COMMUNITY AND CRIMINAL JUSTICE PROGRAM PROGRAM STANDARDS & PROCEDURES HANDBOOK

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COMMUNITY AND CRIMINAL

JUSTICE PROGRAM

Doon Campus

School of Health & Life Sciences and Community Services

Conestoga College

PROGRAM STANDARDS &

PROCEDURES HANDBOOK

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WELCOME

To the School of Health & Life Sciences and Community Services

Your Bridge to Practice

What Can This Mean For You?

The opportunity to begin, today, to become the professional you aspire to be! The opportunity to learn in real-life settings and with real-life scenarios, rehearsing for

the day when you will be in these real-life situations!

A unique inter-professional opportunity, given the number of different disciplines in the School. You will learn with, about and from your future colleagues. An opportunity to take advantage of the state of the art facilities, social and study spaces in our Cowan Health Sciences Center, as well as other unique learning resources

such as the Motz Emergency Service Bays in the WREMS Station and the Child Development Centre on the Doon Campus.

Your goal of being viewed by employers as a “preferred graduate” is up to you; your professors, technologists, administrative staff and College services look forward

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5 TOP EXPECTATIONS OF YOU

1. USE myCONESTOGA TO CONNECT TO:

Your Conestoga Email: (e.g. John Smith, Student Number 1234567, [email protected])

• This is the official communication vehicle regarding your academic requirements.CHECK IT

REGULARLY AND RESPOND AS REQUESTED.

eConestoga: (Desire to Learn)

• This is your resource for all course-based program information and course-based communication with

your faculty.

• MAKE eConestoga YOUR PARTNER IN LEARNING; THIS IS YOUR GUIDE TO ALL COURSE ACTIVITY.

Student Portal:

• Find your grade information, college tuition invoices, class schedules and absence reporting.

Practicum Health Requirements: (Go to “Services” and find “Practicum Services Link”)

• KEEP TRACK OF YOUR REQUIREMENTS; KNOW THAT THEY ARE COMPLETED TO ALLOW YOU TO GO ON

YOUR PRACTICUM.

2. KNOW YOUR ACADEMIC SCHEDULE AND

PLAN WITH IT—WITH YOUR FAMILY TOO!

Course Schedule:

• It is expected that you attend your scheduled classes; follow the class schedule provided to you by the faculty at the start of the course.

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5 TOP EXPECTATIONS OF YOU

3. BE THE PROFESSIONAL YOU WISH TO

BECOME, FROM DAY ONE!

CIVILITY, RESPECT, AND PROFESSIONAL BEHAVIORS WILL BE KEY TO THE QUALITY OF YOUR LEARNING EXPERIENCE—AND A FUTURE EMPLOYER'S FIRST AND LASTING IMPRESSION!

Professional Dress & Conduct: See section 3 of the Handbook for professionalism expectations for your program. The College’s Student Guide sets out Student Code of Conduct for our community at Conestoga.

Pre-practicum Health Requirements: Complete as required; without these, you will not be able to progress to your practicum and your program completion will be in jeopardy (per your information in the Student Portal).

Social Media: Use responsibly –don’t blow your future on ill-advised communication with the e-tools that we use so freely (see section 3 of the Handbook).

4. ATTEND TO ENHANCE SUCCESS

Please Review Attendance Expectations in Section 4 of the Handbook: Attendance for class, labs and practicum underpins student learning and your experience as a future professional!

Absence from Evaluations: Must be reported in the Student Portal before your absence to be eligible for a repeated evaluation.

Request for Accommodation for Religious Holidays: Must be requested to your Program Coordinator in the first 3 weeks of each semester.

5. TAKE RESPONSIBILITY FOR YOUR ACADEMIC

STATUS

Student Records: If you have questions about your student record, academic status and/or program withdrawals, go to the Registrar’s Office and speak to your Program Coordinator.

Fee Payments: Payment is required to attend classes. Check your Student Portal for invoices; pay as directed.

Credit Transfer: Conestoga supports the transferability of academic credits between programs and

educational institutions through recognized transfer pathways, articulation agreements and course-to-course equivalences. This may allow you to enter a program at an advanced level or provide for individual course credit transfer. Go to www.conestogac.on.ca/credit-transfer/ for more information.

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5 TOP RESOURCES FOR YOU

1. YOUR TEACHING TEAM

Contact Information: Is posted in eConestoga and in your Handbook (Section 2 in Handbook).

Appointments: Making appointments (in person, by phone, email) helps to ensure your desired resource is available.

Email Inquiries: Will be answered within 2 business days.

Urgent Need for Help: Program Assistants are available to help you reach one of the Teaching Team (contact information in Section 2 of the Handbook).

2. COUNSELLING AND SERVICES FOR

PERSONAL NEEDS

College Counselling: Professionally-trained counsellors can help you achieve your educational goals—for such common support as stress management, anxiety, depression, transition issues, family issues, etc. Counselling is free, voluntary and confidential. Arrange to see a Counsellor quickly if academic or personal problems stand in the way of your college success. To make an appointment, visit or call Doon - Room 1A101, 519-748-5220, Ext 3360, Monday to Friday, 8:30 to 4:30. Check their website: www.conestogac.on.ca/counselling-services Good2Talk: Confidential 24-hour phone line for stresses big and small: 1-866-925-5454

Conestoga Security: 519-748-5220, Ext 3357

Student Financial Aid: http://www.conestogac.on.ca/financial-aid/ CSI Food Bank: http://conestogastudents.com/food-bank/

Health Services: Your Family Doctor on campus! Check out the services that they offer on their website at

www.conestogac.on.ca/health-services or call 519-748-5220, Ext 3679. Services available Monday to Friday, 8:30 to 4:30. Some same day appointments may be available by walk-in. A full-time health nurse is on site.

3. ACCESSIBILITY SERVICES

Students with Documented Disabilities are encouragedto book an appointmentwith Accessibility Services to access accommodations –EARLY in your program. Disability-related documentation will be required to book an appointment. Go to http://www.conestogac.on.ca/accessibility-services/ for more information.

Adaptive Technology Aids and Special Facilities: Adaptive Aids are arranged through Accessibility Services; handicapped –accessible washrooms are located throughout the campus. Go to

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5 TOP RESOURCES FOR YOU

4. STUDENT STUDY SPACES AND GENERAL

SUPPORTS

Cowan Health Sciences Centre (F-wing)

Student Lounge Space –Enjoy seats on each of the 3 floors! Plugs for laptops and charging stations are located throughout these areas.

