Manage Appeals
Petition Type: New
ID: 12399
Submitted: October 21, 2024 at 1:47:25 AM
First Name: Mingwei
Last Name: Zou
Pronoun: he
Student Number: 20256988
Email: 20mz23@queensu.ca
Degree Program: BSH
Plan: CISC
Level of Study: 4
Petition Categories
Petition Categories: Request to take more than 6.0 units of courses on a letter of permission through another institution
Petition Letter
Petition Letter: Conversation with ILOP OFFICE :https://drive.google.com/file/d/1U9-PZ5T0e86uuDUbTpuRVozgqsjE-r7f/view?usp=sharing
#email with ILOP OFFICE
Hello，
My situation does not involve physical or mental health issues, but I believe my reasons are both valid and compelling. My original plan was to complete all my credits by the end of the upcoming winter semester and participate in the graduation ceremony in June or July. However, as I am applying to U.S. graduate schools, I must receive my diploma by August or September 2025 to meet their admission deadlines. This makes it impossible for me to finish my remaining credits during the summer session, as that would only allow me to graduate in November, which would significantly impact my applications.
As part of my original plan, I intended to take off-campus courses to complete my credits, primarily because the courses I wish to enroll in are often fully booked. For example, I am very passionate about French and wanted to take FREN118. I previously took FREN106 and FREN107, where I earned a B+ and an A, respectively. Unfortunately, FREN118 is not offered in the fall semester, and it filled up almost instantly in the winter semester. Additionally, I have a strong interest in social sciences and psychology, but there are no available courses in these subjects that I can enroll in.
The recent change in Queen’s University's policy regarding off-campus courses has disrupted my plans significantly. I sincerely hope to avoid taking courses that do not align with my academic interests just to meet the credit requirements.
I kindly ask for your understanding and consideration of my circumstances. Your support in allowing me to continue with my original academic plan would mean a great deal to me.
Thank you for your time and understanding.
Warm regards,
Mingwei
#email with ILOP OFFICE
I have a deep love for French culture. In high school, I read a book about Charles de Gaulle, and I was deeply moved by his heroic experiences. Later, I learned about the French Revolution, Napoleon, World War I, and the Paris Commune. Through these, I felt the spirit of heroism, romanticism, and even the purest form of rationalism within the French nation. From that moment, I began to admire French culture.
This explains why I have completed FREN106 and FREN107. Next semester will be my final one at Queen’s, and although I may continue learning French after graduation (since I plan to pursue graduate studies in the U.S.), I still believe that learning French in Canada, a country that recognizes both French and English as official languages, holds special meaning for me. If I cannot take a French course, it will undoubtedly be one of the biggest regrets of my undergraduate years.
As for social sciences and psychology, I’ve always believed that, in terms of scientific progress, the most powerful invention to date is the computer — which is why I chose to major in computer science. However, in the humanities, the most valuable fields are psychology and social sciences. Philosophy can address questions about the meaning of life and the nature of life and death, whereas social sciences and psychology help us understand the essence of ideological disputes and provide insight into human nature. Although I have developed the ability to solve many scientific problems through my computer science studies, my capacity to address humanities-related issues has not grown.
This leaves me wondering: If I solve scientific problems without thinking about the humanities, what is the point of solving them? In fact, I should probably study philosophy, but I want to start with something simpler. Thank you for reading this far.
As you can see from the emails I exchanged with ILOP, it’s not that I don’t want to take courses at Queen’s — the problem is that in the winter semester, I wasn’t able to enroll in the social sciences, psychology, or French courses I wanted to take.
#email with ILOP OFFICE
Hello，
My situation does not involve physical or mental health issues, but I believe my reasons are both valid and compelling. My original plan was to complete all my credits by the end of the upcoming winter semester and participate in the graduation ceremony in June or July. However, as I am applying to U.S. graduate schools, I must receive my diploma by August or September 2025 to meet their admission deadlines. This makes it impossible for me to finish my remaining credits during the summer session, as that would only allow me to graduate in November, which would significantly impact my applications.
As part of my original plan, I intended to take off-campus courses to complete my credits, primarily because the courses I wish to enroll in are often fully booked. For example, I am very passionate about French and wanted to take FREN118. I previously took FREN106 and FREN107, where I earned a B+ and an A, respectively. Unfortunately, FREN118 is not offered in the fall semester, and it filled up almost instantly in the winter semester. Additionally, I have a strong interest in social sciences and psychology, but there are no available courses in these subjects that I can enroll in.
