Bachelor of Community and Criminal Justice (Honours)

2022/23 | Conestoga College

Program Code: 1240C
Community Services

Conestoga College Institute of Technology and Advanced Learning

This is a companion document to the current Conestoga College Student Guide

COVID-19 and Academic Program Delivery

​In response to the COVID-19 pandemic, Conestoga academic plans and decisions will continue to evolve to reflect the advice of public health authorities. ​Please consult the COVID-19 Information page for the most up-to-date information on college protocols.

Expectations regarding course delivery, participation, and assessments will be communicated by your faculty member at the start of the semester and included in the instructional plan.

Program technology requirements are posted on the program web page. Students in hybrid delivery courses will require a device, webcam functionality, and reliable Internet access. 

Program Handbook Guidelines

​The purpose of this handbook is to provide students with program-specific details and other important information. The material in this handbook is accurate at the date of posting and is applicable for the current academic year. Students will be informed of handbook changes that occur, if any, through college email. Program handbooks are updated yearly, and students must check their program handbook for the current edition.

This handbook must be read in conjunction with general information about Conestoga College found on the website and in the Student Guide. The information in the Student Guide and on the college website​ applies to all students, regardless of program.

The Student Guide provides details regarding Student ServicesSafety and SecurityStudent Rights and Responsibilities and more. 


To the School of Community Services

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

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

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

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

I wish you all the best,

Goranka Vukelich, PhD
Executive Dean, School of Community Services

Steps to Your Success

 1. Use MyConestoga to Connect To:

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

2. Know Your Academic Schedule And Plan Around It

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

3. Be the Professional You Wish To Become

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

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

4. Attend To Enhance Success

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

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

5. Take Responsibility for Your Academic Status

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

  • Fee Payments: Payment is required to attend classes. Check your Student Portal for invoices.
  • Credit Transfer/Exemptions: Conestoga supports the transferability of academic credits between programs and educational institutions through recognized transfer pathways, articulation agreements and course-to-course equivalences. Refer to the Credit Transfer & PLAR​ website.
  • Academic Policies & Procedures: May be found under Policies and Procedures. Please read and understand the Rights and Responsibilities website. 

Academic Dates

It is the student's responsibility to be aware of various important academic dates throughout the year. These academic dates are posted on the college website.

Please note that Continuing Education courses and Apprenticeship programs may have different start dates and exam dates for courses. 

Letter to Students

Dear Student,

Welcome to the Bachelor of Community and Criminal Justice (Honours) (BCCJ) 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 BCCJ program. Reading, understanding and following the information in this handbook is an important first step in your success in this program and a career in the fields of community justice and criminal justice. For more general information about being a student at Conestoga College, I refer you to the Conestoga College Student Guide.

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 contribute to respectful environments 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.

All the very best to you in your studies.

Marv Mustin, Chair, Community Safety

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, the BCCJ program is an Honours Bachelor's Degree.

These types of programs:

"…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 and sociology, and research. While there are many common courses, there are some specialized courses that offer integrated learning and practice. At the end of the third year, you will have an opportunity to participate in a co-op placement within the community and criminal justice field. 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.

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.

Some 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.

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

"You make a living by what you get, but you make a life by what you give."

-- Winston Churchill

Program Description

This Bachelor of Community and Criminal Justice is a four-year co-op degree program that emphasizes the importance of individual values, principled leadership, and inter-professional and multi-sector collaboration to address both individual and societal issues related to crime, community safety and community wellbeing.

Our program is anchored to a strong foundation in values, service and action, and draws from a rich network of community and institutional collaborators and partners. Through an intentionally designed learning journey, students are exposed to ideas and they learn skills that will enable them to contribute and adapt to changing needs and demands. Our focus on individuals, groups, organizations and society helps students tackle the increasing complexity of the community safety landscape. Our combination of classroom based and work-integrated learning forms a "bridge to practice", so students can develop the capabilities that will position them as preferred graduates for the labour market of the next decade.

Program graduates are prepared for success in a variety of careers related to policy, research, and community-building as well as crime prevention and response, and corrections and rehabilitation. In addition to direct service roles, recent graduates are also pursuing post-graduate training in law and in graduate school.

Community and Criminal Justice Program Outcomes

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

  • Analyze system, situations and conditions that heighten the risk for people and communities encountering the criminal justice system, with a special emphasis on Indigenous Peoples, to support professional decisions.
  • Evaluate legislation, as well as various community and criminal justice sectors, for effectiveness in building community safety, and wellbeing
  • Create and demonstrate interdisciplinary interprofessional intervention strategies that address criminogenic risk factors for community safety and wellbeing
  • Compare and contrast forms of community development and apply strategies to enhance community well-being.
  • Analyze key features of the Canadian Justice System, and the trends and issues impacting its evolution.
  • Demonstrate an interdisciplinary understanding of theories related to community and criminal justice from the fields of sociology, psychology, criminology, and law.
  • Analyze justice practices that emphasize healing, including restorative justice, and Indigenous ways of living to support culturally appropriate policies and practices.
  • Develop professional practice capacity related to a holistic and compassionate understanding of diversity and complex social issues.
  • Demonstrate self-awareness and communication skills relevant to justice and community services which display inter-professional approaches to collaborative work environments.
  • Demonstrate an appreciation for wellness in one's personal and professional environments.
  • Utilize placements and the co-op work term to integrate skills and knowledge into the work environment.
  • Develop a personal code of conduct by integrating legislative, professional, and organizational ethics and standards with personal values and attitudes.
  • Offer principled, effective leadership within the Criminal Justice and community Justice systems to enhance community well-being
  • Use research, investigation and evaluation skills for decision, support, accountability and social change
  • Through work-integrated learning and community–based research, understand how to design, develop and deliver programs and services

Program Design

The following diagrams outline the courses within the degree program. 

