Manage Appeals
Petition Type: New
ID: 11914
Submitted: May 19, 2024 at 10:53:37 PM
First Name: Alex
Last Name: Susilo
Pronoun: He/Him
Student Number: 20247535
Email: 20ars9@queensu.ca
Degree Program: Bachelor of Computing Honours (BCH)
Plan: Computer Science Specialization with Professional Internship (CSCI-I)
Level of Study: 4
Petition Categories
Petition Categories: Request to take more than 6.0 units of courses on a letter of permission through another institution
Petition Letter
Petition Letter: * A comprehensible .pdf version of my Petition Letter will be included in supporting documents *
To whom it may concern,
I am formally petitioning to complete the fourth year of my Bachelor of Computing Honours Degree at Carleton University.
The motivation behind this petition stems from the deterioration of my mental health. In early 2023, my mental health was at its absolute worst due to several compounding issues regarding personal relationships, living conditions, and external stress. I experienced a wide range of symptoms such as a profound inability to concentrate, considerably disturbed sleep patterns, organizational difficulties, and even intermittent depressive episodes. Living with these difficulties drastically impeded my academic drive, and I struggled immensely with focusing on essential tasks such as note taking, prioritization, assignments, and most crucially, exams. These barriers put my grades at significant risk and took a toll on my mental health as I felt disappointed and frustrated by my inability to focus—something that had never been an issue before. Additionally, I dealt with constant fatigue due to sleep problems, which further impaired my ability to function properly. My motivation declined, and I developed symptoms of anxiety due to the numerous challenges I was facing. Overall, my inability to perform at my best was affecting my dedication to scholarly pursuits and life in general.
In May 2023, I returned to my hometown of Ottawa to embark on my QUIP Internship. Despite entering the internship in such a fragile psychological condition, I was fortunate to find support through family. Their understanding, empathy, and unwavering encouragement allowed me to persevere and continue to strive toward a successful internship. By early 2024, I noticed that my support system had recognizably improved my mental health. While not returning entirely to the status quo, my psychological condition, academic focus, and general motivation had discernibly improved. Unfortunately, this period of progress was only temporary.
In February 2024, I began thinking about my return to Queen’s after completing my internship. The idea of going back to Kingston, reliving my challenging experiences, and returning to my unpleasant psychological state left meterror-struck. Shortly after, my mental health started gradually reverting to its former state. The anxiety of losing my long-standing support system began emerging, erasing the self-progress I had achieved, and ultimately resulting in the regression to my previous psychological state. As I experienced dread and unease due to uncertainty, I felt compelled to pursue an alternative solution.
To preserve my psychological state and academic-driven instinct, I plan on attending Carleton University for the 2024-2025 school year. Attending a university local to my hometown, not only mitigates the fear of reliving my disheartening experiences at Queen’s, but also enables me to maintain my current and long-standing support system in my family. Additionally, I have been advised to see a local medical professional to maintain my mental health. I am particularly familiar with this doctor due to a shared connection, and for personal reasons, would be much more comfortable meeting with them than with someone else. This further supports my reasoning for wanting to stay in my hometown of Ottawa.
In terms of remaining degree requirements, I need an equivalent of 12.0 units in various CISC 400-level courses. To fulfill these requirements, I have come up with a primary list of courses I wish to take at Carleton. These courses include COMP 4701, SYSC 4111, COMP 4501, and COMP 4102. Additionally, I have also created a list of alternative courses in the event where my primary choice of course may be unavailable to enroll in. These alternatives include COMP 4804, COMP 5206 or COMP4107, and COMP 4002. Specific details regarding remaining degree requirements, student status, and course equivalencies can be found in my attached Academic Plan.
After successfully completing the fourth year of my Bachelor of Computing Honours Degree at Carleton University, I plan to attend the Spring 2025 convocation and officially graduate. Whether I am attending Queen's or another post-secondary institution, I intend to perform to the best of my ability, regardless of circumstance. Safely surrounding myself with my support system in Ottawa and receiving education closer to home is all I ask for on this page of my academic journey.
