The Dean of the Faculty, in consultation with the Faculty Board, may at any time exercise the discretion of the Office of the Dean of Education to ensure that all students for the Bachelor of Education degree and/or the Diploma in Education conform satisfactorily with the general professional and ethical requirements of teachers to acquire the Ontario Certificate of Qualification through the Ontario College of Teachers.

Concurrent Education (Years 1-4)

Attendance

Addendum

Faculty of Education’s Policy for Attendance, Course Work and Conduct:

Teacher Candidate Attendance in the Concurrent Education Program

(Year 1 - PROF 110 / Year 2 - PROF 210 / Year 3 - PROF 310)

The Concurrent Education (ConEd) program allows students to simultaneously pursue two degrees: an undergraduate honours degree and a Bachelor of Education. Consequently, students must adhere to the requirements and expectations of both the undergraduate Arts and Sciences program and the Faculty of Education. This policy addendum pertains to the latter.

As outlined in the Faculty of Education's core directive, "Attendance Policy for Teacher Candidates in Consecutive or Concurrent Education: Final Year / Year 5 of the Bachelor of Education Program," regular attendance in Professional Studies (PROF) courses is essential for all teacher candidates. This commitment, along with maintaining regular communication with instructors and teaching assistants, completing assignments on time, and fulfilling other course requirements, demonstrates a candidate's readiness to adopt key norms valued in the professional workplace culture maintained in schools pertaining to employee attendance, professional communication practices, and high standards of accountability for personal and professional conduct.

1. General Advisory about Attendance Requirements in the Concurrent Education program:

The nature of our teacher education program is highly participatory. Regular attendance in all classes and the timely completion of assignments are essential to success in our program, including the ConEd Teacher Education program.

1.1 Attendance components: Satisfactory attendance includes, (but is not limited to):

• attending all scheduled classes on time;
• staying in class throughout the entire lesson, and;
• participating in all scheduled coursework and field experiences, as well as engaging in participatory requirements scheduled as part of class by the course instructor.

It is important to note that there are no equivalent actions that a candidate can pursue that removes or eliminates a recorded absence in a Professional Studies / PROF course. While reviewing of digital content after the scheduled session or watching a recording of the lecture demonstrates responsibility on the part of the teacher candidate, it must be noted that such actions fall short of expectations for a program that is based on participatory practice with colleagues and the instructor.

2.0 Specific Expectations for Attendance, Providing Notice about Absences, and Support for Teacher Candidates:

Teacher candidates are expected to participate in all aspects of their academic program, except in cases of absences due to unavoidable cause.

2.1 Definitions related to excused and unexcused absences, expectations for providing notice of absences and documentation to support the communication of absences are available to teacher candidates in Sections 3.1, 3.2, and 3.3 of the Faculty of Education’s Policy for Attendance, Course Work and Conduct

2.2 Absentee Limits for the Concurrent Education program:

2.2.1 Course Absences:  As outlined in the Faculty of Education’s policy for Attendance, Course Work, and Conduct, each course has a designated absence limit ("ceiling") that, if exceeded, requires a mandatory referral to the program’s administration (Executive Program Director and/or Associate Dean of Teacher Education) for an attendance review meeting.

These absence limits, along with the range of administrative actions specified in the policy for addressing attendance irregularities, apply to all Professional Studies (PROF) courses in the ConEd program. For greater clarity:

• A schedule of classes defines a Professional Studies course offered in the ConEd program during the Fall / Winter academic terms.
• Within that schedule, the maximum number of excused and / or unexcused absences in a Professional Studies / PROF course must not exceed 20% of the classes scheduled during the Fall / Winter academic term.

2.2.2 Monitoring and Reporting Attendance of Teacher Candidates:

[a] Upon reaching three (3) absences in the course: Teacher candidates are expected to track - and account for - any absences accumulated in the Professional Studies (PROF) portion of their Teacher Education Program. Course instructors will also engage their own process for monitoring Candidate attendance and reporting concerns, regardless of the cause(s). Once an accumulation of three (3) absences have occurred a course instructor shall:

• contact the candidate via their Queen’s University email account. Teacher candidates must access and manage their university email account regularly, as it will be assumed that they have opened and acted on communications;
• advise the teacher candidate of the limits on course absences, and will inquire whether the candidate is accessing resources to support their success in the course, which may include:
  • Academic Support Services through the Student Academic Success Services at Queen’s University, and / or;
  • Student Wellness Services to address health concerns that may be impeding regular attendance, and / or;
  • Queen's Student Accessibility Services (QSAS) to address or adjust any learning accommodations deigned to remove disability related academic barriers and / or;
  • A recommendation for referral a student services advisor at the Faculty of Education for guidance regarding academic program advice.

Since our attendance policies follow a practice of “compassion with boundaries,” any communication issued at / after three absences should be understood by Candidates as both a concern and a warning that their attendance does not meet the Faculty of Education’s expectations. Given the importance assigned to regular and consistent attendance in our professional program, Candidates are expected, at a minimum, to acknowledge receipt of any correspondence from their course instructor regarding attendance concerns or academic progress.

[b] Upon reaching five (5) absences in the course: Once an accumulation of five (5) absences have occurred, a course instructor shall:

• contact the candidate via their Queen’s University email account. Teacher candidates must access and manage their university email account regularly, as it will be assumed that they have opened and acted on communications. The course instructor will advise the teacher candidate that they have reached the limit on permissible course absences and will copy the Executive Program Director for Teacher Education into this notice, using edudirector@queensu.ca .
• As well, the course instructor will provide the candidate with the following information to support their success in the course, which may include:
  • Academic Support Services through the Student Academic Success Services at Queen’s University, and / or;
  • Student Wellness Services to address health concerns that may be impeding regular attendance, and / or;
  • Queen's Student Accessibility Services (QSAS) to address or adjust any learning accommodations deigned to remove disability related academic barriers.

2.2.3 Attendance Review Meetings:  A teacher candidate who has accumulated any combination of excused or unexcused absences totalling up to five (5) absences will be required to meet with the Associate Dean (or designate). In some cases, an attendance management plan to support the candidate’s participation in the program will be initiated.  At other times – and given the prevailing circumstances - program administration may decide to initiate procedures to withdraw a candidate from the program where absences (excused or unexcused) reach the prescribed limit.

2.3.3 Absences in any Academic Term that exceed five (5) absences in Professional Studies / PROF course: Should a candidate’s absences exceed five (5) absences in any given term, then it must be understood that the completion of the Professional Studies / PROF course is in jeopardy. As such, program administration will examine each candidate’s record on a case-by-case basis, to determine if it is necessary to initiate procedures to withdraw a candidate from the course and / or the practicum component.

Where there is documented evidence of on-going “unavoidable cause” related to the teacher candidate’s absence, the teacher candidate may be offered the option of deferral (for medical reasons or, on compassionate grounds) from the program or, the opportunity to withdraw from the program without penalty, subject to the approval of the Associate Dean.

A teacher candidate may also present to the Associate Dean for consideration, a request for a deferral. A request of this nature must be made in writing and communicated through the candidate’s Queen’s University email account. The request must clearly indicate the grounds for seeking the deferral and provide documentation to support the request. Requests for deferral filed without grounds or appropriate documentation will not be considered.

Changing Teaching Division

Concurrent Education students choose their teaching division (PJ or IS) at the end of first year.  If during their undergraduate degree they want to change divisions, this can have implications on their practicum placement in Year 3.  

Year 1 (EXLR 110)
No division has been selected yet.  Students are able to complete an experiential learning placement with children that range in age similar to students in grades JK-8 (ages 3-15). Placements will occur in a non-school setting (i.e., museums, after-school programming, at-risk programs, alternative education centres). 

Year 2 (EXLR 210/211)
Deadline to select teaching division in May of Year 1 is firm.  Students who do not select a teaching division by the deadline will be defaulted to PJ, and they will need to stay in PJ for Year 2.

Year 2 experiential learning placement must align with the student’s selected teaching division.  Placements will be done in a non-school setting (i.e. museum, Boys & Girls Club, Montessori school, education programs).

Primary-Junior (PJ) – Ages 3-11
Intermediate-Senior (IS) – Ages 11-19

• If a placement request has been submitted – the student must complete the experiential learning placement as approved at the beginning of Year 2 and the division switch can be completed for the following year after the placement is complete (by July 1).  
• If a placement request has not yet been submitted – the student could switch teaching divisions and complete the experiential learning placement in the appropriate division.  

Teaching division change requests must be submitted to a student’s Academic and Career Advisor in Education Student Services.

Year 3 (PRAC 310/311) 
PRAC 310/311 practicums are arranged exclusively by the Practicum Office in associate schools within the designated catchment area assigned to the Queen’s Faculty of Education. Students are NOT authorized to arrange their own practicum and any effort to do so would be regarded as a serious form of misconduct. Students must be placed in a traditional grade-level classroom according to their teaching division and teaching subjects, if applicable. Students must be supervised by an OCT certified teacher, in good standing. The teaching division in which the student completes this practicum must align with their teaching division in final year.

Division switches must be requested by November 15.

• Before November 15: the student could switch teaching divisions and complete the practicum placement in the newly chosen division.
• After November 15: the student must complete the practicum placement as approved and remain in the teaching division through final year, or the student must repeat the practicum in the newly chosen division before entering final year.  The student will be responsible for any fees associated with the cost of the extra course.

Teaching division change requests must be submitted to a student’s Academic and Career Advisor in Education Student Services. Changing teaching divisions after completing PRAC 310/311 could delay a student’s attendance to final year.

Changing Teaching Subjects

If an Intermediate-Senior student wants to change teaching subjects they must notify their Academic and Career Advisor in Education Student Services. This could delay a student’s attendance to final year. 

Continuation in the Concurrent Education Program (Academic Standing)

Registration in Education courses in subsequent years is contingent upon:

1. successful completion of Education courses in current year; and
2. maintaining an adequate academic standing in the undergraduate Honours degree program.

Academic progress will be reviewed at the conclusion of each year in Arts, Science (including Kinesiology), Fine Art, and Music, by the Faculty of Arts and Science. Students placed under academic probation by the Faculty of Arts and Science at Queen's will be required to concentrate their efforts on their Arts and Science courses and to suspend their work in Education until they are removed from academic probation.

Students who receive a grade of ‘Fail’ in the same placement twice will be deemed to have failed the placement requirement of the program and will be removed from the Concurrent Education portion of their degree.

If a student is unsuccessful in both EXLR 110 and 21X or any two PROF courses (PROF 110, 210, or 310), the student must submit an appeal to remain in the Concurrent Education program. If the EXLR appeal is successful, and if the student subsequently receives an unsuccessful grade in PRAC 31X, PRAC 42X or PRAC 43X, this will result in an administrative review and will most likely result in removal from the Concurrent Education program.

Entry into Final Year

Queen’s Faculty of Education holds an information session for students in their final year of their undergraduate degree to explain how the Education year unfolds and to review entrance requirements and optional program tracks. It is expected that students will progress to their final year immediately following the successful completion of their undergraduate Honours degree.

Students must meet the requirements for the Concurrent Education program for the year they enrolled in the Concurrent Education Program. Students in the Concurrent Education program are expected to complete both Education and Arts, Science, Fine Arts, or Music degrees within six years. Students planning to enter final year Education at Queen’s must:

1. complete all prerequisite courses by the second Friday in May; Any alterations to this must receive permission from Student Services.;
2. graduate with a 20 full-year course Honours degree (BAH, BScH, BFAH, or BMus) in the spring PRIOR to attending final year Education; Any alterations to this must receive permission from Student Services.; AND
3. must have a minimum of a B average on their best 10 full-year university courses.
4. complete a half-year course in Developmental Psychology; OR a full-year course in Introductory Psychology;
5. meet division-specific final year Education prerequisite courses under Concurrent Education Degree Requirements.

Experiences in Schools/Placements

EXLR 110/210/211 – Must be completed in non-school educational settings. Experiential learning placements in publicly-funded schools are not permitted. EXLR 210/211 must be completed within the appropriate age group for the selected division. Placements must be approved by a student’s Academic and Career Advisor in Education Student Services.

PRAC 310/311 – Must be completed in an Ontario associate school that follows the Ontario curriculum, under the mentorship of an Ontario College of Teachers (OCT) certified teacher in good standing. All practicums will be completed in May of the academic year, in a traditional grade-level classroom within the appropriate teaching division and/or teaching subject(s). Over the course of the Bachelor of Education program, some Intermediate-Senior candidates may only get experience in one teaching subject over the two divisions. All PRAC 310/311 practicums are arranged exclusively by the Practicum Office in associate schools within the designated catchment area assigned to the Queen’s Faculty of Education. Students are NOT authorized to arrange their own practicum and any effort to do so would be regarded as a serious form of misconduct.

Due to the Progression Policy, students are not permitted to take the next level of EXLR/PRAC unless they are currently enrolled in the corresponding PROF course or have completed that PROF course in a previous year. The Progression Policy applies to all EXLR/PRAC components.

PROGRESSION CHART

Level 1: Concurrent Education students take PROF 110 and EXLR 110 during the fall/winter terms. A student may not progress to the next level until both courses are passed successfully. EXLR 110 is equivalent to full 10 days*.

Level 2: Concurrent Education students take PROF 210 and EXLR 21X during the fall/winter terms. A student may not progress to the next level until both courses are passed successfully. EXLR 21X is equivalent to full 15 days*.

Level 3: Concurrent Education students take PROF 310 in the fall/winter terms, and PRAC 31X in May. PRAC 31X is equivalent to full 15 days*.

*A full day consists of one full “school day”, minimum 6 hours.

Request to Defer Final Year Education

Requests to defer final year Education for one academic year must be made prior to January 15 of the expected year of entry into final year Education. Students must email their Academic and Career Advisor in Education Student Services to explain the reason for this request. Only requests for short term academic, medical and compassionate reasons will be considered.

