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Community Economic and Social Development

Field Education Manual

September 2017

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Acknowledgement

The Community Economic and Social Development Program acknowledges the quality field

placement experiences provided to our students by Field Supervisors and participating

organizations in Sault Ste. Marie, local First Nations and throughout the District of Algoma.

We appreciate the time and energy contributed to the field placement experience by many

community members, with the continued interest and commitment to the CESD Program and

our students.

Purpose of the Manual

The purpose of the Field Education Manual is to set out the academic and applied learning

objectives and expectations pertaining to students completing their field practicum courses

offered in the third and fourth year levels of study in Community Economic & Social

Development, Community Development and/or the Certificate in CESD at Algoma University.

The manual describes the program requirements, policies and procedures, and responsibilities

of the Field Placement Team members.

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Table of Contents

1.0 Algoma University: A Transformative Learning Experience 5

1.1 Contact Information 1 1.1.1 CESD Faculty & Staff 5 1.1.2 Sessional Instructors 5

1.2 Community Economic & Social Development 6 1. 3 Career Paths 6 1.4 Professional Designations 6 1.5 Overview of CESD Program (3 & 4 year) 7 1.6 Certificate in CESD 7 1.7 Program Format 7 1.8 CESD Guiding Principles 8 1.9 Frequently Asked Questions 10

2.0 Field Placements 11

2.1 What Students Can Offer 11 2.2 Learning Objectives 11

2.2.1 CESD 3017 Directed Studies CESD Practicum 12 2.2.2 CESD 4015 Community Economic and Social Development Project and Analysis 12

2.3 Participating Organizations, Agencies and Community Groups 13 2.4 Criteria for Field Placement Settings 14 2.5 Criteria for Field Supervisor 14 2.6 Criteria for Student Placement 15 2.7 Hours of Placement 15 2.8 Field Placement Seminar 15 2.9 Part-time Students (Offsite and/or Spring Institute) 15 2.10 Paid Field Placements 16 2.11 Field Placements in Places of Employment 16 2.12 Third and Fourth Year Placements in the Same Setting 16 2.13 Application Process 17 2.14 Choosing a Field Placement 17 2.15 Selection and Assignment of Field Placement 17

3.0 Field Placement Team 18 3.1 Responsibilities of CESD Program and Learning Support Coordinator 18 3.2 Responsibilities of Faculty Advisor 19 3.3 Responsibilities of Field Supervisor 19 3.4 Responsibilities of the Student 20 3.5 Pre-Placement Meeting 21 3.6 Consultation Meetings 21

3.6.1 First Meeting – Introductory Meeting 22 3.6.2 Second Meeting – Placement Monitoring (CESD 4015) 22 3.6.3 Final meeting – Evaluation 22

3.7 Student Performance Evaluations 22

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4.0 Field Placement Guidelines 23

4.1 Confidentiality 23

4.2 Information Sharing 23

4.3 Attendance 24

4.4 Use of Students’ Personal Vehicles for Agency or Organization Business 24

4.5 Expenses 24

4.6 Administration of Medication 24

4.7 Strikes 25

4.8 Police Record Checks 25

4.9 Field Placement Problems/Breakdown 25

4.9.1 Procedures 25

4.9.2 Removal from Placement 26

4.9.3 Unsuitability of Field Placement 26

4.9.4 Unsuitability of Student 26

4.9.5 Transfer to New Field Placement Setting 26

4.9.6 Transfer of Accumulated Placement Hours 27

4.10 Student Appeals 27

4.11 Human Rights Policy 27

4.12 Insurance Coverage 27

5.0 Exemption from Field Placement Hours – Recognition of Prior Learning (CESD 3017) 27

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1.0 Algoma University: A Transformative Learning Experience Algoma University is the province of Ontario’s nineteenth and newest university. Surrounded by the

rich, natural beauty of Northern Ontario, Algoma U is an inclusive and diverse community of over 1200

students, offering more than 30 academic programs taught by internationally known experts in fields

such as Business, Community Economic & Social Development, Anishinaabemowin, Economics, Biology,

History, Psychology, Sociology and Computer Science.

With more than 40 years experience in offering undergraduate liberal arts and science programs,

Algoma U provides high quality education and learning experiences that can be transformative for

students, professors and community members. Algoma University is a place where students can step

into leadership roles, both on campus and in the community.

1.1 Contact Information

Address: Algoma University

1520 Queen Street East

Sault Ste. Marie, Ontario P6A 2G4

Phone: (705) 949-2301

Toll free: 1-888-ALGOMA-U

Fax: (705) 949-6583

Website: www.algomau.ca/cesd

1.1.1 CESD Faculty & Staff

Dr. Sheila Gruner, BA (Hons) (Guelph), MES (York), PhD (OISE/UT) Ext. 4375

Dr. Teresa Healy, BA (Hons) York, MA (York), PhD (Carleton) Ext. 4811 Dr. Rosa Sanchez, PhD Margaret Neveau, CESD Program and Learning Support Coordinator Ext. 4349

1.1.2 Sessional Instructors

Sean Meades, BA (Hons.) (Dalhousie), MA (York), PhD (c) (York) Dan Fryia, B.Comm (Hons) (Windsor), MBA (LSSU), E.C.D. (F) Christine Migwans, BSW (Laurentian), B.Ed (Brock), MSW (Laurier) Sophie Edwards, BA (Guelph), MA (Laurentian), PhD (c) (Queens)

Peggy Lauzon, BA (Waterloo), MBA (CBU)

Jude Ortiz, BFA (NSCAD); B.Ed. (Windsor); PhD (c) (UWE)

Laura Wyper, BA (Guelph), BHSc (Laurentian), B.Ed. (Trent), M.A. (OISE/UT), PhD(c)

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1.2 Community Economic & Social Development

Since 2001, Algoma University remains the only university in Canada to offer a Bachelor of Arts

(Honours) in Community Economic and Social Development (CESD). The distinctive interdisciplinary

learning environment is academically supported by several departments including Social Work,

Sociology, Political Science, Geography, Economics and Business Administration.

