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The purpose of this policy is to explain the general principles followed by Vanier College with regard to the evaluation of student achievement. It aims to make clear the mechanisms put in place to translate these general principles into practice. This section presents the policy’s general aims; key definitions; the principles it adheres to; the laws and regulations framing the policy; as well as the educational system and local context in which it exists.
1.1. General Objectives
Vanier College believes in and strives for respect, integrity, openness, responsibility, and transparency for all members of its community (i.e., students, teachers, staff, and administration). The College is also responsible for offering students a learning environment that is coherent with the program approach, competency-based education, and the College’s mission and values. As such this policy aims to:
1.2. Key Definitions
In this policy, the terms assessment and evaluation are used regularly. Both are essential components of the learning process. The terms may be used interchangeably in practice, however, there is a difference between the two.
Assessments are tools that are used to diagnose, direct and support student learning and achievement. They take various forms inside and outside of the classroom and may include, but are not limited to, discussions, exams, papers, quizzes, and assignments. These tools are useful for both students and teachers as they provide opportunities to confirm learning, identify misunderstandings, provide feedback, and encourage interest in, and commitment to, the specific discipline and the general program of study. For purposes of this policy, a summative assessment (defined in Table 1) worth less than 10% of the final grade is referred to as a minor assessment; while an assessment worth 10% or more of the final grade is referred to as a major assessment.
Evaluation of student achievement is the act of professional judgement, generally conducted by teachers within a course or stage, to determine the degree to which student learning has been achieved. Evaluation involves the analysis of information from the various assessments within a course. Evaluation also takes into account requirements arising from institutional, program, and/or departmental responsibilities as well as external, cooperating stage agencies where applicable.
Table 1 summarizes common types of assessments. Depending on the nature of the course and its learning objectives, students can expect individual and/or group assessments.
Table 1. Common types of assessment, not necessarily mutually exclusive. A given assessment may fulfill more than one purpose.
| Assessment type | Definition | Purpose for students | Purpose for teacher |
|---|---|---|---|
| Diagnostic | When a tool is used to determine students’ prior or current level of knowledge, skills, and attitudes. | Provides students with an understanding of their readiness to acquire the knowledge, skills, and attitudes necessary for the course. | Provides the teacher with an understanding of students’ prior knowledge. Helps teachers determine appropriate learning strategies and assessments. |
| Formative1 | When a non-graded or low-stakes tool is used to monitor and provide feedback on student understanding and learning. It is designed for learning. | Helps students identify their strengths and weaknesses and identifies the target areas that need their attention before completing graded summative work. | Identifies misunderstandings and learning obstacles. Provides the teacher with information for clarifying and enhancing the learning process. |
| Summative | When a graded tool is used to determine the progress or the attainment of student learning. These assessments are timed or scaffolded strategically throughout the semester to lead students to successful completion of the course. | Provides students with a grade that identifies how their learning is progressing. | Measures the degree to which student learning has occurred. |
1.3. Guiding Principles
In the context of the evaluation of student achievement, regardless of the type or purpose of an assessment tool, evaluation and assessment must be equitable and fair.
Equity means that all students have an equivalent opportunity to prepare, practice, receive feedback, and demonstrate, through rigorous assessment tools, that they are achieving the course’s learning outcomes and are mastering the course competencies. This also means that teaching methods, learning activities, and assessments are designed to be accessible and inclusive2. Equity in evaluation should be considered at multiple levels: among students in a given class, across multiple sections of a course, across cohorts of a given program, and even as broadly as across different colleges where the same competencies are taught.
Fairness means that there is transparency throughout the learning process. Students need to have a clear understanding of the learning objectives of their program and what will be expected of them in each of their courses. Students need to understand the relevance of learning activities and assessments in relation to the competencies being evaluated. They should know ahead of time when they will be assessed, what they will be assessed on, and how to prepare.
It is the responsibility of all members of the Vanier College community (students, teachers, staff, and administrators) to become familiar with, understand, and adhere to this policy as is relevant for their respective role. The policy applies to all persons and bodies involved in the evaluation of student achievement and the ensuring of its equity, and fairness at Vanier College.
The policy covers all courses taught in credited programs offered at Vanier College, both in the regular sector and in Continuing Education. It does not apply to the recognition of prior learning and acquired competencies (RAC) process which is covered in a separate policy.
This policy is written from the lens of in-person teaching and learning. If a course contains an online component, it is the responsibility of all members of the Vanier College community to become familiar with, and understand, the Institutional Standards on the Use of Webcams (found in the Appendix at the end of this policy), as well as best practices for distance learning.
The policy and its associated procedures are carried out within the provisions set by the government and other external bodies in documents such as the following:
In addition, all information and data collection, as well as all documentation and reporting, are carried out according to Vanier College’s policies on Records Classification and Management and Information Security.
3.1. The Program Approach and Competency-Based Education
Students enrol in college studies as part of a program established by the Ministère de l’Enseignement supérieur (MES), which establishes DCS (Diploma of College Studies; Diplôme d’études collégiales, DEC) programs of study, and approves ACS (Attestation of College Studies; Attestation d’études collégiales, AEC) programs. For more detailed information, please refer to the website for the MES as well as Vanier’s Program Management Policy.
Within the program approach, learning activities of many types (most commonly those offered within individual courses and stages), from all program-specific disciplines, as well as General Education disciplines (for DCS - DEC programs), collaboratively contribute to students’ achievement of the program’s aims and goals.
A competency-based approach means that students are being assessed and evaluated in terms of their attainment of learning outcomes (i.e., observable, measurable actions) that are associated with course competencies. These competencies come from a program document called a Devis from the MES, which provides a list and description of every competency to be developed in a given program, along with program goals. These competencies are elaborated and described in a course framework and are communicated to students in their course outlines.
Figure 1 illustrates the key elements and terminology for understanding college-level programs.
Figure 1. Key elements of a college-level program
A competency can be defined as the ability to act effectively by mobilizing a range of resources4. Those resources include knowledge, skills, and attitudes5. Competencies are made up of objectives (what students will be able to do) and standards (the type of situation and the performance criteria) which guide how students are assessed and evaluated in their courses. During the course of their college DCS (DEC) studies, and depending on the course, students can also expect to be evaluated on transversal learning6. Transversal competencies to be developed in a particular course are indicated in course frameworks and are communicated to students in course outlines.
Students are evaluated on the overall achievement of competencies and learning outcomes through integrative assessments:
3.2. Active Engagement and Participation
In a program-focused, competency-based approach to education, it is important for there to be active engagement and participation in the learning process as students develop the necessary skills, attitudes, and knowledge to attain the learning outcomes for their courses and programs. Through this approach to education, student achievement is not simply viewed as a numerical grade or program completion, but also recognizes the holistic development of a person who will be able to transfer the attained competencies to a variety of contexts beyond the classroom.
Active engagement in college education is essential to meaningful learning and academic success. Active engagement refers to coming prepared to class, engaging fully in classes with their peers and teachers, attending class regularly, contributing to discussions, and participating in learning activities. Being present in class provides opportunities to ask questions, receive immediate feedback, and clarify complex ideas, all of which strengthen understanding, promote critical thinking and contribute to the learning of all class members. Consistent involvement also helps students stay organized, connected, motivated, and confident in their progress.
Disengagement may be a sign of personal difficulty (e.g., academic, personal health, financial, etc.). Student well-being is essential for overall personal development and academic success. The College provides a wide range of services, resources, and supports which students are encouraged to become familiar with and use during the course of their college studies.
This section explains how ensuring the equity and fairness of evaluation at Vanier College requires the contribution and collaboration of multiple stakeholders of the College community.
4.1. Students
The role of students is to be active and engaged participants in their learning process. As such, students have the following responsibilities:
4.1.1. Be prepared for class, attend class, and arrive on time for classroom contact hours.
4.1.2. Be fully engaged in all course activities and seek and act on feedback.
4.1.3. Be aware of and adhere to policies, rules, and regulations, whether College-wide or specific to their program of study; in particular this policy’s section on Academic Integrity as well as the Code of Conduct.
4.1.4. Read the course outline after registration, ideally in advance of the first day of classes. Respect the course outline, the teacher’s chosen teaching methods, learning activities, and assessments, and respect the teacher’s classroom management rules and specific instructions for each class in which they are registered.
4.1.5. Make use of the resources available to support their academic success, especially contact and communication with the teacher during class time and office hours, and regularly checking course instructions and materials made available by the teacher.
4.1.6. Recognize the importance of academic integrity and the production of their own original, authentic work; abstain from deceptive or dishonest academic behaviours.
4.1.7. Seek out, and make use of, assistance offered in college resource centres when needed, including support for personal, health-related, or accessibility challenges.
4.1.8. Notify their teachers when absent and refer to section 12 of this policy for student responsibilities related to missed assessments after an absence.
4.1.9. Take responsibility for missed classes (including those missed in the first week of the semester due to Preference Course Change) by catching up on missed activities.
4.1.10. Fulfill all obligations for their courses, including remaining available for the duration of the final examination period (in case activities or assessments need to be rescheduled, for instance due to weather events).
4.1.11. Communicate with their teachers directly to raise and discuss grade-related concerns. Keep any digital or original copies of work, and any returned assessed materials, until at least the course-delete deadline of the following semester, as those may be required for recourse such as a Grades Review request.
