1. All drafts of thesis/project/dissertation products, materials and candidacy papers must be submitted in multiple hard copies if they are to be read by more than one faculty member. (Note: ECDVU establishes its own process for the submission of assignments, theses and reports.) 1

2. Essay and course material longer than 15 pages are normally submitted in hard copy, unless negotiated with a faculty member in advance.

3. The manner of submission for essay and course material less than 15 pages to one faculty member can be negotiated with them.

4. The production and submission of copies of drafts of thesis/dissertation material for committee members are the responsibility of the student.

5. The production and submission of all final bound copies of theses, project products, and dissertations are also the responsibility of the student.

6. Faculty are not responsible for the mis-transmission of electronically submitted material, including changes in formatting or for stylistic alterations that occur as a result of electronic transmission. Documents may be submitted in PDF format in order to preserve formatting. 2

7. Any material submitted electronically must be submitted to the faculty member for reading and grading. It is not the responsibility of the graduate program assistant to reproduce and circulate assignments or drafts.

8. In rare and unusual circumstances a student may request assistance in the submission of documents or materials from a distance. With prior approval, such material may be submitted electronically and printed. Administrative charges for printing/copying of documents by the department will be billed to the student at $0.25/page. This is not available for late assignments and must be negotiated in advance.

1 Note: ECDVU establishes its own process for the submission of assignments, theses and reports.
2 Note: Documents may be submitted in PDF format in order to preserve formatting.

1. The student requesting the grade review shall sign a consent form indicating that they understand that the grade may be raised, lowered, or remain the same. Alternatively, the director may write a letter back indicating that the grade assigned by a second instructor will be the final grade and that the grade may be raised, lowered, or remain the same.

2. The director will appoint a second instructor (preferably an experienced faculty member who has recently taught the course or one closely related to it) to review the grade assigned. If the instructor of the course for which the grade is questioned is the director, then a senior member of the unit will be appointed to handle the appeal.

3. The original instructor shall provide

   1. a course outline
   2. a description of the assignment(s) in question, if not included in the course outline
   3. an explicit statement on how the grade was determined and what assessment techniques were used
   4. scoring keys, a marking guide, or explicit criteria for evaluating the components of the grade
   5. the distribution of the marks and of the grades for the course (or component in question)
   6. if possible, a representative sample of graded papers from the course.

4. The reviewer should read clean, unmarked copies of all the written work submitted for the grade in question. Examination copies may have to be obtained from Records Services and identifying information removed. Students do not have the option to rewrite, edit, or in any other way change their papers before the review process. If there is any question regarding the version of a paper submitted for review, the student will be asked to submit the original paper.

5. The reviewer shall be provided with the items detailed in 3 and 4. The reviewer is expected to come to a final mark without consultation with the original marker.

6. Where possible, the reviewer and the student should not be identified (i.e., name, student number) to minimize risk of bias. The reviewer shall then submit an independent evaluation of the grade to the director (or the person appointed to handle the appeal).

   If the evaluation is different from that of the initial instructor, then the dDirector may consult (if necessary) with both instructors and/or seek further opinion before deciding the final grade to be awarded. This revised grade shall be recorded as the official grade regardless of whether it is higher than, lower than, or the same as the original grade.

• Student responsibilities
• Guidelines for professional conduct
• Unprofessional conduct
• Faculty of Human and Social Development guidelines for professional conduct
• Faculty of Graduate Studies policies and procedures for current graduate students
• Review of assigned grades and other appeals
• Procedures for review of an assigned grade other than "N"
• Grading

The Master of Arts in Child and Youth Care program is predicated on the assumption that students will approach their learning by participating in a self-directed and responsible manner.

“Self-directed” means taking the initiative to ensure that:

• the learning objectives of courses are well-addressed.
• course instructors are notified in advance of unavoidable absence.
• any missed material or information is passed on by a fellow student or requested from the instructor.
• discussions are held with course instructors in advance of deadlines if alternative arrangements need to be negotiated.

Grades for courses within the School of Child and Youth Care (SCYC) graduate degree program are assigned in the following manner based on SCYC and Faculty of Graduate Studies’ standards:

Where a grade of B- or lower is attained, the student’s performance must be reviewed and permission to continue can only be granted by the Dean of Graduate Studies upon recommendation of the SCYC graduate committee.

(Please see below for more details)

Every grade of B- or lower in a course taken for credit in the Faculty of Graduate Studies must be reviewed by the student’s supervisory committee or the departmental graduate committee, and a recommendation must be made to the Dean of Graduate Studies. Such students will not be allowed to register in the next term until approved to do so by the Dean of Graduate Studies.

Upon the advice of the committee, the Faculty of Graduate Studies may impose conditions for continuation in the program; if these conditions are not met within the specified time limit, the student will be required to withdraw.