The creation of an undergraduate degree linking the economic health and social well being of smaller

urban, rural, Indigenous and northern communities was directly related to the need for professionals

equipped with the knowledge and competencies to become innovative and effective community

development practitioners.

In order to facilitate the application of theory into the workplace or community setting, the CESD

program offers a number of opportunities for students to integrate theory with practical experience:

Learning Community Lab - a place where CESD students and faculty members reinforce the

commitment to community-building through dialogue and reflection, while offering a place to

understand individual learning styles and needs.

Applied Learning – Students pursuing a 4-year Bachelor of Arts (Honours) degree must complete

a total of 300 placement hours; students enrolled in the 3-year Bachelor of Arts degree or the

Certificate in CESD must complete a total of 150 placement hours.

Development of Northern Ontario Research, Development, Innovation and Knowledge (NORDIK)

Institute; serving as the research arm of the academic program, NORDIK offers students and

graduates an opportunity to gain community-based research and development experience.

1.3 Career Paths There are several career paths including working with local, provincial and federal governments; not-for-profit organizations; health, social and employment organizations; First Nation/Indigenous programs and services; community art/cultural organizations; community organizing; community-based research; and community economic development.

1.4 Professional Designations To ensure quality and effectiveness, the program is designed to prepare graduates for certification as community economic development officers with both the Council for the Advancement of Native Development Officers (CANDO) and the Economic Developers’ Association of Canada (EDAC). 1.5 Overview of CESD Program (3 & 4 year)

Year One

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CESD 1006 (3) Introduction to CESD I CESD 1007 (3) Introduction to CESD II SOCI 1016 (3) Understanding Society I: Principles and Processes ECON 1006 (3) Introduction to Microeconomics or ECON 1007 (3) Introduction to Macroeconomics SWRK 1006 (3) Introduction to Social Welfare in the North ADMN 1016 (3) Introduction to Canadian Business 12 elective credits – 6 credits from each Group I (Humanities) and Group II (Sciences)

Year Two CESD 2016 (3) Community Economic and Social Development: Research Methods CESD 2106 (3) Economics of Community Development I: Social Economy and CED CESD 2406(3) Environment and Community Resilience CESD 2607 (3) Community Engagement & Strategic Planning POLI 1007 (3) Introduction to Political Science II: Ideas, Principles and Institutions ADMN 2017(3) Managing the Non-for-Profit Organization 12 elective credits

Year Three CESD 2556(3) Finance and Accounting for Non-Business Students CESD 3016 (3) Global/Local Relations: A Critical Approach to Community Development CESD 3017 (3) Directed Studies: CESD Practicum SOCI 2127 (3) Research Methods and Data Analysis II or SWRK 2127 (3) Introduction to Social Work Research POLI 3607 (3) Canadian Public Policy GEOG 1027 (3) Introduction to Human Geography 6 additional credits CESD, upper year AND 6 elective credits

Year Four CESD 4015 (6) Community Economic and Social Development Project and Analysis CESD 4906 (3) Community Economic and Social Development: Selected Topics I CESD 4907 (3) Community Economic and Social Development: Selected Topics II 18 elective credits 1.6 Certificate in CESD The Certificate in CESD consists of 30 credits from CESD 1006, 1007, CESD 2106, 2016, 2406, 2607, CESD

3016, 3017, and 6 additional credits CESD, upper year.

1.7 Program Format

Program Length Placement Hours

Bachelor of Arts (Honours) 4 years (120 credits) 300

Bachelor of Arts 3 years (90 credits) 150

Certificate in CESD 1 year (30 credits) 150

CESD Spring Institute 5 day course (3 credits) n/a

1.8 CESD Guiding Principles

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The Field Practice component is acknowledged as a crucial element in the CESD program’s delivery of

professional education. All policies, procedures and decisions are based upon the following principles1:

Community Economic Development (CED) is a community-based and community-directed process that

explicitly combines social and economic development and is directed towards fostering the economic,

social, ecological and cultural well-being of communities and regions. As such it recognizes, affirms and

supports all the paid and unpaid activity that contributes to the realization of this well-being.

CED has emerged as an alternative to conventional approaches to economic development. It is founded

on the belief that problems facing communities – unemployment, poverty, job loss, environmental

degradation, economic stability, and loss of community control – need to be addressed in a holistic and

participatory way.

Equity

o Community members should have equitable access to community decision-making

processes, resources and the benefits of CED related projects, regardless of race,

gender, country of origin, class, religion, sexual orientation, geographic location,

income, age and ability.

Participation

o Active participation of all members of the community in the planning, decision-making

and benefits of CED initiatives, and works to remove the barriers that limit the

participation of marginalized citizens. In particular, CED seeks to encourage the active

participation of women, youth, seniors, differently-abled people, racial/ethnic groups,

low-income, and Indigenous peoples in the public life of the community.

Community-building

o Create a sense of community by fostering relationships of acceptance, understanding,

and mutual respect.

Cooperation and Collaboration

o Recognition that there are important linkages and connections between communities

and regions, and that many problems cannot be addressed in isolation. CED encourages

relationships based on cooperation and collaboration.

Self-reliance/Community Control

1 Excerpt from Simon Fraser University’s “Statement of Community Economic Principles”. Copyright 1997. Simon Fraser University Community

Economic Development Centre, Burnaby, British Columbia, V5A 1S6. Phone (604) 291-5850

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o Building on local strengths, creativity and resource, and actively seeks to decrease

dependency on, and vulnerability to, economic interests outside the community and

region. CED supports decentralized, non-hierarchical decision-making processes that

strengthen the autonomy of the individual, the community and the region.

Integration

o Recognition that the healthy development of communities requires a holistic approach

that addresses the social, economic, cultural, and ecological dimensions of community

well-being.

Interdependence

o Recognition that the local community exists within the context of a larger complex web

of relationships and that its decisions can have an impact far beyond its own

boundaries. Therefore, CED embraces strategies that aim to benefit the local and larger

community.

