found at Copyright for Conestoga Faculty and Staff
It is the responsibility of each faculty member to understand and
comply with Canadian copyright legislation, as well as Conestoga’s
external adopted copyright policies and agreements. Questions?
Contact the Library’s Copyright Coordinator, James Yochem:
jyochem@conestogac.on.ca or x3746.
Where can I get information
about learning packages?
The Bookstore has a comprehensive faculty guide.
Conestoga Bookstore Faculty Guide
How much of an online source
can I copy?
New revisions to the Copyright Act allow faculty, staff and students to
use publicly available material (PAM) from the Internet, as long as
certain conditions are met. For more information contact James
Yochem or see Copyright for Conestoga Faculty & Staff - Online
Material.
For articles from the Library’s research databases, a permanent
URL is provided that instructors are permitted to post, allowing
their students to easily link to the articles via eConestoga or other
electronic means.
For assistance with inserting these permanent links, contact your
Program Liaison in the Library Resource Centre.
35
Academic Dishonesty
Question
Answer
What is academic dishonesty?
See the College’s Academic Integrity Procedure for categories and
penalties: Conestoga Academic Administration Policies
How do I assist my students to
avoid Academic Dishonesty?
Conestoga College subscribes to a plagiarism detection, textmatching software system known as Turnitin. Professors have the
ability to make it available to their students to assist them in their
efforts to avoid committing an act of plagiarism during the
preparation of each of their written assignments. It is your choice to
decide for which, if any, of the assignments in your courses your
students would benefit from access to Turnitin.
It is also your responsibility to then provide your students with access
to this additional learning tool.
Turnitin can also serve as a detection tools for faculty to employ
should they suspect that a student might have plagiarized all or a
portion of a written assignment. However, Turnitin should not be
employed by you as a professor without students being made aware
that you have access to and might choose to utilize this computerized
plagiarism detection application during your evaluation of their
written work.
Turnitin can be used within eConestoga just by clicking a box within
the submission drop box.
What should I do if I find a
student plagiarizing?
A distinction should be made between intentional plagiarism
(academic dishonesty) and failing to document sources properly
(clerical errors).
Where plagiarism has occurred, faculty must fill out and submit an
Academic Offence Form and impose a penalty following the
Student Guide Procedures. Call the Registrar’s Office and check if
this is a first or second offence. You will need to give the student’s
ID # from your class list.
See a discussion of this topic at myConestoga Weekly Teaching Tips
Do I need to cite all of my sources
on my PowerPoint slides and
notes?
You should source all materials referred to in any classroom
teaching/notes in the format required of your students (APA, MLA,
etc.) including material that is included in the College’s learning
management system, eConestoga.
The library (x3361) can help you with this by providing assistance with
citing and directing you to some recommended citation tools.
36
KPIs
Question
What are KPIs?
Answer
Key Performance Indicators (KPIs) are undertaken by Ontario’s
colleges in partnership with the Ontario Ministry of Training,
Colleges and Universities. The three surveys ask about student
satisfaction, graduate satisfaction/employment, and employer
satisfaction. To view a copy of the 2014-2015 survey instrument,
select t h e Institutional Research link under the services tab when
you are logged into myConestoga and look in the KPI Reports folder
(KPI Student Satisfaction and Engagement Survey Instrument ) or contact
Institutional Research at institutionalresearch@conestogac.on.ca
These Key Performance Indicators (KPIs) provide important insights
into Conestoga’s strengths and help identify areas where
improvements can be made. The annual KPI surveys are just one of
the quality assessment mechanisms we use to gauge our success
and improve program quality.
The KPI Student Satisfaction and Engagement Survey is done in
June, November, and February. The February survey cycle is
considered to be the “formal” survey period when the majority of
students will participate. The June survey cycle is used for programs
that are two semesters in length but their sequence is
Winter/Spring vs. the traditional Fall/Winter. Some programs that
are sequenced in an accelerated format may also make use of the
June survey cycle. The November cycle is intended for Co-op
programs or those that have a Clinical/ Field Placement in the
February timeframe. It's also used for two-semester programs with a
Spring/Fall sequence.
You will receive an email telling you the exact dates and if your class
has been selected for administration of the survey.
What happens during the KPI
administration?
A volunteer will come to your room at the start of class and
administer the survey. Please do not get the students started on
anything. Plan to allow up to 30 minutes for the survey. You can stay
in the room as the students are not evaluating you.
No test, guest speakers or field trips should be scheduled at the
time of the KPIs. Do not have any student presentations planned
that will make the students feel they need to rush.
For specific KPI questions or concerns, contact Connie Phelps x2746.
Who are the KPI volunteers?
Each year in December or January, a request is made to all staff for
volunteers to help administer KPI surveys in approximately 200
classes. Volunteers are trained on how to administer the survey in
late January and then in early February each volunteer administers
surveys to approximately two classes.
Faculty volunteers will not be asked to administer a survey in a class
that they teach.
37
Lesson Plans
Question
Is there a simple way to plan out
a lesson?
Answer
Here is an acronym that you can use to plan an active learning
opportunity:
BOPPPPS stands for Bridge-in, Overview/Objectives, PreAssessment, Presentation, Practice, Post-Assessment and
Summary. See details on the Teaching and Learning webpage:
Teaching Tip #1: BOPPPPS
Course Outlines
Question
What is a course outline and why
is it important?
Answer
The course outline is an official agreement between you, the
students, and the College. It indicates what your students should be
able to do at the end of the course based on course and unit
outcomes indicated in the outline, and how students are going to be
evaluated on those outcomes. You are expected to cover all of the
outcomes in your teaching and to follow the evaluation scheme set
out in the outline.
Registered students have access to course outlines starting in August
via their Student Portals. They also have access via eConestoga three
days before the semester starts. Students retain the course outlines
after leaving the college. For example, they may share the outline
when seeking to transfer to another program or institution or to
seek advanced standing or course exemption.
For assistance with course and program outline development,
contact the Curriculum Office at x2352 or x3458.
How do I get a copy of my course
outline?
Course outlines are available to Faculty on the Conestoga Employee
Portal, by selecting the Course Outline tab. You will need to provide
the course code or title and select the applicable academic year.
Can I change my course outline?
Course outlines are reviewed yearly and changes are only permitted
at set times, typically as a result of Annual Program Reflections
(APR) or Major Program Reviews (MPRs). Annual changes should be
discussed as part of your APR with the program team, followed by
Chair/Coordinator sign off of the recommended changes. Changes
to the outline are then completed in the Conestoga Employee Portal
under the course outline tab.
38
Question
How do I make changes to a
course outline?
Answer
Contact your Chair if you have questions about updating a course
outline. Changes are made based on MPR and APR discussions.
Outlines are assigned to a faculty member via the portal. Assignment
of a course outline allows updating capability to faculty.
Once changes are made to the outline, then the outline is sent for
approval to a Chair.
For assistance on how to make changes to an outline assigned to
you, reference the help documentation on the portal by clicking on
the “?” mark from the Course Outline screen.
What if I can’t cover everything
on my course outline?
A solid Instructional Plan will help you to avoid this challenge.
However, sometimes faculty are not able to achieve all course
objectives due to factors that range from students needing more
background knowledge which takes time to fill in, or a new course
outline that is too ambitious. If you cannot cover everything in your
course outline, it is important to discuss this with your program
coordinator and/or the Chair as inability to address the outcomes of
the course may impact students’ ability to meet the program
outcomes necessary for program graduation. Additionally, other
instructors in subsequent courses may be depending on this course
to provide background and skills for their course. A plan will have to
be made in the interim and the course outline reviewed before it is
next offered.
Student Evaluation
Question
Answer
Where do I store marks?
Marks must be kept up-to-date on eConestoga.
How quickly should I return work
to students?
It’s important that the students receive feedback in a timely
manner. They will definitely need to have their work returned in
time to prepare for the next assignment or test.
When are final marks due?
You will need to enter a final numeric grade for each student on the
college intranet within 3 days of the last evaluation/end of the
semester. For this reason, it is wise to plan ahead for marking time.
Where can I see samples of
previous student work?
Many departments are trying to collect samples. Check with your
Chair or Coordinator if any are currently available.
Experienced faculty may be able to show you some samples.
Can I keep samples of my
students’ work to show future
classes?
You must have written permission from the student and you must
protect his/her privacy by removing his/her name and any other
identifying factors.
39
Question
Answer
Can I give pop/unexpected
quizzes?
No, all the dates for and types of assessments must be announced
at the beginning of the semester in the Instructional Plan.
A student is complaining about a
mark. What should I do?
It is college policy that faculty respond to student concerns within
five days. Meet with the student and try to understand his/her
concern. If the student is not satisfied after your discussion, review
the Academic Dispute Resolution and Appeal procedures:
Conestoga Academic Administration Policies
There are good practices that will help reduce the likelihood of an
appeal situation: course outlines that meet standards, evaluation
strategy that is clear and direct, grading rubrics, pre-test reviews etc.
In general, if the student has suggested an appeal during the
semester, it is good practice to remind them that the instructions
and guidelines are in the student handbook. They always have a
right to go to an appeal, but suggest that you would really like to
better understand the areas of concern.
Ask the student to list them and then sit down and go over them
together. Usually the student is anxious about being successful, but
sometimes it is a personal issue. Try to understand. Use the
expression, “What does X mean to you?” This expression used
several times usually encourages the student to express more of an
underlying issue from his/her own point of view. You may realize
the student needs help and be able to suggest a resource. It may be
that you will obtain suggestions for improving your assessment
practices in the future. It is worthwhile to better understand what
happened.
Suggest the student send an email to you the very first time he/she
expresses concern about a mark. Say something such as, “I can see
that you are not comfortable. I always ask students to email me
their concerns so I can think them over. After I read your email, we
can meet.” The process of writing up the concern often helps the
student realize they are suffering from stress rather than a
legitimate complaint.
Is a particular grade distribution
required?
No, in fact Conestoga uses “Criterion Referenced Assessment,”
which means that students are measured against a required
outcome rather than each other. Depending on the program and
year (post-graduate versus foundations, 1st year versus 3rd), you may
have more students achieving quite high or quite low overall results.
Always focus on whether each individual has met the outcomes for
the course and to what degree. No norm-referencing or bell curving
can occur. See the Grading Procedure under Academic Policies
40
Question
What is a supplemental?
Do I have to give them?
Answer
A supplemental is an exam or additional work done by a student to
clear an academic deficiency (failing grade) See Clearance of
Academic Deficiency Procedure
If the student meets the criteria in the policy then you must offer a
supplemental. Be sure to check with your
School/Program/Coordinator to see your School’s supplemental
limitations. Courses may already have a supplemental prepared.
What are my responsibilities
while students are writing tests
or exams?
Prior to the testing situation go over techniques for preventing and
catching cheating. Remind the class of the college’s Academic
Offences policy. Make sure you create a quiet environment.
Student Behaviour
Question
What do I do if a student is
disrupting my class?
Answer
Students are expected to abide by the responsibilities at Conestoga
Students: Rights and Responsibilities.
The Student Code of Conduct Incident Reporting Form is used when
reporting student Code of Conduct violations. Once completed, the
form should be discussed with your Chair and sent to the Office of
the Vice President, Student Affairs, Doon Campus, Welcome
Centre. Hard copies of the form are available at Security Services,
Counselling Services, and the Registrar's Office.
For more information see the Conestoga Student Code of Conduct
Policy and the Conestoga Student Code of Conduct Procedure
What do I do if I am worried
about a student’s behaviour?
Make note of the dates and times of any concerns. Emails will track