Student Meeting Room Space—Book through the Customer Service Desk for general access to 1F18 and 1F20 and spaces designated for degree programs.

General Access Computers and printers are located in two areas:

• 1st_{Floor –in the student lounge area with photocopier}

• 2nd_{Floor—at the Customer Service Desk and kiosk area}

Open Access Lab –2nd_{Floor, 2F18.}

This is available on a come and go basis for health & pre-health programs practicing key skills. It is open from 7:30am to 5:00pm every day. Book with Open Access Nurse Technologist.

Lockers—available with your tuition; important to store your extra clothes and books, etc. so that you can be at your professional best in the lab. Go to http://www.conestogac.on.ca/current-students/lockers.jsp Information Technology-- New ITS HELP DESK—1st_{Floor Ewing (provides supports & general assistance with}

college-related needs such as Email, Network accounts, connectivity & wireless printing. Go to

https://myconestoga.ca/web/it-service-desk for more information.

5. SERVICES FOR STUDENTS

Library Resource Centre: Located on 2nd_{Floor B Wing; Go to}_{http://www.conestogac.on.ca/lrc/index.jsp}_for

more information

International Office: Check out Services for You: http://www.conestogac.on.ca/international/

Learning Commons: Your ONE-STOP resource for academic services and resources, such as Math, Writing Skills, Peer Tutors and resources for APA. Check out their website: http://www.conestogac.on.ca/learning-commons/services/index.jsp or Access through myConestoga.

Student Life: Get involved and shape your experience. http://www.conestogac.on.ca/student-life/ Connect to myConestoga for your Co-Curricular Record.

Student Financial Aid: Your ONE-STOP Resource to apply for student awards and bursaries—apply early to increase your chances! Go to http://www.conestogac.on.ca/financial-aid/ for more information.

Bookstore: Your location to buy books (check out their options including used books), clothing for your program, general supplies. Find it in A wing –Door 1.

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Welcome to your first year of the Bachelor of Community and Criminal Justice (B.CCJ) program. Each of you brings a unique background and perspective to your studies. You will have the opportunity to participate in debates and discussions where you will be encouraged to consider new perspectives, develop new skills and abilities, and apply your learning in the classroom and the community.

This handbook will provide you with information about academic standards, guidelines and processes specific to the B.CCJ program. Reading, understanding and following the information in this handbook is an important first step in your continued success in this program and a career in the criminal justice field. Please speak to program faculty or Program Coordinator, Dr. Jennifer Robinson, if you require further information. For more general information about being a student at Conestoga College, I refer you to the Conestoga College Student Guide 2014-15. It can be found online under the “Registrar” tab.

Post-secondary studies are about being exposed to new ideas and new people. Some of these ideas may be very different from those you experienced in high school, in prior post-secondary programs, or growing up. Some of the populations you will learn about and meet have

experienced significant challenges and members may have notable vulnerabilities. Many of the issues you will encounter do not lend themselves to simple explanations.

You have the opportunity to develop your own critical perspective on major social issues, informed by theory, evidence, and scholarship. Constructive, substantive, respectful debate is welcomed and should be supported in class through collaborative learning – everyone has rights and responsibilities in relation to the quality of the learning environment.

The first day of classes should be looked at as the first day of your career (even if you aren’t sure what that career may be). All members of the College community are expected to conduct themselves in ways that respect for the dignity of individuals and communities. By striving to behave in respectful ways in, and out of, class, you will be developing a level of professionalism and a set of social skills that will strengthen your competitiveness for your career of choice. There is a Chinese proverb, “Teachers open the door. You enter by yourself.” We welcome each of you to walk through the door.

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1 PROGRAM OVERVIEW

In 2007, community and criminal justice employers were invited to Conestoga College to discuss the development of a new degree program. They were asked, “What skills and abilities does the successful employee possess?” Their answers became the skills and knowledge foundation of this degree

curriculum. Employers are looking for individuals who have developed competencies in both law enforcement and social work. Effective employees and leaders have an understanding of the whole criminal justice system and the mandate of each branch. Likewise, compassionate employees understand the systemic and individual issues that bring people into conflict with the law. True leaders integrate both knowledge and compassion to become agents of change. This program seeks to teach people the fundamental ingredients to become effective, compassionate criminal justice employees of the future. Under the Ontario Qualifications Framework (OQF), the B.CCJ program is an Honours Bachelor’s Degree

(http://www.tcu.gov.on.ca/eng/general/postsec/oqf/certificate11.html). These types of program:

“…provide more conceptual sophistication, specialized knowledge and intellectual autonomy. Students learn appropriate applications of conceptual frameworks. Normally require students to prepare, under supervision, a terminal research paper, thesis, project, exhibition, etc. May also require to complete other practice-based exercises intended to develop and demonstrate the student's readiness for employment.” (MTCU, OQF website)

The first two years of the program offer a theoretical foundation of learning about the law, the criminal justice system, psychology, sociology and research methods. In third year, you will select technical electives that provide the opportunity for further specialization in policing or community justice. While there are many common courses, there are some specialized courses which offer integrated learning and practice. At the end of third year, you will have an opportunity to participate in a co-op placement within the criminal justice field. In the fourth year, increasing attention will be given to building applied

research skills in collaboration with partner organizations in the community, and to careers paths following graduation.

At the end of the third year, over the summer months, one co-op placement is required of students. This is a wonderful opportunity to apply some of the skills and knowledge you have accumulated. Just as you are considering whether your placement could lead into a career, you can be sure that the co-op

employers are looking at you as potential employees.

Many courses will require participation in community field placement projects. Not only will these opportunities add to your knowledge of social issues that bring people into conflict with the law, it is a way to become a contributing member of your community as you progress through your career.

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A Program Advisory Committee provides a link to the criminal justice community and these individuals represent senior leadership from police services, courts, provincial and federal corrections, community justice and academia. In the words of President Tibbits,

“Conestoga College is committed to providing quality learning, opportunities to meet the current and future educational/training needs of students, business, industry and the communities served by the College.”

“Program Advisory Committee members play a vital role in this commitment to quality. Interacting with program staff and students, as well as with the Board of Governors and the President, Program Advisory Committee members assist the college in keeping its programs relevant, its curriculum current and its graduates well prepared with the skills required by employers.”

