Submit an Academic Petition or Appeal

Petition Letter: Note: Professor Norris has requested that I send this through the Queen’s Academic Petition submission portal. Previously emailed on November 17th.

Dear Professor Meghan Norris & Dr. Jenn Stephenson,

I am writing for your assistance and support in seeking compassionate accommodation and requesting a tailored examination schedule due to my registered disability and a severe, ongoing medical condition, which is well-documented and supported by the Queen's Student Accessibility Services (QSAS). Specifically, I am seeking permission to write the deferred midterm for PSYC 100 in the Fall 2023 deferred examination period (January 11-14, 2024) and to take the final exam in the Winter 2024 regular examination period (April 2024), along with all other students in the six-credit PSYC 100 course registered from September 2023 through April 2024.

I am fully cognizant of the rigorous standards Queen’s sets for its psychology courses, PSYC 100 in particular. This request is not to ease my path but to allow for a fair assessment under extraordinary personal circumstances. As a second-year MBA student with a solid background as a CEO and Executive in human resources, finance, marketing, and strategic management, my two decades of professional experiences before falling ill have ingrained in me the value of rigorous standards and assessments. The reputation of Queen’s University for academic excellence, especially in the psychology discipline, is not lost on me. I echo this commitment to excellence, not only academically but also through my extensive societal engagement. In 2022, I was honoured as a “Woman of Inspiration” by the Universal Women’s Network for my contributions, which include over 3,000 volunteer hours and raising over 3 million dollars for various charitable causes, primarily surrounding mental health. Despite my illness, I continue to serve on the boards of several non-profits related to mental health, leveraging my education to further my impact and exemplify the values Queen’s champions.

I was initially registered in the PSYC 100—Summer 2023 cohort, which I found to be thoroughly engaging. Your energy and enthusiasm in the module videos made the course quite a pleasure to participate in. The original structure of the course—comprising a 30% midterm, a series of quizzes worth 10% each, and a 40% final—has been disrupted due to my health issues. The quiz timings at 6 a.m. PT clash with my steroid medication schedule, which is critical for my functionality and occurs at 7 a.m. This medication is necessary for managing my condition, and it is not until approximately 10-11 a.m. that I am cognitively ready to engage in academic activities. Consequently, I could not participate in the quizzes, resulting in an undue concentration of 90% of my grade on the final exam. During the time of my midterm, I was grappling with my illness, which led to the decision to defer this assessment. Given these circumstances, I am now faced with insurmountable pressure that is not only unfair in comparison to the standard expected of other students but also detrimental to my health. This is a situation that would intensify any student’s stress and is particularly hazardous given my health conditions, which are exacerbated by anxiety. This sentiment is not mine alone; it is echoed by my medical and mental health professionals, whose expertise in managing my condition supports the necessity for a modified examination schedule.

My medical challenges, which significantly affect cognitive function and memory recall, necessitate this adjustment and are supported by medical documentation recognized by QSAS. Given the severity of my health situation, this structure exacerbates stress and medical complications, which could otherwise be mitigated with a more balanced examination timeline. This heavily weighted method also places me at a disproportionate disadvantage compared to my classmates.

The academic rationale for my request is underpinned by the psychological benefits of distributed testing, which supports memory encoding and recall, principles that are ironically taught within the curriculum of the psychology department. These principles were further reinforced during my time at Harvard University's Derek Bok School of Teaching and Learning, where I earned a certificate in Higher Education Teaching and Learning. Research there, as well as my own experiences, confirm that testing is a powerful tool for enhancing memory encoding and recall. Splitting the midterm and final exams would align with these pedagogical insights and allow for a fairer and more accurate assessment of my understanding and skills.

My academic history is one of perseverance, excellence and resilience, as evidenced by my strong GPA, recognition on the Dean's List, and reflected in a 3.8 GPA in my master’s program, where I tackle 500 and 600-level courses. Despite this, I find myself seeking accommodation for a 100-level course I completed two decades ago at the University of Saskatchewan. The contrast in academic levels accentuates the reasonable nature of my request.

Having transitioned into the Liberal Arts program, I’ve deliberately chosen a path with no examination requirements, taking into account my health challenges. This accommodation would ensure continuity in my learning strategy and uphold the integrity of my academic pursuits in my third year at Queen’s University.

The implications of an inflexible examination schedule are profound financially due to potential loss of funding, and personally, as it would significantly delay my degree completion. As a six-credit course, the stakes are particularly high. It is important to reiterate that a split examination is not an exception but the standard format for this six-credit course. Successful completion is not only crucial for the progression of my degree but also for maintaining the scholarships that support my education. Therefore, the accommodation of a split examination is not a mere convenience; it is essential, affording me an opportunity for success comparable to that of my peers.

I have fought tirelessly to reach this stage in my academic journey, overcoming life-threatening challenges and managing my responsibilities as a single parent and mature student. I am not asking for an advantage but rather the chance to complete my degree on a level playing field.

In anticipation of your understanding, I am prepared to provide any additional information or documentation needed. I trust that the department will recognize the significance of this request and the positive message it sends about our institution's commitment to accessibility and student success. I am hopeful for a positive resolution.

I have copied Deb Bruce from QSAS and Lisa Webb from the Ban Righ Centre on this letter, who have been great supports for me throughout this process.

In addition to the original letter: If there is a possibility of writing an alternate assignment (rather than the midterm or the two quizzes that were missed, I would be grateful to accept an alternative assignment).

Thank you for your time and consideration.

Sincerely,



Rev. Shannon Smadella