4.1.12. Familiarize themselves with information to understand the consequences of withdrawing, dropping or failing a course, particularly when the progression of their learning and their success in the program, or their eligibility to write the Language Exit Exams or complete the Program Comprehensive Assessment (PCA), may be affected.
4.2. Teachers
The role of teachers, as college educators and as experts in their discipline, is to create and foster an environment of critical thinking, responsibility, and openness7, and to establish the appropriate conditions for learning to occur and be evaluated8. As such, teachers have the following responsibilities:
4.2.1. Understand their course’s place in a program, review and follow the course framework, and consult with their departmental curriculum committee or the program committee when needed.
4.2.2. Plan effective and coherent teaching methods, learning activities, instruments, and methods of assessment for their courses that are aligned with the course learning outcomes; ensure adequate preparation for the LIA; develop course outlines that are compatible with the course framework, with this policy, and with other institutional, program, and departmental policies and guidelines.
4.2.3. Respect the course’s ponderation, for instance, by distributing the workload of students throughout the semester, by arriving for class on time, by making use of all contact hours, and by respecting homework hours.
4.2.4. Communicate the course outline to students, adhere to its stipulations throughout the semester, and follow the relevant section of this policy when there is a need to make a change.
4.2.5. Exercise professional judgement in developing and using fair and equitable assessment methods; ensure that the grades that the students receive are reflective of their level of mastery of the learning outcomes.
4.2.6. Provide students with written instructions for assessments and, where appropriate, with written grading criteria.
4.2.7. Promote students’ understanding of appropriate academic conduct and integrity by applying the concepts to the context of a course or the discipline9 by providing students with explicit instructions, appropriate learning opportunities, and clear expectations.
4.2.8. Provide feedback on student learning through formative or summative assessments on a regular basis throughout the semester—particularly before course withdrawal and course drop deadlines, by the midpoint of the semester, and prior to a related assessment.
4.2.9. Use Vanier’s learning management systems (typically LEA) to update student grades on a regular basis throughout the semester, and submit final grades by the grade submission deadline established in the Academic Calendar; in the case of a Continuing Education ACS (AEC), submit final grades within five working days of completion of the ACS (AEC) course.
4.2.10. Respect the diversity of students present in their classes and, when appropriate, use a variety of teaching methods, adapted learning activities, and equivalent assessments.
4.2.11. Make their classroom management rules and pedagogical instructions known, and apply them equitably and fairly, for instance when dealing with lateness to class and with late submission of assigned work; refer to the section on student misconduct in the classroom for addressing behaviours that are disruptive to learning.
4.2.12. Support student proficiency in the language of instruction, within their program and discipline.
4.2.13. After being absent, reorganize pedagogical activities to ensure that learning outcomes can be met by students.
4.2.14. Make their availability for student support (be it in person or virtually) known in their course outlines.
4.2.15. Adapt their courses and teaching practice, in keeping with developments in their area of expertise and in the teaching of their discipline.
4.3. Faculty Deans and Director of Continuing Education
The Faculty Deans and the Director of Continuing Education are responsible for ensuring the implementation of this policy in the courses, departments and programs under their responsibility. As such, they have the following responsibilities:
4.3.1. Ensure that programs, departments, teachers, and staff under their responsibility have appropriate mechanisms in place to apply this policy.
4.3.2. Ensure that teachers’ committees required for the application of this policy are formed and that their composition is communicated to appropriate stakeholders as described in relevant procedures.
4.3.3. Implement mechanisms to monitor the application of the policy.
4.3.4. Receive complaints regarding the application of this policy and ensure that they are addressed appropriately.
4.4. Dean of Academic Systems - Registrar
The role of the Dean of Academic Systems - Registrar is to oversee all matters pertaining to students’ progression, from admission to certification. In relation to this policy, they have the following responsibilities:
4.4.1. Organize and conduct the admission process, including student placement.
4.4.2. Implement mechanisms to ensure that students follow an optimal progression through their program.
4.4.3. Ensure the operations of mid-term assessments (MTA).
4.4.4. Collect and record student grades.
4.4.5. Record all academic misconduct offenses and disciplinary actions in students’ files, and notify appropriate stakeholders as specified in the relevant procedures.
4.4.6. Receive recourse requests, including Grades Review, and Academic Misconduct Review requests, and ensure that they are processed according to the relevant procedures.
4.4.7. Validate documentation.
4.4.8. Maintain student transcript remarks (e.g., AE, IN).
4.4.9. Communicate with the MES for the purposes of awarding diplomas and attestations.
4.4.10. Assure standards and conformity of documentation in students’ files for quality assurance, reporting, and audit purposes.
4.5. Pedagogical Counsellor in Continuing Education
The role of the Pedagogical Counsellor in Continuing Education is to oversee the programs or courses under their responsibility. In relation to this policy, they have the following responsibilities:
4.5.1. Ensure the appropriate review of ACS (AEC) programs, in accordance with the Fédération des cégeps’ Framework for the Development of Programs Leading to an Attestation of College Studies (ACS; AEC).
4.5.2. Review and approve ACS (AEC) course outlines for the courses under their responsibility, verifying compatibility with course frameworks, with this policy, and with any departmental rules and guidelines. In the case of questions pertaining to DCS (DEC) courses, communicate with Faculty Dean’s Office and Department Coordinators.
4.5.3. Organize and oversee activities of respective ACS (AEC) programs, including student recruitment, student inquiries, and academic progression.
4.5.4. Provide pedagogical support and guidance to staff and teachers within respective ACS (AEC) programs.
4.5.5. Establish partnerships with internal and external stakeholders to develop/revise courses and programs.
4.6. Academic Dean
The Academic Dean is the primary person responsible for the management of all programs at the College, including all services and resources linked to teaching and learning. Therefore, the Institutional Policy on the Evaluation of Student Achievement is ultimately the responsibility of the Academic Dean. The Academic Dean has the following responsibilities:
4.6.1. Play a leadership role in creating appropriate academic structures and means, evaluating priorities and issues, establishing strategic orientations, and ensuring the quality of programs, courses, and of the evaluation of student achievement.
4.6.2. Provide an ultimate opportunity for appeal, for cases where proper application of this policy or of its associated procedures may be at fault. The decision of the Academic Dean constitutes the final level of internal appeal under this policy. Once rendered, the matter is considered closed and shall not be reopened through the same complaint or recourse process, except where new and substantive evidence is presented or where reopening is required by another applicable College policy.
4.6.3. Attest to the MES on all aspects related to the quality of programs, courses, and the evaluation of student achievement.
4.6.4. Apply the laws governing college education, notably the College Education Regulations of the General and Vocational Colleges Act and the Act Respecting the Commission d’évaluation de l’enseignement collégial.
5.1. Departments
Departments have a collective role to play to ensure the quality of teaching and learning. Departments in this context refer to teachers within one or more disciplines (as established by the College) for all regular DEC/DCS programs. Departments have the following responsibilities:
5.1.1. Establish the means of evaluation and develop course frameworks for each course for which it is responsible in their discipline(s).
5.1.2. Ensure the pedagogical quality of courses under their responsibility and the alignment between the regular and Continuing Education sectors, if applicable. Departments may name a curriculum coordinator and/or committee to fulfill this role.
5.1.3. Establish and document10 equity guidelines for assessment within their disciplines11, including but not limited to guidelines regarding the weight and criteria of assessments, in particular for the LIA, late submission penalties, assessment of proficiency in the language of instruction, and for the maximum percentage of low-stakes formative and/or minor summative assessments permitted for the final grade.
5.1.4. Establish and document equity guidelines for materials permitted during in-class assessments within their disciplines, particularly for courses with multiple sections (e.g., calculators, study notes, cheat sheets).
5.1.5. Review relevant data such as Course Success Reports and establish departmental mechanisms to monitor and ensure the quality of the courses as well as the equity and fairness of assessments under their responsibility.
5.1.6. Approve course outlines for the courses under their responsibility, verifying compatibility with current course frameworks12, with this policy, and with any departmental rules and guidelines.
5.1.7. Establish the committees required to ensure the application of this policy (i.e., the Student-Teacher Mediation Committee, the Academic Misconduct Review Committee, and the Grades Review Committee).
5.2. Student-Teacher Mediation Committee
The role of each department’s Student-Teacher Mediation Committee is to provide timely support to resolve situations where individuals perceive that this policy is not being followed. The Chair of the Committee may also offer support more informally and act as an intermediary (e.g., shuttle diplomacy) if the situation does not require a meeting of the full committee.
5.2.1. A Student-Teacher Mediation Committee is formed by each department and by Continuing Education. At the beginning of each academic year, departments appoint two standing members (one of whom is a Chair) and at least two alternate committee members and inform their Faculty Office.
5.2.2. Two students are named by the VCSA (Vanier College Student Association) to serve as the student representatives on the committee.
5.2.3. Typically, the committee of the department responsible for the discipline of the course handles a mediation request, including for Continuing Education DCS (DEC) courses. The Continuing Education committee is called upon for situations involving ACS (AEC) courses.
5.2.4. The Chair of the Student-Teacher Mediation Committee receives requests for mediation, which may originate from a student, teacher, or Faculty Dean. Upon receiving a request, the Chair follows the Student-Teacher Mediation Committee Procedures.
5.2.5. If mediation is unsuccessful (i.e., one or both parties decline to participate; the Chair determines that no resolution has been reached after reasonable attempts at informal intervention; or the matter remains unresolved after a defined period set out in the relevant procedures), the Chair shall inform the parties that the mediation process has concluded and may recommend the appropriate next step in the complaint process.