“You make a living by what you get, but you make a life by what you give.” -- Winston Churchill

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Community and Criminal Justice Program Outcomes

Through successful completion of this program, the graduate will have reliably demonstrated the ability to:

• Interact inter-professionally and intra-professionally for the benefit of individuals, groups,

communities and systems, utilizing a variety of roles and strategies, such as, advocacy, brokerage, negotiation and mediation.

• Communicate professionally, credibly, and persuasively, in written and oral form, with clients, courts, and other audiences.

• Integrate legislation, professional, organizational and ethical standards as well as personal values and attitudes in order to develop and adhere to a personal code of conduct that is consistent with the applicable professional code of conduct.

• Evaluate the challenges encountered by criminal justice and social service systems as they work in a collaborative manner and utilize traditional and alternative approaches to reduce crime and enhance community safety.

• Offer principled, effective leadership within the Criminal Justice System.

Course Matrix

The following diagrams outline the courses within the degree program. The first matrix identifies the whole degree program and is the schedule for students entering from high school. The second and third program maps identify the courses which advanced standing students will take. If you have graduated from Law and Security/Protection, Security and Investigation, Police Foundations, or Community and Justice Services diploma programs, you will be exempted from a number of law related courses. These students are in the 2240c stream and will spend their first year taking a number of social work related courses. Likewise, Social Services diploma program graduates will be exempted from a number of social work courses and will be required to take a blend of first and second year law related courses during their first year.

Year Semester Course Placement

Hours 1 Fall Level 1 ENGL 71000 Academic Communications

LAW 71100 Canadian Criminal Justice System

PSYC 71240 Psychology: Basic Processes of Behaviour SOC 71115 Sociology and Social Issues

SOC 71500 Group Dynamics Breadth Elective

1 Winter Level 2 LAW 71110 Introduction to Law

LAW 71120 Interpersonal Communication LAW 71450 Ethical Issues in Criminal Justice PSYC 72105 Developmental Psychology SOC 71590 Human Rights

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Year Semester Course Placement Hours 2 Fall Level 3 LAW 72300 Criminology

LAW 72315 Introduction to Interviewing POLS 72100 Political Structures and Issues PSYC 72005 Abnormal Psychology

SOC 72000 Social Issues I: Risks and Challenges 15 Breadth Elective

2 Winter Level 4 HEAL 71010 Health and Wellness

LAW 72320 Alternative Dispute Resolution Strategies LAW 72330 Criminal Code

POLS 72000 Critical Issues in Public Policy RSCH 73000 Understanding Research Breadth Elective

Spring No Courses

3 Fall Level 5 CDEV 71050 Co-op and Career Preparation LAW 73010 Youth Justice

LAW 73090 Applied Law – Civil and Labour

SOC 73000 Social Issues II – Cultural Diversity 98 STAT 73100 Applied Statistics

Breadth Elective

3 Winter Level 6 LAW 73030 Crime Prevention and Community Safety MGMT 73000 Leadership Fundamentals

PSYC 73000 Cognitive Psychology in the Justice System

SOC 73010 Social Issues III – Aboriginal People 98 Technical Elective

Breadth Elective 3 Spring Level 7 Co-op Work Term

4 Fall Level 8 LAW 74000 Federal and Provincial Statues

LAW 74115 Community Development and Engagement LAW 74210 Criminal Justice Administration and

Operations

SOC 74000 Social Issues IV – Emerging Trends and Issues (Planning & initiation of capstone applied research projects)

98 over 2 terms Technical Elective

4 Winter Level 9 LAW 74015 Diversion and Reintegration LAW 74040 Advanced Practice Seminar LAW 74050 International Justice Issues LAW 74060 Forensic Psychology Technical Elective

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Program Summary Map – Bachelor of Community and Criminal Justice

Modified 2nd Year

Advanced Standing from Protection Security and Investigation/Police Foundations/Community and Justice Studies

Level 3 (Fall Term) Level 4 (Winter Term)

SOC 71500 Group Dynamics LAW 71120 Interpersonal Communication SOC 72000 Social Issues I: Risks and Challenges PSYC 72105 Developmental Psychology POLS 72100 Political Structures and Issues RSCH 72000 Understanding Research PSYC 72005 Abnormal Psychology LAW 72320 Alternative Dispute Resolution LAW 72315 Introduction to Interviewing POLS 72000 Critical Issues in Public Policy One Breadth Elective One Breadth Elective

Advanced Standing from Social Services Program

Level 3 (Fall Term) Level 4 (Winter Term)

LAW 71100 Canadian Criminal Justice System LAW 71110 Introduction to Law SOC 72000 Social Issues I: Risks and Challenges LAW 72330 Criminal Code

POLS 72100 Political Structures and Issues RSCH 72000 Understanding Research PSYC 72005 Abnormal Psychology LAW 72320 Alternative Dispute Resolution LAW 72300 Criminology HEAL 71010 Health and Wellness

One Breadth Elective One Breath Elective Technical Elective Courses

*Availability of these courses is dependent on sufficient level of student interest/enrolment Policing focused courses Community focused courses

LAW73050 Investigation and Evidence LAW73080 Offender Management and Supervision for Corrections

LAW74030 Applied Communication Skills LAW74090 Community Corrections

LAW74070 Crime Scene Application LAW74100 Assessment and Intervention for Corrections

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Key Performance Indicators

Each year students in all community colleges in Ontario have the opportunity to rate their program and college in a number of key areas. These ratings provide valuable feedback to faculty and administration regarding priority areas for improvement.

The Bachelor of Community and Criminal Justice program has established program standards through which students can continuously measure whether or not the key performance indicators are being met. The Program Standards explained below are our commitment to you. We will review these standards with you each semester to determine your level of satisfaction with the standard. We also invite your feedback at any time, if you feel that a standard is not being met.

Together, faculty and students can ensure that our program continues to be one of the highest rated programs in the province.

This program provides students with:

Performance Indicator Community and Criminal Justice Program Standard 1. The skills and abilities specific to

your chosen career.

Curriculum within the program will be based on current criminal justice theory and practice. Skill-based courses and field

placements will ensure that students are employable in the criminal justice field immediately upon graduation.

2. Topics which are

future success. relevant to your

Course curriculum is developed based on Ministry of Training, Colleges and Universities program standards as well as input from professionals in the criminal justice field. Topics within each course will relate directly to the development of students’ values, knowledge and skills requisite to employment in the criminal justice field.

