Academic Plan
While I have been at Queen's I have been given a new mental health diagnosis- one that comes with varied significant challenges. I am however determined to be more than just a diagnosis. With this diagnosis I struggled to come to terms with what this meant and how I could best help myself, I have reached out to Accessibility Services, therapists and psychologists in order to try and best help myself. There was a lot of struggle to figure out how to properly cope with it, and as stated in my appeal, it affected my grades and attendance. That said, there are significant gains and successes along the way too. In my first year I started to see Dr Peter Bettle, through Queen's, and he was the first doctor to really help with my mental health. I really clicked with him, and he helped me find a diagnosis, and we tried many medications trying to find one that would help. Unfortunately, he moved out of province in the fall semester of 2018, and I have difficulty connecting with new practitioners, or people really. Which created a barrier for receiving help. I did however, realize that I can't do well in school if I am not doing well mentally. So I spent months on different waitlists and seeing therapists who were only available once a month, despite not really clicking with any of them. Fortunately, before Dr Bettle left he referred me to Dr McNevin, encouraging me to enroll in a program specific for my mental health issues, and I was able to join this in the Winter semester. This had me step out of my comfort zone, as I took part in group therapy with Dr Stephen McNevin. This program was 6 weeks, and helped me get a better grasp on who I am and how I can better help myself. From here I am in search of a therapist who specializes in my diagnosis that I can see continually throughout the school year to help balance my stresses and mental health issues. I have also gotten a service dog to further assist with my wellbeing. Although, I am most likely going to suffer with my mental health for the rest of my life, I want to be able to function like everyone else, and I have begun to learn how to switch my priorities and work through the tough times.
Additionally, by reducing my course load, I have been able to balance my disability and the demands of university much more successfully. In Health 101 and Law 201 I received my best marks, a B and an A-. This was in my winter semester- when I only was enrolled in three courses. As well, Health was online, and I think that helped me a lot, as I sometimes struggle with attendance or class participation. Having the course be online made it easy to show up and give my input regardless the time. For Law, I thoroughly enjoyed this class, and it was offered at night, which is when I am at my best. At the end of the semester, when I saw my final marks in these courses I was elated, and really thought I was well on my way in improving my GPA so I could stay at Queen's. Things really seemed to be looking up, and my marks were better than ever. In the future I plan to take all of my classes either later in the day or online. If it so happens that there was a course where I had to attend a morning lecture I would discuss with my doctor the best ways to get me there.
Given my mental health and disability, I know, I need to focus on attending class regularly. I believe that in the 2018/2019 school year I did attend my classes much more regularly, despite my morning class's attendance. Again, demonstrating that taking night or online classes are better for me. Moving forward, I will ensure to take courses that are within hours I know for certain that I will attend. As well, I plan to keep in touch with Meg, and search for a specialized therapist. Since receiving my letter requiring me to withdraw, which was devastating, I have made an appointment with Dr Klein to continue searching for ways to better my mental health. I will keep in touch with her as well, and continue to bring my service dog, Rory, with me to classes. By being enrolled in 9 credits instead of 15, I was able to focus a lot more on each class, and overall boosted my GPA. I plan to continue doing this, as well as take summer courses, until I graduate. I also plan to enroll in more courses that have a final project or paper instead of an exam, as I would not be on academic probation without my failing exams. Knowing that this may not be guaranteed, I have since spoken Meg and she suggested a cue sheet to help me succeed in my future exams by giving me a visual prompt. I am also planning to attend SASS to get help and guidance on how to better prepare myself for exams, as well as provide more structure with organization and studying to ensure I am able to boost my marks further.
I have noticed that I enjoy History more than English, and although my marks are similar in them currently, I think that I am more likely to succeed if I were to switch majors. I am hoping that after my summer term I will have a high enough mark in History 125 that I will be able to switch my major to History, instead of English. I discussed the benefits, and possibility of this happening with my academic advisor last year and by taking this summer 6.0 course I will be on track to make that switch for September. I then intend on taking 200 and 300 level History courses, as well as a few English, Health and potentially Law or Gender's courses. When I complete my bachelor my hope is to apply to teachers college, teaching Social Sciences, English and History at the secondary school level.
In my summer courses, we have not received many marks back yet, but I have handed in all assignments on time so far, and connected with my professors about the accommodations for my disability. On the one test that we have gotten back for History 125 I have received a 90, and am looking forward to working as hard as I can to keep these marks up I love Queen's and have made so many great friends here, I have dreamed about going to this school since I was a little girl, and nothing would make me happier than being able to stay and prove that, regardless of my additional challenges, I am capable of graduating from Queen's University.
Additionally, by reducing my course load, I have been able to balance my disability and the demands of university much more successfully. In Health 101 and Law 201 I received my best marks, a B and an A-. This was in my winter semester- when I only was enrolled in three courses. As well, Health was online, and I think that helped me a lot, as I sometimes struggle with attendance or class participation. Having the course be online made it easy to show up and give my input regardless the time. For Law, I thoroughly enjoyed this class, and it was offered at night, which is when I am at my best. At the end of the semester, when I saw my final marks in these courses I was elated, and really thought I was well on my way in improving my GPA so I could stay at Queen's. Things really seemed to be looking up, and my marks were better than ever. In the future I plan to take all of my classes either later in the day or online. If it so happens that there was a course where I had to attend a morning lecture I would discuss with my doctor the best ways to get me there.
Given my mental health and disability, I know, I need to focus on attending class regularly. I believe that in the 2018/2019 school year I did attend my classes much more regularly, despite my morning class's attendance. Again, demonstrating that taking night or online classes are better for me. Moving forward, I will ensure to take courses that are within hours I know for certain that I will attend. As well, I plan to keep in touch with Meg, and search for a specialized therapist. Since receiving my letter requiring me to withdraw, which was devastating, I have made an appointment with Dr Klein to continue searching for ways to better my mental health. I will keep in touch with her as well, and continue to bring my service dog, Rory, with me to classes. By being enrolled in 9 credits instead of 15, I was able to focus a lot more on each class, and overall boosted my GPA. I plan to continue doing this, as well as take summer courses, until I graduate. I also plan to enroll in more courses that have a final project or paper instead of an exam, as I would not be on academic probation without my failing exams. Knowing that this may not be guaranteed, I have since spoken Meg and she suggested a cue sheet to help me succeed in my future exams by giving me a visual prompt. I am also planning to attend SASS to get help and guidance on how to better prepare myself for exams, as well as provide more structure with organization and studying to ensure I am able to boost my marks further.
I have noticed that I enjoy History more than English, and although my marks are similar in them currently, I think that I am more likely to succeed if I were to switch majors. I am hoping that after my summer term I will have a high enough mark in History 125 that I will be able to switch my major to History, instead of English. I discussed the benefits, and possibility of this happening with my academic advisor last year and by taking this summer 6.0 course I will be on track to make that switch for September. I then intend on taking 200 and 300 level History courses, as well as a few English, Health and potentially Law or Gender's courses. When I complete my bachelor my hope is to apply to teachers college, teaching Social Sciences, English and History at the secondary school level.
In my summer courses, we have not received many marks back yet, but I have handed in all assignments on time so far, and connected with my professors about the accommodations for my disability. On the one test that we have gotten back for History 125 I have received a 90, and am looking forward to working as hard as I can to keep these marks up I love Queen's and have made so many great friends here, I have dreamed about going to this school since I was a little girl, and nothing would make me happier than being able to stay and prove that, regardless of my additional challenges, I am capable of graduating from Queen's University.