The following policies only apply to Humber's Real Estate Salesperson and Real Estate Broker programs.
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Accessibility Policy
Effective Date: July 1, 2025
This policy applies to learners enrolling in the new real estate education programs on or after July 1, 2025
Accessibility
Learners with disabilities, permanent or temporary, requesting any accommodation should contact the Real Estate Education Program Office prior to their enrolment in a program or a program component. Accommodation arrangements will be provided in accordance with the Accessibility for Ontarians with Disabilities Act, 2005.
Please note that in accordance with the Ontario Human Rights Code, disclosure of a specific diagnosis is not required to access accommodation.
To learn more, please see the following related policies:
To ensure consistency and quality in assessments across all education providers, RECO has selected an assessment service provider that will administer standardized exams. Examination accommodation requests for the Real Estate Registration Education programs should be directed to the Assessment Service Provider (ASP)
Admissions Policy
Effective Date: July 1, 2025
This policy applies to learners enrolling in the new real estate education programs on or after July 1, 2025
1 Admissions
Applicants to any real estate education program (Real Estate Salesperson Program or Real Estate Broker Program) must use their full legal name, identical to the one used to create their RECO account/RECO ID when applying to a real estate education program. The Real Estate Salesperson Program consists of two phases (Pre-Registration Phase and Post-Registration Phase) with specific requirements to begin each phase.
Before applying, applicants should understand and meet the admission requirements for the program. The real estate education program components and support services are delivered in English.
Applicants are required to attest that they meet all requirements for admission to the real estate education programs and provide any credential or documents requested.
Applicants must disclose if they are under any active sanctions by RECO, Humber Polytechnic or another designate/College offering the real estate education programs. Applicants with active sanctions will not be allowed to enroll in the program unless they have approval from RECO to do so.
1.1 Real Estate Salesperson Program – Pre-Registration Phase Admission Requirements
1.1.1 Learner Identification
Applicants must have a unique identifier issued by RECO. Applicants must enroll with their full legal name, identical to the one used to create their RECO account, which will subsequently be used to submit their application to become a RECO registrant.
1.1.2 Education Requirements
Applicants must provide proof of successful completion of a Canadian or United States Secondary School Diploma, General Education Diploma (GED) certification, Canadian Adult Education Certificate (CAEC) or acceptable post-secondary equivalent credentials.
Applicants with international credentials must provide proof of equivalent credentials through an assessment service such as World Education Services (WES), ICAS Canada or an acceptable alternative.
Applicants that do not have a Canadian secondary school diploma, GED or CAEC may provide acceptable equivalency credentials (See: Appendix: Acceptable Equivalency Credentials).
Alternatively, the Real Estate Education Program Office offers a Salesperson Admissions Exam to applicants without a secondary school diploma or equivalent. Successful completion of the Salesperson Admissions Exam is an acceptable equivalent for admission to the Real Estate Salesperson Program.
1.1.3 English Language Proficiency
Applicants must provide acceptable proof that they have the required English language proficiency to successfully complete the program.
Adequate English language proficiency may be demonstrated by any one of the following:
- Previous Education
- Ontario Secondary School Diploma (or Canadian provincial equivalent) with English credit (Grade 12 U, M, or C)
- Completed secondary education in English in a country other than Canada where English is the primary/official language. This must include passing a grade 12 English course (not ESL/EFL)
- Completed at least one academic year of recognized, full-time post-secondary education (not language training) in English in Canada or in another country where English is the primary/official language
- Graduated from a Canadian university or public college ESL Pathway Program or English for Academic Purposes (EAP) Certificate Program
- Equivalent Credential
- General Educational Development (GED) certificate or a Canadian Adult Education Credential (CAEC) completed in English
- Academic and Career Entrance (ACE) certificate completed in English
- Standardized English Language Proficiency Test
English Proficiency Tests** | Minimum Required Scores |
---|---|
TOEFL iBT | Overall score of 80 and no component under 20 |
International English Language Testing System (IELTS) | Academic Overall 6.0 and no band below 5.5 |
Canadian Academic English Language Assessment (CAEL) | Overall 60 |
Cambridge English Qualification – General & Higher Education | 169 and no component below 162 |
Duolingo Language Test | 105 |
Pearson Test of English (PTE) | Academic 53 and no component below 45 |
** To be accepted as proof of English proficiency at the time of admission, the test must have been taken within the 24 months prior to applying to the program.
1.1.4 Education Equivalency Assessment
Applicants must declare if they have a valid Education Equivalency Assessment (EEA) decision from RECO. EEA applicants must meet all admission requirements; other than the requirements they are specifically exempt from based on the EEA decision letter. Please see the RECO Education Equivalency Assessment Policy for more information.
1.2 Real Estate Salesperson Program – Post-Registration Phase Admission Requirements
1.2.1 Registration Requirements
An applicant must be registered with RECO as a Salesperson to be eligible to register for a program component in the Post-Registration Phase of the Real Estate Salesperson Program.
- To be eligible to renew their registration at the end of their initial two-year registration cycle with RECO, applicants must complete the Post-Registration Phase.
- Applicants who have not completed their Post-Registration Phase requirement and do not renew their registration with RECO at the end of their initial two-year registration cycle, may request with RECO an additional 24 months to complete the Post-Registration Phase.
1.2.2 Education Requirements
Before registering for the Post-Registration Phase, applicants must complete the Pre-Registration Phase.
1.2.3 Education Equivalency Assessment (EEA)
There is no EEA option for learners in the Post-Registration Phase of the program. Learners who have passed their deadline to complete the Post-Registration Phase, who wish to continue their studies after the initial 24-month period, must re-enroll and re-start the Post-Registration phase. Please see the RECO Education Equivalency Assessment Policy for more information.
1.3 Real Estate Broker Program – Admission Requirements
1.3.1 Registration Requirements
To qualify for admission into the Real Estate Broker Program, an applicant must pay for, take and pass the Broker Qualifying Exam. When applying to the Real Estate Broker Program, applicants must use the same name as registered with RECO.
1.3.2 RECO Requirements
Before attempting the Broker Qualifying Exam, applicants should review all requirements as defined by RECO for becoming a registered broker in Ontario. Further information can be found on RECO’s website. See RECO: Becoming a Real Estate Broker.
Applicants to the Real Estate Broker Program must meet the following requirements.
- Applicant have successfully completed the Real Estate Salesperson Program.
- Applicant is registered as a salesperson with RECO.
- Applicant must pass the Broker Qualifying Exam.
Applicants who completed the Real Estate Salesperson Program with the OREA Real Estate College must have completed courses in both real estate law and commercial transactions to qualify to enroll in the Registration Education Broker Program. If they have not completed the required courses, they must complete the equivalent course requirements before enrolling in the Real Estate Broker Program, as follows:
Applicants who did not complete OREA College | Must complete the following courses |
---|---|
Real Property Law | Course 1: Real Estate Essentials Exam 1: Invigilated Theory Exam |
The Commercial Real Estate Transaction | Course 4: Commercial Real Estate Transactions Exam 4: Invigilated Theory Exam |
Appendix
Acceptable Equivalency Credentials - Canadian or U.S. Secondary School Diploma
- Transcript, diploma or certificate (from a country other than Canada or the United States) previously assessed at an Ontario Secondary School Diploma level by a recognized assessment service, such as World Education Services (WES)
- Ontario College Certificate
- Post-secondary diploma or degree from Canada or the United States
- Post-secondary diploma or degree (from a country other than Canada or the United States) assessed as equivalent to a Canadian post-secondary diploma or degree by a recognized assessment service, such as World Education Services (WES)
- Certificate of completion for an Ontario academic upgrading program that is accepted by an Ontario College of Applied Arts and Technology for entry into an Ontario post-secondary program (Ontario Basic Skills Level IV, Basic Training and Skills Development Level IV)
- Certificate of completion of an academic upgrading program from another Canadian jurisdiction that is accepted by an Ontario College of Applied Arts and Technology for entry into an Ontario post-secondary program
- Certificate of Apprenticeship or Certificate of Qualification in any trade from Ontario or other Canadian jurisdiction
Attendance Policy
Effective Date: July 1, 2025
This policy applies to learners enrolling in the new real estate education programs on or after July 1, 2025
Attendance
Learners are required to attend all mandatory facilitated sessions, as indicated, such as Simulation Sessions and Broker Wrap-up and pass any associated examination in order to successfully complete each facilitated session. While the eLearning components are the foundation for all learning, and present content in practice-based activities as much as possible, the facilitated sessions will assess and/or provide the experiential application of this knowledge.
1 Simulation Session 1, Simulation Session 2, and Broker Wrap-Up Attendance
Simulation Session 1, Simulation Session 2, and Broker Wrap-Up are mandatory program components. Learners are expected to attend 100% of these synchronous sessions and actively participate in the learning activities. Learners must arrive on time for each session. Attendance that does not meet this requirement will result in a failing grade of incomplete and require learners to re-book the entire facilitated session and pay the corresponding fees.
In addition to mandatory attendance, learners are required to participate and engage fully in all small group activities. Active learner participation in group activities is required for attendance — non-compliance is considered an absence.
Learners must comply with all the instructions shared prior to and during their facilitated session. Remote learners must ensure they have acceptable learning conditions, suitable for full learner engagement, participation, and note-taking, using the required resources and/or materials, including full audiovisual presence — non-compliance is considered an absence.
Attendance and identity verification will be tracked by session facilitators and recorded. Exceptions will be handled on a case-by-case basis with supporting documentation as required.
2 Facilitated Review Session Attendance
Facilitated Review Sessions (FRS) are optional program components. Full attendance and participation are strongly encouraged but not monitored.
3 Extenuating Circumstances
Learners who are not able to attend due to personal extenuating circumstances must contact the Real Estate Education Program Office. Learners seeking a refund for such reasons must petition to the Real Estate Education Program Office in writing with supporting documentation. See the Registration Policy for information about refunds.