Kind regards,
Alex Susilo
To whom it may concern,
I am formally petitioning to complete the fourth year of my Bachelor of Computing Honours Degree at Carleton University.
The motivation behind this petition stems from the deterioration of my mental health. In early 2023, my mental health was at its absolute worst due to several compounding issues regarding personal relationships, living conditions, and external stress. I experienced a wide range of symptoms such as a profound inability to concentrate, considerably disturbed sleep patterns, organizational difficulties, and even intermittent depressive episodes. Living with these difficulties drastically impeded my academic drive, and I struggled immensely with focusing on essential tasks such as note taking, prioritization, assignments, and most crucially, exams. These barriers put my grades at significant risk and took a toll on my mental health as I felt disappointed and frustrated by my inability to focus—something that had never been an issue before. Additionally, I dealt with constant fatigue due to sleep problems, which further impaired my ability to function properly. My motivation declined, and I developed symptoms of anxiety due to the numerous challenges I was facing. Overall, my inability to perform at my best was affecting my dedication to scholarly pursuits and life in general.
In May 2023, I returned to my hometown of Ottawa to embark on my QUIP Internship. Despite entering the internship in such a fragile psychological condition, I was fortunate to find support through family. Their understanding, empathy, and unwavering encouragement allowed me to persevere and continue to strive toward a successful internship. By early 2024, I noticed that my support system had recognizably improved my mental health. While not returning entirely to the status quo, my psychological condition, academic focus, and general motivation had discernibly improved. Unfortunately, this period of progress was only temporary.
In February 2024, I began thinking about my return to Queen’s after completing my internship. The idea of going back to Kingston, reliving my challenging experiences, and returning to my unpleasant psychological state left meterror-struck. Shortly after, my mental health started gradually reverting to its former state. The anxiety of losing my long-standing support system began emerging, erasing the self-progress I had achieved, and ultimately resulting in the regression to my previous psychological state. As I experienced dread and unease due to uncertainty, I felt compelled to pursue an alternative solution.
To preserve my psychological state and academic-driven instinct, I plan on attending Carleton University for the 2024-2025 school year. Attending a university local to my hometown, not only mitigates the fear of reliving my disheartening experiences at Queen’s, but also enables me to maintain my current and long-standing support system in my family. Additionally, I have been advised to see a local medical professional to maintain my mental health. I am particularly familiar with this doctor due to a shared connection, and for personal reasons, would be much more comfortable meeting with them than with someone else. This further supports my reasoning for wanting to stay in my hometown of Ottawa.
In terms of remaining degree requirements, I need an equivalent of 12.0 units in various CISC 400-level courses. To fulfill these requirements, I have come up with a primary list of courses I wish to take at Carleton. These courses include COMP 4701, SYSC 4111, COMP 4501, and COMP 4102. Additionally, I have also created a list of alternative courses in the event where my primary choice of course may be unavailable to enroll in. These alternatives include COMP 4804, COMP 5206 or COMP4107, and COMP 4002. Specific details regarding remaining degree requirements, student status, and course equivalencies can be found in my attached Academic Plan.
After successfully completing the fourth year of my Bachelor of Computing Honours Degree at Carleton University, I plan to attend the Spring 2025 convocation and officially graduate. Whether I am attending Queen's or another post-secondary institution, I intend to perform to the best of my ability, regardless of circumstance. Safely surrounding myself with my support system in Ottawa and receiving education closer to home is all I ask for on this page of my academic journey.