3. Teachers who help you to understand your chosen career.

All faculties within the program have post graduate degrees as well as practical experience. Faculty will incorporate real life examples, case studies, guest speakers and readings into the curriculum that illustrate the role, responsibilities, challenges and rewards of work within the criminal justice system. Faculty has been chosen for their professional experience and credentials in the criminal justice field as well as their aptitude and credentials for education.

4. Development of writing skills.

The degree program stresses the development of writing skills. Feedback from faculty on essay assignments throughout the program will suggest ways to improve writing abilities. Course curriculum and writing assignments specific to the criminal justice field will develop competency in areas such as case notes, program proposals, evaluation reports, investigations and funding proposals.

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Performance Indicator Community and Criminal Justice Program Standard 5. Development of speaking skills.

There will be opportunities through presentation assignments to speak to both small and large groups. Feedback on

presentations will include comments on student speaking skills and suggest ways to improve.

6. Development of your ability to solve

problems using math techniques. Students will be exposed to statistical research methods in at least two of the degree courses. 7. Development of

with others. your ability to work

Students will learn ways of working with others through course curriculum. Students will also have many opportunities each semester to develop their abilities to work with others through collaboration with their classmates on presentations, essays, role plays and other assignments.

8. Development of

problems. your ability to solve

Problem-solving frameworks will be addressed through course curriculum. Case studies, ethical dilemmas, simulations and practice examples will challenge students’ abilities to problem-solve in areas that relate to criminal justice practice.

9. Development of

skills. your computer

Your use of Desire2Learn and other on-line resources

demonstrates your capability with computers and will provide evidence to future employers of your capability to work in the “e world”.

10. Opportunities to further

education after graduation. your The degree program will prepare high achieving further post graduate studies. students for 11. Experience that will be useful to

your future life outside of work.

Course curriculum and assignments provide information regarding self-awareness and personal development, family relationships, community and political awareness, leadership, problem-solving skills and teamwork.

12. Overall knowledge and skills that will be useful in your future career.

The program curriculum will provide information and

opportunities for skill development that relate directly to the knowledge and skills required of a criminal justice worker. The following section covers all courses and all faculty in the program:

Performance Indicator Community and Criminal Justice Program Standard

13. Teachers’ knowledge of their All faculty will have a post graduate degree and/or practical subjects. experience in their areas of teaching.

Faculty will ensure that they are current in the field through 14. Teachers are up-to-date/current in involvement with the Program Advisory Committee, field their fields. placements, professional development, volunteer work and/or

employment within the field.

Faculty will use a variety of presentation methods appropriate 15. Teachers’ presentation of the to the subject material. Methods of presentation may include subject material. lecture, class discussion, group work, video, power point,

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Performance Indicator Community and Criminal Justice Program Standard 16. Helpfulness of teachers outside of

class.

Students requiring help outside of class have a responsibility to ask for the help they need. All faculty will advise students of how they can be contacted. Student requests for meetings will be responded to as quickly as possible, usually on the same day. Student emails and voice messages will be returned as soon as possible but no later than 2 working days after receipt.

17. Feedback about your progress.

Feedback will be offered on all returned tests, assignments and on presentations. Students who wish further feedback about their progress may request a meeting with any faculty member for that purpose.

18. Quality of classroom learning.

Classroom learning requires an environment of respect and cooperation. Faculty will encourage students to listen, participate, ask questions and engage in discussion with the teacher and other classmates. Classes will begin and end on time.

19. Quality of lab/shop learning.

Students will use interview rooms and apartment suites to develop interviewing and investigation skills. In these environments, students are able to observe, critique and practice skills.

20. Quality of other learning

experiences. Other learning experiences include skills seminars, debates, field trips, one co-op placement and field placements. 21. Field placement, clinical

experiences or coop work terms.

Agencies and field supervisors must meet specific criteria prior to offering field placements. Students have a role in choosing their placements based on availability. This area is still under development. Stay tuned!

22. Course materials (books, software, handouts).

Faculty will ensure that texts and supporting material are current and relevant. Learning packages may differ in format and content from course to course depending on the subject matter. Learning packages will be easy to follow and relate specifically to course content.

23. Lab/shop facilities and equipment. Students will use interview rooms and apartment suites to _{develop interviewing and investigation skills.} 24. The overall quality of the

experiences in this program. learning

The learning experiences in the Criminal Justice degree program are designed to integrate learning from varied perspectives and from varied disciplines. Theory and application are threaded throughout the program design. Students are introduced to course material appropriate to their level in the program.

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Student Protection Information 2014

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

Conestoga website: http://www.conestogac.on.ca/index.jsp

Policies and Procedures Webpages: http://www.conestogac.on.ca/policies/

Fulltime Calendar and Program Webpages: http://www.conestogac.on.ca/fulltime/index.jsp

Degree Program Webpages: http://www.conestogac.on.ca/degrees/

Student Guide: http://www.conestogac.on.ca/admissions/studentguide.jsp (also available in print) Student Portal: https://portal.conestogac.on.ca/StudentPortal/Default.aspx

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Communication with Faculty

Students may communicate with faculty via Conestoga email, voice mail or in person. Students must use their Conestoga email addresses to communicate with faculty. Faculty will attempt to respond to all student email and/or voice mail within two working days. All communications should reflect the

professional standards of the criminal justice field. Email communications which disregard proper spelling and grammar are inappropriate forms of communication.

Dr. Jennifer Robinson is the Coordinator for the Bachelor of Community and Criminal Justice program. She provides academic leadership and coordinates the implementation of the program. The Coordinator can assist you in understanding your status and progress within the program. The first point of contact for resolving course-specific academic matters is the faculty member associated with an individual course.

Full-Time CCJ Faculty

Name Extension Email Address

Professor Marion Evans 3945 [email protected] Professor Judah Oudshoorn 2757 [email protected] Professor Jennifer Robinson 3905 [email protected]

Program Assistant

Emergency and other messages to faculty can be forwarded through the Program Assistant. Students may also make general inquiries about the program and procedures to the PA. You may, from time-to-time, receive program specific messages from the Program Assistant

Name Extension Email Address

Ms. Louise Harnett 3182 [email protected]

Administration

The Department Chair provides administrative oversight and accountability for the program on behalf of the College. He is available to discuss significant concerns about program quality and student

performance/conduct.

