Academic Plan
1. Academic Goals
My primary academic goal is to continue my studies at Queen’s University and transition from the Bachelor of Science in Mathematics to the Bachelor of Computing program. I aim to repair my GPA and academic standing by retaking previously failed courses, to first, reach good academic standing, and then improve enough to apply for entry into a Department of Computing degree plan.
2. Progress Toward Degree Completion
To date, I have completed several courses that satisfy core and elective requirements for both the Mathematics and Computing programs. I have successfully passed computing courses such as CISC121, CISC181, CISC203, CISC204, as well as the core math and elective requirements. For the upcoming school year, I plan on having a reduced course load in the fall semester so I can give increased importance to the courses I enroll in. Additionally, I plan on having just 1-2 courses that I find to be “coding intensive” in this semester as that has been my main weak point in the past. Depending on my performance in the fall semester, I will discuss with an advisor on whether it is appropriate to increase my course load for the winter.
3. Course Load and Timeline
Fall 2025 (Planned, 9.0 - 12.0):
CISC 124 – Introduction to Computing Science II
CISC 271 – Linear Data Analysis
[One elective]
Winter 2026 (Planned 15.0):
CISC 220 – System Level Programming
CISC 221 - Computer Architecture
CISC 223 – Software Specifications
CISC 235 - Data Structures
[One additional CISC course or elective depending on progress in Fall]
Note: I am willing to drop a course by the required deadline if suggested by an advisor.
4. Academic Support Strategies
To prevent past mistakes from repeating, I will use the following resources consistently:
Queen’s Student Wellness Services: During my year away from school, I worked with mental health professionals at AMHS KFLA and found their support very helpful in identifying and beginning to manage issues such as excessive internet use, poor coping mechanisms, and emotional avoidance. However, I now realize that continued support is essential especially from those working in an academic environment. I plan to book regular sessions through the Student Wellness Centre, and this time, I will be proactive in seeking help when I feel overwhelmed to maintain momentum throughout the semester. I believe this consistency will provide the accountability I lacked in past terms.
TA/Instructor Office Hours: Something that caused me a lot of issues in the past was my avoidance of course staff out of shame or pride. Even when I knew I was struggling, I avoided office hours because I did not want it to seem like I couldn’t handle the material or was behind. I now understand how vital it is to be open with instructors and to seek clarification as early as possible. I plan to attend office hours for each course at least once a month to build relationships and normalize asking for help. Additionally, I will try to speak with TAs during after class to better understand concepts and stay engaged.
Academic Advising: In the past, I often tried to fix my academic standing by taking on too many courses, without a realistic understanding of my capacity. This led to more failures and contributed significantly to my GPA falling below the 1.60 threshold. To ensure I avoid repeating this mistake, I will meet with an advisor at the start of each term to build a balanced course load that aligns with my current academic capacity and long-term university goals. I will also seek their input on degree planning, course withdrawal deadlines, and academic accommodations so I can make better decisions throughout the term.
Department of Computing Faculty Contact: Recently, I reached out to a family friend who is professor in the Department of Computing and was able receive some words of support and guidance. Although he is not an academic advisor, I plan to keep in touch with him informally as a source of guidance and accountability throughout the year, especially since he understands some of the challenges of navigating computing coursework and degree planning.
My primary academic goal is to continue my studies at Queen’s University and transition from the Bachelor of Science in Mathematics to the Bachelor of Computing program. I aim to repair my GPA and academic standing by retaking previously failed courses, to first, reach good academic standing, and then improve enough to apply for entry into a Department of Computing degree plan.
2. Progress Toward Degree Completion
To date, I have completed several courses that satisfy core and elective requirements for both the Mathematics and Computing programs. I have successfully passed computing courses such as CISC121, CISC181, CISC203, CISC204, as well as the core math and elective requirements. For the upcoming school year, I plan on having a reduced course load in the fall semester so I can give increased importance to the courses I enroll in. Additionally, I plan on having just 1-2 courses that I find to be “coding intensive” in this semester as that has been my main weak point in the past. Depending on my performance in the fall semester, I will discuss with an advisor on whether it is appropriate to increase my course load for the winter.
3. Course Load and Timeline
Fall 2025 (Planned, 9.0 - 12.0):
CISC 124 – Introduction to Computing Science II
CISC 271 – Linear Data Analysis
[One elective]
Winter 2026 (Planned 15.0):
CISC 220 – System Level Programming
CISC 221 - Computer Architecture
CISC 223 – Software Specifications
CISC 235 - Data Structures
[One additional CISC course or elective depending on progress in Fall]
Note: I am willing to drop a course by the required deadline if suggested by an advisor.
4. Academic Support Strategies
To prevent past mistakes from repeating, I will use the following resources consistently:
Queen’s Student Wellness Services: During my year away from school, I worked with mental health professionals at AMHS KFLA and found their support very helpful in identifying and beginning to manage issues such as excessive internet use, poor coping mechanisms, and emotional avoidance. However, I now realize that continued support is essential especially from those working in an academic environment. I plan to book regular sessions through the Student Wellness Centre, and this time, I will be proactive in seeking help when I feel overwhelmed to maintain momentum throughout the semester. I believe this consistency will provide the accountability I lacked in past terms.
TA/Instructor Office Hours: Something that caused me a lot of issues in the past was my avoidance of course staff out of shame or pride. Even when I knew I was struggling, I avoided office hours because I did not want it to seem like I couldn’t handle the material or was behind. I now understand how vital it is to be open with instructors and to seek clarification as early as possible. I plan to attend office hours for each course at least once a month to build relationships and normalize asking for help. Additionally, I will try to speak with TAs during after class to better understand concepts and stay engaged.
Academic Advising: In the past, I often tried to fix my academic standing by taking on too many courses, without a realistic understanding of my capacity. This led to more failures and contributed significantly to my GPA falling below the 1.60 threshold. To ensure I avoid repeating this mistake, I will meet with an advisor at the start of each term to build a balanced course load that aligns with my current academic capacity and long-term university goals. I will also seek their input on degree planning, course withdrawal deadlines, and academic accommodations so I can make better decisions throughout the term.
Department of Computing Faculty Contact: Recently, I reached out to a family friend who is professor in the Department of Computing and was able receive some words of support and guidance. Although he is not an academic advisor, I plan to keep in touch with him informally as a source of guidance and accountability throughout the year, especially since he understands some of the challenges of navigating computing coursework and degree planning.