Manage Appeals
Petition Type: New
ID: 8734
Submitted: February 1, 2022 at 12:16:38 PM
First Name: Noelle
Last Name: Sinkic
Student Number: 20120802
Email: 18neob@queensu.ca
Degree Program: B.Mus
Plan: MUSC
Level of Study: 4
Petition Categories
Petition Categories: Add a course after the academic deadline
Code: FILM 240
Term: Winter
Year: 2022
Petition Category: Add a course after the academic deadline
Instructor's Name: Dr. Philippe Gauthier
Code: LLCU 111
Term: Winter
Year: 2022
Petition Category: Add a course after the academic deadline
Instructor's Name: Ant?nio Macedo
Petition Letter
Petition Letter: Tuesday, February 1st, 2022
To whom it may concern,
I am Noelle Sinkic, a student enrolled in her fourth year of the Bachelor of Music program; I have spent the duration of my degree enrolled as a full-time, on-campus student when public health circumstances have allowed.
After returning to in-person educational delivery in the fall 2021 semester for the first time since the COVID-19 pandemic, I experienced a great deal of hesitancy and stress. As a student who plays a woodwind instrument, my degree program demands I participate in a number of high-risk activities for credit. This includes ensemble courses that require groups of approximately forty students playing instruments in a hall without masks, and sometimes even with no barriers between instrumentalists. This lack of protocol was particularly prominent in the Queen's Wind Ensemble, a course I was enrolled in, but then dropped to avoid unsafe situations. This risk to my health and safety lead me to repeatedly address the improper safety practises in this course, and ones similar, to the DAN School of Drama and Music administration. Since our return, I have been very outspoken to the DAN School about my concerns regarding the lack of protocol and enforcement.
As it currently stands, I am enrolled in two courses, MUSC 191 and MUSC 415, both set to return to in-person delivery at the end of next month. These two courses are the only full year classes I have enrolled in this year. While I would prefer to limit my on campus exposure, for my own personal concerns, but also as my family is currently housing my sick Grandfather, I cannot afford to forgo the work I put into these courses last semester, and have no choice but to continue my studies in them. I purposely enrolled in a lesser course load this semester to allow myself more time to travel home during the online period and spend time with my Grandfather. Unknowing that this low number of units was advised against by the University until an academic advising appointment, yesterday. At the start of this term, I was enrolled in one single term course. Due to the family matters addressed above I was already worried about my ability to succeed in the course. After learning the University would return to in-person delivery, last Friday, January 28th, I recognized that for the preservation of my, and my family's health, it is in my best interest to certainly not continue in this course. I have accordingly dropped said course; I did so the day our return to campus was announced.
The reason I am having to address this issue after the add/drop date is because at the time of the add/drop date I mistakenly made the assumption that due to current KFL&A case numbers and the provincially proposed lockdown, the return to in-person learning was unlikely.? ?When the return to in-person learning was announced I dropped the single term course I was enrolled in, believing that continuing with 2 courses for the semester would not impact my academic standing with the University.? After meeting with an Academic Advisor yesterday, I learned that this is not that case, and that I must carry a course load of a minimum of four courses this semester.? In this meeting we did devise a plan whereby I could add 2 online courses; satisfying both the University??s course requirement and my personal need to limit my physical return to campus. However, because the timing of the announcement was after the add date, I have been advised that I must submit this appeal requesting an exception and allowing me to register for the 2 online courses. In my four years of study at the University, I have never submitted an appeal or asked for an accommodation of this nature, I misjudged the situation and am now faced with choosing between my health and academic success. I am confident this appeal will allow me to be successful in my degree while allowing for a more comfortable return to campus.
I am submitting this appeal to propose my late enrolment in two online courses that would drastically ease my growing anxiety about the impending return to campus. Due to the circumstances above, I understand that my current lightened course load classifies me as a part-time student. After meeting with an academic advisor today, I was informed that this would put me at risk for academic probation, something I wasn??t aware of, would very much like to avoid if at all possible. My plan is to continue in a fifth year of study, where I will learn as a full time, on-campus student with an anticipated reduction in my high anxiety regarding COVID-19 uncertainty, and my Grandfather's health; at that time I hope this won't hinder my studies as it uniquely has this academic year.