Name Extension Email Address

Dr. Janos Botschner

Chair, Community Safety 3421 [email protected] Ms. Jennifer Cosentino, Program Assistant to

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Faculty Availability

Faculty offices are located in the main building (3B, via stairwell 5) and students are welcome to see individual faculty to discuss course work, assignments, or any other issues by appointment of during office hours. During the first several days of the semester faculty will explain how you can contact them outside of class time. As faculty have diverse teaching schedules, it is best to make an appointment to ensure they are available. Faculty members will endeavor to reply to email messages within 48 business hours.

Telephones for internal use are located outside the entry to faculty workspaces. Beside this phone will be a faculty directory with extension numbers only. If you have an appointment with a faculty member, please call to confirm that you have arrived, or speak to the person at the front desk. Please do not enter the faculty office area until you have confirmation that the faculty member is available to meet with you. If you do not have an appointment, please call the person you wish to meet with to confirm that they are present and can see you. If you do not reach them, please leave a message. In an interest of respecting the work environment for everyone in this area, please do not wander into faculty workspaces looking for them.

About The Faculty

Jennifer Robinson, Coordinator

Jennifer is a sociologist specializing in social inequality, crime and deviance, and research methods. Jennifer obtained her Bachelor of Arts (Sociology, Honours, with a concentration in criminology) from Brock University, her Master of Arts (Sociology, primary area in socio-legal studies) from Queen’s University and her PhD (Sociology, specialization in social inequality) from the University of

Waterloo. Jennifer is committed to applied learning and maintains strong connections between her work in the field and academic pursuits. Jennifer’s work on a variety of research projects can be seen in the Canadian Journal of Urban Research, Canadian Journal of Criminology and Criminal Justice (book review), policy paper with the Region of Waterloo, and as book chapters in Rights Agenda: An action plan to advance the rights of persons with intellectual disabilities and Challenges to the Human Rights of People with Intellectual Disabilities. Her current research interests are broadly based around social justice, focusing on the inclusion of vulnerable and marginal groups in our community. Prior to joining the Bachelor of

Community and Criminal Justice program at Conestoga in 2010, she taught at the University of Waterloo and Brock University in the departments of Sociology and Child and Youth Studies. Jennifer is engaged with her community, volunteering with local youth-based agencies and as a board member of the Child Witness Centre. Outside of the classroom, she enjoys the outdoors with her family and her (very large) golden retriever.

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Judah is thrilled to be teaching in the Community & Criminal Justice

program at Conestoga. For the past decade or so, he has been working with victims and offenders in various community and criminal justice settings: reintegration supports for high risk sex offenders, anger management for men on probation, support groups for male and female survivors of sexual abuse, victim-offender dialogue in situations of serious crime, arts-based victim services and counseling with men who have used violence towards their partners and/or children. During this time, Judah has learned that people are people (surprise). That we are all capable of making horrible choices, but more importantly - with some effort and support - we can all take responsibility and make changes. On the academic side of things, Judah is a PhD student at Wilfrid Laurier University and holds a Master’s degree from Eastern Mennonite

University in Harrisonburg, Virginia. His main research interests are violence/crime prevention, with a particular focus on young men/dads who have used violence in their homes. Most importantly: Judah is the proud dad to two beautiful children and has celebrated 10 years of marriage to a wonderful partner. Almost equally as important: Judah likes two-bite brownies (although, they can be eaten in one),

chainsaws, fires, coffee, twitter, MMA, house renovations and painting pictures of trees. Judah Oudshoorn

Marion Evans

Marion has a Master’s degree in Criminology from the University of Ottawa. She worked for 12 years in Ontario corrections at various medium and maximum security facilities starting as a Classification Counselor and moving to Senior Assistant Superintendent positions in Program Administration and Operations. From there, she went to the “big house” to work in women’s federal corrections for 10 years; specifically Grand Valley Institution for Women where she worked as Team Leader, Assistant Warden Programs and Manager of the Structured Living Environment (mental health treatment unit). In 2006, Marion left institutional corrections to manage a Mental Health and Justice portfolio and three Centres for Mental Health at the Grand River Canadian Mental Health Association, where she worked closely with police services, the courts and community agencies. Marion joined Conestoga College in 2009. Outside of work, Marion has been married for over 30 years and she has three children who are a source of great pride. Her interests include music, woodworking and spending time down east in New Brunswick. What is her favourite crime show, you ask? Although Marion has moved on to watching more sophisticated crime shows in recent years, her childhood favourite was one where the characters were known by their numbers, ‘86’ and ‘99’.

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Student Concerns/Issues

We appreciate that concerns/issues may arise during the learning experience. Our goal is to collaborate – students with faculty and staff—to revolve situations of concerns quickly and to learn and improve from these situations.

To achieve this goal, we need an effective problem-solving environment. This means:

a. When a situation of concern arises, it needs to be raised immediately and discussed by the individuals involved. This is the most important area for effective problem solving.

**Problem-solving closest to the individual associated with the learning is the place to start. b. Please see the “Student Concerns/Issues” section in the Student Rights and responsibilities

chapter of the College Student Guide for further details to be followed for the informal and formal procedures for the resolution of concerns and issues.

c. Please note that issues and concerns related to a placement site, its operation or its employees should first be brought to the attention of the Conestoga Clinical Instructor/Responsible

faculty/Field Placement Supervisor, subject to the additional procedures outlined in the following Sections on “Professionalism” and “Concerns Regarding Safety or Care/Service for Clients during a Practicum/Field Placement.

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3 STANDARDS OF CONDUCT AND PROFESSIONAL PRACTICE

Communication

Students are expected to keep themselves current with all communications relating to the program and their courses. Sources of communication are as follows: the teachers directly, course outlines, e-mails from their teachers and the Desire2Learn program.

Students are reminded to practice professional communication skills in all communications, including e-mail and voice e-mail. Text messaging and contact with faculty through their personal ee-mail and telephone numbers is not appropriate.

All e-mail communication with faculty MUST be sent using Conestoga College e-mail addresses. E-mail sent on personal e-mail addresses will be automatically deleted due to the levels of Spam messages being sent to college faculty and staff. If you are having trouble with the college email, please contact the Computer Help Desk in room 1E19 (located back behind 1E05) or call 519-748-5220 ext.3444. It is imperative that if you move, you complete a Personal Data Information Change Form at the Registrar’s Office. Important information such as your enrollment forms and achievement records are mailed to your home address.

