Academic Plan
If my petition is granted, I have developed a specific and realistic plan to address the circumstances that contributed to my academic difficulties and support my future success at Queen’s University. First, I will continue working with mental health professionals and follow through with my assessment for anxiety and depression. I intend to maintain regular appointments and follow any treatment recommendations. Accessing professional support will help me better manage stress, anxiety, and emotional challenges before they begin to affect my academic performance.
Second, I will reduce my academic workload to between 9 and 12 credits per semester. A lighter course load will allow me to dedicate more time and attention to each course while balancing my mental health needs and financial responsibilities. This adjustment will provide me with a more manageable path toward improving my GPA and returning to good academic standing.
For the Fall term, I plan to take three to four Religious Studies (RELS) courses that are required for my major. I intend to follow a similar approach in the Winter term by prioritizing required Religious Studies courses while maintaining a reduced course load. Because I have changed majors several times throughout my degree, I have accumulated a significant number of elective credits. As a result, my priority moving forward is completing the courses required for my major rather than taking additional electives. Focusing on major requirements will provide a clearer academic path, help me make meaningful progress toward degree completion, and allow me to concentrate my efforts on subjects that align with my academic interests and long-term goals.
Third, I will implement a structured academic schedule that includes setting aside dedicated study hours each week, beginning assignments well before deadlines, and breaking large projects into smaller, manageable tasks. I will regularly attend classes, make use of professor and teaching assistant office hours, and seek assistance as soon as I begin experiencing difficulty in a course rather than waiting until problems become overwhelming.
Fourth, I will continue working during the summer to improve my financial stability and reduce the financial stress that contributed to my academic difficulties. By securing a second summer job, I am taking proactive steps to ensure that concerns regarding tuition, rent, and other living expenses have less impact on my ability to focus on my studies.
Finally, as a Concurrent Education student, my goal is to improve my GPA so that I can return to my Education courses and continue progressing toward becoming a teacher. This goal provides me with strong motivation to remain focused and committed to my studies. By maintaining mental health supports, reducing my course load, improving my time-management strategies, and addressing financial stressors, I am confident that I can successfully complete my coursework and achieve the academic standing necessary to continue in my program.
I have carefully considered the factors that contributed to my academic difficulties and have developed this plan to ensure that similar circumstances do not affect my academic performance in the future. I am committed to following this plan and demonstrating that I can be successful at Queen’s University.
Second, I will reduce my academic workload to between 9 and 12 credits per semester. A lighter course load will allow me to dedicate more time and attention to each course while balancing my mental health needs and financial responsibilities. This adjustment will provide me with a more manageable path toward improving my GPA and returning to good academic standing.
For the Fall term, I plan to take three to four Religious Studies (RELS) courses that are required for my major. I intend to follow a similar approach in the Winter term by prioritizing required Religious Studies courses while maintaining a reduced course load. Because I have changed majors several times throughout my degree, I have accumulated a significant number of elective credits. As a result, my priority moving forward is completing the courses required for my major rather than taking additional electives. Focusing on major requirements will provide a clearer academic path, help me make meaningful progress toward degree completion, and allow me to concentrate my efforts on subjects that align with my academic interests and long-term goals.
Third, I will implement a structured academic schedule that includes setting aside dedicated study hours each week, beginning assignments well before deadlines, and breaking large projects into smaller, manageable tasks. I will regularly attend classes, make use of professor and teaching assistant office hours, and seek assistance as soon as I begin experiencing difficulty in a course rather than waiting until problems become overwhelming.
Fourth, I will continue working during the summer to improve my financial stability and reduce the financial stress that contributed to my academic difficulties. By securing a second summer job, I am taking proactive steps to ensure that concerns regarding tuition, rent, and other living expenses have less impact on my ability to focus on my studies.
Finally, as a Concurrent Education student, my goal is to improve my GPA so that I can return to my Education courses and continue progressing toward becoming a teacher. This goal provides me with strong motivation to remain focused and committed to my studies. By maintaining mental health supports, reducing my course load, improving my time-management strategies, and addressing financial stressors, I am confident that I can successfully complete my coursework and achieve the academic standing necessary to continue in my program.
I have carefully considered the factors that contributed to my academic difficulties and have developed this plan to ensure that similar circumstances do not affect my academic performance in the future. I am committed to following this plan and demonstrating that I can be successful at Queen’s University.