Manage Appeals
Petition Type: New
ID: 5901
Submitted: June 11, 2019 at 11:53:22 AM
First Name: Andrew
Last Name: Kennedy
Student Number: 20111418
Email: 17ajk8@queensu.ca
Degree Program: BSCH
Plan: ASC1
Level of Study: 1
Petition Categories
Petition Categories: Waive the requirement to withdraw for one year
Petition Letter
Petition Letter: June 7, 2019
Dear Associate Dean of Studies,
I am writing to you to appeal my requirement to withdraw from Queen¿¿s University for one year due to my academic standing after my first year. I was saddened and frustrated to receive the letter, but I understand why I received it. I would like to outline some of the factors that lead to my poor GPA during the
2018-19 school year.
From the beginning of the school year I had difficulties with my mental health and making the necessary connections for my success. I was recruited and selected to receive a letter of intent to join the Men¿¿s Varsity Soccer Team. I was invited to Queen¿¿s two weeks earlier to participate in the Queen¿¿s Soccer Training Camp. I was cut from the team a week later and sent back home. This really disappointed me because playing varsity soccer was one of the reasons I chose to go to Queen¿¿s University.
When the semester started, I kept in communication with the coach and was given the chance to work my way back on the team. I persevered at training through the next weeks and finally was accepted on the team. The problem was, I never felt like I was truly on the team. I felt this way because from the beginning, I was outcasted from the other players because I didn¿¿t make the original roster. I would constantly be criticized for my play. I was often ignored and had to do more work than the other rookies. When I was given my kit, everything was not the correct size, so I didn¿¿t look as professional as the other players. I even got my training shirt taken from me by the captain because he couldn¿¿t find his, so I had to wear the shirt I walked to training in. I went to every training session and all the meetings. I received limited playing time which totaled ten minutes. As a result, this distanced me further and further away from my soccer peers.
I was often excluded from the player planned social events and ignored as a player on the team. I would see many of my teammates together on social media, but I would never be invited or told about it. These may seem like minor issues, but soccer is a huge commitment where I would spend up to four hours everyday training and away from my studies. I felt so isolated, rejected and miserable going to practices and games. Playing varsity is something that I have strived for my whole life. This really affected me emotionally and mentally to the point where it affected my academics.
To compound things, the hours I spent on varsity soccer prevented me from making the necessary connections with my peers in my residence and more importantly my program. It made me feel that I was completely alone to try to balance all my studies by myself. I would stay up all night just sitting on my bed, anxious, not knowing what to do. I would look out my window at 4 a.m. and see my light was the only light on, feeling alone like no one felt the way I did. This insomnia, every night, would cause me not to be able to focus and learn during the early lectures and labs. I missed many classes because I was so exhausted. When I did make it to classes and labs I couldn¿¿t concentrate because I was physically and mentally exhausted from the night before. During both the Fall and Winter Term exams, the feeling of anxiousness and lack of sleep built up so much so that it caused me to study ineffectively and as a result, I did poorly on my midterms and finals. This brought my marks down even further. To try to recover my GPA, I dropped my calculus course after receiving my midterm exam mark. I thought by doing this I would be able to bring my marks for my other courses up.
Through the winter I suffered (and am still suffering through) an ankle injury at training. This injury put me over the edge. I felt as though everything in my life was slipping through my fingers. I didn¿¿t have any bonds with my teammates or class/floor peers and now it seemed like I wouldn¿¿t play soccer again. I did receive some treatments from a Queen¿¿s Physiotherapist, and I am currently seeing a doctor. During this time, I still trained at the gym and attended all team events.
I communicated some of the difficulties I was having to my parents and sought help through the Varsity Academic Service Coordinator. In the second semester, I was assigned to a Bounce Back Mentor, who did help me out a bit and I was also directed to the website, Grade Slam Tutoring, but it wasn¿¿t much help. I am not blaming the soccer team or the university. I know I must take responsibility for what occurred.
I have developed an Academic Plan and a schedule for this fall should you allow me the chance to register. I have requested some emails and documents from the advisor, mentor and physiotherapist. I will add these as soon as I receive them. I believe I have another week to provide.(June 20th)
I hope this shows you that I am fully committed and willing to apply myself to my academic program. I have been an excellent student my whole life and I am determined to turn my university education around.
Dear Associate Dean of Studies,
I am writing to you to appeal my requirement to withdraw from Queen¿¿s University for one year due to my academic standing after my first year. I was saddened and frustrated to receive the letter, but I understand why I received it. I would like to outline some of the factors that lead to my poor GPA during the
2018-19 school year.