the date and your efforts to resolve. Consult with fellow faculty. See
Counselling Service advice below. Call one of the Teaching and
Learning Consultants.
Diversity at Conestoga
Question
Who are our students?
Answer
The video “Understanding Our Students” can be borrowed from the
LRC and it will give you a look at some of our students. Conestoga
features great diversity. There are first nations students, first
generation students from varying backgrounds, ESL students,
immigrant students, mature students, students away from home
for the first time, international visa students, students who have
been to university and then come to college, and students who
have just finished high school to name a few.
41
Question
Answer
What service does the college
provide for international
students?
The International Office recruits international students and
provides help with specific services for them when they come,
including: airport pickup, finding housing, assistance with banking
and health insurance, access to student advisors, international
student activities, and help accessing the services available to
students on and off campus.
What supports do we have for
second language students?
The Conestoga Language Institute (CLI) provides an English
Language Studies program to prepare students for post-secondary
study. The CLI is available for consultation if a student for whom
English is an additional language is struggling in your class.
Post-secondary students for whom English is a Second language can
access the Learning Commons.
Student Life offers an English Conversation Partner Program.
What is the “First Generation
Student Initiative”?
First generation students are the first in their family, besides a
sibling, to attend college, university or an apprenticeship program
in Canada or in any other country.
The mission of the First Generation Student Initiative is:
 To SUPPORT First Generation students in overcoming
barriers and achieving their goals at Conestoga College
 To INTEGRATE First Generation students into the college
community and connect them with the services and
opportunities that support their success at college
 To SHARE the perspectives, challenges, and accomplishments
of First Generation students with each other and our
community
 To PROVIDE meaningful opportunities for First Generation
students to develop personally and professionally
For more details, please visit Conestoga First Generation Students
Planning the Semester
Question
What is an Instructional Plan?
Answer
An Instructional Plan is information and a schedule for all the
learning opportunities and evaluations in a course. You can obtain
the template from Organizational Development at any time and in
your eConestoga shell.
Each faculty member needs to create an Instructional Plan based on
the course learning outcomes and evaluation scheme on the course
outline. It is mandatory to let the students know on what dates
evaluations will occur or are due. See the “Evaluation of Student
Learning” under Academic Policies
42
Question
Can I change the textbook?
Answer
The textbooks have been set on the course outline and orders were
put in well before the semester. You will need to use the assigned
text and then talk to your coordinator about the possibility of
reviewing the text selection at some point (usually each spring).
You should try to use the information/cases in the text as much as
possible in order to help students get value for their money. It’s
best not to undermine the text which students have been required
to purchase.
If I teach a section of a course
also taught by other faculty, do
we all have to use the same tests
and assignments?
Check with your department. To ensure consistency across multiple
sections of the same course, many decisions about the way the
course is taught may have been made by a team. Individual faculty
have flexibility in deciding how to teach but it’s a good idea to meet
with other faculty teaching the same course to see what the
common practices are.
Assignments are developed and designed to assess whether
students have achieved the course outcomes, and to what degree.
Therefore, all assignments should be mapped to course outcomes
as part of the teaching process.
If changes are made to assignments, then the mapping must be
kept intact. For example, if assignment A evaluates course
outcomes 3, 4, and 6, then an alternate assignment must also
evaluate the same outcomes, at a minimum.
For assistance on mapping course outcomes to evaluations, contact
the Curriculum Office at x2352.
Make notes as you teach the first time and bring suggestions
forward at the review meetings held each spring, but follow the
guidelines set for the course you are teaching.
Can I change my due dates/test
dates part way through the
semester?
You need to share your due dates/test dates with the class in
writing (in the Instructional Plan) prior to the start of the semester.
Students have access to the course shell in eConestoga three (3)
days prior to the semester start. Mid-semester changes can only be
made with your Chair’s permission. See Evaluation of Student
Learning Policy
If you make a change afterwards, notify the students in writing,
issue a revised Instructional Plan, and have every student
acknowledge the change.
What if students complain that
my evaluation dates coincide with
tests they have in other courses?
You are expected to consult with the Program Team prior to the
start of each semester. It’s always important to keep in mind that
most students are taking 4 or 5 other courses, as well as yours.
43
Question
Is it possible to give extensions
beyond due dates when
circumstances warrant?
Answer
The instructor can usually use his/her discretion in granting an
extension, but check first to see if a departmental policy exists.
Assignments handed in later than the assigned due date, with no
accepted excuse, must have the late marks stated on the course
outline or course information deducted.
Students can request an extension in writing prior to an
assignment’s due date with supporting documentation of the
problem. It is important to keep copies of student requests for
extensions in case of a dispute.
Can I give a student an exemption
from my course?
A course exemption (exemption from the entire course) can only be
granted by the Program Chair, or, if delegated, the Program
Coordinator. Courses successfully completed in other postsecondary institutions will be recognized when documents are
presented and equivalency is determined. The time limit for the
granting of exemptions is seven years.
Information Technology (IT) courses completed more than two
years previously will not be considered. A faculty member can grant
partial exemption if the student has met some of the required
course outcomes.
Can a student have a parent or
third party at a meeting with me?
Yes, if the student wants them to be there.
How do I arrange parking for my
guest?
Your department can purchase a visitor parking permit online through
MyConestoga, Parking Services. In order not to be ticketed, visitors must
clearly display their permit and park in the lots identified on the permit.
Can I take my class on a field trip?
Check with your Coordinator to make sure your trip won’t overlap one
already done in another course or semester. Submit a completed Field
Trip Request form to your Chair for approval at least two weeks prior
to the trip. A list of participants should be attached to the form. The
faculty member responsible for initiating the field trip is responsible
for advising other faculty whose classes may be affected by the trip.
The trip must be accessible to all students.
44
Class Lists and Attendance
Question
Answer
Who is responsible for making
sure my class lists are up to date?
You are responsible for ensuring your class lists are up to date.
Please verify your class list on the portal weekly up until the ‘add
date’ has passed. Make sure you check your lists carefully in the first
few weeks. Check them again periodically as students can drop a
course without academic penalty up until 75% of the course is
complete.
Can I add a student to my class
list?
If a student is not on your list, re-check the portal for updates
(which are processed every 24 hours). If the student’s name is still
not there, then speak with the student and check his/her
timetable. It is possible that the student is supposed to be in
another section. If the student wants to be added to your section,
check with the Coordinator or Chair to see if this is possible. The
rules of the program often dictate whether students can
add/drop/switch classes. If the student is able to add your course
and section, have him/her fill in a “Course Drop/Add Form”. Copies
of the form are available on the Registrar’s page under “Student
Forms” at Conestoga Registrar: Student Forms
Make sure you fill in your section number. The Coordinator will sign
and submit the form to the Registrar’s Office or update the Portal
directly.
What do I do about students who
miss classes regularly?
While regular attendance is both expected and necessary in most
cases, students are usually under no obligation to attend classes. It
is, however, a good practice to email the student to express concern
and to offer help. In some Programs, Trades, Apprenticeships, and
courses, a minimum attendance is required. Be sure to check with
your Coordinator.
Monitor your students’ attendance in case of any later conflicts or
appeals. eConestoga provides an attendance function that you can
use. It can be set to alert students who miss a certain percentage of
classes. You can also print an attendance chart from your class list
on the faculty portal. Ask your students to email you if they need to
miss a class.
AODA, Accessibility, and Teaching
Question
What must I know about
accommodation and accessibility
at Conestoga?
Answer
Post-secondary institutions have an obligation to accommodate
students with documented disabilities. Over the years, our faculty
members have worked with students and Accessibility Services to
make sure those accommodations are in place.
45
Question
What must I know about
accommodation and accessibility
at Conestoga?
Answer
With the province-wide Accessibility for Ontarians with Disabilities
Act (AODA), we will increasingly focus on broad accessibility for all
those we serve. Considering the scope of the legislation, the goal
should be make progress in regard to increasing accessibility with
an understanding that this is a multi-year project.
Like all other Ontario educational institutions, Conestoga has a legal
obligation under the Accessibility for Ontarians with Disabilities Act
(AODA) to be accessible.
If a student brings you an accommodation letter from Accessibility
Services, you must provide the stated accommodations. Be sure to
implement them in a timely way. Do not engage the student in a
conversation about the accommodations. Contact Accessibility
Services and speak to a Counsellor with any questions. Respond to
any concerns the student raises about accessibility in a timely way.
Be aware that any institution or individual can be named in a
complaint to AODA or Ontario Human Rights.
Additional information and resources regarding AODA policies,
procedures and practices can be found at Accessibility at Conestoga
What is the difference between
accommodation and accessibility?
Accommodation
 A reactive, documented, individualized approach to
support a student with a disability.
 Changes the way the learning experience is provided to that
one student but doesn’t change the overall approach to
teaching.
Accessibility
 A proactive approach to identifying and removing
barriers.
 Changes the overall approach to teaching so the learning is
accessible to the largest number of students.
By increasing accessibility over the next few years, the province
hopes to decrease the need for accommodations.
What are some of the
requirements the AODA sets out?
Both the college and individual employees have responsibilities
in identifying and removing barriers to education.
The specific obligations faculty have are outlined on the AODA
policy and procedures webpage Conestoga Accessibility Policy for
the AODA and Conestoga Accessibility Procedure for the AODA
How can I increase the
accessibility of my classroom
teaching?
For suggestions on increasing accessibility, faculty may utilize a
number of resources available on the Accessibility at Conestoga
webpage: Teaching Tips for An Accessible Classroom and the
Customer Service Guide
Are there other practices that I
can make more accessible?
Welcome: Send the class list a welcome, post in eConestoga and
state in class that you encourage students to bring forward any
accessibility needs as soon as possible. Try to make your teaching
46
Question
Answer
as accessible as possible.
eConestoga: Show students where to find eConestoga, explain how
the notes are set up and what can be found there.
Group work: When students must work in a group, be sure to clarify
your expectations, both academic and behavioral and act as
mediator should any conflicts arise. Faculty have been reporting
that many students are experiencing challenges with conducting
group work effectively. Such skills can be built as the course and
program progresses when helpful guidance is provided.
Testing: Provide as much detail about the quiz, test or exam as
possible. The format, test structure, type of questions, date, time,
duration and location should all be communicated in writing. Be
specific as to what topics and modules will be tested. Give a
review so students know specifically what needs to be studied and
to what breadth and depth.
Testing Materials: Testing materials might only be in hard copy.
You will want to build checkpoints into your design of testing
materials so that you ask yourself if you have made them as
accessible as you can. Consider font size, space for answers, and
clear test prompts.
Course Note-Taking: One of the most common accommodations
and a challenge to supply is course notes for students requiring that
accommodation.
Accessibility services needs your help in arranging note takers for
courses where a student has this accommodation. Could you ask for
class volunteers to take and share notes on eConestoga? Previous
volunteer note takers have noticed an improvement in their own
notes and course success.
Also, consider ways to ensure all students have useful notes to work
with. Could you provide an outline with key sections and
terminology? Could you provide a group assignment for 5% of the
semester where each group creates and shares notes from one class
on eConestoga?
Two possible options:

