Academic Plan
This academic plan outlines my proposed course of action to address the challenges I have faced and to ensure my successful completion of my program. I am committed to implementing this plan and making the necessary adjustments to achieve my academic goals.
Due to my undiagnosed ADHD, I was unable to maintain and create good academic skills and work habits. I found it difficult to prepare for exams and complete written assignments throughout the academic year.
Goals:
Short-Term Goal: successfully complete the first year courses I was unable to succeed in due to my undiagnosed mental illness.
Long-Term Goal: Graduate from Queen’s with an undergraduate degree and gain admission to law school.
Action Steps:
In order to develop my academic skills and work habits, I plan on:
1. Consulting with a learning strategist from the Student Academic Success Services (SASS) throughout the school year should my petition be waived: throughout the school year, I will work with a learning strategist from SASS to develop effective study habits, time-management skills and organizational techniques. I will schedule bi-weekly meetings to review my progress and adapt strategies as needed.
2. Participating in on-campus workshops: I will attend workshops designed to improve exam preparation, writing skills, and study habits. I will actively engage in as many workshops as offered to continuously refine these skills.
3. Consult Student Accessibility Services (QSAS) regarding academic accommodations as suggested by my psychologist. These accommodations may include:
a. Extra time to complete assignments and written tests/examinations. Due to challenges with executive functioning and sustained attention, it can take longer for me to demonstrate my knowledge. Providing extra time on assignments and exams will result in a more accurate assessment of my understanding of the subjects.
b. When available, access to lecture notes and slides ahead of time. Access to clear notes in advance will allow me to focus more on in-class content without the stress of trying to transcribe information as I am listening during the lecture.
c. When possible, I would benefit from being provided the lecture recording or the option to record my lectures. Because of difficulties with sustained attention, I would benefit from learning and processing information in manageable loads. A recording would allow my learning to not be obstructed by my attention wavering.
4. I plan to remain a full time student, however I think it would be best (as does my psychologist) if I were to maintain a smaller course load than the typical 30 units per year. I aim to take 24 units per year (12 per term), allowing me to focus more intensively on each course.
5. I will create a detailed weekly schedule that includes dedicated study times, breaks, and self-care activities. This structure will help me stay organized and maintain a balanced lifestyle.
As suggested by my psychologist to manage my ADHD symptoms, I will:
1. Continue to discuss the ADHD diagnosis with my family physician, working to find the right pharmacological treatment option and adjust it as necessary.
2. I will engage in therapy focused on Executive Functioning/ADHD coaching to develop better organizational and time-management skills. Additionally, I will attend therapy sessions to manage my anxiety symptoms, along with follow-up consultations with my family physician to ensure my well-being.
Monitoring Progress:
I will maintain regular contact with an academic advisor and instructors to monitor my progress and seek guidance when needed. I will schedule monthly check-ins to discuss my performance and any adjustments needed.
Conclusion:
I am committed to implementing these strategies to ensure my success in the upcoming academic year. By adopting effective study and organizational techniques, I am confident in my ability to succeed both academically and personally at Queen’s.
Due to my undiagnosed ADHD, I was unable to maintain and create good academic skills and work habits. I found it difficult to prepare for exams and complete written assignments throughout the academic year.
Goals:
Short-Term Goal: successfully complete the first year courses I was unable to succeed in due to my undiagnosed mental illness.
Long-Term Goal: Graduate from Queen’s with an undergraduate degree and gain admission to law school.
Action Steps:
In order to develop my academic skills and work habits, I plan on:
1. Consulting with a learning strategist from the Student Academic Success Services (SASS) throughout the school year should my petition be waived: throughout the school year, I will work with a learning strategist from SASS to develop effective study habits, time-management skills and organizational techniques. I will schedule bi-weekly meetings to review my progress and adapt strategies as needed.
2. Participating in on-campus workshops: I will attend workshops designed to improve exam preparation, writing skills, and study habits. I will actively engage in as many workshops as offered to continuously refine these skills.
3. Consult Student Accessibility Services (QSAS) regarding academic accommodations as suggested by my psychologist. These accommodations may include:
a. Extra time to complete assignments and written tests/examinations. Due to challenges with executive functioning and sustained attention, it can take longer for me to demonstrate my knowledge. Providing extra time on assignments and exams will result in a more accurate assessment of my understanding of the subjects.
b. When available, access to lecture notes and slides ahead of time. Access to clear notes in advance will allow me to focus more on in-class content without the stress of trying to transcribe information as I am listening during the lecture.
c. When possible, I would benefit from being provided the lecture recording or the option to record my lectures. Because of difficulties with sustained attention, I would benefit from learning and processing information in manageable loads. A recording would allow my learning to not be obstructed by my attention wavering.
4. I plan to remain a full time student, however I think it would be best (as does my psychologist) if I were to maintain a smaller course load than the typical 30 units per year. I aim to take 24 units per year (12 per term), allowing me to focus more intensively on each course.
5. I will create a detailed weekly schedule that includes dedicated study times, breaks, and self-care activities. This structure will help me stay organized and maintain a balanced lifestyle.
As suggested by my psychologist to manage my ADHD symptoms, I will:
1. Continue to discuss the ADHD diagnosis with my family physician, working to find the right pharmacological treatment option and adjust it as necessary.
2. I will engage in therapy focused on Executive Functioning/ADHD coaching to develop better organizational and time-management skills. Additionally, I will attend therapy sessions to manage my anxiety symptoms, along with follow-up consultations with my family physician to ensure my well-being.
Monitoring Progress:
I will maintain regular contact with an academic advisor and instructors to monitor my progress and seek guidance when needed. I will schedule monthly check-ins to discuss my performance and any adjustments needed.
Conclusion:
I am committed to implementing these strategies to ensure my success in the upcoming academic year. By adopting effective study and organizational techniques, I am confident in my ability to succeed both academically and personally at Queen’s.