From the beginning of the school year I had difficulties with my mental health and making the necessary connections for my success. I was recruited and selected to receive a letter of intent to join the Men¿¿s Varsity Soccer Team. I was invited to Queen¿¿s two weeks earlier to participate in the Queen¿¿s Soccer Training Camp. I was cut from the team a week later and sent back home. This really disappointed me because playing varsity soccer was one of the reasons I chose to go to Queen¿¿s University.
When the semester started, I kept in communication with the coach and was given the chance to work my way back on the team. I persevered at training through the next weeks and finally was accepted on the team. The problem was, I never felt like I was truly on the team. I felt this way because from the beginning, I was outcasted from the other players because I didn¿¿t make the original roster. I would constantly be criticized for my play. I was often ignored and had to do more work than the other rookies. When I was given my kit, everything was not the correct size, so I didn¿¿t look as professional as the other players. I even got my training shirt taken from me by the captain because he couldn¿¿t find his, so I had to wear the shirt I walked to training in. I went to every training session and all the meetings. I received limited playing time which totaled ten minutes. As a result, this distanced me further and further away from my soccer peers.
I was often excluded from the player planned social events and ignored as a player on the team. I would see many of my teammates together on social media, but I would never be invited or told about it. These may seem like minor issues, but soccer is a huge commitment where I would spend up to four hours everyday training and away from my studies. I felt so isolated, rejected and miserable going to practices and games. Playing varsity is something that I have strived for my whole life. This really affected me emotionally and mentally to the point where it affected my academics.
To compound things, the hours I spent on varsity soccer prevented me from making the necessary connections with my peers in my residence and more importantly my program. It made me feel that I was completely alone to try to balance all my studies by myself. I would stay up all night just sitting on my bed, anxious, not knowing what to do. I would look out my window at 4 a.m. and see my light was the only light on, feeling alone like no one felt the way I did. This insomnia, every night, would cause me not to be able to focus and learn during the early lectures and labs. I missed many classes because I was so exhausted. When I did make it to classes and labs I couldn¿¿t concentrate because I was physically and mentally exhausted from the night before. During both the Fall and Winter Term exams, the feeling of anxiousness and lack of sleep built up so much so that it caused me to study ineffectively and as a result, I did poorly on my midterms and finals. This brought my marks down even further. To try to recover my GPA, I dropped my calculus course after receiving my midterm exam mark. I thought by doing this I would be able to bring my marks for my other courses up.
Through the winter I suffered (and am still suffering through) an ankle injury at training. This injury put me over the edge. I felt as though everything in my life was slipping through my fingers. I didn¿¿t have any bonds with my teammates or class/floor peers and now it seemed like I wouldn¿¿t play soccer again. I did receive some treatments from a Queen¿¿s Physiotherapist, and I am currently seeing a doctor. During this time, I still trained at the gym and attended all team events.
I communicated some of the difficulties I was having to my parents and sought help through the Varsity Academic Service Coordinator. In the second semester, I was assigned to a Bounce Back Mentor, who did help me out a bit and I was also directed to the website, Grade Slam Tutoring, but it wasn¿¿t much help. I am not blaming the soccer team or the university. I know I must take responsibility for what occurred.
I have developed an Academic Plan and a schedule for this fall should you allow me the chance to register. I have requested some emails and documents from the advisor, mentor and physiotherapist. I will add these as soon as I receive them. I believe I have another week to provide.(June 20th)
I hope this shows you that I am fully committed and willing to apply myself to my academic program. I have been an excellent student my whole life and I am determined to turn my university education around.
Academic Plan
Academic Plan: My Academic Plan
June 3, 2019
Dear Associate Dean of Studies,
I am writing to share my academic plan in hopes to have my requirement to withdraw waived due to extenuating circumstances. Through in depth self-reflecting, familiarizing myself with the Queen¿¿s Academic Student Success Services Site (SASS) and various discussions with my parents, and meetings with Academic Advisors, (Caroline on May 13, Kerri on June 10) as well as discussions with the Athletic Services Coordinator (Milana McNamee on June 3), I have come up with a detailed plan for my future success as a Science Student at Queen¿¿s University. I believe it is important to put a plan in place by recognizing the obstacles that negatively impacted my grades and the positive actions necessary to overcome these obstacles.
I enjoy being in the Queen¿¿s Science Program. I find the courses to be both interesting and rewarding. I realize that the program is challenging, however I know that by making the necessary personal adjustments it will lead to success in my future studies. If I was to be accepted back, it is my plan to take a lighter course load for the 2019-20 academic year. I would retake the courses that I was unsuccessful in which includes: Chemistry 112, Anatomy 100 and Computer Science 101. My course load would also include: Astronomy (101&102) and Human Geography (101&102). (Please see: My Planner Fall 2019 and Winter 2020.) In order to prioritize full attention to my academics, I would withdraw from the Men¿¿s Varsity Soccer Team because of the daily time commitment and energy that goes along with it throughout both semesters.