Living within Ecological Limits

o Recognition that the social, cultural, and economic well-being of the community

depends on healthy local, bioregional and global ecosystems, and that there are real

ecological limits to human economic activities. Therefore, CED encourages processes,

structures and initiatives that respect these ecological limits and supports work that is

sustaining, regenerating and nurturing of both the community and the earth.

Diversity

o Encouraging economic activities that are diverse and appropriate to the expressed

needs within the community and region.

Appropriate Indicators

o Monitor and evaluate progress through community-derived and appropriate economic,

social, cultural and ecological indicators, rather than through conventional measures

and standards.

1.9 Frequently Asked Questions

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Q: What is a CESD field placement?

There are two courses in the CESD degree program and one course in the certificate program that

require a weekly seminar class and a field placement component: CESD 3017 (150 hours) and CESD

4015 (300 hours).

Q: How many hours are students required to complete at their placement?

Students enrolled in CESD 3017 must complete a total of 150 hours between January and April. Students

enrolled in CESD 4015 complete a total of 300 hours between September and April. All placement hours

are to be tracked on the timesheets provided and approved by the Field Supervisor.

Q: Do students get paid for their field placement?

No, the field placements are not paid positions. Students are graded on a pass/fail basis and receive

academic credit towards their degree or certificate program.

Q: Who are the key players involved in the field placement?

There are three key parties who contribute to the success of the field placement experience: the

Student, the Field Supervisor and the Faculty Advisor. The CESD Program and Learning Support

Coordinator assists with the intake of placement proposals, posting of placement descriptions, intake of

student applications and assistance throughout the placement process.

Q: What is required of the student to participate in the field placement?

Students must complete all prerequisites to enroll in CESD 3017 and CESD 4015 as indicated in the

Academic Calendar. Once they have been assigned a supervisor, they must complete a Work/Education

Agreement - Post-Secondary form and a field placement agreement prior to commencing any placement

hours. All students must participate in weekly seminars (1.5/hrs per week) where they will discuss and

reflect on their experience in the workplace.

Q: What is required of the placement organization?

The basic requirements are to provide the student(s) with appropriate learning opportunities, adequate

workspace, and meet the supervision and evaluation requirements. There are a minimum of 2

consultation meetings with the Field Placement Team during CESD 3017, and a minimum of 3

consultation meetings during CESD 4015.

Q: How to request a placement student?

To request a student placement, or obtain a placement description template, please contact the CESD

office at (705) 949-2301, ext. 4349 or download the forms from www.algomau.ca/cesd

2.0 Field Placements

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Field Placements are an integral component of the students’ education because they provide students

with the following opportunities:

To apply the knowledge and skills acquired in the academic component of the program To reflect on their practice, evaluate their competencies and identify learning goals To strengthen their ability to analyze the links between social and economic issues To become familiar with the process of community development in the workplace To acquire experience with community development practice, policies and procedures To develop an understanding of the broad range of community economic and social

development agencies and organizations To prepare for entry into a CESD related profession

Students will have the opportunity to demonstrate and engage in these outcomes while participating in a field placement. The depth to which students are able to demonstrate these values, goals and objectives is dependent on whether they are in a third or fourth year placement experience. Students must attend the weekly seminar course as a part of CESD 3017 and CESD 4015 course requirements. 2.1 What Students Can Offer

Students in the CESD and Community Development programs at Algoma U are a diverse group of people

who bring a range of strengths, skills, interests, experience and learning objectives to the field

placement setting. The combination of skills, interests and organizational needs will contribute to the

actual placement learning activities.

Some of these learning activities include but are not limited to:

Strategic planning

Community based research

Program Development/ Implementation

Project Management/Administration

Public Education/Presentations

Event planning/Promotions/Marketing

Community Outreach

Proposal and Grant Writing

Policy Analysis/Policy development

Program Evaluation

2.2 Learning Objectives The values, goals and objectives relative to CESD placements are closely linked to the CESD Guiding Principles. 2.2.1 CESD 3017 Directed Studies CESD Practicum

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By the end of a third year placement, the student should be able to demonstrate competencies in three main areas:

Goal 1 Skill and knowledge related to at least one type of community development involving clients, communities or organizations. This includes:

The ability to build and sustain relationships with clients, colleagues and other

community members The ability to demonstrate a beginning level of community organizing and

interpersonal skills The ability to study and assess problem situations The ability to make effective use of supervision The ability to identify personal strengths and areas of growth

Goal 2 Knowledge of the organizational and community context of practice as it relates to the

field setting. This includes: The ability to analyze the structure, mandate, role and purpose of the field

placement setting The ability to demonstrate an understanding of the relationship between the

organization’s structure and service, and the needs of the client/community group that it serves

The ability to demonstrate an awareness of, and appreciation for, the experiences and situations of the client/community groups who are served (respect for local knowledge and community’s values)

The ability to demonstrate an awareness of the structural factors that affect both the organization’s services and the needs of the client/community groups (i.e. an understanding of issues related to poverty, diversity, culture, language, gender, race, class, etc)

Goal 3 Identify links between theory and practice. This includes:

The ability to demonstrate an understanding of the theoretical framework(s) and/or set of assumptions underlying Community Economic and Social Development.

The ability to demonstrate an understanding of the linkages between community social development and community economic development

The ability to demonstrate theoretical analysis of practice situations

2.2.2 CESD 4015 Community Economic and Social Development Project and Analysis By the end of the fourth year placement, the students should be able to demonstrate an understanding of third year competencies and acquisition of fourth year competencies in three main areas:

Goal 4 Skill and knowledge related to at least two levels of community development involving clients, communities or organizations. This includes:

The ability to reflect on and analyze her/his practice The ability to critically evaluate the impact of her/his development work

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The ability to respond effectively as a community developer, including the following: while working in collaboration with community members or a community group/organization identify, assess and analyze a community need/problem; develop a plan of action; realize the plan of action; evaluate the results

The ability to make effective use of supervision and critically assess personal/professional strengths and areas of growth

Goal 5 Knowledge of the organizational and community context of practice as they relate to

the field placement setting. This includes:

The ability to interpret and communicate the organizational objectives, services and dynamics of the field placement setting

The ability to critically analyze the impact and relevance of the services for the intended client group/community

The ability to identify and explain the socio-economic/structural factors that affect both the organization’s services and the needs of the client/community groups (i.e. an understanding of issues related to poverty, unemployment, diversity, culture, language, gender, race, class, etc.)