Process for Resolution of Student Concerns

In order to resolve any concerns which may arise during a course or relating to the program overall, the following process must be followed to ensure clear and effective communication and finding solutions. Course related concerns:

Step 1a: Discuss concern directly with the faculty member teaching the course privately and at an appropriate time. This should be a formal appointment set with the faculty member at a time mutually acceptable for both.

It is important to identify issues clearly. A written explanation of the concerns will provide clarity and accuracy. Students should make suggestions and/or recommendations that might result in a resolution. Step 1b: If necessary, the Coordinator can provide information and advice about your status in the program and program-level options to assist you in your decision making.

Step 2: If the matter is not resolved with the faculty member, the student will individually make his/her concerns known to the Chair who will respond by setting up a meeting to mediate between the student and faculty in order to arrive at a mutually satisfactory solution.

Step 3: In the case where resolution is not satisfactory, the Associate Vice-President may be approached to assess the situation and determine further direction.

Community and Criminal Justice faculty participate in problem-solving with individual students to help each student find the services and supports (s) he requires to be successful in the program.

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Documentation of Counselling Interviews

A Student Interview Record: (Form #380 white) This document will be completed, at the discretion of the faculty or Program Chair, when a student's academic performance or behaviour is:

• of concern

• unacceptable or unsatisfactory

The identified goals will indicate clearly to the student what action must be taken if he/she is to be successful in the semester.

After viewing and signing of this form, a copy is: • given to the student

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Characteristics of Successful Students (and Employees)

In order to assist students with their transition from previous endeavours to their studies in the

Community and Criminal Justice degree program, and prepare students for professional success in their chosen fields of study, the following characteristics of a successful student have been identified as follows:

1. Not surprisingly, they attend class-regularly. Moreover, they are on time. If they miss a session, they feel obligated to let the instructor know why and their excuses seem legitimate and

reasonable. They make sure they get all assignments they missed and understand specifically what was covered in class.

2. Successful students speak in class, even if their attempts are a bit clumsy and difficult. They ask the questions that many in the class are bound to have, provided they are listening.

3. They see the instructor before or after class about grades, comments made on their papers and upcoming tests. Sometimes they just want to ask a question or make a comment relative to the class discussion.

4. Successful students turn in assignments that look neat and sharp. They take the time to produce a final product that looks good, a reflection of a caring attitude and pride in their work.

5. They are attentive in class. They don’t chat, read or stare out windows. In other words, they are polite and graceful, even if they get a little bored.

6. All work and assignments are turned in on time, even if not every one of them is brilliant. Successful students seem driven to complete all work.

7. The most successful students may well end up at the instructor’s office door at least once during the semester. They will go out of their way to find the instructor and engage him/her in

meaningful conversation.

From: Innovation Abstracts, Vol. X, No. 1

Standards of Conduct

Standards of Conduct can be found in the workplace, so it is not surprising that Conestoga College, and more specifically, the Community and Criminal Justice degree program has standards of conduct.

In the event of a conflict between the Community and Criminal Justice Student Procedures Guide and the College Student Procedures Guide, the Student Procedure Guide will take precedence.

Students are required to adhere in respect to Academic Policies and Procedures as detailed in Standards of Conduct in Conestoga College’s Student Procedures Guide for the current academic year as well as the Standards of Conduct specifically identified in this document.

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Throughout their program of studies students are expected to conduct themselves in a professional manner and apply themselves to academic achievement.

• Students are required to uphold and promote the ethical standards of the program and the profession.

• Students are responsible to protect the integrity of the Community and Criminal Justice Degree program and the College community as a whole by identifying students who are dishonest and/or violate the standards.

• To commit to completing the learning objectives with integrity. • To complete work that is your own - not plagiarized.

• To commit to attendance of classes, labs, community experiences and field placement. When unable to attend, an attempt to communicate the reasons for failing to attend is expected. • To demonstrate professional behaviour while attending class, labs, community experiences and

field placement as well as in program-related electronic communications • To promote excellence, integrity and honesty

• To maintain service user confidentiality except when required by law or professional expectations • To identify students who are violating ethical guidelines and standards

• To seek clarification from faculty or administration when unsure of any of these standards. Expectations of Faculty:

• Faculty will accept, fulfil, and enforce the professional standards of ethical practice

• Anyone who believes that a faculty member has violated these standards may confidentially initiate a complaint to the Program Chair

Examples of Violations of Ethical Practice

It is expected by society, and by ourselves that professionals do not, and will not lie, cheat, or steal. To lie is "to utter falsehood with an intention to deceive" (Webster's Dictionary). Lying is not only immoral but has the potential to be dangerous.

Unethical Behaviour in Such Circumstances Includes, But Is Not Limited To: • reporting false client information

• lying about task completion

• intentional failure to identify breaks in procedure • recording false data in a client's file

• intentional failure to report breach of policy or practice

• withholding information from/or providing false information to teachers, co-ordinators, chairs or other college personnel

To steal is "to take or appropriate another's property, ideas, etc. without permission, dishonestly or unlawfully" (Webster's Dictionary). To steal is to perform a criminal act, punishable in the criminal courts of our country. To steal is to destroy the trust bond between client and social service worker, between

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Unethical Behaviour in These Circumstances Includes, But Is Not Limited To: • Unauthorized possession of examinations or answer keys.

• Theft from a client, peer, staff person or college personnel. • Misuse of any client medication.

• Taking or misappropriating any supplies from a field placement setting

To plagiarize is "to take, pass off as one's own, the ideas, writings, etc. of another" (Webster's Dictionary). To plagiarize incorporates the immoral acts of lying, cheating and stealing. It includes using someone else's material without giving them the credit. To copy a chapter from a book, an article, a paragraph, a sentence, a care plan, or someone's client study is to plagiarize.

Plagiarism Exists When:

• The work submitted or presented was done, in whole or in part, by an individual ot • her than the one submitting or presenting the work

• Parts of the work are taken from another source without reference to the original author e.g. copying a paragraph, a page, a sentence, someone's ideas or someone's client care study • The whole work e.g. an essay or a care plan is copied from another

• A student submits or presents work in one course which has also been submitted in another course (even though it is completely original with the student) without the knowledge of/or prior agreement of the instructor involved

While it is recognized that scholarly work often involves reference to the ideas, data and conclusions of other scholars, intellectual honesty requires that such references be explicitly and clearly noted. A bibliography is insufficient to establish which portions of a work are taken from external sources; footnotes or other recognized forms of citation must be used for this purpose.

