table of contents… · web viewcumberland college is very pleased to welcome the students and...

2014

The Faculty of Education,University of Regina and theCumberland Regional College,Nipawin Campus Community-Based Bachelor of Education

Program

in partnership with

TABLE OF CONTENTSPAGE

1. GREETINGS FROM THE FACULTY OF EDUCATION, UNIVERSITY OF REGINA2

2. GREETINGS FROM THE CUMBERLAND REGIONAL COLLEGE3

3. PROGRAM OVERVIEW4

4. PROGRAM SUPPORT TEAM 45. PROGRAM OUTLINE 66. GENERAL INFORMATION 67. ENTRANCE REQUIREMENTS 78. PROGRAM STRUCTURE

89. THE EMERGING PROFESSIONAL

810. GENERAL POLICIES 911. THE COHORT EXPERIENCE 912. STUDENT EXPECTATIONS 1013. THE STUDENT REVIEW PROCESS 1014. FIELD PLACEMENT 1115. ENROLLMENT IN EXTRA COURSES 1116. LEAVES OF ABSENCE

1117. WITHDRAWING FROM UNIVERSITY CLASSES

1118. LIBRARY SERVICES 1119. GRADING DESCRIPTIONS 1220. REASSESSMENT OF GRADES

1321. PROBATION AND DISCONTINUANCE

1322. MINIMUM ACADEMIC PERFORMANCE STANDARD

14

23. LATE ASSIGNMENTS 1424. GRADUATION REQUIREMENTS

1425. HARASSMENT 1526. SPECIAL NEEDS

1527. STUDENT BEHAVIOUR

1528. ACADEMIC MISCONDUCT 1529. CHEATING AND PLAGIARISM

1630. CONCLUSION 17

COMMUNITY-BASED BACHELOR OF EDUCATION PROGRAM: STUDENT HANDBOOK Page 1

1.GREETINGS FROM THE FACULTY OF EDUCATION, UNIVERSITY OF REGINA

Dear Faculty of Education Students in Nipawin,

I want to wish you every success as you begin this exciting next step in your life as you study and work hard to become a teacher. The Faculty of Education of the University of Regina is committed to helping you realize your dream. This community-based Bachelor of Education program in Nipawin provides a unique opportunity for students to become teachers in their home community. Our partnership with Cumberland Regional College in Nipawin will ensure that you have the support you need to succeed over the next 4 years.

In this handbook you will see the names and faces of some of the many people who are working hard to make this program a success. I want to thank all of them for their commitment to this particular vision of teacher education. The transformation from being a student to becoming a teacher is a complex process and involves many people. This University of Regina Education program would not be possible without the support and leadership of the local schools and the communities they serve and we appreciate the many contributions they will make to your education.

We live in a society that makes heroes of movie stars and hockey players and pays them millions of dollars a year. Teachers never become rich in financial terms but they can take satisfaction that they do make a real difference in the lives of children and youth. Think of that teacher who cared about you and inspired you to do your best. This legacy of caring and inspiration is now being passed to you. You will face many challenges and obstacles over the next 4 years. The ups and downs of everyday life will continue and sometimes you will question whether being on this path is worth it. In tough times remember why you wanted to become a teacher in the first place. You can make a difference in the lives of young people. You can help to make this a better world.

Best wishes on your journey.

James McNinch, Ph.D.Dean, Faculty of Education


2. GREETINGS FROM CUMBERLAND COLLEGE

On behalf of Cumberland College, I would like to congratulate you on your acceptance into the Bachelor

of Education Program!

Cumberland College is very pleased to welcome the students and faculty of the B.Ed program to our College community. The lives of many people in the northeast region will be enriched by this program. We look forward to working with you over the next 4 years.

Thank you for choosing Cumberland College and the University of Regina for your educational needs. We will work with you to ensure you have a great experience while pursuing your Bachelor of Education degree.

