Manage Appeals
Petition Type: New
ID: 9438
Submitted: July 27, 2022 at 5:37:29 PM
First Name: Caroline
Last Name: White
Student Number: 20172669
Email: 18cvw@queensu.ca
Degree Program: BAH
Plan: GNDS
Level of Study: 3
Petition Categories
Petition Categories: Drop a course after the academic deadline, Waive the 21-day or one term deadline
Code: ARTH 260
Term: Fall
Year: 2020
Petition Category: Drop a course after the academic deadline
Code: ASCX 101
Term: Fall
Year: 2020
Petition Category: Drop a course after the academic deadline
Level 1 Status
Status: DeniedLevel 2
Appeal Type: Level 2
ID: 99
Submitted: September 26, 2022 at 11:05:13 AM
Relevant Petition: 9438
Decision(s) Being Appealed: Waive the 21-day or one term deadline
Drop a course after the academic deadline: ARTH 260, Fall 2020
Drop a course after the academic deadline: ASCX 101, Fall 2020
Drop a course after the academic deadline: ARTH 260, Fall 2020
Drop a course after the academic deadline: ASCX 101, Fall 2020
Appeal Letter
Appeal Letter: During the fall term of 2020, I needed to take a medical leave. This leave made it impossible for me to complete ARTH 260. I am hoping to late-drop ARTH 260, as it
currently says 'F' on my transcript. This is not fair or accurate given the nature of the situation.
During this medical leave, I worked with an advisor named Deb Bruce. Deb was extremely attentive, helpful, and supportive. Deb told me that if I could complete GNDS 120 and ASCX 101 by January 28, I could have my work graded. Deb then went on a bereavement leave.
My professor for GNDS 120 was made aware of the circumstances and accepted my work so that I could receive the credit. The professor for ASCX 101, however, refused to grade my work (which was submitted within the specified timeline) because she says that she was not made aware of my circumstances. I believe that there was a communicative gap because of Deb Bruce's bereavement leave. As a student, I spent time and energy working toward this credit. I finished all of the work. I was receiving excellent grades in the course-- often in the 90s range. While this communicative gap is an unfortunate error, as a student who paid for and worked hard to complete this course, I believe that I deserve at least a credit standing.
The last time I submitted this appeal, it was denied because it was 'unclear why I didn't make this appeal request sooner'. As a disabled student, this process is exhausting and overwhelming. My intersecting conditions (ADHD, Autism, Anxiety, Depression) have magnified this overwhelm. It is logistically challenging to gather and compose the necessary information for an appeal, and emotionally draining to recount all of these situations. The notion that it is 'unclear why I didn't make this appeal request sooner' is untrue-- I have explained the ways in which my disabilities caused me to continually delay the execution of this task.
I took a medical leave and was promised that my academic record would be taken care of in the way I discussed with Deb Bruce while I healed. To have these credits stay on my record is fundamentally unfair and inequitable-- regardless of how long it took me to compose this appeal.
the documentation that you supplied does not confirm any extenuating circumstances that would have impacted your ability to submit this appeal request within the 21-day deadline. If you would like documentation confirming my disabilities and the fact that they can impact task execution, I could source this.
currently says 'F' on my transcript. This is not fair or accurate given the nature of the situation.
During this medical leave, I worked with an advisor named Deb Bruce. Deb was extremely attentive, helpful, and supportive. Deb told me that if I could complete GNDS 120 and ASCX 101 by January 28, I could have my work graded. Deb then went on a bereavement leave.
My professor for GNDS 120 was made aware of the circumstances and accepted my work so that I could receive the credit. The professor for ASCX 101, however, refused to grade my work (which was submitted within the specified timeline) because she says that she was not made aware of my circumstances. I believe that there was a communicative gap because of Deb Bruce's bereavement leave. As a student, I spent time and energy working toward this credit. I finished all of the work. I was receiving excellent grades in the course-- often in the 90s range. While this communicative gap is an unfortunate error, as a student who paid for and worked hard to complete this course, I believe that I deserve at least a credit standing.
The last time I submitted this appeal, it was denied because it was 'unclear why I didn't make this appeal request sooner'. As a disabled student, this process is exhausting and overwhelming. My intersecting conditions (ADHD, Autism, Anxiety, Depression) have magnified this overwhelm. It is logistically challenging to gather and compose the necessary information for an appeal, and emotionally draining to recount all of these situations. The notion that it is 'unclear why I didn't make this appeal request sooner' is untrue-- I have explained the ways in which my disabilities caused me to continually delay the execution of this task.
I took a medical leave and was promised that my academic record would be taken care of in the way I discussed with Deb Bruce while I healed. To have these credits stay on my record is fundamentally unfair and inequitable-- regardless of how long it took me to compose this appeal.
the documentation that you supplied does not confirm any extenuating circumstances that would have impacted your ability to submit this appeal request within the 21-day deadline. If you would like documentation confirming my disabilities and the fact that they can impact task execution, I could source this.
Documentation
Document: Letter of Support from Deb Bruce.pdf