Post a request on eConestoga to recruit a student volunteer
to share notes. The note taker could share the notes on a
space you set up in eConestoga. This would enable all
students to benefit from the review.

Recruit a student volunteer to share notes. The note taker
could submit the notes to you in eConestoga. You could
then email them to the student(s) with the accommodation
and would have a copy of your class notes for yourself.
47
Question
Answer
Behavior: Make your classroom expectations explicit. Don’t take it
personally if students engage in unexpected classroom behaviour
(questioning, asking out of turn etc.). The student may not know
the Canadian classroom structure or may have a disability that
impacts social situations. Have a private conversation, express
concern and offer alternatives.
Your Board Work: Check that what you write or draw or project on
the board can be seen from all classroom seating positions. Use high
contrast marker colors such as black.
Guest Speakers: Make sure that your guest speakers understand the
principles of accessibility. Request that they send materials ahead of
time.
How do I create accessible
documents?
As a result of AODA legislation, all programs, services, and facilities
at Conestoga College are expected to "upon request provide or
arrange for the provision of accessible formats and communication
supports for persons with disabilities". Conestoga Alternative
Format Policy
Typically accessible communication refers to either converting a
document into an alternate format (such as braille) or formatting a
document when it is being created so that can be more easily
accessed by persons with disabilities.
The Accessibility Services department's Adaptive Technology Lab is
your contact should you have a request to provide a document in
an alternate format (such as braille or TTY). Additional information
about Alternate Formats is available from the Accessible
Communication webpage.
As a general guideline, it is recommended that you use a size 12 font
in a non-serif form such as Ariel, Calibri, or Verdana. Provide suitable
white space. Avoid photocopying as the clarity of the print is
compromised. Faculty are encouraged to obtain information and
resources to create more accessible documents and web content
from the Accessibility at Conestoga website: Creating Accessible
Content
General Education Courses
Question
Answer
Why are there General Education
courses embedded in Conestoga
College postsecondary
credentials?
In an effort to ensure that Ontario college graduates gain a broader
education than might be obtained by a purely vocational program,
the Ministry of Training Colleges and Universities (MTCU) has
mandated that all post-secondary programs offered by colleges
contain a specified number of non-vocational courses to expand the
student’s knowledge personal and societal areas. The number of
48
Question
Answer
Why are there General Education
courses embedded in Conestoga
College postsecondary
credentials?
these courses within a program is determined by the type of
academic credential in which the student is enrolled. These
mandated breadth courses are known as General Education courses
and may be either elective courses or courses specified by a
program.
What exactly are General
Education courses?
General Education courses are intended to educate graduates to be
analytical thinkers and effective communicators in whatever career
they have chosen. The ability to understand how someone else
thinks and to respond in an informed and respectful manner are key
skills that will help you not just in getting and keeping a job, but in
your personal relationships, your role as a citizen, and your sense
that you are living the life you have chosen, and living it to the
fullest. There are five socially valued forms of understanding that
General Education electives are designed to cultivate in graduates.
ARTS IN SOCIETY
The arts have been a crucial part of every known human culture. A
critical awareness of the importance of the arts in shaping our
mental habits and cultural values is an essential part of
understanding the human experience. Studying music, film,
literature, painting, or any of the creative arts is not just
pleasurable, but often an unusually powerful way to gain insight
into the human condition.
CIVIC ENGAGEMENT
Well-educated individuals will graduate as informed and responsible
citizens who are ethical, professional, and engaged in the workplace
and in their communities. Courses with this focus look at power
structures in society, the advantages and difficulties of living in a
liberal democracy, and Canada’s place in the international
community.
SOCIAL AND CULTURAL UNDERSTANDING
In a multicultural society, our genders, races, ethnicities, religions,
languages, and other cultural affiliations provide the variety and
sometimes the challenges that make life with other human beings
such a rich and expansive experience.
Courses with this focus look at culture within historical and political
contexts and understand individuals as a products and shapers of
the cultures in which they take part.
PERSONAL UNDERSTANDING
Understanding yourself and other people is a crucial skill in work
and life. Courses with this focus aim to develop a critical
understanding of one's own psychology and of the evolution and
meaning of the social structures in which the individual lives and
develops.
49
Question
Answer
What exactly are General
Education courses?
SCIENCE AND TECHNOLOGY
Science and technology have the power to save our planet or
destroy it, to make us into an ever better species or turn us into a
race incapable of individual thought. A scientific understanding of
the world has the potential to expand our notions of what is true or
possible and to cultivate both intellectual discipline and a renewed
sense of wonder and appreciation.
College Structure
Question
Answer
What is a School?
A School is a major academic division at the college. The Schools at
the college can be found at Conestoga Full-Time Programs
What is a program?
A program is a Ministry-approved course of study that leads to a
credential. Each program belongs to a School. Each program has a
coordinator.
Who are the VPs and Chairs at
the college?
See College Administration
What is the role of the Chair?
The Chair plans, coordinates and effects the optimal utilization of
human, physical and financial resources in the planning,
development, delivery and ongoing review of courses and programs.
The Chair is also responsible for directing, disciplining or scheduling
staff and managing student complaints and discipline.
What is the role of the
Coordinator?
The Coordinator is a faculty member who receives a coordinator
allowance and adjustment to teaching responsibilities. Duties vary.
Ask if your coordinator or School has a description. A list of
Coordinators can be found at
Coordinators for Full-Time Certificate, Degree and Diploma
Programs
Who do I report to?
Faculty report to the Chair.
What is a PAC committee?
Program Advisory Committees (PACs) exist for every Conestoga
program or group of related programs. These committees of
practicing professionals advise the College on career prospects and
employer needs related to the program in question which will then
be used by faculty to make informed decisions related to curriculum.
You will sometimes hear the Coordinator of a program saying: “The
PAC Committee has suggested ….”
Is there a code of conduct for
college employees?
Conestoga Employee Code of Conduct Policy
You must log into college intranet to view this document.
50
Question
What is the faculty union?
Answer
Full-time and partial load faculty are members of OPSEU Local
237. New faculty are given a copy of the Collective Agreement upon
starting employment. The Union Local President is Lana- Lee
Hardacre (lhardcre237@gmail.com). The office is at the Doon
Campus in room 1E01, x3734.
Library Resource Centre (LRC)
Question
Where can I find the Library and
its resources? (E.g., books,
journals, magazines, etc. for
research or supplemental
readings)
Answer
The Library is an excellent resource for in person and online
research.
There are two locations: The Doon Campus Library is located in
DMB 2B18 and the Cambridge Campus Library in A1109. For
contact information visit the Library’s Contact Us page.
Books, e-books, and media resources (e.g., DVDs, streamed video)
can be searched by using the Library Catalogue.
Most of the Library’s article databases are searchable by using the
Discover Service or by visiting the complete list located via Articles in
Databases.
Books and media resources can be shipped to any Conestoga
campus by completing an Inter-Campus Loan Request Form.
How do I get a library card? How
do I access online library
resources from off-campus?
Bring your Conestoga ID card to the Library to register and receive
your four-digit PIN to access the Library’s online resources from offcampus. If you are unable to visit the Library, you can request your
PIN via our online form.
How can I and/or my students
learn how to effectively use the
Library’s resources?
To receive instructional support from the Library, including learning
how to use our resources and request an instructional session for
your students, make an appointment with your Program Liaison.
May I leave readings in the
Library for my students?
The Library offers a Reserves service for current curriculum
support and supplemental readings. Visit the Reserves page for
details and access to the online Reserves Request Form. For
assistance with placing readings online via eConestoga, contact
your Program Liaison.
How do I borrow a video to show
to my class? Can I watch the
video before I take it out?
The Library provides access to over 28,000 streamed media titles
that can be viewed anytime, anywhere with no booking required.
We also have a smaller collection of videos in the Library (e.g.,
DVDs) that may be booked for classroom viewing by completing a
Media Resource Request Form. Visit the Media Services page for
additional information on resources and support.
More Information
For additional information on services available for Conestoga
Faculty, visit the For Faculty section of the Library’s website.
51
Accessibility Services
Question
Answer
What is Accessibility Services?
Accessibility Services provides academic accommodation and
disability related supports to students with documented disabilities.
See the Accessibility Services website for more information about
types of disabilities, accommodations, and the range of services
available to students.
What are the faculty
responsibilities under the Human
Rights Act and the AODA?
Conestoga Policies
As a member of an educational institution, faculty have a duty to
accommodate students with disabilities and to ensure that
classrooms are accessible. The faculty role includes:

Making students feel welcome to share their learning needs
with their faculty and support students in registering with
Accessibility Services if they require accommodation.

Honouring the Accessibility Services accommodation letter
when presented by the student (by email or in person) and
ensure that it is implemented in a timely way. Questions or
conversations about accommodations should be directed to
the Accessibility Counsellor, not to the student.

Ensuring that all tests must be scheduled in the Instructional
Plan prior to the start of the semester.

Using the online test booking system to book tests at least
14 days before the test is to be written, to allow students to
book tests with Accessibility Testing.

Delivering tests four days ahead of the test dates to give
testing staff time to prepare and set up the test for the
student.

Making sure that accommodations are available for all
evaluations. Do not use pop quizzes as they deny the
student access to their accommodations.

Ensuring the confidentiality of the student and the
accommodation letter.

Providing learning materials and tests in accessible formats.
Tests should be sent electronically in a word format (not in
PDF). Information on how to create accessible educational
materials are available on the accessibility webpage:
Accessible Communication or contact Anne Templeman at
atempleman@conestogac.on.ca for support.

Ordering text books on time, and do not make last-minute
changes to orders. Many students require e-text versions of
texts, which can take up to two months to prepare. Ask
publishers to ensure that textbooks are available in an
accessible e-text format, upon request.
52
Question
What are the faculty
responsibilities under the Human
Rights Act and the AODA?
Conestoga Policies
Answer

All videos should be captioned and shown with captioning
turned on. If you receive a Captioning or Described Video
accommodation request please contact: Jennevie OrioBebel in the LRC ext. 2808 or email jorio@conestogac.on.ca
.
Contact the counsellor in Accessibility Services should you have any
questions x 3232
How does a student qualify for
Accessibility services?
To qualify to register with Accessibility Services, students must
have a documented disability as defined under the Ontario Human
Rights Code, verified by a medical report, a psycho-educational
assessment (for a learning disability) and/or other pertinent
documentation from a sponsoring agency.
Students often register before school begins or early in the
semester to have accommodations in place. Some students, who
have a disability, may choose not to register with the service or may
register later in the year when they decide that they do require
accommodations.
How do I know if a student has a
Disability?
Students who are registered with Accessibility Services have an
accommodation letter that they will share with faculty (in person or
by email) if they are seeking testing or in-class accommodations.
Students with disabilities may choose not to self-identify.
Students who present learning difficulties may or may not have a
disability. Some students experience problems due to English as a
Second Language; test anxiety or fear of public speaking; weak study
habits; poor time management skills; or the pressure of extenuating
circumstances due to financial constraints, family commitments or
part-time work. Refer students to the Learning Commons or
Counselling for any of these issues. Either area can do a learning
disability screening for students who suspect that they may have a
disability, but are not sure.
Encourage students to visit the Learning Commons for learning
supports or to visit their Accessibility Services Counsellor as
appropriate.
How do I manage tests through
Accessibility Services?
Students who are registered with Accessibility Services may be
entitled to test accommodations based on their disability
documentation. Testing accommodations are very important and
should never be denied once they have been put in place.
Students writing tests with Accessibility Services must have their
tests booked with Accessibility Services a minimum of seven days
before the test is to be written, since tests may need to be set up
using different software or with specific technology to make them
accessible.
53
Question
Answer
How do I manage tests through
Accessibility Services?
Please follow the test booking instructions carefully: Accessibility
Test Booking Instructions for Faculty. Guided instructions are also
available by viewing an Instructional slideshow
For questions, please contact Accessibility Testing at:
Assessment Centre, Doon Campus, Room 2A137
asdoontesting@conestogac.on.ca or call 519-748-5220 x 3161
Guelph Welcome Centre, Room A5 ,
asguelphtesting@conestogac.on.ca or call 519-824-9390 x 6156
Waterloo Campus Admin, Room 1C04
aswaterlootesting@conestogac.on.ca or call 519-885-0300 x 5224

