Academic Plan
ACADEMIC PLAN FOR RETURN TO STUDIES
Julien Morel
Student Number: 20475151
Faculty of Arts and Science
PURPOSE AND COMMITMENT
This plan outlines the academic pathway, workload, and support structure I will follow if permitted to return to Queen’s. It addresses the anxiety, grief, avoidance, inconsistent routines, and academic work habits that affected my previous performance. My goal is to return with a realistic workload, consistent accountability, and the time and structure necessary to make rebuilding my academic standing my primary focus.
A. COURSE OF STUDY
Preferred Academic Pathway
- My preferred goal is to continue pursuing Economics.
- Before registering, I will meet with an Arts and Science academic advisor and review my Academic Advisement Report in SOLUS to confirm my remaining degree requirements, prerequisites, and any courses that should be repeated.
- I will follow the course sequence and degree pathway recommended by the advisor rather than selecting courses without confirming that they support realistic progress toward my degree.
- If I am not immediately eligible to continue in Economics, I am prepared to pursue General Arts and Science or another viable pathway recommended by an academic advisor.
Course Selection
- I will prioritize in-person courses because I am more engaged, organized, and accountable in a structured classroom environment.
- I will keep online courses to a minimum where possible and will not build a schedule that depends heavily on self-paced coursework.
- I am prepared to repeat foundational or prerequisite courses when advised rather than moving forward without the knowledge needed for upper-year work.
- I will choose a balanced schedule and avoid combining several courses with unusually heavy reading, writing, or examination demands in the same term.
B. WORKLOAD: FULL-TIME VS. PART-TIME
With intensive tutoring, continued therapy, and a structured system of academic support and accountability, I believe I can successfully manage a full course load. Before registering, I will meet with an Arts and Science academic advisor to review my academic record, degree requirements, and readiness to return. I will follow the workload recommended or required by the Faculty, including a reduced course load if advised.
- Before registration, I will confirm whether any incomplete, repeated, or prerequisite requirements must be incorporated into the academic plan approved by my advisor.
- I will not take a course overload, and I will consult an academic advisor before making any significant change to my approved workload.
- I will not be employed during the academic term. My primary focus will be rebuilding my academic standing and maintaining the routines and supports required for a successful return, including attending classes, completing coursework, studying independently, attending tutoring sessions, continuing therapy, and maintaining adequate sleep.
- If my attendance, assignment completion, grades, or mental health indicate that my workload is becoming unmanageable, I will promptly meet with an academic advisor and adjust my workload if recommended. I will not avoid the issue or wait until deadlines have passed.
C. STRATEGIES FOR SUCCESS
1. Academic Support and Course Engagement
- Beginning in the first week of classes, I will meet with a tutor or academic coach three times per week. These meetings will provide accountability, concept review, assignment planning, deadline monitoring, and support in developing stronger study habits. I will remain fully responsible for completing my own academic work.
- I will attend all scheduled classes unless illness or an approved circumstance prevents attendance.
- When I do not understand course material, I will attend professor or teaching-assistant office hours rather than allowing confusion to accumulate.
- Where appropriate, I will use ASUS Peer Tutoring, study groups, and other course-specific supports.
2. Organization and Academic Work Habits
- At the beginning of each term, I will enter every class, assignment, test, examination, tutoring session, and appointment into one calendar.
- Each Sunday, I will prepare a written plan for the upcoming week that includes specific reading, assignment, study, and review tasks for each course.
- I will check my Queen’s email, SOLUS, and each course learning platform every day.
- I will begin assignments in stages well before their deadlines, begin examination preparation at least two weeks in advance whenever possible, and use scheduled daytime study periods rather than relying on unstructured late-night work.
3. Mental-Health Management and Communication
- I will continue therapy and work directly on anxiety, grief, avoidance, and my tendency to suppress difficult emotions.
- I will continue communicating openly with my parents and will tell them when I am falling behind or experiencing a significant decline in my ability to function.
- I will use Student Wellness Services when appropriate and explore Queen’s Student Accessibility Services if a healthcare professional or academic advisor believes accommodations may be beneficial.
- I will maintain a routine that supports regular sleep, meals, physical activity, and appropriate time away from academic work.
4. Early Intervention and Accountability
- My warning signs include missing classes, avoiding my Queen’s email or SOLUS, experiencing disrupted sleep, isolating myself, repeatedly postponing work, and feeling unable to begin assignments.
- If these warning signs appear, I will promptly contact the mental-health professional providing my care and my academic coach, inform my parents, and arrange an appointment with an academic advisor or Student Academic Success Services.
- I will not withdraw from communication or wait for the situation to resolve on its own. I will ask for help while academic options and supports are still available.
- I will review this plan regularly with an academic advisor, counsellor, or academic coach and adjust it when necessary.
MONITORING MY PROGRESS
Each week, I will review the following indicators:
- My class attendance and participation.
- Whether my readings and assignments are being completed by their deadlines.
- My attendance at tutoring sessions, office hours, and support appointments.
- My current grades and any feedback provided by my instructors.
- Whether I am communicating and seeking assistance early when difficulties arise.
I understand that returning successfully will require sustained action rather than intention alone. I am prepared to follow this plan, accept guidance from the Faculty, and adjust my academic pathway or workload when advised.