Year Semester Course Number ​Course Name
Placement Hours
​Fall Level 1

​Introduction to Social Justice

​Academic Communications

​Psychology: Basic Processes

​Interdisciplinary Elective
​​Winter Level 2​​

​Applied Ethics in Criminal Justice
​Personal-Professional Orientations to Practice
​Canadian Law and Legal System I
​Restorative Justice

​Interdisciplinary Elective
​Fall Level 3​​

​Interpersonal Communication, Interviewing, and Facilitation Skills
Developmental Psychology
​Criminal Justice System
​Canadian Law and Legal Systems II

​Interdisciplinary Elective
​Winter Level 4​

HEAL71010 -
​Health and Wellness
CEPR71050 -
​Co-op and Career Prep
LAW73035 -
​Crime Prevention and Community Safety

LAW73010 -
​Youth Justice

​​Interdisciplinary Elective

​Work Integrated Learning Seminar I
​Understanding Research
​Diversity: Special Populations and Social Inclusion in Community and Criminal Justice
​Cognitive and Social Psychology
​From Trauma to Recovery: Victimhood and Social Inclusion

​​Interdisciplinary Elective
​Winter Level 6​

​Work Integrated Learning Seminar II
​Applied Research: Design and Analysis
​Indigenous-Settler Relations in Canada
​Human Rights and International Justice

​Interdisciplinary Elective
3​Spring Level 7​
​Co-op Work Term
​​Fall Level 8​

​Principled Leadership
​Program Development and Evaluation
​Capstone Research Project I: Planning and Design
Community Based
​Political Issues and Public Policy
​Offender Management and Intervention
​​Winter Level 9​​

​Alternative Dispute Resolution
​Mental Health and Addictions
​Capstone Research Project II: Implementation, Analysis, and Knowledge Transfer
Community Based
​Advanced Topics in Psychology

​Investigations and Communications

Program Design for Your Cohort

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

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

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

Degree Minors

Conestoga College's degree students may be able to apply their interdisciplinary electives toward a minor within their degree program. A minor acknowledges additional learning within a specific discipline that a student achieves while completing their degree. A minor can help recognize the additional interests a student may have and can help differentiate a job seeker from their competitors. Successful completion of a minor will be identified on the student's official transcript.

For more information, please click here:

Credit Transfer, Pathways & PLAR

Conestoga recognizes you may have formal post-secondary education that may allow you to enter a program at an advanced level or provide for individual course exemptions. To ensure your credits are eligible for transfer, please contact our Credit Transfer Office at: 

The Credit Transfer Policy and Procedure are available on the college website.

For more information, visit the Credit Transfer webpage and the PLAR webpage.

If you are currently a Conestoga student and want to continue studying at Conestoga, there are a number of different pathway opportunities available to you.

Whether you wish to transfer to another program or apply to a new program after graduation, Conestoga has established pathways, to help you meet your goals.

Conestoga College has articulation agreements with many domestic and international institutions. These agreements allow students to transfer into a specific program with advanced standing. Students must meet the academic requirements stated in the agreement.

For more information regarding pathways at Conestoga, contact the Credit Transfer Officer at 519-748-5220 ext. 2166.

Employment Opportunities

Graduates will be well prepared for careers as probation and parole officers, police officers, community workers, front-line youth workers, policy analysts and program planners within the government. Graduates may also work in crime prevention and response, community building, and within regulatory agencies. Training in criminal justice and human behaviour provides meaningful preparation for those seeking positions within other criminal justice fields including institutional corrections and border security. Scholarly and analytical skill development will also provide a strong foundation for those wishing to pursue graduate training in related disciplines.

On average, 89% of graduates from the last three years (2014 to 2017) found employment within six months of graduation.

For more details on related occupations, job market information and career opportunities, see the Government of Canada website.


Your Program Team

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

Faculty Availability

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.

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, agency policy papers, and as book chapters in Rights Agenda: An action plan to advance the rights of persons with intellectual disabilities, Challenges to the Human Rights of People with Intellectual Disabilities, and The Sociology of Home. 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 community events. Outside of the classroom, she enjoys the outdoors with her family and her fur creatures and travels to Newfoundland frequently.