Between January 15 and April 30, Education Student Services will consider requests to defer final year Education for medical or compassionate related reasons only. These written submissions must be sent to their Academic and Career Advisor in Education Student Services and be validated by a medical certificate. Deferrals are given for one academic year only.

Students who are granted a deferral do not have to re-apply; they are automatically considered as part of the subsequent year's cohort. However, students must email their Academic and Career Advisor in Education Student Services by January 15 to confirm their intention to complete final year Education the following fall.  To indicate their readiness to start final year Education in the fall, students on medical deferral must submit a medical clearance form from their physician to Student Services by January 15 of the following year.

Request for Deferral of Placement

Deferral of placements is not recommended in order to keep students on-track in their program. Students must first be registered in the EXLR/PRAC course in order to request a deferral. If the request to defer a EXLR/PRAC course is approved, the student will be dropped from the EXLR/PRAC course and will be re-registered in the course the following year. Due to the Progression Policy, students are not permitted to take the next level of EXLR/PRAC unless they are currently enrolled in the corresponding PROF course or have completed the PROF course in a previous year. As highlighted in the PROGRESSION CHART above.

Year 1 (EXLR 110)
Deferral requests will be reviewed on a case-by-case basis for medical or compassionate reasons only. Students must request in writing to the Manager, Education Student Services and copied to their Education Academic and Career Advisor in Education Student Services reasons for requesting a deferral. This could require additional documentation.

Year 2 (EXLR 210/211)
Deferral requests will be reviewed on a case-by-case basis for medical or compassionate reasons only. Students must request in writing to the Manager, Education Student Services and copied to their Education Academic and Career Advisor in Education Student Services reasons for requesting a deferral. This could require additional documentation.

Year 3 (PRAC 310/311)
Deferral requests will be reviewed on a case-by-case basis for academic, exchange, medical or compassionate reasons only. Students must request in writing to the Manager, Practicum Office and copied to their Education Academic and Career Advisor their reasons for requesting a deferral. This could require additional documentation. 

Request for Leave of Absence from Program

Students may request a leave of absence for no more than one academic year. This request must be submitted in writing to their Academic and Career Advisor in Education Student Services.  The student must also have approval for a leave from the Faculty of Arts and Science. If a student is on a leave of absence from the Faculty of Arts and Science, they will be on a leave of absence from the Faculty of Education. The student must notify their Academic and Career Advisor in Education Student Services. 

Selecting Teaching Division

At the end of year one, students must select either the Primary-Junior (PJ) or the Intermediate-Senior (IS) teaching divisions (and teaching subjects). A student who fails to make the selection before the deadline date will be deemed to have selected Primary-Junior (PJ) by default. Notification of the deadlines will be sent to the student’s university email account.

Year Abroad/Study Abroad Options

If approved for a study abroad program, students must notify their Academic and Career Advisor in Education Student Services in writing regarding their absence from the university.

Students in second year* who are interested in completing their experiential learning placement while abroad are required to contact their Academic and Career Advisor in Education Student Services.

Students:

1. must obtain approval from their Academic and Career Advisor in Education Student Services to complete EXLR 210/211 out-of-country
2. must have successfully completed PROF 210
3. must be registered in the second year EXLR course prior to completing an out-of-country experiential learning placement

*students must complete their third-year practicum placement in Ontario

Withdrawal

1. Any student planning to withdraw from the Concurrent Education program must contact their Academic and Career Advisor in Education Student Services prior to withdrawal.

When withdrawing from the Concurrent Education program, they remain in the undergraduate Honours program.

2. Students withdrawing from both Education and Arts and Science programs must inform both offices and complete both withdrawal forms.

Concurrent and Consecutive Education

Academic Accommodations for Students with Disabilities

Queen's University is committed to achieving full accessibility for people with disabilities. Part of this commitment includes arranging academic accommodations for students with disabilities to ensure they have an equitable opportunity to participate in all of their academic activities. If you are a student who may need accommodations, you are strongly encouraged to contact Queen’s Student Accessibility Services (QSAS) and register as early as possible. For more information, including important deadlines, please visit the QSAS website.

Ventus is a management system used by QSAS that allows students, instructors, and other University stakeholders to communicate easier about accommodations for students. Students are responsible for sharing their Letter of Accommodation through the Ventus portal. If a student does not follow the instructions for sharing their Letter of Accommodation in Ventus, accommodations will not be available to the student while in the academic program on campus or while attending a practicum placement. In these situations, retroactively providing accommodations will not be possible.

Details and more information can be found on the QSAS website.

Academic Integrity

1 Introductory Matters

1.1 Purposes and Scope of Procedures

The Queen’s University Senate Policy on Academic Integrity (“the Policy”) states that students, faculty, and staff have responsibilities to support and uphold the fundamental values of academic integrity: honesty, trust, fairness, respect, responsibility and courage.

These Procedures of general application will primarily be used by those who are responsible for implementing academic integrity procedures in the Faculties and Schools. Additional guidelines and resources for instructors and students are available on the Queen’s Academic Integrity website.

The purposes of the Procedures are to:

• affirm the University’s dedication to the values of academic integrity and the seriousness with which it treats departures;
• protect the academic integrity of the University and the value of its courses, programs, and degrees;
• explain the responsibilities of students, instructors, and staff;
• ensure the rights of students are protected; and
• ensure consistency among Faculties and Schools and the equitable treatment of students.

The Policy and these Procedures apply to all members of the Queen’s University community including students who have not yet graduated, instructors, and staff. They govern all academic-related activities that receive acknowledgement from the University including both course-related activities as well as non-course activities including, but not limited to internships, professional placements, comprehensive exams, oral thesis exams or defences, academic appeals, academic petitions and/or applications for academic awards, consideration and opportunities (e.g. exchange, personal interest credit).

Proceedings under these Procedures are also governed by the Policy, any applicable rules of the Faculty/School and of Senate and the University, and the principles of procedural fairness.

Each Faculty and School may implement supplementary procedures consistent with these Procedures. Where there are discrepancies between these Procedures and applicable rules of the Faculty/School, however, these Procedures take precedence.

Investigations of potential departures from academic integrity that are discovered after a student has graduated are governed by the Policy on Rescinding Degrees.

Titles and headings in these Procedures are for convenience only and shall not be relied on for any purpose related to the construction, interpretation or application of any provision in these Procedures.

1.2 Procedural Fairness

Proceedings must respect the rights and ensure the fair treatment of students and meet the standards of procedural fairness.

The Procedures are to be applied flexibly, in a manner and with the degree of formality appropriate in an educational environment and commensurate with the seriousness of the case itself.

The student must:

• know the nature of any allegations and the basis and evidence for them;
• have a meaningful opportunity to present a response in writing or in person; and
• have an opportunity to appeal when appropriate.

The decision-maker must:

• be free from bias or the reasonable apprehension of bias;
• make and communicate decisions in writing in a timely way; and
• provide clear reasons for decisions, based on evidence and consistent with all academic regulations.

“Decision-makers” include all those responsible under these Procedures for:

• deciding whether a departure from academic integrity (DFAI) occurred;
• deciding a sanction; and
• deciding an appeal.

1.3 Evidence

Evidence in proceedings, whether written or oral, must be relevant and reliable. It should be based, when possible, on first-hand information.

1.4 Confidentiality

The identity of a student may only be disclosed to others when allowed by the student or required under these Procedures. The instructor must reasonably safeguard the student’s identity throughout the process.

An instructor must not supply to a student any documentation related to an investigation that contains information related to another student, unless such information is necessary for the student to understand and meaningfully respond to an allegation. If information related to another student is necessary for this purpose, the instructor shall consult with their Faculty/School Academic Integrity (AI) Administrator (see Section 1.6.1) to ensure that appropriate privacy safeguards are in place prior to distributing the information.

Records of proceedings and their outcomes may only be created, compiled or retained as required under these Procedures.

1.5 Timing

When time limits are not provided in these Procedures, participants must take the required actions as expeditiously as reasonably possible.

When time limits are provided, those limits may only be exceeded when reasonably required in exceptional circumstances.

A time limit stated in “business days” does not include weekends, statutory holidays, the annual holiday shutdown period, or any other day when the University is closed.

1.6 Administrative Requirements of Faculties and Schools

1.6.1 Academic Integrity Administrator

Each Faculty/School must appoint an Academic Integrity Administrator (“the AI Administrator”), who will carry out responsibilities, including providing advice to instructors and maintaining records, as required in these Procedures.

1.6.2 Academic Integrity Lead and Academic Integrity Appeal Panel

Each Faculty/School must also appoint an Academic Integrity Lead (“the AI Lead”), an Academic Integrity Appeal Panel (“the AI Appeal Panel”), or both. The AI Lead, who is typically an Associate Dean or Director, will carry out responsibilities, including providing advice, reviewing and investigating matters, determining sanctions, and conducting appeals, as required in these Procedures.

When a Faculty/School does not have an AI Lead, the AI Appeal Panel will carry out these responsibilities. The AI Appeal Panel is headed by a Chair, and will consider appeals, as required in these Procedures (see Section 4).

The AI Lead and/or the AI Appeal Panel Chair may delegate administrative but not decision-making responsibilities.

1.7 Categorization, Maintenance, Retention, Release and Destruction of Records

Each Faculty/School AI Administrator must maintain the records required under these Procedures for the purposes of possible further actions or appeals, the annual report and other uses permitted by University regulations.

Each Faculty/School AI Administrator must ensure that the relevant records are filed, retained, released and destroyed only as provided in these Procedures and other University regulations, and in accordance with the University’s authorized Records Retention Schedules (See Section OP4000/5000 Student Records Management).

First and second DFAIs are automatically categorized as Level I except if the finding is sufficiently serious that the sanction assigned is one that can only be assigned by an AI Lead (See Section 3.4.3.1). If the exception applies, the finding is categorized as a Level II.

Third and additional DFAIs are automatically categorized as Level II DFAIs.

Level I DFAIs are stored by the Faculty/School AI Administrator in a file that is separate from the student’s Student Record. Information in such files may only be released as permitted or required by these Procedures, when there is a future DFAI with respect to the same student (see Sections 3.3.2.1 and 3.4.1.2), and/or when a student submits a petition or an appeal, where permitted by Faculty/School Regulations, of an academic decision (e.g. academic probation) in which their grade in the course(s) to which the DFAI is tied is partly or wholly related to the academic decision. Level I records are destroyed upon the student’s graduation.

Level II DFAIs, including copies (if applicable) of any DFAIs that previously had been categorized as Level I, are added to the student’s Student Record established for the student in the Faculty/School Office. Such information may only be released as permitted or required by these Procedures or by other University regulations, when there is a future DFAI with respect to the same student (see Sections 3.3.2.1 and 3.4.1.2), when a student submits a petition or an appeal, where permitted by Faculty/School Regulations, of an academic decision (e.g. academic probation) in which their grade in the course(s) to which the DFAI is tied is partly or wholly related to the academic decision and/or or with the student’s consent. These records are destroyed three years after the student’s graduation.

Records of academic integrity investigations or DFAIs and sanctions may not be retained in any other files maintained by the instructor, department, or Faculty/School.

1.8 Annual Reports

Each Faculty/School AI Administrator must report annually to the Academic Integrity Subcommittee on the number and type of academic integrity matters in the Faculty/School and their outcomes, using the Faculty/School Annual Academic Integrity Report form.

The Academic Integrity Subcommittee will make an annual report to Senate based on the Faculty/School annual reports.

1.9 Graduation during Investigation, Appeal or Withdrawal Period

No student may graduate or apply to graduate while their conduct is the subject of an ongoing academic integrity investigation or appeal, even if academic credit for the course(s) under investigation is not required to complete the degree. When an investigation is initiated during a student’s final year of study or involves a course required to graduate, the Faculty or School shall make reasonable attempts to expedite the investigation and appeal process before the expected convocation date.

No student who has been required to withdraw due to a departure from academic integrity may apply to graduate during the withdrawal period.

1.10 Changes to Course Standing during Investigation, Appeal or Following Decision

Once an investigation has been initiated, no student may drop or request pass/fail status or credit standing in a course associated with an academic integrity investigation during the investigation. These restrictions will remain in place throughout the appeal process.

Courses that were designated as pass/fail (e.g. personal interest credits) and or granted credit standing prior to an investigation being initiated will retain the pass/fail or credit standing designation.

Following the deadline to appeal the sanction, or after all avenues of appeal have been exhausted, a student may drop the course or request pass/fail status or credit standing if 1) there was no finding (i.e. the investigation was dismissed); 2) the finding was overturned on appeal; or 3) the assigned sanction was a sanction that could be assigned by an instructor and did not include a grade deduction (see Section 3.4.2).

If the student is permitted to change the course to pass/fail or credit standing or drop the course because the assigned sanction was a sanction that could be assigned by an instructor and did not include a grade deduction, the finding will remain on file and stored according to its Level I or Level II designation (see Section 1.7).

2 Types of Departures from Academic Integrity

2.1 Integrity in Action: The Core Values

Queen’s University is dedicated to creating a scholarly community free to explore a range of ideas, to build and advance knowledge and to share the ideas and knowledge that emerge from a range of intellectual pursuits. Each core value of academic integrity, as defined in the Senate Academic Integrity Policy, gives rise to and supports the next.

Honesty appears in presenting one’s own academic work, whether in the context of an examination, written assignment, laboratory or seminar presentation. It is in researching one’s own work for course assignments, acknowledging dependence on the ideas or words of another and in distinguishing one’s own ideas and thoughts from other sources. It is also present in faithfully reporting laboratory results even when they do not conform to an original hypothesis. Further, honesty is present in truthfully communicating in written and/or oral exchanges with instructors, peers and other individuals (e.g. teaching assistants, proctors, university staff and/or university administrators).