President and CEOCumberland College

3. PROGRAM OVERVIEW

The Community-Based Bachelor of Education Program (Cumberland Regional College, Nipawin Campus) has been designed to provide a unique cohort model of teacher education which supports pre-service teacher education within the community.

The Elementary Education Program includes extensive field experiences. Classroom-based field experiences occur with EPS 100 in year one, as components in the pre-internship semesters (semesters five and six), and the sixteen-week internship in the final year. Most classroom-based field experiences will occur in schools in or near Nipawin.

Cohort model 9 semester (124 credit hours) Bachelor of Education (Elementary) Elementary Education, Faculty of Education, University of Regina Program Based at the Cumberland Regional College, Nipawin, Saskatchewan

4. PROGRAM SUPPORT TEAM Cumberland College Support Team

Michael Relland--Program Co-ordinator

Michael Relland has been an educator for the past twenty-eight years and for the past 23 years he has worked for the Gabriel Dumont Institute primarily as the Program Coordinator for the Saskatchewan Urban Native Teacher Education Program in Prince Albert. Michael will act as an advisor on all aspects of the program, will serve as a representative on the student selection committee, and provide program support on behalf of Cumberland College.

Rebecca Bryson

Rebecca Bryson is Programmer for Continuing Studies for Cumberland College. Rebecca will provide program support and liaison between the off-campus program and the University of Regina.

Brenda Mellon

Brenda Mellon is the Manager of Marketing and Continuing Studies at Cumberland College. She will oversee the B. Ed program delivery on behalf of Cumberland College. Brenda is a lifelong learner who knows what it's like to be a mature

student taking university classes while balancing home and work commitments. She wishes the students success in their studies and hopes they enjoy their experience at Cumberland College.

COMMUNITY-BASED BACHELOR OF EDUCATION PROGRAM: STUDENT HANDBOOK Page 4University of Regina Support Team

Vi Maeers

Dr. Mhairi (Vi) Maeers is the Director of the Community-Based Programs and Assisitant Director of the Saskatchewan Instructional Development Research Unit (SIDRU). Prior to this appointment Vi served the University as the Director of Teaching and Learning. Her passion is teaching and especially teaching Mathematics in the Faculty of Education.

Michael Tymchak

Dr. Michael Tymchak is the past Director, Saskatchewan Instructional Development and Research Unit (SIDRU), and Professor, Emeritus, Educational Foundations, Faculty of Education, University of Regina. Dr. Tymchak is also the former Dean of the Faculty of Education, University of Regina and has served as the Director of the Northern Teacher Education Program (NORTEP), La Ronge. Dr. Tymchak is the Program Director for the Nunavut Teacher Education Program (NTEP) and is program Liaison for the Community-Based Bachelor of Education Program.

Tatum Cruise

Tatum Cruise is an Academic Program Advisor in the Student Program Centre for the Faculty of Education, University of Regina. Tatum will oversee and monitor program offerings, act as liaison between Cumberland College and other units on campus, and provide advising support for the students.

Carla Johnson

Carla Johnson is the Financial Administrator for the Saskatchewan Instructional Development and Research Unit (SIDRU), Faculty of Education, University of Regina., and administrates the finances of the program.

5. PROGRAM OUTLINE

FALL TERM WINTER TERM SPRING (MAY)

Year One2013-2014

EPS 100**EPS 116INDG 100SOC 100

MATH 101THEA 100PHI 150ENG 100

KHS 139BIOL 140

Year 22014-2015

ECE 205ELNG 205 ECS 210EPSY 205Approved Elective

ELNG 325EMUS 101SOC 213ECMP 355 EPSY 322

Year 32015-2016

EPS 215**ERDG 215ESCI 215ESST 215ED 215 (2.0 credit hours)

EHE 215EMTH 215EPE 215EAES 215EPSY 215

EPS 225 **ED 225 (2.0 credit hours) **

Year 42016-2017

EFLD 405**(Internship)(15.0 credit hours)

ED ElectiveApproved Senior ElectiveApproved Senior ElectiveApproved ElectiveSocial Science Elective