Nathan Cadeau

Nathan is a criminologist with a keen understanding of governmental operations and criminological policy. He has held various roles in Ontario Correctional Services including Policy Analyst, Program Advisor, and Strategic Advisor to the Assistant Deputy Minister and has authored hundreds of government commissioned reports. Nathan continues to maintain active relationships with ministry officials as his research interests remain heavily tied to policing and correctional services policy and operations. Nathan also holds an interest in critical scholarship related to power and privilege in society. He holds the position that the majority of those who come into contact with the justice system are good people who made bad decisions largely due to circumstance. Nathan obtained his Bachelor of Arts (Criminal Justice, Honours, with a focus on Administration and Social Policy) from Nipissing University and his Master of Arts (Criminology and Criminal Justice Policy) from the University of Guelph. Outside of the classroom, Nathan enjoys leisure time with family, plays a range of sports including hockey and golf and although he may deny it, some time playing video games.

Leanne Gosse

Leanne holds a PhD in social and personality psychology from Brock University and an MA in Social and developmental psychology from Wilfrid Laurier University. She also completed a SSHRC Post-Doctoral research fellowship at the University of Waterloo in industrial-organizational psychology, with an emphasis on organizational justice. Leanne's areas of scholarship include human rights and people with intellectual disabilities, the psychology of justice, eye-witness recall, and forgiveness. Leanne's work on a variety of research projects can be seen in the Journal of Police and Criminal Psychology, European Journal of Social Psychology, and Journal of Experimental Education, and as book chapters in Justice in Work Organizations and Challenges to the Human Rights of People with Intellectual Disabilities. As an instructor, Leanne is passionate about helping students succeed in subjects as varied as statistical methods, forensic psychology, and cultural diversity and places a strong emphasis on multiple teaching pedagogies and student assessment. Leanne is active in the community, volunteering with Autism Services Waterloo Region, Friends of the Crime Prevention Council, St. Johns Ambulance, Fit Active Beautiful and working as Assistant Race Director of the Hamilton Road2Hope Marathon. When not working or volunteering, Leanne enjoys playing a variety of sports, competing in triathlons and spending time with her family.

Meredith Moore

Meredith is a Social Worker who holds a Master of Social Work degree with a concentration in clinical practice from McMaster University, and a combined Bachelor of Arts (Sociology) and Bachelor of Social Work degree, also from McMaster University. Meredith has also earned an Addiction Worker diploma and maintains a keen interest in the relationship between addiction, trauma, and deviant behaviour. She has worked extensively as a mental health professional in both provincial and federal corrections as well as in social services, providing front-line services, counselling and psychotherapy for both adults and youth. Prior to joining the BCCJ program, Meredith was a Social Work Supervisor at the Ontario Correctional Institute and an instructor and field liaison in the Social Service Worker program at Sheridan College. Meredith is committed to both professional and personal development – outside of the classroom, she is also a psychotherapist, an avid traveller, a yogi, and a tennis player.

Contact Information 

Professor Jennifer Robinson, 

Program Coordinator

​Professor Nathan Cadeau
​Professor Leanne Gosse​
Professor Meredith Moore

Community Placement and Liaison Officer   

David Brown

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. ​ ​


Kim Black, Program Assistant (3B)

Marv Mustin, Chair, Community Safety

Goranka Vukelich, Executive Dean, 

School of Community Services

​Alexia Giroux, Student Success Advisor

Contacting Program Team Members

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

  • First and last name
  • Student number
  • Course and level
  • Appropriate greeting
  • Brief description of the reason for contact

Student E-mail

Please Note:  All email communications with your instructors must go through your college e-mail address. Use the college e-mail address ONLY when communicating with faculty. Non-college e-mail addresses (e.g. Hotmail) are not acceptable and may not be received by your instructor's email account.   In addition, it is the responsibility of students to check their college e-mail regularly because official communication will be via this method.

Class Cancellations

Class Cancellations Due to Faculty Absence

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

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

Personal Notifications of Class Cancellations

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

To subscribe:

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

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

Program Advisory Committees (PACs)

Program Advisory Committees (PACs) provide the necessary link between Conestoga and the community it serves. PACs operate in an advisory capacity to Conestoga administration with the objective to keep Conestoga responsive to current and future workforce needs, trends or opportunities in industry and the marketplace.

All post-secondary education programs of study at Conestoga, both full-time and part-time, which lead to an employment related credential, or are approved by the Ministry of Colleges and Universities (MCU), will be associated with a PAC, with the exception of apprenticeship and pre-apprenticeship programs. For any program not leading to an employment related credential, such as foundation programs, PACs are optional.

At the beginning of each year, the coordinator(s) of the program will ask for student volunteers. The coordinator(s) will select which student(s) will represent the program at PAC. Student attendees are important members of the PAC and are expected to be present at all meetings and are responsible for preparing and submitting a report based on guidelines provided by the program coordinator.

Students who participate in PACs will receive credit on their Co-Curricular Record (CCR) . Your CCR is an official document, complementary to your academic transcript, which recognizes and records learning that you have achieved through approved Co-curricular experiences at Conestoga.

​​Student Feedback

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

Key Performance Indicators

All college programs in the province are evaluated using Key Performance Indicators (KPIs) through the Ministry of Colleges and Universities (MCU). This Student Experience Survey is conducted each academic year in select classes. Strategic goals to improve the programs are developed from these results. This data and other data specific to the campus and the program/school are collected so that Conestoga College can continually improve quality.

Student Appraisal of Teaching (SAT)

The Student Appraisal of Teaching (SAT) allows direct feedback from students on teaching for a particular course. Completion of the SAT forms give teachers and academic managers valuable information to use for the improvement of teaching at Conestoga.