4 Live Facilitated Session Protocol
Learners must present a valid, government-issued identification bearing a photograph and signature (e.g., passport, driver's license, permanent resident card). The name on the government issued photo identification must match the name on the learner's record. A learner is not allowed to attend a facilitated session if the presented identification does not match the name reflected on the learner’s program registration. Failure to have the required identification will result in a failing grade of incomplete.
Learners must adhere to the following protocols during live, facilitated sessions.
- Learners must comply at all times with instructions and rules provided by the facilitators.
- Breaks will be scheduled at the discretion of the facilitators.
- Learner conduct infractions during a facilitated session may result in a failing grade of zero. For more details on learner conduct, infractions and sanctions imposed, refer to the Learner Conduct Policy.
- Cell phones, all watches, and other devices are required to be turned off and placed under the learner’s workstation for the duration of the facilitated session.
- Children are not allowed in facilitated sessions.
5 Facilitated Session Accommodation Requests
Learners with disabilities, permanent or temporary, requesting any accommodation must contact the Real Estate Program Office prior to their registration in a Simulation Session. For more information, refer to the Accessibility Policy.
Curriculum Policy
Effective Date: July 1, 2025
This policy applies to learners enrolling in the new real estate education programs on or after July 1, 2025
1 Curriculum
There are two education programs delivered by Humber Polytechnic, the Real Estate Salesperson Program and the Real Estate Broker Program.
Real Estate Salesperson Program
The Real Estate Salesperson Program provides the educational requirements to become registered as a Salesperson under the Trust in Real Estate Services Act, 2002 (TRESA) in Ontario. The Program consists of (2) two phases, the Pre-Registration Phase and the Post-Registration Phase. Each phase consists of mandatory and optional program components. The program website outlines the curriculum requirements for each phase.
Education requirements are designated by the Registrar, TRESA. The Pre-Registration Phase must be completed prior to applying for registration as a salesperson under TRESA. The Post-Registration Phase must be completed prior to renewing registration as a salesperson under TRESA.
Real Estate Broker Program
The Real Estate Broker Program provides the educational requirements to become a registered Broker under TRESA. The website outlines the curriculum requirements for the program.
Education requirements are designated by the Registrar, TRESA and must be completed prior to applying for registration as a Broker under TRESA.
Registration with RECO as a Broker is optional.
2 Program Components
2.1 eLearning Courses
eLearning courses are delivered in a self-directed format. Completion of each eLearning course is required within a defined period. Each eLearning course has a specific maximum timeframe listed on the program website. Incomplete courses will result in an incomplete grade. A course is incomplete if not completed within the course’s maximum timeframe or if the learner fails the corresponding exam twice. Learners will be required to retake an incomplete eLearning course. All retakes require a learner to register and pay all associated fees.
2.2 Live Facilitated Sessions
2.2.1 Simulation Sessions – Pre-Registration Phase
Simulation Sessions 1 and Simulation Session 2 are mandatory components of the Real Estate Salesperson Program that assess a learner's ability to apply knowledge of the program content through practice, activities, exercises and simulations completed in a classroom (virtual or in-person).
2.2.2 Facilitated Review Sessions (FRS) – Pre-Registration Phase
Selected eLearning courses have an optional facilitated learning component which may be delivered virtually or in-person for a fee. FRS includes scheduled time with a facilitator which can include course review, practice activities, Q&A, etc.
2.2.3 Broker Wrap-Up
Broker Wrap Up is a mandatory, synchronous component of the Broker Registration Education Program.
2.3 Examinations
An assessment that measures a learner's knowledge of the learning objectives or performance outcomes of a course or simulation. All examinations are proctored and delivered by a RECO approved Assessment Service Provider (ASP). For each course, learners will have two exam attempts (a separate fee applies to both attempts). If a learner fails two exam attempts, they are required to re-take the course. All retakes require a learner to register and pay all associated fees.
3 Prerequisites
Program components in each Real Estate Education Program must be taken in a specific order. Learners are required to successfully complete a prerequisite program component prior to advancing to the next one. All prerequisites are listed on the program website.
3.1 Equivalent Experience
The Registrar, TRESA has the authority to grant an exemption for a program component in the Real Estate Salesperson Program based on an educational equivalency.
A learner's educational background may qualify a learner for an exemption. Please see RECO’s Education Equivalency Assessment Policy for more information.
3.2 Course Outlines and Evaluation
Course and Simulations Session descriptions and learning objectives are available in the learning management system. Course and Simulation Session outlines are available at the start of a course or Simulation Session and specify the learning agreement between the learner and the Real Estate Education Program.
The outlines include essential course details such as the course description and content, learning objectives, delivery methods, prerequisite requirements, learner performance and attendance requirements, and the evaluation and grading methods employed in the course.
4 Grading
An eLearning course is reported as Complete when all module activities have been completed in the required period; otherwise, it is reported as Incomplete.
- Examination results are reported as “pass” or “fail”.
- Simulation Session results are reported as “pass” or “fail”.
All program component completions and exam results, including incompletes or failures, are posted to the learner record and accessible to the learner via the Learner Portal within (3) three days. Humber will not disclose results by phone, email or in-person.
5 Educational Material
eLearning content is available to learners for a period of 12 months after program completion. Learners are responsible for downloading and retaining course content for review beyond that timeframe.
All educational materials are copyrighted to RECO.
6 Certificates of Completion
A learner is eligible to receive a Professional Certificate when they have successfully completed all the program curriculum requirements listed on the program website for:
- Real Estate Salesperson Program Pre-Registration Phase.
- Real Estate Salesperson Program Post-Registration Phase.
- Real Estate Broker Program.
Certificates are available to download from the Learner Portal. Learners must be in good standing and not have any outstanding fees with the Real Estate Education Program Office.
1.9 Program Progression Requirements
1.9.1 Real Estate Salesperson Program
The Real Estate Salesperson Program consists of two phases. Learners must meet all requirements for registration with RECO including:
- The Real Estate Salesperson Program Pre-Registration Phase must be completed in 24 months from the start date of the initial course.
- The Real Estate Salesperson Program Post-Registration Phase must be completed in 24 months after registration as a Salesperson with RECO.
It is the responsibility of the learner to track and meet all requirements. <See: RECO Registration Policies>
1.9.2 Real Estate Broker Program
The Real Estate Broker Program must be completed in 12 months from the successful completion of the qualifying exam.
It is the responsibility of the learner to track and meet all requirements. <See: RECO Registration Policies>
1.9.3 Extension Requests
An extension may be granted to a learner who is at risk of not completing a Real Estate Education Program. Extension requests are only approved on the basis of medical, psychological or compassionate grounds.
Learners must provide all required documentation listed in the extension request or extension appeal application found on the Learner Portal. Extension applications must be submitted before expiration of a phase or program.
All Real Estate Salesperson Program Post-registration phase extension requests are approved by RECO.
For extension requests based on an accommodation, please see the Accessibility and Accommodations Policy.
1.10 Education Material
Learners will continue to have access to course content for a 12 month period after program completion.
All educational materials are copyrighted to RECO.
1.11 Certificate of Completion
A learner is eligible to receive a Certificate of Completion when they have successfully completed all of the program curriculum requirements listed on the program website.
Certificates of Completion are issued after successful completion of the Real Estate Salesperson Program or after successful completion of the Real Estate Broker Program.
Certificates are available from the Learner Portal. Learners must be in good standing and not have any outstanding fees with the Real Estate Education Program Office.
Facilitator Conduct Policy
Effective Date: October 1, 2025
Facilitator Code of Conduct
Purpose
The Facilitator Code of Conduct outlines the expectations, responsibilities, and ethical standards required of all facilitators involved in the delivery of any component of the real estate education programs, including those in training. Its purpose is to uphold the learning environment, define professional boundaries, and ensure that facilitators consistently represent the institution’s academic and ethical standards. This policy also outlines the consequences of unprofessional, unethical, or non-compliant behaviour.
Scope
This policy applies to all facilitators engaged with the real estate education programs, including those in undergoing training and guest facilitators.
Conduct Expectations
Facilitators are expected to demonstrate the highest standards of professionalism, integrity, and impartiality. Any conduct that undermines the learning environment, compromises the integrity of assessments, or violates institutional or regulatory policies is strictly prohibited.
Guiding Principles
Facilitators are expected to uphold the following principles.
- Professional Competence: Maintain high standards of instructional and subject-matter expertise, and foster in learners an appreciation for academic excellence and ethical behaviour
- Public Trust: Promote and protect the public reputation of the institution and the profession through respectful and constructive public engagement
- Continuous Improvement: Pursue ongoing professional development and stay informed of changes in education, the real estate industry, and broader societal trends
- Collegial Conduct: Support and respect colleagues; ensure that any feedback of fellow facilitators is constructive, appropriate, and professionally delivered
- Conflict of Interest: Avoid any real or perceived conflicts of interest that could interfere with contractual obligations or compromise impartiality
- Academic Integrity: Promptly report suspected learner misconduct from any source and maintain vigilance in creating an environment that discourages academic dishonesty
- Policy Compliance: Adhere to all contractual obligations and the policies and guidelines established by Humber Polytechnic and the Real Estate Council of Ontario (RECO)
Key Facilitator Responsibilities
Facilitators are responsible for
- Upholding principles of honesty and integrity in all professional interactions and activities
- Reporting suspected misconduct promptly to the Program Manager or Associate Dean or designate
- Creating and maintaining a learning environment that deters academic dishonesty.
- Regularly consulting current polices, and checklists to ensure preparedness and compliance with updated delivery standards
- Following established processes and guidelines as defined by Humber Polytechnic and RECO
- Completing mandatory facilitator training programs, including online eLearning modules of the Real Estate Education Program, the online Facilitator Effectiveness Program, the Human Rights and Accessibility training programs and other training as directed by Humber Polytechnic at any time during the contract
Prohibited Conduct
Facilitators must not engage in, encourage, or tolerate any of the following.
- Participation in, or acquiescence to, learner breaches of Humber Polytechnic policies.