** Connotes school-based placements

A detailed program BLOG is available at http://cumberlandcollegeeducationprogram.wordpress.com

6. GENERAL INFORMATION

The Faculty of Education offers a variety of programs. All programs, with the exception of the certificates and degree programs in Adult Education and Training (formerly Adult Education and Human Resource Development) are planned to meet the provincial Department of

http://cumberlandcollegeeducationprogram.wordpress.com/

Education requirements for teacher certification in Saskatchewan. All questions concerning academic advising, registration, admission, transfer credits, and other related matters should be directed to the Faculty of Education Student Program Centre, Room 354, Education Building.

STUDENT PROGRAM CENTRE (ACADEMIC INQUIRIES)

Faculty of Education - Student Program Centre Room 354, Education Building University of Regina3737 Wascana Parkway Regina, SK S4S 0A2 Tel: (306) 585-4887Toll Free: 1-877-813-3111Fax: (306) 585-4006Email: [email protected]

7. ENTRANCE REQUIREMENTS

Student applying to the Faculty of Education at the University of Regina may be accepted through two different criteria:

a) Regular Admissions

Completion of Division IV or Grade 12 in Saskatchewan (or its equivalent) with a minimum overall average of 65% in the following subjects: English A30, English B30, Math A30, and 3 other approved courses at the 20/30 level. For a more complete description of course requirements, please see the University of Regina Undergraduate Calendar.

b) Special (Mature) Admission

Applicants must be at least 21 years of age and submit documentation of all subjects, courses and training taken (ABE or GED preferred).


mailto:[email protected]

8. PROGRAM STRUCTURE

Students in the Nipawin Community Based Bachelor of Education Degree Program (CBBEP) are part of a cohort working towards a Bachelor Degree in elementary education. To best meet the needs of its students the program relies heavily upon face-to-face instruction while delivering all four years of the program in the community.

The program has been designed to meet the needs of the learner in their home community and the CBBEP (Nipawin Campus) includes the following components:

1) Métis/First Nations Studies component that enable the students to better understand the full impact of Métis/First Nations history and culture and its contributions towards Canadian history. These courses strengthen an appreciation, respect and understanding of Aboriginal cultures and their contribution to the development of Canada.

2) Cross-Cultural Education courses that prepare the student teachers to work with children of different cultures, backgrounds and experiences.

3) A strong emphasis on interpersonal communication in order to assist the teacher to become an effective communication to build on personal language experiences, and to develop skills which will enable the teacher to work effectively with those with varying English language experiences.

4) A strong emphasis on field-based activities during each year of the program. Student teachers receive extensive classroom experience in schools with children of all racial and ethnic backgrounds.

5) Skill development and upgrading in communication skills and mathematics, as required.

9. THE EMERGING PROFESSIONAL

The philosophy of the program strives to create an atmosphere in which critical, knowledgeable, inquiring and caring teachers can develop. This approach also focuses on the following:

1) To develop a supportive, inclusive community of learners and to instil a desire for learning and for seeking knowledge amongst its students.

2) Instil a sense of responsibility as individuals belonging to a group with an ability to work co-operatively to define and achieve goals.

3) Provide knowledge of the technical aspects of teaching and the role of the teacher.

4) Provide the skills necessary to approach learning as a constant and continual process.

5) To assist in the development of teachers that are prepared to teach using a variety of methodologies and instructional approaches.

6) To educate teachers who are familiar with the resources of their community, and to have the skills to work with children in the context of the social situation in that community and to establish close parent-teacher relationships.

7) To help students select and develop teaching materials that accurately reflect a number of perspectives and world views, including that of the Métis and First Nations culture.

8) Assist each to acquire for themselves those attributes that constitute a 'good' teacher -- highly skilled, patient, empathetic and, above all, a caring person with a sense of humour.

9) The support provided by staff encourages students to develop independence and responsibility for their own decisions.

