Manage Appeals
Petition Type: New
ID: 10804
Submitted: July 17, 2023 at 12:46:49 PM
First Name: Nelly
Last Name: Kaliza
Pronoun: she/her
Student Number: 20216817
Email: 19nk44@queensu.ca
Degree Program: BAH
Plan: PSYC
Level of Study: 3
Petition Categories
Petition Categories: Drop a course after the academic deadline
Code: ARTF 101
Term: Summer
Year: 2023
Petition Category: Drop a course after the academic deadline
Petition Letter
Petition Letter: Dear Dr. Jenn Stephenson,
After missing the drop deadline due to extenuating circumstances, I am petitioning to drop the ARTF 101 - Fundamentals of Drawing & Painting course (Summer, 2023). I understand that the deadline for dropping courses without the Faculty Office's permission has passed. Still, I am in an exceptional situation that severely impacted my ability to make this decision within the stipulated time frame.
During the initial week of school in May, I dealing with unexpected information concerning my academic plans, which greatly exacerbated my stress levels and affected my ability to focus on my studies. This revelation marked the second time I had encountered such circumstances, leading me to experience a wave of emotions ranging from disappointment to frustration. Despite thinking I was on a more promising academic path, I realized that there was still work to be done to ensure my academic success.
In the week leading up to the drop deadline, I actively sought guidance by engaging in discussions with various individuals within the department to explore possible alternatives and appeal processes that could address my concerns. However, the emotional turmoil I was experiencing rendered this task immensely challenging. At that point, I was directed by department personnel to seek support from Student Wellness Services (SWS), which prompted me to attend my first counselling session to address the escalating stress and anxiety.
Due to these overwhelming emotions and my involvement in the appeal process, I noticed a considerable decline in my academic performance, specifically in the ARTF101 class. The need for on-time submissions on the assignments demonstrates this unfortunate downturn.
Considering these extenuating circumstances, I request a waiver of the late course drop deadline for the ARTF101 class. My aim is not to make excuses but rather to demonstrate that my high-stress levels and emotional distress significantly hindered my ability to take prompt action. I understand the importance of adhering to academic policies and deadlines, and I deeply regret my inability to act more promptly. My goal is to salvage my academic record and maintain the academic progress I had initially set out to achieve.
I am genuinely committed to my academic pursuits, and my experience with Student Wellness Services has been immensely beneficial. I can perform at the expected level and achieve academic success with the appropriate support and guidance. If my petition for a late course drop is approved, I plan to consider retaking the course during the upcoming academic year or over the spring session. This will allow me to approach the subject matter with a refreshed mindset and dedicate more time and focus to better understanding the material.
After missing the drop deadline due to extenuating circumstances, I am petitioning to drop the ARTF 101 - Fundamentals of Drawing & Painting course (Summer, 2023). I understand that the deadline for dropping courses without the Faculty Office's permission has passed. Still, I am in an exceptional situation that severely impacted my ability to make this decision within the stipulated time frame.
During the initial week of school in May, I dealing with unexpected information concerning my academic plans, which greatly exacerbated my stress levels and affected my ability to focus on my studies. This revelation marked the second time I had encountered such circumstances, leading me to experience a wave of emotions ranging from disappointment to frustration. Despite thinking I was on a more promising academic path, I realized that there was still work to be done to ensure my academic success.
In the week leading up to the drop deadline, I actively sought guidance by engaging in discussions with various individuals within the department to explore possible alternatives and appeal processes that could address my concerns. However, the emotional turmoil I was experiencing rendered this task immensely challenging. At that point, I was directed by department personnel to seek support from Student Wellness Services (SWS), which prompted me to attend my first counselling session to address the escalating stress and anxiety.
Due to these overwhelming emotions and my involvement in the appeal process, I noticed a considerable decline in my academic performance, specifically in the ARTF101 class. The need for on-time submissions on the assignments demonstrates this unfortunate downturn.
Considering these extenuating circumstances, I request a waiver of the late course drop deadline for the ARTF101 class. My aim is not to make excuses but rather to demonstrate that my high-stress levels and emotional distress significantly hindered my ability to take prompt action. I understand the importance of adhering to academic policies and deadlines, and I deeply regret my inability to act more promptly. My goal is to salvage my academic record and maintain the academic progress I had initially set out to achieve.
I am genuinely committed to my academic pursuits, and my experience with Student Wellness Services has been immensely beneficial. I can perform at the expected level and achieve academic success with the appropriate support and guidance. If my petition for a late course drop is approved, I plan to consider retaking the course during the upcoming academic year or over the spring session. This will allow me to approach the subject matter with a refreshed mindset and dedicate more time and focus to better understanding the material.