The SAT process has two components: the Early Course Check-in and Full-SAT. The Early Course Check-in is 5 questions, occurs during week 10 of classes and provides early feedback to faculty about the student experience within their classroom. The Full-SAT is 43 questions and occurs late in the semester; a summary of the results goes to the faculty member and their academic manager. Typically, about one-quarter of the faculty is appraised per term. All full-time faculty have a SAT review at least once every two years. Part-time faculty may be reviewed more frequently. Continuing Education students may have an opportunity to complete a SAT form during their Continuing Education course.

Standards of Conduct and Professional Practice

​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 Handbook and the College Student Guide, the Student 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 Guide for the current academic year as well as the Standards of Conduct specifically identified in this document.

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, coordinators, chairs or other college personnel

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

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.


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 misuse 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 yourself – Attendance is critical to success and is a significant component of professionalism.  Responsible submission of all class assignments is expected.
  • Business dress code is suggested for guest lecturers.  

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.

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 their actions and values, and for recognizing that such actions and values reflect upon the whole community.

b) All persons must endeavor 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.

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.

What is Academic Integrity?

Having academic integrity means acting fairly and honestly when engaging in academic activities. 

By having and applying an Academic  Offences Policy and Procedure, Conestoga ensures graduates complete their studies fairly and honestly through hard work and dedication, and thus are well-prepared for their future careers.

Copyright at Conestoga 

Conestoga facilitates access to print, media, and electronic resources to support and enrich learning, teaching, and research in compliance with the following:


Plagiarism is submitting or presenting work of another person(s)/organization in whole or substantial part as one's own without proper citation and referencing.

Safe Practice

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

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

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

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

​​Student Protection Acknowledgement

A Student Protection Acknowledgement confirmation pop-up will appear when a student logs into the Student Portal on a yearly basis. This will direct students to policies and procedures relevant to their academic responsibilities. All Conestoga College wide academic policies and procedures are listed on the college website under "About Conestoga", "Policies and Procedures". 

Students are advised to review and comply with all policies and procedures, including the following:         
  • Academic Dispute and Resolution Policy & Procedure
  • Academic Offences Policy & Procedure ​
  • Clearance of Academic Deficiency Policy & Procedure
  • Convocation Procedure
  • Co-operative Education Policy
  • Discontinuance Procedure
  • Evaluation of Student Learning Policy & Procedure
  • Grading Procedure
  • Program and Course Withdrawal and Refund Procedure/International Student Withdrawal and Refund Procedure
  • Readmission Procedure
  • Religious Holiday Policy & Procedure
  • Student Expectations for Online Engagement
  • Student Feedback Policy
  • Student Fees Policy & Student Fee Invoicing and Payment Procedure
  • Student Rights and Responsibilities Policy & Procedure

Students must follow all of the policies and procedures for Conestoga College and it is expected that faculty will accept, fulfil and enforce these standards.​​ 

Conestoga 101

The Student Engagement Department is here to help you transition to the Conestoga College experience, connect with your community, and build your skills. 

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

Professional Conduct - Use of Social Media and Cell Phones

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

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

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

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

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

Attendance and Student Success Strategies


Religious Holidays

Students are permitted by Conestoga policy to be absent from class to observe a recognized religious holiday. Any student who is unable to attend classes or participate in an examination, study, or work requirement on some particular day or days because of religious beliefs will be given the opportunity to make up the work that was missed or do alternate work/examinations subject to timely notification.
Conestoga recognizes all religious holidays as defined by the College Employer Council.

It is the responsibility of the student to:

a. Plan ahead and be aware of the dates of all examinations and other course obligations;

b. Advise the Faculty member that they will be seeking accommodation to observe a recognized religious holiday and make a request in writing within the first three weeks of the semester and prior to the date of assessment that falls on the religious holiday. Exceptions based on extenuating circumstances must be approved by the Chair.

Use of Time between Classes

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

Test Procedures

  • Once a test begins, students may not leave the test room for 30 minutes. If they finish a test before that time, they may review their answers but are expected to sit QUIETLY and not disturb others.  Once students leave the room they may only re-enter when invited back by faculty.
  • Any student found cheating during the course of an examination/test will be addressed according to procedures found in Conestoga Student Guide.
  • Faculty are responsible to advise students as to the material permitted in the testing room. Personal items and learning materials will be left in an area identified by the faculty.
  • Faculty will advise as to the seating arrangements of students.
  • During open book tests, students must bring their own course materials (books, notes, Learning Packages etc.) for individual use only. Students may not share any of these materials. Electronic devices, such as, iPod, text messaging, cell phones, translators, will not be permitted.

Importance of Test and Presentation Dates

Test and assignment dates are scheduled at the beginning of each semester. Unplanned extenuating circumstances involving the college, the program, or the faculty may require changes to the course schedule.  If this occurs, students will be notified.

Students are required to write all tests during the scheduled in-class test times. Students who make personal commitments that conflict with meeting test and assignment deadlines do so at their own risk. There will be no special arrangements made for students with personal conflicts (e.g. work, family commitments or vacation plans). Students who wish to reschedule a test or presentation because of a religious holiday are required to discuss the situation with faculty at the beginning of the semester.