Kind regards,
Alex Susilo
Academic Plan
Academic Plan: * A comprehensible .pdf version of my Academic Plan will be included in supporting documents *
A. Course of Study
Bachelor of Computing Honours, Specializing in Computer Science
Remaining Degree Requirements:
1. C. - I. Core Courses
H
3.0 units in CISC 497
2. A. Options - Streams (Fundamental Computation)
2. A. i. Fundamental Computation Stream
2. A. i. a) Fundamental Computation
3.0 units from one of the following:
CISC 422/3.0
CISC 455/3.0
CISC 462/3.0
CISC 465/3.0
CISC 466/3.0
CISC 467/3.0
2. A. i. b) Fundamental Computation
6.0 units from one of the following:
CISC at the 400 level
CISC Subs at the 400 level
SOFT at the 400 level or above
B. Full-Time vs Part-Time
While it may not be necessary to take less courses than previous years as a full-time student, because I only require an equivalent of 12.0 units, I intend to only take courses that are necessary for graduation. Therefore, I will have a lighter workload than previous years.
Whether I am a full-time or part-time student in a given term is dependent on the availability of my desired courses. For instance, the 6.0 units could be offered in the Fall while the remaining 6.0 units could be offered in the Winter, making me a part-time student for both terms. Alternatively, the split could be 9.0 units and 3.0 units which would make me a full-time student for one term but a part-time student for the other. In an extreme case, all 12.0 units could be offered in one semester, being a full-time student for the one term and graduating.
Researching when my desired courses were offered in previous years, it is likely my workload will fall within the first two categories ([6.0 units / 6.0 units] or [9.0 units / 3.0 units]). Both categories involve a part-time work-load in at least one of the terms. Thus, I would define myself as a Part-Time student for at least one of the terms of Fall 2024 and Winter 2025. However, timings in which courses are offered are subject to change. I will have to consult the academic calendar closer to enrollment date for a definitive answer.
C. Strategies for Success
Course Equivalents
Finding the Queen’s courses I plan to use to satisfy remaining degree requirements and the Carleton equivalents for said courses. Note that for certain requirements, the number of courses listed exceed unit requirements. These are included as alternative options in the event where my primary choice of course may be unavailable to enroll in. Primary choice courses will be listed with an “*”. Also, the terms in which the course is offered based on previous years are labeled “F” for Fall and “W” for Winter. However, these are subject to change.
1. C. - I. Core Courses
H
Queens: CISC 497 Social, Ethical, and Legal Issues [3.0 units]
A wide range of topics of current importance in computing, including technical issues, professional questions, and moral and ethical decisions. Students make presentations, deliver papers, and engage in discussion.
↕
Carleton: COMP 4701 Computing, Society, and Ethics [0.5 credit] (F) *
This course examines ethical questions raised by computing technologies - both motivated by recent developments and through the lens of fiction. Students will identify possible ethical issues in future technologies and use formal ethics frameworks to evaluate the merits and pitfalls of different solutions.
Includes: Experiential Learning Activity
2. A. Options - Streams (Fundamental Computation)
2. A. i. Fundamental Computation Stream
2. A. i. a) Fundamental Computation
I would select one out of the potential courses based on availability.
Queens: CISC 422 Formal Methods in Software Engineering [3.0 units]
Mathematical methods for describing software behaviour and structure. Topics
include (but are not limited to) the following: Requirements specification. Module
specification: axiomatic, algebraic, and trace specifications. Abstract models.
Verification. Specification-based validation.
↕
Carleton: SYSC 4111 Formal Methods in Software Engineering [0.5 credit] (W) *
Introduction to formal methods in software engineering with coverage of propositional
and first-order logic (syntax, semantics, proof theory), formal specification languages,
bounded analysis and validation, formal specification tools, and model checking with
finite-state machines, temporal logic, and model checking tools.
Queens: CISC 466 Algorithms II [3.0 units]
A continuation of CISC 365/3.0. Lower bound theory. Average-case analysis of
algorithms. Approximation algorithms. Probabilistic algorithms. Parallel algorithms.