5.2.6. If mediation is successful, the Chair may communicate committee recommendations for the subsequent steps in the complaint process to their Faculty Dean.
5.2.7. The Chair may communicate committee suggestions for modifications to this policy or its related procedures, to course outlines, or to pedagogical practices that would have a positive impact in avoiding problematic situations in the future. They may refer to the roles of individuals or groups described in this policy to do so.
5.3. Grades Review Committee
The role of the Grades Review Committee is to provide an opportunity for a student to appeal a specific aspect of their grade once final grades are posted, to assess the student’s specific claim regarding fairness and equity. This appeal is permittable only in cases where direct communication (both verbally and in writing) between the student and their teacher to discuss any grade-related concerns was not successful and the student still believes that evaluation of their achievement of course competencies was not done in a fair, equitable manner. In their request for a Grades Review, the student must identify the specific grading criterion, rubric component, course outline provision, or policy clause they believe was applied unfairly or incorrectly.
The Grades Review Committee does not replace the professional judgment of individual teachers by simply re-grading student work. Its role is to determine whether the grade was assigned in accordance with this policy, the course outline, the teacher’s communicated instructions and grading criteria, and any applicable departmental standards. If the Committee determines that the student’s claim is valid because they have identified a demonstrable error (e.g., a mathematical error, a failure to apply the stated evaluation criteria or rubric) or another procedural unfairness affecting the grade, then they will re-grade the student’s work in alignment with this policy, the course outline, the teacher’s written instructions and rubric (if aligned with this policy), and departmental standards.
5.3.1. At the beginning of each academic year, departments appoint two standing members (one of whom is a Chair) and at least two alternate committee members and inform their Faculty Office. The departmental committees respond to Grades Review requests for all DCS (DEC) courses. In Continuing Education, a committee is formed from teachers in the different ACS (AEC) programs to respond to requests related to ACS (AEC) courses.
5.3.2. Upon receiving a Grades Review request, the Chair follows the Grades Review Procedures.
5.3.3. The Committee is responsible for evaluating cases based on this policy. It is responsible for being aware of potential conflicts of interest, and for putting mechanisms in place to avoid them.
5.3.4. The Chair of the Committee informs the Faculty Dean or Director of Continuing Education, the Dean of Academic Systems - Registrar, the Student Advocate (if in attendance) and the student of the result of the Committee’s review.
5.3.5. The Chair may communicate committee suggestions for modifications to this policy or its related procedures, to course outlines, or to pedagogical practices that would have a positive impact in avoiding problematic situations in the future. They may refer to the roles of individuals or groups described in this policy to do so.
5.4. Academic Misconduct Review Committee
The role of the Academic Misconduct Review Committee (AMRC) is to provide an opportunity for a student to request a review of an accusation of academic misconduct. Upon receiving notification that a report of academic misconduct has been placed in their file, the student may request the offence be reviewed according to the Academic Misconduct Procedures if they perceive the accusation to be unjustified based on the stipulations detailed in this policy.
5.4.1. At the beginning of each academic year, departments and Continuing Education name two standing members (one of whom is the Chair) and two alternate members. The departmental committees respond to Academic Misconduct Review requests for all DCS (DEC) courses. In Continuing Education, an ad hoc committee is formed to respond to requests related to ACS (AEC) courses.
5.4.2. Academic Misconduct Review Committees respond to student review requests of academic misconduct that occurred in the disciplines for which their departments are responsible. For reports related to the Language Exit Exams, the College follows MES regulations. For reports related to the Program Comprehensive Assessment (PCA), the Academic Misconduct Review Committee of the main discipline of the program is asked to review. If a program is composed of several main disciplines, an ad hoc committee will be formed by the Faculty Dean.
5.4.3. Upon receiving an Academic Misconduct Review request, the Chair of the Committee follows the Academic Misconduct Procedures.
5.4.4. The Committee is responsible for evaluating cases based on the stipulations of the policy. It is responsible for being aware of potential conflicts of interest, and for putting mechanisms in place to avoid them.
5.4.5. The Chair of the Committee informs the Faculty Dean or Director of Continuing Education, the Dean of Academic Systems - Registrar, the Student Advocate (if in attendance), and the student of the result of the Committee’s review.
5.4.6. The Chair of the Committee may communicate committee suggestions for modifications to this policy or its related procedures, to course outlines, or to pedagogical practices that would have a positive impact in avoiding problematic situations in the future. They may refer to the roles of individuals or groups described in this policy to do so.
5.5. Program Committees and General Education Committee
Program Committees and the General Education Committee play a key role in the overall quality of a given program. Program committees are established for each DCS (DEC) program and include representation from all contributing disciplines. They therefore have the following responsibilities:
5.5.1. Ensure the quality and pedagogical alignment of the program and of the general education component, the integration of learning, and interdisciplinary consistency.
5.5.2. Approve course frameworks (developed by departments), with particular attention to the coherence of the program and to student workload.
5.5.3. Collaborate to establish, and when necessary, update, the program’s exit profile and PCA, including the PCA’s description, evaluation criteria, and grading rubric, as defined in the Program Management Policy (PMP).
5.5.4. Ensure a coherence of approach to student proficiency in the language of instruction across the program and the PCA.
5.5.5. Ensure that mechanisms are in place to ensure the timely communication of PCA requirements to students (program committees only).
5.6. Academic Advising
The role of Academic Advising is to help guide students through their academic progression. In relation to this policy, they have the following responsibilities:
5.6.1. Advise and inform current and, when appropriate, prospective students on choices related to academic strategy, programs, and courses.
5.6.2. Explain admission and registration processes to students.
5.6.3. Inform students about program objectives and graduation requirements.
5.6.4. Help students with course planning and appropriate progression.
5.6.5. Inform students of the consequences of withdrawing from the College, withdrawing from or dropping courses, making a Preference Course Change, and reducing their course load.
5.6.6. Analyze student records and reports connected to students’ academic progress.
5.6.7. Alert students to potential issues with their academic progression and identify ways to rectify them.
5.6.8. Analyze student profiles for standing and advancement, and graduation.
5.6.9. Advise students on university options and other post-secondary possibilities, including admission requirements for these programs.
5.6.10. Monitor the implementation and effectiveness of certain mechanisms related to this policy.
5.7. Learning Commons
The Learning Commons is responsible for supporting learning through its offering of academic support and enrichment services and activities. More specifically, it has the following responsibilities:
5.7.1. Provide academic support to students through college orientation, workshops, peer tutoring, peer mentoring, teacher-led review sessions, or other activities.
5.7.2. Support students, teachers, and staff with information-literacy development and information seeking and retrieval needs.
5.7.3. Support teachers with integrated interventions to address student success needs in specific classes.
5.7.4. Support students with preparation for the English Exit Exam or L’épreuve uniforme de français.
5.7.5. Collaborate with programs and disciplines to provide digital and print library collections that align with learning outcomes of courses and programs.
5.7.6. Offer training and workshops, and provide resources for teachers or students to support academic integrity, prevent plagiarism, understand intellectual property rights, and respect copyright laws.
5.7.7. Support student proficiency in the languages of instruction, across all disciplines.
5.7.8. Coordinate cyclical interventions such as early alert and mid-term assessments (MTA) to identify at-risk students.
5.7.9. Coordinate Academic Review procedures and interventions with students placed on academic probation.
5.7.10. Monitor the implementation and effectiveness of certain mechanisms related to this policy.
5.8. Pedagogical Support and Innovation (PSI)
Under the direction of the Dean of Academic Development and Research, Pedagogical Support and Innovation (PSI) is the service responsible for providing the expertise, resources, and tools needed to support pedagogical development and program quality at the College. More specifically, it has the following responsibilities:
5.8.1. Provide support to individual teachers, departments, and programs in developing approaches and resources as they apply this policy.
5.8.2. Prepare Course Success Reports which ensure that all academic disciplines have access to course data (e.g., pass rates and class averages by semester).
5.8.3. Compile data relevant to the implementation of this policy for presentation at Academic Council for the purpose of policy monitoring.
5.8.4. Support the implementation of this policy through the production of resources and the documentation and archiving of mechanisms and reports.
5.8.5. Monitor the implementation and effectiveness of certain mechanisms related to this policy.
5.9. Student Services
Student Services comprises a variety of services targeted at supporting student success within and outside of Vanier College, including but not limited to orientation, personal and career counselling, financial aid, health services, the Access Centre for Students with Disabilities, Student Advocacy, and the Social Service Office. In relation to the policy, Student Services have the following responsibilities:
Access Centre for Students with Disabilities
5.9.1. Provide specialized support services to students with physical, medical, mental health and/or learning disabilities.
5.9.2. Help determine appropriate and reasonable accommodations based on student’s diagnosis and associated limitations.
5.9.3. Support students and teachers in the understanding and implementation of accommodations.
Student Advocate
5.9.4. Inform and provide guidance to students and, upon request, to members of the Vanier community on this policy, related procedures, and their application.
5.9.5. Advise students about the various informal and formal mechanisms available for addressing an issue that may become the object of a complaint.
5.9.6. Provide procedural guidance, support, and accompaniment to students throughout complaint and recourse processes; support and encourage the student to be the primary participant in any discussions with a teacher or relevant committee, but may speak on students’ behalf at related meetings as per the Student Advocacy Policy.
