Petition Letter
Dear Associate Dean,
I am writing to you today to ask for the Requirement to Withdrawal (3yr) be waived, and instead I am put on academic probation until I otherwise surpass the required GPA threshold to be released. I am also petitioning to lengthen the incomplete grade of DEVS 280 in Fall 2025.
Prior to/leading up to RTW1
Since beginning my time at Queen’s in 2020, I have faced numerous personal, medical and other health related or family crises. I faced homelessness, debt-fraud from my parent, death of multiple close loved ones, mental health challenges because of trauma stemming back to a very difficult childhood and early adulthood events. I come from a poverty-line household with a single parent, who did not emphasis education or mental health stability, and where my childhood was extremely traumatic.
I struggled with my mental health, often further than I knew, until I received a RTW 1yr midway through Summer 2024 courses. This was difficult news to process, as obtaining higher education was a threshold I have formed my identity on to meet, obtaining admission and affording Queen’s required 3 jobs in high school whilst maintaining high 80s-90s and still completing 1000 volunteer hours to better myself and help my application. I attended Queen’s Enrichment Studies Unit in 2017 while in 9th grade and at that time and onward Queen’s is what fueled my desire to finish high school and “escape” a very unhealthy generational health instability. From Fall 2020 to the time of the RTW1, my life was at its’ most difficult – homelessness, domestic violence and family abuse, my nephew who I helped raise being taken from me anytime I did not do what my sibling asked for, creating an extremely traumatic lifestyle, where I felt forced to do unhealthy things, while still processing cPTSD from my childhood. I struggled to maintain grades, while going through each hurdle, telling myself that it would not happen again, and further hurt my GPA. Receiving RTW1 was identity shifting, as Queen’s has, at times, kept me through the most difficult parts of my life. I want to focus on the present year, so will not go deeper into the past unless requested, as i respect your time.
During My Year Off
During my one year off Queen’s, I completed a series of efforts to better myself and feel I successfully re-routed my life. I obtained mental health support through ongoing communication with different professionals and other self-improvement resources. Rather than focusing on immediate issues, I dove deeply into trauma and how greatly it has been affecting my mental health when unresolved. During this year, I explored my professional goals as prior to it was in an identity crisis of not knowing what to do. I applied for a healthcare role (support worker) position working with patients in need of medical care/daily living help and I worked 40hrs weekly doing this. The role allowed me to develop skills in communication, empathy, and patient-centered care while confirming my commitment to becoming a nurse and I was able to create realistic, long-term educational goals as a result. Completing full-time work both allowed my financial health to build but also my physical and mental health. I am completely debt-free outside of OSAP debt that is a reasonable amount and have an emergency fund for if something unexpected occurs. I taught myself how to show up every single day to commitments and do them well, as I have maintained a perfect attendance. I began to regularly fuel my body with proper sleep, nutrition, and exercise that my mental health greatly needed and continue to maintain these habits now. I sought out friendships with previous friends, gaining a circle and support system I never had prior to this year off, and these are still present. I completed significant internal work and ended relationships to all family members who were still in the abuse and unhealthy mental state, severing my relationship where we can still be civil if close by, but I now understand that boundaries are upheld by the person putting them – and I cannot expect others to simply respect them. I have upheld a high-level of boundaries since maintaining distance and clarity from previously unhealthy relationships and maintaining that to this day. I spent the entire year shifting my mental state from reactive and defensive, to preventative and therapeutic, understanding my needs, triggers, how much work/load I can carry at once and I implemented mental health and other related strategies for a year, as they continue to be concrete in my current life now.
Return to Queen’s - Why This is Different
Since returning to Queen's in Fall 2025, I have approached my education very differently than I did in the past. Before returning, I spent a year away from school reflecting on what I wanted for my future and what changes I needed to make in order to be successful academically. I returned with a clear goal: to finish my degree and continue on to nursing. Through my work as a support worker, I realized that healthcare is where I want my career to be, and that has given me a level of motivation and direction that I did not have during my earlier years at Queen's.
Before the Fall 2025 term began, I reached out to Academic Advising to discuss how I could realistically complete my degree and improve my academic standing. Since then, I have had bi-weekly meetings with my advisor, Jenna Kring, throughout the school year. We have discussed course planning, my academic progress, challenges I have faced, and strategies to help me succeed. Outside of those meetings, I have remained in regular contact with advising regarding course enrolment, degree requirements, GPA improvement, and academic planning.