The recent change in Queen’s University's policy regarding off-campus courses has disrupted my plans significantly. I sincerely hope to avoid taking courses that do not align with my academic interests just to meet the credit requirements.
I kindly ask for your understanding and consideration of my circumstances. Your support in allowing me to continue with my original academic plan would mean a great deal to me.
Thank you for your time and understanding.
Warm regards,
Mingwei
#email with ILOP OFFICE
I have a deep love for French culture. In high school, I read a book about Charles de Gaulle, and I was deeply moved by his heroic experiences. Later, I learned about the French Revolution, Napoleon, World War I, and the Paris Commune. Through these, I felt the spirit of heroism, romanticism, and even the purest form of rationalism within the French nation. From that moment, I began to admire French culture.
This explains why I have completed FREN106 and FREN107. Next semester will be my final one at Queen’s, and although I may continue learning French after graduation (since I plan to pursue graduate studies in the U.S.), I still believe that learning French in Canada, a country that recognizes both French and English as official languages, holds special meaning for me. If I cannot take a French course, it will undoubtedly be one of the biggest regrets of my undergraduate years.
As for social sciences and psychology, I’ve always believed that, in terms of scientific progress, the most powerful invention to date is the computer — which is why I chose to major in computer science. However, in the humanities, the most valuable fields are psychology and social sciences. Philosophy can address questions about the meaning of life and the nature of life and death, whereas social sciences and psychology help us understand the essence of ideological disputes and provide insight into human nature. Although I have developed the ability to solve many scientific problems through my computer science studies, my capacity to address humanities-related issues has not grown.
This leaves me wondering: If I solve scientific problems without thinking about the humanities, what is the point of solving them? In fact, I should probably study philosophy, but I want to start with something simpler. Thank you for reading this far.
As you can see from the emails I exchanged with ILOP, it’s not that I don’t want to take courses at Queen’s — the problem is that in the winter semester, I wasn’t able to enroll in the social sciences, psychology, or French courses I wanted to take.
Academic Plan
Academic Plan: Athabasca University is a public university accredited by the government of Alberta, Canada, and its degrees are widely recognized internationally. Additionally, I can contact academic advisors at any time to get learning advice and guidance, ensuring smooth progress in my studies. Some of my friends have taken online courses at this university, and they told me that they learned a lot. They also mentioned that the academic advisors and professors are very helpful. This is why I chose this university（FREN 200 PSYC 228）.
Moreover, I am taking the SOCI 1111 course at Thompson Rivers University. I also have friends at this university, and the feedback they gave me was equally positive.
FREN 200: Academic Plan
A. Course of Study
FREN 200: First Year University French I focuses on enhancing students' proficiency in French across listening, speaking, reading, and writing. It serves as a continuation of FREN 100 and FREN 101, with comprehensive grammar reviews and practical exercises. The course introduces social and cultural topics, encouraging discussions on personal relationships and Canadian society. Key grammar topics include the present tense, past tense, imperative, and participles, allowing students to develop fluency. The course prepares students for advanced French studies and equips them to apply their language skills in real-world contexts.
I have verified that FREN 200 aligns with my degree requirements, and I confirmed its eligibility through my Academic Advisement Report on SOLUS.
B. Workload Plan
Course Information: This course is offered online via Brightspace, following a self-paced, individualized study model. It spans 12 units, covering essential grammar structures, vocabulary development, and cultural themes. Assessments include five written assignments, five oral assignments, a composition assignment, and both oral and online exams.
Workload Assessment: I previously took FREN 106 and FREN 107 at Queen’s University, earning grades of B+ and A, respectively. Given my achievements and my passion for French language and culture, I do not anticipate any significant burden from this course.
C. Strategies for Success
Potential Challenges:
I believe my learning abilities are strong, and I do not foresee any significant difficulties in completing this course successfully.
Mitigation Strategies:
Seeking Support: I will actively engage with instructors and use the provided course materials to ensure I can quickly address any issues that arise.
Time Management: I will follow a structured weekly study plan to keep up with assignments, prepare for exams, and stay ahead in my coursework.