Trust exists in an environment in which one’s own ideas can be expressed without fear of ridicule or fear that someone else will take credit for them.

Fairness appears in the proper and full acknowledgement of the contributions of collaborators in group projects and in the full participation of partners in collaborative projects.

Respect, in a general sense, is part of an intellectual community that recognizes the participatory nature of the learning process and honours and respects a wide range of opinions and ideas. However, “respect” appears in a very particular sense when students attend class, pay attention, contribute to discussion and submit papers on time; instructors “show respect by taking students’ ideas seriously, by recognizing them as individuals, helping them develop their ideas, providing full and honest feedback on their work, and valuing their perspectives and their goals” (“The Fundamental Values of Academic Integrity”, 3rd Edition, p. 8).

Ultimately, responsibility is both personal and collective and engages students, administrators, faculty and staff in creating and maintaining a learning environment supported by and supporting academic integrity.

Courage differs from the preceding values by being more a quality or capacity of character – “the capacity to act in accordance with one’s values despite fear” (“The Fundamental Values of Academic Integrity”, 3rd edition, p. 10). Courage is displayed by students who make choices and integrous decisions that are followed by action, even in the face of peer pressure to cheat, copy another’s material, provide their own work to others to facilitate cheating, or otherwise represent themselves dishonestly. Students also display courage by acknowledging prior wrongdoing and taking proactive measures to rectify any associated negative impact.

All of these values are not merely abstract but are expressed in and reinforced by the University’s policies and practices.

2.2 Departures from Academic Integrity

As outlined in “Integrity in Action: The Core Values” (Section 2.1), the six fundamental values of honesty, trust, fairness, respect, responsibility, and courage support the entire educational experience of the University. Adhering to these values in all academic work and academic-related documentation ensures the value of the degree, the integrity of the institution and the integrity of individual achievement. Contravening any of these values compromises the integrity of the student’s experience in completing academic work, working with peers, and interacting with instructors.

Some examples of specific conduct and actions that may constitute departures from academic integrity are listed below. The list is not exhaustive, as other conduct and actions may also be found to be departures.

“Conduct” may include any actions or oral or written statements that may give rise to concerns about a possible departure from academic integrity, or taking steps in furtherance of a plan to engage in a departure from academic integrity.

“Academic Work” may include essays, papers, assignments, journal entries, tests, examinations, laboratory reports or results, or any other product of academic activity including those produced in a professional environment such as an internship or placement.

“Documentation” may include transcripts, notes from health care professionals, student attestations, audio messages, applications (e.g. for exchange, a scholarship or internship) or any other documentation used to support an application for an academic-related activity or form.

2.2.1 Departure from the Core Values of Academic Integrity

In addition to the specific types of departures from academic integrity listed below, “Departure from the Core Values of Academic Integrity” encompasses a range of conduct and infractions. Any acts that deviate from the core values of academic integrity (see Section 2.1) that do not fall under the specific categories listed below may be categorized under this broader heading.

In the educational context, there is, for instance, trust that students will abide by the core values of academic integrity and not violate these values or attempt to violate this trust. Therefore, attempts at plagiarism, facilitation, and other departures are as much a threat to academic integrity as submitting a plagiarized paper or working with a peer to undermine integrity. Honesty plays a role in exchanges with instructors, peers and other individuals (e.g. teaching assistants, proctors, university staff and/or university administrators), especially in a professionalized setting, where authentic self-representation and truthfulness are essential.

Investigations and findings under this broad category will cite one or more of these six values and indicate how the activity contravenes these values and compromises the integrity of the educational experience. “The Fundamental Values of Academic Integrity” (3rd edition) developed by the International Centre for Academic Integrity provides guidance on the meaning of these six values in relation to the educational experience.

2.2.2 Plagiarism

Plagiarism involves presenting ideas, words, or work, created by others or by technological assistance, as if they are one’s own or without proper attribution/citation. Self-plagiarism is also a departure from academic integrity. Self-plagiarism refers to the practice of submitting the same work, in whole or in part, for credit in two or more courses, or in the same course more than once without the prior written permission of the instructor. Self-plagiarism can also include presenting one’s own previously published work as though it were new.

Examples: copying or using quotations or paraphrasing material from a print or other source, including the internet and output from artificial intelligence, without proper acknowledgement; copying another student’s work; submitting the same piece of work in more than one course without permission.

2.2.3 Unauthorized Content Generation

Unauthorized content generation is the production of academic work, in whole or in part, for academic credit, progression, or award, using unapproved or undeclared human or technological assistance.

Examples: Response generation from artificial intelligence including, but not limited to, text-, image-, code-, or video-generating artificial intelligence tools; submitting assignments to online forums or websites for generating solutions.

2.2.4 Contract Cheating

Contract cheating is a form of plagiarism that involves outsourcing academic work to a third-party including, but not limited to, a commercial provider, current or former student, family member or acquaintance, and submitting the work as one's own.

Examples: purchasing a term paper or assignment to be submitted as one’s own; submitting essays or assignments that have been obtained from homework sites, essay mills, tutor sites, friends, family members or classmates.

2.2.5 Use of Unauthorized Materials

Use of unauthorized materials involves using or possessing unauthorized materials or obtaining unauthorized assistance in any academic examination or test, or in connection with any other form of academic work.

Examples: Using or possessing unauthorized written material or an electronic device with memory and/or web access such as a calculator, cell phone or smart watch that is not permitted during a test or examination; copying another student’s test or examination answer; receiving answers from an exam or test bank website.

2.2.6 Deception

Deception involves misrepresenting the accuracy of information, the authenticity of a document, one’s self, one’s work, or one’s relation to the University.

Examples: creating or causing to be created and/or submitting any falsified official academic document, including a transcript; altering any official academic documents, including transcripts; creating and/or submitting any falsified medical note; altering any information on documentation provided by a third party (such as a date); impersonating someone in a test or examination or allowing someone to impersonate you; fabricating or falsifying laboratory or research data; fabricating references and/or information derived from references; using another person’s credentials or representing yourself as having credentials that are not rightfully yours.

2.2.7 Facilitation

Facilitation involves enabling another student’s breach of academic integrity, regardless of whether it is deliberate or not.

Examples: allowing access – whether deliberate or not – to academic work that another student submits in part or whole as that student’s work; selling academic work; making information available to another student about the exam questions or possible answers during an online or take-home exam window or during an in-person exam.

2.2.8 Unauthorized Use of Intellectual Property

Using the intellectual property of another for academic, personal, or professional advantage without the authorization of the owner.

Examples: uploading course materials to a note-sharing website without the instructor’s permission; providing course materials to a commercial study-prep service not sanctioned by the University; distributing, publicly posting, selling or otherwise disseminating an instructor’s course materials or providing an instructor’s course materials to anyone else for distribution, posting, sale or other means of dissemination, without the instructor’s express consent.

2.2.9 Unauthorized Collaboration

Unauthorized collaboration involves working with others, without the specific permission of the instructor, on academic work that will be submitted for a grade.

Examples: working with others on in-class or take-home tests, papers, or homework assignments that are meant to be completed individually; communicating with another person during an exam or about an exam during the exam window.

2.2.10 Failure to Abide by Academic Rules

Failing to abide by Faculty/School or University academic rules and regulations.

Examples: failing to follow rules imposed by course instructors, or others (for example, teaching assistants, guest or substitute instructors), regarding the preparation, writing, and submission of academic work; failing to follow rules set out by instructors or the Exams Office in the writing of tests and examinations; failing to follow regulations governing ethics reviews; failing to comply with assigned sanctions resulting from a departure from academic integrity; unauthorized removal of materials from a library.

3 Instructor Process: Sequence of Events

3.1 Review of Documents

3.1.1 Delegation of Investigation

In most cases, the course instructor investigates a possible departure from academic integrity and decides the finding. However, when an instructor is unable to investigate and/or decide the finding, the Department Head or Dean may delegate the responsibility to another individual with appropriate subject matter expertise. For investigations of non-course activities (see Section 1.1) the individual who has the appropriate subject matter expertise may be a staff member whose responsibilities include overseeing the non-course activity in which a possible departure from academic integrity is suspected.

In these Procedures, all references to an “instructor” include such a delegate.

3.1.2 Initial Collection of Evidence

To begin investigating a possible departure from academic integrity, the instructor shall assemble all documents related to the case. Such documents may include:

• the work submitted by the student for academic credit;
• the source(s) from which the work submitted by the student is apparently derived;
• instructions describing the nature of the work to be done;
• the course syllabus;
• any email between instructor and student relating to the work;
• documents alleged to be altered; and
• documents used by the instructor or the Department stating policies on departures from academic integrity.

3.1.3 Guidance for Instructors

While collecting evidence (see Section 1.3), the instructor is encouraged to seek guidance from the faculty/school AI Administrator and/or an individual who holds an administrative role such as the Undergraduate Chair, Graduate Chair, Department Head or Program Director concerning matters relating to departures from academic integrity and, as needed, from the University’s Legal Counsel regarding the specifics of the case, or from the Office of the Ombudsperson concerning University policy and procedures more generally.

3.1.4 Dismissal of Investigation

If, after a careful review of the evidence collected during the initial collection of evidence, the instructor determines that there is insufficient evidence to continue with the investigation of a possible departure from academic integrity, the case will be dismissed. All documents related to the case must be destroyed and the student shall not be informed of the instructor’s investigation.

3.2 Engaging with the Student

3.2.1 Notification by the Instructor

If, after their initial collection of evidence, the instructor determines that there is sufficient evidence to continue with the investigation of a possible departure from academic integrity, the instructor must use the “Notice of Investigation of a Possible Departure from Academic Integrity” form (“the NOI”) to notify the student of the alleged departure from academic integrity. The following information shall be included in the NOI and sent by email to the student’s Queen’s email account:

• the evidence on which the investigation is based, including all documents upon which the instructor will rely;
• the possible sanctions as outlined below;
• the student’s right to respond to the investigation by meeting with the instructor or by providing a written response;
• the student’s right to have support in any response to the investigation;
• the University resources available for consultation and the information on the website of the Office of the University Ombudsperson about student rights and responsibilities and University policies and procedures; and
• the student’s inability to apply for graduation, drop the course or request pass/fail or credit standing during the investigation.

The student is not entitled to receive any notes or other documents created by the instructor to aid in the investigation except as required to permit the student to understand and respond to the allegations.

3.2.2 Response from the Student

Within 10 business days of the date that the NOI was emailed to the student, the student must respond to the NOI, indicating either the wish to meet with the instructor (see Section 3.2.3) or their election to provide a written response (see Section 3.2.4).

3.2.3 Meeting with the Student

If the student elects to meet with the instructor, the instructor shall determine whether the meeting will be in person or by video/audio conference. The instructor shall ask who, if anyone, will be present at the meeting with the student.

The instructor shall schedule a meeting as soon as possible. The student has the right to know what material will be considered, and that at the meeting, the student will have the opportunity to respond to the evidence related to the alleged departure. The student is required to bring to the meeting copies of all documents on which they intend to rely in responding to the alleged departure.

At the meeting, the student may have a support person present to provide emotional support. The support person may not be directly involved in the case and may not advocate on behalf of the student.

The instructor may also ask the AI Administrator or an individual who holds an administrative role such as the Undergraduate Chair, Graduate Chair, Department Head or Program Director to take on the limited role of chairing the meeting and/or providing clarification of the procedures related to investigations of possible departures from academic integrity.

3.2.4 Written Response from the Student

If the student does not wish to meet, the student may submit a written response to the instructor no later than five business days after the student responds to the Notice of Investigation indicating their election to submit a written response.

The response must include a detailed explanation of the student’s case and all relevant documents in the student’s possession on which they intend to rely, such as copies of earlier drafts of the work in question.

3.2.5 Final Investigative Steps

If the instructor receives new information about the alleged departure before issuing a finding, the instructor must disclose that information to the student and give them the option to respond to it, by way of a written submission, which must be submitted to the instructor no later than 5 business days after the student was informed of the new information.

If the student does not wish to attend a meeting or make any written response to the NOI, the instructor shall make a decision based on the available evidence.

3.3 Deciding the Finding or Dismissal

The instructor shall decide whether to make a finding of a departure from academic integrity or to dismiss the case based on:

• the applicable rules, regulations, policies and procedures, related to academic integrity;
• the evidence that was considered;
• the arguments made by the student; and
•  their own assessment of the relative credibility and strength of the evidence.

At this point in the investigation, the instructor is not entitled to know about any previous departure(s) from academic integrity by the student, and any previous departure is not relevant to the finding.

3.3.1 Dismissal

If, after a careful review of the evidence and consideration of the response by the student, the instructor determines that a finding of departure from academic integrity is not supported, the case shall be dismissed.

The instructor must use the “Notice of Dismissal of Alleged Departure from Academic Integrity” form (“the Dismissal form”) to inform the student that the investigation has been dismissed.

The Dismissal form shall be forwarded to the Faculty/School AI Administrator to be maintained for reporting purposes only. The student shall not be identified on the form. All other documents related to the case must be destroyed.

3.3.2 Deciding the Finding of a Departure from Academic Integrity

If, after a careful review of the evidence and consideration of the response by the student, the instructor determines that there is sufficient evidence to conclude that it is more likely than not (i.e. on a “balance of probabilities”) that a departure from academic integrity occurred, the instructor must complete a “Finding of a Departure from Academic Integrity” form (“the Finding form”) and will need to follow the steps below to determine an appropriate sanction.

3.3.2.1 Contact the Faculty/School AI Administrator

Where there is a finding of departure from academic integrity, the instructor shall contact the Faculty/School AI Administrator to determine whether a record exits of one or more prior findings of departures from academic integrity by the student. If a record exists, the AI Administrator shall inform the instructor. The instructor shall then indicate on the Finding form that the case is being referred to the Faculty/School for the assignment of an appropriate sanction (see Section 3.4.3).

