Submit an Academic Petition or Appeal

Petition Letter: Dear Associate Dean of Studies,

I am writing to formally request Credit Standing (CR) for the following courses: CHEM 311, CHEM 411, CHEM 282, PHYS 118, CHEM 212, CHEM 213, PHGY 170, CHEM 313, BIOL 102, BIOL 103, PSYC 100 B, CHEM 221, CHEM 312, and CHEM 322. I want to note that the appeal application only allows for the submission of up to 12 courses, but I request Credit Standing (CR) for all the courses listed in this letter. I would be grateful for any consideration the university can provide to ensure my full request is reviewed.

I was diagnosed with Generalized Anxiety Disorder (GAD) on January 28, 2025, and this recent diagnosis sheds light on the significant challenges I faced during these courses. At the time, my condition was undiagnosed, and I did not have access to accommodations, which impacted my ability to perform to my full potential.
My medical condition severely impacted my academic performance, particularly in high-stress, time-constrained environments like exams. I struggled with anxiety during exams, which caused me to lose focus and perform below my abilities. Unfortunately, this was exacerbated by my inability to seek help or request accommodations, as I had not yet been diagnosed. Due to long medical wait times and difficulties accessing an advisor at Queen’s University, I was unable to implement accommodations until several months after my diagnosis.

One specific example of how my anxiety affected my academic performance occurred during PHYS 118 in the summer of 2024. The university had switched to a new proctoring platform, ProctorU, which caused continuous technical issues. I attempted to resolve the problem for over four hours, contacting ASO Exams, Queen’s IT, and ProctorU support. Despite troubleshooting extensively, I could not access the exam. This led to multiple reschedules before the exam was finally administered in person on September 12th. The anxiety I experienced during this ordeal—compounded by repeated disconnections, uncertainty about whether I could even take the exam, and extended delays—resulted in emotional distress that negatively impacted my performance on an exam worth 60% of my final grade.

The inconsistency in my academic performance can be attributed to the nature of my disability. While I excel in assignment-based and project-driven courses where I can process information at my own pace, high-pressure exam environments exacerbate my anxiety and hinder my performance. This discrepancy is not due to a lack of effort or understanding, but rather a direct result of my undiagnosed GAD, which I only learned about in 2025.

As you are aware, a CR is designed to support students whose academic performance has been significantly impacted by illness or other extenuating circumstances. My medical documentation, which includes a clinical interview and DSM-5 assessment from a licensed physician, multiple letters of support from two medical professionals, shows that my request for CR is based on the substantial impact that my undiagnosed disability had on my academic performance.

I understand that I am submitting this appeal beyond the official one-year deadline from course completion. I respectfully request that the deadline be waived considering the unique circumstances of my undiagnosed disability. The delay in my appeal was not due to negligence but rather the barriers I faced in obtaining a diagnosis and securing the appropriate accommodations. Generalized Anxiety Disorder (GAD) is recognized as a disability under the Ontario Human Rights Code (OHRC) and is protected under the Accessibility for Ontarians with Disabilities Act (AODA). Given these protections, I hope the university will consider the importance of flexibility in cases where students with disabilities face barriers when it comes to timely appeals.

Granting me CR in these courses would allow me to have the same opportunities as my peers, free from being impacted by a disability I had zero knowledge or control over, which my other peers did not have to endure. I believe this request aligns with the institution’s commitment to supporting students with disabilities and removing barriers to education. Furthermore, granting CR would not impose undue hardship on Queen's University, but remove barriers inflicted on me by my unknown, undiagnosed, and untreated disability.

The core of my appeal is that my undiagnosed medical condition, which was beyond my control, significantly impacted my performance in the listed courses. I respectfully request that you consider granting Credit Standing (CR) in recognition of the challenges I faced.
Thank you for your time and consideration.

Sincerely,
Meg Bashall