↕
Carleton: COMP 4804 Design and Analysis of Algorithms II (F) [0.5 credit]
A second course on the design and analysis of algorithms. Topics include: advanced
recurrence relations, algebraic complexity, advanced graph algorithms, amortized
analysis, algorithms for NP-complete problems, randomized algorithms.
Queens: CISC 455 Evolutionary Optimization and Learning [3.0 units]
Building, applying and studying algorithms based on the Darwinian principles of
natural evolution. A creative approach to AI able to create novel solutions. Genetic
algorithms, evolution strategies, and genetic programming. Application to
optimization and learning problems.
↕
Carleton: COMP 5206 Evolutionary Computation & Artificial Life [0.5 credit] (F)
Study of algorithms based upon biological theories of evolution, applications to
machine learning and optimization problems. Possible topics: Genetic Algorithms,
Classifier Systems, and Genetic Programming. Recent work in the fields of Artificial
Life (swarm intelligence, distributed agents, behavior-based AI) and of
connectionism.
Precludes additional credit from COMP 4107
↕
Carleton: COMP 4107 Neural Networks [0.5 credit] (W)
An introduction to neural networks and deep learning. Theory and application of
Neural Networks to problems in machine learning. Various network architectures will
be discussed. Methods for improving optimization and generalization of neural
networks. Neural networks for unsupervised learning.
Includes: Experiential Learning Activity
Precludes additional credit from COMP 5206
2. A. i. b) Fundamental Computation
I would select two out of the potential courses based on availability
Queens: CISC 496 Game Development Project [3.0 units]
Team-based project involving the development of a game using modern tools and
software engineering techniques.
↕
Carleton: COMP4501 Advanced Facilities for Real-Time Games [0.5 credit] (W) *
A practical course on the design and implementation of modern game engined and
advanced facilities provided by these engines. Such facilities include systems for
rendering 3D scenes; simulating physics; playing animations; game AI; and enabling
multi-player games. Students will undertake a significant game development project.
Queens: CISC 457 Image Processing and Computer [3.0 units]
Introduction to fundamental concepts and applications in image processing and
computer vision. Topics include image acquisition, convolution, Discrete Fourier
Transform, image enhancement, edge detection, segmentation, image registration,
human contrast perception, colour perception and reproduction, stereo vision.
↕
Carleton: COMP 4102 Computer Vision [0.5 credit] (W) *
The basic ideas and techniques of computer vision. The central theme is
reconstructing 3D models from 2D images. Topics include: image formation, image
feature extraction, camera models, camera calibration, structure from motion, stereo,
recognition, augmented reality, image searching.
Includes: Experiential Learning Activity
Queens: CISC 486 Game Development [3.0 units]
An introduction to ‘engines’ used in networked 3-dimensional games. Topics include
game-engine architecture and components providing 3-dimensional rendering,
physics simulation, sound, artificial intelligence and networking services
↕
Carleton: COMP 4002 Real-Time 3D Game Engines (F) [0.5 credit]
The design and implementation of game engines for real-time 3D games including
topics such as camera control, environmental effects, articulated models, terrain,
vegetation, collision detection, particles, emitters, triggers, portals, waypoints,
mirrors, and shadows.
Areas of Concern
There are two main areas of concern that apply to me. The first area of concern is my personal circumstance. In order to prevent the symptoms of my medical condition from further progressing, I have taken steps to seek help from a professional. That way, not only can we manage symptoms, we can also work on rehabilitation and allow me to continue succeeding academically.
The second area of concern is my academic goals. I have to be realistic about any long-term effects I may experience from these extenuating circumstances and adjust my academic goals accordingly. Fortunately, I was able to speak to an academic advisor to help assist with this area of concern, and we both believe that my main goal of finishing my degree by Winter 2025 is within reach.