- Involvement in schemes related to exam theft or unauthorized distribution of assessment material
- Self-promotion, recruitment, or solicitation of learners for personal or commercial purposes at any time
- Acceptance of additional compensation for tutoring learners in any real estate education program subject
- Knowingly submitting false or misleading information or reports regarding facilitators, learners, or Humber Polytechnic employees
Breach of Policy
Violations of this Code of Conduct may result in one or more of the following actions.
- Immediate removal from current facilitator assignments
- Formal investigation conducted by the Program Manager and/or Associate Dean or designate.
- Termination of the facilitator’s contract
- Reporting of misconduct to the Real Estate Council of Ontario (RECO), which may initiate its own investigation and sanctions
Related Policies
Facilitators are required to be familiar with and adhere to Humber Polytechnic policies related to provision of facilitation services, which may change from time-to-time including.
- Anti-Discrimination/Anti-Hate Policy Statement
- Electronic Mail (Email) Policy
- Physical Access Control Policy
- Sexual Violence Policy
- Gender Diversity Policy
- Human Rights and Harassment Policy
- Occupational Health and Safety Policy
- Protected Disclosure (Whistleblower) Policy
- Code of Student Community Standards
- Acceptable Use Policy for Technical Services
- Access and Privacy Policy
- Data Governance Policy
- IT Security Policy
Grading and Examination Policy
Effective Date: July 1, 2025
This policy applies to learners enrolling in the new real estate education programs on or after July 1, 2025
1 Examination Policy
Real estate education program course examinations measure a learner's knowledge of the learning objectives or performance outcomes of a course or simulation and can only be taken after completion of the applicable course or simulation. Learners are not able to progress to the next program component until they have successfully completed the previous program component.
All examinations for the real estate education programs are proctored and delivered in-person at a testing facility or virtually proctored by a RECO approved assessment service provider (ASP).
Examinations will consist of multiple-choice questions, and results are reported as “pass” or “fail”. A learner that passes the eLearning and simulation examinations is eligible to register for the next course in the learning path. Learners must pass the Broker Final Exam as the final component of the Broker Registration Education Program.
2 Assessment Service Provider (ASP)
Learners will need to register for examinations with Humber and then pay for and schedule the examination with the RECO approved Assessment Service Provider (ASP). The ASP is responsible for collecting fees for examinations. Learners must contact the ASP for examination fee refunds, examination scheduling, rescheduling and exam accommodations. See the Learner Exam Handbook for information on refunds, reschedules, exam reports, no-shows, as well as the ASP’s Examination Accommodation Policy for more information.
3 Missed Examination
A missed examination is recorded as a no-show and the learner will receive a failing grade of zero. All missed examinations count as an examination attempt for rewrite purposes.
4 Examination Format and Grading
Examination results are reported as “pass” or “fail”.
- All examinations are delivered in an online format
- The length of time allocated for each examination is listed on the program website
All program components and grades, including incompletes or failures, are posted to the learner’s Education Record and accessible to the learner via the Learner Portal within (3) three days. Humber does not disclose examination results by phone, email or in-person.
5 Examination Rewrites
5.1 eLearning Course and Simulation Examinations
Learners are permitted one rewrite of a failed eLearning course or simulation examination. All rewrites require a learner to register for a new examination and pay an examination fee. A second failure of the same course examination requires a learner to retake the applicable course before attempting the exam again and pay all fees. Rewrites must meet any requirements including progression period.
Learners are encouraged to request an examination report review after their first failure before attempting a rewrite.
A learner’s Education Record contains all program component attempts and grades.
5.2 Broker Qualifying Examination
Unlimited rewrites are allowed for the Broker Qualifying Examination. All rewrites require a learner to register for a new examination and pay an examination fee. A learner’s Education Record contains all attempted examination grades.
5.3 Broker Final Examination
Learners are allowed one rewrite of the Real Estate Broker Program Final examination. Rewrites must be taken within the twelve (12) month progression period. A failure of a rewrite Final exam will require a learner to retake all Broker courses (1, 2, 3, and 4) including the Wrap Up. All retakes and rewrites require a learner to register and pay all associated fees.
Learners are encouraged to request an examination report review after their first failure before attempting a rewrite.
A learner’s Education Record contains all attempted program component completions and grades.
6 Examination Report Review
An examination report is provided by the ASP. An examination report review allows a learner to understand the results of their exam. Learners may request a review of their examination report with a Humber content support facilitator. The examination report review provides feedback on learning outcomes that may require additional review or remediation. An examination report review will not result in a grade change.
7 Examination Misconduct
Learners should be familiar with RECO’s Exam Misconduct Policy. This policy is maintained and enforced by RECO.
Human Rights and Harassment Policy
Effective Date: January 1, 2025
Purpose/Rationale:
The Humber College Institute of Technology and Advanced Learning, operating as Humber Polytechnic and the University of Guelph-Humber (hereafter referred to as “Humber”) is committed to fostering a respectful and inclusive culture in which all members of the Humber Community study, work and live free from Discrimination and Harassment. Humber has a legal and moral responsibility and accountability, to ensure that all its members are treated fairly, equitably, and respectfully, in providing a learning, working and living environment free from Discrimination and harassment.
The purpose of this Policy is to prevent Discrimination and Harassment through greater awareness of and responsiveness to human rights and Harassment complaints by ensuring they are dealt with expeditiously and effectively through consistently applied policy and procedures. In addition, this Policy affirms Humber’s commitment to a positive experience for the Humber Community with respect to human rights, equity, and inclusivity.
This Policy is guided by the Ontario Human Rights Code (the “Code”) and the Occupational Health and Safety Act (“OHSA”) as well as all other related legislation, policies and collective agreements.
Scope:
This Policy applies to all members of the Humber and University of Guelph-Humber Community, including, all students, Work Study Students, employees, board of governors, contractors, service recipients, suppliers of services, individuals who are connected to any Humber initiative, volunteers, visitors, and guest speakers. (“Humber Community”).
Nothing in this Policy, discourages or limits a person from exercising any other legal rights they may have pursuant to any other law, including the right to file a complaint with the Human Rights Tribunal of Ontario or any other administrative law process.
This Policy does not in any way supersede any provisions that address Discrimination and Harassment in the collective agreements Humber has with various employee groups.
The Policy includes coverage of incidents of Discrimination and Harassment that occur both on and off campus, which affect Humber’s Learning, Working and Living Environments. This may include Humber-related functions, such as academic placements, off-campus field trips, work or academic related travel as well as virtual environments within the Humber ecosystem, such as our Learning Management system (for example: Blackboard and Microsoft Teams), and virtual social-based environments involving the Humber Community that may be outside Humber's IT ecosystems (for example: Facebook, Snapchat and Instagram).
Definitions:
Refer to Appendix A.
Policy:
1. General
1.1. Humber’s Learning/Working/Living Environments will be maintained free from Discrimination and Harassment as prohibited by the Code, Accessibility for Ontarians with Disabilities Act (AODA), Sexual Violence Action Plan Act (SVAPA), and OHSA, including Workplace Harassment as defined in this Policy.
1.2. Under this Policy, Humber upholds and supports the right to equal treatment without Discrimination based on the following “Prohibited Grounds” pursuant to the Code: citizenship, race, place of origin, ethnic origin, colour, ancestry, disability, age, creed, sex/pregnancy, family status, marital status, sexual orientation, gender identity, gender expression, receipt of public assistance (in housing) and record of offences (in employment), relationship, association or dealings with a person or persons identified by the aforementioned Prohibited Grounds or the perception that one of the aforementioned Prohibited Grounds applies. This includes but is not limited to anti-Indigenous racism, anti-Black racism, antisemitism and Islamophobia
1.3. Every member of the Humber Community has a right to equitable treatment without Discrimination and/or Harassment with respect to employment, housing, services, unions and vocational associations and contracts in accordance with the provisions of the Code.
1.4. Humber will enforce the right of its members to equitable treatment without Discrimination or Harassment and may sanction any member of the Humber Community whose behaviour violates this policy.
1.5. All Humber Community members have the right to express legitimate concerns about incidents of Discrimination and Harassment that they are experiencing in their education, work or residence at Humber without fear of Reprisal. Anyone who attempts Reprisal or threatens Reprisal against a person who initiates a complaint or participates in proceedings under this Policy may be subject to disciplinary action.
1.6. All those who are covered by this Policy are entitled and encouraged to complain about Discrimination and Harassment. Investigations will be conducted into incidents and complaints of Discrimination and Harassment that is appropriate in the circumstances in a fair and timely manner. In addition, individuals who believe they are targets of (or have witnessed) Discrimination and Harassment are not precluded from directly expressing that the behaviour is inappropriate and must stop immediately.
1.7. Discrimination and Harassment matters will be dealt with under the Complaint Resolution Procedure, subject to the following: Student-to-student complaints are addressed through the Code of Student Community Standards; and sexual violence (which includes Sexual Harassment) will be dealt with the Sexual Violence Policy. Hate crimes are criminal acts done by a person who is motivated by an extreme bias or hatred towards a particular social group. Such matters will be properly referred to the Toronto Police Service.
2. Discrimination and Harassment
2.1. Discrimination: While not defined under the Code, discrimination is described as adverse differential treatment or adverse impact of a person or group based on Prohibited Grounds. According to the Ontario Human Rights Commission, it includes the following elements: 1) not individually assessing the unique merits, capacities and circumstances of a person; 2) instead, making stereotypical assumptions based on a person’s presumed traits; and 3) having the impact of excluding persons, denying benefits or imposing burdens. Discrimination can occur in many ways including the following:
2.1.1. Direct Discrimination: Actions from individuals, groups or organizations, that withhold benefits that are available to others, impose extra burdens, or directly treats an individual adversely based on Prohibited Grounds. This Direct Discrimination is often based on negative attitudes, stereotypes and bias associated with people that belong in one or more of the Prohibited Grounds.
2.1.2. Indirect Discrimination: Indirect discrimination happens when there is a policy that applies in the same way for everybody but disadvantages a group of people who share a protected characteristic.