The instructor shall then email the Finding form to the student (see Section 3.5).

3.4 Deciding the Sanction

If the Faculty/School AI Administrator confirms there is no record of a prior finding of a departure from academic integrity by the student, the instructor shall:

• decide a sanction from those available to the instructor (see Section 3.4.2); or,
• refer the matter to the Faculty/School AI Lead to determine an appropriate sanction (see Section 3.4.3) if, after considering all the factors in assessing the gravity of the departure (see Section 3.4.1), they believe that a more serious sanction than those an instructor can assign is warranted.

The sanction must be meaningful to ensure that students understand the importance of academic integrity to the academic community at Queen’s and its vital importance in maintaining the integrity of degrees granted by the University. A sanction must also preserve fairness amongst students in a course or program. The instructor may contact the Faculty/School AI Administrator for information about the sanctions imposed in similar previous cases.

3.4.1 Factors to Consider

The instructor or Faculty/School AI Lead shall consider several factors in deciding the appropriate sanction. Careful consideration of the factors listed below will help to ensure that the sanction is fair, reasonable, and proportionate to the gravity of the departure found.

Factors that should be considered in deciding a sanction include:

• the extent and seriousness of the departure;
• any educational measures that may be undertaken to ensure that the student understands the departure and what should have been the appropriate conduct in such circumstances;
• the value of the academic work in relation to the overall grade for the course;
• the experience of the student (for example, a first-year or an upper-year student; a student experienced in the discipline or a student in an elective course);
• if and how the university’s reputation and/or other students were impacted as a result of the departure; and
• any mitigating and/or aggravating circumstances (see Sections 3.4.1.1 and 3.4.1.2)

3.4.1.1 Mitigating Circumstances

Although mitigating circumstances do not exonerate or excuse a student from the finding of a departure from academic integrity, such circumstances should be taken into account to ensure that the sanction is reasonable and appropriate. The onus is on the student to provide evidence of such mitigating circumstances. Examples of mitigating circumstances that may be relevant include, but are not limited to:

• documented evidence from an appropriate health care professional of factors directly compromising the student’s capacity to understand or adhere to the standards of academic integrity at the time of the departure;
• prompt admission to the alleged departure from academic integrity by the student and expression of contrition and willingness to undertake educative measures; and/or
• evidence that reasonable steps were not taken to bring the standards and expectations regarding academic integrity to the attention of the student (for example, expectations were not included in the course syllabus).

3.4.1.2 Aggravating Circumstances

Aggravating circumstances may also have an impact on the appropriate and reasonable sanction and should also be taken into account. Examples of aggravating circumstances that may be relevant include, but are not limited to:

• evidence of a deliberate attempt to gain advantage;
• evidence of an active attempt to conceal the departure;
• the departure has been committed by an upper-year student who ought to be familiar with the expectations for academic integrity in the discipline, department and/or Faculty/School;
• conduct that intimidates others or provokes misconduct by others;and/or
• harm to another student or to the University.

In addition, when the School/Faculty AI Lead sanctions a finding by a student with one or more prior findings of departures from academic integrity on file, the School/Faculty AI Lead should take into account:

• the similarity to and relative severity of the current departure as compared to one or more prior findings of departures from academic integrity by the student.

3.4.2 Sanctions that may be Imposed by the Instructor

The sanction should reflect the extent and gravity of the departure from academic integrity and should be consistent with the sanctions imposed in similar previous cases in the Department/Faculty/School.

The instructor may impose one or more of the following sanctions:

• a written warning that such infractions constitute unacceptable behaviour;
• the completion of an academic integrity module;
• a learning experience (e.g. revising original work within a stipulated time period, completing an activity aimed at enhancing the student’s understanding of academic integrity);
• the submission of new or other work within a stipulated period of time;
• a deduction of partial or complete loss of marks for the work or exam; and/or
• a deduction of a percentage of the final grade in the course

Note: The total percentage points of all sanctions assigned by the instructor must not make it impossible to obtain a passing grade in the course (e.g. a sanction greater than 50 percentage points in a course where a D- (50%) or higher is a passing grade; a sanction greater than 30 percentage points in a course where a B- (70%) or higher is a passing grade). If the total percentage points of the sanction(s) that the instructor determines is reasonable would make it impossible for any student to pass the course, the instructor must refer the finding to the School/Faculty AI Lead for sanctioning.

3.4.3 Referral of the Case to the Faculty/School

The instructor must refer the case to the Faculty/School AI Lead (see Section 1.6.2) to decide the sanction(s), if:

• there is a record of one or more prior findings of departures from academic integrity on file in the Faculty/School Office; and/or
• after the instructor considers all the factors above in assessing the gravity of the departure, they believe that a more serious sanction than those that they may impose (see Section 3.4.2) is warranted.

When referring a case, the instructor shall indicate on the Finding form that the case is being referred to the Faculty/School for the assignment of an appropriate sanction and email the Finding form to the student (see Section 3.5).

All original documents related to the case, including the submitted work, any relevant correspondence, the Notice of Investigation and the Finding form, shall be forwarded to the Faculty/School AI Administrator to be considered by the Faculty/School AI Lead in determining an appropriate sanction. No documentation may be retained by the instructor or in a departmental student file.

When a case is referred by the instructor, the role of the Faculty/School AI Lead is to review and consider the factors of the case only as they relate to the decision of an appropriate sanction. If the Faculty/School AI Lead does not have sufficient information to conclude the finding is reasonable and/or determine an appropriate sanction the Faculty/School AI Lead may:

• meet and/or engage in written communication with the instructor (e.g. to make explicit subjectspecific expertise that was implicitly used to determine the finding);
• meet and/or engage in written communication with the student (e.g. to better understand any mitigating or aggravating circumstances that could impact the sanction assigned); and/or
• request additional documentation (e.g. a course syllabus or material referenced in the meeting summary, but not included in the report).

Importantly, the purpose of these consultations is not to re-investigate the finding, but to provide sufficient information for the Faculty/School AI Lead to assign an appropriate sanction for a reasonable finding. However, if, after additional consultation with the student and/or instructor, the Faculty/School AI Lead is unable to conclude that the finding is reasonable, they may dismiss the finding.

All information gathered during this stage that is relevant to the decision should be included as part of the sanctioning decision. If the information gathered during this stage contains new evidence that could alter the finding, the Faculty/School AI Lead shall have no jurisdiction over the decision and shall send the matter back to the previous decision-maker for reconsideration, unless:

• the delay of sending the matter to the prior decision-maker would be unduly prejudicial to the student; or
• the new evidence clearly demonstrates bias in the prior proceeding that otherwise cannot be remedied.

If the information gathered during this stage contains new evidence that could impact the sanction but does not impact the finding, the Faculty/School AI Lead may consider this information as part of their sanctioning decision.

3.4.3.1 Sanctions that may be Imposed by the Faculty/School AI Lead

The Faculty/School AI Lead may impose any of the sanctions available to the instructor (see Section 3.4.2) as well as the following sanctions:

• One or more sanctions, which, when totalled together, exceed the percentage points required to pass the course (e.g. sanction(s) totalling more than 50 percentage points in a course where 50% (D-) or higher is a passing grade);
• the rescinding of University- or Faculty-awarded scholarships, prizes and/or bursaries;
• an official written warning that the penalty for a subsequent offence could be a requirement to withdraw from the University for a breach of academic integrity for a period of time; and/or
• a requirement to withdraw from the University for a breach of academic integrity for
  • a (specified) period of time;
  • a (specified) minimum period of time; or
  • until (specified conditions) have been met.

The Policy on Transcript Terminology for Students Withdrawing from Queen’s University provides information on the differences between these three types of withdrawal notations, including which notations require the student to apply for readmission and which allow the student to resume their studies without applying for readmission.

3.4.3.2 Requirement to Withdraw

When the Faculty/School AI Lead determines that a requirement to withdraw from the University is the appropriate sanction, the AI Lead must consult with the Vice Provost (Teaching & Learning) to ensure that such sanctions are imposed consistently across the University.

If the Vice Provost (Teaching & Learning) is satisfied that the proposed sanction is in accordance with University standards, the AI Lead shall notify the student in writing of the sanction and include the reasons for the decision (see Section 3.5).

If the Vice Provost (Teaching & Learning) is not satisfied that the proposed sanction is in accordance with University standards, the AI Lead shall re-consider and adjust the proposed sanction.

Following the deadline to appeal the sanction, or after all avenues of appeal have been exhausted and the requirement to withdraw is confirmed, the Faculty/School AI Lead shall forward the requirement to withdraw from the University to:

• the Office of the University Registrar for the notation to be added to the student’s transcript per the requirements of the Policy on Transcript Terminology for Students Withdrawing from Queen’s University; and

• the University Secretariat, who will notify the student of the final decision.

3.5 Informing the Student

3.5.1 Finding and Sanction by Instructor

If the instructor decides that the finding warrants a sanction from the list of those available to the instructor (see Section 3.4.2), and the case is not being referred to the Faculty/School AI Lead because the student has one or more prior findings on file (see Section 3.4.3), the instructor must complete the Finding form and email it to the student’s Queen’s email account to inform the student of the outcome of the investigation.

The completed form supplies the student with the following information:

• the details of the finding of a departure from academic integrity;
• the reasons for the finding and the evidence upon which the finding is based;
• that when the instructor determines the sanction the departure is categorized as Level I and that Section 1.7 of the procedures explains the applicable provisions with respect to the retention and release of Level I findings for Queen’s students and Section 3.6 for non-Queen’s students and those involved in collaborative programs;
• the sanction(s);
• the reasons for the sanction(s), including how any mitigating or aggravating circumstances were considered;
• the student’s right to appeal the finding and/or the sanction to the Faculty/School;
• the deadline for appealing to the Faculty/School; and
• the University resources available for consultation and the information on the website of the Office of the University Ombudsperson about student rights and responsibilities and University policies and procedures.

3.5.2 Finding by Instructor with Referral for Sanction

When a case is referred to the Faculty/School AI Lead for the assignment of a sanction, the instructor must complete the Finding form to provide the summary of the meeting with the student including any mitigating circumstances the students may have shared, details of the finding, the reasons for the finding, the evidence upon which the finding was made, and to inform the student of the outcome of the investigation and the referral of the case to the Faculty/School AI Lead for the assignment of the sanction. The completed form must be emailed to the student at their Queen’s University email address.

The AI Lead shall decide the sanction(s) and must inform the student and the instructor in writing of the following:

• whether the departure is categorized as Level I or Level II and that Section 1.7 of the procedures explains the applicable provisions with respect to the retention and release of Level I and Level II findings for Queen’s students and Section 3.6 for non-Queen’s students and those involved in collaborative programs;
• the sanction(s);
• the reasons for the sanction(s), including any mitigating or aggravating circumstances;
• the student’s right to appeal the finding and/or the sanction(s);
• the deadline for appealing; and
• the University resources available for consultation and the information on the website of the Office of the University Ombudsperson about student rights and responsibilities and University policies and procedures.

3.6 Procedures with Respect to Exchange, Letter of Permission and Collaborative Students

3.6.1 Students from Other Post-Secondary Institutions

After a finding of a Level II departure from academic integrity by a student who is studying at Queen’s on an official exchange program or as a visiting student on a Letter of Permission, when all avenues of appeal have expired or been exhausted and if the finding is confirmed, the Faculty/School AI Administrator shall forward a copy of the Finding form to the student’s home university Faculty or Program Office.

3.6.2 Students Registered in Collaborative Programs with Other Post-Secondary Institutions

After a finding of a departure from academic integrity by a student who is registered in a collaborative degree program offered jointly with another post-secondary institution (the “partner institution”), when all avenues of appeal have expired or been exhausted and if the finding is confirmed, the Faculty/School AI Administrator will forward a copy of the Finding form to the partner institution.

3.6.3 Queen's Students Attending Other Post-Secondary Institutions

Information received about a finding of a departure from academic integrity by a Queen’s student who is studying on an official exchange program or at another post-secondary institution on a Letter of Permission, or who is registered in a collaborative degree program offered jointly with a partner institution, shall be disclosed to the student’s home Faculty/School. The severity of any departure shall be assessed by the Faculty/School AI Lead as the equivalent of a Level I or a Level II departure and a record of the departure shall be retained in the appropriate file (see Section 1.7) in the Faculty/School Office. Any finding of a departure from academic integrity at a partner institution shall not result in the imposition of any further sanction. However, it shall be taken into consideration as if the finding was made under these Procedures if there is a subsequent finding of a departure from academic integrity by the student at Queen’s.

3.7 Retention of Documents and Research

All original documents related to an academic integrity investigation, including the submitted work, correspondence, a written response from the student, and the Notice of Investigation and Finding forms, must be forwarded to the Faculty/School AI Administrator to be filed, maintained and released as required under Section 1.7. No documents or materials may be retained by the instructor or in a departmental student file.

4 Appeals

A student may appeal a finding of a departure from academic integrity, or the imposition of a sanction, or both.

4.1 Grounds for Appeal

The grounds for submitting an appeal are limited to cases in which:

1. The decision-maker whose decision is being appealed failed to act in accordance with the rules of procedural fairness. A breach of procedural fairness includes failing to:

a. permit a student to be heard by an unbiased decision-maker;

b. follow applicable rules, regulations, or University policy, in a way that adversely affected a student’s right to a fair process;

c. make a reasonable decision, with respect to the finding, the sanction imposed, or both. A “reasonable” decision is one that is rational in that its outcome and the reasoning process that led to that outcome are intelligible, justified based on evidence, and supported by facts and logical inferences from findings of fact. To be reasonable, the decision must also be transparent, meaning it must contain adequate reasons for the conclusions. If the decision is “reasonable”, the decision-maker deciding the appeal is not permitted to substitute their opinion for that of the decision-maker whose decision is under appeal.