Resource Utilization: I will take full advantage of the online textbook and supplementary materials to deepen my understanding of grammar and cultural topics.
Specific Goals:
My primary goal is to develop sufficient French proficiency to travel independently in French-speaking regions of Canada. I have always wanted to visit McGill University, and this course will help me achieve the language skills necessary for such a trip.
I aim to achieve excellent results, targeting a final course grade of 90% or higher through consistent effort on all written and oral assignments, as well as the final exams.
Plan Evaluation and Adjustments
I will monitor my progress regularly through assignments and exams, ensuring I stay on track with the course objectives.
If any unforeseen challenges arise, I will promptly seek assistance from academic advisors and use available student support services.
I will use feedback from assignments to adjust my learning strategies and ensure thorough preparation for the final exams.
Academic Plan for PSYC 228 - Introduction to Human Development
1. Focus of Your Studies (A)
Course Objective: Gain a comprehensive understanding of the physical, cognitive, and socioemotional development across different life stages, from infancy to old age.
Course Structure:
Theories, Approaches, and Biological Foundations
Infancy
Early Childhood
Middle and Late Childhood
Adolescence
Emerging and Young Adulthood
Middle Adulthood
Late Adulthood
Credit Hours: 3 Credits
Completion Goal: Finish all quizzes and assignments on time and pass the final exam.
2. Workload and Time Management (B)
Quiz and Assignment Schedule:
Complete one unit per week, including the related quiz.
Review thoroughly for both mid-term and final exams.
Submit the critical review assignment before the deadline.
Research Participation: Participate in research activities early to ensure smooth completion.
3. Strategies for Success (C)
Handling Academic Challenges:
Challenge: The course involves complex theories related to various stages of development.
Approach:
Engage in online discussions and consult with the instructor regularly for feedback.
Join study groups to share insights and reinforce learning.
Utilize university learning resources, such as online study strategy tools and questionnaires.
Time Management and Assignment Planning:
Time Management: Create a study plan in advance and review progress weekly.
Exam Monitoring: Book the exam well in advance and ensure invigilation fees are paid.
Mental Health Support:
If long-term anxiety or insomnia affects your studies, consider seeking academic consideration or adjustments through student support services.
4. Progress Tracking and Plan Adjustment
Monthly Progress Review: Adjust study strategies based on progress to stay on track.
Regular Communication with the Instructor: Get ongoing support and feedback.
Contingency Plan: In case of unsatisfactory exam performance, consider applying for a retake.
5. Evaluation and Adjustment of the Academic Plan
Self-Reflection: Summarize key takeaways after each unit to ensure comprehension.
Timely Adjustments: Consult with the instructor as needed to modify the plan based on your progress and personal circumstances.
SOCI 1111: Introduction to Sociology I Academic Plan
A. Course of Study：
SOCI 1111: Introduction to Sociology I provides foundational knowledge in sociology. The course aims to cultivate a sociological perspective, helping students understand how social systems shape individual behaviors and thoughts. It covers topics such as the analysis of Canadian society, key concepts in capitalist society, and the social construction of crime and deviance. Students will explore core sociological theories, learn how culture and socialization influence individuals, and examine topics related to gender, health, aging, and social structures. Additionally, the course teaches essential data collection methods, enabling students to select appropriate techniques for sociological research. This course serves as a prerequisite for advanced sociology studies and equips students with tools to apply sociological thinking in their everyday lives.
I have verified that this course aligns with my degree plan and confirmed in SOLUS through the Academic Advisement Report that it meets my program’s requirements.
B. Workload Plan：
Course Information: This course is delivered online in a self-paced format over 30 weeks and is worth 3.0 credits. It is divided into four units: Introduction to Sociology, Social and Cultural Dimensions of Human Experience, Micro and Macro Approaches to Social Organization, and Deviance, Gender, and the Human Body. To complete the course, students must finish four assignments and a final exam.
Workload Assessment: Objectively, this course is not particularly difficult, but it is also not one where I can easily achieve good results without putting in effort. However, the fact that I chose this course demonstrates my enthusiasm for it. I believe that my passion for learning will motivate me to succeed in this course.
C. Strategies for Success：
Potential Challenges:
I believe my learning abilities are quite strong, and I cannot foresee any significant difficulties.