2.1.3. Systemic Discrimination: Systemic discrimination can be described as patterns of behaviour, policies or practices that are part of the structures of an organization, and which create or perpetuate disadvantage for a group of people who share a protected characteristic.
2.2. Harassment: Harassment includes Code-based harassment and Workplace Harassment. Please review complete definition in Appendix A.
2.3. Sexual Harassment: A form of sexual violence prohibited by the Code and OHSA. Please review complete definition in Appendix A.
3. Freedom of Speech
3.1. For detailed information regarding Freedom of Speech, please refer to Humber’s Statement on Upholding Free Speech on College Campuses Policy Statement.
3.2. Humber students, staff, and faculty represent the broad spectrum of the diverse Humber Community. Students learn best in an environment that encourages critical thinking, inquiry, and dialogue. Faculty and students have the right to discuss and to debate culturally sensitive and controversial ideas and issues relevant to the curriculum, in an open and respectful manner. Furthermore, subject to the limits legitimately imposed in a free and democratic society, they are free to present arguments, express their views, and/or dissent from the opinion of the majority without fear of Reprisal. In this environment, faculty members are required to exercise sound professional judgment and conduct, as well as intellectual integrity. Discussions, arguments, and disagreements, when conducted at Humber in an open, responsible, and respectful manner, do not constitute Discrimination and Harassment but are part of the search for truth and knowledge, and the development of mutual respect and genuine regard.
3.3. The persistent or vexatious use of denigrating, demeaning or abusive comments or actions which have the effect of threatening, intimidating, demeaning or harming an individual or group, or are otherwise in excess of the reasonable limits on freedom of speech in a free and democratic society, are unacceptable and cannot be justified by an appeal to “freedom of speech.” Humber has a legal and moral responsibility and accountability, to ensure that all its members are treated fairly, equitably, and respectfully, in order to provide learning, working and living environments that are free from Discrimination and Harassment.
3.4. Speech that violates the law, including the Code, is not allowed. Speech that constitutes Harassment, a threat or hate speech is not allowed. Other context specific boundaries to freedom of expression may also apply such as those arising out of the terms of employment and collective agreements.
4. Inappropriate and Prohibited Relationships
4.1. The integrity of the faculty-student relationship is a key foundation of Humber’s educational mission. This relationship confers significant trust in the faculty member, who, in turn, assumes authority and accountability as an educator, evaluator, coach and mentor. The unequal institutional power intrinsic to this relationship increases the vulnerability of the student (i.e., any individual under the academic supervision of faculty), and the potential for coercion. The pedagogical relationship between a faculty member and a student must be protected from influences or activities that may interfere with learning consistent with the goals and ideals of Humber. All such relationships jeopardize the integrity of the educational process.
4.2. A relationship between a faculty and student of a romantic or sexual nature, regardless of Consent is prohibited, subject only to a duty to accommodate a spousal relationship that arises under the Code. The prohibition extends to sexual or romantic relations between a student and all others where there is supervisory academic and/or management responsibility.
4.3. No employee shall be in a direct or indirect reporting relationship with another employee with whom they have sexual or romantic relations. Employees shall disclose any such relationship to the People(s) and Culture department so Humber may address the potential for conflict or perceived conflict in accordance with any entitlements arising out of the Code.
4.4. Non-consensual sexual or romantic relationships are prohibited. All complaints of such relationships, or any non-consensual sexual conduct, will result in an investigation pursuant to Humber’s Sexual Violence Policy. Employees, including supervisors and faculty, found to have engaged in such relationships or conduct will be disciplined up to and including termination.
5. Responsibilities
5.1. All members of the Humber Community have the following responsibilities:
5.1.1. Foster a climate of understanding and mutual respect for the dignity and rights of everyone;
5.1.2. Create and maintain an inclusive learning and working environment that respects human rights;
5.1.3. Familiarize themselves with Humber’s policies, procedures and practices, and exhibit the appropriate behaviour for dealing with human rights;
5.1.4. Discourage, prevent, and report Discrimination and Harassment by others;
5.1.5. When made aware of human rights issues, to bring forward any concerns pertaining to Discrimination and Harassment to the Office for Human Rights & Harassment (OHH); and
5.1.6. To participate in ongoing professional development education and training that enhances their ability to act in an anti-discriminatory/anti-harassment manner.
5.2. Responsibilities of Supervisors. In addition to the above, every person who works in a supervisory capacity (including lead hands) has the following responsibilities:
5.2.1. When made aware of human rights issues, to bring forward any concerns pertaining to Discrimination and Harassment to the OHH;
5.2.2. Create and foster a respectful work and learning environment that gives everybody equal rights and opportunities without Discrimination, Harassment, and Reprisal; and
5.2.3. Support and provide Humber-wide leadership in the application of this Policy and related Complaints Resolution Procedure.
5.3. Responsibilities of the Office for Human Rights & Harassment. In addition to the above, the OHH has the following responsibilities:
5.3.1. Provide ongoing education and training to prevent Discrimination and Harassment throughout Humber;
5.3.2. Ensure Humber-wide compliance with the Code, OHSA, and other relevant legislations and case law;
5.3.3. Support and provide Humber-wide leadership in the application of this Policy and related Complaints Resolution Procedure;
5.3.4. Oversee complaints management for early resolution, investigations and Restorative Justice processes;
5.3.5. Provide timely advice, guidance and consultative services on human rights matters and related issues to directing minds in responding to and supporting early/site-based resolution processes;
5.3.6. Engage OHH Staff when conducting investigations, where appropriate; and
5.3.7. Review potential systemic issues that Humber should address.
5.4. Humber is responsible for the costs of administering this Policy and processing complaints. Humber is not responsible for any legal costs incurred personally by the Complainant or the Respondent.
6. Confidentiality
6.1. Given the sensitive nature of a complaint, all parties concerned will make every attempt throughout the resolution of the complaint to respect the confidential nature of the information received to the fullest extent possible, including its legal obligations under the Code, OSHA, and the Freedom of Information and Protection of Privacy Act. However, disclosure of information related to an incident or complaint of discrimination or harassment may be necessary to investigate the incident or to take corrective action or as otherwise required by law.
6.2. Confidentiality does not guarantee anonymity. A fundamental principle of fairness is that the Respondent must be informed of who has made the allegations in both informal and formal stages. In addition, proper investigation of a complaint may require the disclosure of the identity of the complainant to third parties, including witnesses. (OHRC)
6.2.1. Anonymous complaints about harassment and discrimination may be brought forward and will be addressed appropriately given the information received and based on procedural fairness.
References:
- A Better Way Forward: Ontario’s 3-year Anti-Racism Strategic Plan
- Criminal Records Act (Canada)
- Employment Equity Act
- Freedom of Information and Protection of Privacy Act
- Canadian Legal Information Institute
- Occupational Health and Safety Act
- Ontario Human Rights Code
- Sexual Violence and Harassment Action Plan Act
- The Ontario Human Rights Commission
- Understand the law on workplace violence and harassment
Appendices:
Appendix A: Policy Definitions
Balance of Probabilities: The standard is met if the proposition is more likely to be true than not true. Effectively, the standard is satisfied if there is more than a 50% chance the proposition is true. Simply stated as "more probable than not", this is the standard that must be met in order to demonstrate that there has been a contravention of the Policy.
Bad Faith: The opposite of “good faith,” generally implying or involving actual or constructive fraud, or a design to mislead or deceive another, or a neglect or refusal to fulfill some duty or some contractual obligation, not prompted by an honest mistake as to one’s rights or duties, but by some interested or sinister motive. (Black’s Law Dictionary)
OHH Staff: Advisor, Human Rights & Harassment and Manager, Human Rights, Harassment & Employment Equity.
Code-based harassment: Code-based harassment is Harassment wherein any of the Prohibited Grounds identified in the Code is a factor for the Harassment.
Complainant: The person(s) who allege(s) a violation of the Policy.
Consent: The active, ongoing, informed, voluntary agreement to engage in physical contact or sexual activity. Consent cannot be given by someone who is incapacitated (such as by drugs or alcohol), unconscious, asleep, or otherwise lacks the capacity to understand or give Consent. Consent can be revoked at any time and cannot be assumed nor implied. No Consent is obtained where the Respondent induces the complainant to engage in activity by abusing a position of trust, power, or authority. The age of Consent to sexual activity is 16 years. In some cases, the age of Consent is higher (for example, when there is a relationship of trust, authority, or dependency).
(Humber’s Sexual Violence Policy)
Directing Mind: In general terms, an employee who performs management duties is considered a “directing mind”. Employees with only supervisory authority may be viewed as a “directing mind” if they function, or are seen to function, as representatives of the organization. Non-supervisors may be considered part of the “directing mind” if they have assumed supervisory authority or have significant responsibility for guiding employees. For example, a member of the bargaining unit who acts as a lead-hand may be considered a “directing mind.”
Disability: According to the Code, Disability is defined as:
- any degree of physical disability, infirmity, malformation or disfigurement that is caused by bodily injury, birth defect or illness and, without limiting the generality of the foregoing, includes diabetes mellitus, epilepsy, a brain injury, any degree of paralysis, amputation, lack of physical co-ordination, blindness or visual impediment, deafness or hearing impediment, muteness or speech impediment, or use of a guide dog, wheelchair, or other remedial appliance or device;
- a condition of mental impairment or a developmental disability;
- a learning disability or dysfunction in one or more of the processes involved in understanding or using symbols or spoken language;
- a mental disorder; or
- an injury or disability for which benefits were claimed or received under the insurance plan established under the Workplace Safety and Insurance Act, 1997.
(Humber’s Accessibility Policy)
Dismissed: It is determined the allegations do not constitute a Prima Facie case of Harassment and Discrimination, and the OHH will not address it further.
Egregious conduct: Conduct that is extremely or remarkably bad or harmful.