Please see the information on the proposed courses here:
FILM 240 - https://www.queensu.ca/artsci_online/courses/media-and-popular-culture
LLCU 111 - https://www.queensu.ca/artsci_online/courses/intercultural-communication
Sincerely,
Noelle E. Sinkic
To whom it may concern,
I am Noelle Sinkic, a student enrolled in her fourth year of the Bachelor of Music program; I have spent the duration of my degree enrolled as a full-time, on-campus student when public health circumstances have allowed.
After returning to in-person educational delivery in the fall 2021 semester for the first time since the COVID-19 pandemic, I experienced a great deal of hesitancy and stress. As a student who plays a woodwind instrument, my degree program demands I participate in a number of high-risk activities for credit. This includes ensemble courses that require groups of approximately forty students playing instruments in a hall without masks, and sometimes even with no barriers between instrumentalists. This lack of protocol was particularly prominent in the Queen's Wind Ensemble, a course I was enrolled in, but then dropped to avoid unsafe situations. This risk to my health and safety lead me to repeatedly address the improper safety practises in this course, and ones similar, to the DAN School of Drama and Music administration. Since our return, I have been very outspoken to the DAN School about my concerns regarding the lack of protocol and enforcement.
As it currently stands, I am enrolled in two courses, MUSC 191 and MUSC 415, both set to return to in-person delivery at the end of next month. These two courses are the only full year classes I have enrolled in this year. While I would prefer to limit my on campus exposure, for my own personal concerns, but also as my family is currently housing my sick Grandfather, I cannot afford to forgo the work I put into these courses last semester, and have no choice but to continue my studies in them. I purposely enrolled in a lesser course load this semester to allow myself more time to travel home during the online period and spend time with my Grandfather. Unknowing that this low number of units was advised against by the University until an academic advising appointment, yesterday. At the start of this term, I was enrolled in one single term course. Due to the family matters addressed above I was already worried about my ability to succeed in the course. After learning the University would return to in-person delivery, last Friday, January 28th, I recognized that for the preservation of my, and my family's health, it is in my best interest to certainly not continue in this course. I have accordingly dropped said course; I did so the day our return to campus was announced.
The reason I am having to address this issue after the add/drop date is because at the time of the add/drop date I mistakenly made the assumption that due to current KFL&A case numbers and the provincially proposed lockdown, the return to in-person learning was unlikely.? ?When the return to in-person learning was announced I dropped the single term course I was enrolled in, believing that continuing with 2 courses for the semester would not impact my academic standing with the University.? After meeting with an Academic Advisor yesterday, I learned that this is not that case, and that I must carry a course load of a minimum of four courses this semester.? In this meeting we did devise a plan whereby I could add 2 online courses; satisfying both the University??s course requirement and my personal need to limit my physical return to campus. However, because the timing of the announcement was after the add date, I have been advised that I must submit this appeal requesting an exception and allowing me to register for the 2 online courses. In my four years of study at the University, I have never submitted an appeal or asked for an accommodation of this nature, I misjudged the situation and am now faced with choosing between my health and academic success. I am confident this appeal will allow me to be successful in my degree while allowing for a more comfortable return to campus.
I am submitting this appeal to propose my late enrolment in two online courses that would drastically ease my growing anxiety about the impending return to campus. Due to the circumstances above, I understand that my current lightened course load classifies me as a part-time student. After meeting with an academic advisor today, I was informed that this would put me at risk for academic probation, something I wasn??t aware of, would very much like to avoid if at all possible. My plan is to continue in a fifth year of study, where I will learn as a full time, on-campus student with an anticipated reduction in my high anxiety regarding COVID-19 uncertainty, and my Grandfather's health; at that time I hope this won't hinder my studies as it uniquely has this academic year.
Please see the information on the proposed courses here:
FILM 240 - https://www.queensu.ca/artsci_online/courses/media-and-popular-culture
LLCU 111 - https://www.queensu.ca/artsci_online/courses/intercultural-communication
Sincerely,
Noelle E. Sinkic
Academic Plan
Academic Plan: I understand that should this appeal be approved, the following days and weeks will demand concentrated focus and hard work to catch up on the three weeks of content missed in each respective course. Fortunately, due to my currently lightened course load, I have a surplus of time to dedicate to completing this coursework well, and in a timely fashion. This will ensure my success in completing the proposed courses at a minimal starting disadvantage, and should not affect my progress in either course long-term.