Mitigation Strategies:
Seeking Support: I will make full use of the support provided by the course’s open learning faculty and contact instructors whenever I encounter difficulties.
Time Management: I will create daily and weekly study schedules to ensure assignments are completed on time and new material is properly reviewed.
Resource Utilization: I will take advantage of the open educational resources (OER) textbook and other recommended readings to deepen my understanding of sociological theories and their applications.
Specific Goals:
My goal is to gain a solid understanding of the fundamental principles and core theories of sociology and be able to apply these concepts to analyze social phenomena in Canadian society and my own life. By the end of the course, I aim to comprehend how social systems, through culture, socialization, and organizational structures, influence individuals. Additionally, I seek to gain deeper insights into topics like gender, crime, and aging. I also plan to develop proficiency in sociological research methods and strengthen my critical thinking skills, allowing me to express my ideas clearly.
I aim to achieve excellent results in the four assignments and final exam, ensuring my final course grade reaches 90% or above.
Plan Evaluation and Adjustments
I will regularly review my progress to ensure that I stay on track with the course objectives.
If any unforeseen challenges arise, I will promptly contact an academic advisor or student services for additional support.
I will incorporate feedback from assignments to adjust my learning strategies and ensure that I am well-prepared for the final exam.
Moreover, I am taking the SOCI 1111 course at Thompson Rivers University. I also have friends at this university, and the feedback they gave me was equally positive.
FREN 200: Academic Plan
A. Course of Study
FREN 200: First Year University French I focuses on enhancing students' proficiency in French across listening, speaking, reading, and writing. It serves as a continuation of FREN 100 and FREN 101, with comprehensive grammar reviews and practical exercises. The course introduces social and cultural topics, encouraging discussions on personal relationships and Canadian society. Key grammar topics include the present tense, past tense, imperative, and participles, allowing students to develop fluency. The course prepares students for advanced French studies and equips them to apply their language skills in real-world contexts.
I have verified that FREN 200 aligns with my degree requirements, and I confirmed its eligibility through my Academic Advisement Report on SOLUS.
B. Workload Plan
Course Information: This course is offered online via Brightspace, following a self-paced, individualized study model. It spans 12 units, covering essential grammar structures, vocabulary development, and cultural themes. Assessments include five written assignments, five oral assignments, a composition assignment, and both oral and online exams.
Workload Assessment: I previously took FREN 106 and FREN 107 at Queen’s University, earning grades of B+ and A, respectively. Given my achievements and my passion for French language and culture, I do not anticipate any significant burden from this course.
C. Strategies for Success
Potential Challenges:
I believe my learning abilities are strong, and I do not foresee any significant difficulties in completing this course successfully.
Mitigation Strategies:
Seeking Support: I will actively engage with instructors and use the provided course materials to ensure I can quickly address any issues that arise.
Time Management: I will follow a structured weekly study plan to keep up with assignments, prepare for exams, and stay ahead in my coursework.
Resource Utilization: I will take full advantage of the online textbook and supplementary materials to deepen my understanding of grammar and cultural topics.
Specific Goals:
My primary goal is to develop sufficient French proficiency to travel independently in French-speaking regions of Canada. I have always wanted to visit McGill University, and this course will help me achieve the language skills necessary for such a trip.
I aim to achieve excellent results, targeting a final course grade of 90% or higher through consistent effort on all written and oral assignments, as well as the final exams.
Plan Evaluation and Adjustments
I will monitor my progress regularly through assignments and exams, ensuring I stay on track with the course objectives.
If any unforeseen challenges arise, I will promptly seek assistance from academic advisors and use available student support services.
I will use feedback from assignments to adjust my learning strategies and ensure thorough preparation for the final exams.
Academic Plan for PSYC 228 - Introduction to Human Development
1. Focus of Your Studies (A)
Course Objective: Gain a comprehensive understanding of the physical, cognitive, and socioemotional development across different life stages, from infancy to old age.
Course Structure:
Theories, Approaches, and Biological Foundations
Infancy
Early Childhood
Middle and Late Childhood
Adolescence
Emerging and Young Adulthood
Middle Adulthood
Late Adulthood
Credit Hours: 3 Credits
Completion Goal: Finish all quizzes and assignments on time and pass the final exam.