Frivolous: Lacking a legal basis or legal merit; not serious; not reasonably purposeful (Black’s Legal Dictionary)
Harassment: Defined as engaging in a course of vexatious comment or conduct that is known or ought reasonably to be known to be unwelcome.
Harassment can include visual representations, electronic messages including emails and social media posts, written messages, and verbal and/or physical conduct. Some examples of Harassment are:
- unwelcome remarks, jokes, slurs, innuendoes or taunting;
- hazing, stalking or shunning;
- the repeated mistreatment of one employee or student, targeted by one or more employees or students with a malicious mix of humiliation, intimidation and sabotage of performance (bullying);
- displaying derogatory or offensive pictures, graffiti or materials either through printed copy or personal computer;
- verbal abuse;
- insulting gestures or practical jokes which cause embarrassment or awkwardness;
- unauthorized and/or unnecessary physical contact; and/or
- an impassioned, collective campaign by co-workers to exclude, punish and humiliate a targeted worker.
Harassment can be Code-based harassment or Workplace Harassment (see definitions for Code-based harassment and Workplace Harassment definition below)
Note: A reasonable action taken by Humber or supervisor relating to the management and direction of employees or the workplace is not Harassment. Harassment does not occur where a supervisor gives legitimate directions or instructions to an employee in the course of employment or conducts performance reviews in accordance with Humber's Faculty Evaluation Procedure, or its equivalent.
Hate crime: Defined as a criminal violation motivated by hate, based on race, national or ethnic origin, language, colour, religion, sex, age, mental or physical disability, sexual orientation or gender identity or expression, or any other similar factor. (Hate Crimes in Canada)
Learning/Working/Living Environment: Wherever a member of the Humber Community attends for the purpose of learning, working and living, involving activities sanctioned by Humber, including virtual environments within the Humber ecosystem, such as the Learning Management system (for example: Blackboard), and virtual social-based environments outside Humber’s IT ecosystem, such as, Facebook, Snapchat, WhatsApp, text messages, and Instagram.
Poisoned Environment: Occurs when conduct that constitutes Discrimination and Harassment as defined within this Policy unreasonably interferes with an individual's ability to learn, live and/or work by creating an intimidating, hostile, offensive or threatening environment. Depending on the impact of such conduct on the individual, one instance may be sufficient to create a Poisoned Environment for the individual or group. A Poisoned Environment can create unequal conditions of living and/or employment for the person or persons affected, interfere with an individual's learning, living and/or work performance and cause emotional or psychological stress not experienced by other individuals.
An individual does not have to be the person targeted by such conduct to experience a Poisoned Environment. A person who is subjected to overhearing racial slurs or sexually or racially offensive jokes, or viewing racially offensive cartoons or sexually explicit, suggestive or demeaning pictures may view the behaviour as poisoning the environment.
Some examples of poisoning the environment are:
- displaying graffiti, signs, pictures or cartoons which would qualify as prohibited Harassment, either through print or computers, including social media;
- making derogatory remarks about a particular gender or sexual orientation, race or religion in the classroom or the workplace;
- the repeated mistreatment of one employee, targeted by one or more employees with a malicious mix of humiliation, intimidation and sabotage of performance (i.e., bullying); and/or
- insulting gestures or practical jokes that cause embarrassment or awkwardness.
Prima Facie: According to the Ontario Human Rights Commission, a Prima Facie case in this context is one which covers the allegations made and which, if they are believed, is complete and sufficient to justify a verdict in the claimant’s favour in the absence of an answer from the Respondent–employer. (Ontario Human Rights Commission)
Record of Offences is a conviction for:
- an offence in respect of which a pardon has been granted under the Criminal Records Act (Canada) and has not been revoked; or
- an offence in respect of any provincial enactment.
Reprisal: A Reprisal is an action, or threat, that is intended as retaliation for claiming or enforcing a right under the Code and OHSA.
Respondent: An individual, group or organization against whom allegation(s) of a violation of the Policy is brought.
Sexual Harassment: A form of sexual violence prohibited by the Code and OHSA. Sexual Harassment includes:
- engaging in a course of vexatious comment or conduct against a person because of sex, sexual orientation, gender identity (including transgender) or gender expression, where the course of comments or conduct is known or ought reasonably to be known to be unwelcome;
- making a sexual solicitation or advance where the person making the solicitation or advance is in a position to confer, grant or deny a benefit or advancement to the person receiving the solicitation or advance and the person making the solicitation or advance knows or ought reasonably to know that it is unwelcome; or
- a reprisal or a threat of reprisal for the rejection of a sexual solicitation or advance where the reprisal is made or threatened by a person in a position to confer, grant or deny a benefit or advancement to the person.
- sexual misconduct as defined in Bill 26, Strengthening Post-secondary Institutions and Students Act, 2022
Examples of behaviors of Sexual Harassment includes but is not limited to:
- any deliberate and unsolicited sexual comment, suggestion or physical contact that creates an uncomfortable learning, working and living environment for the recipient and is made by a person who knows or ought reasonably to know that such action is unwelcome;
- unwelcome remarks, jokes, sexual innuendoes or taunting about a person's body, attire, sex, personal or social life;
- practical jokes of a sexual nature which cause awkwardness or embarrassment;
- displaying and/or distributing pornographic pictures or other offensive material of a sexual nature, either in print or electronic form;
- leering (suggestive staring) or other gestures;
- unnecessary physical contact such as touching, patting or pinching;
- expressions of gender bias which may include remarks that are discriminatory, degrading or derogatory and create a Poisoned Environment;
- Behaviour that occurs after a party has communicated to the other that they wish a relationship to end and is harassing in nature
- requests for sexual favours; and/or
- sexual assault.
Support Person: A person who may attend an investigation interview to provide support to any party to an investigation. The Support Person may not be a witness or party to the Complaint. Support Persons are not providing evidence for a party during an interview.
Substantiated: Based on a balance of probabilities, the allegation is proven to be true and violates the Policy.
Unsubstantiated: Based on a balance of probabilities, the allegation does not violate the Policy.
Without Prejudice: The course of mediation and/or conversations will not be tendered as evidence in court.
Witness: An individual who may have information regarding an allegation of Discrimination or Harassment. A Complainant or Respondent may provide the name of a Witness.
Workplace Harassment: OHSA defines Workplace Harassment as engaging in a course of vexatious comment or conduct against a worker in a workplace that is known or ought reasonably to be known to be unwelcome or workplace sexual harassment. Workplace sexual harassment means engaging in a course of vexatious comment or conduct against a worker in a workplace because of sex, sexual orientation, gender identity or gender expression, where the course of comment or conduct is known or ought reasonably to be known to be unwelcome, or making a sexual solicitation or advance where the person making the solicitation or advance is in a position to confer, grant or deny a benefit or advancement to the worker and the person knows or ought reasonably to know that the solicitation or advance is unwelcome.
Workplace harassment also includes what is often called psychological harassment or personal harassment. The comments or conduct typically happen more than once. They could occur over a relatively short period of time (for example, during the course of one day) or over a longer period of time (weeks, months or years). However, there may be situations where the conduct happens only once.
Work Study Student: A student employed in a work study program at Humber. The Work Study Program provides eligible students with the opportunity to develop transferrable skills through paid work experience on campus. (Source)
Appendix B: Additional Key Definitions
Anti-Asian Racism: “In Canada, Anti-Asian racism refers to historical and ongoing Discrimination, negative stereotyping, and injustice experienced by peoples of Asian heritage, based on others’ assumptions about their ethnicity and nationality. Peoples of Asian heritage are subjected to specific overt and subtle racist tropes and stereotypes at individual and systemic levels, which lead to their ongoing social, economic, political and cultural marginalization, disadvantage and unequal treatment. This includes perceptions of being a “Yellow Peril,” a “Perpetual Foreigner,” a “Model Minority,” “exotic,” or “mystic.” These stereotypes are rooted in Canada’s long history of racist and exclusionary laws, and often mask racism faced by peoples of Asian heritage, while erasing their historical contributions to building Canada. The term Asian encompasses a wide range of identities that the very term Asian can obscure. While all may experience being “otherized,” specific experiences of Anti-Asian racism vary. Some are constantly being perceived to be a threat, some face gendered exotification and violence, some are more likely to be subjected to online hate and racist portrayals in the media, while others face Islamophobia and other forms of religious-based Discrimination.” (https://www.canada.ca/en/canadian-heritage/campaigns/asian-heritage-month/anti-asian-racism.html)
Anti-Black Racism: Prejudice, attitudes, beliefs, stereotyping and Discrimination that is directed at people of African descent and is rooted in their unique history and experience of enslavement. Anti-Black racism is deeply entrenched in Canadian institutions, policies and practices, such that Anti-Black racism is either functionally normalized or rendered invisible to the larger white society. Anti-Black racism is manifested in the legacy of the current social, economic, and political marginalization of African Canadians in society such as the lack of opportunities, lower socio-economic status, higher unemployment, significant poverty rates and overrepresentation in the criminal justice system. The stigma and stereotypes Black Ontarians and communities face have impacted public policies, decision-making and services. As a result, in nearly every measure of opportunity, security and fairness in our society, Anti-Black racism is felt. (Ontario’s 3-year Anti-Racism Strategic Plan, p.51)
Anti-Indigenous Racism: Anti-Indigenous racism is the ongoing race-based Discrimination, negative stereotyping, and injustice experienced by Indigenous Peoples within Canada. It includes ideas and practices that establish, maintain and perpetuate power imbalances, systemic barriers, and inequitable outcomes that stem from the legacy of colonial policies and practices in Canada. Systemic anti-Indigenous racism is evident in discriminatory federal policies such as the Indian Act and the residential school system. It is also manifest in the overrepresentation of Indigenous peoples in provincial criminal justice and child welfare systems, as well as inequitable outcomes in education, well-being, and health. Individual lived-experiences of anti-Indigenous racism can be seen in the rise in acts of hostility and violence directed at Indigenous people. (https://www.ontario.ca/document/data-standards-identification-and-monitoring-systemic-racism/glossary)
Anti-Semitism: a certain perception of Jewish people, which may be expressed as hatred and prejudice toward Jewish people. Rhetorical and physical manifestations of antisemitism are directed toward Jewish or non-Jewish individuals and/or their property, toward Jewish community institutions and religious facilities.
