Manage Appeals
Petition Type: New
ID: 11146
Submitted: November 19, 2023 at 3:40:00 PM
First Name: Katherine
Last Name: Brewer
Pronoun: she/her
Student Number: 20297531
Email: 21kjvb@queensu.ca
Degree Program: BSH
Plan: BCHM
Level of Study: 3
Petition Categories
Petition Categories: Drop a course after the academic deadline, Request credit (CR) standing in a course or courses
Code: CHEM 212
Term: Fall
Year: 2022
Petition Category: Request credit (CR) standing in a course or courses
Instructor's Name: Dr. Howe
Code: CHEM 223
Term: Winter
Year: 2023
Petition Category: Drop a course after the academic deadline
Instructor's Name: Dr. Petitjean
Petition Letter
Petition Letter: Dear Dr. Stephenson,
I write asking for a credit reduction in consideration of extenuating circumstances that affected my ability to perform in school during the 2022-2023 academic year. Although I believe that my overall transcript does not accurately reflect myself as a student, the final grades of D- in CHEM 212 and F in CHEM 223 are especially outlying and were a direct result of my physical and mental unhealthiness.
Throughout the 2022 Fall semester, I was physically ill for a majority of the semester. I often had trouble getting out of bed, and was challenged to breathe when physically active in any regard including walking on campus. I was unable to attend many classes, was exhausted all of the time, had trouble focusing, and did not have the capacity to study or learn as was needed for my courses. At the time, I was part of the Novice Rowing Program here at Queen’s and as a result of my illness missed a significant amount of the racing season, and even more of the winter build during the second half of the semester. I had trouble taking care of myself and had to go home for over a week mid semester. I attended multiple doctors appointments at student wellness where I got absolutely no help, answers or diagnosis other than best wishes in getting better. I tried every kind of immune booster, vitamin, and supplement I could find to try and help my body, with limited success and still suffer from lingering respiratory inhibitions to this day. During all of this I was trying my absolute hardest to keep it together for my other classes so that something could be salvaged from the semester causing an insufficient effort to be placed on CHEM 212 coursework. I tried my best and did learn a lot from Dr. Graham, but combining the physical symptoms with my pre-existing post concussion syndrome made it very challenging to be successful in his class, resulting in a much lower grade than possible for me. I ask for a credit reduction in this case as my physical state disabled my learning despite my best efforts at resolution.
Over the break between semesters I was able to recover enough to be physically functional again, and started the Winter 2023 semester with high hopes. The first few weeks were strong with good marks in each of my classes, and I was attending rowing practice as programmed. Unfortunately, each week that passed became mentally more and more taxing. I also became physically ill again and again, causing me to all but quit rowing. I entered a major depressive episode of no clear trigger, and quickly became suicidal. In March I was brought to Kingston General Hospital before I was able to cause harm to myself or others. I was referred to the Hotel Dieu psychiatry outpatient program, with an initial appointment at the end of April, after the semester was already complete. Then, I was diagnosed by Dr. Ali with major depressive disorder, attention deficit and hyperactivity disorder, and borderline personality disorder. It is believed that the same concussion that caused post concussion syndrome also caused or amplified ADHD, which had been undiagnosed since the concussion in 2019 and aided in dysregulation caused by ongoing BPD since then too. I was prescribed medication for the adhd, and referred to a DBT rehabilitation program for borderline personality disorder. To create a full illustration, from just before reading week through to the end of the semester I was literally fighting to stay alive, had undiagnosed and treated ADHD and BPD (which has actually been in great effect since first year), was still physically suffering as the same illness from fall semester was never fully resolved, dealt with post concussion syndrome, and also began suffering from intense unidentifiable uterine pain of which I had many more doctors appointments for and have still not resolved presently. Despite all of this I was able to achieve Bs and As in most of my classes with the exception being CHEM 223, Organic Reactions. This is already an extremely challenging class where most students fail midterms or finals and curves were necessary for students to pass, and many students retake it following years. My circumstances significantly set me back from other students and the required abilities to be able to attempt to complete the class. I was again forced to focus on my other classes so that I could at least do okay in those ones, and as a result passed the lab section (a strong suit) but failed the course portion of 223. I am enrolled to retake it in the 2024 winter semester and ask that F grade be removed from my transcript as I do not want my mental health challenges to define me or affect my future.
