Submit an Academic Petition or Appeal

Petition Letter: I am requesting a retroactive drop of the following courses from my academic transcript due to extenuating medical circumstances that severely impacted my ability to complete these courses during my first, second, and third years. Including difficulties understanding SOLUS, dropping the course, and setting dates. Mainly the following three courses:

BIO 103: Intro Biology of Organisms (Winter 2018)
ENGL 284: Issues & Themes in Cnd Lit I (Fall 2019)
ENGL 290: Seminar in Lit Interpretation (Fall 2020)

During the period these courses were taken, I was undergoing a challenging diagnosis process for temporal lobe epilepsy, narcolepsy, sleep apnea, and anemia, which significantly hindered my academic capabilities. My condition led to frequent seizures, extreme fatigue, fainting, unconscious periods, and panic attacks, making it difficult to engage in educational activities effectively. At this time, I was not on the correct medication, as my diagnosis was not yet finalized, which exacerbated the challenges I faced.

My symptoms began to manifest during the Fall 2016 term, with initial episodes of severe fatigue, frequent seizures, sleep paralysis, and panic attacks. Over time, these symptoms progressively worsened, leading to more frequent and intense seizures, periods of unconsciousness, and debilitating fatigue. Continuing into Winter 2021, the severity of my symptoms significantly impacted my daily life and academic performance. Despite numerous medical consultations, my conditions, including temporal lobe epilepsy, narcolepsy, sleep apnea, depression, anxiety disorder, and anemia, were not accurately diagnosed or effectively managed until much later. Despite my health challenges, I chose to stay enrolled in courses because of my firm determination to continue my education and achieve my academic goals. I believed that persevering through my studies would eventually lead to a breakthrough in understanding and managing my medical conditions.

Additionally, dropping courses felt like conceding defeat to my health issues, and I was hopeful that I could manage my symptoms sufficiently to complete my coursework. In hindsight, I realized I was not always well enough to take on the whole course load. There were periods when my symptoms were manageable, allowing me to complete some courses, such as ENGL 200 in Winter 2019 and later courses during the pandemic when online learning provided more flexibility. However, at other times, the severity and unpredictability of my symptoms severely hindered my ability to keep up with coursework, leading to the need to drop or fail certain classes. My condition's fluctuating nature made it difficult to predict which periods I could manage, and which would overwhelm me, resulting in the inconsistent academic performance reflected in my transcript.
It is imperative to highlight that the 'F' grades recorded on my transcript for the courses do not reflect academic underperformance or a lack of effort on my part. In reality, these grades were a direct result of my inability to participate in and complete the required coursework—such as exams, essays, and assignments—due to the severe impact of my medical condition at the time. Thus, the absence of completed coursework for these courses should serve as further evidence that my academic record's 'F' grades do not stem from participation or evaluation within these classes but rather from an inability to withdraw due to significant health-related disruptions and procedural misunderstandings through the university's administrative system. Unfortunately, due to the debilitating nature of my health issues and my unfamiliarity with the system's processes, the courses were not dropped by the official deadlines or correctly. This administrative oversight resulted in the courses remaining on my transcript with 'F' grades, which inaccurately represent my academic intentions and efforts during that challenging period. My request for their removal is based on these exceptional circumstances, underscoring that these marks do not indicate my academic potential or the quality of work I have consistently aimed to deliver throughout my university.

I initiated the appeal process during the past academic year but encountered difficulty reaching Doctor Lomax for the required signature. Despite numerous attempts to schedule a meeting at the hospital and multiple phone calls, I faced continuous delays on their end. Also, it took nearly three years to secure an appointment with a new doctor, whom I recently met with and presented the appeal on Wednesday, June 19th. Although the new doctor was hesitant to sign the form due to unfamiliarity with my medical history as the diagnoses and treatment did not proceed through him, he expressed a willingness to expedite the process by forwarding the form to Dr. Lomax through him. As a result, I revisited Dr. Lomax's neurology department to submit the form and seek her signature, making multiple attempts until I finally reached her without a prior appointment.
Over the years, managing my health took precedence, involving numerous appointments with neurologists, undergoing tests and EEGs, and adjusting to new medications and dosages, including additional medication diagnoses. This continuous focus on my health, my unfamiliarity with university procedures and the lack of academic advising or accommodations at the time prevented me from addressing this issue sooner. Based on the severity, I focused on finishing one course at a time for specific semesters.

The timeline of my medical conditions reflects my determination to persevere despite challenges. I refused to give up or pause on my education and sought solutions to continue making progress. I proactively contacted professors and advisors, exploring options to complete courses affected by my health. Even when my condition was at its worst, I didn't give up. I worked with professors to find alternative paths to fulfill course requirements in different semesters. After discussing it with professors, I attempted to check if I could still enroll in equivalent courses offered in other semesters. I found the process of dropping courses and understanding deadlines quite confusing. I did need help to figure out who to contact for assistance and what steps I could take, but I was not registered with QSAS, academic advising, or help with academics due to disabilities. During the initial two years, I navigated complexities such as deadlines and the process of dropping courses on my own without QSAS. For example, within the past 3 years, I learned of the assistance and accommodations such as course load, which is considered complete and part-time students for disabilities. I only later sought assistance not just for overall guidance but also for individual courses.