I also knew that my mental health challenges would not simply disappear when I returned to school. Because of this, I made sure supports were in place before classes began. I remained registered with QSAS, used my accommodations when needed, and reached out for help when I experienced disability-related flare-ups. One of the biggest changes I have made is asking for help before things become overwhelming. Rather than disengaging from courses, I communicated with professors, worked with QSAS, and sought extensions when appropriate.
I have also become much more realistic about my academic workload. I reduced my course load when necessary, dropped courses before academic deadlines when I felt my workload was becoming unmanageable, and changed from the four-year degree plan to the three-year degree plan to create a more achievable path to graduation. I have retaken several previously failed courses and have been able to replace failing grades with significantly stronger academic performance.
These changes have allowed me to be much more successful than I was in the past and have helped me build habits and supports that I believe will allow me to successfully complete my degree.
I also re-enrolled in therapy with a therapist I had worked with for several years previously and found to be the most helpful. During periods when my mental health symptoms became more difficult to manage, I attended therapy as often as I could afford while still operating on a student budget.
In Fall 2025, I took four courses instead of a full five-course load. This was a conscious decision to create realistic expectations for myself and set myself up for success. I chose courses that I felt I could be successful in while continuing to manage my mental health. I received B-range grades in three of the four courses, which is a level of academic performance I had not achieved since my first year at Queen's.
During that term, I experienced a temporary flare-up of my disability which affected my ability to complete outstanding work in DEVS 280 by the original deadline. Unlike prior to 2025, where I likely would have stopped engaging with the course and ultimately failed it, I communicated with my professor and requested additional time to complete the work. He approved an Incomplete (IN) grade and gave me the opportunity to finish the outstanding assignments.
The work itself was completed in early January. However, I had difficulty reaching my professor regarding where to submit it, and it was not until April 17, 2026, that Academic Advising was able to successfully contact him and obtain submission instructions. At the same time, I was managing my Spring 2026 courses, final exams, and a disability-related flare-up. Although I submitted the completed work, it was a few days after the deadline associated with the IN grade and therefore could not be graded before the incomplete expired on April 30, 2026.
Despite this, all outstanding work has been submitted. My professor has confirmed that he is willing to grade the work and update my final grade if permission is granted. He has specifically advised me to include this information in my appeal. Based on my performance in the course, I expect to receive a grade in the high-B range. If the submitted work is graded, all four of my Fall 2025 courses would be at a B level or higher.
While I understand the administrative circumstances surrounding this course, I believe it is also important to note the difference in how I handled the situation compared to previous years. Rather than allowing the course to become a failure, I stayed engaged, communicated with my professor and Academic Advising, completed the required work, and continued working toward a successful outcome.
In Winter 2026, I enrolled in four courses but made the decision to drop one after reviewing the workload and recognizing that it would be difficult to successfully manage alongside my other commitments. This was a deliberate decision to create realistic expectations for myself and prioritize academic success. The three courses I continued with were content-heavy courses, and two of them were courses I had previously failed and was retaking to improve my GPA.
During the term, I experienced a flare-up of my mental health symptoms. However, unlike prior years, I did not disengage from my studies or allow the situation to escalate. Instead, I contacted QSAS, who verified that my difficulties were disability-related and supported extensions on my final assessments. I remained in communication with my professors and continued working toward completing the courses.
I completed one of these courses with a C-level grade. While that grade may not appear p strong, it reflects success in a course that I personally found extremely challenging and demonstrates my ability to persevere and complete difficult coursework rather than withdrawing or failing.
I currently have Incomplete (IN) grades in DEVS 230 and ANAT 100. Both courses are substantially complete and will be finished well before their respective deadlines of June 30 and August 1. While I could have rushed to complete these courses sooner, I chose to balance them alongside my Summer 2026 courses and this petition to ensure that all work was completed to the best of my ability. This is another example of how my approach to academics has changed. In previous years, I likely would have rushed through the work, received lower grades, and negatively affected my performance in other courses. Instead, I have focused on managing my workload realistically and meeting deadlines in a way that supports long-term success.
In Summer 2026, I initially enrolled in four courses but again made the decision to drop one after reviewing the workload and considering the possibility of future disability-related flare-ups. I have learned that successful academic planning requires preparing not only for when things are going well, but also for periods when additional support may be needed.