The drop deadline in week 8 does not offer any financial compensation, and dropping a course with no money back is not a luxury I could afford. I just kept thinking if I could work harder then I could pull it together, I just had to do better. I now know it was not my fault or lack of effort, I really was doing the best I could. Upon reflection, dropping either class would have made sense, but that didn’t seem like an option at the time and no one advised me as such especially since I am already at a reduced course load.
What was most challenging was realizing how much help I needed, and that it wasn’t normal to feel like I did both academically and outside of school. I have since started medications to aid both ADHD and BPD, am working with a psychotherapist weekly, and have just been put in touch with Gail the learning specialist here at Queen’s. I am working very hard to understand how my brain really learns and what it care it needs to nurture its neurodivergence, and adjust my accommodations to include strategies I can implement in the classroom, exam room, and study time for each class that will truly click so that I can be as successful as I have the potential to be. My ongoing efforts are helping me to recover little by little but there is still a long way to go. The difference is I now have a support team that has my back and am not fighting alone.
I thank you for taking the time to read this letter and for considering my request for credit reductions to help mend the damage done by physical and mental setbacks.
Katherine Brewer
I write asking for a credit reduction in consideration of extenuating circumstances that affected my ability to perform in school during the 2022-2023 academic year. Although I believe that my overall transcript does not accurately reflect myself as a student, the final grades of D- in CHEM 212 and F in CHEM 223 are especially outlying and were a direct result of my physical and mental unhealthiness.
Throughout the 2022 Fall semester, I was physically ill for a majority of the semester. I often had trouble getting out of bed, and was challenged to breathe when physically active in any regard including walking on campus. I was unable to attend many classes, was exhausted all of the time, had trouble focusing, and did not have the capacity to study or learn as was needed for my courses. At the time, I was part of the Novice Rowing Program here at Queen’s and as a result of my illness missed a significant amount of the racing season, and even more of the winter build during the second half of the semester. I had trouble taking care of myself and had to go home for over a week mid semester. I attended multiple doctors appointments at student wellness where I got absolutely no help, answers or diagnosis other than best wishes in getting better. I tried every kind of immune booster, vitamin, and supplement I could find to try and help my body, with limited success and still suffer from lingering respiratory inhibitions to this day. During all of this I was trying my absolute hardest to keep it together for my other classes so that something could be salvaged from the semester causing an insufficient effort to be placed on CHEM 212 coursework. I tried my best and did learn a lot from Dr. Graham, but combining the physical symptoms with my pre-existing post concussion syndrome made it very challenging to be successful in his class, resulting in a much lower grade than possible for me. I ask for a credit reduction in this case as my physical state disabled my learning despite my best efforts at resolution.
Over the break between semesters I was able to recover enough to be physically functional again, and started the Winter 2023 semester with high hopes. The first few weeks were strong with good marks in each of my classes, and I was attending rowing practice as programmed. Unfortunately, each week that passed became mentally more and more taxing. I also became physically ill again and again, causing me to all but quit rowing. I entered a major depressive episode of no clear trigger, and quickly became suicidal. In March I was brought to Kingston General Hospital before I was able to cause harm to myself or others. I was referred to the Hotel Dieu psychiatry outpatient program, with an initial appointment at the end of April, after the semester was already complete. Then, I was diagnosed by Dr. Ali with major depressive disorder, attention deficit and hyperactivity disorder, and borderline personality disorder. It is believed that the same concussion that caused post concussion syndrome also caused or amplified ADHD, which had been undiagnosed since the concussion in 2019 and aided in dysregulation caused by ongoing BPD since then too. I was prescribed medication for the adhd, and referred to a DBT rehabilitation program for borderline personality disorder. To create a full illustration, from just before reading week through to the end of the semester I was literally fighting to stay alive, had undiagnosed and treated ADHD and BPD (which has actually been in great effect since first year), was still physically suffering as the same illness from fall semester was never fully resolved, dealt with post concussion syndrome, and also began suffering from intense unidentifiable uterine pain of which I had many more doctors appointments for and have still not resolved presently. Despite all of this I was able to achieve Bs and As in most of my classes with the exception being CHEM 223, Organic Reactions. This is already an extremely challenging class where most students fail midterms or finals and curves were necessary for students to pass, and many students retake it following years. My circumstances significantly set me back from other students and the required abilities to be able to attempt to complete the class. I was again forced to focus on my other classes so that I could at least do okay in those ones, and as a result passed the lab section (a strong suit) but failed the course portion of 223. I am enrolled to retake it in the 2024 winter semester and ask that F grade be removed from my transcript as I do not want my mental health challenges to define me or affect my future.