5.9.7. Serve on relevant College committees and participate in the review of pertinent College policies, guidelines and procedures as requested by the College.
5.9.8. Maintain records of all formal actions.
Social Service Office
5.9.9. Manage and investigate cases falling under the Code of Conduct calling for disciplinary action, including Academic Fraud. Determine outcomes and implement interventions.
5.9.10. Provide guidance on fostering positive student relations and supporting a safe campus environment.
5.9.11. Facilitate academic accommodations for students within the scope of the Code of Conduct and the Sexual Violence Prevention & Response Official Policy.
5.10. Academic Steering Committee (ASC)
The Academic Steering Committee comprises all Deans and the Academic Dean. They work together to ensure consistent and coherent practices related to the evaluation of student achievement, with a college-wide view and in collaboration with the Director of Continuing Education. More specifically, they have the following responsibilities:
5.10.1. Ensure and coordinate the consistent implementation and application of this policy across faculties and Continuing Education.
5.10.2. Ensure fair and equitable mechanisms for the student-complaint process and in any necessary follow-up with teachers.
5.10.3. Review the effectiveness of mechanisms, processes, and tools that are used to implement this policy.
5.10.4. Review reports that document the effectiveness of this policy.
5.10.5. Conduct an annual review of this policy’s ability to ensure the fairness and equity of the evaluation of student achievement; if needed, initiate revisions to the policy.
5.11. Academic Council
Academic Council is a permanent body whose mandate is to make recommendations to the College on any question pertaining to the maintenance, improvement, or development of the College’s academic life, including programs and courses in the regular and Continuing Education divisions. In relation to the evaluation of student achievement, Academic Council has the following responsibilities:
5.11.1. Receive all newly revised exit profiles, PCAs and program grids.
5.11.2. Review lists of special cases13 as specified in other sections this policy.
5.11.3. Receive reports on the effectiveness of this policy, for instance in the form of statistics on academic complaints and compiled recommendations from relevant committees.
5.11.4. Monitor the implementation of this policy using the information listed above and other relevant sources.
5.11.5. Recommend any revisions to this policy.
5.12. Management Executive Committee (MEC)
Comprised of the Director General, the Academic Dean, and the directors of the different services at Vanier, MEC is responsible for ensuring the operation of the College. In relation to the evaluation of student achievement, MEC has the following responsibility:
5.12.1. Make operational decisions regarding resources attributed to, or connected with, the application of this policy.
5.13. Board of Governors
As the body mandated by law to ensure the governance of the College, the Board of Governors has the following responsibilities:
5.13.1. Approve the transmission of the list of graduating students to the MES.
5.13.2. Approve any revisions to this policy.
6.1. Ongoing Policy Monitoring
By collecting feedback provided by all aforementioned individuals and groups, the Academic Steering Committee will ensure the annual monitoring of the implementation and effectiveness of the policy based on the following criteria:
6.1.1. COMPREHENSIVENESS: the extent to which this policy includes all of the information necessary to guide the evaluation of student achievement.
6.1.2. COHERENCE: the extent to which the various sections and elements of this policy, as well as the wording of the content, form a logical, consistent and unified whole, as a document and in relation to other College policies.
6.1.3. RELEVANCE: the extent to which the policy sets out adequate mechanisms that allow it to meet its overarching goal of ensuring the quality of evaluation.
6.1.4. EFFECTIVENESS: the extent to which the policy meets its intended goals.
6.1.5. CONFORMITY OF APPLICATION: the extent to which the application aligns with what is specified in the policy document.
6.2. Scheduled Policy Revisions
6.2.1. The Academic Dean’s Office will review this policy every five years.
6.3. Unscheduled Policy Revisions
By considering recommendations from all stakeholders named in this policy, or by recommendation from Academic Council, the Academic Dean may initiate an unscheduled policy revision based on the results of ongoing policy monitoring.
6.3.1. Unscheduled revisions to this policy may also be initiated in response to the following factors:
This section presents the rules put in place to ensure consistent application of the policy.
The course outline is an essential communication tool between a teacher and their students. It provides information about the course and its place in the student’s program. It offers a clear road map for students, describing the course learning outcomes, how learning will occur, and how it will be evaluated. It therefore clarifies mutual expectations and serves as a form of contract between the teacher and their students. Clear expectations in the course outline also allow students registered with Access the time they need to book any necessary accommodations.
The course outline is posted in Omnivox ideally five working days before the beginning of term14, but no later than three working days. Adjustments, for example in light of a diagnostic evaluation of the students’ prior knowledge, or as deemed necessary after review by the department curriculum committee, may be made throughout the first week of classes.
The course outline must remain posted in Omnivox throughout the entire semester. At the end of the term, it is archived and made available, upon request, by the Registrar’s Office (administration fees may apply).
7.1. Content of Course Outlines
The course outline must contain the following information15:
7.1.1. Course information
7.1.2. Teacher information
7.1.3. Course objectives and learning activities
7.1.4. College policies:
7.2. Changes to Course Outlines
The requirements for course outlines aim to strike a balance between the principle of fairness - which means that students are given appropriate information to have a clear understanding of what and how they will learn, and of what is expected of them and when - and pedagogical flexibility for teachers to adjust to the needs of particular groups and circumstances.
In the interest of equity and fairness, when making changes, teachers should exercise their judgement cautiously, keeping in mind that any change to the course outline during the semester may cause a disruption to students’ planning. In some situations, more than one solution may need to be considered to ensure that students are not unduly penalized.
7.2.1. Changes to dates of assessment
Knowing the dates of assessment is important for students to plan their work throughout the semester. However, the sequence and relative timing of learning and assessment activities, central to pedagogical planning, may be affected by group context and external events and therefore may require adjustments. While teachers are the best judges of the most appropriate pedagogical learning sequence, students should understand the reasons for changes and how they are beneficial to their learning.
7.2.2. Minor changes to content, methodology or learning activities
Changes to course content or to the nature or sequence of teaching and learning activities, or other minor adjustments to best meet the pedagogical objectives of the course, may be made. In respect of the fairness principle, they should be transparent and beneficial to the students’ progression in the course.
7.2.3. Other changes
Major changes, such as those affecting the general pedagogical approach or course modality, and changes that modify parameters of assessments other than their date (such as their weight, number, or type) should occur only exceptionally. They should be understood, transparent, intended to benefit learning in the course, and they should be made by mutual agreement with the students in the class, or following force majeure events. Changes should not affect the equity of evaluation, in particular between different sections of the same course, and they should still respect the course framework and this policy.
8.1. Learning Integration Assessment (LIA)
8.1.1. Each course includes a Learning Integration Assessment (LIA) that demonstrates students’ achievement of the course-level learning outcome.
8.1.2. The course should be structured in a way that prepares the students for the LIA—by scaffolding their learning, providing opportunities for practice and feedback, and providing them with a fair chance to succeed.
8.1.3. The LIA should be a single assessment but could include several interrelated components.
8.1.4. There is no minimum weight of the LIA; however, it should be substantial enough to have a significant impact on a student’s success in the course. In making a decision on the weight of the LIA for a given course, departments will consider the nature of the competency or competencies developed, the course-level learning outcome of the course, the place of the course within the program, and the relation of the course to other program courses.
8.1.5. The description of the LIA, its evaluation criteria, and its weight18, as documented in the course framework, are communicated to the students in the course outline. The description of the LIA in course outlines will focus on the nature of the task, on the learning to be demonstrated, and on the criteria for evaluating achievement. It may retain flexibility with respect to the format or the means by which the demonstration is made19.
8.1.6. An LIA worth more than 40% of a course’s total weight must be approved by the Faculty Dean or Director of Continuing Education (for ACS (AEC) courses). Such a special case could occur in the case of a project-based course, for instance. Approval of these special cases will be based on the equity and fairness principles being followed, in particular with respect to students being provided with adequate opportunity to learn, to receive feedback, and to demonstrate their learning in a way that does not cause undue stress and anxiety. A list of such special cases in the day sector is compiled by PSI and presented to Academic Council yearly for the purpose of policy monitoring.
8.1.7. Passing a given course may be made conditional on passing the LIA; refer to section 14.2 (Special Conditions) regarding the requirements.
8.2. Program Comprehensive Assessment (PCA)
8.2.1. The PCA verifies that the student has achieved program-level learning outcomes.
8.2.2. The PCA can take various forms such as an integrative project, an essay, a portfolio, or a stage. The assessment must be coherent with the exit profile; it should be authentic, complex, and sufficiently challenging to allow the student to demonstrate that they have acquired and can integrate the competencies.
8.2.3. The nature of the PCA and its evaluation criteria will be provided in the materials given to the students when they begin their program. The assessment should be integrated into a capstone course20 scheduled in the final semester of the program.
8.2.4. The program should be structured in a way that prepares the students for the PCA, by scaffolding their learning, providing opportunities for feedback, and providing them with a fair chance to succeed.
8.2.5. Students who demonstrate that they have successfully completed their PCA will have the notation “RE” (standing for Réussite) entered on their transcript.
8.2.6. Failing the PCA will result in failing the capstone course.
8.2.7. A student who fails the PCA will be informed, verbally and in writing, of what is lacking in their work. They will have to redo the course, or they might be allowed a further opportunity to complete the requirement upon recommendation by the Program Committee and approval by the Faculty Dean.