Goal 6 Identify, explain and formulate the links between theory and practice. This includes:

The ability to recognize the theoretical assumptions and foundations that inform her/his practice

The ability to generalize from the knowledge of a particular situation to other situations and adapt appropriate theoretical concepts and community intervention strategies

2.3 Participating Organizations, Agencies and Community Groups To ensure a strong partnership with our community educators, the CESD program will ensure that all

field placement settings are provided with:

A copy of the Field Placement Manual An open communication process with CESD Faculty and the CESD Program and Learning Support

Coordinator Faculty support during the field placement; a minimum of two Faculty Consultation Meetings in

CESD 3017, and a minimum of three consultations in CESD 4015, with additional consultations when requested by the Field Supervisor or the Student

The opportunity to interview and select appropriate candidates, when required The right to withdraw the offer of a field placement or terminate a field placement when

necessary Students who have met the requirements and are informed about the scope of their roles in field

placement settings

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2.4 Criteria for Field Placement Settings The CESD Program recognizes that it would not be possible to offer the BA (Hons) CESD, BA CESD, BA Community Development, or the Certificate in CESD without the participation of field placement settings and the hours of service provided by the Field Supervisors and their respective places of work. The following criteria for the selection of field placement settings are suggested:

1. The agency, organization or institution should be interested in providing a placement opportunity.

2. The agency, organization or institution’s philosophy of service should be compatible with the principles and educational objectives of the CESD field placement program.

3. The setting and organizational structure should be such that Students can be allowed a fairly

wide range of learning experiences and community development functions.

4. A qualified Field Supervisor should be available on-site at all times.

5. The field placement agency, organization or institution should provide sufficient time to the Field Supervisor to carry out the following:

a. Provide Student with general orientation to the workplace b. Help the Student prepare an initial work plan (review & feedback) c. Select assignments for the student d. Complete Student evaluations e. Be available for supervisory meetings at least once every two weeks; and for field visits

from the Faculty Advisor or CESD Program and Learning Support Coordinator.

6. Suitable space and work facilities should be available for Students to engage in their placement duties. These items may include desk space, computer, phone, and office supplies. The CESD Program recognizes that Students may have to share office/desk space in some settings.

7. Where possible, Students can be included in professional development activities that are available to staff and time could be counted as placement hours.

2.5 Criteria for Field Supervisor

The following criteria for the selection of Field Supervisors are suggested:

1. The Field Supervisor should have an appropriate education and/or experience in the area of community development and a minimum of one year’s experience in their current position in order to instruct a Student on the work of the agency, organization or institution.

2. The Field Supervisor must have demonstrated competency as a community development practitioner/related profession and must have an interest in working with students, and an interest in community economic & social development education.

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3. Field Supervision may be shared depending on the needs of the Student and the placement setting. In the event of multiple supervisors, one person needs to be the primary Field Supervisor for the purposes of communication with the Faculty Advisor and/or CESD Program and Learning Support Coordinator.

2.6 Criteria for Student Placement Students should register for placement courses at least six weeks prior to commencement of the

placement to ensure a suitable placement can be obtained. The CESD program recognizes that there are

students who may not be able to comply with the suggested timelines. In these circumstances, students

must contact the CESD Program and Learning Support Coordinator to notify of their intention to register

for the course at the earliest possible date. The CESD Program cannot guarantee a placement without at

least six weeks’ notice prior to the commencement of the course.

Students are also responsible for completing all prerequisite courses prior to registering for a placement

course. Please consult your academic calendar or advisor for more details.

2.7 Hours of Placement

Students pursuing a 4-year Bachelor of Arts (Honours) degree in Community Economic and Social

Development must complete CESD 3017 and CESD 4015, for a total of 300 placement hours. Students

enrolled in the 3-year Bachelor of Arts degree or the Certificate in CESD must complete CESD 3017, for a

total of 150 placement hours. Please note that placement hours are optional during final exam periods.

CESD 3017

(3 credits)

Mid-January to April

Students are required to complete 150 placement hours

Approximately 10-12 hours per week (approx. 2 days)

CESD 4015

(6 credits)

Mid-September to April

Students are required to complete 300 hours

Approximately 10-12 hours per week (approx. 2 days)

2.8 Field Education Seminars

Field Education Seminars are required components of all CESD field placement courses. The seminars

provide students with the opportunity to reflect on how theory is being applied in the workplace, share

ideas and discuss experiences. Field Education seminars are scheduled weekly (1.5 hours).

2.9 Part-time Students (Offsite and/or Spring Institute)

For those completing a Certificate in CESD, or CESD courses on a part-time basis, the CESD program will endeavor to obtain a field placement in the Student’s home community. This may require some additional time in set-up, so students are requested to contact the CESD Program and Learning Support Coordinator in the preceding semester to accommodate a timely commencement of the placement.

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2.10 Paid Field Placements

Students may be permitted to complete one field placement in a setting that provides some form of

remuneration. The CESD program does not assume responsibility for recruiting paid placements.

The Faculty Advisor and CESD Program and Learning Support Coordinator are responsible for approving

all paid placements.

Students who are interested in this type of placement must do the following:

Contact the CESD Program and Learning Support Coordinator at least 6 weeks in advance to

allow sufficient time for assessment of the placement

Submit a placement description that details the field placement project and duties

The placement project must detail a new learning experience

Field placement settings interested in providing a paid work placement must be willing to:

Meet the expectations and responsibilities required by all placement settings (see

Responsibilities of the Field Supervisor)

Provide a mechanism for supervision and evaluation separate from the paid worker/employee

relationship

Understand and agree that the Student will be expected to meet all of the requirements

normally expected of a field placement student. This includes attendance at field education

seminars, academic assignments and consultation meetings.