10. GENERAL POLICIES

1) Smoking Policy: Smoking is prohibited in all Cumberland College buildings. It is also prohibited during all practicum placements or on North East School Division property.

2) Scent free zone: Due to allergies and sensitivities of some students, students are requested to refrain from the use of perfumes, and scented deodorants and aftershaves.

11. THE COHORT EXPERIENCE

There are numerous advantages to being a member of a cohort program. For example, students who are members of a cohort experience a greater sense of community and connectedness to their learning community. There is also a stronger sense of support and the potential for stronger interpersonal relationships where students are strongly encouraged to take a greater degree of ownership for their learning.

Students enrolled in the Community Based Bachelor of Education Program (CBBEP) are simultaneously Cumberland College and University of Regina students. As such students in the CBBEP are entitled to, and governed by, the same rights, responsibilities and policy as their on-campus counterparts. While this is true in theory, not all on-campus policy can be practically applied to students enrolled in the Nipawin off-campus program. For example, because the Nipawin program is designed as a single intake cohort model which offers its courses on a one time basis, any student who is unable to take a particular course for whatever reason, risks “falling out of step” and “catching up” may be problematic. Because the CBBEP is designed as a continuous, full-time program of study, such on-campus policies such as “leaves of absence”, “dropping classes”, “retaking classes” and “part-time studies” are impractical and problematic.

12. STUDENT EXPECTATIONS

1) Academic StandardsA student is expected to maintain a 65% average. Should a student fall below this level he or she will be placed under review. A student must pass EPS 100 (Professional Studies) to move into the third year of the program, and EPS 225 (Professional Studies) to move into the fourth year of the program. Should a student fail or withdraw from two or more classes a semester, he or she may be asked to withdraw from the program. In order to convocate students must achieve an overall average of 65%.

2) AttendanceA student is expected to attend all classes, lectures, labs and student teaching sessions. University policy states that students need to maintain a 90% attendance in each class in which they are enrolled. (Note: late arrival to class, or leaving early, will be calculated as a one hour absence) . Any student missing 6 hours of a 3 credit unit course may be required to withdraw from the course and will require the permission of the program coordinator to remain in the class and to write the final exam. Extenuating circumstances will be considered on an individual basis.

3) ProfessionalismProfessionalism includes meeting the STF Code of Ethics for teachers. Therefore, a student’s attitude and behaviour must be consistent with their status as professional teachers in training. Professionalism also means fulfilling your obligations as a member of the Cumberland College/UofR Community. This includes attending all required program components and contributing to the community in a positive manner. Punctuality, diligent effort, and prior notification of absence are three essential standards all teachers must possess. Should a student fail to meet their professional obligations the student may be placed under review or asked to withdraw from the program.

13. STUDENT REVIEW PROCESS

The University of Regina and the CBBEP will review the academic performance at the conclusion of each period of study. The individuals students grades, attendance, punctuality, effort, attitude toward learning and teaching, and activities in the field (schools) will be examined along with any other factors which may negatively impact the student’s performance. The purpose of a review is to determine what, if any, course of action would better enable a student to meet the minimum requirements. Results of a review may be for a student to comply with any one or all of the following:

Adopt a modified course of studies and/or remedial action; Conform to certain specific guidelines during a probationary period of time; Discontinue his or her studies for a specific period of time; or Discontinue his or her studies indefinitely.

14. FIELD PLACEMENT

Field Experience (student teaching) is considered to be one of the most dynamic and significant elements of the UofR Bachelor of Education Program. A developmental continuum is maintained with a field experience component in each of the years, closely supervised by the CBBEP faculty. This experience culminates in a 16 week extended practicum (internship) usually in the last year of the program.

15. ENROLLMENT IN EXTRA COURSES

Students are required to secure the Program Coordinator’s approval before enrolling in any external courses. On occasion, students requesting permission to enrol in external courses may be granted permission, but it is also understood that taking course external to those offered through the CBBEP will not shorten the program of study or impact the tuition fees owed to Cumberland College.