2. The decision-maker whose decision is being appealed acted without, or exceeded their, jurisdiction.

4.2 Levels of Appeal

Each Faculty/School regulation or procedure with respect to academic integrity matters shall set out the levels of appeal for that Faculty/School (see list of individuals/panels on the academic integrity website). In addition to the level(s) of appeal within each Faculty/School, the Senate Student Academic Appeals Policy establishes the University Student Appeal Board (“the USAB”), with jurisdiction to hear appeals of the final academic integrity decision made within each Faculty/School.

4.3 First Level of Appeal to the Faculty/School

A student may appeal an instructor’s finding of a departure from academic integrity, the sanction, or both, to the Faculty/School. Based on the Faculty/School governing regulation, the first level of appeal shall be to either the Faculty/School AI Lead or the Faculty/School AI Appeal Panel (see Section 1.6.2) (the “appeal decision-maker”).

4.3.1 Submitting an Appeal

Appeals must be submitted using the Appeal Form to the Faculty/School AI Administrator within 10 business days of the date that the Finding form was emailed to the student by the instructor. If the decision on the sanction was referred to the AI Lead (see Section 3.4.3), the appeal cannot be submitted until a sanction is assigned. In such cases, the appeal must be submitted within 10 business days of the date that the notice of the sanction imposed was emailed to the student by the AI Lead.

The student’s appeal submission must clearly state whether the student is appealing the finding, the sanction, or both. The student must explain the reason(s) for their appeal, based on one or more of the Grounds for Appeal set out in Section 4.1. The submission must include the Appeal form and any other documents necessary to establish the grounds for the appeal. If the student does not wish to meet with the appeal decision-maker and the instructor, the student must so indicate in their appeal submission, and the appeal shall then proceed based on the written submissions.

4.3.2 Initial Review by the Appeal Decision-Maker

The appeal decision-maker shall review the student’s appeal submission and determine if it contains new evidence that, through no fault or omission of the student, was not known by or available to the student when the prior decision was made. No other new evidence shall be permitted.

4.3.2.1 Appeal Contains New Permitted Evidence

If a student’s appeal contains new evidence that is permitted, the appeal decision-maker shall have no jurisdiction over the appeal and shall send the matter back to the previous decision-maker for reconsideration, unless:

• the delay of sending the matter to the prior decision-maker would be unduly prejudicial to the student; or
• the student’s new evidence clearly demonstrates bias in the prior proceeding that otherwise cannot be remedied.

4.3.2.2 Appeal Contains No New Evidence

If the student’s appeal contains no new or permitted evidence, the appeal decision-maker shall provide the instructor with a copy of the student’s appeal submission and the instructor shall have an opportunity to provide a written response to the student’s appeal within 10 business days. The student must be provided with any response material from the instructor and shall have at least 5 business days to review this material before a meeting is held, or, if the student indicated that they do not want to meet, they shall have 5 business days after receiving the instructor’s response material to make additional written submissions to the appeal decision-maker.

4.3.3 Meeting with the Student

In most cases the appeal decision-maker will convene a meeting with the student, the instructor, and any witnesses, to conduct a thorough review of the evidence. If a meeting will be held, the AI Administrator shall schedule it as soon as reasonably possible. The student and the instructor may have an advisor present at the meeting. The advisor(s) are not there to provide evidence and may advise only when input is requested.

The AI Administrator shall ask who, if anyone, will be present with the student, and inform the student whether anyone will be present with the instructor. The AI Administrator shall also inform the student what material will be considered at the meeting.The student and instructor shall have the opportunity to respond to the evidence orally at the meeting.

4.3.4 Deciding the Appeal

After a careful review of the evidence, the appeal decision-maker, can:

• maintain or overturn the instructor’s finding, if the student appealed the finding; and/or
• maintain or modify the sanction, if the student appealed the sanction.

In making decisions, the appeal decision-maker should recognize that primary responsibility for making decisions about individual students rests with those who are closest to them, who can fairly compare students to other students in similar positions, and who have knowledge of the context in which the decision is made. As such, if a finding of a departure from academic integrity is upheld on appeal, the judgment of the academic unit regarding the appropriate sanction should be respected by the appeal decision-maker unless the sanction is unreasonable in the circumstances.

4.3.5 Informing the Student and the Instructor

Within 10 business days of the date upon which the appeal is considered complete, the appeal decision maker must provide the student with a written decision, which shall include:

• a statement of the issues under review;
• a summary of the arguments and evidence presented;
• whether the finding will be maintained or overturned and/or whether the sanction will be maintained or modified;
• the reasons for the decision;
• if necessary, a statement of how the decision will be implemented;
• the student’s right to appeal the decision, with an explanation of the next level of appeal and information or resources to consult about the process for filing an appeal; and
• the information on the website of the Office of the University Ombudsperson about student rights and responsibilities and University policies and procedures.

When the appeal decision-maker determines that a modification to a requirement to withdraw from the University is appropriate, the appeal decision-maker shall provide the Vice Provost (Teaching & Learning) with a copy of the decision.

The appeal decision-maker shall also inform the instructor of the outcome of the appeal and provide them with a copy of the decision.

All relevant documents related to the appeal, including the submitted work, correspondence, the Notice of Investigation and Finding forms, and the decision, must be forwarded to the AI Administrator to be placed in the appropriate Faculty/School Office file, and maintained and released in accordance with these Procedures and the University’s authorized Records Retention Schedules (see Section 1.7).

4.4 Second Level of Appeal to the Faculty/School (if Applicable)

When a second level of appeal exists in the student’s Faculty/School, a student may appeal the decision of the first-level appeal decision-maker to the second-level appeal decision-maker within 10 business days of the date that the first appeal decision was emailed to the student, using the process set out in Section 4.3. When a second level of appeal does not exist in the student’s Faculty/School, or when the decision- maker to whom the appeal would normally be made was involved in making the previous decision, the student may appeal the decision to the University Student Appeal Board.

4.5 Appeal of Faculty/School Decisions to the University Student Appeal Board

A student may appeal the final appeal decision from the Faculty/School to the University Student Appeal Board (“the USAB”). The student may appeal a decision related to a finding of a departure from academic integrity, a sanction, or both.

4.5.1 Submission of the Appeal

Appeals must be submitted to the USAB within two weeks after the date that the last decision of the Faculty/School was emailed to the student. During exam or holiday periods the Chair of the USAB will normally grant an extension of time for filing an appeal but only if the student submitted a written extension request to the Chair of the USAB within the original time limit for filing an appeal.

The student may appeal to the USAB based on one or more of the Grounds for Appeal to USAB stipulated in the Senate Student Academic Appeals Policy. The student must follow the Starting an Appeal procedure set out in the Rules of Procedure for the University Student Appeal Board.

The Office of the University Ombudsperson’s website can provide guidance to the student with respect to the appeal process for the USAB. The instructor or appeal decision-maker may consult with the University’s Legal Counsel about responding to an appeal to the USAB.

5 Cross-Faculty Jurisdiction

If a student is enrolled in a course that is offered by a Faculty/School (the “Course Faculty/School”) that is not the same as the Faculty/School in which the student is registered (the “Home Faculty/School”), instructors and Faculties/Schools shall follow the procedures as defined in this section.

5.1 Instructor Process when the Student’s Home Faculty Differs from the Course Faculty

The investigation of a departure from academic integrity shall follow the “Instructor Process: Sequence of Events” as described in Section 3 with the following three modifications.

1. When the instructor communicates with the Course Faculty/School AI Administrator (see 3.3.2.1), they must inform the Course Faculty/School AI Administrator of the student’s home faculty so that the Course Faculty/School AI Administrator can coordinate as necessary with the Home Faculty/School AI Administrator to confirm if the student has one or more prior findings of departures from academic integrity on file.

2. In situations where, per Section 3.4.4, the finding would be referred to an AI Lead for sanctioning, the instructor will provide the materials to the Course Faculty/School AI Administrator who will refer the finding to the student’s Home Faculty/School AI Lead for sanctioning.

3. In situations where the instructor determines that a reasonable sanction would prohibit the student from passing the course based on the student’s known grades at the time of the sanction, the instructor shall refer the finding to the Home Faculty/School AI Lead for sanctioning.

5.2 Appeals

A finding of a departure from academic integrity and/or a sanction related to a course that is offered by a Faculty/School that is not the student’s home Faculty may be appealed to the student’s home Faculty, in accordance with Section 4.3

Acceptable Use of Information Technology Resources

The information below is an extract of the Senate's policy on use of information technology and resources. Students are responsible for making themselves fully aware of the complete policy. 

The use of Queen's University information technology (IT) resources must be consistent with the academic mission of the University. These IT resources are provided to support the teaching, learning, research, and administrative activities of the Queen's community. As a member or guest of the Queen's community, you may have access to valuable internal and external networks and resources, and Sensitive Information, and you are expected to use these resources in a responsible, ethical, and legal manner. Your actions should not adversely affect the ability of others to use these resources or compromise the security and privacy of sensitive information.

Access and Privacy

Queen's University collects, maintains, uses, and discloses student personal information in accordance with the Ontario Freedom of Information and Protection of Privacy Act. As secondary custodians of student personal information, faculties, schools, and departments should be guided by the Office of the University Registrar's Student and Applicant Record Policy/  If you have questions or concerns, please contact the Education FIPPA representative  or visit the Privacy Office website.

Students in the Queen’s BEd/DEd program will have their personal information distributed to school administration and other persons directly involved in the facilitation process for their practicum placements. This information includes their full name, Queen’s email address, teaching divisions, teaching subjects (if applicable), and the residential address provided to the Faculty on their Practicum Registration Form.

Admissions

Concurrent Education

Students in their final secondary school year or equivalent may apply online through the Ontario Universities' Application Centre (OUAC), by the deadline dates stated in the application materials. Application to the Concurrent Education program is made at the same time as application to Arts and Science (including French and Kinesiology), Fine Art* or Music.

Selection is based mainly on applicants' academic standing. Some consideration may be given, however, to the Personal Statement of Experience (PSE)**.

*There is a temporary suspension to admissions to the Bachelor of Fine Art (Visual Art) program.

**PSEs for Concurrent Education applications have been temporarily suspended.

Consecutive Education, Technological Education, and Multi-Session Programs

Queen’s Teacher Education will make only one offer of admission per applicant. It is important for applicants to carefully consider their Queen’s choices and the order of those choices.

If appropriate prerequisites do not appear on the transcript or if “in progress” courses have not been itemized on the OUAC/TEAS application, the applicant must amend their application through the OUAC/TEAS website by the application deadline.

Selection of applications is based on:

1. meeting the admission requirements and/or recommendations;
2. the number of spaces available in the option/teaching subject/program requested;
3. the score from the Personal Statement of Experience;
4. the score based on the academic average and the number of prerequisites and/or recommended courses.

The scores from "c" and "d" above have equal weight. In cases where supplemental documents are submitted for program track and multi-session applications, these scores are also taken into account as part of the final score.

Only documentation requested by the Faculty registrar is considered for admission. Unsolicited material or letters of reference will not be read; unsolicited documents will be destroyed. Queen’s may, at its discretion, suspend admission to any program, plan, or sub-plan, in accordance with University policy.

Admission Requirements for Consecutive Education Programs

Admission Requirements for Consecutive Technological Education Program

Admission Requirements for French as a Second Language Multi-Session Program

Admission Requirements for Indigenous Teacher Education Multi-Session Program

Admission Requirements for Technological Education Multi-Session Program

Conditional Offers

If a student receives a conditional offer of admission to the program, outstanding requirements must be completed by June 30 of the year of entrance.  Please notify Education Student Services as soon as possible if you are unable to meet the conditions of your offer.

Equity Admissions

Queen’s University attempts each year to admit a student body reflective of the general population of Canada. The Faculty of Education has developed an admission policy regarding equitable representation of groups that are underrepresented in the teaching profession and has reserved a number of equity admission places in the Bachelor of Education and Diploma in Education Programs. Those who complete the voluntary Equity Admission form will be considered both under the general admission procedure and under the equity admission policy. Further information and the Equity Admission Form are available on our website under Admission Requirements.

English Language Requirement

English is the language of instruction at Queen’s University and in the schools in Ontario where our students carry out their required practice teaching. Applicants who are non-native speakers of English are required to provide evidence of oral and written proficiency in English in one of two ways:

Students must have studied full-time at least three full years (or the equivalent) at a university where the language of instruction and examination was in English in a country where one of the official languages is English. Time spent in ESL courses or in an ESL program is not counted toward this three-year requirement. Applicants who have attended university other than in North America must submit a letter directly from the university verifying that the language of instruction and examination was English.

OR

Students must have achieved the required level of proficiency on one of the three tests of English language listed below.

Each of the following language tests has a minimum score that must be attained before the applicant will be considered for admission to the Faculty of Education:

1. The Test of English as a Foreign Language Internet-based (TOEFL iBT). The TOEFL iBT test code number 8573 must be used to ensure that the results are forwarded directly to the Faculty of Education. Required test scores: Minimum 24 on the Reading component, 23 on the Listening, 28 on each of the Writing and Speaking components, with a minimum 103 overall.
2. The International English Language Testing System (IELTS). Request the Academic test. Required test scores: minimum 6.5 on both the Reading and Listening components, and a minimum of 7.0 on the Writing and Speaking components, with a minimum 7.0 overall.
3. Canadian Academic English Language Assessment (CAEL). Select “Test Takers” from the top bar menu to access information, including test locations and dates. Required test score: Minimum 70 in all 4 categories and minimum 70 overall.

Students admitted to the program who are found to have an unsatisfactory command of the English language, either spoken or written, where their language skills interferes with their ability to communicate effectively in the classroom, may be required to take remedial work or may be asked to withdraw from the program.