Islamophobia: The fear, prejudice and hatred of Muslims that leads to provocation, hostility and intolerance by means of threatening, harassment, abuse, incitement and intimidation of Muslims and non-Muslims, both in the online and offline world. Motivated by institutional, ideological, political and religious hostility that transcends into structural and cultural racism, it targets the symbols and markers of being a Muslim. (United Nations)
Racial/Ethno-cultural/Religious Harassment: A course of vexatious comment or conduct that is known or ought reasonably to be known to be unwelcome based on race, ancestry, place of origin, colour, ethnic origin, citizenship or creed. Racial/Ethno-cultural/Religious Harassment may include, but is not limited to, the following behaviours:
- demeaning comments, unwelcome remarks, jokes, innuendoes or taunting about a person's or group of persons' race, ancestry, place of origin, colour, ethnic origin, citizenship, creed;
- displaying racist, derogatory or offensive materials, either through printed copy or personal computer;
- denial of normal co-operation with members of Humber Community because of the individual's racial or ethnic background;
- insulting gestures or practical jokes based on racial or ethnic grounds which cause embarrassment or awkwardness;
- demeaning remarks about a racial/cultural group in the presence of any individual (not necessarily a member of the group mentioned) that creates a poisoned Learning/Working/Living Environment; and/or
- using pejorative names based on race or ethnic origin.
Learner Conduct Policy
Effective Date: July 1, 2025
This policy applies to learners enrolling in the new real estate education programs on or after July 1, 2025
1 Learner Conduct
The policy applies to all learners enrolled in the real estate education programs at Humber Polytechnic (“Humber”). All learners are expected to act ethically, honestly and with integrity in all learning and professional matters while engaged in any learning activity. Learners are expected to act in a manner that respects the rights, safety, and wellbeing of others both inside and outside of the academic environment.
1.1 Code of Student Community Standards Policy
Learners in the Real Estate Education Programs are members of the Humber community. Expectations related to non-academic learner behaviour are detailed in Humber’s Code of Student Community Standards Policy (the “Code”). See: Code of Student Community Standards Policy
The procedural steps involved in investigating and adjudicating potential violation of Humber’s Code of Student Community Standards Policy are detailed in the Community Standards Resolution and Appeal Procedure. See: Community Standards Resolution and Appeal Procedure
2 Academic Misconduct
This section of the policy is adapted from Humber’s Admission Requirements and Academic Regulations (the Academic Regulations) as a supplemental regulation as per section 2.0 of the Academic Regulations.
The policy outlined below does not apply to examinations administered by or decisions made by the Real Estate Council of Ontario (“RECO”) for learners enrolled in the RECO Registration Education Programs. Please refer to RECO’s Registration Education Exam Misconduct Policy for exam related learner misconduct.
Examinations administered by RECO are not covered under this policy or Humber’s Academic Regulations.
Learner dishonesty is behavior that erodes the basis of mutual trust on which exchanges within the learning environment and during learning activities commonly rest, undermines the Real Estate Education Program Office's ability to evaluate a learner’s achievements, or restricts the Program’s ability to accomplish its learning objectives. The Real Estate Education Program Office takes a serious view of learner misconduct. Learners who are found responsible for offences associated with learner dishonesty, misrepresentation of personal performance, restrictions of equal opportunities for access to resources or damage to the integrity of exchanges within the learning environment will be penalized.
Learner dishonesty is not limited to exam related behaviours. All learner conduct and dishonesty that is not covered by RECO’s Exam Misconduct Policy, will be guided by this policy.
2.1 Responsibilities
It is the responsibility of facilitators, learners, and staff to be aware of and to uphold the principles of learner honesty/integrity. Furthermore, all members of the Real Estate Education Programs, including learners, facilitators, and staff, have the specific responsibility of initiating appropriate action in all instances where misconduct is believed to have taken place. This responsibility includes giving due consideration to the deterrent effect of reporting such offences when they do occur, making one's disapproval of such behavior obvious, and helping to ensure that the Real Estate Education Program community does nothing to encourage or facilitate learner dishonesty. Real Estate Education Program learners are responsible for familiarizing themselves with and abiding by this policy and RECO’s Exam Misconduct Policy. Facilitators, staff, and learners have the responsibility to create an environment that discourages misconduct. Information with respect to misconduct should be presented to learners as part of the course outline, and other materials posted and distributed to learners.
2.2 Academic Misconduct Offences
Learner dishonesty and misconduct are broadly defined as an offence against the integrity of the learning environment. Learners are responsible for knowing what constitutes an act of learner misconduct or dishonesty, and learners will be provided with information in their courses about learner integrity. An offence may be deemed to have been committed whether the learner knew a particular action was an offence or ought reasonably to have known. Ignorance does not excuse learners from the responsibility for verifying the integrity of their work before submitting it. Learners who are in any doubt as to whether an action on their part could be construed as an offence should consult with a facilitator or a program staff.
Learner misconduct includes, but is not limited to, the following examples:
2.2.1 Academic Dishonesty
- Plagiarism, in the broadest sense, is misrepresenting the work of others as one’s own. Plagiarism can be understood as the act of copying, reproducing, or paraphrasing significant portions of someone else’s published or unpublished material, and representing these as one’s own thinking by not acknowledging the appropriate source or by the failure to use appropriate quotation marks. This includes, but is not limited to, print material, photos, drawings, computer code, and designs. Learners have the responsibility to learn and to use the conventions of documentation, and, if in any doubt, are encouraged to consult with the Facilitator or the Program Manager.
- Submitting any form of academic content for a mark or grade that is generated in part or in whole by an artificial intelligence application that has not been approved for use by the course instructor; failing to fully disclose through citation/acknowledgment that content in any academic piece of work is generated using artificial intelligence.
- Copying another person's answers to an examination question.
- Using another’s data or findings.
- Buying or selling or otherwise obtaining possession of examination questions, papers, or assignments improperly, etc.
- Copying from or using prohibited material in an assignment or examination including, but not limited to, textbooks or other documentary or electronic equipment, personal notes, or other aids not approved by the Facilitator or Proctor, for example, accessing unauthorized test questions from an electronic database.
- Improper practices including the falsification, fabrication, or misrepresentation of material that is part of a course, simulation session, the learning process or scholarly exchange. This offence would include reference to resources that are known not to exist or the listing of others who have not contributed to the work.
- Co-operating or collaborating in the completion of an assignment, in whole or in part, when the facilitator has indicated that the assignment is to be completed on an individual basis.
The Real Estate Education Program Office reserves the right to utilize authentication and/or plagiarism detection software as a means of determining learner dishonesty.
2.2.2 Misrepresentation of Personal Performance
- Submitting academic content that is generated and/or enhanced with the use of artificial intelligence applications to the point that the submitted content does not reasonably represent the learner’s abilities and unique capacity and/or cannot be considered as original work by the learner.
- Submitting false, fraudulent, or purchased assignments or credentials, or the falsifying or withholding of records, transcripts, letters of reference, letters of support, or other required or requested documents.
- Impersonation by having someone impersonate oneself, either in person or electronically, in class, in an examination, or in connection with any type of course assignment or material or availing oneself of the results of such impersonation. Both the impersonator and individual impersonated (if aware of the impersonation) are subject to the learner dishonesty process.
- Submitting a false medical or compassionate certificate or presenting other such documentation under false pretenses.
- Improperly obtaining, through theft, bribery, collusion or otherwise, access to privileged information, or examination paper or set of questions.
- Submitting the same course work, research, or assignment for credit on more than one occasion in two or more courses without the prior written permission of the faculty members in all of the courses involved; misrepresenting the amount of work an individual has contributed to a group assignment or activity.
- Possession or use of an unauthorized aid, to use or obtain unauthorized assistance in any quiz, examination, assignment, or in connection with any other form of work. Such aids or material may include, but are not limited to, specific documents, electronic equipment or devices, and commercial services (such as writing, editorial, software, or survey services) or conferring or conspiring with another person without authorization.
2.2.3 Damage to the Integrity of Exchanges within the Learning Environment
- Altering, destroying, hiding, or generally restricting the access to materials intended for general use.
- The unauthorized removal, destruction, or theft of knowledge material or other Real Estate Education Program resources.
- Inappropriate distribution of restricted material.
- Obstructing the learning activities of others. This may involve interfering with the activities of another, altering, or falsifying the work of others, to harass or gain unfair advantage. This includes, but is not limited to, interfering, or tampering with written comments, simulations…etc., or with any other objects of study.
2.3 Facilitating Academic Misconduct
Knowingly assisting anyone in committing any form of learner misconduct is itself learner misconduct and subject to this policy. This may include, but is not limited to, providing access to examination questions or other assignments with the intention that these works will be subsequently submitted for assessment.
2.4 Academic Misconduct Sanctions
If a learner is found to be responsible for academic misconduct, a Decision Letter will be issued to the learner by the Associate Dean or designate. A Decision Letter will clearly indicate the outcomes of the review which may include one or more of the following sanctions:
- Required submission of a new piece of work.
- Partial or total loss of marks on the examination, assessment, or assignment in which the offence occurred.
- Partial or total loss of marks for the course in which the offence occurred.
- A notation on the learner's official education record.
- The rescinding of scholarships or bursaries.
- Suspension from Real Estate Education Program for a period determined by the Real Estate Education Program Office. The learner will not be permitted to register and will retain none of the privileges accorded to learners. Learners who have been suspended will not receive credit for any attempted work during that suspension. A learner who wishes to be considered for readmission after this period must make an application for readmission that will be evaluated based on eligibility to continue. A learner who is suspended for misconduct and fails to meet the continuation of study requirements may be required to serve the associated penalties consecutively.