This summer, I have maintained A-level grades on my coursework, including CHEM 281 and DEVS 102, both of which I previously failed. Upon successful completion, these courses will replace two additional failing grades on my transcript with significantly stronger results. CHEM 281 concludes this week, and I will then have only two summer courses remaining, both of which I am currently ahead of schedule in.
Overall, my academic record since returning to Queen's demonstrates a clear upward trend. More importantly, it demonstrates a significant change in my academic behaviour. I have learned to realistically assess my workload, drop courses before academic deadlines when necessary, seek support from QSAS, communicate with professors when difficulties arise, and remain engaged in my studies during periods of disability-related challenges. I believe these changes have been critical to my success and have positioned me to successfully complete my degree. Following the completion of my outstanding coursework and Summer 2026 courses, I expect my GPA to be close to or above the 1.6 threshold required to continue my studies.
I understand that my academic performance has been assessed based on an 18-unit review period. However, only 15 units completed since my return to Queen's are currently available for review, with the remaining units coming from Summer 2024, prior to my year away from studies. The 15 units I have completed since returning represent the strongest academic performance of my time at Queen's and demonstrate a clear improvement in both my grades and academic habits.
Since returning, I have consistently utilized the supports available to me. I have maintained regular communication with professors, worked closely with Academic Advising through bi-weekly check-ins, utilized QSAS accommodations, sought assistance during disability-related flare-ups, and requested extensions when appropriate. I have also learned to realistically assess my workload by reducing my course load when necessary and dropping courses before academic deadlines rather than risking failure. These are behaviours that were not present earlier in my degree and have contributed significantly to my recent success.
I have also changed my degree plan from a four-year bachelor's degree to a three-year bachelor's degree to create a more realistic and achievable path to graduation. I am now only a small number of courses away from completing my degree. In addition, I have been accepted to accelerated nursing programs and chose to defer pursuing nursing until Fall 2027 to allow myself sufficient time to complete my degree successfully. This reflects both my commitment to finishing my education at Queen's and the clear professional goals that now motivate my academic success.
In summary, my academic approach since returning to Queen's in Fall 2025 has been fundamentally different from my approach prior to my Required to Withdraw period. I returned with a clearly defined educational and professional goal: to complete my degree and pursue a Bachelor of Science in Nursing. Through my work as a support worker, I gained a deeper understanding of the healthcare field and confirmed that nursing is the career path I wish to pursue. This has provided me with a level of motivation, direction, and purpose that was previously absent from my studies.
Since returning, I have actively utilized the supports available to me. I established regular bi-weekly meetings with Academic Advising, maintained ongoing communication with my advisor throughout the academic year, remained registered with QSAS, utilized my accommodations when necessary, sought extensions and support during disability-related flare-ups, and communicated proactively with professors before situations escalated. Rather than allowing difficulties to result in failed courses, I sought assistance early and developed realistic academic plans.
I have also demonstrated improved academic decision-making. I reduced my course load when necessary, dropped courses before academic deadlines to protect my academic standing, and transitioned from the four-year degree plan to the three-year degree plan to create a more realistic path to graduation. Additionally, I have retaken several previously failed courses and have significantly improved my performance in those courses, replacing failing grades with successful outcomes.
My academic record since returning demonstrates a clear and sustained upward trend. The courses completed since Fall 2025 represent the strongest academic performance of my university career. Furthermore, my Fall 2025 DEVS 280 coursework was completed and submitted, and my professor has confirmed his willingness to grade the work should permission be granted. I also have two Winter 2026 courses currently awaiting final grading following approved extensions. Once these grades are recorded, along with the successful completion of my current Summer 2026 courses, I anticipate that my GPA will be at or above the required threshold to continue my studies.
I am now only three courses away from completing my degree and remain on track to graduate following Summer 2027. The progress I have demonstrated is not the result of a single successful term, but rather a consistent pattern of improved academic behaviour, effective use of supports, realistic course planning, and sustained commitment to my educational goals. I respectfully request that the Committee consider the substantial changes I have made since my return and allow me the opportunity to continue my studies and complete my degree.