Academic accommodations are provided to students with documented disabilities through the Accessibility Services Office.

Test Results

Test results will be posted on the course shells on eConestoga or otherwise communicated as soon as possible after a test.  Tests will not normally be returned to students, but students may arrange with their professor/instructor to see and discuss their test results.  Students should consult with their professor/instructor for details of the review process.  Such reviews should be conducted within two weeks of the posting.

It is the students' responsibility to check their marks on any test or assignment and raise any issues within two weeks of the posting.

DataLink Tests

DataLink is a form that is filled out for multiple choice true and false type test questions.  If the DataLink forms are not filled out properly, you risk losing marks and delay receiving your results by the week.

Instructions on how to complete the form:

  • Use only a pencil.
  • Make dark marks so the machine can read your answers.
  • On the front of the form, fill name and course name and shade in student number and test number (if applicable).
  • On the back of the form ONLY shade in your last and first name.
  • Use a quality white eraser when erasing mistakes or shade in your answers once you are sure of the response you wish to indicate.

If you have no grade posted for a test, please speak to the Professor/instructor as soon as possible to find out why it was not posted.  Do not wait until the end of the semester to check why you are missing grades.  If you wait more than 1 week to check your missing grade, a mark of ZERO will be posted.

Working Together on Group Assignments

Students will often work with their fellow peers on various assignments/projects throughout the program. Each group member is responsible for ensuring that they have an equal role in the group. All students in the group should review the completed work before it is submitted/ presented. When issues/concerns arise during the group process, it is the responsibility of group members to contact the course professor for assistance prior to the assignment due date.

Faculty Returning Tests and Assignments

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

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

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

General Guidelines for Quality of Written Work

In the BCCJ program, both in courses and field placement, there are continuous requirements for written work in a variety of formats (papers, assignments, forms and plans, handouts, etc.). It is expected that all students will meet the standard of English required within our profession. Faculty, field placement supervisors and cooperating teachers will identify students who are having difficulty in this area and will approach students to discuss the need for improvement. Students may be referred to the Learning Commons to help them improve the quality of their written work.

General Guidelines for Submitting Written Work

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

Unless otherwise indicated by professors, generally, assignments should be:

  • Word processed;
  • Double spaced and 1 sided;
  • Submitted using a font size of 12 CPI, if word processed and proper margins;
  • Written in a grammatically correct manner (use spell and grammar check);
  • Handed in securely fastened with a cover page indicating the course name, faculty's name, student's name, section and date submitted;
  • Handed in at the beginning of class on the designated due date in class, unless otherwise indicated by professor;
  • Handed in using the APA format, if references are required.

NOTE: Faculty does not assume responsibility for assignments not given directly to them in hard copy at the beginning of the relevant course. Students should avoid handing in assignments outside the regularly scheduled class time and should make every effort to hand in assignments in person.

Submitting Assignments

It is expected that students will submit all assignments on time, on the date they are due, as per instructions of the course faculty.

Assignments that are received past the due date will be subject to the following deductions:

  • 1 to 3 days late - 10%
  • 4 to 6 days late - 20%
  • 7 to 10 days late - 30%
  • 11 to 15 days late - 40%
  • 16 to 20 days late - 50%
Assignments that are received more than 20 days late will receive a mark of 0, will be reviewed and offered feedback.

Students with extenuating circumstances that may prevent them from meeting assigned due dates may have the opportunity to negotiate a different due date providing they meet the following conditions:

  • They discuss their circumstance with the course faculty at least 3 business days prior to the due date
  • They negotiate a new date that is mutually agreed upon.

No assignments will be accepted after the last day of the semester.

Steps to Follow to Submit Assignments Outside of Class Time

Assignments should be submitted on their due date either in class or electronically as may be required by the instructor.  If circumstances require that they be submitted outside a scheduled class, the student will be required to drop off the assignment as directed by your faculty member. Where this involves a faculty office reception area, we cannot assure that faculty or administrative support staff will be present to receive assignments. Please make sure that if you are dropping an assignment off outside of class that you have indicated to your faculty, via email, that you have dropped it off. In your email you should indicate the date and time you dropped off your assignment. You should also provide an electronic copy of your assignment to the faculty as per faculty instructions.

Academic Progress Through the Program

Each program has very clear guidelines about how students successfully progress through their course of study. These guidelines are found in this program handbook. They include information about what may happen should you fail courses or field placement, how you could recover these courses, and what your options may be if recovery is not possible. We encourage you to review these guidelines in order to understand them. If you have any questions about them, please connect with a member of your program team. Remember, we are all here to help.

In order to resolve any concerns which may arise during a course, field placement or relating to the program overall, students are encouraged to resolve issues or concerns informally at the program level prior to proceeding to a formal appeal.

If attempts have been made, and a successful resolution has not been reached, students are encouraged to refer to their Conestoga Student Guide, and to follow the procedures outlined under the "Academic Dispute Resolution and Appeal Procedure​."​

Academic Standing and Promotion

The Conestoga Student Guide is your first source for information concerning academic regulations, policies and procedures. The Conestoga Student Guide is available on the college website and by visiting the "Student Guide" tab in your Student Portal.

