Manage Appeals
Petition Type: New
ID: 7903
Submitted: June 17, 2021 at 12:05:39 AM
First Name: Joshua
Last Name: Pinto
Student Number: 20024401
Email: joshua.pinto@queensu.ca
Degree Program: BSC
Plan: Mathematics
Level of Study: 3
Petition Categories
Petition Categories: Drop a course after the academic deadline, Waive the requirement to withdraw for one year
Code: ECON 223
Term: Summer
Year: 2019
Petition Category: Drop a course after the academic deadline
Code: MATH 110
Term: Fall/Winter
Year: 2019
Petition Category: Drop a course after the academic deadline
Code: MATH 225
Term: Fall
Year: 2019
Petition Category: Drop a course after the academic deadline
Code: MATH 280
Term: Fall
Year: 2019
Petition Category: Drop a course after the academic deadline
Code: MATH 339
Term: Fall
Year: 2019
Petition Category: Drop a course after the academic deadline
Code: BMED 173
Term: Winter
Year: 2020
Petition Category: Drop a course after the academic deadline
Code: CISC 151
Term: Winter
Year: 2020
Petition Category: Drop a course after the academic deadline
Code: ECON 255
Term: Winter
Year: 2020
Petition Category: Drop a course after the academic deadline
Code: CISC 251
Term: Fall
Year: 2020
Petition Category: Drop a course after the academic deadline
Code: MATH 326
Term: Fall
Year: 2020
Petition Category: Drop a course after the academic deadline
Code: RELS 163
Term: Winter
Year: 2021
Petition Category: Drop a course after the academic deadline
Code: STAT 269
Term: Winter
Year: 2021
Petition Category: Drop a course after the academic deadline
Petition Letter
Petition Letter: Dear Dr. Jenn Stephenson,
I am appealing the Faculty of Arts and Science's decision that I must withdraw from my studies at Queen's for one year. I am also appealing to late drop courses that were taken during the duration of my circumstances.
In the middle of 2019, I experienced a severe exacerbation of my anxiety and depression. Due to the sporadic nature of my conditions, I went through periods where I was unable to complete menial tasks. During these periods, I had difficulty attending lectures, writing assignments, and concentrating on my academics. Despite having a support system -- comprised of an occupational therapist, accommodations advisor, and doctor -- at Queen's, my worsened anxiety led to negative thought loops that made reaching out to instructors and healthcare providers appear far more daunting. The feelings of shame over the impact that my circumstances have had on my academics and life caused me to isolate myself further instead of seeking help.
This persisted throughout 2020, only changing once I decided to open up to my family and friends earlier this year. Upon realizing that isolating myself is nothing but detrimental to my mental health, I decided to maintain open communication with my parents and to discuss the way I had been feeling -- a step that took a large weight off my shoulders and made thinking about school far less anxiety-inducing.
After discussing future steps with my family, I decided to take numerous measures to ensure future academic success and mental wellbeing. These include booking an appointment with Queen's Academic Success Services, following a consistent routine, and checking in with healthcare providers more regularly. Further plans and details regarding the steps I have taken to feel confident about succeeding when returning to Queen's are outlined in detail in my academic plan below.
I am appealing the Faculty of Arts and Science's decision that I must withdraw from my studies at Queen's for one year. I am also appealing to late drop courses that were taken during the duration of my circumstances.
In the middle of 2019, I experienced a severe exacerbation of my anxiety and depression. Due to the sporadic nature of my conditions, I went through periods where I was unable to complete menial tasks. During these periods, I had difficulty attending lectures, writing assignments, and concentrating on my academics. Despite having a support system -- comprised of an occupational therapist, accommodations advisor, and doctor -- at Queen's, my worsened anxiety led to negative thought loops that made reaching out to instructors and healthcare providers appear far more daunting. The feelings of shame over the impact that my circumstances have had on my academics and life caused me to isolate myself further instead of seeking help.
This persisted throughout 2020, only changing once I decided to open up to my family and friends earlier this year. Upon realizing that isolating myself is nothing but detrimental to my mental health, I decided to maintain open communication with my parents and to discuss the way I had been feeling -- a step that took a large weight off my shoulders and made thinking about school far less anxiety-inducing.