Cheating affords unfair advantage to the person over his/her classmates and misrepresents that person's ability. There is societal expectation that a standard has been met upon graduation and that the

graduate is capable of meeting the expectations of the employing agency. An employing agency could have serious doubts about the standards of the school when a graduate is shown to be incompetent at the agency.

Cheating harms you, faculty, students, service users and the social work profession. Grades obtained in the preparation for your career must honestly reflect your achievement.

Unethical Behaviours In These Circumstances Include But Are Not Limited To:

• copying from another student's paper

• using materials not authorized by the person giving the test

• collaborating with another student during a test without permission • falsification of an exam, record or report

• knowingly using, buying, selling, stealing or soliciting contents of an exam or any assignment • taking a test for another student or permitting another student to take a test for one's self • attempting to bribe an instructor to obtain a passing grade or better grade on an exam or course

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Sanctions

A violation of ethical practice as identified above is a serious offence. The degree of sanction will be directly related to the severity of the infraction as determined by the Community and Criminal Justice degree program faculty and will result in the following:

• Permanent documentation of the incident and sanctions in the student’s file.

• The student may receive a mark of zero for the assignment or examination involved.

• The student may be required to complete additional assignments to achieve learning objectives as well as reinforce the importance of ethical behaviour.

• The student may be required to seek assistance from Student Services i.e. counselling services/peer tutoring/referral.

• Sanctions may include but are not limited to:

o Probation o Suspension o Termination

Student Contracts for Questionable Performance

A Contract will be drawn up at the discretion of the faculty or Program Chair, when a student's placement and/or classroom performance is:

• of concern • unacceptable • unsatisfactory

The identified goals will indicate clearly to the student what action must be taken if he/she is to be successful in the semester. After viewing and signing of this form, a copy is:

• placed in the student file • given to the student

• sent to the co-ordinator or chairperson

The student has the right to appeal the decision in accordance with Conestoga College Student Rights and Responsibilities section found in the current college’s Student Guide.

Professional Appearance

During special events (e.g. field trips, agency visits, etc.) as well as guest lecturers, students are expected to dress in a professional manner. Professional appearance is an important part of the day-to-day work world for which students are preparing. Guidelines for professional appearance follow:

• Clothes should be clean and neat. Casual clothes such as jeans, running shoes, tee shirts, sweat shirts, and tube tops are not considered professional.

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Note: Students not complying with the above dress code may not be permitted entry to the specific event or may be asked to leave the class.

Hats Policy: Due to the professional standards required by the respective professions, it is the policy of the program that hats and bandanas are not to be worn while in class.

Ear buds: Listening to recreational music/materials during class is prohibited.

General Dress Code Policy: In general, students should always be dressed appropriately for class. Over exposed skin and t-shirts with disrespectful messages are not appropriate. Students violating any of the above professional appearance policies may be subject to disciplinary action.

Professionalism

Marks may be assigned within a course for professionalism. Students should refer to individual course outlines for the specific requirements of each course.

Professionalism includes but is not limited to the following:

All students are expected to demonstrate professional/adult behaviour inside and outside of the

classroom in the following ways: attendance, punctuality, appropriate classroom decorum, commitment, and respect.

Show respect…

• For fellow students - every student has something valuable to offer to each course. Listen to what others have to say. Racist, sexist or inappropriate comments will not be tolerated.

• For school property – please adhere to the College policy regarding food and beverages in classrooms.

• For professors and guest lecturers - late arrival, unnecessary talking or disturbing behaviours in class (e.g. sleeping or miss-use of electronic devices such as cell phones and laptop computer programs) are disruptive to the learning environment. Class disruptions are not allowed. Students responsible will be asked to leave.

• For you – Attendance is critical to success and is a significant component of professionalism. Responsible submission of all class assignments is expected.

• Appropriate dress is expected in all classes of the Community and Criminal Justice degree program. Hats, overexposed body parts or T-shirts with disrespectful messaging is not

appropriate dress in our program classes. Business dress code is expected for guest lecturers and will be required for student attendance in class.

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Safe Practice

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

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

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

• Your personal safety begins with the use of professional attire and foot wear and with your attention to the health and safety expectations that may be identified throughout the College. • Help us have a safe and pleasant environment by wiping up spills, by ensuring lap top cords do not

snake across walking areas and by reporting equipment or facility problems when you see them. Concerns such as these in the Cowan Health Sciences Center may be reported to the Customer Service Desk in the Cowan Health Sciences Center.

• Specific dress codes, personal protective equipment and specific codes of behavioral conduct may apply to certain programs; failure to follow these may result in your inability to participate in a lab, class or experiential learning activity.

• Safe work practices are to be followed during all training; follow the direction of your instructors. If you have a practicum, your Clinical Instructor/Responsible Faculty member will ensure that you are aware of safe practices and safety precautions and procedures. This includes problem-solving by the Responsible Faculty and Program Coordinator with the College’s Occupational Health & Safety Department as required. For example, should outside temperatures during the summer become unusually hot, very high temperatures may occur in some workplaces; this could require that specific steps be taken to ensure a safe working environment.

• All safety-related accidents, incidents, and near misses must be reported to the Instructor-in-Charge immediately. This is an opportunity to problem-solve about how to avoid these areas of concern for the future.

Please refer to Safety form in the Appendix; this is an acknowledgement of your responsibility to be aware of safety expectations within your Program.

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Bachelor of Community and Criminal Justice Professionalism

The learning environment is a professional environment. As such, we encourage students to act as professionals, as they would in the work environment. This entails being punctual, prepared, engaged and respectful both within and outside of the classroom.

As students progress through the program and prepare for placements and careers, consistent

improvement and attention to professionalism is expected. Grading will reflect increasing expectations of professionalism each year.”

According to Conestoga’s Student Code of Conduct:

The College community is composed of students, faculty and staff, and members of the Board of Governors. Students become members of the Conestoga community upon registration. This policy applies to all students, full time, and part time, and to all corporate clients of Conestoga, while on College premises or engaged in a College activity at any location, including the Residence.