Achievement and Grading

In addition to the Academic Regulations found in the Conestoga Student Guide, the following apply to the BCCJ Program:

  • Your Student Guide provides detailed information about dropping courses. If you are planning to drop a course, you must do so within the time period. If you have missed that time period, please see the Program Coordinator to find out about your options. Not attending a course does not constitute an official dropping of a course and will result in a grade of "F". 
  • If you have completed courses from a college or university that you think may be very similar in content to courses in the BCCJ program you may be eligible for a course exemption. Please note that to receive an exemption, courses must have been completed within the past 7 years and with a passing grade.).  The course content must match 80% of the BCCJ course content.  The courses must be at degree level for learning outcomes. If you would like to proceed with a request for exemptions, please follow the guidelines on your student portal. Exemptions will not be processed until a student starts the course. The exemption process will take some time, and students should attend all scheduled courses until they receive the exemption as they will be responsible for all material covered in class should the exemption be denied.
  • The College uses numeric, alpha and grade point average (GPA). A passing grade in the program is 60%.  An incomplete is submitted as an "I".  Incompletes change to failures if the terms of the incomplete are not met within the stipulated time.

Course Add/Drop

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

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

Academic Probation

Students who have been unsuccessful in their field experience, have demonstrated a significant lack of professional deportment, have failed one or more academic courses may be recommended for Academic Probation. Academic probation allows students to be promoted to the next level with a special timetable or with academic conditions. Students on academic probation will be referred to a Student Success Advisor to set up an academic plan adn seek (if required) additional on-campus supports. The goal of these measures is to allow students to continue in the program accompanied by an opportunity for personal reflection and a supportive plan for success.

The Bachelor of Community and Criminal Justice program offers each course only once per academic school year. Failure of a course will impact your ability to graduate that year.  Students will not be able to repeat a course until the following academic year.


A student may be discontinued from the program if they have any combination of three failed and/or missed (Did Not Attend) courses in an academic year and/or have an overall GPA of less than 60%.  Students may also be discontinued for failing to meet the standards of conduct set out in this document.  Discontinued students must sit out at least a full academic semester before reapplying.  Upon authorization from the Program, you may reapply through the College.


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

Program Transfer

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


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

Special Timetables/Adding Dropped or Failed Courses

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

Students who take longer than the designed program length of time to complete their studies are accountable for completing any new or additional courses that may result due to changes in the program of study. Unless otherwise stated, students registered in non-cohort delivered programs must complete the program of study within seven years of being admitted to the program.

Readmission to a Program

Students are required to apply for readmission when they have been absent from their program for one semester or longer unless an Intention Form has been completed (returning students only), or when the student has withdrawn or been discontinued. Upon readmission, students are placed into the current program of study which determines graduation requirements. Students are subject to the college and program policies and procedures in place at the time of readmission.

Students applying for readmission to Level/Semester 1 must do so through Ontario Colleges Website. Students applying for readmission to a level beyond Level/Semester one must do so using a Conestoga College Program Application Form. Applicable fees will be charged.

The application for readmission will be reviewed based on the student's academic eligibility, program readmission requirements, and space availability. The student will be informed in writing of the decision

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

Clearance of Academic Deficiency/Supplemental Opportunities

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

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

  1. A final course grade of less than 60%, but equal or above 54%.
  2. No academic offences in the course.
  3. Evidence of passing at least one evaluation in the course.


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

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

Note:   Supplementals are NOT available in all courses. It is the student's responsibility to check with the appropriate professor/instructor to discuss the possibility of a supplemental. For example, failure to complete a field placement or co-op placement does not allow a student to complete supplemental work to clear the deficiency.

Course Exemptions

The principal criteria for assessing the equivalency of a course to one of our mandatory courses involve (1) proportion of match to substantive content (an 80 percent correspondence is required); and (2) level of credential.

Once a determination has been made and approved by the Department Chair, it is final and not subject to appeal.


Students are eligible to graduate upon completion of all academic requirements in their program of study, including co-op placements if applicable. Students are expected to respond to their invitation through their Student Portal. Convocation ceremonies are held in the spring and fall of each academic year. Students who take longer than the advertised program length are responsible for completing any new or additional courses due to an  application to graduate.

Interdisciplinary Electives

Students are required to complete interdisciplinary elective courses. Interdisciplinary elective requirements are listed at the bottom of the progress report, which is found on the Student Portal under My Courses. The progress report indicates the level/semester in which the course must be taken. Students are responsible for adding interdisciplinary electives into their schedule for the designated semester. Eligible courses are posted each semester by the School of Interdisciplinary Studies on the College's elective website. For more information and to view the current elective course offerings, visit Questions regarding interdisciplinary electives can be directed to the School of Interdisciplinary Studies:


Work-Integrated Learning Experiences

​Student Consent Forms

Students are required to complete program specific consent forms. To access the forms, students need to visit the WIL Document Services Community in myConestoga and click on the Consent Forms tab. 

Pre-WIL Health Requirements

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

  • An annual Police Check for Vulnerable Sector Screening (VSS). Police Checks must be clear of any unpardoned criminal offences. An unclear criminal record may result in the inability to participate in off-campus activities which may jeopardize opportunities associated with learning in the program. Acceptance in off-campus activities is at the discretion of the host organization; some agencies, for example, may request students to provide a VSS completed within six months of the start date. Students with criminal records are advised to meet with the program chair for academic counselling to determine program and career suitability. 