After discussing future steps with my family, I decided to take numerous measures to ensure future academic success and mental wellbeing. These include booking an appointment with Queen's Academic Success Services, following a consistent routine, and checking in with healthcare providers more regularly. Further plans and details regarding the steps I have taken to feel confident about succeeding when returning to Queen's are outlined in detail in my academic plan below.
Academic Plan
Academic Plan: I am currently enrolled in a BSc with General Mathematics as my major. I have spoken with Prof. Peter Taylor, the chair of undergraduate studies in the mathematics and statistics department regarding my intention of pursuing a BSc (Hons) in mathematics. I am familiar with the plan's requirements and Prof. Taylor has mentioned that he would be willing to substitute certain requirements (such as MATH 221 in place of MATH 280 and MATH 225 in place of MATH 231) when I am eligible to switch to my desired plan.
The course content was challenging but not overly difficult. The assessments felt fair, and I believe that I can exceed in them given the right frame of mind. I have an active interest in my field of study and find learning new concepts within the field and working through the material to be fulfilling.
As addressed earlier in the appeal letter, discussing the severity of my illness and its impact on my academics with my family has put me in a much better frame of mind. I have also begun and plan to continue taking several other measures to ensure future academic success and mental wellbeing.
I have booked an academic skills appointment with Queen's Academic Success Services for later this month and have also completed the study skills and habits questionnaire to outline which weaknesses I need to work towards improving. By attending office hours when necessary, studying with others, and reducing my course load if needed, I plan to be proactive with my academics and refrain from overwhelming myself. This in turn will mitigate my anxiety from worsening, an issue that I have faced in the past.
With the help of my occupational therapist, Tess Grant, I have implemented a daily routine that includes a consistent sleep schedule and exercising in the morning. As a result, I have found that my mood is more stable and I plan to continue following this routine, especially during the school year.
If I notice my mental health beginning to waver, I plan to immediately get in touch with my occupational therapist or QSAS advisor, Meg Hall. I am confident that I can stay on track and succeed if I address these issues before they escalate. Furthermore, I plan to see a counselor at QSWS if any negative thought loops begin to arise.
Along with working full-time during the summers, I am fortunate enough to have parents that financially support my education. I will not have to work during the school year and am able to dedicate all my time to my academics.
The course content was challenging but not overly difficult. The assessments felt fair, and I believe that I can exceed in them given the right frame of mind. I have an active interest in my field of study and find learning new concepts within the field and working through the material to be fulfilling.
As addressed earlier in the appeal letter, discussing the severity of my illness and its impact on my academics with my family has put me in a much better frame of mind. I have also begun and plan to continue taking several other measures to ensure future academic success and mental wellbeing.
I have booked an academic skills appointment with Queen's Academic Success Services for later this month and have also completed the study skills and habits questionnaire to outline which weaknesses I need to work towards improving. By attending office hours when necessary, studying with others, and reducing my course load if needed, I plan to be proactive with my academics and refrain from overwhelming myself. This in turn will mitigate my anxiety from worsening, an issue that I have faced in the past.
With the help of my occupational therapist, Tess Grant, I have implemented a daily routine that includes a consistent sleep schedule and exercising in the morning. As a result, I have found that my mood is more stable and I plan to continue following this routine, especially during the school year.
If I notice my mental health beginning to waver, I plan to immediately get in touch with my occupational therapist or QSAS advisor, Meg Hall. I am confident that I can stay on track and succeed if I address these issues before they escalate. Furthermore, I plan to see a counselor at QSWS if any negative thought loops begin to arise.
Along with working full-time during the summers, I am fortunate enough to have parents that financially support my education. I will not have to work during the school year and am able to dedicate all my time to my academics.
Documentation
Professional Letter Detail: Supporting letter from Tess Grant and Dr, Klein are being sent directly
Decision Letters
Amendment to Appeal 7903
Relevant Petition: 7903
Student Number: 20024401
Documentation
Professional Letter: tess_documentation.pdf