French Language Requirement

Students admitted to the Primary-Junior French as a Second Language Program Track or Primary-Junior French as a Second Language Multi-Session programs must meet at least one of the following French language competency requirements:

• 5.0 full-year undergraduate courses in French or the completion of a degree in the French language, or
• A French Bilingual/Immersion/Extended Certificate and original transcript from an anglophone secondary school or an original transcript if you have graduated from a francophone secondary school, or
• Diplôme approfondi de langue française (DALF) You will need to achieve an overall classification of C1 (Advanced 1). Test results are valid for life, or
• Diplôme d’études en langue française (DELF) You will need to achieve an overall classification of B1 (Intermediate 1). Test results are valid for life, or
• Test de connaissance du français (TCF) You will need to obtain a score of C1 (Advanced 1 in all four modalities: reading, listening, writing and speaking). Test results are valid for two years, or
• Test d’évaluation de français (TEF) You will need to obtain a score of C1 (Advanced 1 in all four modalities: reading, listening, writing and speaking). Test results are valid for two years.

International Transcripts

For the Bachelor of Education/Diploma in Education, applicants who obtained a degree from a foreign institution (from non-Canadian or American institutions) must have all international official transcripts evaluated by World Education Services (WES) (ICAP course-by-course assessment).

Be aware that it can take upwards of six weeks for WES to receive official transcripts from a foreign academic institution, after which point the WES evaluation can take a week or longer to complete. Applicants should begin the evaluation process as early as possible.

Ensure you are on the Canadian page (a maple leaf in the banner). Applicants are responsible for the costs associated with the WES evaluation and any translation required. Applicants must request that WES evaluations be sent directly to Student Services by the official transcript deadline.

Note: the Ontario College of Teachers set their own document and assessment requirements and policies, which may be different from the requirements noted in this policy. Completion of the BEd/DEd degree requirements does not guarantee a teaching certificate. All graduates who apply to the Ontario College of Teachers must meet all their requirements. Current licensing requirements may be found on the OCT’s website.

Attendance Policy

1.0 Definitions:

1.1 Excused absence: In general, an excused absence is one associated with illness, bereavement (or other compassionate grounds), university-sanctioned events as outlined in the Request for Excused Absence for Significant Event/Activity or, for religious or cultural observance.

1.2 Religious Observance: These are religious Holy Days requiring suspension of work or school for observance purposes. Queen’s references its Multifaith Calendar as per the Multifaith Action Society. An approved list of dates which are recognized for religious observance is available from the Faith and Spiritual Life Office.

1.3 Unexcused absence: Any absence that is not a result of illness, bereavement (or other compassionate grounds), or religious observance is an unexcused absence. If a teacher candidate’s particular situation does not exactly match any of these scenarios, they should err on the side of caution and present a request for an excused absence to the Associate Dean (or their administrative designate).

2.0 Objective: 
To ensure that teacher candidates in the Bachelor of Education Program demonstrate their suitability to proceed with the study or practice of teaching, through regular and punctual attendance in their program commitments, demonstrating alignment with the normative workplace environments which defines the operation of Ontario schools.

3.0 Policy:

3.1 General premise for monitoring and review of teacher candidate attendance:
The effort to instill a deeper understanding about the significance of regular attendance the policy is guided by the concept of compassion with boundaries. It is understood that teacher candidates are transitioning from the role of post-secondary student to apprenticing professional. As a result, the Faculty of Education commits to supporting teacher candidates in this transition through its policies. Should teacher candidates
require additional resources and/or supports, they should reach out to their instructors and/or the services offered by the Faculty of Education and/or Queen’s, some of which are listed below:

• Student Wellness provides information and access to supports available
• Student Affairs provides links to services and community support
• Faculty of Education Counsellors, one-to-one counselling sessions and other supports
• After hours and 24/7 Support
• The Green Card and Green Folder (important phone numbers and guidance on how to help a friend in crisis and what to do in an emergency)

3.2 Teacher candidates will be in attendance for all aspects of their academic program, except in cases of absences due to unavoidable cause: 
Full and punctual attendance at all lectures, laboratories, seminars and other scheduled components of the academic program is a requirement unless absence is unavoidably caused by illness, religious or cultural observance, compassionate reasons or the teacher candidate has received prior permission to be absent from the Associate Dean of Teacher Education (or designate) due to a sanctioned University event (e.g. Senate, Intercollegiate sports teams). See 4.3(b).

3.3 Teacher candidates shall inform their Instructors of their absence at the earliest possible opportunity and document their absences: 
One of the normative practices in the teaching profession is to alert colleagues and supervisors as soon as possible about absences so that a conversation can follow about what adjustments or contingencies need to be introduced to address the teacher’s duties and responsibilities for the day. Should a teacher candidate be absent, for any reason, they shall:

(a) inform their instructor at the earliest possible opportunity about the reason for the absence and the duration, AND;
(b) if applicable, complete the required form issued by the university to document their absence. Specifically:

• Self-Declaration of Brief Absence (up to 48 hours)
• A Request for Academic Consideration for Extenuating Circumstances
• Additional documentation relating to the absence(s) may be requested by the Program Administration, in accordance with the University’s current policies and practices.

Attendance Policy

Course Duration	Course Examples	Ceiling (Equivalent Classes) for unexcused absences and an Attendance Review Meeting with the program's administration
12 Hours (6 classes)	FOUN 102	1 class
18 hours (9 classes)	PROF 508, PROF 507	2 classes
36 hours (18 classes)	CURR 361, CURR 617	3 classes

3.4 Documentation of Absences and Attendance Review Meetings:

(a) In general, as a first step, instructors will continue to document all absences of teacher candidates, offer support for addressing any learning that was missed, and will advise teacher candidates about any emerging attendance concerns.
(b) Each course has been designated a “ceiling” for absences that result in a mandatory referral of teacher candidates to the program’s administration (Executive Program Director and/or the Associate Dean of Teacher Education) for an attendance review meeting. These attendance “ceilings” are defined below:

3.5 Withdrawals or deferrals from the program: 
Teacher candidates who accumulate absences beyond the prescribed “ceiling” or who demonstrate a pattern of irregular attendance during any program block will be required to meet with the Associate Dean (or designate). Program administration may choose to initiate procedures to withdraw a student from the program where absences (excused or unexcused) exceed the ceiling of the stated days-per-course. Where there is documented evidence of unavoidable cause related to the teacher candidate’s absence, the teacher candidate may be offered the option of deferral (for medical reasons or, on compassionate grounds) from the program or, the opportunity to withdraw from the program, subject to the approval of the Associate Dean.

3.6 Absences related to Job Interviews OR School / School District Orientation Sessions for a Teaching Position (Summer 2 teacher candidates): 
Job interviews, including those for teaching positions, are not normally excusable absences. However, teacher candidates in good standing – that is, candidates who regularly attend classes
and have not accumulated the ceiling for absences in any course - will be allowed to miss up to one class in their final term of the BEd Program to participate in a teaching job interview or Board-Sponsored Orientation session. Teacher candidates who believe they qualify for this consideration are to complete A Request for Academic Consideration for Extenuating Circumstances form and send it to the attention of their professor(s) and the Executive Program Director.

3.7 Absences during the Final Term of the BEd Program (Summer 2 teacher candidates): 
Teacher candidates are expected to complete their program commitments in its entirety. Any requests to be absent from the final week(s) of the final academic term are regarded as a request for early exit from the program. As such, instructors are required to direct teacher candidate requests to the Associate Dean of Teacher Education or to the Executive Program Director of Teacher Education
In advance of making any formal application to the Associate Dean for an early exit from the program, teacher candidates should be advised that their commitment to complete their professional preparation for entry into the teaching profession must outweigh offers of employment (summer or otherwise), invitations to attend celebrations, destination weddings, elective travel, or voluntary commitments to coach or supervise students at a former practicum placement.

Addendum

Faculty of Education’s Policy for Attendance, Course Work and Conduct: Teacher Candidate Attendance in Multi -Session Programs (TEMS / ITEP / FSLM)

Queen’s University has been granted approval by the Ontario College of Teachers to offer an intensive Bachelor of Education / Diploma in Education program to eligible candidates who may be employed by school districts. Similar to the Concurrent Education and Consecutive Education programs offered at our Faculty of Education, regular attendance in classes and field experiences is also a professional commitment expected of all teacher candidates enrolled in the Multi-Session program model of teacher education. 

1.0 General Advisory about Attendance Requirements in the Multi-Session Program: 
The nature of our teacher education program is highly participatory. Regular attendance in all classes and the timely completion of assignments are essential to success in our program, including the Multi-Session Teacher Education program. 

The Multi-Session program model uses a variety of approaches to engage the participation of teacher candidates in the content of instruction, including in-person learning, hybrid delivery of content (in-person learning combined with on-line content) and, in limited cases and at the discretion of the program’s administration, on-line learning. 

1.1 Attendance components:

Regardless of the mode of learning designated for use in the Multi-Session course or program, satisfactory attendance includes, (but is not limited to):

• attending all scheduled classes on time;
• staying in class throughout the entire lesson, and;
• participating in all scheduled coursework and field experiences, as well as engaging in participatory requirements scheduled as part of any synchronous or “live streaming” of content by course instructors or guest presenters, such as:
  • participating in break-out room groups in real time;
  • contributing to the live-chat, and / or;
  • engaging in dialogue with other on-line participants - in real time -using the audio and video resources of the communication platform in use.

While reviewing of digital content after the scheduled session or watching a recording of the lecture demonstrates responsibility on the part of the teacher candidate, it must be noted that such actions fall short of expectations for a program that is based on participatory practice with colleagues and the instructor. Consequently, there are no equivalent actions that the candidate can pursue that removes or eliminates a recorded absence in the Multi Session program of teacher education.

2.0 Specific Expectations for Attendance, Providing Notice about Absences, and Support for Teacher Candidates:

Teacher candidates are expected to participate in all aspects of their academic program, except in cases of absences due to unavoidable cause. 

2.1 Definitions related to excused and unexcused absences, expectations for providing notice of absences and documentation to support the communication of absences are available to teacher candidates in Sections 2.0, 4.1, 4.2, and 4.3 of the Faculty of Education’s Policy for Attendance, Course Work and Conduct 

2.2 Inclement Weather and Multi-Session Program Attendance:

2.2.1 Overview: 
Multi-session programs are scheduled to take place in different parts of the province. Weather and travel conditions can vary significantly in the region where Multi-Session classes are scheduled. It is understood that candidates will take their personal safety into account when deciding whether they can travel safely to the Multi-Session site, given local conditions. 

2.2.2 Absence due to Inclement Weather: 

Candidates, like employees, are expected to take precautions and plan ahead for safe travel to participate in their scheduled classes. In this regard, candidates are expected to make a reasonable effort to attend class. If a candidate is in an area heavily affected by the weather and cannot travel to their Multi-Session location, they must communicate this development to their instructor(s) and the Program Coordinator as soon as possible.

The responsibility for assessing whether a “reasonable effort” was initiated by the candidate rests with the Program Coordinator, who, on a case-by-case basis, will take into consideration:

• the conditions at the candidate's place of residence, as well as prevailing overall weather conditions as detailed by Environment Canada;
• road closure listed by a Municipality and / or the Ministry of Transportation / MTO;
• closing of other local businesses and government services in response to the inclement weather conditions, as reported by the media.

Should the Program Coordinator, through their review, agree that travel to campus and / or community learning site was not possible due to adverse regional weather conditions, allowances to course attendance policy will be made and the absence will be deemed an“excused absence” due to unavoidable cause. Any teacher candidate who attempts to gain advantage through advancing a request of absence due to inclement weather (e.g., by providing an instructor with false information) may be referred to the Associate Dean (or designate) to determine if there has been a breach of professional conduct and / or professional ethics.

2.3 Absentee Limits for Multi-Session programs: 

2.3.1 Course Absences:

As noted in the Faculty of Education’s Policy for Attendance, Course Work and Conduct , each course has been designated a “ceiling” for absences that result in a mandatory referral of teacher candidates to the program’s administration (Executive Program Director and/or the Associate Dean of Teacher Education), for an attendance review meeting.

These “ceilings” or limits -as well as the range of administrative action(s) cited in that policy related to responding to attendance irregularities - applies to all Multi-Session courses. Program Coordinators will clarify for Candidates and Instructors how these “ceilings” will be applied to the unique timetabling of courses for the Multi-Session program, during each academic term. 

2.3.2 Absences in any Academic Term up to 50% of scheduled time: 

A teacher candidate who has accumulated any combination of excused or unexcused absences totalling up to 50%, in any given academic term, will be required to meet with the Associate Dean (or designate). In some cases, an attendance management plan to support the candidate’s participation in the program will be initiated. At other times – and given the prevailing circumstances - program administration may decide to initiate procedures to withdraw a candidate from the program where absences (excused or unexcused) reach this limit. 

2.3.3 Absences in any Academic Term exceeding 50% of scheduled time: 

Should a candidate’s absences exceed 50% in any given term, then it must be understood that the candidate cannot successfully complete the program. As such, program administration will initiate procedures to withdraw a candidate from the program where absences (excused or unexcused) exceed 50% of scheduled time. 

Where there is documented evidence of on-going “unavoidable cause” related to the teacher candidate’s absence, the teacher candidate may be offered the option of deferral (for medical reasons or, on compassionate grounds) from the program or, the opportunity to withdraw from the program without penalty, subject to the approval of the Associate Dean. 

A teacher candidate may also present to the Associate Dean for consideration, a request for a deferral. A request of this nature must be made in writing and communicated through the candidate’s Queen’s University email account. The request must clearly indicate the grounds for seeking the deferral and provide documentation to support the request. Requests for deferral filed without grounds or appropriate documentation will not be considered.