I recognize that my academic record prior to my return to Queen's was not successful, and I take full responsibility for that. While there were circumstances that contributed to my struggles, I am not asking the Committee to excuse or overlook my past performance. Instead, I am asking that my actions since returning be considered as evidence of my growth and ability to succeed moving forward.
Since Fall 2025, I have made an effort to learn from my past mistakes and take responsibility for my academic success. I have sought support when needed, communicated with professors and advisors, utilized accommodations, adjusted my course load when necessary, and remained engaged in my studies during periods of difficulty. These are changes that I have made myself and will continue to make as I complete my degree.
I cannot change the academic record that led to my Required Withdraw status, but I can demonstrate that I have learned from it. My focus is no longer on what went wrong in the past, but on continuing the positive progress I have made since returning. I am committed to completing my degree, pursuing nursing, and continuing the academic habits that have allowed me to achieve the strongest results of my university career.
I am respectfully requesting to be placed back on Academic Probation and reassessed after the completion of additional units. At this time, I am still awaiting final grades in courses that are expected to significantly improve my GPA, including grade updates from outstanding coursework and my Summer 2026 courses. Based on calculations completed with my Academic Advisor, I expect my GPA may be at or above the required threshold by the end of the summer term.
At that point, I will have only one remaining core course and two elective courses left to complete before graduating. After years of challenges, reflection, and rebuilding my academic habits, I am closer than ever to completing my degree. Graduation is not only a personal goal but also the next step toward my long-term career goal of pursuing nursing.
I am also concerned that a three-year Required to Withdraw period would effectively prevent me from pursuing the educational plan I have worked toward since returning to Queen's. My goal is to complete my degree and continue on to nursing, and I have already been accepted to accelerated nursing programs. I intentionally postponed pursuing those opportunities until Fall 2027 to allow myself sufficient time to complete my degree successfully.
If I am required to withdraw for a further three years, it is unlikely that I would be able to return and continue along this academic pathway. By that point, the nursing opportunities I have planned for would no longer be realistic, and the progress I have made since returning to Queen's would be significantly disrupted. Given that I am now only a small number of courses away from graduation and expect my GPA to improve further once outstanding and Summer 2026 grades are recorded, I respectfully ask to consider allowing me the opportunity to complete my degree and move forward with my long-term career goals.
I am writing to you today to ask for the Requirement to Withdrawal (3yr) be waived, and instead I am put on academic probation until I otherwise surpass the required GPA threshold to be released. I am also petitioning to lengthen the incomplete grade of DEVS 280 in Fall 2025.
Prior to/leading up to RTW1
Since beginning my time at Queen’s in 2020, I have faced numerous personal, medical and other health related or family crises. I faced homelessness, debt-fraud from my parent, death of multiple close loved ones, mental health challenges because of trauma stemming back to a very difficult childhood and early adulthood events. I come from a poverty-line household with a single parent, who did not emphasis education or mental health stability, and where my childhood was extremely traumatic.
I struggled with my mental health, often further than I knew, until I received a RTW 1yr midway through Summer 2024 courses. This was difficult news to process, as obtaining higher education was a threshold I have formed my identity on to meet, obtaining admission and affording Queen’s required 3 jobs in high school whilst maintaining high 80s-90s and still completing 1000 volunteer hours to better myself and help my application. I attended Queen’s Enrichment Studies Unit in 2017 while in 9th grade and at that time and onward Queen’s is what fueled my desire to finish high school and “escape” a very unhealthy generational health instability. From Fall 2020 to the time of the RTW1, my life was at its’ most difficult – homelessness, domestic violence and family abuse, my nephew who I helped raise being taken from me anytime I did not do what my sibling asked for, creating an extremely traumatic lifestyle, where I felt forced to do unhealthy things, while still processing cPTSD from my childhood. I struggled to maintain grades, while going through each hurdle, telling myself that it would not happen again, and further hurt my GPA. Receiving RTW1 was identity shifting, as Queen’s has, at times, kept me through the most difficult parts of my life. I want to focus on the present year, so will not go deeper into the past unless requested, as i respect your time.
