Manage Appeals
Petition Type: New
ID: 611
Submitted: December 14, 2014 at 2:07:55 PM
First Name: Nickalaus
Last Name: Rodgers
Student Number: 10058872
Email: 11njr5@queensu.ca
Degree Program: BAH
Plan: ENGL
Level of Study: 3
Petition Categories
Petition Categories: Drop a course after the academic deadline
Code: ENGL 292A
Term: Fall/Winter
Year: 2014
Petition Category: Drop a course after the academic deadline
Code: ENGL 340A
Term: Fall/Winter
Year: 2014
Petition Category: Drop a course after the academic deadline
Petition Letter
Petition Letter: Queen¿¿s University
Faculty of Arts and Science
Attention: Associate Dean (Studies)
Re: Nickalaus J. Rodgers
Student ID 10058872
Dear Sirs/Mesdames:
I am writing to request two courses be dropped from my transcript for this semester: ENG340 and ENG292.
I began Fall-term studies at Queens with high ambitions for success, having visited the Writing Centre in summer to set up a bi-weekly schedule whereby I could visit Elizabeth Parsons, who has been and is a wonderful resource and someone you can trust and talk openly to. I come from a background of isolation that was void of nurturing, whether it be emotionally, sexually, or socially. Having spent much of my childhood in a group home, it was only natural that my transition into adulthood would be one marked by struggle, confrontation of past trauma, uncertainty in my future, and an on-going period of progression into autonomy and security.
Throughout my first and second year of study at Queens, I was notorious for lecture absences, regularly sleeping through the entire morning, not eating well, and trying for the first time in my life the smoking of marijuana, which quickly became a crutch that I would go to when things were too much for me to handle. Unfortunately, I do not possess the equivalent threshold of tolerance, coping strategies, and the emotional and psychological ability to push through trials, difficulties, and demands to quite the extent of what I deem to be the generalized state amount the majority of Queens students. The difficulties of my past and the transition into adulthood has been supremely challenging, and I struggled to meet the demands of university-life at Queens due primarily to these insecurities.
Upon realizing that I needed more support, guidance, and structure than the average student, I set about preparing for my third year at Queens, with hopes for success and academic achievement. The initial five weeks of classes showed great promise ¿¿ I attended all lectures, I introduced myself to my professors, I met with Elizabeth regularly, and I felt that I was on my way to finally becoming a success at Queens. It was at the end of these five weeks that I fell into utter depression, suicidal thoughts, and a total disability to bring myself to even get out of my bed. It was at this point that my relationship with my family became strained and eventually severed (temporarily), and I found myself isolated in the KGH¿¿s psych evaluation ward for a period of three days. Upon my insistence of no intention of suicide or harm to others, and with the repeated demand that I be released so as to return to my English Literature studies at Queens, I was released from the KGH.
At this point, I realized that my academic future and GPA were in serious trouble, and I sought out every resource I could. I met with Jeanette Parsons in Disability Services who was extremely supportive and helpful in getting me started on a new path. I emailed my professors regarding my extenuating circumstances with the hope of some consideration for my absences and over-due essays. I set up weekly appointments at the La Salle building in order to be prescribed anxiety/depression medication, which I have effectively increased each week since in order to engage with its benefits to their fullest extent. With the assistance of my mother and case-worker, I have also recently met with a kingston-localized Youth In Transition worker. Having sought out these resources, I put my heart and soul into catching up and getting back on track with my studies at Queens.
Nonetheless, I had an epiphany whilst writing an essay ¿¿ English Literature was not the faculty of study that I should or could continue in. I realized that it was unfeasible psychologically, academically, and fiscally to force myself to continue in the English department. My love of Queens, with its beautiful campus, amazing sense of school pride, and the supportive friendships I had made throughout my time there, had blinded me to the fact that English Literature is not the field of study for me.
It is my hope that my extenuating circumstances, many trials, and extensive efforts to get back on track will be enough to gain the sympathies and understanding of the academic counsels concerned.