2.11 Field Placements in Places of Employment

Students may be permitted to complete only one field placement in their place of employment. This

arrangement is governed by the same principles and procedures found in the section on Paid Field

Placements.

2.12 Third and Fourth Year Placements in the Same Setting

In order to maximize the opportunity to acquire such a broad base of knowledge, skill and practical

experience students are required to complete CESD 3017 in one organization and CESD 4015 in a

different organization. Only in very unusual circumstances will an exception be granted, and will only be

considered in the following circumstances:

Students in off-site remote locations, where opportunities for placement are extremely limited

Students who experience disabilities which require accommodation in the workplace, and such accommodation is available in a limited number of agencies

Exceptional and compassionate reasons

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2.13 Application Process Students enrolled in placement courses are required to submit a Field Placement Application and a current copy of their resume to the CESD Program and Learning Support Coordinator in order to facilitate the placement process. This Field Placement Application is where students can indicate the number of required hours, personal learning goals, placement preferences and any limitations. Deadlines for placement applications will be announced through Algoma U student email accounts and posted at Algoma University. Students completing their placement during the Spring/Summer session must schedule a meeting with the CESD Program and Learning Support Coordinator to discuss placement options. Placements completed during the Spring/Summer session are offered as reading courses and must adhere to reading course requirements. Please note that all applications must be completed in full and delays may restrict placement choices. 2.14 Choosing a Field Placement Students are encouraged to formulate their learning goals and expectations before selecting his/her placement preference. The CESD Program and Learning Support Coordinator is available for consultation and assistance in selecting field placement possibilities that are suited to the student’s goals. Students may also wish to consult other faculty members and students who have completed their placements for advice and suggestions. The CESD Program and Learning Support Coordinator is responsible for contacting the placement settings to determine the availability of suitable field placement opportunities. Organizations are asked to submit a placement (project) description, which is then posted on the CESD bulletin board for reference. If students are interested in a placement with an organization that is not posted on the bulletin board, they are asked to contact the CESD Program and Learning Support Coordinator. 2.15 Selection and Assignment of Field Placement Every attempt will be made to secure field placements that correspond to learning goals and preferences indicated on Field Placement Application forms. Field placements are determined by several factors including: student preference, learning goals, requirements of the field placement setting, requirements of the CESD program, availability of resources, and feedback from Faculty and Field Instructors. Students may be required to complete an interview prior with the placement organization, agency or institution and it is the interviewer’s decision to accept them for placement. The Faculty Advisor has the responsibility of approving the placement match before any duties, assignments and hours are commenced. 3.0 Field Placement Team

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The field placement is an integral component of the professional development of students in the CESD

and Community Development degree programs. It represents considerable investment on the part of

students and signifies their readiness to begin the transition from the classroom to the workplace. It is

also a transition from student to community development practitioner. The field placement also

represents a change in how students are being taught. The method of instruction shifts from classroom

instruction to a practice-based team approach.

There are three principle members of the Field Placement Team including the Student, the Field

Supervisor and the Faculty Advisor. The CESD Program and Learning Support Coordinator acts as the key

contact and resource person for the Field Placement Team members.

3.1 Responsibilities of CESD Program and Learning Support Coordinator

The CESD Program and Learning Support Coordinator is responsible for the ongoing development and administrative support of CESD 3017 and CESD 4015 field placements. The responsibilities of the CESD Program Coordinator include:

To consult with administrators of agencies, organizations and leaders of community groups to explore potential placement opportunities for students and determine possible working arrangements.

To gather and compile information from agencies related to current or future placements To review and post suitable placement descriptions for students registered to complete a

placement course; placement descriptions shall be available in the CESD office, posted on the CESD bulletin board at Algoma University and send out via Algoma U email

To communicate deadlines for intake of placement proposal submissions and student placement applications

To assist the Faculty Advisor with assigning placements to individual students with consideration of student preferences, learning goals, previous experiences and placement requests

To ensure that work-placement agreement (insurance coverage forms) are completed in full and submitted to the Academic Dean’s office prior to the commencement of placement hours

To ensure that Field Placement Agreement forms are completed and kept on file in the CESD office. A copy will be provided to each student and their respective supervisor.

To arrange collaborative consultation meetings at the request of the student, the field supervisor or faculty advisor

To assist the field supervisor, faculty advisor and student in dealing with problems that may arise that are related to the educational progress of the student

To ensure that Field Supervisors and students receive field placement manuals and serve as the key contact person at the University for field supervisors, students, and the community

To arrange program orientations, integrative workshops and/or presentations for field supervisors, as required

To ensure that mid-term and end of term consultation meetings are scheduled for the purpose of student performance evaluations

To participate in consultation meetings for CESD 3017 and CESD 4015 with the Student and the

Field Supervisors, as required

3.2 Responsibilities of Faculty Advisor

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The Faculty Advisor is either a full or part-time faculty member. S/he is the link between the CESD

Program and the field placement setting. The Faculty Advisor works with both the Field Supervisor and

the Student. The responsibilities of the Faculty Advisor include:

To assign placements to individual students with consideration of student preferences, learning

goals, previous experiences and placement requests

To ensure that students have met the requirements for entry into placements

To facilitate the Field Education Seminar on a weekly basis

To provide information regarding the expectations and responsibilities related to the dual role

of learner and practitioner to enrolled students

To provide information about the expectation of the safety and security of the student

To provide information about the academic goals, placement objectives and the university’s

policies and procedures

To ensure that the learning experience provides opportunities for integrating theory to practice

and professional development

To provide guidance and feedback in the development of the placement work plan

To ensure that the work plan is based in the application of knowledge and the acquisition of

skills, ensuring that it reflects academic and professional goals

To ensure that any assignments, material, information and/or discussions pertaining to field

placement educational experiences adhere to confidentiality requirements

To notify the Student, the Field Supervisor and the CESD Program and Learning Support

Coordinator if there are academic concerns or other related problems that may affect the

viability of the field placement

To participate in a minimum of 2 consultation meetings with the Field Placement Team during

CESD 3017, and a minimum of 3 consultation meetings during CESD 4015. When required, the

CESD Program and Learning Support Coordinator may be requested to meet in place of the

Faculty Advisor.