A. Course of Study
Bachelor of Computing Honours, Specializing in Computer Science
Remaining Degree Requirements:
1. C. - I. Core Courses
H
3.0 units in CISC 497
2. A. Options - Streams (Fundamental Computation)
2. A. i. Fundamental Computation Stream
2. A. i. a) Fundamental Computation
3.0 units from one of the following:
CISC 422/3.0
CISC 455/3.0
CISC 462/3.0
CISC 465/3.0
CISC 466/3.0
CISC 467/3.0
2. A. i. b) Fundamental Computation
6.0 units from one of the following:
CISC at the 400 level
CISC Subs at the 400 level
SOFT at the 400 level or above
B. Full-Time vs Part-Time
While it may not be necessary to take less courses than previous years as a full-time student, because I only require an equivalent of 12.0 units, I intend to only take courses that are necessary for graduation. Therefore, I will have a lighter workload than previous years.
Whether I am a full-time or part-time student in a given term is dependent on the availability of my desired courses. For instance, the 6.0 units could be offered in the Fall while the remaining 6.0 units could be offered in the Winter, making me a part-time student for both terms. Alternatively, the split could be 9.0 units and 3.0 units which would make me a full-time student for one term but a part-time student for the other. In an extreme case, all 12.0 units could be offered in one semester, being a full-time student for the one term and graduating.
Researching when my desired courses were offered in previous years, it is likely my workload will fall within the first two categories ([6.0 units / 6.0 units] or [9.0 units / 3.0 units]). Both categories involve a part-time work-load in at least one of the terms. Thus, I would define myself as a Part-Time student for at least one of the terms of Fall 2024 and Winter 2025. However, timings in which courses are offered are subject to change. I will have to consult the academic calendar closer to enrollment date for a definitive answer.
C. Strategies for Success
Course Equivalents
Finding the Queen’s courses I plan to use to satisfy remaining degree requirements and the Carleton equivalents for said courses. Note that for certain requirements, the number of courses listed exceed unit requirements. These are included as alternative options in the event where my primary choice of course may be unavailable to enroll in. Primary choice courses will be listed with an “*”. Also, the terms in which the course is offered based on previous years are labeled “F” for Fall and “W” for Winter. However, these are subject to change.
1. C. - I. Core Courses
H
Queens: CISC 497 Social, Ethical, and Legal Issues [3.0 units]
A wide range of topics of current importance in computing, including technical issues, professional questions, and moral and ethical decisions. Students make presentations, deliver papers, and engage in discussion.
↕
Carleton: COMP 4701 Computing, Society, and Ethics [0.5 credit] (F) *
This course examines ethical questions raised by computing technologies - both motivated by recent developments and through the lens of fiction. Students will identify possible ethical issues in future technologies and use formal ethics frameworks to evaluate the merits and pitfalls of different solutions.
Includes: Experiential Learning Activity
2. A. Options - Streams (Fundamental Computation)
2. A. i. Fundamental Computation Stream
2. A. i. a) Fundamental Computation
I would select one out of the potential courses based on availability.
Queens: CISC 422 Formal Methods in Software Engineering [3.0 units]
Mathematical methods for describing software behaviour and structure. Topics
include (but are not limited to) the following: Requirements specification. Module
specification: axiomatic, algebraic, and trace specifications. Abstract models.
Verification. Specification-based validation.
↕
Carleton: SYSC 4111 Formal Methods in Software Engineering [0.5 credit] (W) *
Introduction to formal methods in software engineering with coverage of propositional
and first-order logic (syntax, semantics, proof theory), formal specification languages,
bounded analysis and validation, formal specification tools, and model checking with
finite-state machines, temporal logic, and model checking tools.
Queens: CISC 466 Algorithms II [3.0 units]
A continuation of CISC 365/3.0. Lower bound theory. Average-case analysis of
algorithms. Approximation algorithms. Probabilistic algorithms. Parallel algorithms.
↕
Carleton: COMP 4804 Design and Analysis of Algorithms II (F) [0.5 credit]
A second course on the design and analysis of algorithms. Topics include: advanced
recurrence relations, algebraic complexity, advanced graph algorithms, amortized
analysis, algorithms for NP-complete problems, randomized algorithms.
