Academic Plan
A major part of my academic plan is to focus on the courses where I received lower grades or failed because those courses give me the clearest opportunity to improve my academic standing. My goal is not only to return to school, but to return in a way that directly improves my transcript, raises my GPA, and helps me meet the minimum GPA required to graduate.
If I am allowed to return, I plan to review my transcript with an academic advisor and identify the courses where repeating them would have the strongest positive effect on my GPA. For example, if I received a failing grade or a very low grade in a required course, I would prioritize retaking that course first. Repeating a course gives me the opportunity to show that the original grade was not a true reflection of my ability, but was connected to the health issues and chronic pain I was experiencing at the time.
For classes where my grade was low because I missed lectures, fell behind on readings, or could not keep up with weekly assignments, I now have a different plan. I will attend classes consistently, keep a weekly schedule, and break assignments into smaller deadlines instead of waiting until the due date. For example, if I previously struggled in a course because I missed several assignments or submitted work late, I would improve by starting assignments earlier, meeting with the professor or TA before the deadline, and using academic support services to review my work.
For courses that involve essays, readings, or written assignments, I can improve my grades by using the writing centre, professor office hours, and assignment planning. If I previously received a low grade because my essays were rushed or not fully developed, I would now create an outline early, ask for feedback, and revise my work before submitting it. This would help me produce stronger arguments, clearer writing, and better-organized assignments.
For courses that involve tests, exams, or memorization, I can improve by studying consistently throughout the term instead of trying to catch up at the end. If I previously performed poorly on midterms or final exams because my health made it difficult to concentrate and prepare, I would now use a weekly study routine, practice questions, review sessions, and tutoring if needed. I would also seek accessibility accommodations if I qualify, such as testing support, breaks, or other accommodations that would help me manage chronic pain during exams.
For any courses where participation, attendance, or weekly discussion posts affected my grade, I would make those tasks a priority from the beginning of the term. If I previously lost marks because I was absent or too overwhelmed to participate, I would now use a lighter course load so that I can keep up with smaller weekly expectations. This would help prevent me from losing easy marks that can make a major difference in my final grade.
My plan is to focus first on the courses where I earned the lowest grades because improving those marks would have the greatest impact on my GPA. For example, raising a failed course to a passing grade, or improving a D-range grade to a B-range grade, would show clear academic improvement and help repair my academic record. These are realistic goals because my circumstances are different now: I am receiving treatment, I understand the supports I need, and I plan to return with a reduced course load instead of trying to manage too many courses at once.
I also plan to make what changes to the plan I need to to see myself succeed.
If I am allowed to return, I plan to review my transcript with an academic advisor and identify the courses where repeating them would have the strongest positive effect on my GPA. For example, if I received a failing grade or a very low grade in a required course, I would prioritize retaking that course first. Repeating a course gives me the opportunity to show that the original grade was not a true reflection of my ability, but was connected to the health issues and chronic pain I was experiencing at the time.
For classes where my grade was low because I missed lectures, fell behind on readings, or could not keep up with weekly assignments, I now have a different plan. I will attend classes consistently, keep a weekly schedule, and break assignments into smaller deadlines instead of waiting until the due date. For example, if I previously struggled in a course because I missed several assignments or submitted work late, I would improve by starting assignments earlier, meeting with the professor or TA before the deadline, and using academic support services to review my work.
For courses that involve essays, readings, or written assignments, I can improve my grades by using the writing centre, professor office hours, and assignment planning. If I previously received a low grade because my essays were rushed or not fully developed, I would now create an outline early, ask for feedback, and revise my work before submitting it. This would help me produce stronger arguments, clearer writing, and better-organized assignments.
For courses that involve tests, exams, or memorization, I can improve by studying consistently throughout the term instead of trying to catch up at the end. If I previously performed poorly on midterms or final exams because my health made it difficult to concentrate and prepare, I would now use a weekly study routine, practice questions, review sessions, and tutoring if needed. I would also seek accessibility accommodations if I qualify, such as testing support, breaks, or other accommodations that would help me manage chronic pain during exams.
For any courses where participation, attendance, or weekly discussion posts affected my grade, I would make those tasks a priority from the beginning of the term. If I previously lost marks because I was absent or too overwhelmed to participate, I would now use a lighter course load so that I can keep up with smaller weekly expectations. This would help prevent me from losing easy marks that can make a major difference in my final grade.
My plan is to focus first on the courses where I earned the lowest grades because improving those marks would have the greatest impact on my GPA. For example, raising a failed course to a passing grade, or improving a D-range grade to a B-range grade, would show clear academic improvement and help repair my academic record. These are realistic goals because my circumstances are different now: I am receiving treatment, I understand the supports I need, and I plan to return with a reduced course load instead of trying to manage too many courses at once.
I also plan to make what changes to the plan I need to to see myself succeed.