During My Year Off
During my one year off Queen’s, I completed a series of efforts to better myself and feel I successfully re-routed my life. I obtained mental health support through ongoing communication with different professionals and other self-improvement resources. Rather than focusing on immediate issues, I dove deeply into trauma and how greatly it has been affecting my mental health when unresolved. During this year, I explored my professional goals as prior to it was in an identity crisis of not knowing what to do. I applied for a healthcare role (support worker) position working with patients in need of medical care/daily living help and I worked 40hrs weekly doing this. The role allowed me to develop skills in communication, empathy, and patient-centered care while confirming my commitment to becoming a nurse and I was able to create realistic, long-term educational goals as a result. Completing full-time work both allowed my financial health to build but also my physical and mental health. I am completely debt-free outside of OSAP debt that is a reasonable amount and have an emergency fund for if something unexpected occurs. I taught myself how to show up every single day to commitments and do them well, as I have maintained a perfect attendance. I began to regularly fuel my body with proper sleep, nutrition, and exercise that my mental health greatly needed and continue to maintain these habits now. I sought out friendships with previous friends, gaining a circle and support system I never had prior to this year off, and these are still present. I completed significant internal work and ended relationships to all family members who were still in the abuse and unhealthy mental state, severing my relationship where we can still be civil if close by, but I now understand that boundaries are upheld by the person putting them – and I cannot expect others to simply respect them. I have upheld a high-level of boundaries since maintaining distance and clarity from previously unhealthy relationships and maintaining that to this day. I spent the entire year shifting my mental state from reactive and defensive, to preventative and therapeutic, understanding my needs, triggers, how much work/load I can carry at once and I implemented mental health and other related strategies for a year, as they continue to be concrete in my current life now.
Return to Queen’s - Why This is Different
Since returning to Queen's in Fall 2025, I have approached my education very differently than I did in the past. Before returning, I spent a year away from school reflecting on what I wanted for my future and what changes I needed to make in order to be successful academically. I returned with a clear goal: to finish my degree and continue on to nursing. Through my work as a support worker, I realized that healthcare is where I want my career to be, and that has given me a level of motivation and direction that I did not have during my earlier years at Queen's.
Before the Fall 2025 term began, I reached out to Academic Advising to discuss how I could realistically complete my degree and improve my academic standing. Since then, I have had bi-weekly meetings with my advisor, Jenna Kring, throughout the school year. We have discussed course planning, my academic progress, challenges I have faced, and strategies to help me succeed. Outside of those meetings, I have remained in regular contact with advising regarding course enrolment, degree requirements, GPA improvement, and academic planning.
I also knew that my mental health challenges would not simply disappear when I returned to school. Because of this, I made sure supports were in place before classes began. I remained registered with QSAS, used my accommodations when needed, and reached out for help when I experienced disability-related flare-ups. One of the biggest changes I have made is asking for help before things become overwhelming. Rather than disengaging from courses, I communicated with professors, worked with QSAS, and sought extensions when appropriate.
I have also become much more realistic about my academic workload. I reduced my course load when necessary, dropped courses before academic deadlines when I felt my workload was becoming unmanageable, and changed from the four-year degree plan to the three-year degree plan to create a more achievable path to graduation. I have retaken several previously failed courses and have been able to replace failing grades with significantly stronger academic performance.
These changes have allowed me to be much more successful than I was in the past and have helped me build habits and supports that I believe will allow me to successfully complete my degree.
I also re-enrolled in therapy with a therapist I had worked with for several years previously and found to be the most helpful. During periods when my mental health symptoms became more difficult to manage, I attended therapy as often as I could afford while still operating on a student budget.
In Fall 2025, I took four courses instead of a full five-course load. This was a conscious decision to create realistic expectations for myself and set myself up for success. I chose courses that I felt I could be successful in while continuing to manage my mental health. I received B-range grades in three of the four courses, which is a level of academic performance I had not achieved since my first year at Queen's.
During that term, I experienced a temporary flare-up of my disability which affected my ability to complete outstanding work in DEVS 280 by the original deadline. Unlike prior to 2025, where I likely would have stopped engaging with the course and ultimately failed it, I communicated with my professor and requested additional time to complete the work. He approved an Incomplete (IN) grade and gave me the opportunity to finish the outstanding assignments.
The work itself was completed in early January. However, I had difficulty reaching my professor regarding where to submit it, and it was not until April 17, 2026, that Academic Advising was able to successfully contact him and obtain submission instructions. At the same time, I was managing my Spring 2026 courses, final exams, and a disability-related flare-up. Although I submitted the completed work, it was a few days after the deadline associated with the IN grade and therefore could not be graded before the incomplete expired on April 30, 2026.