​Safety in the Workplace Course (OHS1320)

All students who participate in unpaid work-integrated learning (WIL) experiences during the course of their program will be required to successfully complete the mandatory Safety in the Workplace course prior to going out on WIL.  The course will provide students with an introduction to workplace hazards and general safety awareness. Students will receive a Record of Completion to provide evidence of this training to WIL experience sites and will consent to their workplace insurance coverage.


Prior to your first WIL experience, you must electronically sign a Declaration of Understanding of WSIB Coverage related to Unpaid Clinical placements indicating you understand that WSIB coverage will be provided through the Ministry of Colleges and Universities (MCU) while you are on training WIL experiences. This Declaration will be placed in your student file. 

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

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

Field placement experiences provide the opportunity to demonstrate and enhance your learning in the practice environment.  These placements have been organized by your Program in partnership with the organization where you have been placed.

The following procedures have been developed to make it easier to identify and address any concerns or issues regarding your safety or the safety and care of clients that may come up during the placement in a way that supports both a solid learning experience and a constructive partnership with the placement site.

A. Communication of General Concerns Regarding Your Safety or the Safety and Care/Service for Clients
  1. Students will be provided with an Orientation to their WIL site on the first day of their WIL placement. The Orientation may include details of the WIL site's policies and procedures related to communication about the safety of the work environment and/or the safety and care of patients/residents/clients.
  2. If a student has any concerns about the safety of the work environment and/or the safe/appropriate care/service for clients:
    • The student must immediately report these concerns to the College individual associated with the WIL placement (Clinical Instructor, Faculty responsible for your WIL placement, WIL placement Supervisor).
    • The Clinical Instructor/Responsible Faculty/WIL Placement Supervisor will discuss this concern with Site Management.
    • For concerns of a serious nature (e.g. concerns impacting a total student group; a serious care/service situation), the Clinical Instructor/Responsible Faculty/WIL Placement Supervisor will discuss the situation with the Program Coordinator and, potentially, the Chair. The Coordinator or Chair will immediately contact WIL site management to determine next steps.

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

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

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

In Situations of Possible Injury to Clients during a WIL Experience or Student Damage to Facility Property

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

Work-Integrated Learning in 3rd Year

Students in 3rd year of the program will complete two 70-hour placements over the Fall and Winter terms.

Field Placements:

All students will have the opportunity to compete for placement positions facilitated by B.CCJ Program.

 The process will be as follows:

  1. Students will identify their top choices of placement.
  2. The program will meet to assign students a maximum of three positions to submit resumes to. A combination of placement agency standards (i.e. written and verbal communication skills, academic achievement, etc.), will be used by the program to determine assignment.
  3. Students will submit resumes and cover letter to assigned agencies.
  4. Agencies will select students to interview, and subsequently rank candidates.
  5. The program will assign students to placement based on the above criteria, as well as by agency ranking.

If unsuccessful in securing a field placement, students may have the opportunity to complete requirements through a format approved by Faculty/College to meet learning objectives.

Please note if students fail to follow the placement process, as outlined by Faculty, students may not be assigned a placement and required to repeat the course in a future year.

4th Year Community-Based Applied Research Projects

As a requirement of your degree, every student must complete a major project in their fourth year of study. In the Bachelor of Community and Criminal Justice program, this requirement is met through community-based applied research (CBAR) projects. Prior academic performance will be considered when assigning students to the types of projects outlined below.

For students entering Level 8 in Fall 2021, those with an 80% overall average in their third year will be eligible for Community-Based Applied Research with primary data options. Students outside of this range will be eligible for applied research through the use of unobtrusive measures/secondary sources ( to be used for information interested of community agencies or additional project support materials).

Beginning in the Fall of 2022, students with an 80% + overall average in 3rd-year research-based courses (RSCH 73000 and RSCH 73200)  will be eligible for Community-Based Applied Research with primary data options. Students outside of this range will be eligible for applied research through the use of unobtrusive measures/ secondary sources (to be used for information interests of community agencies or additional project support materials).

This will be done in teams of 5, graded individually on selected assignments, and then combined for an overall final product.

Student Representatives

Two students from each year will be elected by their peers to be CCJ Student Representatives. The Student Representatives take on positive leadership roles and coordinate activities/opportunities for their cohort and across cohorts in the CCJ program. Where appropriate, they will act as liaisons between faculty and students and will be invited to some faculty meetings throughout the year. Student Representative positions may be held for one year only. If a student held the position of Student Representative in one academic year, they are not eligible to run the following year for the representative position.

Student Representative elections will be held in the last week of September each academic year.

In order to run for the position of student representative you must meet the following criteria:

  • Minimum 75% overall academic average
  • Ability to communicate professionally (verbally, written, and in emails)
  • Professional use of social media

Co-operative Education

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

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

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

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

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

  1. Login to MyCareer
  2. Select Co-op
  3. Select Co-op Resources
  4. Select Co-op Policies
  5. Select Co-operative Education Regulations, Procedures and Supports for Students

Please Note:

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

Student Awards

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

Non-Monetary BCCJ Awards

The following awards* are available to the students of Community and Criminal Justice. Students who have questions about any of these awards should speak with their Program Coordinator.