Documentation
Professional Letter Detail: NO DOC
Decision Letters
Amendment to Appeal 10804
Relevant Petition: 10804
New Information: I am writing to provide additional information regarding the unexpected circumstances that have significantly impacted my academic journey, leading me to submit a petition for a late course drop for ARTF101. I appreciate the opportunity to elaborate on the extenuating circumstance I experienced during this period in the hope that it will help you understand the severity of my situation.
In May of this year, I received an email from the Psychology Undergraduate Chair and Assistant informing me that I could not take PSYC301 due to an unmet Psychology 200-level GPA requirement. Unfortunately, I encountered a significant setback in my academic journey the previous year. Around the same time last year, I was informed that I could not enroll in PSYC301 due to my failure in the PSYC203 course during the Winter 2022 term. Determined to improve my academic standing, I dedicated myself to repairing my GPA and retook the PSYC203 course, eventually passing it with satisfactory results.
However, despite my efforts to move forward and improve, this email brought back anxiety about my academic future. I had concerns about dropping my honours program to a general one or adding extra years to my degree. Additionally, I was worried about explaining my academic circumstances to my parents and the financial burden of paying for more years of education.
I genuinely appreciate your understanding and consideration in this matter. I understand the importance of adhering to academic policies, and I deeply regret not being able to address this issue before the drop deadline. However, I am committed to learning from this experience and adjusting to ensure future academic success.
In May of this year, I received an email from the Psychology Undergraduate Chair and Assistant informing me that I could not take PSYC301 due to an unmet Psychology 200-level GPA requirement. Unfortunately, I encountered a significant setback in my academic journey the previous year. Around the same time last year, I was informed that I could not enroll in PSYC301 due to my failure in the PSYC203 course during the Winter 2022 term. Determined to improve my academic standing, I dedicated myself to repairing my GPA and retook the PSYC203 course, eventually passing it with satisfactory results.
However, despite my efforts to move forward and improve, this email brought back anxiety about my academic future. I had concerns about dropping my honours program to a general one or adding extra years to my degree. Additionally, I was worried about explaining my academic circumstances to my parents and the financial burden of paying for more years of education.
I genuinely appreciate your understanding and consideration in this matter. I understand the importance of adhering to academic policies, and I deeply regret not being able to address this issue before the drop deadline. However, I am committed to learning from this experience and adjusting to ensure future academic success.
Student Number: 20216817
Documentation
Professional Letter: NK VEC Jun2023.pdf
Level 1 Status
Status: DeniedLevel 2
Appeal Type: Level 2
ID: 268
Submitted: April 2, 2024 at 10:09:51 AM
Relevant Petition: 10804
Decision(s) Being Appealed: Drop a course after the academic deadline: ARTF 101, Summer 2023
Appeal Grounds
Appeals to the Board of Studies must include a letter based on one or more of the Grounds for Appeal (Appeal Regulation 3.4). What are the grounds you are basing your appeal on?
- The Associate Dean's decision did not follow the rules of procedural fairness. A breach of procedural fairness includes such things as the Associate Dean failed to:
- Make a reasonable decision in your appeal. A “reasonable” decision is one that is based on evidence, thought out and supported by facts and logical inferences from the facts. To be reasonable, the decision must contain adequate reasons for the conclusions.
Appeal Grounds Details: The decision to deny my petition failed to adhere to the principles outlined in the Appeal Regulation 3.4 in several ways. Despite the comprehensive outline of the extenuating circumstances that significantly impacted my ability to drop the ARTF 101 course within the deadline, the response inadequately considered these factors. The denial overlooked the profound emotional distress and anxiety I experienced, which substantially impaired my decision-making abilities and academic performance.
Furthermore, the denial lacked sufficient reasoning to justify the decision. Although it acknowledged the existence of extenuating circumstances, it failed to explain why my circumstances did not merit an exception to the policy. This omission leaves the decision lacking in logical justification and fails to account for the unique challenges I faced.
In essence, the decision exhibited a lack of thorough consideration of the circumstances outlined in my petition. It failed to recognize the immense toll that the petition process, with its potential implications for an additional year of schooling and increased financial burden, had on my well-being and academic progress. The anxiety and fear associated with awaiting the decision were profound, compounded by the reluctance to discuss these matters with my parents. While the process did facilitate access to counselling appointments, it unexpectedly delved into other aspects of my life, exacerbating my anxiety and further hindering my academic success.
I firmly believe that my petition warrants the Board of Studies Arts and Science reconsideration.
Furthermore, the denial lacked sufficient reasoning to justify the decision. Although it acknowledged the existence of extenuating circumstances, it failed to explain why my circumstances did not merit an exception to the policy. This omission leaves the decision lacking in logical justification and fails to account for the unique challenges I faced.