The drop deadline in week 8 does not offer any financial compensation, and dropping a course with no money back is not a luxury I could afford. I just kept thinking if I could work harder then I could pull it together, I just had to do better. I now know it was not my fault or lack of effort, I really was doing the best I could. Upon reflection, dropping either class would have made sense, but that didn’t seem like an option at the time and no one advised me as such especially since I am already at a reduced course load.
What was most challenging was realizing how much help I needed, and that it wasn’t normal to feel like I did both academically and outside of school. I have since started medications to aid both ADHD and BPD, am working with a psychotherapist weekly, and have just been put in touch with Gail the learning specialist here at Queen’s. I am working very hard to understand how my brain really learns and what it care it needs to nurture its neurodivergence, and adjust my accommodations to include strategies I can implement in the classroom, exam room, and study time for each class that will truly click so that I can be as successful as I have the potential to be. My ongoing efforts are helping me to recover little by little but there is still a long way to go. The difference is I now have a support team that has my back and am not fighting alone.
I thank you for taking the time to read this letter and for considering my request for credit reductions to help mend the damage done by physical and mental setbacks.
Katherine Brewer
Documentation
Professional Letter: K.B_Letter.pdf
Documentation Detail: My medical records at Student Wellness are available for review and I consent to them being viewed for the petition.
Decision Letters
Level 1 Status
Status: Granted with ConditionsLevel 2
Appeal Type: Level 2
ID: 259
Submitted: January 4, 2024 at 12:59:12 AM
Relevant Petition: 11146
Decision(s) Being Appealed: Request credit (CR) standing in a course or courses: CHEM 212, Fall 2022 (Dr. Howe)
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: 1. It is unreasonable to use the outcome of salvaged grades from semesters such as this as a reason to justify the lack of retribution for CHEM 212 which was wounded by the fallout of reasons beyond my control. Just because I faught to attain average marks in my other courses does not mean I was not facing extenuating circumstances, that CHEM 212 didn't suffer because of it, and that I didn't sacrifice a lot to do it.
2. A Credit Standing is based on the completion of content and passing of a course (3.3.1.4). It is unreasonable to deny a Credit Standing to CHEM 212 based on substandard performances in only partial components of this passed class, which encompasses both examination and lab-based demonstrations. of learning. Undiagnosed ADHD and BPD underlying additional physical ailments prevented me from succeeding in written examinations causing the lower grade, but I well demonstrated my learning and understanding in labs and write-ups, qualifying for a CR.
2. A Credit Standing is based on the completion of content and passing of a course (3.3.1.4). It is unreasonable to deny a Credit Standing to CHEM 212 based on substandard performances in only partial components of this passed class, which encompasses both examination and lab-based demonstrations. of learning. Undiagnosed ADHD and BPD underlying additional physical ailments prevented me from succeeding in written examinations causing the lower grade, but I well demonstrated my learning and understanding in labs and write-ups, qualifying for a CR.
Appeal Letter
Appeal Letter: Dear Board of Studies,
I am grateful for the grant given to CHEM 223. However, I am appealing the Associate Dean’s decision to deny my appeal for a Credit Standing in CHEM 212 (F22) on the grounds that the decision was not reasonable.
Firstly, the completion of my other courses during the F22 semester does not justify a lack of retribution to performances that were wounded in the CHEM 212 course which acted as a “sacrificial lamb”. The fallout of physical and mental challenges beyond my control, fundamentally impacted and significantly diminished my capacity to learn, study, and function both academically and personally. CHEM 212 was specifically affected as it was already my most challenging course, and the course portion required of me, more in-person examinations to which I was often not physically able to attend, or struggled with writing and preparation for with undiagnosed learning disabilities. A comprehensive timeline of physical illness from Student Wellness will be submitted upon returning to the winter semester. My battle with illness affected my ability to participate in school, rowing, and life, from mid-September through to early-December. Attached is an email correspondence of such to Dr. Howe in September, a personal recount from my lab partner who personally witnessed my illness throughout the semester will be attained, and receipts from a rideshare for a trip home when I was too sick to care for myself in November are included. I was often unable to leave my bed to get to class or tutorials, could barely stay awake to study, often had to leave class due to coughing and was distracted when learning, and was extremely fatigued. I missed a significant amount of the Queen’s Rowing season due to illness; mandatory attendances unless entirely impossible (a letter from my coach will be submitted). Academic evaluations completed assumed that I was under comparable circumstances to succeed as every other student, but this was not the case. It’s not about the actual grade I received, but what a grade means. Leaving the grade as a D indicates that I am bad at chemistry; I am not bad at chemistry, I was sick.