2. Workload and Time Management (B)
Quiz and Assignment Schedule:
Complete one unit per week, including the related quiz.
Review thoroughly for both mid-term and final exams.
Submit the critical review assignment before the deadline.
Research Participation: Participate in research activities early to ensure smooth completion.
3. Strategies for Success (C)
Handling Academic Challenges:
Challenge: The course involves complex theories related to various stages of development.
Approach:
Engage in online discussions and consult with the instructor regularly for feedback.
Join study groups to share insights and reinforce learning.
Utilize university learning resources, such as online study strategy tools and questionnaires.
Time Management and Assignment Planning:
Time Management: Create a study plan in advance and review progress weekly.
Exam Monitoring: Book the exam well in advance and ensure invigilation fees are paid.
Mental Health Support:
If long-term anxiety or insomnia affects your studies, consider seeking academic consideration or adjustments through student support services.
4. Progress Tracking and Plan Adjustment
Monthly Progress Review: Adjust study strategies based on progress to stay on track.
Regular Communication with the Instructor: Get ongoing support and feedback.
Contingency Plan: In case of unsatisfactory exam performance, consider applying for a retake.
5. Evaluation and Adjustment of the Academic Plan
Self-Reflection: Summarize key takeaways after each unit to ensure comprehension.
Timely Adjustments: Consult with the instructor as needed to modify the plan based on your progress and personal circumstances.
SOCI 1111: Introduction to Sociology I Academic Plan
A. Course of Study：
SOCI 1111: Introduction to Sociology I provides foundational knowledge in sociology. The course aims to cultivate a sociological perspective, helping students understand how social systems shape individual behaviors and thoughts. It covers topics such as the analysis of Canadian society, key concepts in capitalist society, and the social construction of crime and deviance. Students will explore core sociological theories, learn how culture and socialization influence individuals, and examine topics related to gender, health, aging, and social structures. Additionally, the course teaches essential data collection methods, enabling students to select appropriate techniques for sociological research. This course serves as a prerequisite for advanced sociology studies and equips students with tools to apply sociological thinking in their everyday lives.
I have verified that this course aligns with my degree plan and confirmed in SOLUS through the Academic Advisement Report that it meets my program’s requirements.
B. Workload Plan：
Course Information: This course is delivered online in a self-paced format over 30 weeks and is worth 3.0 credits. It is divided into four units: Introduction to Sociology, Social and Cultural Dimensions of Human Experience, Micro and Macro Approaches to Social Organization, and Deviance, Gender, and the Human Body. To complete the course, students must finish four assignments and a final exam.
Workload Assessment: Objectively, this course is not particularly difficult, but it is also not one where I can easily achieve good results without putting in effort. However, the fact that I chose this course demonstrates my enthusiasm for it. I believe that my passion for learning will motivate me to succeed in this course.
C. Strategies for Success：
Potential Challenges:
I believe my learning abilities are quite strong, and I cannot foresee any significant difficulties.
Mitigation Strategies:
Seeking Support: I will make full use of the support provided by the course’s open learning faculty and contact instructors whenever I encounter difficulties.
Time Management: I will create daily and weekly study schedules to ensure assignments are completed on time and new material is properly reviewed.
Resource Utilization: I will take advantage of the open educational resources (OER) textbook and other recommended readings to deepen my understanding of sociological theories and their applications.
Specific Goals:
My goal is to gain a solid understanding of the fundamental principles and core theories of sociology and be able to apply these concepts to analyze social phenomena in Canadian society and my own life. By the end of the course, I aim to comprehend how social systems, through culture, socialization, and organizational structures, influence individuals. Additionally, I seek to gain deeper insights into topics like gender, crime, and aging. I also plan to develop proficiency in sociological research methods and strengthen my critical thinking skills, allowing me to express my ideas clearly.
I aim to achieve excellent results in the four assignments and final exam, ensuring my final course grade reaches 90% or above.
Plan Evaluation and Adjustments
I will regularly review my progress to ensure that I stay on track with the course objectives.
If any unforeseen challenges arise, I will promptly contact an academic advisor or student services for additional support.
I will incorporate feedback from assignments to adjust my learning strategies and ensure that I am well-prepared for the final exam.
Documentation
Professional Letter Detail: NO DOC