To provide on-going support, assistance and instruction to the Student and the Field Supervisor,

ensuring a responsive communication process with the Field Placement Team

To assign and grade academic assignments

To assign the final grade of Pass or Fail

3.3 Responsibilities of Field Supervisor

The Field Supervisors play a vital role in the education and training of placement students. The field

placement organization is responsible for providing a skilled and experienced supervisor who will ensure

the Student will receive effective feedback and support. The responsibilities of the Field Supervisor

include:

To meet with the placement student prior to the commencement of placement hours and sign

the Work Education Agreement (insurance) form and Field Placement Agreement form

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To provide an orientation to the agency or organization. Items covered should include agency

mandate, programs and services, description of client group, methods of supervision, facilities

available, dress code, issues of confidentiality, and routines of the setting (e.g. hours of work,

lunch/coffee breaks)

To establish clear parameters and expectations regarding workplace policies and procedures

To provide guidance and feedback with respect to the development of a work plan/learning goals that will provide appropriate learning experiences for the Student based on the approved placement description

To ensure that the Student has adequate time, access to the information and the resources

necessary for completing assigned tasks and accomplishing the placement learning goals

To provide regularly scheduled supervision and instruction time for the purpose of providing

feedback and evaluating the student’s progress (min. 1 hour per 4 hrs of placement time)

To approve and sign placement timesheets

To report to the CESD Program and Learning Support Coordinator or Faculty Advisor any difficulties that may arise in the student/supervisor relationship or in the placement setting that may affect learning outcomes

To work with the CESD Program and Learning Support Coordinator and Faculty Supervisor to try and resolve any problems

To participate in a minimum of 2 consultation meetings with the Field Placement Team during

CESD 3017, and a minimum of 3 consultation meetings during CESD 4015. When required, the

CESD Program and Learning Support Coordinator may be requested to meet in place of the

Faculty Advisor.

To provide a substitute Field Supervisor during times of absence

To attend placement workshops or events with other field supervisors when scheduled To evaluate student performance in the field placement at mid-term and end of term

3.4 Responsibilities of the Student

Participation in the Field Placement courses indicates the Student’s readiness to assume the dual role of

learner and practitioner. Each student becomes a member of a Field Placement Team and is expected

to assume responsibilities accordingly.

The responsibilities of all placement students include:

To meet the academic requirements and prerequisites for field placement courses

To accept the dual role of learner and practitioner and related responsibilities

To submit all field placement forms and all relevant documents by the dates indicated on the

course outline

To schedule a pre-placement meeting with their respective supervisor to discuss placement

duties, learning goals, hours and sign the Work Place Education Agreement and Field Placement

Agreement

To take responsibility for personal safety and security while performing placement duties

To be aware of, and adhere, to all relevant university policies, procedures and guidelines

To be aware of, and adhere to, the policies and procedures of the field placement setting

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To ensure that any assignments, material, information and/or discussions pertaining to field

placement educational experiences adhere to confidentiality requirements

To identify themselves as a student placement in all professional interactions and interventions

To take responsibility for self-directed learning by completing academic and placement assignments

To report to work punctually and to notify your Field Supervisor in case of lateness or absence

To reflect on her/his weekly progress and identify specific areas for feedback during supervision

sessions, evaluation meetings and weekly field education seminars

To assist in the scheduling of supervision/instruction meetings

To organize the first faculty consultation meeting and assist in the scheduling of any subsequent

faculty consultation meetings

To prepare field placement reports and evaluations as required

To notify the Faculty Advisor and/or the Field Supervisor of any problems that may affect the

viability of the field placement

To take responsibility for problem-solving and conflict resolution as the need arises

3.5 Pre-Placement Meeting Students that have been assigned to a placement position are responsible to arrange a time to meet with their placement supervisor to meet, discuss the placement and duties, and sign the required forms:

1. Work Education Agreement (required by the Ministry of Education) 2. Field Placement Agreement (required by the CESD Office)

These two forms must be submitted to the CESD Office (SH216B) prior to the commencement of any placement hours.

3.6 Consultation Meetings

All members of the Field Placement Team: the Student, the Faculty Advisor (or CESD Program and

Learning Support Coordinator) and the Field Supervisor must participate in the meetings. Any meetings

convened without three team members in attendance are not considered as Consultation Meetings.

There will be at least two Consultation Meetings in CESD 3017, and at least three Faculty Consultation

Meetings in CESD 4015.

These meetings occur at the field placement setting. This happens for two reasons: 1. The CESD

program does not wish to inconvenience the Field Supervisor or add the additional responsibility of

travel and/or parking; 2. it is important that the Faculty Advisor (or CESD Program and Learning Support

Coordinator) have the opportunity to observe first-hand the field placement environment.

Students are the logical liaison for scheduling the first meeting, as they have access to both the Field

Supervisor and the Faculty Advisor. Coordinating the date and time of the first meeting may take

several attempts; therefore, the Student is advised to initiate the process during the first few days of

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placement. The first meeting should occur in the first two weeks of placement and no later than the

third week of placement. A final copy of the student’s work plan should be available for the meeting.

The dates for future Faculty Consultation Meetings should be decided at the first meeting and

incorporated in the Student’s work plan.