- A recommendation for expulsion from Humber. A student who has been expelled from Humber is not eligible for readmission to Humber for at least five (5) years); and
- A recommendation to the Dean (Real Estate Education Programs) for rescinding of the credential. A person, who is found guilty of learner misconduct after having been approved for program completion, or after having a credential conferred, may have that credential rescinded.
- The Real Estate Council of Ontario (RECO) retains the right to impose sanctions on learners.
Sanctions for learner misconduct will consider the severity and frequency of the offence as determined by the Real Estate Education Program Office.
Note: Sanctions may be applied retroactively if an offence is discovered after completion of a program component or after program completion.
2.5 Detecting and Responding to Suspected Learner Misconduct
2.5.1 Examinations
Misconduct related to examinations delivered by RECO are covered by RECO’s Examination Misconduct Policy. Learners should be familiar with this policy.
2.5.2 Synchronous Sessions (Simulations, Facilitated Review Sessions, Broker Wrap-Up)
The responsibility for detecting learner misconduct during synchronous sessions lies with the Facilitators.
Where learner misconduct is suspected, the Facilitator may take the following actions:
- In the case of suspected impersonation, the facilitator may direct the learner concerned to remain after the synchronous session until the learner is satisfactorily identified.
- In the case of suspected copying of another person's answer(s), the facilitator may direct that the learner completes the learning activity in another location or setting.
- In the case of suspected copying, recording or otherwise duplicating or using prohibited material in a synchronous session the facilitator may direct the learner concerned to hand over papers, materials, and other evidence (including electronic devices).
- Failure to comply with a direction given by a Facilitator and failure to cooperate with Facilitator who suspects misconduct are acts of learner misconduct.
The facilitator will complete a Learner Misconduct Form, append any confiscated material or other evidence to the form, and provide the form and supporting information to the Real Estate Education Program Office. The Real Estate Education Program Office, when preparing the response regarding the offence will also use this documentation.
Where learner misconduct is suspected, but where it is unclear whether it is directly related to a specific program component, those with knowledge of a potential offence must report the potential offence to the Real Estate Education Program Office.
2.6 Documentation of a Violation of Learner Misconduct
Where there is evidence of suspected learner misconduct, the Facilitator or learner aware of the issue shall consult with the Real Estate Education Program Office to determine whether the matter merits a formal investigation. If it is deemed that a formal investigation is required, the Real Estate Education Program Office may take any or all the following actions depending on the circumstances of the alleged misconduct:
- Delay the submission of the exam results/attendance for the learner.
- Seek further information from Facilitator(s), the learner or any other persons; determine if a record of a previous offence exists; and
- Hold changes to the learner's record.
If the Real Estate Education Program Office deems that the matter does not merit formal investigation, the Real Estate Education Program Office may take appropriate steps to resolve the matter and inform involved parties as appropriate. If the Real Estate Education Program Office determines that the matter should be investigated, Real Estate Education Program office shall:
- Notify the learner in writing of the discovery of the potential offence.
- Assign a designated investigator from the Real Estate Education Program Office to conduct the investigation; and
- Take necessary steps to secure evidence and other necessary documentation.
2.7 Investigation and Sanctioning Process
Formal investigations for academic misconduct outside of examinations shall be conducted by a designated investigator from the Real Estate Education Program Office. The investigator will conduct a fair and proper investigation by gathering documents, witness statements and other evidence and will record any admissions made by learners. The investigator will prepare a concise investigation report that identifies what sections of this Policy and/or other applicable policies may have been violated, includes facts about the learner’s disciplinary history and summarizes the evidence and admissions and shall provide a copy to the learner, who may provide the investigator with a written response.
The Associate Dean, Real Estate Education Program (or their delegate) shall receive and review the investigation report and the response, if any, received from the learner. The Associate Dean will:
- Determine if misconduct has occurred on the balance of probabilities; and
- If it is determined misconduct has occurred, assign appropriate sanction(s) in accordance with this policy; and
- If it is determined misconduct has occurred, determine if the offence will be recorded on the learner’s education record per in accordance with Section 2.8 below.
If it is determined that misconduct has not occurred, communicate the finding to the learner and direct the Real Estate Education Program Office to remove any related restrictions from the learner.
The Associate Dean may meet with the learner prior to deciding, to discuss the report and the response. The learner may bring a support person to the meeting but must be prepared to answer questions and speak for themselves.
The Associate Dean will provide a determination to the learner in writing that sets out findings and provides reasons and notifies the learner of their right of appeal.
If it is determined that misconduct has not occurred, the Associate Dean will direct the Real Estate Education Program Office to remove any related restrictions from the learner.
In cases where Rescinding of a credential is recommended, the Real Estate Education Program Office shall consult with the Real Estate Council of Ontario (RECO).
In cases where misconduct has occurred and the learner is likely to be registered with RECO, the Real Estate Education Program Office shall inform RECO.
Note: A learner accused of an offence of learner misconduct in a particular program component will not be allowed to withdraw from the component(s) in question during the period of the investigation. If the learner is found to be responsible for the learner misconduct and receives a sanction other than an official warning, the learner will not be allowed to withdraw from the course(s).
2.8 Record of Learner Misconduct and/or Suspension
2.8.1 Learner Misconduct
- First Offence: a first offence of learner misconduct, unless considered severe, will be recorded by the Real Estate Education Program Office but not placed on the learner's education record.
- Second Offence: a second offence of learner misconduct may result in a notation on the learner's education record. This notation will be expunged from the learner’s record upon completion of the program.
- Learners who do not complete a Real Estate Education Program may submit a request to the Real Estate Education Program Office to have the record of the offence expunged no sooner than three (3) years after the date of the learner’s last course registration.
2.8.2 Suspension
The record of suspension is permanent, unless a petition to have the record expunged has been approved by the Real Estate Program Office. Learners may submit a request to the Real Estate Program Office to have a record of suspension expunged from their education record no sooner than five (5) years after the date of the suspension.
2.9 Confidentiality
Access to the record of learner misconduct will be limited to those involved in processing appeals and those involved in processing additional complaints against the learner.
2.10 Learner Misconduct Appeal
The learner may file a Learner Misconduct Appeal of the Associate Dean’s findings. All appeals must be filed within ten (10) business days following issuance of the written decision of the Associate Dean. Appeals must be filed in writing using the Learner Misconduct Appeal Form.
All learner misconduct appeals are adjudicated by the Dean, Education and Training Services or their delegate. The Dean, shall consider the criteria for an appeal set out in Section 2.10.2 below and shall determine whether one or more of the criteria have been met in the following manner:
- If none of the criteria are met, the Dean shall find the appeal unsuccessful, and sanctions shall be maintained; or
- If one or more of the criteria are met, the Dean shall consider either:
- rescinding the sanction(s).
- making appropriate adjustments modifications to the sanctions; or
- in the case of new evidence being introduced that requires deliberation, may require that the matter be reconsidered by the Associate Dean, considering the new evidence presented.
The outcome of the review is communicated to the learner as soon as practicable, considering the specific circumstances of the matter and the nature of the appeal.
2.10.1 Appeal Challenges
A challenge to an appeal decision must be submitted within five (5) business days after issuance of an appeal decision using the Learner Misconduct Appeal Form. An appeal challenge application shall be reviewed by Humber’s Registrar or designate to determine whether the criteria for an appeal challenge, as defined in Section 2.10.2 below, is met. An appeal challenge is allowable only for the purposes of assuring procedural fairness and propriety. Accordingly, an appeal challenge may lead to one of two outcomes:
- a finding that the appeal decision shall be upheld; or
- a finding that an appeal decision must be reconsidered. In the event the Registrar or designate determines that the appeal challenge should be heard, a panel of appropriate Humber personnel will be appointed to conduct the appeal challenge.
2.10.2 Criteria for Appeals and Appeal Challenges
A learner misconduct appeal may only be successful where at least one of the following criteria is satisfied:
- If the learner presents new evidence that can be substantiated and that necessitates a changed outcome because such new evidence, exculpates, exonerates, or mitigates the responsibility of the learner with respect to the alleged misconduct.
- The learner presents evidence of procedural error or bias in the process; and/or
- The sanction imposed is not consistent with the nature of the offense.
If an appeal application presents none of the above criteria, it shall be dismissed.
An appeal challenge shall only consider the following criteria, one or more of which must be satisfied for an appeal challenge to succeed:
- The learner presents additional evidence that was not considered by the Dean during the appeal process.
- The learner presents evidence of procedural error or bias in the process; and/or
- The sanction imposed is not consistent with the nature of the offense.
If an appeal challenge presents none of the above criteria, it may be dismissed summarily.
When requesting an appeal or a challenge to an appeal, a learner must submit the Appeal Form indicating:
- The conditions/grounds under which the appeal is being made.
- The explanation/reasons that will be used to support the grounds for appealing.
- The requested resolution
- Any other supplementary documentation/information
- The names of any support person, if applicable
3 RECO’s Exam Misconduct Policy
Learner should refer to RECO’s Exam Misconduct Policy for examination related misconduct process and expectations.
- Humber enforces all learner sanctions imposed by RECO which may include specific sanctions mandated by RECO ranging from a grade of zero on the exam to suspension from the program for a period of time, including recording on the learner’s record, voiding course completion, and compounding of sanction periods for learners found guilty of multiple exam misconduct instances.
- RECO mandated sanctions may also include retroactive measures, such as retroactive voiding of course completions, retroactive changes to grades, retroactive revocation of any completion certificates issued by the College as well as retroactive revocation of registration by RECO in cases where misconduct instances surface after program completion by the learner.
- All learner inquires related to sanctions and RECO’s Examination Misconduct Policy should be directed to RECO.
- Humber is not part of the examination appeal process.
- Humber will comply with RECO requests for learner information required to conduct misconduct investigations.
- Humber will notify, escalate, and document learner misconduct matters to RECO when required.