Course Work

Course Requirements

Instructors will provide students with a written description of course requirements and the means of evaluation at the beginning of each course. Students are expected to fulfill requirements as described in these course outlines in order to be successful in their courses.

Code of Conduct

Student Code of Conduct

The Code communicates behavioural expectations that are in place to foster a positive community and to support a safe campus environment for everyone. The Code is guided by Queen’s core values: trust, honesty, fairness, respect, and personal responsibility. The Code is an important document that students must review and accept responsibility for prior to registration for classes. Refer to the Queen’s University Student Conduct Office for the Code of Conduct.

Professional Conduct

Professional Conduct, Professional Ethics, and Practice Teaching

The Bachelor of Education and Diploma in Education programs promote caring and respect for others as central values in the profession of teaching, and inclusivity as a fundamental pedagogical principle. All teacher candidates in the program are expected to develop and demonstrate the attributes and behaviours of a professional teacher, both during course time at the Faculty of Education and in practicum situations.

During the course of practicum placements (including the alternative practicum and the Concurrent program “Experiences in Education” and “Introduction to Schools” placements) teacher candidates are accountable for their actions in relation to pupils; parents or guardians; teachers; and school and school system officials (including Ministry officials; teachers’ professional organizations; and the general public).

While participating in coursework and activities on Queen’s campus, teacher candidates are accountable for their actions in relation to faculty, staff, and fellow teacher candidates of the Faculty of Education in particular, and faculty, staff, and students of Queen’s University in general.

Teacher candidates who fail to maintain a professional standard in practicum situations may be given a failing grade in the practicum regardless of other factors to be considered in the evaluation of practicum performance, and/or may be required to withdraw from the program. Such instances may warrant an investigation about abilities outlined in the Essential Knowledge, Abilities, and Dispositions of a Teacher Candidate.

While at Queen’s, teacher candidates are further governed by such policies as the Queen’s University Student Code of Conduct, the Electronic Information Security Policy Framework and the Harassment/Discrimination Complaint Policy and Procedure. Teacher candidates found to have breached University policies may be subject to such disciplinary and/or remedial measures as outlined in the relevant policies.

These attributes and behaviours are also expressed in the following documents:

• Standards of Practice for the Teaching Profession
• Ethical Standards for the Teaching Profession
• The Professional Learning Framework
• Education Act (Revised Statutes of Ontario, as amended)
• Regulation 298, Operation of Schools-General (Revised Regulations of Ontario, as amended)
• Regulation Under the Teaching Profession Act, Sections 13 through 18 (Ontario Teachers' Federation)
• Regulation 437/97, Professional Misconduct (Ontario College of Teachers)

Specifically:

1. As future teachers, graduates of the Faculty of Education’s Bachelor of Education and Diploma in Education programs will be responsible for the physical safety, the psychological health and educational well-being of students (children, adolescents, or adults) in schools. In Ontario, teacher candidates are associate members of the Ontario Teachers Federation and subject to its standards of professional ethics during their practicum.
2. The Faculty of Education expects all of its teacher candidates to demonstrate that they have the knowledge, attitudes, and capacities needed to be responsible for the educational well-being, physical safety, and psychological health of students (children, adolescent, or adult) before they are placed in a school or other practice teaching situation. It further expects that they will at all times demonstrate care, integrity, respect, and trust in their interactions with each other, with the representatives of the Faculty of Education and during their practicum with students (children, adolescent, or adult), parents, guardians, other teachers, principals, other school personnel and members of the public.
3. Teacher candidates who do not meet the on-campus academic requirements of Queen’s Faculty of Education may be required to delay the beginning or resumption of a practicum placement. There is no right to begin or resume a practicum placement. Normally, teacher candidates in the pre-service programs will take their required courses, including practicum components, in the prescribed sequence. Teacher candidates should successfully complete courses in the required term prior to proceeding to the subsequent courses in later terms. Those who have not received a passing grade in a course may be prohibited from taking subsequent courses until they are in good standing. Student Services will monitor progression. 

Permission of the Associate Dean of Teacher Education is required for a student to change the progression sequence of their program. The Associate Dean of Teacher Education may prohibit a student from taking subsequent courses if the student is not in good standing and progressing in their pre-service program.

4. The decision to refuse or delay a practicum must be made by the Associate Dean of Teacher Education, (or designate). The teacher candidate must be informed in writing of this decision as well as the remedial steps to enable them to complete course requirements.

A teacher candidate’s eligibility to undertake a practicum will be based upon approval by the Associate Dean of Teacher Education. Approval will be based upon the following:

• The Associate Dean of Teacher Education will meet with the Executive Program Director and/or the Practicum Manager [NL1] prior to each Practicum placement block to determine each teacher candidate’s eligibility to undertake the Practicum.
• Teacher candidates identified as having incomplete coursework or being in repeated breach of the Faculty of Education attendance requirements will meet with the Associate Dean of Teacher Education, (or designate), in order to address issues and concerns.
• Based on the relevant information, the Associate Dean of Teacher Education, (or designate), will make a decision regarding the teacher candidate’s eligibility to proceed to a practicum placement or be deferred until all coursework requirements are met.
• In the event of a deferment, when the Associate Dean of Teacher Education, (or designate), is satisfied that the teacher candidate has met the requirements and completed all incomplete coursework, steps will be taken to arrange a future practicum placement, which may involve an additional administrative fee to be paid by the teacher candidate.

Teacher candidates who fail to maintain a professional standard may receive a failing grade in the practicum regardless of other factors to be considered in the evaluation of practicum performance, and/or may be required to withdraw from the program. The Associate Dean of Teacher Education (or designate) makes such decisions after consultation with appropriate persons involved in the case, and after a hearing with the teacher candidate. Teacher candidates may appeal such decisions to the Dean.

Essential Knowledge, Abilities, and Dispositions of a Teacher Candidate

Course Requirements

Instructors will provide candidates with a written description of course requirements and the means of evaluation at the beginning of each course. Candidates are expected to fulfill requirements as described in these course outlines in order to be successful in their courses.

Deferral Policy - Consecutive and Concurrent

Consecutive Education Program

Deferrals of admission into the four term BEd/DEd program will be allowed only for serious medical circumstances and for compassionate reasons. When requesting a medical deferral, students must submit to Education Student Services: 1) a medical certificate to be received no later than April 15; and 2) a medical clearance form when they are ready to return (to be received no later than February 1). When requesting a compassionate deferral, students must submit documentation to support their appeal. Deferrals will be given for one academic year only.

Applicants who have been granted deferrals will be sent an online survey by December 15 asking if they will be attending the subsequent year’s program.

Those who do not confirm their attendance through the survey will need to submit a new application if they still wish to pursue the BEd/DEd degree at Queen's. Transcripts and other supporting documentation will be retained by Education Student Services for one more year. This means that those re-applying will only have to complete the online application at OUAC/TEAS but will not need to resubmit their Personal Statement of Experience (PSE) and will only need to resubmit their transcripts if they have taken additional courses. There will be no guarantee of admission to the program at the time of re-application.

Scholarships or student awards are only good for the year in which they were awarded. If a student receives a financial award and then defers their acceptance, the offer of the award is withdrawn automatically.

Concurrent Education Program

Concurrent Education students are expected to attend their final year immediately following the completion of their honours undergraduate degree and meeting final year requirements. If students in years 1-4 intend to defer at any stage in their program, they must inform Education Student Services in writing by January 15 of the academic year prior to the one they wish to defer. Queen’s Concurrent Education students also fall within the Arts and Science policies for deferral. 

Final year Concurrent Education students are required to request a deferral in writing to Education Student Services by January 15 of the academic year prior to the one they wish to defer if they are deferring entry into their final Education year. Only requests for short term academic, medical, and compassionate reasons will be considered.

Diploma in Education Conversion

Graduates prior to August 31, 2015:

Holders of the Diploma in Education who later submit to Education Student Services proof of having been granted an acceptable postsecondary degree (i.e., by submission of a university transcript indicating that the degree has been conferred) will be awarded a Bachelor of Education degree. The university transcript must be accompanied by a $150 faculty application fee for diploma conversion. In order for the undergraduate degree to be considered in this process, the undergraduate degree must have no transfer credit that was counted toward the program requirements for the Diploma in Education.

Graduates after September 1, 2015:

Holders of the Diploma in Education who later submit to Education Student Services proof of having been granted an acceptable postsecondary degree, 2-year diploma, or apprenticeship program acceptable to Skilled Trades Ontario, obtaining a red seal, or appealing to Skilled Trades Ontario (i.e., by submission of a university transcript indicating that the degree has been conferred) will be awarded a Bachelor of Education degree. The university transcript must be accompanied by a $150 faculty application fee for diploma conversion. In order for the undergraduate degree to be considered in this process, the undergraduate degree must have no transfer credit that was counted toward the program requirements for the Diploma in Education.

Grading and Appeals

At the beginning of each course, instructors will provide a clear statement of the basis on which the final grades are assigned, the term work expected and the weight, if any, each assignment will contribute to the final grade. Students' progress in courses and practicum will be monitored under the Procedures for Monitoring and Reporting on Teacher Candidate Progress.

2.1 The grades for all courses or components of the BEd and DEd programs are:

Grades

Letter Grade	Grade Point	Descriptor	Percentage Range
A+	4.3	Outstanding	90-100
A	4.0	Excellent	80-89
B	3.0	Very Good	70-79
C	2.0	Adequate	60-69
D	1.0	Marginal	50-59
F	0	Unsatisfactoyr/Failure	0-49
P		Pass; no grade assigned	There are no numerical equivalents. Reserved for Practicum courses or as approved by the Dean.

For Continuing Education Courses only:

Grades

Letter Grade	Grade Point	Descriptor	Percentage Range
A+	4.3	Outstanding	90-100
A	4.0	Excellent	80-89
B+	3.3	Very Good	77-79
F	0	Unsatisfactory/Failure	0-76
CR		Credit
IN		Incomplete

2.2    Additional academic record entries are:
CR    Credit
IN    Incomplete
GD    Grade Deferred
NG    Not Graded
AU    Audit
TR    Transfer Credit

2.3 When a course is made up of two or more components, students must pass all components in order to pass the course.

2.3 Credit (CR): recorded only for those courses or components which the Faculty Board has determined are not to be graded.

2.4 Incomplete (IN): a temporary designation which is used when, in the judgement of the instructor, a student merits an extension of time for the completion of a course. At the end of the course the instructor will submit an Incomplete Grade Statement  indicating work to be completed and the due date with a copy provided to the student and the Education Student Services. Both the instructor and student must sign the Incomplete Grade Statement. Incomplete (IN) is automatically converted to Fail (F) if the student has not successfully completed the course by the time specified or, in any event, at the end of the subsequent academic term (120 days). The BEd/DEd Professional Studies Committee has the authority to make exceptions to these rules where, because of extenuating circumstances, a student has been unable to complete the course due to, for example, serious illness. The Committee shall report all such exceptions to the Faculty Registrar and any Faculty members involved.  

2.5 Grade Deferred (GD): a temporary designation to be used only with the approval of the Director, Education Student Services. The instructor must submit a change of grade to assign a grade. The GD will not lapse to F (Failure). The Director, Education Student Services and Office of the University Registrar will monitor.
     
2.6 Not Graded (NG): for courses that span multiple terms until the course is completed.   

2.7 Audit (AU): no grade assigned for audited courses. The Director, Education Student Services must approve all audited registrations.

2.8 Transfer Credit (TR): no grade assigned for transferred credits. The Director, Education Student Services must approve all transfer credits.

3.0  No grade may be changed by administrative fiat. 

3.1 No grade may be changed after the degree or diploma has been conferred. An exception is made for correcting administrative errors.

4.0 It is the responsibility of each course or section instructor to electronically submit final grades (in a manner prescribed by the Director, Education Student Services) within 10 calendar days of the last day of the session.

It is the responsibility of each course or section instructor in summer one and summer two of the BEd program to electronically submit final grades (in a manner prescribed by the Faculty Registrar) within 10 calendar days of the last day of the course.

The only exceptions to this shall be those courses determined as such by Faculty Board.

5.0 Appeal of an Academic or Faculty Procedure or Policy
Students have the right to appeal a faculty procedure or policy.

5.1 As a first step, the student should request a review by the Director, Education Student Services, or in the case of a Practicum, to the Practicum Manager. Reviews must be submitted to education.appeal@queensu.ca. This request should be made within 30 calendar days of the decision being communicated to the student, accompanied by any applicable supporting documentation. Normally a response will be provided within a further 30 calendar days of the receipt of the request and any further information being submitted by the student.

5.2 If the request for an informal review is denied or if the student is not satisfied with the decision, a formal appeal may be submitted to the Associate Dean of Teacher Education (or designate) (submit to education.appeal@queensu.ca).

The appeal must be submitted in writing with copies of all relevant documents not later than 30 days after the review decision is received. The decision will be reviewed, and the student will be informed of the outcome, normally within 30 calendar days of receipt of the written appeal.

5.3 If the student is not satisfied with the decision after the review referred to in 5.2, the next stage of review lies with the BEd/DEd Professional Studies Committee. The student must submit an appeal in writing to the Chair of the BEd/DEd Professional Studies Committee, within 30 calendar days of receiving the decision (submit to education.appeal@queensu.ca).

The BEd/DEd Professional Studies Committee will strike an ad hoc Appeal Subcommittee consisting of at least two members. No member of the Appeal Subcommittee will have been part of the appeal at an earlier stage. The Appeal Subcommittee will inform the student in writing of the decision and report the decision to the BEd/DEd Professional Studies Committee.

The decision of the Appeal Subcommittee is final (see the Senate’s Student Academic Appeals Policy). However, if the student believes that there are grounds for an appeal on other than academic grounds, the student may set in motion the system for handling appeals as recorded in the Senate's Policy on Student Appeals, Rights and Discipline, by appealing to the University Student Appeal Board.