3.6.1 First Meeting – Introductory Meeting

The Student, the Faculty Advisor (or CESD Program and Learning Support Coordinator) and the Field

Supervisor meet as a team for the first time to review and discuss the following:

Roles and responsibilities

Academic program requirements

Placement requirements

Attendance and reporting requirements

Methods of evaluation

Student work plan

Dates for consultation meetings

3.6.2 Second Meeting – Placement Monitoring (CESD 4015)

Monitor the progress of the field placement to date

Review, clarify and confirm the expectations and requirements of the field placement

Assess Student’s progress in achieving learning goals and objectives, and clarify action required to achieve same prior to completion of placement

Provide instruction, support and feedback as required

3.6.3 Final meeting - Evaluation

The final evaluation must occur before the last day of classes. All field placement reports, evaluations

and assignments must be completed no later than the last day of class. This ensures that the academic

and written components can be assessed and introduced for discussion and feedback at the final

evaluation. The final evaluation should provide sufficient information to allow the Faculty Advisor, in

collaboration with the Field Supervisor, to determine the final grade. This grade must be submitted to

the Registrar’s Office within 5 working days of the last day of scheduled classes.

3.7 Student Performance Evaluations

It is through field placements that students engage in activities that allow them to apply the knowledge

and skills learned in school, as well as learn from their experience in a work setting. The CESD 3017 and

CESD 4015 courses are graded on a pass/fail basis. Final grades are assigned and submitted by the

Faculty Advisor.

Field supervisors will be formally invited to provide the Faculty Advisor (or CESD Program and Learning

Support Coordinator) with feedback at mid-term and at the end of the placement term. Field

instructors are encouraged to provide students with feedback on a regular basis rather than relying on

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mid-term and final evaluations. Positive feedback will help students know they are on track and

constructive criticism will help students identify areas of improvement. Major issues or concerns should

be raised immediately with the student, as well as with the CESD Program and Learning Support

Coordinator to allow an opportunity for feedback and improvement.

There are a variety of methods that contribute to the success of each placement experience:

Field Placement Agreement

Field Placement Timesheet

Mid-term and final consultation meetings

Academic assignments (work plan, presentations, participation)

Placement Evaluations

4.0 Field Placement Guidelines

This section covers a variety of important topics that pertain to the CESD field education and seminar

components. It is recommended that all members of the field placement team are familiar with these

guidelines prior to the commencement of placement hours.

4.1 Confidentiality

Students participate and learn by discussing their work at their placement setting and the subsequent

issues that arise. Guidelines regarding professional standards of confidentiality are clearly established at

the onset of the placement courses and closely observed to ensure the privacy of all clients interacting

with Students at the agency, organization or institution. Students are expected to familiarize

themselves with, and adhere to, any codes of confidentiality specific to their field placement.

All members of the Field Placement Team are required to adhere to the standard confidentiality

requirements. Confidentiality requirements should be reviewed at the first Consultation Meeting to

ensure that all pertinent agreements are understood, signed and practiced.

The disclosure of confidential information involves the obligation to share information professionally

with others in the workplace as part of a reasonable service to the client. CESD practitioners recognize

the need to obtain permission from clients before releasing information about them to sources outside

their workplace; and to inform clients at the outset of their relationship that some information acquired

may be shared with the officers and personnel of the agency who have a reasonable need for the

information in the performance of their duties.

The Faculty Advisor is required to ensure that any assignments, material, information and/or discussions

pertaining to field placement educational experiences conform to confidentiality standards.

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4.2 Information Sharing

The faculty in the CESD program has the responsibility to monitor the Student’s performance and

progress. To this end, they share information amongst themselves with respect to the Student’s status

in the program. This may include but is not restricted to the following:

Strengths, knowledge, skills

Suitability and readiness for field work

Attendance and/or participation in CESD courses

Identified learning needs and/or areas requiring particular attention during the field placement

Incomplete or failed CESD courses

Field Supervisors are considered as co-educators in the Field Education Courses and are therefore

considered faculty with respect to information sharing. Access to information is restricted to the

Student(s) for whom they are, or will be, responsible.

4.3 Attendance

Students are expected to work at their placement during the hours agreed upon with their Field

Supervisor. Placement hours should be scheduled during regular business hours. It is recognized that

some students may be invited to attend evening or weekend events and/or meetings.

Students must notify their Field Supervisor if they are going to be away from placement on a scheduled

work day (sickness, holiday, medical, etc.). Students who miss placement hours must make up the time

in order to complete the number of hours required to receive credit for the placement.

4.4 Use of Students’ Personal Vehicles for Agency or Organization Business

Students are not permitted to use their own cars or vehicles of the organization, agency or institution to

transport clients.

4.5 Expenses

Expenses related to student field placement responsibilities should ordinarily be met by the setting in

which the student is placed (e.g. mileage). Students should consult with their Field Supervisor regarding

agency policy prior to incurring expenses.

4.6 Administration of Medication

Students are not permitted to handle or administer medications or provide treatments (e.g. dressings,

apply ointments, etc.) to clients of an agency, organization or institution.

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4.7 Strikes

In the event of a strike, walkout or lockout occurring at the field work site, students should immediately

contact the CESD Program and Learning Support Coordinator and their Faculty Advisor by phone or

email. In instances where a field placement setting or field supervisor is on strike, the Student may elect

to withdraw and negotiate a re-assignment. Under no circumstances is a Student to be advised to cross

a picket line or to be asked to perform duties of striking workers.

If there is notice of a pending strike or lockout before the field placement begins the Student will be

given the opportunity to choose another field placement.

4.8 Police Record Checks

Some placement settings and organizations may require a criminal records search as a prerequisite to

determine suitability and accepting a student for a field placement. Agencies and organizations that

require a criminal records check will list this as a requirement on their placement description. Once

matched with a placement setting, each student is responsible for the organization’s protocols

concerning police record checks and, if applicable, how to obtain one. Unless informed otherwise,

students are responsible for covering the cost of obtaining police record checks.

To obtain a criminal record check please call the Sault Ste. Marie Police Service at (705) 949-6300,

extension 326. The fee for a student placement criminal record search is $15.00 and will require 2 pieces

of government identification (one must have a recent photo).

4.9 Field Placement Problems/Breakdown

Once a field placement has begun, it is expected that the Student will complete the required hours in

that agency. There are, at times, situations in which it becomes apparent that there are problems that

have the potential to affect the viability of the field placement and/or achieving the student’s learning

goals.