* Note: All awards are subject to change but are correct at the time of printing.

Award Award Value Year/
# per year 
or intake
Application Process Criteria

Program Sponsored Awards ​

​Faculty Award
1 award
​Awarded to a student in third or fourth year of the program who: demonstrates integrity, a commitment to leadership both inside and outside of the classroom, and strives for academic excellence.
​Highest Academic Achievement in Year 1
​Year 1/
1 award
​This award is given to the student with the highest overall academic average in each year of the Bachelor of Community and Criminal Justice degree program.
​Highest Academic Achievement in Year 2
​Year 2/
1 award
​This award is given to the student with the highest overall academic average in each year of the Bachelor of Community and Criminal Justice degree program.
​Highest Academic Achievement in Year 3
​Year 3/
1 award
​This award is given to the student with the highest overall academic average in each year of the Bachelor of Community and Criminal Justice degree program.
​Highest Academic Achievement in Year 4
1 award
​This award is given to the student with the highest overall academic average in each year of the Bachelor of Community and Criminal Justice degree program.
​Outstanding Major Research Project
4 awards
​Awarded to a student group who, over the duration of their 4th year, exemplified commitment to community-based research and produced an outstanding final project
​Professional Integrity Award
1 award
​Faculty Selection
​Awarded to a student who demonstrates dedication to their academic journey while balancing outside commitments. This award recognizes a student who has demonstrated professional integrity and resilience over the duration of the degree program. 
​Work Integrated Learning
1 award
​Awarded to a student who demonstrates dedication, hard work, professionalism, integrity and respect to all work integrated learning tasks.

Academic Delivery Plan and College Hours

​​​Academic Delivery Plan Fall 2022

In response to the COVID-19 pandemic, Conestoga has developed an academic delivery plan for the Fall 2022 semester. The safety and well-being of our college community remains our highest priority. Our academic plans and decisions continue to be based on the advice of public health authorities. 

Back on campus

We look forward to continuing to welcome students back in person and on campus for the fall term. There are three ways in which programs will be delivered:

Hybrid: You will be required to attend in-person classes at your assigned campus. Most class hours will be delivered in person, with a few hours delivered remote/online.

On campus: You will be required to attend in-person classes at your assigned campus. All class hours will be delivered in person.

Remote: Remote programs will be delivered fully online. There will be no in-person classes.

Details regarding classes and delivery formats will be provided in your program schedule (timetable).

College Hours

Full-time courses at Conestoga are typically delivered Monday to Saturday, 8:00 a.m. to 10:00 p.m. *

*In some instances, classes will be scheduled outside of this time frame and may include Sunday, to accommodate course, program and college requirements.*​​

Web-based Tools

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

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

Attendance at Evaluations

Working Together to Plan Your Success

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

Attendance for Evaluations

Evaluations are critical components of each course and your overall success in your program. An evaluation is defined as a test, exam, presentation or any other formal assessment that contributes to your course mark that requires your presence, in class or on-line. Please note that in many programs across the College, every field placement, clinical day, and lab/shop day is considered crucial to your overall learning and success and the expectation is that you attend.  If you are in a program that includes field or clinical placements, labs/shops, or any other on or off campus activities, it is essential that you discuss attendance requirements with your program faculty in order to understand expectations and consequences.

Your attendance for all evaluations is a requirement. If there is a concerning pattern of absence from evaluations across your program, you may be asked to meet with the Program Coordinator and/or Student Advisor to discuss strategies for success.

While circumstances such as religious holidays and academic accommodations may necessitate rescheduling of evaluations and will be accommodated, please note that there will be no special arrangements made for rescheduling evaluations due to personal conflicts such as work or vacation plans.  

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

Faculty Responsibilities

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

Student Responsibilities

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

How to Report Absences on the Student Portal

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

Important! Please note the following:

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

Valid Absence from Scheduled Evaluations Less than 20%

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

Valid Absence from Scheduled Evaluations 20% or More

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

Alternative Evaluation Arrangements

  • Faculty members will determine alternative evaluation arrangements as appropriate. During the pandemic, on-campus Test Centres will be closed.
  • Students will complete any necessary forms. 
  • Students are required to complete the alternative evaluation as scheduled. If an evaluation cannot be rescheduled (for example an experiential activity or participation in a group presentation) reallocation of marks will be determined by faculty and communicated to student via eConestoga or college email or documented on an interview record and signed off by both faculty member and student.

Program Handbook Revision Log

Last RevisedBy Whom
June 17th, 2015Jillian Grant
June 29 2015Jennifer Robinson
May 31 2016Jennifer Robinson
June 3, 2016Dom Parisi
June 28, 2016Janos Botschner
June 6, 2017​Dom Parisi
​June 21, 2018 ​Jaymie Wilson-Neil
​July 9, 2019
​Julia Rodricks
​August 20, 2020
​Ashitha Jacob​
​July 12, 2021
​​Liz Oliveira
​June 17, 2022​Jess Balzer

Accommodation Disclaimer

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

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

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

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

Bachelor of Community and Criminal Justice (Honours)