9.1.1. Language proficiency is the ability to write, read, speak, and listen in order to communicate effectively at the college level, within and across disciplines. To develop the proficiency of students is a shared responsibility; it is not solely the responsibility of English or French as a discipline, but of all College disciplines and of various supporting services. It requires discipline-specific communication styles and format, vocabulary, documentation, conventions, and presentation skills.
9.1.2. Each department or Continuing Education ACS (AEC) program is responsible for determining and adopting appropriate language requirements for each course under its responsibility where the language of instruction is English or French. This includes types of language proficiency skills that need to be addressed in each course (e.g. reading, writing, listening, speaking, and in some cases, technical terms), how they will be taught and learned, and how they will be evaluated. Those elements must be stated in the course framework.
9.1.3. Program Committees are responsible for ensuring a coherence of approach to SPLI across the program courses and the PCA.
9.1.4. Formative and/or summative assessments should address language proficiency, including work done in class. As with any competency, developing language skills requires learning opportunities and feedback, which should be provided throughout the course to enable students to improve their language proficiency within the discipline.
9.1.5. The assessment of language proficiency must account for at least 10% of the grade accorded to any take-home written assignment or oral presentation in which English is the language of expression. When language proficiency makes up an integral part of the competency, such as in English (603) courses in General Education, the percentage of the grade will be proportionally higher, and determined by the department.
9.1.6. In courses where the language of instruction is French (not including French (602) courses in General Education), the assessment of language proficiency may account for up to 10% of the grade for any take-home written assignment or oral presentation. This percentage is determined by the department responsible for these courses taught in French and communicated to students in course outlines and assessment instructions.
9.1.7. The learning outcomes related to language proficiency, expectations as to how they will be achieved, and descriptions of how they will be evaluated must be communicated to the students in the course outline.
9.1.8. When a student faces challenges with language proficiency, additional support may be recommended from college resource centers.
9.1.9. The Program Committee determines and adopts the appropriate language requirements for the PCA and determines what portion of the grade will be attributed to language proficiency. This information is made explicit to the student through the instructions, criteria, and rubric provided to them.
10.1. Conduct in the Classroom
10.1.1. All members of the Vanier Community are responsible for knowing and following appropriate standards of behaviour expected at the College. Behaviour policies may be found in the Policies section of the Vanier College website.
10.1.2. Teachers are responsible for communicating their classroom management rules and specific instructions for pedagogical activities (e.g., phones put away, physical materials required in class).
10.1.3. Students are responsible for respecting the course outline, the teacher’s chosen teaching methods, and in particular the teacher’s classroom management rules and specific instructions.
10.1.4. If disruptive behaviour occurs, the teacher should follow the Student Misconduct in the Classroom Procedure.
10.1.5. Students who disagree with a decision related to conduct in the classroom may contact the Faculty Office or the Student Advocate for assistance.
Teachers or staff who become aware of inappropriate student behaviour under Vanier’s non-academic policies, including the Code of Conduct, Harassment & Discrimination Policy, and Sexual Violence Prevention & Response Policy, should notify Student Services or Vanier Security, as appropriate.
10.2. Classroom Management During Assessments
10.2.1. Excessive movement or noise during in-class assessments, tests, or exams can be very distracting. Teachers or invigilators should provide clear instructions to minimize disruptions. Students should be respectful of others and minimize such distractions.
10.2.2. To ensure equity, departments and programs should discuss and agree on late admission guidelines. To ensure fairness, students should be made aware of these guidelines.
10.2.3. Late admission does not entitle the student to additional time at the end of the allotted period, and is at the teacher’s discretion.
10.2.4. Students must follow the teacher or invigilator’s instructions regarding departure from the room for a break or finishing an in-class assessment, test, or exam.
10.2.5. Teachers will communicate clear guidelines with respect to bathroom breaks and apply them with discernment and respect of human dignity.
10.3. Absence or Lateness of Teacher
10.3.1. When a class is cancelled, students will receive a notification from their teacher as soon as possible through the electronic absence/class cancellation module in Omnivox.
10.3.2. Teachers should inform their students, when possible, if they will be late for a class and when they should be expected. That message should be communicated within 15 minutes of the class start time if the teacher expects the students to wait. Students need to check Omnivox and/or MIO to see if there has been any communication from the teacher.
10.3.3. When a teacher is not present at the scheduled time for the class and has not notified the class, students should wait 15 minutes for the teacher to arrive.
10.3.4. For some courses, such as in the case of laboratories where live material might have been prepped, the course outline will include specific instructions to follow in case of an absence.
10.4. Student Conduct in Career and Technical Programs
10.4.1. Students in career and technical programs (in both the regular day and Continuing Education sectors) are being educated for a specific profession and therefore must demonstrate conduct appropriate to their profession as defined by the Program Committee.
10.4.2. Academic performance is not the only criterion for evaluating a student’s professional suitability. Conduct and ethical behaviour are also considered in evaluating a student’s suitability for a specific career, profession, or technology.
10.4.3. If students exhibit conduct or behaviour (on or off campus) deemed by the program to be professionally unsuitable, the teacher will follow the steps outlined in the Student Professional Unsuitability Procedures.
10.5. Academic Integrity
10.5.1. Definition of Academic Integrity
Academic integrity may be defined as honesty in a pedagogical and scholarly context. It is a value that one adheres to by acknowledging sources of information and by abstaining from cheating, plagiarism, and fraud. Academic integrity is an essential component of any educational institution21 and all students are expected to uphold the highest standards of academic integrity during their college studies. Failure to do so undermines not only the value of honest students’ work, but also the academic integrity of the College.
Academic integrity is inherent to the mission and values of our educational institution. As such, all groups defined in this policy have an important role to play with respect to promoting and supporting academic integrity at the College. As technology (including, but not limited to, artificial intelligence (AI) generative tools) and its uses change and evolve, it is important to remember that questions of what is and is not acceptable in a particular assignment or context should be clarified through communication between students and teachers. Teacher and student responsibilities are contingent on institutional resources and frameworks.
Student Responsibilities: Students are responsible for recognizing the importance of academic integrity and for abstaining from dishonest behaviours. More specifically, students are responsible for:
Teacher Responsibilities: Teachers are responsible for promoting students’ understanding of appropriate academic conduct and integrity in their discipline and for providing students with explicit instructions, appropriate learning opportunities, and clear expectations. More specifically, teachers are responsible for:
10.5.2. Definition of Academic Misconduct
Breaching academic integrity is also known as academic misconduct. Academic misconduct refers to a member of an academic environment committing or contributing to dishonest acts of any kind and most commonly takes the form of cheating, plagiarism or fraud. Vanier College considers academic misconduct a serious offence.
Cheating refers to any dishonest or deceptive practice that occurs either (a) during formal evaluations (e.g., examinations, tests, quizzes, English/French Exit Exams); or (b) in the completion of any assigned course work (e.g., labs, papers, assignments). Common cheating practices include, but are not limited to:
Plagiarism is the presentation or submission of work that is not one’s own (ideas, words, images, music, etc.). Plagiarism includes, but is not limited to:
Fraud is the act of making a false representation in an academic context. While the consequences of academic misconduct related to cheating and plagiarism are outlined in a subsequent section of this policy, the consequences for an offence of fraud are also handled by Vanier’s Code of Conduct policy, and may even result in criminal charges. Fraud includes, but is not limited to:
10.5.3. Identifying Academic Misconduct
Teachers will use professional, disciplinary expertise to identify behaviour or submitted work that does not uphold standards of academic integrity. Teachers should refer to institutional resources and frameworks for up-to-date information to understand AI tools, to verify which digital tools are licensed by the College23, and for best practices to deal with unpermitted AI use in courses. By submitting course work to a teacher, students acknowledge that their work may be subject to examination by these tools.
Digital detection tools may not be used as the sole method or strategy to detect academic misconduct. Teachers should communicate their use of any detection tools to students in course outlines and/or assessment instructions, keeping in mind they should only use those that have been vetted, approved, and/or purchased by the College to ensure protection of student identity. In cases where the tool or software stores student work in a database and teachers upload student work, teachers must remove identifiable information from the title of the uploaded paper or any information from within the paper itself.
If academic misconduct is identified during in-class assessments or with respect to submitted work, teachers will follow the steps outlined in the Academic Misconduct Procedures.
10.5.4. Consequences of Academic Misconduct
Teachers (or course/stage instructors24) bear the responsibility for intervening when academic misconduct is detected. At the Tier 1 level, teachers may intervene in a variety of ways (e.g., individual meeting, written warning, redoing an assessment) to support students’ development of academic integrity. In these cases, there is no reporting of the offense or impact on student grades. For all other Tiers, teachers are required to report cases of academic misconduct to the College.
The consequence, and subsequent actions, for a reported offence of academic misconduct will be determined according to the severity of the reported offence and the frequency of previous offences reported in the student’s file. A list of examples for each tier is provided in the Academic Misconduct Procedures. A teacher’s decision regarding the specific tier category (described in Table 2) will be based on professional judgement and normative standards for specific disciplines or fields of study at Vanier College.
Table 2. Tiers of severity for academic misconduct offences along with the person(s) responsible for actions required related to the offence.
| Tier of Severity | Category of Offence | Actions Taken by Teachers | Actions Taken by the Office of the Dean of Academic Systems and Faculty Deans/Director of Continuing Education25 |
|---|---|---|---|
| 1 | Formative |
|
|
| 2 | Minor |
|
|
| 3 | Moderate |
|
|
| 4 | Major |
|
|
Offences will be reported by teachers, and appeals may be requested by students, by following the Academic Misconduct Procedures. Students can also seek the guidance of the Student Advocate.