Sincerely,
Nickalaus Rodgers
10058872
English 340 ¿¿ Romantic Literature
English 292 ¿¿ Theory And Criticism
Enclosed: Appeal Form
To be Forwarded from other Departments: Letter from Disability Services, Letter from Dr. Borins
Faculty of Arts and Science
Attention: Associate Dean (Studies)
Re: Nickalaus J. Rodgers
Student ID 10058872
Dear Sirs/Mesdames:
I am writing to request two courses be dropped from my transcript for this semester: ENG340 and ENG292.
I began Fall-term studies at Queens with high ambitions for success, having visited the Writing Centre in summer to set up a bi-weekly schedule whereby I could visit Elizabeth Parsons, who has been and is a wonderful resource and someone you can trust and talk openly to. I come from a background of isolation that was void of nurturing, whether it be emotionally, sexually, or socially. Having spent much of my childhood in a group home, it was only natural that my transition into adulthood would be one marked by struggle, confrontation of past trauma, uncertainty in my future, and an on-going period of progression into autonomy and security.
Throughout my first and second year of study at Queens, I was notorious for lecture absences, regularly sleeping through the entire morning, not eating well, and trying for the first time in my life the smoking of marijuana, which quickly became a crutch that I would go to when things were too much for me to handle. Unfortunately, I do not possess the equivalent threshold of tolerance, coping strategies, and the emotional and psychological ability to push through trials, difficulties, and demands to quite the extent of what I deem to be the generalized state amount the majority of Queens students. The difficulties of my past and the transition into adulthood has been supremely challenging, and I struggled to meet the demands of university-life at Queens due primarily to these insecurities.
Upon realizing that I needed more support, guidance, and structure than the average student, I set about preparing for my third year at Queens, with hopes for success and academic achievement. The initial five weeks of classes showed great promise ¿¿ I attended all lectures, I introduced myself to my professors, I met with Elizabeth regularly, and I felt that I was on my way to finally becoming a success at Queens. It was at the end of these five weeks that I fell into utter depression, suicidal thoughts, and a total disability to bring myself to even get out of my bed. It was at this point that my relationship with my family became strained and eventually severed (temporarily), and I found myself isolated in the KGH¿¿s psych evaluation ward for a period of three days. Upon my insistence of no intention of suicide or harm to others, and with the repeated demand that I be released so as to return to my English Literature studies at Queens, I was released from the KGH.
At this point, I realized that my academic future and GPA were in serious trouble, and I sought out every resource I could. I met with Jeanette Parsons in Disability Services who was extremely supportive and helpful in getting me started on a new path. I emailed my professors regarding my extenuating circumstances with the hope of some consideration for my absences and over-due essays. I set up weekly appointments at the La Salle building in order to be prescribed anxiety/depression medication, which I have effectively increased each week since in order to engage with its benefits to their fullest extent. With the assistance of my mother and case-worker, I have also recently met with a kingston-localized Youth In Transition worker. Having sought out these resources, I put my heart and soul into catching up and getting back on track with my studies at Queens.
Nonetheless, I had an epiphany whilst writing an essay ¿¿ English Literature was not the faculty of study that I should or could continue in. I realized that it was unfeasible psychologically, academically, and fiscally to force myself to continue in the English department. My love of Queens, with its beautiful campus, amazing sense of school pride, and the supportive friendships I had made throughout my time there, had blinded me to the fact that English Literature is not the field of study for me.
It is my hope that my extenuating circumstances, many trials, and extensive efforts to get back on track will be enough to gain the sympathies and understanding of the academic counsels concerned.
Sincerely,
Nickalaus Rodgers
10058872
English 340 ¿¿ Romantic Literature
English 292 ¿¿ Theory And Criticism
Enclosed: Appeal Form
To be Forwarded from other Departments: Letter from Disability Services, Letter from Dr. Borins
Documentation
Professional Letter Detail: Letter from Disability Services (Jeanette Parsons)
Documentation Detail: Letter from Dr. Borins - Health Services