Despite this, all outstanding work has been submitted. My professor has confirmed that he is willing to grade the work and update my final grade if permission is granted. He has specifically advised me to include this information in my appeal. Based on my performance in the course, I expect to receive a grade in the high-B range. If the submitted work is graded, all four of my Fall 2025 courses would be at a B level or higher.
While I understand the administrative circumstances surrounding this course, I believe it is also important to note the difference in how I handled the situation compared to previous years. Rather than allowing the course to become a failure, I stayed engaged, communicated with my professor and Academic Advising, completed the required work, and continued working toward a successful outcome.
In Winter 2026, I enrolled in four courses but made the decision to drop one after reviewing the workload and recognizing that it would be difficult to successfully manage alongside my other commitments. This was a deliberate decision to create realistic expectations for myself and prioritize academic success. The three courses I continued with were content-heavy courses, and two of them were courses I had previously failed and was retaking to improve my GPA.
During the term, I experienced a flare-up of my mental health symptoms. However, unlike prior years, I did not disengage from my studies or allow the situation to escalate. Instead, I contacted QSAS, who verified that my difficulties were disability-related and supported extensions on my final assessments. I remained in communication with my professors and continued working toward completing the courses.
I completed one of these courses with a C-level grade. While that grade may not appear p strong, it reflects success in a course that I personally found extremely challenging and demonstrates my ability to persevere and complete difficult coursework rather than withdrawing or failing.
I currently have Incomplete (IN) grades in DEVS 230 and ANAT 100. Both courses are substantially complete and will be finished well before their respective deadlines of June 30 and August 1. While I could have rushed to complete these courses sooner, I chose to balance them alongside my Summer 2026 courses and this petition to ensure that all work was completed to the best of my ability. This is another example of how my approach to academics has changed. In previous years, I likely would have rushed through the work, received lower grades, and negatively affected my performance in other courses. Instead, I have focused on managing my workload realistically and meeting deadlines in a way that supports long-term success.
In Summer 2026, I initially enrolled in four courses but again made the decision to drop one after reviewing the workload and considering the possibility of future disability-related flare-ups. I have learned that successful academic planning requires preparing not only for when things are going well, but also for periods when additional support may be needed.
This summer, I have maintained A-level grades on my coursework, including CHEM 281 and DEVS 102, both of which I previously failed. Upon successful completion, these courses will replace two additional failing grades on my transcript with significantly stronger results. CHEM 281 concludes this week, and I will then have only two summer courses remaining, both of which I am currently ahead of schedule in.
Overall, my academic record since returning to Queen's demonstrates a clear upward trend. More importantly, it demonstrates a significant change in my academic behaviour. I have learned to realistically assess my workload, drop courses before academic deadlines when necessary, seek support from QSAS, communicate with professors when difficulties arise, and remain engaged in my studies during periods of disability-related challenges. I believe these changes have been critical to my success and have positioned me to successfully complete my degree. Following the completion of my outstanding coursework and Summer 2026 courses, I expect my GPA to be close to or above the 1.6 threshold required to continue my studies.
I understand that my academic performance has been assessed based on an 18-unit review period. However, only 15 units completed since my return to Queen's are currently available for review, with the remaining units coming from Summer 2024, prior to my year away from studies. The 15 units I have completed since returning represent the strongest academic performance of my time at Queen's and demonstrate a clear improvement in both my grades and academic habits.
Since returning, I have consistently utilized the supports available to me. I have maintained regular communication with professors, worked closely with Academic Advising through bi-weekly check-ins, utilized QSAS accommodations, sought assistance during disability-related flare-ups, and requested extensions when appropriate. I have also learned to realistically assess my workload by reducing my course load when necessary and dropping courses before academic deadlines rather than risking failure. These are behaviours that were not present earlier in my degree and have contributed significantly to my recent success.
I have also changed my degree plan from a four-year bachelor's degree to a three-year bachelor's degree to create a more realistic and achievable path to graduation. I am now only a small number of courses away from completing my degree. In addition, I have been accepted to accelerated nursing programs and chose to defer pursuing nursing until Fall 2027 to allow myself sufficient time to complete my degree successfully. This reflects both my commitment to finishing my education at Queen's and the clear professional goals that now motivate my academic success.