Milana McNamee from Student Athletics offered me 4 strategies for my future success. The strategy is the Gaels 301 Program. This would match with me with a Case Manager in Athletics. I would meet regularly with my case manager throughout the fall and winter terms. My Case Manager would work with me to set up a weekly schedule, to monitor my academic progression and refer me to campus resources. I would be given access to a structured weekly Monday night study hall. As well would be given the opportunity to participate in SASS mid-term and final exam drop-in sessions. The final opportunity would give me access to the Gaels Tutoring Program/GradeSlam. I fully believe that these resources would help me, significantly, to get things back on track. I would implement them immediately should I return.
Through reflecting on my academic performance, I believe there were many obstacles that negatively impacted my grades. On an academic level, I was enrolled in difficult courses (Physics, Chemistry and Math), which included lectures, tutorials and labs. To be successful, I feel that it is important to take a reduced course load to allow for more available time and concentration on my studies. I will attend every class and lab. I will complete all my readings and assignments by the required due dates. I will connect with study groups and course tutors. I will make use of the library and study areas when necessary. I believe it is important to create both a weekly and long-term academic schedule through the help of SASS to stay organized and make note of upcoming due dates. Setting goals for success and creating a to do-list are good ways to help me set priorities. Procrastination and lack of organization skills are challenges that could prevent me from keeping on top of my workload. Accessing SASS workshops on time management and study skills would help me to prioritize and remain organized. It is important that I take the time to check-in with how I¿¿m feeling as the academic year progresses and things get busier. To avoid feeling stressed, anxious and tired it is imperative that I keep a healthy balance in other areas aside from academics. It is important that I take time to eat a healthy diet, get plenty of rest, exercise daily and engage in social opportunities with my peers.
On a personal level, my mental state was deteriorating. This was from falling behind on my academics as well as the challenges that I was faced with on the Varsity Men¿¿s Soccer Team. As a result of all this, I had difficulty sleeping, which led to increased stress and anxiety. I kept much of these challenges to myself in hopes that it would get better the next day, but in fact things continued to decline. To keep a healthy mental state, it is important for me to follow a daily schedule that is broken down into priorities and obtainable goals. It is also important to communicate my issues and concerns with trusted family and friends for support. If this doesn¿¿t improve the situation, it would be a good idea for me to talk with a counselor or doctor. To help get back on track with improved sleep patterns, it would also be a good idea to limit my screen time and caffeine intake. Daytime napping should be avoided and replaced with doing something active like going for a walk.
Socially, another obstacle I was faced with was difficulties making connections with my peers in my program. I felt I was divided into so many different directions. I felt that I had no one to talk to about my situation and course challenges. To be successful, I believe it is important to arrive to class 10 minutes early to engage and connect with others. A good idea would be for me to initiate study groups in person and on-line by setting a time and date. I would ask questions to the professor in class when unsure of the content. I would stay behind to discuss ideas about the lecture with someone in the class. Sometimes I find it hard to reach out to others when I am not feeling confident with my abilities. Instead, I tend to pull away and keep to myself. To avoid this, it is important that I follow my planned schedule and if I get overwhelmed, I will get in contact with a TA or my professor. Becoming involved in workshops early in the year such as, Bounce Back will also help me to gain confidence and knowledge. Like I have mentioned in my appeal I have asked for some supporting documents from my Advisors and Mentors to show that I am committed to this plan. I will provide them when I receive them.
It is my hope that my appeal and academic plan will lead me to a successful return to my studies in the Queen¿¿s Science Program 2019-20. Thank you for your time and consideration.
This is what I have entered in my planner for the fall and winter schedules as far as courses:
FALL WINTER
ASTR 101 ANAT 100
CHEM 122A ASTR 102
CISC 101 CHEM 112B
GRHY 101 GPHY 102
June 3, 2019
Dear Associate Dean of Studies,
I am writing to share my academic plan in hopes to have my requirement to withdraw waived due to extenuating circumstances. Through in depth self-reflecting, familiarizing myself with the Queen¿¿s Academic Student Success Services Site (SASS) and various discussions with my parents, and meetings with Academic Advisors, (Caroline on May 13, Kerri on June 10) as well as discussions with the Athletic Services Coordinator (Milana McNamee on June 3), I have come up with a detailed plan for my future success as a Science Student at Queen¿¿s University. I believe it is important to put a plan in place by recognizing the obstacles that negatively impacted my grades and the positive actions necessary to overcome these obstacles.