The timeline of my medical conditions is as follows:
[Fall and Winter terms of 2016-2024]: Onset of symptoms leading to frequent seizures, sleep paralysis, and panic attacks.
[Fall 2017 to Fall 2020]: The diagnosis begins for temporal lobe epilepsy and sleep apnea, resulting in fluctuations in my ability to manage academic responsibilities.
[Fall 2018 – Winter 2018 -- Winter 2019 -- 2020 Fall]: Attempted to drop courses but faced difficulties due to health issues and unfamiliarity and complications with the SOLUS system.
[2021 Winter to 2023 Winter]: Continued focus on managing health, with significant improvements allowing me to address this oversight now. Including an increase in academic performance.

As I prepare to graduate, I request that these courses be removed from my transcript to represent my academic performance at Queens better. I would appreciate the opportunity to discuss and clean up my transcript so that I can pursue my ideal career path.

Temporal lobe epilepsy, particularly in its undiagnosed and untreated stages, severely limited my day-to-day functionality and, by extension, my ability to navigate university responsibilities, including daily seizures, panic attacks, memory damage, depression, and sleep disorders. During the diagnosis phase, the focus was solely on managing my symptoms and finding a treatment plan, leaving me with little capacity to attend to academic administrative tasks. So, the cumulative effect of these challenges meant that managing my immediate health concerns took precedence over all else, including rectifying my academic record. This prolonged focus on health management over academic administration was not a choice made lightly. Having been diagnosed with temporal lobe epilepsy (TLE), my physical and mental well-being has been profoundly affected. This chronic neurological condition is characterized by recurrent seizures originating in the temporal lobes of the brain, causing a wide range of physical and mental symptoms that significantly impact daily life. TLE often involves complex partial seizures, leading to loss of consciousness, muscle spasms, and convulsions, which occur unpredictably. The seizures and the subsequent recovery period often led to extreme fatigue, making it difficult to maintain energy levels throughout the day, further contributing to physical discomfort and distress. TLE also affected my memory, attention, and cognitive processing speed, making learning and retaining information particularly challenging. The unpredictability of seizures causes significant anxiety and depression, leading to mood swings, irritability, and personality changes. Furthermore, my diagnosis of narcolepsy adds another layer of complexity to my health issues. This chronic sleep disorder results in overwhelming daytime drowsiness and sudden sleep attacks, significantly affecting my physical and mental well-being. The impact of narcolepsy on my sleep and daily life leads to depression, anxiety, and stress, further exacerbated by social isolation and misunderstanding of the condition. The physical exhaustion, cognitive impairments, and emotional distress make it challenging to maintain a balanced and productive life. Furthermore, the stigma and lack of understanding surrounding these conditions further isolate me, affecting my mental health and overall well-being.


Despite the significant challenges I faced due to my medical conditions, I was able to complete some courses during the Winter 2019 term, such as ENGL 200, because the symptoms of my undiagnosed conditions were less severe at certain times. However, for other courses like BIO 103, my symptoms were more debilitating, impacting my ability to keep up with the coursework. In the Fall of 2019, my health deteriorated significantly, leading me to petition to drop CHEM 281 and ENGL 290. Fortunately, Professor Mark C Jones assisted me in the process of dropping English courses. The reasons I did not drop ENGL 284 are multifaceted. Unfortunately, my condition worsened unexpectedly. This made it difficult for me to manage the course load. By the time I realized I needed to drop ENGL 284, it was too overwhelming for me to navigate the administrative process past the deadline, and during week-long periods in the hospital.

In Fall 2020, I performed well in some courses, CHEM 312, MATH 121, and PHYS 118, during the COVID-19 pandemic, given my medication's online format and stabilization. The online format allowed me more flexibility in managing my symptoms. However, ENGL 290 was particularly challenging due to its requirements and lack of suitable accommodations. My depression and anxiety impacted my best efforts, and the existing accommodations were not sufficient. They were not sufficient to address the severity and unpredictability of my medical conditions at the time. Also, in difference, the MATH 121 and PHYS 118 courses were a whole academic year. Overall, my education was constantly hindered by the fluctuating nature of my health, and I lacked comprehensive academic support and accommodations tailored to my specific needs.

The delay in submitting a petition for the retroactive drop of the courses in question was not due to negligence or disregard for university policies. However, it was a direct result of the overwhelming demands of managing a severe and unpredictable medical condition. It was only after achieving a more stable health condition, which was a monumental task requiring years of dedicated effort that I turned my attention to rectifying the inaccuracies on my academic transcript. I focused on trying my best to succeed in proceeding with courses to see if I could reach the goal of graduation. Given these circumstances, my inability to submit a timely petition was not a reflection of my commitment to my academic responsibilities but rather an indication of the severity of my medical condition and its all-encompassing impact on my life. Also, there are difficulties communicating with the neurology department. Within this context, I request your understanding and favourable consideration of my petition to remove the 'F' grades from my transcript.

Despite these obstacles, I have persevered, dedicating years to completing my bachelor’s degree in general science chemistry. However, the 'F' grades and problematic transcript currently overshadow successes and impede my progress toward being accepted for a Forensic Chemistry program with an accurate or decent GPA. This correction would reflect the true nature of my academic journey and serve as a crucial stepping stone toward my future aspirations and recovery.

I understand the gravity of this request, especially given the time that has elapsed. However, I hope this letter adequately explains the unique and challenging circumstances that prevented me from addressing this issue sooner. I am prepared to provide any medical documentation or further information to support my appeal. Please let me know if arranging a meeting would be beneficial to facilitate a clear understanding and resolution of this matter.

Thank you,

Jenelle Hogarth.