Students in the Faculty of Graduate Studies must achieve a grade point average of at least 5.00 (B) for every term in which they are registered. Individual departments or schools may set higher standards. Students with a sessional or cumulative average below 5.00 will not be allowed to register in the next term until their committee reviews their academic performance and the Dean of Graduate Studies approves continuation in the Faculty of Graduate Studies.

Note: grades for courses designated FNC (For No Credit) or for Transfer Credit courses will not be used in the calculation of sessional or cumulative grade point averages.

A student who fails to meet academic standards or whose dissertation, thesis, or project is not progressing satisfactorily may be required to withdraw from the Faculty of Graduate Studies with the advice and consent of the department concerned.

Related links:

• Academic performance.
• Review of assigned grades and other appeals.
• Appeal process and procedures.
• Graduate Studies Calendar.

1. It is the School of Child and Youth Care’s policy that, in order to be considered for deferred status, students must:

   1. have completed at least 50% of the coursework at the time the deferral is requested
   2. have met with the course instructor and agreed on dates for the submission of the outstanding work. The dates are to be recorded in the student's file. School policy on the submission of assignments (and penalties) applies to these dates.
   3. have submitted a completed a request for academic concession form to Record Services with appropriate support documentation no later than 10 days after the end of the examination period for that term.

2. University policy requires that deferred grades be submitted no later than the end of the term following the session in which the deferral is granted. There will be no exceptions made to this policy.

3. The instructor who was responsible for the section of the course in which the student was registered is responsible to grade the deferred work provided it is submitted within the time period set by the university. The instructor is not expected to provide course materials or tutorials to students whose grade was deferred.

1. 1. Each assignment is due on the specified date. University policies state that extensions will be given only in situations of medical or family emergency AND with consultation with the instructor before the due date for the assignment. It is the school's policy that assignments submitted past the due date without prior consultation with the instructor will drop one grade (e.g. B- = C+) per day late. No assignment will be accepted three days beyond due date.

2. If, due to extenuating circumstances you are unable to meet an assignment due date, you must negotiate a formal extension before the original assignment deadline with your instructor specifying the conditions for completion of the assignment. (In case of illness, documentation by a physician may be required.) There will be no exceptions to this rule.

   1. Assignments post-dated after any due date without negotiation will drop one indice (e.g., B- to C+) and after three days will be graded F.
   2. Extensions will normally not exceed one week beyond the assignment due date.
   3. The instructor has final discretion on granting extensions.
   4. Grounds for granting extensions will usually be limited to family and medical emergencies.

3. Assignments with a new negotiated due date need to be mailed as a paper copy to the professor with a date stamp or postmark no later than the new negotiated date or it will not be accepted. Poor planning and poor organization is not a valid excuse for late papers or new negotiations on assignments. Students may be asked to provide medical proof or other substantiating documents for new negotiated papers. Grade deferrals will only be considered in extreme, documented circumstances.

4. Assignment scores are combined at the end of the course to produce a total, which is then converted to a final letter grade.

5. 4.5. You must complete all assignments to pass each course. A letter grade of "N" will be given if any assignment has not been received by the completion of the course and for which you have not negotiated an extension with your instructor. This is a failing grade.

Note: Students are required to abide by all academic regulations listed in the University of Victoria Calendar – Undergraduate, Graduate

Attendance at class lectures, seminars and/or within course websites, discussions and activities is critically important, especially given the high degree of experiential learning in most courses. Other commitments should not be allowed to interfere with this part of your learning.

Students are expected to attend all classes in which they are enrolled. Non-attendance could be interpreted as indicating difficulties with professional suitability. Therefore, before the beginning of class on any given day, please let your instructor know if you are unable to attend a class.

Course outlines are required documents for course challenges and may be required when applying to other institutions and graduate schools. It is important that you keep your course syllabus for documentation of your course description, content and readings.

We do not keep copies of all course outlines. There is a $25.00 administration fee charged for copies of archived course outlines.

Students whose sessional grade point average falls below 3.00 or who fail to receive a C+ grade or higher in any core child and youth care or other required course may be required to withdraw from the program.

See the Faculty of Human and Social Development guidelines for review of assigned grades for a full description of the grade review process.

If an instructor has any concerns with the academic performance of a student (indicators: low/failing grades on assignments, exams, practicum evaluations, etc.) they should:

1. Identify the concern(s).
2. Where appropriate, and with the student’s consent, consult with the director an/or other instructor who has the student in other classes. This will help determine if the concern is specific to one course or present in other SCYC courses. They may also discuss strategies to assist the student.
3. Meet with the student to discuss the concern(s) and develop a mutually agreed-upon plan to deal with it.

Documenting the process:

1. The instructor sends a memo to and/or meets with the director.
2. The student reviews a copy of the memo and the plan/contract before a copy is put in their file.
3. Copies of all correspondence will be made available to the student.

