Manage Appeals
Petition Type: New
ID: 13485
Submitted: August 29, 2025 at 11:49:17 AM
First Name: Harini
Last Name: Alam
Pronoun: She/her
Preferred Name: Harini
Student Number: 20354417
Email: 21ha73@queensu.ca
Degree Program: BScH
Plan: LISC
Level of Study: 4
Petition Categories
Petition Categories: Request credit (CR) standing in a course or courses
Code: BCHM 315
Term: Fall
Year: 2024
Petition Category: Request credit (CR) standing in a course or courses
Instructor's Name: Dr. Robert Campbell
Section/Class Number: 2554
Petition Letter
Petition Letter: Harini Alam
20354417
Life Sciences
August 27th, 2025
To: Associate Dean (Academic)
Faculty of Arts and Science
Queen’s University
Re: Petition for Credit Standing – BCHM 315
Dear Associate Dean,
I am writing to respectfully request Credit Standing for BCHM 315: Proteins & Enzymes, taught by Dr. Robert Campbell, on compassionate grounds. The extenuating circumstance that led to this request is the bereavement of a close family member during the Fall 2024 term. This event, which was entirely beyond my control, occurred at the start of the term and had a lasting impact on my ability to perform to my usual academic standard in BCHM 315.
The loss occurred on September 24, 2024, just before the first midterm exam of the course. The timing was devastating. At the start of the term, I had been fully engaged in BCHM 315 and confident in my grasp of the material. However, after the bereavement, my concentration, motivation, and energy were severely affected. The grief I experienced disrupted my ability to prepare for the midterm and made it extremely difficult to maintain the focus required for subsequent tests and the final exam. Since BCHM 315 relied heavily on tests and timed assessments, the structure of the course made it particularly difficult for me to recover academically under these circumstances.
While I continued to attend lectures, complete assignments, and prepare to the best of my ability, the impact of grief was most visible in my exam performance. Unlike my other courses, which were primarily assignment-based and allowed me more flexibility in managing deadlines and workload, BCHM 315 required sustained preparation and recall under exam conditions. The cumulative effect of this design, combined with my reduced ability to focus, meant that my final grade in BCHM 315 was far below what I would normally achieve. The disparity between my performance in this course and my other courses reflects how strongly the structure of BCHM 315 amplified the challenges I faced.
At the time, I did not seek a course drop or request accommodations, because I believed I could still manage my responsibilities. I felt a strong sense of obligation to continue, and I hoped that with effort and determination I could overcome the challenges. By the time I realized the extent to which the bereavement had compromised my academic performance, I had already completed much of the coursework and remained committed to finishing the term. This decision, while, ultimately meant that my final grade did not represent my true understanding of the material or my typical academic performance.
The impact of the bereavement persisted for the duration of the term. Concentration was particularly difficult when preparing for the midterm and final exam, and I often found myself rereading material without absorbing it fully. Motivation and energy were also diminished, which further hindered my ability to study effectively. The timing of the events, occurring before the first midterm, set the tone for the rest of the term, and I was never able to fully regain the momentum I had at the start.
To verify my circumstances, I have provided supporting documentation, including a copy of the death certificate, my travel documents, and a note from my family doctor. These documents confirm both the timing of the event and the impact it had on my wellbeing.
During and after these events, I sought support from my family and close friends, who provided emotional stability and helped me to cope. These steps have been important in allowing me to recover and re-establish a healthy balance between personal and academic responsibilities. Looking ahead, I feel more prepared to recognize when additional help is needed and to reach out earlier to available support should unforeseen circumstances arise again.
In light of these extenuating circumstances, I respectfully request Credit Standing in BCHM 315. This outcome would recognize the work and effort I put into the course, as well as the knowledge I demonstrated despite the extraordinary challenges I faced. More importantly, it would acknowledge that my final grade was not representative of my true academic abilities, but rather a reflection of the unique and difficult situation I encountered during the term.
Thank you very much for your time and careful consideration of my petition.
Sincerely,
Harini Alam
20354417
20354417
Life Sciences
August 27th, 2025
To: Associate Dean (Academic)
Faculty of Arts and Science
Queen’s University
Re: Petition for Credit Standing – BCHM 315
Dear Associate Dean,
I am writing to respectfully request Credit Standing for BCHM 315: Proteins & Enzymes, taught by Dr. Robert Campbell, on compassionate grounds. The extenuating circumstance that led to this request is the bereavement of a close family member during the Fall 2024 term. This event, which was entirely beyond my control, occurred at the start of the term and had a lasting impact on my ability to perform to my usual academic standard in BCHM 315.
The loss occurred on September 24, 2024, just before the first midterm exam of the course. The timing was devastating. At the start of the term, I had been fully engaged in BCHM 315 and confident in my grasp of the material. However, after the bereavement, my concentration, motivation, and energy were severely affected. The grief I experienced disrupted my ability to prepare for the midterm and made it extremely difficult to maintain the focus required for subsequent tests and the final exam. Since BCHM 315 relied heavily on tests and timed assessments, the structure of the course made it particularly difficult for me to recover academically under these circumstances.
While I continued to attend lectures, complete assignments, and prepare to the best of my ability, the impact of grief was most visible in my exam performance. Unlike my other courses, which were primarily assignment-based and allowed me more flexibility in managing deadlines and workload, BCHM 315 required sustained preparation and recall under exam conditions. The cumulative effect of this design, combined with my reduced ability to focus, meant that my final grade in BCHM 315 was far below what I would normally achieve. The disparity between my performance in this course and my other courses reflects how strongly the structure of BCHM 315 amplified the challenges I faced.
At the time, I did not seek a course drop or request accommodations, because I believed I could still manage my responsibilities. I felt a strong sense of obligation to continue, and I hoped that with effort and determination I could overcome the challenges. By the time I realized the extent to which the bereavement had compromised my academic performance, I had already completed much of the coursework and remained committed to finishing the term. This decision, while, ultimately meant that my final grade did not represent my true understanding of the material or my typical academic performance.
The impact of the bereavement persisted for the duration of the term. Concentration was particularly difficult when preparing for the midterm and final exam, and I often found myself rereading material without absorbing it fully. Motivation and energy were also diminished, which further hindered my ability to study effectively. The timing of the events, occurring before the first midterm, set the tone for the rest of the term, and I was never able to fully regain the momentum I had at the start.
To verify my circumstances, I have provided supporting documentation, including a copy of the death certificate, my travel documents, and a note from my family doctor. These documents confirm both the timing of the event and the impact it had on my wellbeing.
During and after these events, I sought support from my family and close friends, who provided emotional stability and helped me to cope. These steps have been important in allowing me to recover and re-establish a healthy balance between personal and academic responsibilities. Looking ahead, I feel more prepared to recognize when additional help is needed and to reach out earlier to available support should unforeseen circumstances arise again.
In light of these extenuating circumstances, I respectfully request Credit Standing in BCHM 315. This outcome would recognize the work and effort I put into the course, as well as the knowledge I demonstrated despite the extraordinary challenges I faced. More importantly, it would acknowledge that my final grade was not representative of my true academic abilities, but rather a reflection of the unique and difficult situation I encountered during the term.
Thank you very much for your time and careful consideration of my petition.
Sincerely,
Harini Alam
20354417
Documentation
Professional Letter: Doctornote-1.pdf
Document: DeathCertificate-1.pdf
Document: AP_FlightTickets-0.pdf