4 Related Policies
Learner Transfer Policy
Effective Date: July 1, 2025
This policy applies to learners enrolling in the new real estate education programs on or after July 1, 2025
Learner Transfer Policy
The Learner Transfer Policy clarifies the circumstances under which real estate education program learners may transfer between RECO approved designates delivering the same real estate education program. This policy serves to support transparency, fairness, and interoperability between designated educational providers.
Transfer fees apply for learners wishing to transfer to or from Humber’s real estate registration education programs.
Learners Eligible to Transfer Between Designates
Learners who are eligible to transfer must:
- Be currently enrolled in the Real Estate Salesperson Program or the Real Estate Broker Program.
- Be within the maximum time allowed to complete the applicable program component:
- Pre-Registration: 24 months
- Post-Registration: 24 months
- Broker: 12 months
Learners Not Eligible to Transfer Between Designates
Learners are not eligible for transfer if:
- They have an active hold on their account due to misconduct.
- They are under an active sanction from RECO, which prevents participation in the program.
- They are completing courses under an Education Equivalency Assessment (EEA) decision letter issued by RECO.
- They have passed the deadline to complete the program/required courses (Pre-Registration: 24 months; Post-Registration: 24 months; Broker: 12 months).
- Learners who have passed their deadline to complete the Pre-Registration Phase may apply to RECO for an Education Equivalency Assessment if they wish to continue their studies after the initial 24-month period. To qualify to apply, a learner must have successfully completed at least Course 1 of the Pre-Registration Phase and passed the corresponding exam.
- Learners who have passed their deadline to complete the Post-Registration Phase or Broker Program, who wish to continue their studies after the initial 24/12-month period, must re-enroll and restart the program. There is no EEA option for learners in this category.
Transfer is not grounds for an extension of the program timeline. Extensions may only be granted under extenuating circumstances (e.g., medical or compassionate grounds) as per the Registration Policy.
Responsibilities
As the sending designate, Humber will:
- Provide an official learner record and relevant supporting documentation (including granted extensions) to the receiving designate within 5 business days of a request. For eLearning courses with exams, completion is defined as passing the exam.
- Inform learners how they can retain or download access to course materials before transferring.
As the receiving designate, Humber will:
- Develop and communicate a transfer application process, including eligibility requirements and instructions to apply.
- Process complete and eligible transfer applications within 5 business days of receiving all applicable documentation.
- Confirm transfer eligibility by:
- Validating learner status through RECO’s online system.
- Reviewing submitted supporting documentation.
- Enforce program completion deadlines calculated from the date the learner first gained access to the eLearning for the respective program.
- Notify learners if insufficient time remains to complete their program within the learner’s maximum program completion timeline and discuss options.
- Honour any approved extensions previously granted by the sending designate.
Privacy Policy
Effective Date: July 1, 2025
This policy applies to learners enrolling in the new real estate education programs on or after July 1, 2025
Humber Polytechnic (“Humber”) is committed to respecting your privacy and protecting your personal information and adheres to all applicable laws governing privacy and the protection of personal information, including, without limitation, Ontario’s Freedom of Information and Protection of Privacy Act (FIPPA), 1990.
Please read below for further details about how Humber may collect, use, and disclose your personal information, including your name, address, date of birth, contact information, and educational background. Humber will collect your personal information in accordance with its role as the RECO approved Designated Education Provider for the provision of Educational Services, which includes sharing your name, Humber learner identification number, RECO identification number, and email address with a third-party assessment service provider (ASP)/Designated Exam Provider. “Educational Services” means the educational, instructional, and examination services for the salesperson program and associated services.
We need to collect and use this information during the enrollment process and to manage and provide you with the Educational Services. Humber College does not sell, assign, lease, or otherwise disclose or permit disclosure of your personal information except as permitted by this statement; with your prior written consent or as required to comply with legal and regulatory requirements.
Humber is required to disclose personal information such as name, contact information, learner identification number and educational outcomes to the Real Estate Council of Ontario (RECO). RECO is responsible for regulating the activities of real estate brokerages, brokers, and salespeople in Ontario in accordance with the Trust in Real Estate Service Act, 2002 (formerly the Real Estate and Business Brokers Act, 2002) and associated regulations. RECO collects information provided by learners upon enrollment into the Real Estate Education Program and associated courses (and information provided during the period of enrolment), in accordance with its role as the governing body of real estate professionals.
Further information on how RECO uses this personal information is available on RECO’s website.
Information collected by Humber may be used or disclosed for various educational, administrative, safety, security, research, and/or statistical purposes of the Humber College and/or ministries and agencies of the Government of Ontario and the Government of Canada in compliance with its role as a post-secondary educational institution.
By submitting your personal information and application, you consent to the collection, use and disclosure of the information by Humber College in accordance with the above and for the provision of the Educational Services.
Questions about the collection, use and disclosure of learner information by Humber College should be directed to:
Office of the Associate Vice-President
Legal and Risk Management
205 Humber College Boulevard, LRC 6th Floor
Toronto, ON M9W 5L7
Related Documents:
- Access and Privacy Policy
- Code of Student and Community Standards
Registration Policy
Effective Date: July 1, 2025
This policy applies to learners enrolling in the new real estate education programs on or after July 1, 2025
Registration
Learners must be admitted to a real estate education program prior to registration.in any course, exam or simulation session for the Real Estate Salesperson Program and the Real Estate Broker Program. See Admission Policy for more information.
Registration for courses, exams, and simulation sessions can only be completed using the Learner Portal. Registration is subject to availability. Courses available for registration are posted on the program website. Learners must be in good standing with the real estate education program including not having any outstanding fees or holds. Learners may not register if they have not met the program progression period. See the Curriculum Policy for more information.
Program Deadlines
It is the responsibility of the learner to track and meet all RECO requirements. See RECO’s website for more information.
Real Estate Salesperson Program
The Real Estate Salesperson Program consists of two phases. Learners must meet all requirements for registration with RECO, including:
- The Real Estate Salesperson Program Pre-Registration Phase must be completed in 24 months from the start date of the first course.
- The Real Estate Salesperson Program Post-Registration Phase must be completed in 24 months after registration as a Salesperson with RECO.
- Learners completing courses as a result of an Educational Equivalency Assessment (EEA) decision must complete their requirements by the deadline noted on the EEA decision issued by RECO.
Real Estate Broker Program
The Real Estate Broker Program must be completed in 12 months from the successful completion of the qualifying exam.
Extension Requests
An extension may be granted to a learner who is at risk of not completing a real estate education program. Extension requests are only approved due to extenuating circumstances. See the Curriculum Policy for more information.
Learners must provide all required documentation listed in the exceptional circumstances request form. Forms must be submitted before expiration of a phase or program.
There are no extensions for eLearning courses.
For extension requests based on an accommodation, please see the Accessibility and Accommodations Policy.
Prerequisites
Learners are not permitted to register for any program component if they have not completed and/or passed any prerequisite in the learning path. It is the learner’s responsibility to be aware of the learning path and prerequisites. The learning path is published on the program website.
Registration Changes
A learner may make changes to their registration for simulation sessions up to (3) three days prior to the start of the session. All changes incur an administrative fee and are subject to all prerequisites and registration policies. Registration changes can only be made online by the learner by logging into their learner account.
Learners registering for eLearning courses get access to course content on the day of registration therefore, there are no refunds for eLearning registrations.
There may be times when a facilitated course is cancelled by the Real Estate Education Program Office. Learners are notified by email at minimum (1) one business days in advance of the start date when a program component is cancelled.
A cancellation notification includes re-scheduling instructions and options. Options may include:
- Transfer to another modality of the same course (if available), or
- Transfer to a different offering of the course, or
- A full refund without any administration fee.
Cancellation due to Inclement Weather or Unscheduled Location Closures
A program component may be cancelled if severe weather conditions, or any unscheduled closure should occur. Recognizing that weather conditions can change quickly, every effort is made to reach a decision regarding cancellation of a program component as early as possible. The Real Estate Program Office notifies learners and communicates closures by email as soon as possible. College wide closures are also posted on the Humber website.
Learners will be contacted if alternative arrangements are required to complete the program component. When possible, campus closures impacting in-person course delivery will move to remote/virtual delivery.
Fees, Payments & Refunds
Fees
All fees, program and administrative, are listed on program website. All program component fees are due at registration and include any course materials. Registration changes and other services requested by a learner will incur an administrative fee. Administrative fees are due when registration changes are made, or other services requested. There are no discounts for any fees.
Notice of Program Component and Administrative Fee Changes
Changes to program component fees and administrative fees may be made annually and will be announced 1 month in advance and listed on the website.
Refunds
Unless otherwise stated, a learner that drops a simulation session or facilitated review session up to (3) three days prior to the start date will receive a full refund less an administrative fee. After that time, learners will not be able to drop the course and therefore will not receive a refund. For example, if my course starts on the 15th of the month, I am eligible to drop the course until 11:59pm on the 12th.
- All refunds are processed in the same method of payment as the original transaction.
- Program components that are cancelled by the Real Estate Program Office will receive a full refund without any administrative fee.
- Application fees, transfer fees, Salesperson Admission Examination fees, and transcript fees are non-refundable.
Past Due Accounts
Learners with past due accounts are not eligible to register for any program component and will have their Education Record and any Certificates withheld until the account is paid in full.
Tax Receipts
Tax receipts are available on the Learner Portal for eligible program components.
Name Change
Learners must provide their full legal name to create a learner account when applying to any Real Estate Education Program <See: Admissions Policy>. Learners may change their legal surname by following the procedures in this policy.
Any legal surname change, including multiple names or hyphenated names, will require a legal name change certificate from the government of Ontario. See: Service Ontario, Change Name
To request a change of legal surname on the record:
- Complete the Name Change Form found online on the Learner Portal and submit with the appropriate documentation.
or - Download and complete the Name Change Form and present the supporting documentation in person at the Real Estate Education Program Office.
The legal name change certificate is not required when:
- Assuming a spouse’s surname
- A copy of the marriage certificate is required.
- Returning to a maiden name.
- A copy of a birth certificate is required.