Cambridge Campus Room A2219,
ascambridgetestging@conestogac.on.ca or call 519-748-5220 x 4523
International Education at Conestoga
Question
What does the International
Education Office do?
Answer
The International Education Office (IE) is the first point of contact
for students who are thinking of coming to Canada to study. Once
they’ve chosen Conestoga, we provide services and support to
meet the specific needs of these students who come from different
cultures and backgrounds.
The IE Office works under the direction of Barbara Fennessy, Vice
President, Applied Research and International Education. This fall
(2015) approximately 250 new international students will be joining
our current roster of 1300 students from almost 65 countries.
The International Education Office is located on the 2nd floor of the
Doon campus Welcome Centre and our hours are Monday to
Friday, 8:30 am to 4:30 pm. Students and faculty are welcome to
visit, email or call us at 519-748-5220 x3556.
We are available to offer support, guidance and advice to
international students and their instructors.
How do international students
find out about Conestoga?
Conestoga’s recruitment team works with a vast network of agents
to recruit international students to Conestoga. They attend
recruitment fairs worldwide, promoting Conestoga as an institution
of academic excellence and providing information on our many
programs and services.
Regional Representatives are:
Ewerton Lacerda da Silva
International Recruiter Representative – The Americas
Email: edasilva@conestogac.on.ca
Telephone: 519-748-5220 x8065
54
Question
find out about Conestoga?
Answer
Bockkyung (Katie) Lee
Regional Representative - Korea, Japan
Email: bklee@conestogac.on.ca Telephone:
519-748-5220 x8055
Mike Tang
East Asia Manager - China, Taiwan, Thailand, Hong Kong,
Philippines, Singapore, Malaysia
Email: mtang@conestogac.on.ca
Telephone: 519-748-5220 x8016
Bhanu Vashishth
Associate Director International Recruitment, Partnership and
Marketing - South Asia, Middle East and Africa
Email: bvashishth@conestogac.on.ca
Telephone: 519-748-5220 x8061
choose a program?
Our admissions team provides advice on selecting career-oriented
programs that best suit the students’ long-term academic and
career goals. We also provide information on program admission
requirements and the registration process. Our admissions team
often relies on faculty to assist them with answering programrelated questions. For a full list of employees on the Admissions
Team, go to International Education site.
Do international students have
access to all the same services as
domestic students?
Yes, just as with domestic students, International students pay
tuition and incidental fees that give them access to all* campus and
CSI benefits and services. (* note: International students are
provided with health insurance through the International Office
and do not participate in the CSI health insurance plan).
What specific support does the
international office provide?
The Support Services team is the front-line staff in the IE office. We
provide pre-arrival guidance and support to assist with housing,
health insurance and ground transportation from the airport.
Once here, students can visit our office, call or email to receive
non-academic advice and guidance from our friendly and
knowledgeable staff. We have specific expertise in visas, study
permits, co-op/work permits and SIN numbers – and we’ll direct
graduating students to community organizations for information on
settling in Canada. Our job is to help students successfully integrate
into their new life at Conestoga and continue that success
throughout their studies.
The first step for all newly-arrived students is an intensive two and
three-day orientation (post-sec and EAS respectively) that
introduces them to “all things Conestoga”. We cover such things as
support services available on campus (such as Learning Commons,
Health Services, Student Life, CSI, Library Resource, Security, etc.), a
tour of the campus, obtaining student ID cards, computer
instruction for email, portal and eConestoga login, and other
55
Question
What specific support does the
international office provide?
Answer
important campus/college specific information. We also provides
important information on Canadian life, climate and culture. During
these orientation sessions, students also have an opportunity to get
to know other students – a critical element to their successful
assimilation.
Throughout the year, we organize various ‘International Student
Success Workshops’ covering topics such as plagiarism, mental
health/culture shock and success in the Canadian classroom.
Our full-time Activities Co-ordinator organizes on-campus activities
like lunchtime sports at the Rec Centre and monthly bus trips to
popular destinations such as Niagara Falls, Grand Bend beach, t h e
Elmira Maple Syrup Festival and Chicopee Tube Park. The Activities
Co-ordinator also recruits, inspires and motivates over 100
international volunteers and looks after the International Facebook
page which is a great communication tool for both students and our
office.
We have revised our International Student Handbook to provide
current detailed information on everything students need to know
to be successful in Canada, at Conestoga and in the community.
You can request a copy by contacting the IE Office.
Support Services also assists with in-coming and out-going
domestic student exchanges by organizing mandatory predeparture workshops. This year, our role with outbound student
exchanges will expand as we aim to keep students safe and wellinformed while travelling abroad.
We are also a resource for faculty who teach international students
and are always available to offer support and guidance when
requested.
Go to the International Education site for a full list of Support
Services and Administration Team employees.
Student Life
Question
I have some students who
appear disengaged in class. Is
there any way I can help them
find a connection at the College?
Answer
The Student Life Department focuses on providing students with
opportunities to develop both personally and professionally.
Student Life offers a number of different volunteer opportunities
designed to engage students and support them in the development
of specific skills. The department also coordinates and facilitates the
Connect! Leadership Workshop Series, a set of leadership
workshops that focuses on the unique contributions and potential
of each student and encourages them to make a positive difference
on campus, and in the greater community. All students, including
56
Question
I have some students who
appear disengaged in class. Is
there any way I can help them
find a connection at the College?
Answer
those who are traditionally disengaged, are unconditionally
welcomed (and targeted through promotion initiatives) for these
co-curricular learning experiences. Refer to the Student Life website
for opportunities for students to get involved: Conestoga Student
Life Department
What is campus service learning
(CSL)?
CSL involves experiential learning projects that both meet your
student learning outcomes and support the above departmental
initiatives. Come and meet with the Student Life Department and
they will work with you to involve your whole class in a campus
service learning activity that builds community at Conestoga. The
result is engaged students in and out of class. Research
overwhelmingly links engagement with the institution as a key
influence in student retention. Refer to the website for more
information: Campus Service Learning
What is the Respect Campaign at
Conestoga College?
The Respect Campaign is an initiative led by Student Life, developed
by a cross-college committee and supported by the Student
Association. The campaign’s key message is that “through
leadership and positive role modeling, we have the opportunity to
impact our community and build a respectful environment for
everyone.” Conestoga College's Student Respect campaign is
intended to:
 Reinforce the good behaviours already established on our
campus
 Develop awareness of the impact of disrespectful behaviours
 Encourage action by providing students with the tools to act as
leaders and role models of the campaign message
Visit the Respect Campaign website: Conestoga Respect Campaign.
You can request a 60 or 90 minute facilitated video presentation
that, through powerful Conestoga student stories, brings the topic
of respect to the forefront. To arrange a class visit, please follow
this link: Respect Video Presentation Request.
Learning Commons
Question
What is the Learning Commons?
Answer
The Learning Commons strategically supports student success and
retention by helping students to learn:
 strategies to strengthen skills essential for college, life, and
work.
 to recognize and mobilize their knowledge, experience, and
abilities.
 new ways to approach academic difficulties.
 to challenge assumptions and improve confidence.
 to collaborate with others in pursuit of personal and shared
57
Question
What is the Learning Commons?
Answer
goals.
Our team is comprised of 15 multi-disciplinary professional staff
who are specialists in their fields. We also hire and develop
approximately 100 exceptional student leaders as tutors, mentors,
and assistants.
What support can students
receive in the Learning
Commons?
How can students access
academic support from the
Learning Commons?
Students can connect with our tutors and consultants to:
 identify ways to maintain academic integrity and avoid plagiarism,
 strengthen their math and writing skills,
 improve their understanding of course material, and
 learn new study strategies.
All services are free! We offer tutoring in over 300 courses.
Students can:
 drop in for math, writing and learning skills assistance
(Cambridge and Doon only).
 book an individual or small group appointment with our
consultants and tutors.
 sign-up for co-curricular workshops.
 access self-serve toolkits and guides and develop their learner
profile on our Virtual Learning Commons.
How can faculty connect students As faculty you are often the first to recognize when students are facing
academic difficulties. Your early recognition of a student’s struggle and
to the Learning Commons?
resulting response is the critical first step. Visit our faculty page to
refer a student to the Learning Commons.
Learning Commons services can benefit all students. Students often
turn to you first when they are looking for advice and information. You
have the opportunity to normalize academic supports by sharing
information about our services with your entire class. Find a list of
ideas to promote our services online.
Where is the Learning Commons? Visit us online to see our hours of operation and campus schedules.
 Cambridge: Student Services, Room A1103; 519-748-5220,
x2308
 Doon: Student Life Centre, Room 2A103; 519-748-5220, x2308
 Guelph: Welcome Centre, Room A5; 519-824-9390, x6156
 Waterloo: Campus Administration Office; 519-885-0300, x5224
Counselling Services
Question
What help does Counselling
Services offer?
Answer
Counselling Services provides support to students who are
experiencing personal, academic or financial difficulties. Our
counselling staff are professionally trained with graduate degrees in
social work, counselling, or other related disciplines.
58
Question
What help does Counselling
Services offer?
Answer
Counselling is a free, voluntary, and confidential service to support
students in their personal development and academic performance
at Conestoga. In addition, counsellors can perform screening for
those students who have not been diagnosed as having a learning
disability, but who may present as having learning challenges.
Counselling Services works to provide students with resources and
strategies for coping so they can work towards achieving their
educational goals. Common presenting issues for which students
access counselling include help with stress management,
relationships, anxiety, depression, family concerns, transition
issues, etc. For more information, visit the Counselling Services
website at: Conestoga Counselling Services .
What should I do if I’m concerned
Occasionally, as a teacher you will encounter students who are
acting in ways that suggest that they may be at risk (of harming
themselves or others). Some possible warning signs and symptoms
of students at-risk may be changes in grades, poor attendance,
changes in attitude, behavior or appearance, disruptive behavior,
expressed feelings of frustration or helplessness and other ‘red
flags’.
What are the services at the
College to assist at-risk students?
Students may even directly speak with you about their issues or
problems, although this is not always the case. Your proactive
approach with empathy and understanding can be the difference in
directing them to the help they can benefit from through
Counselling Services.
Active listening, reflecting back the content and feeling of what the
student is saying, trying to be non-judgmental, and offering hope
that help is available are all suggestions that can help you in
referring the student to Counselling Services.
In a situation where you believe the student is at risk of suicide
through a direct or indirect reference that may have been made, try
to bring them immediately to Counselling Services or contact the
office to request a counsellor to come to your area.
If the student is unwilling to see a counsellor, call Campus Security
or 911 immediately. After hours, the HERE24/7 Crisis Service of the
Waterloo-Wellington-Dufferin Region can be contacted at 1-844437-3247. In a situation where a student makes a threat of harm
to others, consult with a counsellor or contact Campus Security
directly, depending on the seriousness of the situation. In an
emergency, contact 911. At the Doon campus, morning and
afternoon crisis/ same-day appointment times are available daily
for a student to see a counsellor in an imminent or urgent
situation.
Counselling Services has developed a variety of resources to
provide information, guidance, and support to faculty in dealing
with students who are experiencing personal difficulties. For more
59
Question
What should I do if I’m concerned
What are the services at the
College to assist at-risk students?
How can I refer a student to
Counselling Services?
Answer
elaboration on the earlier raised suggestions, and other ways in
which Counselling Services can be of support to you (including
classroom presentations, consultation, tragic response debriefing,
and information on EAP services for faculty), the Faculty and Staff
Resources section of the Counselling Services website at Conestoga
Counselling Services - Faculty and Staff Resources is a helpful
resource.
There are many ways in which a student can be referred to
Counselling Services. You can suggest the student pursue
counselling and direct them to the Counselling Office and they will
be given the first available time slot (office locations at various
campuses are listed on our website at Conestoga Counselling
Services - Appointments). You can directly refer to a particular
counsellor if you feel that would be best or if you have first-hand
experience with one of our staff. We can also meet you at your
office or class location depending on the state of the student in
question. Also, faculty can either call to set up an appointment for a
student or walk down together with the student to our office.
Depending on the situation with the student, and your own
preference or comfort level, any of these methods can be used in
referring a student for counselling.
Aboriginal Services
Question
What is Aboriginal Services?
Answer
Aboriginal Services is a holistic support experience that includes
Aboriginal Traditional methods and mainstream student support.
For more information about Aboriginal Services, go to: Conestoga
Aboriginal Services
Co-operative Education
Question
Answer
Where is Co-op and Career
Services (CE&CS) located?

Doon (Kitchener) Campus: Welcome Centre 215 and 216


Cambridge Campus: A3204
Itinerant services provided at Guelph and Waterloo campuses
What services are provided to coop students related to the cooperative education fee?

