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
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