In order to indicate to the College community that breaches of academic integrity are recognized as serious offences at Vanier College, the Dean of Academic Systems - Registrar will provide an annual report to Academic Council on the number of recorded cases of academic misconduct and the types of disciplinary actions applied, while maintaining individual confidentiality of the students.
11.1. Important Dates
11.1.1. Students may withdraw from (i.e., delete a course) without penalty if they do so by the course-withdrawal deadline published in the Academic Calendar. Normally, course withdrawals occur during the third week of a semester by a date that is determined by the MES. For DCS (DEC) courses that do not follow the Academic Calendar, such as intensives and intersession courses, and for Continuing Education ACS (AEC) courses, the course-delete deadline occurs before the completion of 20% of scheduled class time. In such cases, the exact start and end dates, and the course-withdrawal deadline are clearly communicated in writing—in the course master schedule and the course outline or in the Continuing Education welcome sheet.
11.1.2. Students in regular day programs may drop a course after the withdrawal deadline until the course drop deadline found in the Academic Calendar. The course will be removed from the student’s schedule, but will remain in a student’s LEA view of courses. A remark will appear on the transcript as “AE” (abandon sans échec). For DCS (DEC) courses that do not follow the Academic Calendar, such as intensives and intersession courses, the course drop deadline occurs before the completion of 60% of scheduled class time. In such cases, the exact deadline is clearly communicated in the course outline.
11.1.3. All assessments should be placed in a learning sequence and scheduled so that students have sufficient time for practice and preparation as well as opportunities to receive feedback.
11.1.4. Assessments administered during class time during the semester must not exceed the class time, taking into account the required time for transition between classes. Teachers are encouraged to apply accessible and inclusive pedagogical approaches in these situations. Such approaches accommodate students with special needs directly in the context of the whole group and classroom, and they frequently benefit all students28.
11.1.5. With the objective of preventing work overload and minimizing undue stress in students, no assessment (or combination of assessments) counting for more than 30% of the final grade should be completed in its entirety over the last 10 days29 of classes in a semester. In the case of courses with a compulsory final exam in the final exam period, the limit becomes 20% of the final grade in the last 10 days of classes in a semester.
11.1.6. Special cases may apply for courses where final assessments are scaffolded and the work is clearly distributed and completed throughout the semester (for example in project-based courses, stages, portfolios, etc.). Special cases may also apply to intersession or intensive courses, or in ACS (AEC) courses in Continuing Education. Special cases are approved by departments and by the Faculty Dean or Director of Continuing Education. All special cases must be made explicit in the course outline. A list of these special cases will be presented at Academic Council by PSI (with input from the Faculty Dean’s offices) and updated once a year for the purpose of policy monitoring.
11.1.7. While extensions may be possible, all class work and assignments (other than final assessments formally scheduled during the final exam period) should be due during the 15-week class period, for those courses that follow the 15-week regular semester.
11.1.8. The teacher must submit final grades according to a schedule determined by the Academic Calendar.
11.1.9. All assessments that are not returned to students must be kept on file by the teacher (or by the department coordinator or a delegate for multi-section examinations) for one full year.
11.2. Feedback on Learning and Grading
The rules below ensure that students receive timely feedback, which is crucial to their learning, as well as up-to-date information about their standing. This information will enable them to plan and make informed decisions about their progression. Feedback refers to ongoing, consistent information regarding a student’s performance or understanding of course material. It is provided directly by a teacher, or coordinated by a teacher through a learning management system, a self-assessment tool, or peer review.
11.2.1. Students need to receive feedback on their learning performance on a regular basis throughout the semester.
11.2.2. Feedback (through formative and/or summative assessments) and access to any graded work must be given to students before the course-withdrawal deadline.
11.2.3. Feedback and access to graded work should also be provided within a reasonable period of time following each assessment (usually a maximum of 2 weeks), and at least one week before a related30 assessment is due. Special cases may apply for intensive courses or Continuing Education courses, and must be approved by the Faculty Dean or the Director of Continuing Education.
11.2.4. By the midpoint of the semester identified in the Academic Calendar, students must have a general indication of their current standing in each of their courses and have been provided with a grade for summative assessments totaling at least 20% (but ideally more) of their final grade. Special cases may apply for certain courses or programs and must be approved by the Faculty Dean or Director of Continuing Education, and be made explicit in the course outline.
For DCS (DEC) courses on a regular schedule, notification is also formally done through the mid-term assessment (MTA) process. Academic Systems notifies teachers of the official dates for the process. Through the MTA process, students at risk of poor standing are contacted and referred to appropriate support services. While intersession and intensive courses and ACS (AEC) courses fall outside of the formal MTA process, students in such courses must be given an indication of how they are doing in their courses, and they should be directed toward appropriate resources as needed. In the case of intersession, intensive, and ACS (AEC) courses, the mid-point of the course will be identified in the course outline.
11.2.5. Grades for all assessments should be posted on one of the College’s learning management systems, e.g. LEA (Omnivox) or Moodle in a timely manner throughout the semester.
11.2.6. The final grade for a DCS (DEC) course must be submitted by the grade submission deadline established in the Academic Calendar. In the case of Continuing Education ACS (AEC) courses, final grades must be submitted within five working days of completion of the ACS (AEC) course.
12.1. Student Attendance
12.1.1. Class attendance is an essential component of the learning process. Regular class attendance optimizes the opportunity for students to be actively engaged and participate in class activities such as group work, presentations, peer review, discussion, reflection, and feedback. These activities are inherent to student learning; they help students develop the necessary skills, attitudes and knowledge to attain the learning outcomes for their course and program competencies, leading to success on course LIA’s and the program PCA.
12.1.2. Grades cannot be deducted simply for being absent; however, being absent for a class is likely to have an impact on success in the course. Class activities are integral to student learning. Being present means being part of a learning community where in-class activities are designed to build specific competencies that cannot be fully replicated outside of class time.
12.2. Attendance Expectations
Scheduled Assessments
12.2.1. Students are expected to be present for scheduled assessments. Refer to section 12.3 for specific requirements if an assessment is missed.
Ongoing Observation of Students
12.2.2. The evaluation of clinical training and stages requires a set number of hours of observation in a practical setting. Attendance is compulsory for such learning activities.
12.2.3. In certain cases, attendance is necessary when students need to be observed frequently to be properly evaluated. This occurs when a competency is a process rather than a product and is evident through the objectives of the competency (what students will be able to do) and its standards (the type of situation and the performance criteria). Examples include, but are not limited to, being able to perform patient evaluation under a variety of circumstances in Nursing, or exhibiting respect of activity rules, ethical conduct, sportsmanship, and safety regulations through the practice of a sport in Physical Education.
12.2.4. In these cases of ongoing observation of students, the course outline should clearly state the criteria and observable behaviours that will be monitored throughout a segment or the entire course; it should identify the minimal frequency of observation required for a teacher to be able to evaluate with accuracy.
12.2.5. Courses that have ongoing observation of students must be clearly identified in course frameworks and outlines. They must be approved by the department and the Faculty Dean of the program (for regular DCS (DEC) courses) or Director of Continuing Education (for ACS (AEC) courses).
12.2.6. While students should not be unduly penalized for an occasional absence, and while alternative solutions should be actively sought, in cases where this is not possible, failure to meet the minimal attendance required for evaluation may result in a grade of zero for the component being evaluated or for the entire course.
12.2.7. A list of these courses that contain ongoing observation of students will be presented at Academic Council by PSI and updated once a year for the purpose of policy monitoring.
Critical Learning and Assessment Activities
12.2.8. In special cases, students may need to complete a formative activity called a critical learning activity in order to progress in the sequence of learning of a course. For example, Respiratory and Anaesthesia Technology students may be required to demonstrate mastery in a simulated situation before they are permitted to treat a real-life patient.
12.2.9. Descriptions of critical learning activities, as well as their dates and requirements, must be clearly identified in course frameworks and in the course outline and approved by the department and the Faculty Dean of the program (for regular DCS (DEC) courses) or Director of Continuing Education (for ACS (AEC) courses).
12.2.10. While students should not be unduly penalized for an occasional absence, and while solutions should be actively sought, in cases where this is not possible, students may fail the component associated with the activity, or they may fail the course.
12.2.11. A list of courses with these special cases will be presented at Academic Council by PSI and updated once a year for the purpose of policy monitoring.
12.3. Missed Assessments
12.3.1. Absences for a missed assessment due to illness need to be communicated to the teacher no later than 15 minutes after the start of class. The student must report and document their absence according to the procedure put in place by the College. This procedure must be followed for each day a student is absent from the College due to illness. False representation of one’s absence(s) using this procedure or dishonest reporting can be considered a form of academic misconduct and fraud (see section 10.5.2).
12.3.2. Students must communicate absences for other reasons (defined in section 12.4) as early as possible; ideally before an absence, but no later than 48 hours after the absence (unless documented emergency circumstances prevent them from doing so).
12.3.3. The teacher is responsible for determining and providing the alternative assessment plan (including the parameters or conditions for any rescheduling of dates), which must be compatible with the course framework and this policy, with particular attention to equity.
12.3.4. Alternative assessment plans may include a make-up date, a make-up assessment, or a modified assessment scheme (e.g., transferring the weight to a different assessment, dropping the lowest quiz/minor assessment grade).
