Academic Plan
Academic Plan
Course of Study
The goal of this plan is to meet the prerequisites for graduation with a Major in Art History by the end of the 2018 Summer term. To this end, I will require 9.0 400-level units, 6.0 300-level units and 18.0 elective units.
In the 2017 Fall term, I will take one 400-level Art History course, one 300-level Art History course and two 100-level electives.
The 2018 Fall term will include two 400-level Art History courses, one 300-level Art History course and one 100-level elective.
The 2018 Summer term will consist of three 100-level electives taken online.
If one of the ENGL 200 courses I failed is available, I will opt to take it in place of one of the level-100 courses, since passing it will significantly raise my GPA and still cover my elective units.
Full Time Status
To meet the above goals, I will be acting as a full-time student. No part-time employment will be taken, to free up time for my studies. To alleviate potential strain on my course load, I will be taking four classes per term and have shifted two 100-level electives to my Summer 2018 term course load, for a total of three summer courses.
Strategies for Success:
In the past, my academic success has been hindered by poor time management which aggravated a predisposition towards negativity and anxiety which further impacted my motivation to meet deadlines and study. To address these mental and academic roadblocks, I will be connecting myself with a variety of resources as offered on campus.
1. Communicating with Professors
I will regularly consult with my professors to assess my understanding of the course materials and seek additional ways I can improve my standing in their courses. The aim for this goal will be to converse weekly with professors and/or teaching assistants and inform them of my progress and my difficulties. Ideally this will help keep me accountable and up-to-date with the course material.
2. Student Academic Success Services
I have registered with Queen¿¿s Student Academic Success Services and will be aiming to regularly book appointments with both the Learning Strategies program and the Writing Center. From here I will be seeking to learn to manage my time and improve my grades in my writing-heavy program while avoiding a predisposition towards procrastination. Hopefully I can meet with each resource once a week, but that criteria will be adjusted once I ascertain exactly how busy they are.
3. Student Wellness Services
To manage a predisposition towards negative thinking and anxiety, I have made arrangements with counselor Dr. Tonya Bauermann at Queen¿¿s Student Wellness Services to check in regularly over the course of the academic year. This is with the aim of moderating any potential mood swings or bouts of depression which might discourage me from completing coursework. Ideally this will serve as a preventative measure rather than a reactive one, so that any feelings of anxiety or hopelessness can be managed before they get out of hand. These appointments will take place at the very beginning of the term and then monthly.
All the above measures will be accessed immediately upon the beginning of the 2017 Fall term, should my appeal be successful.
My last term (Winter, 2017) was my most successful throughout my entire time at Queen¿¿s. I achieved a 2.92 GPA for the term, but unfortunately ended up with a 1.56 Cumulative GPA due to my multiple previous failures. I developed personal management tools which helped to keep me on track and will continue to use these strategies to stay positive and motivated on a day-to-day basis while ensuring I stay up to date on all my coursework.
I feel as if I have learned enough about myself, my program and my work habits that I am equipped to deal with the academic year. My test preparation skills, my writing skills and my research skills have developed to a point where I feel confident that I can do well in my classes. This is particularly true with my Art History classes, where I feel I have spent enough time in the discipline that I now know how to navigate the coursework efficiently. I am aware of my own tendencies to justify procrastination and the triggers which set off my own anxiety and depression. With these pitfalls in mind and the above resources in my Strategies for Success consulted regularly, I believe I have put myself in a good position to meet the academic goals I outlined in the beginning of this plan, should my appeal be successful.
Course of Study
The goal of this plan is to meet the prerequisites for graduation with a Major in Art History by the end of the 2018 Summer term. To this end, I will require 9.0 400-level units, 6.0 300-level units and 18.0 elective units.
In the 2017 Fall term, I will take one 400-level Art History course, one 300-level Art History course and two 100-level electives.
The 2018 Fall term will include two 400-level Art History courses, one 300-level Art History course and one 100-level elective.
The 2018 Summer term will consist of three 100-level electives taken online.
If one of the ENGL 200 courses I failed is available, I will opt to take it in place of one of the level-100 courses, since passing it will significantly raise my GPA and still cover my elective units.
Full Time Status
To meet the above goals, I will be acting as a full-time student. No part-time employment will be taken, to free up time for my studies. To alleviate potential strain on my course load, I will be taking four classes per term and have shifted two 100-level electives to my Summer 2018 term course load, for a total of three summer courses.
Strategies for Success:
In the past, my academic success has been hindered by poor time management which aggravated a predisposition towards negativity and anxiety which further impacted my motivation to meet deadlines and study. To address these mental and academic roadblocks, I will be connecting myself with a variety of resources as offered on campus.
1. Communicating with Professors
I will regularly consult with my professors to assess my understanding of the course materials and seek additional ways I can improve my standing in their courses. The aim for this goal will be to converse weekly with professors and/or teaching assistants and inform them of my progress and my difficulties. Ideally this will help keep me accountable and up-to-date with the course material.
2. Student Academic Success Services
I have registered with Queen¿¿s Student Academic Success Services and will be aiming to regularly book appointments with both the Learning Strategies program and the Writing Center. From here I will be seeking to learn to manage my time and improve my grades in my writing-heavy program while avoiding a predisposition towards procrastination. Hopefully I can meet with each resource once a week, but that criteria will be adjusted once I ascertain exactly how busy they are.
3. Student Wellness Services
To manage a predisposition towards negative thinking and anxiety, I have made arrangements with counselor Dr. Tonya Bauermann at Queen¿¿s Student Wellness Services to check in regularly over the course of the academic year. This is with the aim of moderating any potential mood swings or bouts of depression which might discourage me from completing coursework. Ideally this will serve as a preventative measure rather than a reactive one, so that any feelings of anxiety or hopelessness can be managed before they get out of hand. These appointments will take place at the very beginning of the term and then monthly.
All the above measures will be accessed immediately upon the beginning of the 2017 Fall term, should my appeal be successful.
My last term (Winter, 2017) was my most successful throughout my entire time at Queen¿¿s. I achieved a 2.92 GPA for the term, but unfortunately ended up with a 1.56 Cumulative GPA due to my multiple previous failures. I developed personal management tools which helped to keep me on track and will continue to use these strategies to stay positive and motivated on a day-to-day basis while ensuring I stay up to date on all my coursework.
I feel as if I have learned enough about myself, my program and my work habits that I am equipped to deal with the academic year. My test preparation skills, my writing skills and my research skills have developed to a point where I feel confident that I can do well in my classes. This is particularly true with my Art History classes, where I feel I have spent enough time in the discipline that I now know how to navigate the coursework efficiently. I am aware of my own tendencies to justify procrastination and the triggers which set off my own anxiety and depression. With these pitfalls in mind and the above resources in my Strategies for Success consulted regularly, I believe I have put myself in a good position to meet the academic goals I outlined in the beginning of this plan, should my appeal be successful.