6.0 Appeal of a Failed Grade 

6.1 a. For a failed grade in a course subject: Students have the right to appeal a failed grade assigned in a course subject to the marking scheme set out by the course instructor(s). As a first step, the student should request an informal review with the instructor concerned, and instructors are strongly encouraged to consent. This request should be made within 30 calendar days of the grade being received. Normally the instructor will provide a reconsidered grade within a further 30 calendar days of the receipt of the request and any further information being submitted by the student.

b. For a failed grade in PRAC: If a student is unsuccessful in one of PRAC 31X, 41X, 42X, 43X, 44X or 46X the student is not required to submit an appeal, but will meet with the Associate Dean of Teacher Education (or designate) to further plan out a practicum pathway.  Any subsequent practicum will begin with the repeat of the failed block and the student will assume any additional costs associated with the course. This will likely extend the length of the program. If a student fails another PRAC course, their program progression stops, which includes coursework. A second meeting will occur to formally notify the student that their progression in the program has been halted. Failed grades in practicum are reviewed by the Practicum Manager to ensure due process was followed. A formal meeting will take place with the student, Practicum Manager, and Executive Program Director, Teacher Education.

c. For a failed grade in Concurrent Education (undergraduate) PROF, EXLR 110/21X: If a Concurrent Education (undergraduate) student receives a failed grade in PROF or is unsuccessful in EXLR the student is not required to submit an appeal and will be automatically enrolled in the failed course the next academic year. The student will assume any additional costs associated with the course. This process is subject to the conditions outlined by the Faculty of Education’s Code of Conduct as well as the provisions outlined in the Continuation in the Concurrent Education Program (Academic Standing) section and the Faculty of Education’s Progression policy.

Students who receive a grade of ‘Fail’ in the same placement twice will be deemed to have failed the placement requirement of the program and will result in an administrative review and may result in removal from the Concurrent Education portion of their degree.

If a student is unsuccessful in both EXLR 110 and 21X or any two PROF courses (PROF 110, 210, or 310), the student must submit an appeal to remain in the Concurrent Education program. If the EXLR appeal is successful, and if the student receives an unsuccessful grade in PRAC 31X, PRAC 42X or PRAC 43X, this will result in an administrative review and may result in removal from the Concurrent Education portion of their degree.

6.2 a. For a failed grade in a course subject: If the request for an informal review is denied or if the student is not satisfied with the decision, a formal appeal may be submitted to the Associate Dean of Teacher Education (or designate) (submit to education.appeal@queensu.ca).

The appeal must be submitted in writing with copies of all relevant documents no later than 30 calendar days of receiving the grade. If reconsideration is deemed warranted, the reconsideration will be by two reviewers appointed by the Associate Dean of Teacher Education (or designate).  The reviewers will request that the submission be considered by the original instructor. If the original instructor is not available for the grading, the Associate Dean of Teacher Education will find a suitable person to grade the assignment. The work under question will be reviewed and the student will be informed of the reconsidered grade normally within 30 calendar days of receipt of the written appeal.

b. For two failed grades in PRAC: The student has the right to appeal to resume the program in the next academic year, at the earliest. A formal appeal may be submitted to the Associate Dean of Teacher Education, (or designate), submit to education.appeal@queensu.ca.

The appeal must be submitted in writing with copies of all relevant documents no later than 30 calendar days after the grade is posted.

6.3 If the student is not satisfied with the decision after the review referred to in 6.2, the next stage of review lies with the BEd/DEd Professional Studies Committee. The student must submit an appeal in writing to the Chair of the BEd/DEd Professional Studies Committee, within 30 calendar days of receiving the decision (submit to education.appeal@queensu.ca).

The BEd/DEd Professional Studies Committee will strike an ad hoc Appeal Subcommittee consisting of at least two members. No member of the Appeal Subcommittee will have been part of the appeal at an earlier stage. The Appeal Subcommittee will inform the student in writing of the decision and report the decision to the BEd/DEd Professional Studies Committee.

The decision of the Appeal Subcommittee is final (see the Senate’s Student Academic Appeals Policy). However, if the student believes that there are grounds for an appeal on other than academic grounds, the student may set in motion the system for handling appeals as recorded in the Senate's Policy on Student Appeals, Rights and Discipline, by appealing to the University Student Appeal Board

7.0 Appeal to Retake or Substitute a Failed Course (Non-Practicum) Consecutive and Concurrent Final Year only
A student who has received a grade of Fail (F) in a course, and who wishes to retake the failed course,  must appeal in writing to the Associate Dean of Teacher Education (or designate) for permission to do so within 30 calendar days of the grade being received (submit to education.appeal@queensu.ca). The letter of appeal should cite any extenuating circumstances affecting performance in the failed course (with supporting documentation, such as a medical certificate), and contain an expression of commitment to complete the course successfully if permission is granted. Permission is at the discretion of the Associate Dean of Teacher Education (or designate) after consultation with relevant members and/or officers of the Faculty.

7.1 A student may be permitted to retake a course. Each course counts only once in the program. When a course is retaken, the attempt with the higher grade will count toward the program and grade point averages. All attempts and grades will appear on the student’s transcript.

8.0 Communication
The Faculty of Education will communicate with students through their official Queen’s email account and, when required, through regular mail to the mailing address on file in SOLUS. For purposes of notifications under this policy, an email sent from the Faculty is deemed sufficient notification.

9.0 Requirements for Graduation

To be eligible for the Bachelor of Education or Diploma in Education the student must have passing grades in all the required courses or components of the program, and a minimum cumulative GPA of 2.0. This CGPA is calculated using only Faculty of Education courses.

The Director, Education Student Services will inform the Registrar of the Ontario College of Teachers when a student has successfully completed the program of professional education including successful completion of the practicum.

Ontario College of Teachers (OCT) Reporting

Individuals who hold either Transitional Certificate (TCQR or MTCQR) are OCT members and are eligible to teach in Ontario's publicly funded schools, as long as they maintain their OCT membership in good standing. They are also expected to uphold the College's ethical and professional standards and are subject to the College's complaints, investigations, and discipline processes.

Transitional Certificate of Qualification and Registration (TCQR)

The Transitional Certificate of Qualification and Registration (TCQR) is designed for teacher candidates who have successfully completed at least 30 credits or their equivalent and 40 practicum days of their initial teacher education program. Teacher candidates who have not progressed successfully in the program either in coursework or practicum placements are deemed ineligible to apply for the TCQR. Specifically, if a teacher candidate has an unsuccessful course or unsuccessful practicum placement within the first two terms, their name will not be included in a report from the Faculty to the OCT.

Teacher candidates are only eligible to receive a TCQR after the OCT has received a report from their Faculty of Education.

Up to 20 days of teaching under a TCQR can be counted towards meeting practicum requirements in the member's teacher education program. Teacher candidates are only eligible for occasional teaching days while on a regular practicum placement in the SAME family of schools (i.e., a high school and its elementary feeder schools) which they are in for their practicum placement. Such days may occur in subjects or divisions outside of their expected subjects or divisions. For example, a P/J teacher candidate could be placed in a grade 8 class, and an I/S English and History teacher could be placed in a science class.

For more information about the TCQR, including how to request one or how to convert one to a general Certificate of Qualification and Registration, please visit the OCT’s FAQs.

Multi-Session Transitional Certificate of Qualification and Registration (MTCQR)

The Multi-Session Transitional Certificate of Qualification and Registration (MTCQR) is designed for teacher candidates who have completed the first session (Summer One) of a multi-session teacher education program, with the first session consisting of a practicum of a minimum of 15 days (which exceeds the current OCT requirement) and 12 postsecondary credits or their equivalent, one of which 6 [JK1] [JK2] credits are curriculum.

Teacher candidates are only eligible to receive a MTCQR after the OCT has received a report from their Faculty of Education.

For more information about the MTCQR, including how to request one or how to convert one to a general Certificate of Qualification and Registration, please visit the OCT’s FAQs.

With a MTCQR, candidates employed by school boards will gain valuable practical experience in instructional settings which are related to the areas of concentration of the candidate's program of professional education while continuing to earn a salary.

Final Report for Full Certification

Upon successful completion of the program, Education Student Services will send the Faculty Report to the Ontario College of Teachers for the names that appear on the degree list approved by Faculty Board, and have paid all supplementary course fees. Students that have a TCQR or a MTCQR will be converted to full certification. The student is responsible for submitting their completed transcript to the OCT.

Practicum - School Board Protocol

Students are not permitted to arrange their own PRAC 310/311 and/or any BEd/DEd practicum placements in publicly-funded Ontario schools. This includes contacting potential host teachers, principals, or any personnel within the school board, and asking if they would be willing to host them. This is NOT permitted and is taken very seriously as a breach of our school board protocol. Such instances may warrant an investigation about communication abilities in the Essential Knowledge, Abilities, and Dispositions of a Teacher Candidate. Students opting to complete their Alternative Practicum in a district school board must contact the Practicum Office.

Progression

Normally, students in the BEd/DEd programs will take their required courses, including practicum components, in the prescribed sequence. Students should successfully complete courses in the required term prior to proceeding to the subsequent courses in later terms. Students who have not received a passing final grade in a course, may be prohibited from taking subsequent courses until they are in good standing. Student Services will monitor progression. If a student is unsuccessful in two EXLR or two PRAC placements, it will result in an administrative review and may further result in removal from the program. 

Students who receive a grade of ‘Fail’ in the same placement twice will be deemed to have failed the placement requirement of the program and will result in an administrative review and may further result in removal from the program.

If a student is unsuccessful in both EXLR 110 and 21X or two PROF courses, the student must submit an appeal to remain in the Concurrent Education program. If the EXLR appeal is successful, and if the student receives an unsuccessful grade in PRAC 31X, PRAC 42X or PRAC 43X, will result in an administrative review and may further result in removal from the program.

Permission of the Associate Dean of Teacher Education (or designate) is required for a student to change the progression sequence of their program.

The Associate Dean of Teacher Education (or designate) may prohibit a student from taking subsequent courses if the student is not in good standing and progressing in their program.

Program Time Limits

Students requiring a lapse of registration should contact Education Student Services as soon as possible with supporting documentation and provide the academic term they plan to re-enroll in the Faculty. Students must contact Education Student Services prior to the term registration period, to confirm their intention to return to the program.

The time limits for completion of the BEd/DEd program options/tracks are as follows:

1. For students in the Queen's Concurrent Education program, the expected time limit is five years and one summer from the commencement date of the undergraduate Honours degree, to complete both Education AND undergraduate Honours degrees, i.e., if the student's program commences in the fall of 2020, the student is expected to attend final year in fall 2024 and have both degrees completed in summer 2025. If the program is predicted to go beyond five years plus one term, permission must be obtained by Education Student Services.
2. If eight years elapses from taking PROF 110, 210, and/or 310, the course(s) must be retaken before entry into the final BEd year of the program. The student is responsible for paying any additional fees incurred. This timeline is consistent with renewal cycles of accreditation, government policies, curriculum and other laws affecting schools.
3. For students in the full-time, on-campus BEd/DEd program, the time limit for successful completion of all program requirements is seven successive academic terms from the commencement date of that program, e.g., if a student's program commences in May of 2020, the date by which the program must be completed is August 2022.
4. For students in the Multi-session programs, the time limit for successful completion of all program requirements is twelve successive academic terms from the commencement date of that program, e.g., if a student's program commences in May of 2020, then the date by which the program must be completed is August 2024.

Religious Observance

Any student who has an exam, assignment, or class scheduled on the same day as a religious observance should contact the Education Student Services office immediately. Individual arrangements will be made to accommodate the needs of the student. If a religious observance occurs during a practicum placement, the student must submit their request to the Practicum Manager at practicum.office@queensu.ca. If granted, the student will be directed to inform their Associate Teacher, Principal, and Faculty Liaison of their absence. In some situations, this may result in additional practicum days being required.

Student Debts

In accordance with University policy, any student with an overdue debt with the University will not be permitted to register or to receive examination results, official transcripts, or marks reports until the outstanding account is settled in full or until an acceptable arrangement for settling the account is made by the department(s) concerned. In no case will a diploma be released to a student with an outstanding debt with the University.

This policy will be waived at the written request of the student to send one transcript to the Ontario College of Teachers.

Student Names

As the University is committed to the integrity of its student records, each student is required to provide either on application for admission or on personal data forms required for registration their complete, legal name. Any requests to change a name, by means of alteration, deletion, substitution, or addition must be accompanied by appropriate supporting documentation. Refer to the Student Names Policy for complete information. If you have any questions, please email educstudentservices@queensu.ca.

Student Responsibility

Students are responsible for ensuring that their course registrations are accurate and complete. This responsibility includes making available to the Education Student Services office any necessary documentation.

Timetabling

Student Services will enroll students in their Education courses.

Concurrent students in years 1-4: 

Requests for PROF changes will only be made if the section a student is enrolled in is in direct conflict with a course requirement for a degree plan, and that course is only offered at that time. Requests must be submitted to your Academic and Career Advisor in Education Student Services.

Consecutive and Final Year Concurrent students:

Requests for timetable changes will only be reviewed for extenuating circumstances (ie. childcare, medical, or carpooling reasons, where both students live more that 40 km from the Faculty of Education) and when the timetable permits the change. Requests, including appropriate documentation, must be submitted to Education Student Services.

Voluntary Withdrawal

Consecutive and final year Concurrent Education students may withdraw voluntarily, without academic penalty, prior to deadlines published in the Academic Calendar (see Sessional Dates). It is recommended that students consult with their Academic and Career Advisor in Education Student Services before withdrawing.  Students will be dropped from all their courses in SOLUS and must return their student cards to the Education Student Services office in order to withdraw from the University. Students wishing to return after having withdrawn completely must reapply through the Ontario Universities' Application Centre (OUAC) by the application deadline.