If the concern persists

If the academic concern persists (contract/plan not completed), the instructor will consult with another faculty member who has the student in another class. After the consultation the instructor may choose to:

• Meet again with the student to discuss the continued concern(s), and develop a further plan/contract.
• With another faculty member, meet with the student, discuss the continued concern(s) and develop a plan/contract. The prospective roles of the second faculty member include observer, recorder, facilitator, etc.
• With the director, meet with the student and either discuss the continued concern(s) and develop a plan/contract, or initiate the process of withdrawal.

The instructor will send a memo to the director at this point. The student will review a copy of the memo and plan/contract. A copy will go to the student as well as to their file.

Withdrawal

If the academic concern continues to persist, the director is informed and the process of withdrawal is initiated. Withdrawal may be voluntary or forced, temporary or permanent.

If a plan cannot be reached

If at any point in the process, a mutually agreed-upon plan cannot be reached between the student and the instructor:

• The instructor writes and/or meets with the director (with or without the student) detailing the process to date. A copy of any written correspondence goes to the student.
• The student responds in writing to or meets with the director, with or without the instructor.
• The student, instructor and director may meet together to discuss the situation.
• The director will then intervene (e.g., new plan, withdrawal).
• All decisions by the director will be in writing to both the student and the instructor, with copies to the student’s file.

The student review process is based on the guidelines for professional conduct for the Faculty of Human and Social Development.

If an instructor has any concerns with a student's professional behaviour, they should:

• Identify the problematic behaviour(s).
• Decide how the behaviour relates to HSD guidelines for professional conduct.
• Where appropriate, and with the student’s consent, consult with the director and/or another instructor who has the student in other classes.
• After the consultation, meet with the student to discuss the behaviour and develop a mutually agreed-upon plan to deal with it.

Documenting the process:

• The instructor sends a memo to and/or meets with the director.
• The student reviews a copy of the memo and the plan/contract before a copy is put in their file.

If the concern persists

If the behaviour and professional conduct concerns persist (contract/plan not completed), the instructor will consult with another faculty member who has the student in another class. This will help determine if the behavioural concern(s) is specific to one course/setting or present in other SCYC courses. They may also discuss strategies to assist the student.

After the consultation, the instructor may choose to:

• Meet again with the student to discuss the continued behavioural concern(s), and develop a further plan/contract.
• With another faculty member, meet with the student, discuss the continued behavioural concerns in terms of the HSD professional conduct guidelines, and develop a plan/contract. The potential roles of the second faculty member include observer, recorder, facilitator, etc.
• With the director, meet with the student, discuss the continued behavioural concern(s) in terms of the professional conduct guidelines for HSD, and develop a plan/contract, or initiate the process of withdrawal.
• Regardless of the option(s) taken, the instructor sends a memo to the director. The student will review a copy of the memo and the plan/contract, with a copy going to them as well as to their file.

Withdrawal

If the behaviour concern(s) persists, the director is informed, and the process of withdrawal is initiated. Withdrawal may be voluntary or forced, temporary or permanent. This process is consistent with the standards identified in the University of Victoria Calendar, and the School of Child and Youth Care manual.

If a plan cannot be reached

If at any point in the process, a mutually agreed-upon plan cannot be reached between the student and the instructor:

• The instructor writes and/or meets with the director (with or without the student) detailing the process to date. A copy of any written correspondence goes to the student.
• The student responds in writing to or meets with the director, with or without the instructor.
• The student, instructor and director may meet together to discuss the situation.
• The director will then intervene (e.g., new plan, withdrawal).
• All decisions by the director will be in writing to both the student and the instructor, with copies to the student’s file.

All students in the Faculty of Human and Social Development are subject to the provisions of the codes of ethics of their respective professions, and may be required to withdraw from the school and/or their practicum for violating these provisions.

A copy of the Child and Youth Care Association of British Columbia and Early Childhood Educators of British Columbia codes of ethics can be reviewed at the following website: http://www.garthgoodwin.info/cccycodeofethics.htm. It is your responsibility to familiarize yourself with these as soon as possible.

Please familiarize yourself with the HSD Guidelines for Professional Conduct.

We expect CYC graduate students to develop and adhere to a professional code of conduct. We support models for professional conduct based on the following guidelines:

• submitting to a professional code of ethics
• exercise of personal discipline, accountability and judgment
• acceptance of personal responsibility for continued competency and learning
• willingness to serve the public, client or patient and place them before yourself
• ability to recognize the dignity and worth of all persons in any level of society
• willingness to assist others in learning
• ability to recognize your own limitations
• maintenance of confidentiality of information appropriate to the purposes and trust given when that information was acquired
• acceptance that your professional abilities, personal integrity, and the attitudes you demonstrate in relationships with other persons are the measure of professional conduct.

Unprofessional conduct

CYC graduate students are subject to the code of ethics of their respective profession. You may be required to withdraw from the school for violating them. You may also be required to withdraw when ethical, medical or other reasons interfere with satisfactory practice in your discipline.

• Protection of privacy and access to information
• Plagiarism and cheating
• Regulations concerning practica