16. LEAVES OF ABSENCE

If a student requires parental leave, arrangements will be made on an individual basis. Every attempt will be made to make arrangements to assure the well-being of the parent and child, and to assure continuing progress in the program of studies should the student choose to continue attending classes. All such leaves require the student to receive prior approval from the Program Coordinator.


17. WITHDRAWING FROM UNIVERSITY CLASSES

Students may only withdraw from a University class with the consent of the Program Coordinator. If a student wishes to withdraw from any or all university classes, it is both his/her right and responsibility to complete all withdrawals through the U of R system. Failure to do so when withdrawing from a class will result in a final grade of “30” for the class which will seriously affect your grade point average.

18. LIBRARY SERVICESStudents will be able to access many of the library services online through the Dr. John Archer Library website at www.uregina.ca/library

Online journal articles can be accessed through a log in user ID and password. If students need materials that cannot be accessed online, there is an inter-library loan service which can provide materials directly to Cumberland College. There will be a Liaison Librarian assigned to this program who can co-ordinate special requests and inter-library loans.

19. GRADING DESCRIPTIONS

90-100 An outstanding performance with very strong evidence of:

an insightful and comprehensive grasp of the subject matter; a clear ability to make sound and original critical evaluation of the material

given; outstanding capacity for original creative and/or logical thought; an excellent ability to organize, to analyze, to synthesize, to integrate ideas,

and to express thoughts both in speech and in writing.

80-89 Very good performance with strong evidence of:

a comprehensive grasp of the subject matter; an ability to make sound critical evaluation of the material given; a good capacity for original, creative, and/or logical thinking; a very good ability to organize, to analyze, to synthesize, to integrate ideas,

and to express thoughts both in speech and in writing.

http://www.uregina.ca/library

70-79 Above average performance with evidence of:

a substantial knowledge of the subject matter; a good understanding of the relevant issues and a good familiarity with the

relevant literature and techniques; some capacity for original, creative, and/or logical thinking; an above-average ability to organize, to analyze and to examine the subject

material in a critical and constructive manner, and to express thoughts both in speech and in writing.

60-69 A generally satisfactory and intellectually adequate performance with evidence of:

an acceptable basic grasp of the subject material; a fair understanding of the relevant issues; a general familiarity with the relevant literature and techniques; an ability to develop solutions to moderately difficult problems related to the

subject material; a moderate ability to examine the material in a critical and analytical

manner, and to express thoughts in writing.

50-59 A barely acceptable performance with evidence of:

a familiarity with the subject material; some evidence that analytical skills have been developed; some understanding of relevant issues; some familiarity with the relevant literature and techniques; partially successful attempts to solve moderately difficult problems related to

the subject material and to examine the material in a critical and analytical manner;

basic competence in writing.

0-49 Unacceptable performance.

20. REASSESSMENT OF GRADES

Students have the right to request the reassessment of any grade, including a grade in a practicum course. This reassessment may occur while a course is in progress or once the course has been concluded providing the request for reassessment is initiated within 6 weeks of the date that the grade is posted to his or her web record. (Please see UofR Calendar for details.)

21. PROBATION AND DISCONTINUANCE (RTD)

1. Failure to meet the minimum performance standard. 2. Failure in a third completed attempt at English 100.3. Term GPA of NP in a full-time course load (minimum 9 credit hours).4. Failure to meet a faculty or program regulation.

The first three grounds result in University-level action. The fourth results in action at the faculty or program level. Timing of the evaluation and the application of faculty action are at the discretion of the faculty. Most faculties review performance following every semester. The minimum academic performance standard is not applied until students have attempted 24 credit hours.

22. MINIMUM ACADEMIC PERFORMANCE STANDARD

The minimum undergraduate grade point average (UGPA) that must be maintained once 24 credit hours have been attempted is 60.00%.