4.9.1 Procedures

It is the responsibility of the Student and/or Field Supervisor to notify the CESD Program and Learning

Support Coordinator if there are difficulties at any point during the field placement, or if performance in

the placement by mid-term is consistently below expected standards. The Field Placement Team

members will meet to review the work plan, learning goals and expectations. If it appears that the

student will be unable to meet the expectations in the field setting, the decision may be made to delay

the placement or offer the student an alternate placement selected to assist in meeting the student

learning goals identified.

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4.9.2 Removal from a Placement

The student may be removed from a placement under the following conditions:

The Field Placement setting has requested a removal

The Faculty Advisor, in consultation with the Student and/or Field Supervisor, makes a

decision to remove the Student.

4.9.3 Unsuitability of Field Placement

If through no fault of the Student a field placement must be discontinued, every effort will be made to

reassign the Student to another field placement setting as expeditiously as possible. Every attempt will

be made to minimize the loss of accumulated placement hours.

The Faculty Advisor in consultation with the Field Supervisor and the Student will determine what

conditions must be in place before the field placement setting can host another field placement.

4.9.4 Unsuitability of Student

The termination of a placement resulting from the Student’s inability to meet the course requirements,

placement expectations, professional obligations, and/or standards of ethical practice may form the

basis for one or more of the following:

Grade of incomplete or fail

Full or partial loss of accumulated hours

Waiting period before resuming another field placement

Information sharing with prospective Field Instructors

Inclusion of learning goals related to placement breakdown

Enhanced monitoring of next field placement

Increased support, supervision/instruction

Suspension from the CESD program if warranted

4.9.5 Transfer to New Placement Setting

Requests for a transfer out of an assigned field placement will be considered only when there are

exceptional circumstances and all other reasonable options have been exhausted.

The procedure for transferring is as follows:

The Student must submit a letter requesting another field placement and explaining reasons for the

request to the CESD Program and Learning Support Coordinator

The CESD Program and Learning Support Coordinator will review the request with the Faculty

Advisor

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Upon a positive response, the Faculty Advisor and CESD Program and Learning Support Coordinator

shall search out an appropriate setting. The Faculty Advisor shall contact the Student with the new

field placement setting

The Student will be expected to comply with the procedures and responsibilities outlined in the

Field Placement manual

4.9.6 Transfer of Accumulated Placement Hours

When a transfer to a new placement setting is required, there may be a full or partial loss of

accumulated placement hours. The amount of hours lost or transferred is dependent upon several

factors. They include, but are not restricted to, the following:

The reasons underlying the request for transfer of hours

The recommendations of the Faculty Advisor, Field Supervisor and the Student

The requirements of the new field placement setting

The time required to provide meaningful evaluation of learning goals in a new setting

Availability of resources

It is very important that concerns or difficulties are addressed as quickly as possible. An early

response to a difficult situation generally permits a more effective process of resolution.

4.10 Student Appeals

Every student has the right to appeal any decision with respect to CESD 3017 or CESD 4015. The appeal

procedures are outlined in the Algoma University calendar.

4.11 Human Rights Policy

The Algoma U Human Rights Policy responds to the University’s responsibility under the Human Rights

Code to prevent discrimination, to provide procedures to handle complaints, to resolve problems, and to

remedy situations when a violation of this policy occurs. A copy of the Algoma University Human Rights

Policy can be obtained through the Algoma University Human Resources Department or viewed online.

4.12 Insurance Coverage

All post-secondary students in Ontario are covered under the Workplace Safety & Insurance Act and the

Ontario Ministry of Training, Colleges and Universities while participating in unpaid field placement.

There is no cost to students or field placement settings for the insurance coverage.

A Work/Education Placement Agreement form must be completed submitted prior to starting any

placement hours. It is recommended that this form is completed at the pre-placement meeting.

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5.0 Recognition of Prior Learning - Exemption from Field Placement Hours (CESD 3017)

Advanced standing (full credit) will be allowed for experience where a student can demonstrate that

he/she has had an extensive supervised work experience in the field and that his/her level of

performance would be equivalent to or beyond the level of performance expected of students at the

end of their third year field placement. Eligibility to challenge CESD 3017 requires the student to have a

minimum of two years full-time experience in the CESD field. While the challenge provision recognizes

previous work experience and prior learning, it involves more than simply granting credit for work

experience. The emphasis is on the students’ ability to demonstrate an enhanced understanding of

their previous work experience as it relates to the goals of the third year field placement and the CESD

curriculum.

To confirm eligibility for the challenge examination students must contact the CESD Program and

Learning Support Coordinator during the semester preceding the delivery of CESD 3017. It is advised

that students commence the challenge process at least two months before the end of the fall

semester to allow time for completion of challenge assignments. An eligibility interview will be

scheduled with the CESD Program and Learning Support Coordinator.

Eligible students will be required to contact the assigned Faculty Advisor within two weeks of receiving a

notification of approval. The Faculty Advisor is responsible for developing and evaluating the challenge

assignment listed below, normally in the format of a major paper. The assignments are designed to

demonstrate mastery of the required knowledge, skills and practice.

A Field Placement Challenge Documentation Package must be compiled and submitted to the CESD

Program Coordinator during the fall semester preceding the delivery of CESD 3017. This challenge

package must include:

Confirmation that the student has registered and submitted course fee for CESD 3017

Confirmation that all prerequisites for CESD 3017 have been completed

A letter stating the student’s intent to challenge CESD 3017, including a brief a summary

indicating how they meet or exceed the third year placement course competencies

A detailed resume indicating all relevant work and volunteer experience and number of hours

Two letters of reference from persons who have directly supervised the student’s work

experience. The letters should outline details of activities, nature and length of supervision,

qualifications and position of the supervisor.

A written challenge assignment of 15 – 20 pages, outlining your learning from the relevant work

experience documented in your challenge letter, in relation to CESD theory, content, principles

and practices. The challenge assignment will be submitted to the Faculty Advisor.

Note: There is no advanced standing/challenge available for CESD 4015.