Queens: CISC 455 Evolutionary Optimization and Learning [3.0 units]
Building, applying and studying algorithms based on the Darwinian principles of
natural evolution. A creative approach to AI able to create novel solutions. Genetic
algorithms, evolution strategies, and genetic programming. Application to
optimization and learning problems.
↕
Carleton: COMP 5206 Evolutionary Computation & Artificial Life [0.5 credit] (F)
Study of algorithms based upon biological theories of evolution, applications to
machine learning and optimization problems. Possible topics: Genetic Algorithms,
Classifier Systems, and Genetic Programming. Recent work in the fields of Artificial
Life (swarm intelligence, distributed agents, behavior-based AI) and of
connectionism.
Precludes additional credit from COMP 4107
↕
Carleton: COMP 4107 Neural Networks [0.5 credit] (W)
An introduction to neural networks and deep learning. Theory and application of
Neural Networks to problems in machine learning. Various network architectures will
be discussed. Methods for improving optimization and generalization of neural
networks. Neural networks for unsupervised learning.
Includes: Experiential Learning Activity
Precludes additional credit from COMP 5206
2. A. i. b) Fundamental Computation
I would select two out of the potential courses based on availability
Queens: CISC 496 Game Development Project [3.0 units]
Team-based project involving the development of a game using modern tools and
software engineering techniques.
↕
Carleton: COMP4501 Advanced Facilities for Real-Time Games [0.5 credit] (W) *
A practical course on the design and implementation of modern game engined and
advanced facilities provided by these engines. Such facilities include systems for
rendering 3D scenes; simulating physics; playing animations; game AI; and enabling
multi-player games. Students will undertake a significant game development project.
Queens: CISC 457 Image Processing and Computer [3.0 units]
Introduction to fundamental concepts and applications in image processing and
computer vision. Topics include image acquisition, convolution, Discrete Fourier
Transform, image enhancement, edge detection, segmentation, image registration,
human contrast perception, colour perception and reproduction, stereo vision.
↕
Carleton: COMP 4102 Computer Vision [0.5 credit] (W) *
The basic ideas and techniques of computer vision. The central theme is
reconstructing 3D models from 2D images. Topics include: image formation, image
feature extraction, camera models, camera calibration, structure from motion, stereo,
recognition, augmented reality, image searching.
Includes: Experiential Learning Activity
Queens: CISC 486 Game Development [3.0 units]
An introduction to ‘engines’ used in networked 3-dimensional games. Topics include
game-engine architecture and components providing 3-dimensional rendering,
physics simulation, sound, artificial intelligence and networking services
↕
Carleton: COMP 4002 Real-Time 3D Game Engines (F) [0.5 credit]
The design and implementation of game engines for real-time 3D games including
topics such as camera control, environmental effects, articulated models, terrain,
vegetation, collision detection, particles, emitters, triggers, portals, waypoints,
mirrors, and shadows.
Areas of Concern
There are two main areas of concern that apply to me. The first area of concern is my personal circumstance. In order to prevent the symptoms of my medical condition from further progressing, I have taken steps to seek help from a professional. That way, not only can we manage symptoms, we can also work on rehabilitation and allow me to continue succeeding academically.
The second area of concern is my academic goals. I have to be realistic about any long-term effects I may experience from these extenuating circumstances and adjust my academic goals accordingly. Fortunately, I was able to speak to an academic advisor to help assist with this area of concern, and we both believe that my main goal of finishing my degree by Winter 2025 is within reach.
Documentation
Professional Letter: LetterFromProfessional-0.jpg
Professional Letter Detail: Supporting letter from professional
Document: UndergraduateChairSupport-0.png
Documentation Detail: Undergradaute Chair Support
Document: PetitionLetter-0.pdf
Documentation Detail: Petition Letter
Document: AcademicPlan-0.pdf
Documentation Detail: Academic Plan