Secondly, my mental extenuating circumstances directly undermined and reduced my ability to perform evaluations of the learning I was able to do, resulting in outcomes that do not reflect my understanding or abilities on paper. This discrepancy was evident in the difference between my lab grade and the course content grades. The learning objectives outlined for the course are standards that are expected to be demonstrated in successfully completing a course. As I did successfully complete and pass the course, I was able to demonstrate the necessary knowledge and attitudes, just in practical application versus written manor. Undiagnosed ADHD and BPD made it extremely difficult for me to pay attention in class, sit and do practice problems, and to study and write exams, but labs are interactive, practical, logical, and offer dopamine to my brain. The attached letter from Carrie Charles, psychotherapist, confirms that an incomplete circle of care to aid me in understanding and coping with deficits brought on by these conditions prevented me from being able to adjust my work and study methods to succeed in the written examinations. However, I learned enough in class to successfully apply my understanding in a setting of physical rationalization of trends in chemical reactivity, by performing, observing, and writing about experiments. Therefore, it is unreasonable to deny a credit reduction that is based on course content completion and a passing grade (3.3.1.4), on performances in only partial components of a class that encompasses much more; performances that were impacted by ailments beyond my control.
Since all of the illnesses and since my ADHD and BPD diagnoses, I have worked diligently and consistently and deeply to improve and heal and cope. I have been seeing a psychiatrist at Hotel Dieu outpatient and am now on medications for both conditions. I have been working with Carrie Charles (psychotherapist) weekly since April 2023, which has given me tremendous insights and support and processes to improve study habits, coping strategies. I have advocated for academic accommodations at Queens through an academic advisor (Student Success) and Student Learning Support offices, and with those accommodations you can see that my more recent coursework is more consistent and indicative of my potential and the student that I am.
Supporting Documents Attached:
1. Letter from Carrie Charles, RP, OAMHP: impact of undiagnosed but very prevalent mental challenges on academic performance
2. Email correspondence with Dr. Howe: proof I was sick
3. Pop-a-ride receipts: Proof of travel mid semester, as only necessary in extreme conditions
Supporting Documents to come:
1. Statement form Annik Lemington, CHEM 212 lab partner: personal recount of abnormal illness
2. Letter from Kathleen Rankin, Queen’s Rowing Assistant Head Coach: missed practices due to illness
I deeply thank you for your time and careful consideration,
Katherine Brewer
I am grateful for the grant given to CHEM 223. However, I am appealing the Associate Dean’s decision to deny my appeal for a Credit Standing in CHEM 212 (F22) on the grounds that the decision was not reasonable.
Firstly, the completion of my other courses during the F22 semester does not justify a lack of retribution to performances that were wounded in the CHEM 212 course which acted as a “sacrificial lamb”. The fallout of physical and mental challenges beyond my control, fundamentally impacted and significantly diminished my capacity to learn, study, and function both academically and personally. CHEM 212 was specifically affected as it was already my most challenging course, and the course portion required of me, more in-person examinations to which I was often not physically able to attend, or struggled with writing and preparation for with undiagnosed learning disabilities. A comprehensive timeline of physical illness from Student Wellness will be submitted upon returning to the winter semester. My battle with illness affected my ability to participate in school, rowing, and life, from mid-September through to early-December. Attached is an email correspondence of such to Dr. Howe in September, a personal recount from my lab partner who personally witnessed my illness throughout the semester will be attained, and receipts from a rideshare for a trip home when I was too sick to care for myself in November are included. I was often unable to leave my bed to get to class or tutorials, could barely stay awake to study, often had to leave class due to coughing and was distracted when learning, and was extremely fatigued. I missed a significant amount of the Queen’s Rowing season due to illness; mandatory attendances unless entirely impossible (a letter from my coach will be submitted). Academic evaluations completed assumed that I was under comparable circumstances to succeed as every other student, but this was not the case. It’s not about the actual grade I received, but what a grade means. Leaving the grade as a D indicates that I am bad at chemistry; I am not bad at chemistry, I was sick.