12.3.5. A student’s failure to report an absence appropriately on the date of a scheduled assessment may result in a grade of zero on the planned assessment.
12.4. Absences
Students are responsible for taking steps to catch up on missed course work during an absence, and in the case of missed assessments, to report and/or document the absence appropriately. In situations where students are not able to provide proper documentation for the absence, do not report it correctly, or do not notify the teacher in a timely manner, teachers will exercise their professional judgement.
For consecutive or cumulative absences adding up to more than 20% of the contact hours of a course, teachers may request additional documentation from students (if it was not already provided) in order to determine if an alternative assessment plan is possible. Teachers may contact the Faculty Dean’s office if necessary for support and guidance to determine an appropriate solution.
Exceptional Circumstances
12.4.1. When a student wishes or requires confidentiality of the reasons for an absence (e.g., sexual violence, abortion, participation in a high-profile jury, victim of criminal act) or has been suspended from attending classes pending an investigation, the Dean of Academic Systems - Registrar will act as the unique point of contact to inform teachers.
12.4.2. With situations related to sexual violence, the Student Services Response Team (SVRT) can serve to facilitate communication with the Dean of Academic Systems - Registrar and may propose appropriate solutions. Students may also contact the Dean of Academic Systems - Registrar directly.
Medical Reasons
12.4.3. For a short-term illness that results in a missed assessment, students should refer to section 12.3.1. For medical absences where a student misses 5 or more consecutive school days, the student must obtain documentation (i.e., a medical note) from a doctor or medical professional.
12.4.4. If the teacher has doubts as to the validity of the student’s reported medical absence and/or any medical documentation, they may contact the office of the Faculty Dean or the Director of Continuing Education for assistance.
12.4.5. The production or use of fraudulent medical notes constitutes fraud and is dealt with as academic misconduct (Tier 4) and through the Code of Conduct Policy.
Religious Holy Days
12.4.6. Students whose religious obligations require them to be absent from the College on a holy day not formally recognized in the College calendar must inform their teachers in writing during the first week of classes, or in the case of intensive courses, on the first day of classes. Students must specify the particular date(s) and times of the religious holy days on which they will be absent by completing and submitting to their teacher the Religious Holy Days Absence form.
12.4.7. Teachers are encouraged to take religious holy days into account when planning assessments in a given course.
Bereavement
12.4.8. The College recognizes the effects that the death of a close relative can have on a student’s academic work and understands that grief impacts every student differently. Teachers will provide alternative assessment plans where reasonable. Academic Advising and the Dean of Academic Systems - Registrar will support students who may require other measures. Counselling is also available from Student Services.
12.4.9. If teachers have doubts about the veracity of a student’s claim about an absence for reasons of bereavement, teachers can seek support from the Faculty Dean’s Office or the Director of Continuing Education.
12.4.10. Students may be required by the Faculty Dean’s Office or the Director of Continuing Education to provide documentation of their situation.
Other reasons
12.4.11. Other events outside of one’s control might justify absences, including planned instances such as participation in elite sports events or attendance at a high school graduation, or unplanned incidents such as being a victim of a crime, being required to leave one’s home, or being involved in an accident.
12.4.12. In those cases where an event is planned, students must provide their teacher with documentation justifying their absence in advance, in order to be provided with an alternative assessment plan.
12.4.13. Following an unplanned or emergency situation, appropriate documentation31 should be provided to the teacher as soon as possible.
In the case of uncertainty or a disagreement on the application of this section of the policy on absences, teachers and students may consult the Faculty Office responsible for the course or the Director of Continuing Education.
Vanier College undertakes the responsibility to ensure that all students with disabilities obtain services and/or accommodations related to their needs. As such, the College has established the Access Centre for Students with Disabilities (Access) as the department responsible for carrying out these services.
13.1.1. In order to become eligible for accommodations, the student must self-disclose and provide Access with the appropriate supporting documentation that justifies their needs for accommodations.
13.1.2. The Access Centre will then review the documentation to determine eligibility for specific accommodations according to ministerial guidelines.
13.1.3. For assessment, accommodations must take into consideration both the student’s needs and the competencies being evaluated.
13.1.4. Teachers are responsible for respecting and implementing the accommodations outlined by Access, while ensuring student confidentiality in all communication and interactions. For pedagogical reasons, a teacher might discuss other accommodation options with the Access team.
13.1.5. Any student who wishes to make use of assessment accommodations should communicate this information to the Access Centre via their procedures (e.g., completing the relevant form, etc.).
13.1.6. For more information, refer to the Inclusion Policy for Students with Disabilities.
14.1. Understanding the Grade
14.1.1. In the competency-based approach, the numerical grade indicates the degree to which a competency (or competencies) has been achieved in a given course.
14.1.2. The grade must be reflective of a student’s individual achievement, even for teamwork. Teachers are responsible for implementing assessment strategies that are adapted to these situations.
14.1.3. As designated by the MES, the passing grade in all courses is 60%.
14.1.4. Grades below 60% indicate that there are gaps to fill in order to attain the minimum standards of the course.
14.1.5. Grades from 60% to 100% are representative of the level of mastery of the competency or competencies, based on explicit criteria, and typically defined in a grading rubric.
14.2. Special Conditions for Passing a Course
Depending on a) the competencies to be developed in a given course, b) the importance of certain competency elements, c) critical learning activities or ongoing observation, or d) the place of a course in a program, the final grade may be best determined using an approach different from the straightforward addition of marks. In such cases, special conditions for passing a course may be established.
14.2.1. When attesting to the achievement of a particular competency is deemed crucial to students’ progress in the program, passing the LIA may be made a condition to passing the course. In such cases where the total of marks would have been higher, the grade attributed to a student failing the LIA will be 55%, notwithstanding the total of marks accumulated.
14.2.2. When a course comprises two distinct yet equally important components, such as a theoretical and a practical component, two special conditions may be set for passing the course. In such a case where the total of marks would have been higher, failing either component will result in a final course grade of 55%, notwithstanding the total of marks accumulated.
14.2.3. Failure in a course may also be related to student unsuitability for a career or technical program.
14.2.4. When the PCA is included in a capstone course, failing the PCA will result in failing the course. In such a case where the total of marks would have been higher, the grade assigned will be 55%.
14.2.5. All special conditions must be defined in the course framework, stated in the course outline, and approved by the Faculty Dean or the Director of Continuing Education.
14.2.6. A list of all special conditions from the day sector is compiled by PSI from the information provided in the course frameworks, and presented to Academic Council annually for the purpose of policy monitoring.
Grades are attributed by the teacher responsible for the course. They are transmitted to the MES by the Dean of Academic Systems - Registrar.
Aside from numerical grades, letter codes may be transmitted to the MES by the Dean of Academic Systems - Registrar. They thus appear on the student’s transcript. The following codes are used to indicate whether a student has attained course credit or diploma requirements.
16.1. RE - Standing for Réussite, signifies a pass in the program comprehensive assessment (PCA) or Language Exit Exam.
16.2. EC - Standing for Échec, signifies a failure in the program comprehensive assessment (PCA), a Language Exit Exam or a regular credit course.
16.3. IT - Temporary incomplete
16.4. DI - Dispensation
16.5. EQ - Equivalence
16.6. SU - Substitution
16.7. AE - Abandon sans échec (Course drop)
16.8. IN - Incomplete for an authorized absence
17.1. Maintaining Good Academic Standing
In order to continue their studies, students must remain in good standing at the College. The definition of good standing at Vanier College is set forth in College By-Law Number 8 - Academic Success. By-Law 8 applies to all students registered at the College in a Diploma of College Studies (DCS; DEC) program, an Attestation of College Studies (ACS; AEC) program, or Springboard to a DCS (DEC)/Explorations pathways.
17.2. Procedures for Awarding Diplomas
17.2.1. The MES grants a DCS (DEC) to a student upon recommendation of the College, which, through Academic Advising and the Registrar, verifies the following:
17.2.2. The College grants an ASC (AEC) to a student who has fulfilled the following:
18.1. Definitions and Mechanisms for Addressing Complaints
18.1.1. Academic complaints may be defined as grievances related to any matter that is covered in this policy, and which may have an impact on student achievement. It is the College’s responsibility to offer a fair and equitable hearing of student complaints. To do so, the College provides students who perceive that there have been mistakes, errors, or breaches of procedure involving any aspect of this policy with clear complaint and recourse processes.
18.1.2. Complaints deemed non-academic in nature will be directed to the service responsible for the College policy that responds most directly to the complaint.
18.1.3. Complaint and recourse processes may be informal or formal. Students must approach their teacher before seeking help from any outside person or body, unless there are serious concerns for personal well-being.
18.1.4. Informal processes must be attempted before formal steps are taken unless there is direct violation of the teacher Collective Agreement and/or where there are serious concerns for a student’s well-being.
18.1.5. The Faculty Dean or Director of Continuing Education identified in the course outline of the course related to the complaint will receive academic complaints, direct them through the appropriate mechanism, and document their resolution.
18.1.6. Issues related to teachers’ responsibilities under the Collective Agreement, and/or unsuccessful mediation will be handled directly by the Faculty Dean.
18.1.7. All involved in the complaint and recourse processes will respect the principles of fairness and equity laid out in this policy and without bias, with particular concern for preventing retaliation of any kind.