POLICY ELABORATION:

The College affirms the following general principles of rights and responsibilities as guides for individual action within this community.

a) Each individual must accept responsibility for his/her actions and values, and for recognizing that such actions and values reflect upon the whole community.

b) All persons must endeavour to conduct themselves in a manner consistent with respect for others and a thoughtful consideration for the needs of the academic community and society in general.

c) The educational function depends upon honesty, integrity and respect for the preservation, communication and pursuit of knowledge.

d) Each person is encouraged to learn and practice the art of thoughtfully examining issues, expressing views, both individually and as a group member, in a manner that is consistent with the educational purposes of the College. e) The College community recognizes the need for the development of personal ethics, and moral standards and philosophies. The members of this community should be committed to broad personal growth and development, realizing that each individual has both the freedom and the obligation to make ethical and moral choices and to accept the attendant responsibilities.

For the full document see:

http://www.conestogac.on.ca/policies/students.jsp

Professionalism Grading: If a student obtains two or more zeros in any of the categories below, an overall failing grade may be assigned. A failing grade may also be assigned for serious behaviours or conduct that overrides other professionalism categories.

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Professionalism Rubric:

10 9 8 7 6 0

Attendance 0 classes missed 1 class missed with notification

1 class missed without notification

2 classes missed 3-4 classes missed 5 or more classes missed

Punctuality (both at the beginning of class and returning from break)

0 times late 1 late with prior notification

1 late 2 times late 3-4 times late 5 or more times late

10 9 8 7 6 4 0

Ability to Meet

Deadlines/Fol low

Instructions

All assignments on time and according to guidelines

All assignments on time/one not according to guidelines

All assignments on time/2 not according to guidelines One assignment late/handed in according to guidelines 2 assignments handed in late/2 not according to guidelines

3 assignments handed in late/3 not according to guidelines

4 or more late assignments/not according to guidelines

Participation Frequently (i.e. participates several times in every class) volunteers positive, well-informed and knowledgeable comments and questions. Attentive throughout entire class. Participation is respectful and considerate of others. Uses non-judgmental language.

Often (i.e. participates 1-2 times in every class) volunteers positive, well-informed and knowledgeable comments and questions. Attentive throughout entire class. Participation is respectful and considerate of others. Uses non-judgmental language.

Regularly participates (i.e. 1 time per class or several times, but not every class), volunteers positive, well-informed and knowledgeable comments and questions. Attentive throughout entire class. Participation is respectful and considerate of others. Uses non-judgmental language.

Consistently attentive in class with occasional informed and knowledgeable questions or comments. Some comments may lack respect or consideration for others. Sometimes attentive during class; rarely volunteers answers/comment; comments are not course related. Some comments may lack respect or consideration for others. Engages in some side conversations.

Consistently inattentive; disruptive; out of context comments/discussi ons; participates in side conversations while others are engaging in the learning environment. Comments are sometimes disrespectful Consistently inattentive; disruptive; out of context comments/discussi ons; participates in side conversations while others are engaging in the learning environment. Comments are disrespectful. May be redirected from faculty.

Appropriate Use of Technology

Uses technology only for class purposes.

Occasionally (2-3 times per term) uses technology for non-class purposes.

Often (4-5) uses technology for non-class purposes.

Regularly uses technology for non-class purposes (7 or more times over the term). Is addressed about inappropriate use.

Regularly uses technology for non-class purposes (7 or more times over the term). Is addressed about inappropriate use and disregards direction from faculty.

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10 9 8 7 6 4 0 Leadership

and Personal Growth

Consistently takes on a positive leadership role in the learning environment. Encourages others to participate in meaningful ways. Excellent approach to collaborative work.

Coordinates/mento r peers. Takes initiative to lead activities. Works to build a safe and orderly learning environment. Responsive to feedback from faculty and strives to incorporate feedback into future assignments.

Often takes on a positive leadership role in the learning environment. Encourages others to participate in meaningful ways. Excellent approach to collaborative work. Takes initiative to lead activities. Works to build a safe and orderly learning environment. Responsive to feedback from faculty and strives to incorporate feedback into future assignments.

Regularly takes on a positive leadership role in the learning environment. Encourages others to participate in meaningful ways. Good approach to collaborative work. Takes initiative to lead activities. Works to build a safe and orderly learning environment. Responsive to feedback from faculty and often incorporates feedback into future assignments.

Occasionally takes on leadership roles in the learning environment. Is respectful of others in collaborative efforts. Engages as active participant in class based/class-organized activities. Is responsive to feedback from faculty.

Seldom takes on leadership positions in the learning environment. Needs to improve collaboration skills. Engagement in learning environment is sometimes/often nor positive. Often disregards feedback from faculty.

Very rarely takes on leadership roles. Engagement in leadership position is not positive or encouraging of peers’ participation. Poor collaborative approach. Lacks active participation in class-based activities/events. Disregards feedback from faculty.

Does not take on leadership roles. Acts in ways that are counter-productive to building a safe and orderly learning environment. Poor collaborative approach. Disregards feedback from faculty. Lacks active participation in class-based activities/events. Business Dress (when required) ____ N/A

Always in business dress as per program standards when required.

Often in business dress as per program standards.

Seldom in business dress as per program standards

Lack of adherence to business dress as per program standards

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Social Media Policy

• Social media has many advantages for a professional. It can be used to network, resource information and keep current

• As a STUDENT AND FUTURE PROFESSIONAL, it is essential to maintain professional boundaries in all communication, including Social Media.

Figure 1 illustrates that many social connections an individual student may have. These connections may occur in both the real and virtual worlds.

BE AWARE:

• “Electronic messages are not anonymous. They can be tracked, misdirected, manipulated and live forever on the internet. Social media sites create and archive copies of every piece of content posted, even when deleted from on-line profiles. Once information is digitalized, the author relinquishes all control.”

“Online identities and actions are visible to the public and can result in serious repercussions or embarrassment. As the Office of the Privacy Commissioner of Ontario notes, users may intend to share their online existence solely within their own network, but in theory anyone can access the user’s musings, photos and information. Further, the words can be altered, forwarded and misquoted.1

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

1. Many types of social media encourage instantaneous, casual dialogue. It is important to remember that even an innocent comment may be easily misunderstood

2. Assume that information you post or send can be accessed or altered by anyone.

3. Consider whether any posting may reflect poorly on you, your school, or your profession. 4. Avoid online criticism about other students, colleagues, professors or field placements.

COMMUNITY AND CRIMINAL JUSTICE PROGRAM PROGRAM STANDARDS & PROCEDURES HANDBOOK