In essence, the decision exhibited a lack of thorough consideration of the circumstances outlined in my petition. It failed to recognize the immense toll that the petition process, with its potential implications for an additional year of schooling and increased financial burden, had on my well-being and academic progress. The anxiety and fear associated with awaiting the decision were profound, compounded by the reluctance to discuss these matters with my parents. While the process did facilitate access to counselling appointments, it unexpectedly delved into other aspects of my life, exacerbating my anxiety and further hindering my academic success.
I firmly believe that my petition warrants the Board of Studies Arts and Science reconsideration.
Appeal Letter
Appeal Letter: Dear Members of the Board of Studies Arts and Science,
I hope this email finds you well. My name is Nelly Kaliza, and I am writing to you as a dedicated student in the Psychology program. I am appealing Associate Dean Dr. Jenn Stephenson's decision to deny my appeal to drop the course ARTF 101 - Fundamentals of Drawing & Painting after the academic deadline, as the decision did not adhere to the principles of procedural fairness. While I understand the importance of adhering to educational policies and deadlines, my circumstances merit an exception due to extenuating circumstances that significantly impacted my ability to act promptly.
In reviewing the denial, I would like to provide a more detailed account of the timeline of events leading up to and following the drop deadline:
May 11: I received unexpected news from the Department of Psychology regarding meeting the thresholds required to continue majoring in Psychology. This news caused immediate distress and prompted urgent action to reassess my academic plans.
May 15: Initiated mental health appointments with Student Wellness Services (SWS) due to escalating stress and anxiety resulting from the news mentioned above. This began my efforts to seek support and manage my emotional well-being.
May 24: Met with Dr. Norris to discuss my progression in the program, which initiated a Credit Standing petition process.
May 25: I submitted a credit standing petition to revise grades of past classes affected by deteriorating mental health. The appeal process required extensive documentation and emotional energy, further complicating my ability to manage other academic responsibilities.
May 26: Last date to drop Summer Term classes (May-June/6W1 Session). The urgency of the appeal process left little time to consider dropping the course, especially amidst ongoing emotional distress.
Regarding the impact on my ARTF 101 course specifically, I want to address the disproportionate effect of emotional distress on this class compared to others in the same term:
ARTF 101: The course structure made it particularly challenging to keep up with assignments amidst the ongoing appeal process, upon which my graduation, three years of schooling, and tuition depended. The deadlines coincided with crucial stages of my academic appeal, leaving me overwhelmed and unable to perform at my best. It was a fast-paced, compact 6-week course with an average of three assignments due every week, accounting for approximately 15% of the total marks.
These courses were less affected due to their longer duration and fewer assignments, allowing me more flexibility to manage my workload, especially after receiving accommodations.
IDIS 173 consisted of participation-based assessments and a single blog post due May 30. I only had these two assignments while working and submitting my petition. In mid-June, I received accommodations, which extended my deadlines by a 7-day Calendar date, providing me with more flexibility. Throughout the course, only five significant assignments were spread out over the 12-week duration. This structure allowed me to utilize the QSAS accommodations effectively and manage my workload more efficiently.
MUSC 171: remained less impacted by my extenuating circumstances. Despite being a 6-week course, the accommodations granted through the extenuating circumstances form provided by my counsellor allowed me until June 20 to submit my remaining work, ensuring ample time to complete the course requirements without undue pressure or impacting my performance.
I plan to continue utilizing my accommodations and seeking help whenever I feel overwhelmed, ensuring I can confidently succeed academically. The positive impact of these accommodations is evident in my improved academic performance in subsequent terms, particularly in the Fall, where I experienced significant progress. Notably, in the summer, assignments completed after the implementation of accommodations yielded better grades than those in the ARTF 101 course, underscoring the effectiveness of the support received.
Due to concurrent obligations and a demanding petition and appeal process related to credit standing, I could not submit an appeal within the 10-day window following the decision communicated to me on July 31st. Specifically, navigating this process from July 28th to the end of August consumed much of my mental energy and time. Additionally, managing six full classes during the winter term, which was necessary for graduation, left me overwhelmed and unable to prioritize the ARTF101 appeal within the allotted timeframe.
In light of these circumstances, I respectfully request reconsideration of my petition. I acknowledge my responsibility to manage departmental policies but emphasize that my inability to act promptly resulted from genuine extenuating circumstances beyond my control.
Thank you for your attention to this matter. I hope for a favourable reconsideration of my petition.