To make certain I perform well in all of my courses this semester, I have privately contracted Tim Burgin, a student in the Bachelor of Music program specializing in composition and who works in the Department office, as a tutor for MUSC 191, music theory. Having a tutor for this particular course, which I have found difficulty in, ensures that the time allocated to this course is used effectively, with this external help, my efforts will be more proportionately distributed to all of my selected courses. Should I find this same difficulty in FILM 240, or LLCU 111 I plan to obtain a tutor through the University??s Peer Mentor Program. I have met with an academic advisor from the DAN School and have plans to follow up after the appeal process to ensure my continued success throughout this semester. I have also recently returned to Kingston to allow better for focus on my studies, but still do plan to travel home periodically throughout the semester.
As a learner who was diagnosed with two learning disabilities, dyslexia and dysgraphia, in early primary school, through specialized tutoring, public school programs and accommodations, I am well aware of my learning style. Weekly or regular assignments comprise a significant portion of both of these courses assessments. I am confident my learning style is well suited to this assessment structure, as smaller, more regular assignments help maintain my time management, and consistent deadlines are useful for maintaining a proper academic routine. In high school, I enrolled in, and completed three online classes, as I found the online atmosphere to be more motivating and promoted discipline. I have never taken an online course at Queen??s, but in my prior year of study, 2020-2021, when the University operated remotely I found myself excelling in my academics, I had no difficulty in that style of learning.
Every year prior to this, I have studied as a full time student, I will recall and practise the skills and work habits I built over my full time studies, and implement them should this appeal be successful and I be enrolled in two more courses, to ensure this added work load not be overwhelming. These two credits will contribute to satisfying the mandatory 18 non-MUSC units compulsory for my degree.
Taking these online courses will allow for reduced exposure during the return to campus, this would greatly ease the stress and anxiety associated with this impending event. Being in a better mental frame of mind will allow for more productive study, something that has been difficult to achieve with the former uncertainty of Queen??s?? plan for delivery. This will aid in my being able to focus more intensely on my academics. While the sickness of my Grandfather will remain a large source of stress, as expected, being able to limit my exposure on campus as much as possible will now allow me to focus my efforts on my study, rather than worrying about potential COVID-19 exposure from engaging in academic activities.
To make certain I perform well in all of my courses this semester, I have privately contracted Tim Burgin, a student in the Bachelor of Music program specializing in composition and who works in the Department office, as a tutor for MUSC 191, music theory. Having a tutor for this particular course, which I have found difficulty in, ensures that the time allocated to this course is used effectively, with this external help, my efforts will be more proportionately distributed to all of my selected courses. Should I find this same difficulty in FILM 240, or LLCU 111 I plan to obtain a tutor through the University??s Peer Mentor Program. I have met with an academic advisor from the DAN School and have plans to follow up after the appeal process to ensure my continued success throughout this semester. I have also recently returned to Kingston to allow better for focus on my studies, but still do plan to travel home periodically throughout the semester.
As a learner who was diagnosed with two learning disabilities, dyslexia and dysgraphia, in early primary school, through specialized tutoring, public school programs and accommodations, I am well aware of my learning style. Weekly or regular assignments comprise a significant portion of both of these courses assessments. I am confident my learning style is well suited to this assessment structure, as smaller, more regular assignments help maintain my time management, and consistent deadlines are useful for maintaining a proper academic routine. In high school, I enrolled in, and completed three online classes, as I found the online atmosphere to be more motivating and promoted discipline. I have never taken an online course at Queen??s, but in my prior year of study, 2020-2021, when the University operated remotely I found myself excelling in my academics, I had no difficulty in that style of learning.
Every year prior to this, I have studied as a full time student, I will recall and practise the skills and work habits I built over my full time studies, and implement them should this appeal be successful and I be enrolled in two more courses, to ensure this added work load not be overwhelming. These two credits will contribute to satisfying the mandatory 18 non-MUSC units compulsory for my degree.
Taking these online courses will allow for reduced exposure during the return to campus, this would greatly ease the stress and anxiety associated with this impending event. Being in a better mental frame of mind will allow for more productive study, something that has been difficult to achieve with the former uncertainty of Queen??s?? plan for delivery. This will aid in my being able to focus more intensely on my academics. While the sickness of my Grandfather will remain a large source of stress, as expected, being able to limit my exposure on campus as much as possible will now allow me to focus my efforts on my study, rather than worrying about potential COVID-19 exposure from engaging in academic activities.
Documentation
Professional Letter Detail: NO DOC