Petition Letter
Dear Associate Dean (Studies),
I am appealing for credit standing in MATH126 (6.0).
Over the course of the fall/winter semester, I believe that a learning disability in mathematics has hindered my ability to perform to the best of my ability in MATH 126. I believe that a learning disability has affected my ability to learn in a traditional setting, to visualize mathematical concepts, and to process information in an effective manner, specifically within a time limit. It is also my belief that a learning disability has affected me beyond the scope of academics and has done so for many years. During my secondary education, the grades that I have achieved in mathematics were always well below the class average. I had always reinforced the notion that I was simply 'not good' at math. I was also given extra time during the majority of my exams and assessments when I needed it. Unfortunately, these instances were not recorded at the time thus I was never referred for an Individual Education Plan (IEP). Despite my low grades, I have always enjoyed learning about math and the different approaches that can be taken to solve mathematical problems. I had even grown a passion for economics; a subject that I knew would eventually require a background in higher-level mathematics. As I entered first year at Queens University, my intent was to pursue courses that reflected a combination of what I was passionate about and courses that I always had an interest in, but never had the opportunity to pursue until I enrolled at Queens University. Among my most challenging courses were MATH126. As a result, I sought extra assistance through math tutors and attending tutorial sessions held by MATH126 Teaching Assistants. Following my December exam, I learned that I had earned a poor midterm grade in MATH126; receiving a 53. After taking a much needed Christmas break, I reflected upon the outcome of my first semester and consulted with my parents about my fall semester results, which led me to consider the possibility that a learning disability could be the underlying problem behind my difficulties in math. This is because the biggest factors that led to this grade were my ability to understand the expected concepts, and the time constraints given to me while completing assessments. In the ensuing weeks and months, I shared my concerns with Queen's CDS, who referred me to the Regional Assessment and Resource Centre (RARC) to get assessed by a psychologist. I aggregated all of my academic records since Junior Kindergarten and completed an Initial Interview Questionnaire. Once these were completed, I had an interview with Dr. Pollock, who discussed my concerns with me, provided me with strategies to overcome my challenges with math and provided approval for a full Psychoeducational Assessment. As of May 2015, I plan to proceed with the assessment and carry out the strategies that Dr. Pollock recommended for me in September of 2015.
Going forward in my academic career at Queens University, I would like to embrace my academic strengths, while improving upon my weaknesses. More specifically, I intend to shift my major from Economics (Honours) to History (Honours). I believe this is an appropriate decision because I achieved an 'A-' grade in History and have a solid track record of achieving high grades with subjects that allow me to critically analyze concepts; mostly within social sciences and humanities. This will allow me to thrive as a student at Queens. I also intend to continue to pursue courses in Economics and Computer Science as a minor, an elective, or a hobby. I believe that it is important for me to continue to pursue courses that contain mathematics because of my perpetual yearning to think differently and apply skills to my future career prospects. Finally, I strongly believe that receiving a credit standing in MATH126 will assist me to pursue courses that have math components, while receiving professional guidance from counsellors, tutors and a psychologist, in an effort to overcome my lifelong challenge with mathematics. By attending math/economics classes/computer classes with a dedicated support system, I have no doubt that I can achieve my full potential. If my plan is successful, I hope to achieve a minor, or perhaps a medial in a subject that contains mathematical components, something that I have always aspired for.
Attached to this appeal, there are supporting documents from Dr. Pollock that go into detail about my academic challenges with math,
Thank you for you time and consideration,
Matthew Ierino,
10142014
I am appealing for credit standing in MATH126 (6.0).
Over the course of the fall/winter semester, I believe that a learning disability in mathematics has hindered my ability to perform to the best of my ability in MATH 126. I believe that a learning disability has affected my ability to learn in a traditional setting, to visualize mathematical concepts, and to process information in an effective manner, specifically within a time limit. It is also my belief that a learning disability has affected me beyond the scope of academics and has done so for many years. During my secondary education, the grades that I have achieved in mathematics were always well below the class average. I had always reinforced the notion that I was simply 'not good' at math. I was also given extra time during the majority of my exams and assessments when I needed it. Unfortunately, these instances were not recorded at the time thus I was never referred for an Individual Education Plan (IEP). Despite my low grades, I have always enjoyed learning about math and the different approaches that can be taken to solve mathematical problems. I had even grown a passion for economics; a subject that I knew would eventually require a background in higher-level mathematics. As I entered first year at Queens University, my intent was to pursue courses that reflected a combination of what I was passionate about and courses that I always had an interest in, but never had the opportunity to pursue until I enrolled at Queens University. Among my most challenging courses were MATH126. As a result, I sought extra assistance through math tutors and attending tutorial sessions held by MATH126 Teaching Assistants. Following my December exam, I learned that I had earned a poor midterm grade in MATH126; receiving a 53. After taking a much needed Christmas break, I reflected upon the outcome of my first semester and consulted with my parents about my fall semester results, which led me to consider the possibility that a learning disability could be the underlying problem behind my difficulties in math. This is because the biggest factors that led to this grade were my ability to understand the expected concepts, and the time constraints given to me while completing assessments. In the ensuing weeks and months, I shared my concerns with Queen's CDS, who referred me to the Regional Assessment and Resource Centre (RARC) to get assessed by a psychologist. I aggregated all of my academic records since Junior Kindergarten and completed an Initial Interview Questionnaire. Once these were completed, I had an interview with Dr. Pollock, who discussed my concerns with me, provided me with strategies to overcome my challenges with math and provided approval for a full Psychoeducational Assessment. As of May 2015, I plan to proceed with the assessment and carry out the strategies that Dr. Pollock recommended for me in September of 2015.
Going forward in my academic career at Queens University, I would like to embrace my academic strengths, while improving upon my weaknesses. More specifically, I intend to shift my major from Economics (Honours) to History (Honours). I believe this is an appropriate decision because I achieved an 'A-' grade in History and have a solid track record of achieving high grades with subjects that allow me to critically analyze concepts; mostly within social sciences and humanities. This will allow me to thrive as a student at Queens. I also intend to continue to pursue courses in Economics and Computer Science as a minor, an elective, or a hobby. I believe that it is important for me to continue to pursue courses that contain mathematics because of my perpetual yearning to think differently and apply skills to my future career prospects. Finally, I strongly believe that receiving a credit standing in MATH126 will assist me to pursue courses that have math components, while receiving professional guidance from counsellors, tutors and a psychologist, in an effort to overcome my lifelong challenge with mathematics. By attending math/economics classes/computer classes with a dedicated support system, I have no doubt that I can achieve my full potential. If my plan is successful, I hope to achieve a minor, or perhaps a medial in a subject that contains mathematical components, something that I have always aspired for.
Attached to this appeal, there are supporting documents from Dr. Pollock that go into detail about my academic challenges with math,
Thank you for you time and consideration,
Matthew Ierino,
10142014