Sincerely,
Nelly Kaliza
20216817
I hope this email finds you well. My name is Nelly Kaliza, and I am writing to you as a dedicated student in the Psychology program. I am appealing Associate Dean Dr. Jenn Stephenson's decision to deny my appeal to drop the course ARTF 101 - Fundamentals of Drawing & Painting after the academic deadline, as the decision did not adhere to the principles of procedural fairness. While I understand the importance of adhering to educational policies and deadlines, my circumstances merit an exception due to extenuating circumstances that significantly impacted my ability to act promptly.
In reviewing the denial, I would like to provide a more detailed account of the timeline of events leading up to and following the drop deadline:
May 11: I received unexpected news from the Department of Psychology regarding meeting the thresholds required to continue majoring in Psychology. This news caused immediate distress and prompted urgent action to reassess my academic plans.
May 15: Initiated mental health appointments with Student Wellness Services (SWS) due to escalating stress and anxiety resulting from the news mentioned above. This began my efforts to seek support and manage my emotional well-being.
May 24: Met with Dr. Norris to discuss my progression in the program, which initiated a Credit Standing petition process.
May 25: I submitted a credit standing petition to revise grades of past classes affected by deteriorating mental health. The appeal process required extensive documentation and emotional energy, further complicating my ability to manage other academic responsibilities.
May 26: Last date to drop Summer Term classes (May-June/6W1 Session). The urgency of the appeal process left little time to consider dropping the course, especially amidst ongoing emotional distress.
Regarding the impact on my ARTF 101 course specifically, I want to address the disproportionate effect of emotional distress on this class compared to others in the same term:
ARTF 101: The course structure made it particularly challenging to keep up with assignments amidst the ongoing appeal process, upon which my graduation, three years of schooling, and tuition depended. The deadlines coincided with crucial stages of my academic appeal, leaving me overwhelmed and unable to perform at my best. It was a fast-paced, compact 6-week course with an average of three assignments due every week, accounting for approximately 15% of the total marks.
These courses were less affected due to their longer duration and fewer assignments, allowing me more flexibility to manage my workload, especially after receiving accommodations.
IDIS 173 consisted of participation-based assessments and a single blog post due May 30. I only had these two assignments while working and submitting my petition. In mid-June, I received accommodations, which extended my deadlines by a 7-day Calendar date, providing me with more flexibility. Throughout the course, only five significant assignments were spread out over the 12-week duration. This structure allowed me to utilize the QSAS accommodations effectively and manage my workload more efficiently.
MUSC 171: remained less impacted by my extenuating circumstances. Despite being a 6-week course, the accommodations granted through the extenuating circumstances form provided by my counsellor allowed me until June 20 to submit my remaining work, ensuring ample time to complete the course requirements without undue pressure or impacting my performance.
I plan to continue utilizing my accommodations and seeking help whenever I feel overwhelmed, ensuring I can confidently succeed academically. The positive impact of these accommodations is evident in my improved academic performance in subsequent terms, particularly in the Fall, where I experienced significant progress. Notably, in the summer, assignments completed after the implementation of accommodations yielded better grades than those in the ARTF 101 course, underscoring the effectiveness of the support received.
Due to concurrent obligations and a demanding petition and appeal process related to credit standing, I could not submit an appeal within the 10-day window following the decision communicated to me on July 31st. Specifically, navigating this process from July 28th to the end of August consumed much of my mental energy and time. Additionally, managing six full classes during the winter term, which was necessary for graduation, left me overwhelmed and unable to prioritize the ARTF101 appeal within the allotted timeframe.
In light of these circumstances, I respectfully request reconsideration of my petition. I acknowledge my responsibility to manage departmental policies but emphasize that my inability to act promptly resulted from genuine extenuating circumstances beyond my control.
Thank you for your attention to this matter. I hope for a favourable reconsideration of my petition.
Sincerely,
Nelly Kaliza
20216817
Documentation
History
Originally submitted July 17, 2023 at 12:46:49 PM.
| Field | Reference | Old Value | New Value | Note | User | Date/Time |
|---|---|---|---|---|---|---|
| status | N/A | Received | Incomplete | Spring Forsberg | 2023-07-18 9:02:23 AM | |
| status | N/A | Incomplete | In Review | Spring Forsberg | 2023-07-21 9:16:46 AM | |
| status | N/A | In Review | Denied | Spring Forsberg | 2023-07-31 10:56:38 AM | |
| associate_dean | N/A | Jenn Stephenson, Ph.D. | Spring Forsberg | 2023-07-31 10:56:38 AM | ||
| decision_letter | N/A | N/A | Decision letter sent | Spring Forsberg | 2023-07-31 10:57:26 AM | |
| new_appeal_level_2 | N/A | Level 2 | Level 2 Appeal ID: 268 | 19nk44 | 2024-04-02 10:09:51 AM | |
| status | N/A | Received | Denied | Board upheld ADA decision | Libby Hearn | 2024-10-02 1:54:04 PM |