I enjoy being in the Queen¿¿s Science Program. I find the courses to be both interesting and rewarding. I realize that the program is challenging, however I know that by making the necessary personal adjustments it will lead to success in my future studies. If I was to be accepted back, it is my plan to take a lighter course load for the 2019-20 academic year. I would retake the courses that I was unsuccessful in which includes: Chemistry 112, Anatomy 100 and Computer Science 101. My course load would also include: Astronomy (101&102) and Human Geography (101&102). (Please see: My Planner Fall 2019 and Winter 2020.) In order to prioritize full attention to my academics, I would withdraw from the Men¿¿s Varsity Soccer Team because of the daily time commitment and energy that goes along with it throughout both semesters.
Milana McNamee from Student Athletics offered me 4 strategies for my future success. The strategy is the Gaels 301 Program. This would match with me with a Case Manager in Athletics. I would meet regularly with my case manager throughout the fall and winter terms. My Case Manager would work with me to set up a weekly schedule, to monitor my academic progression and refer me to campus resources. I would be given access to a structured weekly Monday night study hall. As well would be given the opportunity to participate in SASS mid-term and final exam drop-in sessions. The final opportunity would give me access to the Gaels Tutoring Program/GradeSlam. I fully believe that these resources would help me, significantly, to get things back on track. I would implement them immediately should I return.
Through reflecting on my academic performance, I believe there were many obstacles that negatively impacted my grades. On an academic level, I was enrolled in difficult courses (Physics, Chemistry and Math), which included lectures, tutorials and labs. To be successful, I feel that it is important to take a reduced course load to allow for more available time and concentration on my studies. I will attend every class and lab. I will complete all my readings and assignments by the required due dates. I will connect with study groups and course tutors. I will make use of the library and study areas when necessary. I believe it is important to create both a weekly and long-term academic schedule through the help of SASS to stay organized and make note of upcoming due dates. Setting goals for success and creating a to do-list are good ways to help me set priorities. Procrastination and lack of organization skills are challenges that could prevent me from keeping on top of my workload. Accessing SASS workshops on time management and study skills would help me to prioritize and remain organized. It is important that I take the time to check-in with how I¿¿m feeling as the academic year progresses and things get busier. To avoid feeling stressed, anxious and tired it is imperative that I keep a healthy balance in other areas aside from academics. It is important that I take time to eat a healthy diet, get plenty of rest, exercise daily and engage in social opportunities with my peers.
On a personal level, my mental state was deteriorating. This was from falling behind on my academics as well as the challenges that I was faced with on the Varsity Men¿¿s Soccer Team. As a result of all this, I had difficulty sleeping, which led to increased stress and anxiety. I kept much of these challenges to myself in hopes that it would get better the next day, but in fact things continued to decline. To keep a healthy mental state, it is important for me to follow a daily schedule that is broken down into priorities and obtainable goals. It is also important to communicate my issues and concerns with trusted family and friends for support. If this doesn¿¿t improve the situation, it would be a good idea for me to talk with a counselor or doctor. To help get back on track with improved sleep patterns, it would also be a good idea to limit my screen time and caffeine intake. Daytime napping should be avoided and replaced with doing something active like going for a walk.
Socially, another obstacle I was faced with was difficulties making connections with my peers in my program. I felt I was divided into so many different directions. I felt that I had no one to talk to about my situation and course challenges. To be successful, I believe it is important to arrive to class 10 minutes early to engage and connect with others. A good idea would be for me to initiate study groups in person and on-line by setting a time and date. I would ask questions to the professor in class when unsure of the content. I would stay behind to discuss ideas about the lecture with someone in the class. Sometimes I find it hard to reach out to others when I am not feeling confident with my abilities. Instead, I tend to pull away and keep to myself. To avoid this, it is important that I follow my planned schedule and if I get overwhelmed, I will get in contact with a TA or my professor. Becoming involved in workshops early in the year such as, Bounce Back will also help me to gain confidence and knowledge. Like I have mentioned in my appeal I have asked for some supporting documents from my Advisors and Mentors to show that I am committed to this plan. I will provide them when I receive them.
It is my hope that my appeal and academic plan will lead me to a successful return to my studies in the Queen¿¿s Science Program 2019-20. Thank you for your time and consideration.
This is what I have entered in my planner for the fall and winter schedules as far as courses:
FALL WINTER
ASTR 101 ANAT 100
CHEM 122A ASTR 102
CISC 101 CHEM 112B
GRHY 101 GPHY 102
Documentation
Professional Letter Detail: email from the Varsity Academic Service Coordinator
Documentation Detail: letter from my Mentors
Documentation Detail: letter from my varsity physiotherapist
Decision Letters
Amendment to Appeal 5901
Relevant Petition: 5901
Student Number: 20111418
Documentation
Professional Letter Detail: NO DOC
Document: Andrew Appeal-0.docx
Document: A. Kennedy Therapy Appointments-0.PDF