Secondly, my mental extenuating circumstances directly undermined and reduced my ability to perform evaluations of the learning I was able to do, resulting in outcomes that do not reflect my understanding or abilities on paper. This discrepancy was evident in the difference between my lab grade and the course content grades. The learning objectives outlined for the course are standards that are expected to be demonstrated in successfully completing a course. As I did successfully complete and pass the course, I was able to demonstrate the necessary knowledge and attitudes, just in practical application versus written manor. Undiagnosed ADHD and BPD made it extremely difficult for me to pay attention in class, sit and do practice problems, and to study and write exams, but labs are interactive, practical, logical, and offer dopamine to my brain. The attached letter from Carrie Charles, psychotherapist, confirms that an incomplete circle of care to aid me in understanding and coping with deficits brought on by these conditions prevented me from being able to adjust my work and study methods to succeed in the written examinations. However, I learned enough in class to successfully apply my understanding in a setting of physical rationalization of trends in chemical reactivity, by performing, observing, and writing about experiments. Therefore, it is unreasonable to deny a credit reduction that is based on course content completion and a passing grade (3.3.1.4), on performances in only partial components of a class that encompasses much more; performances that were impacted by ailments beyond my control.
Since all of the illnesses and since my ADHD and BPD diagnoses, I have worked diligently and consistently and deeply to improve and heal and cope. I have been seeing a psychiatrist at Hotel Dieu outpatient and am now on medications for both conditions. I have been working with Carrie Charles (psychotherapist) weekly since April 2023, which has given me tremendous insights and support and processes to improve study habits, coping strategies. I have advocated for academic accommodations at Queens through an academic advisor (Student Success) and Student Learning Support offices, and with those accommodations you can see that my more recent coursework is more consistent and indicative of my potential and the student that I am.
Supporting Documents Attached:
1. Letter from Carrie Charles, RP, OAMHP: impact of undiagnosed but very prevalent mental challenges on academic performance
2. Email correspondence with Dr. Howe: proof I was sick
3. Pop-a-ride receipts: Proof of travel mid semester, as only necessary in extreme conditions
Supporting Documents to come:
1. Statement form Annik Lemington, CHEM 212 lab partner: personal recount of abnormal illness
2. Letter from Kathleen Rankin, Queen’s Rowing Assistant Head Coach: missed practices due to illness
I deeply thank you for your time and careful consideration,
Katherine Brewer
Documentation
Document: Supporting Documentation-15.pdf
I plan to submit additional documentation at a later date: 1. Statement form Annik Lemington, CHEM 212 lab partner: personal recount of abnormal illness
2. Letter from Kathleen Rankin, Queen’s Rowing Assistant Head Coach: missed practices due to illness
2. Letter from Kathleen Rankin, Queen’s Rowing Assistant Head Coach: missed practices due to illness
History
Originally submitted November 19, 2023 at 3:40:00 PM.
| Field | Reference | Old Value | New Value | Note | User | Date/Time |
|---|---|---|---|---|---|---|
| status | N/A | Received | Incomplete | Kerri Andrews | 2023-11-20 4:22:47 PM | |
| professional_letter | N/A | K.B_Letter.pdf | Kerri Andrews | 2023-12-01 10:37:02 AM | ||
| appeal_category | N/A | Request credit (CR) standing in a course or courses | Drop a course after the academic deadline, Request credit (CR) standing in a course or courses | Kerri Andrews | 2023-12-01 10:37:02 AM | |
| year | CHEM 223 | 2022 | 2023 | Kerri Andrews | 2023-12-01 10:37:02 AM | |
| appeal_category_per_course | CHEM 223 | Request credit (CR) standing in a course or courses | Drop a course after the academic deadline | Kerri Andrews | 2023-12-01 10:37:02 AM | |
| status | N/A | Incomplete | In Review | Kerri Andrews | 2023-12-01 10:37:30 AM | |
| status | N/A | In Review | Granted with Conditions | Kerri Andrews | 2023-12-20 10:39:31 AM | |
| associate_dean | N/A | Jenn Stephenson, Ph.D. | Kerri Andrews | 2023-12-20 10:39:31 AM | ||
| decision_letter | N/A | N/A | Decision letter sent | Kerri Andrews | 2023-12-20 10:40:03 AM | |
| new_appeal_level_2 | N/A | Level 2 | Level 2 Appeal ID: 259 | 21kjvb | 2024-01-04 12:59:12 AM | |
| status | N/A | Received | ADA Amended Decision | Libby Hearn | 2024-02-26 10:02:07 AM |