Delivery of Co-op & Career Preparation course (CDEV 1020,
CDEV 71050 ); successful completion of a CDEV course is a
pre-requisite for any co-op work term
Assistance with resumes, cover letters, portfolios and mock
interviews
One-on-one assistance with job search, including access to


60
Question
Answer
What services are provided to coop students related to the cooperative education fee?

resources
Marketing of co-op programs to employers
Co-op work term job development
Assessment of suitability of work term employment
Facilitation of the student application, interview and selection
process
Work term support, including site visits and evaluation

Development of promotional materials for co-op programs


Successfully complete the Co-op & Career Preparation course
Be familiar with co-op policies, deadlines and academic
eligibility standards to participate in co-op work terms
Communicate and meet regularly with their Co-op Advisor
and other Co-op staff
Check Conestoga email account regularly and respond
immediately when requested
Conduct an independent job search in addition to accessing job
postings generated by the Co-op department
Begin the job search early in the term and be an active partner
in the job search process
Conduct themselves in a professional manner when dealing
with staff, employers and external members of the
community; co-op students are ambassadors for the College
Accept that co-op work terms are a learning experience and not
intended to be an ideal full-time job. Students will not have a
variety of jobs to choose from just as they don’t have the option
to choose whether or not they will take a specific course offered
in their curriculum. The jobs presented will offer the chance to
develop both technical and transferable skills
Once an offer has been accepted, students cannot interview
for or accept other positions
Submit work term agreement before starting the work term
Complete all reporting requirements while on work term
There is no guarantee of a co-op job; the co-op fee is
not a job placement fee
What is expected of co-op
students?














How is Co-operative Education
involved in co-op program design
and revision?




Provides employer feedback to Program Advisory Committees
(PACs)
Participates on Program Development Advisory Committees
(PDACs)
Conducts market research and feasibility studies to determine
labour market needs
Provides input on scheduling of Co-op & Career Preparation
course and work terms

61
Question
How can I help the Co-op
department?
Answer






How do I find Co-operative
Education policies and
procedures and other
information?
Provide job leads and contacts within your professional circle,
including associations
Inform the co-op staff if a student is at risk of failing core
courses required for the work term
Support the co-operative education policies and procedures by
encouraging students to discuss issues directly with their
assigned Co-op Advisor
Provide regular updates regarding changes to program
curricula and design
Ensure students adhere to their standard co-op program
design
Invite Co-op staff to attend special events where there are
opportunities to network with working professionals
Co-op Information can be found on MyConestoga – click on the
Services tab and then Co-op and Career Services
Career Hub
Question
Where is the Career Hub located?
Answer
 Doon (Kitchener) Campus: Student Life Centre 1A105
 Itinerant services provided at Cambridge, Guelph and
Waterloo campuses
What services are offered to
students and graduates?

Career advising including career exploration and planning as
well as education planning

Employment advising including résumé and cover letter
preparation, interview coaching and job search assistance
Career planning and employment preparation
workshops and resources
Career and Employment advising drop-in services to
provide immediate support to students
Access to MyCareer, Conestoga’s online career solutions
system where students can search for various job
opportunities, use career and employment resources and
register for workshops and events
Access to InterviewStream, an online interview practice tool
Job and career fairs, employer information sessions and
networking events





When should I refer a student for
Career Advising?
Students who:
 Think they are in the wrong program
 Need advice on program selection
62
Question
When should I refer a student for
Career Advising?
Answer





Where can I find career
development resources for faculty
use?
Want to transfer within or outside Conestoga College
Want to explore post-graduate options
Want assistance navigating articulation agreements, transfer
credits and applying to university
Are interested in taking a career assessment
Want to study and work abroad
MyCareer: for job postings, career development and employment
preparation resources and events. Go to the MyCareer website and
register for an account under Staff/Faculty
Curriculum Office
Question
What is the Curriculum Office and
what services does it provide?
Answer
The Curriculum Office provides the services of Curriculum
Consultants who work with faculty, schools, and chairs to
facilitate new program development and revise existing
programs and courses. They provide guidance and support
relating to all elements of curriculum - at the institution,
program, course, and unit levels. Ongoing workshops that focus
on aligning and building curriculum are offered and scheduled
through the OD office, and also provided upon request.
As of 2015, all new course outline development is completed in
consultation with the Curriculum Office. Contact the Office
once you have been assigned a course development and before
any work is started in the development process. In this way,
advisement regarding Conestoga protocols, MTCU
requirements, and program alignment, can be provided in a
planned way, before the course outline process begins.
Contact Cheryl Kennedy (x2352) or Mihaela Simion (X3458) in
the Curriculum Office if you:
 Are developing a new course for face to face, blended or fully
online delivery OR moving an existing course to an online
delivery (NEW!)
 Planning to develop a new program
 Need assistance with creating course outcomes, activities,
assessments and / or evaluations
 Need advice on the curriculum aspects of online, blended or
face to face course development or delivery
 Are seeking advisement or information on program standards
or descriptions
63
Question
What is the Curriculum Office and
what services does it provide?
Answer






I am developing a new course.
Where should I begin?
Would like advisement on how to take your program through
the curriculum aspects of the Program Review Process
Would like a workshop delivered to your faculty group (s)
Require assistance and consultation with MPR or APR
Require mapping templates for course outcomes to
evaluation mapping, and full program mapping and other
validation tools
Want information about scheduled MTCU program standards
updates
Want templates, forms and tools related to curriculum work.
For example:
o Request for Approval to Proceed form / Space Planning
form
o Data Pack
o Program Design forms
o Aid- How to Create a Course Outline
o Aid - Validating Course Outcomes Checklist and
Descriptions
o Mapping templates
o Other curriculum related Aids and templates upon
request
As of 2015, all new course outline development is completed in
consultation with the Curriculum Office. Once your course
outline development has been assigned to you and before any
work is started in the development process, contact the
Curriculum Office. In this way, advisement regarding Conestoga
protocols, MTCU requirements, and program alignment, can be
determined in a planned way, before the course outline process
begins.
It is particularly critical that attention be paid to ensuring
changes to courses are done according to curriculum policies
and procedures, and in alignment with existing program
outcomes and program review decisions. Changes to courses
that are part of a program must address impact on the program
as a whole, specifically on the programs quality and ability to
meet the program outcomes.
If the course is for online delivery, then support will be delivered
by the Curriculum Office in conjunction with the Educational
Technology Department. Ed Tech and Curriculum work
together with you to ensure your course is pedagogically sound,
and meets Conestoga’s online delivery requirements and
practices.
64
Question
My program is undergoing a
program review. How do I learn
to map the elements of our
program, including our
vocational learning outcomes,
our General Education courses,
and Essential Employability Skills
outcomes.
Answer
A Major Program Review (MPR) for your program is scheduled to
occur every 5-7 years. Annual Program Reflections (APR) occur
yearly.
A major component of a review is gathering data that supports the
program review and resulting program analysis. Program analysis
often results in recommendations for program revision. Program
revision is followed by the design change and implementation
stages of the review process.
Encompassed in the review cycle is the requirement to
demonstrate, using an evidence based approaches that our
programs align with quality expectations of the College, MTCU and
external accrediting bodies. The Curriculum Office can assist in
facilitating focus groups to engage stakeholders such as PAC,
students and faculty, since all have important input on the current
and future state of a program.
Our programs must show that they are viable and valid from all
perspectives. One process used to validate curriculum is the
mapping process which is a comprehensive opportunity to
determine and then analyze the connections between and among,
program components. Mapping completed at Conestoga to
demonstrate connections between program outcomes and
courses, course outcomes and course assignments, the suite of
assignments across a program, program themes and program
levelling, Essential Employability Skills across a program, and
General Education courses in a program.
Contact the Curriculum Office (X2352 and X3458) for more
information about how we can assist you with the curriculum
aspects of program review or to schedule a meeting to discuss the
curriculum requirements related to the review process.
What is the requirement for
incorporating Essential
Employability Skills outcomes into
my course?
MTCU has identified 6 Essential Employability Skills (EES) categories
covering a total of 11 skills. All 11 skills must be taught, reinforced
and assessed (graded) by the end of any program leading to an
Ontario College Certificate, an Ontario College Diploma, or an
Ontario College Advanced Diploma.
As a faculty member, what are my
responsibilities in regards to EES
outcomes?
Faculty are required to input the EES elements in the course outline
portal:
• Activate the EES chart so it appears on the course outline, by
checking it off in the course outline portal
• Indicate in the chart, where the skills are being taught (T),
reinforced (R) and / or assessed (A) in that course
Once the chart and elements have been checked off, the chart will
appear on the course outline showing which of the EES are being
taught, reinforced and / or assessed in that course. If the chart is
65
Question
As a faculty member, what are my
responsibilities in regards to EES
outcomes?
Answer
blank on the outline, it means that none of the EES are being
addressed in your course.
Faculty are required to check the chart before the course begins to
ensure that the skills checked off are incorporated into the course
lesson plans accordingly. Faculty must communicate with the Chair
or designate for that program in the event an EES skill checked off
in the EES chart is being removed from the chart to ensure that the
coverage of EES across the program remains intact according to
MTCU mandate related to EES.
For more information or advisement, contact the Curriculum
Office.
What is a General Education
course and what are the MTCU
requirements around them?
General Education courses cover a broad range of study and must
align with the standards for General Education (GenEd) as set out
by the MTCU in accordance with one of five themes:
• Arts in Society
• Civic Life
• Social and Cultural Understanding
• Personal Understanding
• Science and Technology
General Education strengthens student’s generic skills, such as
critical analysis, problem solving, and communication, in the
context of an exploration of topics with broad-based personal and /
or societal importance.
Programs leading to an Ontario College Diploma or Ontario College
Advanced Diploma must include 3-5 MTCU & Conestoga approved
General Education courses in the program curriculum.
Online Learning Centre
Question
Answer
The Online Learning Centre partners with the various academic
What is the Online Learning Centre
groups to create engaging eLearning courses. They support
and what services do they provide?
faculty in the design and development of classroom enhanced,
hybrid, and fully online courses. The department is also
responsible for eConestoga administration and technical support.
The team provides:




Online course design and development expertise
eConestoga help desk support for students and faculty
Faculty drop-in sessions to assist with eConestoga
technical questions
Customized workshops on a range of topics to support
66
Question
Answer
What is the Online Learning Centre
and what services do they provide?