In summary, my academic approach since returning to Queen's in Fall 2025 has been fundamentally different from my approach prior to my Required to Withdraw period. I returned with a clearly defined educational and professional goal: to complete my degree and pursue a Bachelor of Science in Nursing. Through my work as a support worker, I gained a deeper understanding of the healthcare field and confirmed that nursing is the career path I wish to pursue. This has provided me with a level of motivation, direction, and purpose that was previously absent from my studies.
Since returning, I have actively utilized the supports available to me. I established regular bi-weekly meetings with Academic Advising, maintained ongoing communication with my advisor throughout the academic year, remained registered with QSAS, utilized my accommodations when necessary, sought extensions and support during disability-related flare-ups, and communicated proactively with professors before situations escalated. Rather than allowing difficulties to result in failed courses, I sought assistance early and developed realistic academic plans.
I have also demonstrated improved academic decision-making. I reduced my course load when necessary, dropped courses before academic deadlines to protect my academic standing, and transitioned from the four-year degree plan to the three-year degree plan to create a more realistic path to graduation. Additionally, I have retaken several previously failed courses and have significantly improved my performance in those courses, replacing failing grades with successful outcomes.
My academic record since returning demonstrates a clear and sustained upward trend. The courses completed since Fall 2025 represent the strongest academic performance of my university career. Furthermore, my Fall 2025 DEVS 280 coursework was completed and submitted, and my professor has confirmed his willingness to grade the work should permission be granted. I also have two Winter 2026 courses currently awaiting final grading following approved extensions. Once these grades are recorded, along with the successful completion of my current Summer 2026 courses, I anticipate that my GPA will be at or above the required threshold to continue my studies.
I am now only three courses away from completing my degree and remain on track to graduate following Summer 2027. The progress I have demonstrated is not the result of a single successful term, but rather a consistent pattern of improved academic behaviour, effective use of supports, realistic course planning, and sustained commitment to my educational goals. I respectfully request that the Committee consider the substantial changes I have made since my return and allow me the opportunity to continue my studies and complete my degree.
I recognize that my academic record prior to my return to Queen's was not successful, and I take full responsibility for that. While there were circumstances that contributed to my struggles, I am not asking the Committee to excuse or overlook my past performance. Instead, I am asking that my actions since returning be considered as evidence of my growth and ability to succeed moving forward.
Since Fall 2025, I have made an effort to learn from my past mistakes and take responsibility for my academic success. I have sought support when needed, communicated with professors and advisors, utilized accommodations, adjusted my course load when necessary, and remained engaged in my studies during periods of difficulty. These are changes that I have made myself and will continue to make as I complete my degree.
I cannot change the academic record that led to my Required Withdraw status, but I can demonstrate that I have learned from it. My focus is no longer on what went wrong in the past, but on continuing the positive progress I have made since returning. I am committed to completing my degree, pursuing nursing, and continuing the academic habits that have allowed me to achieve the strongest results of my university career.
I am respectfully requesting to be placed back on Academic Probation and reassessed after the completion of additional units. At this time, I am still awaiting final grades in courses that are expected to significantly improve my GPA, including grade updates from outstanding coursework and my Summer 2026 courses. Based on calculations completed with my Academic Advisor, I expect my GPA may be at or above the required threshold by the end of the summer term.
At that point, I will have only one remaining core course and two elective courses left to complete before graduating. After years of challenges, reflection, and rebuilding my academic habits, I am closer than ever to completing my degree. Graduation is not only a personal goal but also the next step toward my long-term career goal of pursuing nursing.
I am also concerned that a three-year Required to Withdraw period would effectively prevent me from pursuing the educational plan I have worked toward since returning to Queen's. My goal is to complete my degree and continue on to nursing, and I have already been accepted to accelerated nursing programs. I intentionally postponed pursuing those opportunities until Fall 2027 to allow myself sufficient time to complete my degree successfully.
If I am required to withdraw for a further three years, it is unlikely that I would be able to return and continue along this academic pathway. By that point, the nursing opportunities I have planned for would no longer be realistic, and the progress I have made since returning to Queen's would be significantly disrupted. Given that I am now only a small number of courses away from graduation and expect my GPA to improve further once outstanding and Summer 2026 grades are recorded, I respectfully ask to consider allowing me the opportunity to complete my degree and move forward with my long-term career goals.