Julien Morel
Student Number: 20475151
Faculty of Arts and Science
PURPOSE AND COMMITMENT
This plan outlines the academic pathway, workload, and support structure I will follow if permitted to return to Queen’s. It addresses the anxiety, grief, avoidance, inconsistent routines, and academic work habits that affected my previous performance. My goal is to return with a realistic workload, consistent accountability, and the time and structure necessary to make rebuilding my academic standing my primary focus.
A. COURSE OF STUDY
Preferred Academic Pathway
- My preferred goal is to continue pursuing Economics.
- Before registering, I will meet with an Arts and Science academic advisor and review my Academic Advisement Report in SOLUS to confirm my remaining degree requirements, prerequisites, and any courses that should be repeated.
- I will follow the course sequence and degree pathway recommended by the advisor rather than selecting courses without confirming that they support realistic progress toward my degree.
- If I am not immediately eligible to continue in Economics, I am prepared to pursue General Arts and Science or another viable pathway recommended by an academic advisor.
Course Selection
- I will prioritize in-person courses because I am more engaged, organized, and accountable in a structured classroom environment.
- I will keep online courses to a minimum where possible and will not build a schedule that depends heavily on self-paced coursework.
- I am prepared to repeat foundational or prerequisite courses when advised rather than moving forward without the knowledge needed for upper-year work.
- I will choose a balanced schedule and avoid combining several courses with unusually heavy reading, writing, or examination demands in the same term.
B. WORKLOAD: FULL-TIME VS. PART-TIME
With intensive tutoring, continued therapy, and a structured system of academic support and accountability, I believe I can successfully manage a full course load. Before registering, I will meet with an Arts and Science academic advisor to review my academic record, degree requirements, and readiness to return. I will follow the workload recommended or required by the Faculty, including a reduced course load if advised.
- Before registration, I will confirm whether any incomplete, repeated, or prerequisite requirements must be incorporated into the academic plan approved by my advisor.
- I will not take a course overload, and I will consult an academic advisor before making any significant change to my approved workload.
- I will not be employed during the academic term. My primary focus will be rebuilding my academic standing and maintaining the routines and supports required for a successful return, including attending classes, completing coursework, studying independently, attending tutoring sessions, continuing therapy, and maintaining adequate sleep.
- If my attendance, assignment completion, grades, or mental health indicate that my workload is becoming unmanageable, I will promptly meet with an academic advisor and adjust my workload if recommended. I will not avoid the issue or wait until deadlines have passed.
C. STRATEGIES FOR SUCCESS
1. Academic Support and Course Engagement
- Beginning in the first week of classes, I will meet with a tutor or academic coach three times per week. These meetings will provide accountability, concept review, assignment planning, deadline monitoring, and support in developing stronger study habits. I will remain fully responsible for completing my own academic work.
- I will attend all scheduled classes unless illness or an approved circumstance prevents attendance.
- When I do not understand course material, I will attend professor or teaching-assistant office hours rather than allowing confusion to accumulate.
- Where appropriate, I will use ASUS Peer Tutoring, study groups, and other course-specific supports.
2. Organization and Academic Work Habits
- At the beginning of each term, I will enter every class, assignment, test, examination, tutoring session, and appointment into one calendar.
- Each Sunday, I will prepare a written plan for the upcoming week that includes specific reading, assignment, study, and review tasks for each course.
- I will check my Queen’s email, SOLUS, and each course learning platform every day.
- I will begin assignments in stages well before their deadlines, begin examination preparation at least two weeks in advance whenever possible, and use scheduled daytime study periods rather than relying on unstructured late-night work.
3. Mental-Health Management and Communication
- I will continue therapy and work directly on anxiety, grief, avoidance, and my tendency to suppress difficult emotions.
- I will continue communicating openly with my parents and will tell them when I am falling behind or experiencing a significant decline in my ability to function.
- I will use Student Wellness Services when appropriate and explore Queen’s Student Accessibility Services if a healthcare professional or academic advisor believes accommodations may be beneficial.
- I will maintain a routine that supports regular sleep, meals, physical activity, and appropriate time away from academic work.
4. Early Intervention and Accountability
- My warning signs include missing classes, avoiding my Queen’s email or SOLUS, experiencing disrupted sleep, isolating myself, repeatedly postponing work, and feeling unable to begin assignments.
- If these warning signs appear, I will promptly contact the mental-health professional providing my care and my academic coach, inform my parents, and arrange an appointment with an academic advisor or Student Academic Success Services.
- I will not withdraw from communication or wait for the situation to resolve on its own. I will ask for help while academic options and supports are still available.
- I will review this plan regularly with an academic advisor, counsellor, or academic coach and adjust it when necessary.
MONITORING MY PROGRESS
Each week, I will review the following indicators:
- My class attendance and participation.
- Whether my readings and assignments are being completed by their deadlines.
- My attendance at tutoring sessions, office hours, and support appointments.
- My current grades and any feedback provided by my instructors.
- Whether I am communicating and seeking assistance early when difficulties arise.
I understand that returning successfully will require sustained action rather than intention alone. I am prepared to follow this plan, accept guidance from the Faculty, and adjust my academic pathway or workload when advised.