What is eConestoga?
What is the difference between
classroom enhanced courses,
hybrid or blended courses, and
fully online courses at Conestoga?
online course delivery
Bookable individual, small group, or large group
consultations with eLearning Developers
Online tutorials and guides
eConestoga is Conestoga’s learning management system (LMS), an
online course and teaching environment powered by Brightspace
(Desire2Learn). eConestoga delivers online content and activities,
and allows for online discussions, assessments, and grading.
Faculty and students can interact through the system, supporting
classroom enhanced, hybrid, and fully online courses.
Classroom enhanced courses are designed to use capabilities of
eConestoga to supplement and enhance effective learning.
Students still attend classes at regularly scheduled times and in
addition to the classroom instruction, students use eConestoga to
access their course outlines, assignments, read lecture notes,
take quizzes, or check grades. The technology is intended to
supplement, rather than replace, regular classroom activities and
learning.
Hybrid or blended courses are a blend of face-to-face instruction
with online learning elements. In a hybrid course, a significant
part of the course learning is online and as a result, the amount
of classroom seat-time is reduced.
Fully online courses are courses in which all activities are
completed online and there are no required face-to-face
meetings between students and instructors. Fully online courses
can be taken from anywhere, eliminating the need to be on
campus, yet still enabling students the opportunity to participate
in a highly interactive and engaging learning environment.
Where can I find eConestoga
training resources?
A variety of eConestoga resources are available. To learn more,
visit the eConestoga Orientation page.
What is Turnitin? How can I help
my students to avoid plagiarizing?
Turnitin is software that the college has purchased and can be
linked to dropboxes in eConestoga. This tool helps students both
to avoid plagiarism and to learn to quote, paraphrase, and
summarize from other sources. It is a very useful teaching tool for
citing.
Conestoga Assessment Centre (CAC)
Question
Answer
What is the Conestoga Assessment Conestoga Assessment and Testing Centre (CATC) offers many
Centre?
testing and assessment services to prospective and current
67
Question
Answer
What is the Conestoga Assessment students, general public and employers.
Centre?
Some assessments are required for admission to full-time
Conestoga programs. Others assist individuals to gain educational
and professional credentials or to assess their language
proficiency and their readiness for success in the workplace or
post-secondary programs.
In addition, the CATC facilitates testing services to many industry
partners, government organizations, institutions and academic
associations. The CATC operates on pre-scheduled and preestablished timeframes in accordance to clients’ and Conestoga’s
agreements, contracts and guidelines. Detailed information on
assessment and testing services can be accessed at the
Assessment Centre site on myConestoga, or the Testing &
Assessment Services site
What services are provided by the
Conestoga Assessment Centre?
The following services are provided by CATC:


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

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



Where is the CATC located?
What are the CATC’s hours of
operation?
Who should I contact?
APICS (The Association for Operations Management)
Testing
Apprenticeship Exemption Test (APPR)
CELPIP (The Canadian English Language Proficiency Index
Program)
HOAE (Health Occupations Aptitude Examination)
Make-up Tests/Exams (MKUP)
Mature Student Assessment
PLAR (Prior Learning Assessment and Recognition)
Post-admission Communications Assessment (PACA)
Pre-admission Assessments - English, Mathematics,
Chemistry and Biology
Proctoring/Invigilating Services
TICO (Travel Industry Council of Ontario) Education
Standard Exam
The CATC Office is located at the Doon Campus, Main Building, in
Room 2A210. It is open Monday to Friday from 8:30 am to 4:00
pm.
Testing Services Staff
 Adam Hustwitt, Manager, Retail, Residence and Conestoga
Assessment and Testing Services,
ahustwitt@conestogac.on.ca, 519-748-5220, x3207
 Daniela Stoicoiu, Coordinator – Testing Services,
dstoicoiu@conestogac.on.ca, 519-748-5220, x2260
 Jessica Jordao, Testing Services and Post-Admission Officer,
jjordao@conestogac.on.ca , 519-748-5220, x2513
 Peggy Roth, Testing Services and Pre-Admission Technician
proth@conestogac.on.ca, 519-748-5220, x3425
68
Question
Who should I contact?
Answer
Accessibility Testing Services, Room 2A137, Doon Campus

Sylvia Herron, Accessibility Testing Services Officer
sherron@conestogac.on.ca (519) 748-5220 x3157





Paulette Ruby, Accessibility Testing Services Assistant at
asdoontesting@conestogac.on.ca 519-748-5220 x 3161
Guelph Welcome Centre, Room A5
x6156 asguelphtesting@conestogac.on.ca
Waterloo Campus Admin, Room 1C04
x5224 aswaterlootesting@conestogac.on.ca
Cambridge Campus AT Lab Room A2219
x4523 ascambridgetesting@conestogac.on.ca
Immediate Supervisor – Anne Moore, Manager, Student
Access – Accessibility Services, amoore@conestogac.on.ca ,
519-748-5220, x 2333.
Health Services
Question
What does Health Services offer
students?
Answer
Health Services has a full time nurse and doctor’s hours each day of
the week at Doon Campus in room 1A102, where students can
access most health procedures. For more information about Health
Services and local health centres: Conestoga Health Services
Faculty Performance Review
Question
Answer
What is a faculty performance
appraisal?
Faculty complete performance appraisals with their Chair. A copy of the
appraisal and guidelines are located in the HR section of myConestoga.
Check with your Chair to determine when and how you will be evaluated.
What is a SAT?
The Student Appraisal of Teaching (SAT) form provides both faculty and
academic managers with valuable information which can be used to
improve teaching at Conestoga College. SATs are administered by
support staff. You will be notified by your School’s administrative staff
of the class, day and time for the administration of these SATs. Faculty
members are not allowed to be in the room during this process.
Students can complete either electronic or hard copies of the SAT.
Institutional Research will forward a summary of the SAT results to your
Chair. Your Chair will forward the report to you and will discuss your
SAT with you as part of your performance appraisal.
To help you interpret your SAT results, the report includes:

averages and frequencies for all 42 SAT questions
69
Question
What is a SAT?
Answer

school and college question averages for the semester

overall response rates for each course

a course by course summary of comments provided by
students
A SAT is completed for a minimum of two courses in each semester
of a full-time faculty member’s probation. Thereafter, they are
conducted every two years for post-probationary faculty.
Are part-time faculty members
evaluated in the same way?
Check with your Chair to see what his/her plans are for part-time
faculty appraisal.
Conestoga’s Applied Research and Innovation (CARI)
Question
Answer
Can I do research at Conestoga?
Conestoga’s Applied Research and Innovation (CARI) works with
Conestoga faculty, staff, and students, to generate applied research
opportunities for business and industry, health and community
services, and educational partners. The CARI Office develops
research policies and procedures to assist faculty, staff, students,
and visitors in the conduct of research. If you have any questions
about research at the College, please contact Andrea McManus at
x2349. Complete copies of all research policies procedures can be
downloaded from the Research website at: Conestoga’s Applied
Research and Innovation.
Does Conestoga have a Research
Ethics Board?
Yes, Conestoga has a Research Ethics Board that reviews all research
involving human participants prior to commencement of research.
Additional information on the Research Ethics Board can be found at:
Conestoga Research Ethics.
Professional Development Opportunities
Question
Answer
How do I plan to stay updated in
my field?
There are various possibilities that you can pursue. To find out
more about resources and opportunities available to faculty, go to
the Organizational Development site.
Can I be introduced to an
experienced faculty member to
show me around and be available
for questions?
Check with your Chair to see if this is possible. Any help would be
voluntary. If you have questions about specific aspects of teaching,
you can also call OD Teaching & Learning Consultants:


Janice Cardy x3250
Kathryn Brillinger x 3897
70
Question
Answer
What is CEDP?
CEDP is the College Educator Development Program for new, fulltime faculty. Participants will move as a cohort through the three
CEDP phases completing one phase each year and several
components between phases. This residential program is a
collaborative effort of the Western Region colleges. Registration
information will be emailed to participants by Janice Cardy
approximately five weeks before each phase. For additional
information see College Educator Development Program. Dates can
be found at Conestoga CEDP and are updated each December for
the following year.
What faculty development
opportunities are available?
New Faculty Orientation Conestoga Faculty Development Program
Each Fall, and again in January and May, the OD Office
delivers a set of workshops for new Conestoga faculty. The
purpose of this orientation is to help prepare new teachers
for both their work in the classroom and as part of the
academic team here at the College. Full-time, part-time, and
continuing education teachers learn together under the
leadership of seasoned employees and teaching experts.
Workshop topics include:









Teaching at Conestoga College Strategies
Classroom Management & Teaching Techniques
Creating a Positive Learning Environment
Course Outline Fundamentals
Instructional Technology at Conestoga
Key Student Services
Key College Services
Assessment
Benefits Enrolment Session
The workshops are offered in the day, evening, and Saturday
and as a weekend session to accommodate the varied
schedules of part-time teachers who are often also working
professionally.
Full-time faculty have an initial meeting with Janice Cardy to
chat about their teacher development and to address any
questions.
College Educator Development Program (CEDP)
The College Educator Development Program, offered through
a consortium of the Western Region Colleges, provides an
intensive training for college teaching. This is mandatory
training for all full-time professors at the college. Plenaries,
workshops, and small group experiences assist faculty with
teaching and learning in the post-secondary environment.
71
Question
What faculty development
opportunities are available?
Answer
Annual Workshop Series
Typically each year the following key workshop series are
repeated:






Six workshops on “Understanding Our Students” (First
Nations Learners, 2nd Language Users, Students with
Disabilities, Vulnerable Students, the LGBTTTIQQ
Community, and the Technologically-Enabled
Generation)
Five sessions on applied In-Process Learning (Effective
Interactions, Rubrics, Project-Based Learning, Learning
By Doing, and Managing Challenging Behavior)
A workshop on Preventing Academic Offences
A workshop on Creating Respectful Classrooms
A workshop on Intercultural Communication
A workshop on Universal Design for Learning (UDL)
E3 (Employees for Excellence in Education Conference)
An in-house conference of keynote speakers, and workshops, that
support teaching and learning, is offered over four days each June.
Teaching and Learning Consultant
Two full-time consultants are available to assist faculty in all aspects
of the teaching and learning process.
Contact:
 Kathryn Brillinger at kbrillinger@conestogac.on.ca 519-7485220 x 3897
 Janice Cardy at jcardy@conestogac.on.ca 519-748-5220 x
3250
Educational Technology Consultants
A team of full-team employees works directly with faculty to provide
support in technology-enhanced teaching. Contact Educational
Technology Help
Curriculum Consultants
Two full-time curriculum consultants assist with all aspects of
program and course development: Cheryl Kennedy and Mihaela
Simion If you are planning a new course or need help with
curriculum, please contact (519) 748-5220, Cheryl x2352 or Mihaela
x3458. Curriculum Development
72
APPENDIX A: BLOOM’S TAXONOMY
Bloom’s Taxonomy: Cognitive Domain
CATEGORY
DESCRIPTION
EXAMPLES
Knowledge
recall of data
define a term,
name parts or
components;
know the
safety rules
Comprehension
understand
the meaning;
translate,
interpret, or
extrapolate,
but not see
full
implications or
transfer to
other
situations
list parts and
explain their
function;
explain
procedure for
performing a
task; give
examples of a
concept;
translate an
equation into
a computer
spreadsheet
Application
apply
abstractions,
general
principles, or
methods to
specific
concrete
situations
solve a word
problem,
construct a
model, graph
or chart,
demonstrate a
method or
procedure
SAMPLE
VERBS
recognize,
define,
describe,
identify, label,
list, match,
name, outline,
recall, state,
reproduce,
select
convert,
defend,
distinguish,
estimate,
explain,
extend,
generalize,
give examples,
infer,
interpret,
paraphrase,
predict,
rewrite,
summarize,
translate
apply,
demonstrate,
construct,
operate,
manipulate,
use, produce,
solve, predict,
relate, show,
prepare,
calculate
ASSESSMENT
METHODS
Matching
True/false
Checklist
Multiple Choice
Short Answer
Matching
True/false
Checklist
Multiple Choice
Short Answer
problem scenario;
problem set;
demonstration of
skill; role play; lab
report; field
experience/co-op
report
73
CATEGORY DESCRIPTION
Analysis
understand
content and
structure of
material;
distinguish
between fact
and inference
Synthesis
construct new
meaning or
structure from
existing
knowledge
and skills
Evaluation judge the
value of ideas
or material for
specific
purposes
EXAMPLES
troubleshoot
equipment or
software;
recognize
underlying
assumptions;
analyse the
structure of or
techniques
used in a
piece of
writing, music,
or visual art
design a
process,
program or
equipment to
perform a
specific task;
integrate
several
sources of
training and
knowledge to
perform a task
select most
effective
solution;
evaluate data
supporting a
position;
evaluate
creative work
in terms of
external or
internal
criteria
SAMPLE
VERBS
analyse,
compare,
contrast,
categorize,
differentiate,
distinguish,
discriminate,
outline,
deconstruct,
infer
ASSESSMENT
compose,
generate,
devise, write,
design,
integrate,
organize, plan,
propose,
develop,
formulate,
compile
project; research
thesis; essay;
design an
experiment;
annotated
bibliography;
create a video or
poster; portfolio
appraise,
critique,
defend,
interpret,
recommend,
select,
support,
evaluate, rank,
convince,
conclude
debate; essay;
report; journal;
write an
editorial/position
paper; comment
on author’s
perspectives; book
review; prepare a
committee/team
briefing paper
case study;
journal; field
experience/co-op
reflection;
complex
problems; conduct
experiment/test
hypothesis;
observations;
examination of an
object, writing,
process
74
Bloom’s Taxonomy: Affective Domain*
CATEGORY
DESCRIPTION
EXAMPLES
SAMPLE VERBS
Receiving
selectively
attend to stimuli
listen to others
with respect
Responding
respond to
stimuli
participates,
questions to
understand
Valuing
attach value or
worth
demonstrates
belief in a
principle or
process, is
sensitive
towards
individual and
cultural
differences,
takes action on
a matter s/he
feels strongly
about
accept,
acknowledge,
ask, be aware of,
follow, give,
listen, locate,
name
agree to, assist,
comply,
contribute,
consent,
cooperate,
respond,
volunteer,
follow
adopt, assume
responsibility,
choose, commit,
initiate, join,
justify, prefer,
propose, show
concern, work
ASSESSMENT
METHODS
75
CATEGORY
DESCRIPTION
EXAMPLES
SAMPLE VERBS
Organizing
conceptualize
the value,
resolve conflict
between it and
other values
adapt, adjust,
alter, arrange,
balance,
conceptualize,
defend,
establish, form
judgments,
modify, rank,
weigh
alternatives
Internalizing
integrate value
into a value
system that
governs
behaviour
recognize need
for balance
between
individual and
group needs;
accept
responsibility
for own
behaviour;
accept ethical
standards;
prioritizes time
effectively to
meet the needs
of family,
organization,
and self
shows selfreliance when
working
independently,
cooperates in
group activities,
displays
commitment to
ethical practice
on a daily basis,
revises
judgments and
changes
behaviour in
light of new
evidence
ASSESSMENT
METHODS
act, advocate,
defend, develop
code of
behaviour,
exemplify,
influence, judge
problems/issues,
practice,
propose, serve,
support, solve
* Based on “Taxonomy of Educational Objectives”, B.S. Bloom, Editor, 1956
76
Bloom’s Taxonomy: Psychomotor Domain*
CATEGORY
DESCRIPTION
EXAMPLES
SAMPLE VERBS
Imitation
repeating an act
that has been
demonstrated
or explained
demonstrate
procedure for
proper handwashing; uses
correct finger
positions on
keyboard
Manipulation
action can be
performed with
some
confidence and
proficiency
operate a piece
of equipment
with instructor
coaching; give
an injection to a
replica patient,
following
procedure as
taught; key 15
words per
minute
Precision
quick, smooth,
accurate
performance,
requiring a
minimum of
energy
key 30 words
per minute;
apply a splint to
a seated patient;
take precise and
accurate
measurements
using pipettes,
burettes, and
volumetric flasks
begin,
assemble,
attempt, carry
out, copy,
calibrate,
construct,
dissect,
duplicate,
follow, load,
mimic, move,
practice,
proceed,
repeat,
reproduce,
respond,
organize,
sketch, start,
try, volunteer
activate,
acquire,
assemble,
complete,
conduct, to,
execute,
improve,
maintain, make,
manipulate,
operate, pace,
perform,
produce,
progress, use
achieve,
accomplish,
advance,
combine,
exceed, excel,
master, reach,
refine, succeed,
surpass
ASSESSMENT
METHODS
77
CATEGORY
DESCRIPTION
EXAMPLES
SAMPLE VERBS ASSESSMENT
Articulation
individual can
modify
movement
patterns to fit
special
requirements or
to meet a
problem
situation
adapt, alter,
change, excel,
rearrange,
reorganize,
revise, surpass,
transcend
apply a splint to
a patient
regardless of
position;
experimentally
determine the
heat of specific
substances
adapt, alter,
change, excel,
rearrange,
reorganize,
revise, surpass,
transfer,
troubleshoot
create
prosthesis to
replace missing
tooth; deliver an
extemporaneous
presentation
arrange,
combine,
compose,
construct,
create, design,
refine, originate
Naturalization
*Adapted from Simpson, E.J. (1972), Gronlund, N.E. (1985)
78
Assessment – Cognitive*
Cognitive
M/C
T/F
Matching
Short
Answer
Essay
Test
Oral
Test
Checklist
Rating
Scale
Knowledge Recall
Comprehension
Application
Analysis
Synthesis
Evaluation
Y
Y
Y
M
N
N
Y
Y
N
N
N
N
Y
Y
N
N
N
N
Y
Y
Y
M
N
N
N
N
M
Y
Y
Y
N
N
M
Y
Y
Y
M
M
M
N
N
N
N
N
M
M
M
M
Comments
Anecdotal
Records
M
M
Y
Y
Y
Y
Y=Yes, N=No; M=Maybe
Assessment – Psychomotor*
Psychomotor
Perception
Simulation
Conformation
Production
Mastery
M/C
T/
F
Matchin
gg
Short
Answer
Essay
Test
Oral
Test
Checklist
Rating
Scale
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
M
Y
Y
Y
Y
M
Y
Y
Y
Y
Comments
Anecdotal
Records
M
M
Y
Y
Y
Assessment – Affective*
Affective
M/C
T/
F
Receiving
Responding
Valuing
Organization
Value Complex
M
M
M
N
N
N
N
N
N
N
Matching
Short
Answer
Essay
Test
Oral
Test
Checklist
Rating
Scale
N
N
N
N
N
Y
M
N
N
N
N
M
Y
Y
Y
N
M
Y
Y
Y
Y
Y
Y
N
N
N
N
Y
Y
Y
Comment
Anecdota
Records
Y
Y
Y
Y
Y
*Cranton, Patricia (2000), Planning Instruction for Adult Learners, 2nd Edition, Wall & Emerson, Toronto
See potential strategies below from Suggested Instructional Strategies for Use with Each Level of
Bloom’s Taxonomy
79
80

Faculty Handbook

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