Submit an Academic Petition or Appeal

Petition Letter: Dear Associate Dean,

I hope this message finds you well. I am writing to formally request Credit (CR) standing for the MATH 212 course which I completed in the Winter 2025 term. The basis for my request is that the Teaching Assistant (TA) strike had a significant negative impact upon my final standing in the course which in turn caused my core course GPA to drop below the required threshold for graduation with a BSc in mathematics in June 2025. If I do not graduate as planned in June 2025, I will lose the position which I accepted in Teacher’s college beginning in September 2025.

The uncertainty caused by the TA strike not only disrupted the structure of the Math 212 course, but also severely affected my mental health. I experienced heightened anxiety and stress throughout the semester, particularly because of the constant changes to the course evaluation schemes. The unpredictability of the situation made it incredibly difficult to focus, prepare properly, and manage my coursework with confidence. As a result, my ability to perform to my usual academic standard was deeply affected, especially in a course so vital to my degree completion.

In mathematics courses, exams are typically written-response and allow for part marks, a standard that reflects the depth of a student's understanding. However, due to the TA work action, the final exam for MATH 212 was entirely multiple choice and this change removed the opportunity for partial credit and disproportionately impacted my final grade, especially given the course’s emphasis on proof-based reasoning.

The TA strike also led to the Math 212 course grading scheme being altered a total of four times over the semester. The initial grading structure was 20% for each of three quizzes and 40% for the final exam. After we completed Quiz 2, the professor informed us that, due to the TA strike and the likelihood that our tests would not be returned in time for Quiz 3, everyone would receive full marks for Quiz 2. At that point, the revised grading scheme became 20% Quiz 1, 20% Quiz 2 (full credit), 20% Quiz 3, and 40% Final Exam.

Later in the term, the grading scheme was changed again to 25% Quiz 1, 25% Quiz 2 (still awarded full marks), and 50% for a final exam that was entirely multiple choice.

More than ten days after the course had concluded, our professor contacted the class to inform us that his proposed grading scheme had been rejected by the MATHE Undergraduate Chair. As a result, the grading scheme changed once again, for the fourth time, and students were given two final options: 75% Final + 25% Quiz 1, or 50% Final + 50% Quiz 1. In both cases, Quiz 2 was excluded entirely, despite the fact that we had completed it and were advised that it would count towards our final grade in the course.

Unfortunately, this final change significantly impacted my performance in the course. Under the previously communicated scheme, I was on track to achieve a grade sufficient to maintain my core GPA and graduate on time. The revised structure, however, caused my final Math 212 grade to drop by nearly 10%, pushing my average below the graduation threshold.

I completed all course requirements and engaged fully throughout the semester. The repeated grading changes, the mental toll of the strike, and the shift in exam format created a learning environment that was unpredictable and anxiety-inducing. I believe these factors, which were entirely outside of my control, meet the criteria described in Academic Regulation 3.3.1.4 for the assignment of Credit Standing (CR). I remain hopeful that my circumstances can be considered through this formal petition.

Given the impact on my academic standing and graduation timeline, I respectfully request that you consider granting me Credit Standing for MATH 212. I truly appreciate your time, attention, and understanding in reviewing my petition.

Sincerely,
Hannah Moffat