23. LATE ASSIGNMENTS

Action regarding late assignments may vary from instructor to instructor. Expectations or due dates for assignments, as well as the marks that may be deducted for late assignments are noted in the course syllabus. (For example, some instructors deduct one mark for each day late.) Normally, all required elements of the program must be successfully completed by each student.

COMMUNITY-BASED BACHELOR OF EDUCATION PROGRAM: STUDENT HANDBOOK Page 1424. GRADUATION REQUIREMENTS

A PGPA of at least 65.00% is required for graduation. The PGPA is based only on the courses that are used in a particular program. A failing grade in a required course is included in the calculation until the course has been successfully repeated.

A PGPA of at least 80.00% and an overall rating of one of the top two categories on the internship placement profile are required for graduation with Distinction.

A PGPA of at least 85.00% and an overall rating of one of the top two categories on the internship placement profile are required for graduation with Great Distinction.

Recognition of professional competence in the B.Ed. is required in addition to a minimum average for graduation with Distinction or Great Distinction. The level of professional competence required is an overall rating in one of the top two categories on the internship rating scale. Students are expected to meet recommended standards of language competence as part of graduation requirements in the Faculty of Education.

25. HARASSMENT

All members of the University community are entitled to a professional working and learning environment free of harassment and discrimination. This entitlement, however, carries with it the expectation that all members of the University community will conduct themselves in an appropriate and responsible manner, with due respect and regard for the rights of others. No member of the university community shall cause or participate in discrimination against or harassment of another person.

26. SPECIAL NEEDS

Students, who because of a disability may have a need for accommodations, please discuss this with your program coordinator as soon as possible.

You may wish to contact the Centre for Student Accessibility at the University of Regina at 306-585-4631.


27. STUDENT BEHAVIOUR

Students of the University of Regina are expected to conduct themselves responsibly and with propriety both in their studies and in their general behaviour, and are expected to abide by all policies and regulations of the University of Regina. The Faculty of Education has established sound and reliable criteria and procedures for evaluating the suitability of aspiring teachers. The criteria specify appropriate conduct for students in teacher education programs. The procedures specify processes for screening, regulating and monitoring professional conduct. Misconduct, which may be academic (that is, in academic studies) or non-academic (in general behaviour), is subject to disciplinary action. Actions taken and penalties imposed when misconduct has been determined will be guided by the principle of progressive discipline.

28. ACADEMIC MISCONDUCT

Assignments, tests, and examinations are designed for students to show the instructor how well they have mastered the course material. When the instructor evaluates the student’s work, it must therefore be clear which ideas and words are the student’s own. The general principles of academic integrity for students doing course work are that they are to do their own original, individual work, unless told otherwise by the course instructor, and are to give credit for other people’s ideas or words. Acts of academic dishonesty or misconduct include acts which contravene the general principles described above. In this section, some of these acts are described. Others which are not explicitly described here may also be considered academic misconduct. All forms of academic misconduct are considered serious offences within the University community.

29. CHEATING AND PLAGIARISM

Cheating and Plagiarism constitute two of the most common forms of academic misconduct. Cheating is dishonest behaviour (or the attempt to behave dishonestly), usually in tests or examinations. In contract, plagiarism is a form of

academic dishonesty in which one person submits or presents the work of another person as his or her own, whether from intent to deceive, lack of understanding, or carelessness. Unless the course instructor states otherwise, it is allowable and expected that students will examine and refer to the ideas of others, but


these ideas must be incorporated into the student’s own analysis and must be clearly acknowledged through footnotes, endnotes, or other practices accepted by the academic community. Students’ use of others’ expression of ideas, whether quoted verbatim or paraphrased, must also be clearly acknowledged according to acceptable academic practice. It is the responsibility of each student to learn what constitutes acceptable academic practice.

30. Conclusion

So as not to end on a negative note, we wish to congratulate you for being accepted into this very exciting new cohort-experience program. We have a wonderful team both at the U of R site and the Cumberland College site who will work extreme hard to ensure that your university experience is an enjoyable and memorable experience. We wish you the best of luck!


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