Submit an Academic Petition or Appeal

Petition Letter: Dear Jill Atkins Associate Dean (Studies),

Thank you for considering my appeal. Below I will outline the courses being appealed for credit standing (CR) and the reasoning behind the appeal.

I am writing to appeal the final grades received during the 2015/16 and 2016/17 academic year in the following courses: ANAT215 (Fall 2015), CHEM281 (Fall 2015), MICR221 (Winter 2016), CHEM282 (Winter 2016), BCHM218 (Winter 2016), PHGY214 (Fall/Winter 2015/16), MICR360 (Fall 2016), and PHAR340 (Fall 2016). I am requesting that these courses be counted as a credit standing (CR), and will be used as credits earned towards my degree.

Extenuating circumstances significantly affected my academic performance during the 2015/16 and 2016/17 academic years, and therefore my ability to achieve grades reflective of my capabilities and effort.

At the age of nine I was diagnosed with a learning impairment. My parents identified learning challenges early on and sought assistance when, at the end of Grade 2, I could barely read and could not retain what I had just learned. My first psycho-educational assessment was conducted in 2006 by Dr. Adrian Sibian, a registered psychologist specializing in learning issues. Following review by the Toronto District School Board, an Individual Education Program (IEP) was developed, implemented and discussed each year through to Grade 12 to ensure that I was receiving the supports I needed to reach my full academic potential. In addition to extra time, I received help from reading clinic staff, teaching specialists and extra support from my teachers. I thrived both academically and socially and was recognized for my leadership roles in the school community, including the Principal¿¿s award for leadership in Grades, 6, 8 and my high schools nominee for the Schulich Leader Scholarship. I successfully completed the International Baccalaureate program and, with an average above 90, was accepted to Queen¿¿s University in the fall of 2014.

In the summer of 2014, Dr. Adrian Sibian conducted a second psycho-educational assessment. The evaluation report and recommendations of the 2014 assessment were sent to ¿¿Disability¿ Services Office (now known as Student Wellness Services) before my arrival. On August 28, 2014, the staff person on the file, Gail Eaton-Smith wrote back to me and acknowledged that I had a learning challenge, but denied my need for any academic accommodation. The rationale behind the denial was a lack of ¿¿compelling evidence of a functional barrier, or impairment, that results from (the) disability¿. Over the remainder of the Fall 2014 semester, I met with Ms. Eaton, and fought to have basic accommodations provided. I was made to feel as though my need for an accommodation was unfounded, and that I was unworthy of the support of Queen¿¿s University. Finally, before the Fall 2014 exam period, one accommodation (extra time) was granted, but only 1.5x for each exam. There was also no discussion of my chosen field of study and any challenges I might face given my documented learning challenge.

Over the Winter 2015 semester, no additional support was given, and no check-in done, by Student Wellness Services. As a first year student being unaccustomed to being away from home as well as new to Queen¿¿s University, I did not understand the support I needed to succeed to my full potential in second and third year. After a very difficult experience receiving a basic accommodation at Queen¿¿s, I was unmotivated to advocate for the necessary accommodations and fearful of pursuing further counselling on future courses and steps to take towards academic success. As a result, I did not take full advantage of the resources available to me, and suffered as a result in the following two years.

Throughout the Fall 2015/Winter 2016 Semesters, I suffered academically. In Winter 2016, I dropped ANAT216 at the last drop date. I was struggling, and sought support from the Life Science Office. I received academic guidance, but was never told of the potential support from Student Wellness Services with regards to my accommodation, or followed up with further. I continued to struggle over the next semester, and only found my footing in Winter 2017 when I focussed my efforts and enrolled in courses that played to my strengths.

My need for academic support was not unfounded, a ploy to get ahead or an attempt to gain an unfair advantage over my classmates. It is real, immediate and evident from the grades I received in second and part of third year. My future plan is to persue graduate studies at Queen¿¿s University, but I will be unable to do so with my current grade point average. Allowing the credit standing to be present, I have a fighting chance at furthering my education, as I wish to do.

I am on track to graduate, and picked a specialization within the Life Sciences stream that plays to my strengths.

I thank you for reviewing my appeal, and look forward to the decision.

Emily Fenech
10143789