18.1.8. All efforts will be made to address complaints where the timing and the nature of the decision have a major impact on student progression (e.g., prerequisites, university admission). Teacher vacations in the summer are not considered working days for the regular day sector; therefore, the academic complaint process may sometimes be concluded at the beginning of the next academic year.
18.1.9. The Academic Dean is responsible to provide an ultimate opportunity for appeal for cases where proper application of this policy or of its associated procedures may be at fault. Refer to section 4.6.2.
18.1.10. Refer to the Procedures for Student Academic Complaints for detailed steps related to complaint and recourse processes.
18.2. Support for Complaints and Recourse
18.2.1. Support with identifying the nature of a complaint and clarifying the appropriate process may be obtained from the Faculty Dean’s or Director of Continuing Education’s office or through the Student Advocate in Student Services. The Student Advocate may also support students as they participate in different mechanisms, such as Student-Teacher Mediation, Grades Review, or Academic Misconduct Reviews. The Student Advocacy Policy outlines the available Advocacy Services.
18.2.2. For complaints that are not academic in nature, or which are outside the scope of this policy, one should refer to the relevant policy, such as Vanier’s Harassment and Discrimination, Prevention and Resolution Policy, Vanier’s Code of Conduct, or Vanier’s Sexual Violence Prevention & Response Official Policy.
This appendix sets the institutional standards for webcam use during courses that are delivered online (or with any online, synchronous component) to prevent harm and injury in legal and moral terms to the greatest degree possible, while promoting an authentic and engaging classroom experience where students’ presence and engagement are recognized as integral parts of the learning journey.
GUIDING PRINCIPLES
The College is cognizant that online teaching and learning comes with its own set of challenges and concerns, including loss of the important relational nature of teaching and learning, worries around privacy, and accessibility issues related to webcam use. It also understands that implementing certain pedagogical approaches, facilitating motivation and interactivity, and ensuring supportive classroom relationships are key reasons why teachers and students would request that webcams be turned on.
Hence, an important balance of factors needs to be considered. The six factors that Vanier College identifies are:
These institutional standards provide a framework by which to evaluate the importance of these factors with the goal of supporting decisions related to webcam use. It also establishes the educational context for online courses, serves to clarify what can be expected in the virtual environment, to prevent surprises and ensure accommodations when needed.
DEFINITIONS
Essential definitions (that were not already included in IPESA) are presented in this section to ensure a common understanding of the key concepts central to these standards.
Guest speaker(s)
Any individual being requested to join an online session that is not the teacher or the students registered for the course in question.
Vanier College platforms
Any digital service or repository that is either owned or licensed by Vanier College. This includes but is not limited to Microsoft Office365 services, LEA/Omnivox, Zoom, Moodle, and college networked drives.
Webcam
An integrated or stand-alone camera that can be used for videoconferencing purposes. This can include but is not limited to a camera that is part of a device that can connect to the internet (e.g. smartphone, tablet, laptop or desktop computer).
WEBCAM USE
Use of webcam during class
Given that precedence should be given to accessibility, respect of privacy, and engagement, teachers are encouraged to engage in innovative pedagogical practices (e.g. use of the chat box, break out rooms, synchronous and asynchronous activities) and find solutions that allow students the choice of whether to turn on their webcams. A webcam-optional approach respects student concerns related to access and equity, safety and security. The College also encourages all participants of a classroom to create an environment of learning that would benefit and encourage all participants to collaborate with webcams turned on, to increase engagement and collaboration within the teaching and learning environment. However, the College understands that this may not always be possible. As such, teachers can make it mandatory to ask students to keep their webcams turned on for the following reasons:
In all other cases, teachers are welcome to use a variety of strategies to encourage the use of webcams in class, without making it a requirement.
If a teacher’s course requires students to turn on their webcam (as per the course outline), it is the student’s responsibility to ensure they have a working webcam for the duration of the course. Students registered in these classes understand that their registration is consent to the webcam requirements and must discuss any issue or request for accommodations with their teacher during the first week of classes.
Use of webcam during summative assessments
Use of webcams during live assessments can be made mandatory by teachers for part or the full duration of an assessment. Teachers who plan to request that students keep their webcams turned on during assessments must indicate it in their course outline.
The following is a non-exhaustive list of reasons why a teacher would require the use of webcams for assessment purposes:
Where the nature of the assessment requires visual evaluation (e.g. manual or physical skills, interview, oral presentation), it is the student’s responsibility to have a working webcam prior to an assessment taking place.
Should a student encounter issues, technical or otherwise, that prevents them from turning on their webcams during the assessment, the teacher reserves the right to request that the student present themselves at the College for an in-person assessment at a specified date and time.
Use of webcam course outline statement
Teachers who require students to have a webcam for in-class pedagogical activities or for assessments must add a statement to their course outline prior to the start of classes. The following is an example of a webcam use statement for a course outline:
Use of Webcam: This course requires students to have a working webcam. Classes and assessments may be conducted using MS Teams or Zoom where the teacher can require students to turn on their webcams. Students should contact the course instructor if they require accommodations or have any questions or concerns.
A discipline specific course outline statement that is in line with this standard could be developed at the department level and approved by the Faculty Dean. Alternatively, the above example may be used.
Recording sessions
Teachers who intend to record one or more live online sessions, including sessions where assessments are taking place, must indicate their intent to do so in their course outline prior to the beginning of classes. Students registered in these classes understand their registration is consent to these conditions and must discuss any issue or request for accommodations with their teacher during the first week of classes.
Only teachers are permitted to record sessions. Students are not permitted to do so. Students who are caught recording may be subject to sanction(s) by the College under the Code of Conduct.
For inclusivity reasons and to ensure a fair and equitable learning environment for all participants in a course, teachers can be asked by the Access Centre to record their sessions in the case where special accommodations are needed.
If a recording includes images, names, and/or audio from students, the recording:
If a recording only includes the teacher’s content, image, name and/or audio, the recording may be stored on any platform. If a recording is to be shared broadly, as may be the case for guest speakers or certain symposia, teachers and/or facilitators must inform students prior to the start of the recording. In this situation, students have the right to opt-out of turning on their webcam or interacting on the platform without incurring any penalty or being asked to leave the session.
Teachers bringing in guest speakers into their class must notify them in advance of their intent to record, and mutually agree through written confirmation. Guest speakers reserve the right to decline to be recorded.
The following are two examples of notice of recording statements for a course outline32:
Notice of video recording & sharing (Download and re-use prohibited):
This course, including your participation, may be recorded on video and will be available to students in the course for viewing remotely and after each session. The teacher has the exclusive right to record live lectures. Course videos and materials belong to your teacher and the College and are protected by copyright. Do not download, copy, or share any course or student materials or videos without the explicit permission of the teacher. Any contravention of these conditions of use or inappropriate use of Technology may be subject to sanction(s) by the College under the Code of Conduct. For questions about recording and use of videos in which you appear please contact your teacher.
Notice of video recording & sharing (Download permissible; re-use prohibited):
This course, including your participation, may be recorded on video and will be available to students in the course for viewing remotely and after each session. The teacher has the exclusive right to record live lectures. Course videos and materials belong to your teacher and the College and are protected by copyright. In this course, you are permitted to download session videos and materials for your own academic use, but you should not copy, share, or use them for any other purpose without the explicit permission of the teacher. Any contravention of these conditions of use may be subject to sanction(s) by the College under the Code of Conduct. For questions about recording and use of videos in which you appear please contact your teacher.
A discipline specific course outline statement that is in line with this standard could be developed at the department level and reviewed by the Faculty Dean. Alternatively, the above examples may be used.
Accommodating student concerns
Students with concerns related to webcam use or recordings must reach out to their teachers during their first week of classes to discuss their situation. Although teachers are encouraged to reasonably accommodate where possible, some course competencies are impossible to evaluate without observation. In such cases, alternative accommodations must be made directly with the student or with the Access Advisor for students registered with the ACCESS Centre several days prior to when the accommodation is needed.
Recourse for students
Should aspects of these standards not be respected, students are encouraged to follow the Academic Complaint process outlined in IPESA.
Tech resources available to students
Students who do not have access to a working webcam and are taking courses that require one are encouraged to consider the following options:
ROLES & RESPONSIBILITIES
Students
As the principal beneficiaries and stakeholders in courses, these standards are designed to primarily ensure their success by facilitating instruction and assessment in an online environment. Specifically, students have the responsibility to:
Teachers
Individual teachers provide disciplinary expertise and have access to key information through their teaching activities and direct contact with the students. Moreover, they are responsible for creating the appropriate conditions for teaching, learning, and assessment to occur. More specific to these institutional standards, teachers have the responsibility to:
Departments
Departments ensure the quality of courses, as well as the equity and fairness of approaches affecting evaluation of student achievement. More specific to these institutional standards, departments:
Faculty Deans/Director of Continuing Education
Faculty Deans, or the Director of Continuing Education, are directly responsible for the departments and faculty under their responsibility. More specific to these institutional standards, they:
Academic Steering Committee
The Academic Steering Committee ensures consistent and coherent program management, quality of courses, and coherence of practices, with a college-wide view. More specific to these institutional standards, the Academic Steering Committee:
Academic Council
Academic Council is a permanent body whose mandate is to make recommendations to the College on any question pertaining to the maintenance, improvement or development of the College’s academic life, including programs and courses in the regular and Continuing Education divisions. In relation to the use of webcam, Academic Council: