Hi all,
I am applying to Post Bacc programs, and I am required to disclose a statement in response to the question regarding academic sanctions or warnings on all of my applications. So I explain my poor academic performance during my sophomore year of college, but it seems as if I am talking too much, and I wish to simplify it. I am also unsure of whether disclosing the details of why I failed two history classes will exonerate me or hurt me by making me seem as if I am whining or blaming my professors for the failures. I am also worried about giving the impression that I am irresponsible (did not turn in a term paper, attended wrong final exam). This can indicate instability in the applicant. There is a paragraph in there where I explain the exact circumstances behind the failures, but I am debating omitting it. However, I must explain my two F's in college *somehow* and demonstrate how I have taken steps to learn, grow, and correct that mistake, so that such a situation won't repeat itself in medical school in the future. I really hate this essay because the more I explain (and talk too much), the more I risk drawing more attention to the weaknesses in my application. However, the essay is required for me to disclose, so it's a catch 22. Please let me know if you have any suggestions! Is it better to say I was just immature throughout the semester and didn't try hard enough (indicates immaturity/lack of focus), or is it better to say I did very well but missed a critical assignment (indicates conscientiousness but prone to fatalistic errors)?) Below is a rough draft of my answer. If anybody can get back to me with their thoughts, it would be a lifesaver. Thanks!
According to (redacted) Universitys academic policies and regulations, a student who fails in any semester to attain at least a 1.5 grade point average will be placed on probation regardless of any previous average. Such probationary status is an internal/institutional designation, serving as a warning from the dean. In no way does it affect official degree audits nor transcript reporting.
In Spring 2001, I incurred a term GPA of 1.467. Per (redacted) Universitys guidelines, I was temporarily placed on probation for one semester to follow. I was promptly removed from probation and restored to good standing in Fall 2001 as my next term GPA once again met the required standard. I remained in good standing for the remainder of my academic career.
Immaturity, inappropriate prioritization, and poor time management skills largely contributed to my lackluster scholastic performance in 2001. In the spring of that year, I undertook the process of pledging and initiating into a fraternity. In my immaturity, I assigned a higher priority to participation in pledge events than I did to academics. In retrospect, this was a serious error judgment, as time I could have assigned to study was instead assigned to extracurricular activities.
I received two grades of F, both in history classes taken in 2001. Again, poor prioritization, fraternity pledging, and inadequate time management undermined a critical assignment that decimated an otherwise good grade in both classes. In Hist 232: The Making of Modern America (Spring 2001), I submitted it beyond the deadline and it was not accepted. This paper was worth 30% of my final grade, bringing my otherwise B/B+ average down below the passing threshold. Because I carried three classes that semester, this event significantly contributed to the inadequate term GPA that triggered automatic placement on academic probation. In Hist 202: The Making of Modern Europe (Fall 2001), the graduate instructor refused to allow me to sit for my final exam because I attended the exam given in the afternoon when I was scheduled for the morning. This was terribly devastating because I had worked diligently throughout the course, earning superior grades on weekly papers and monthly exams. In fact, I had an A- average in this class, but since I did not have the opportunity to take the final exam (worth 40% of my course grade), my grade was docked to F.
My sophomore years performance was personally jarring because it was not indicative of my true academic potential. During my junior year, I altered my time management skills by proactively outlining my day-to-day agenda. Allocating more time to daily, consistent study sessions mitigated the possibility of last minute cramming or missed deadlines. I began to assign top priority to my academics and time management. Upward trending of my transcript grades in my final years at (redacted) University testifies to my ongoing maturation both personally and academically.
Post-graduate jobs not only enhanced my sense of responsibility and accountability, but also helped me to understand the correlation between prioritization of academics and a successful future. Furthermore, I am guided by my own resolve, discipline, and clear direction since my passion for medicine has come into focus. I am exceptionally confident I could have shined academically in my early undergraduate (sophomore) years, had I possessed my current level of maturity, responsibility, and awareness. My earlier setbacks have highlighted weaknesses in prioritization that I have since corrected. Indeed, my current discipline, superior time management, revamped study habits, and sheer perserverence have recently propelled me to the top of a rigorous EMT class. At 30 years old, I am a different person today than I was eleven years ago. I have the intellect to succeed in medical school, but more importantly, I have the maturity and purpose to maintain the superior study habits to actualize my scholastic potential.
Please help!!!
I am applying to Post Bacc programs, and I am required to disclose a statement in response to the question regarding academic sanctions or warnings on all of my applications. So I explain my poor academic performance during my sophomore year of college, but it seems as if I am talking too much, and I wish to simplify it. I am also unsure of whether disclosing the details of why I failed two history classes will exonerate me or hurt me by making me seem as if I am whining or blaming my professors for the failures. I am also worried about giving the impression that I am irresponsible (did not turn in a term paper, attended wrong final exam). This can indicate instability in the applicant. There is a paragraph in there where I explain the exact circumstances behind the failures, but I am debating omitting it. However, I must explain my two F's in college *somehow* and demonstrate how I have taken steps to learn, grow, and correct that mistake, so that such a situation won't repeat itself in medical school in the future. I really hate this essay because the more I explain (and talk too much), the more I risk drawing more attention to the weaknesses in my application. However, the essay is required for me to disclose, so it's a catch 22. Please let me know if you have any suggestions! Is it better to say I was just immature throughout the semester and didn't try hard enough (indicates immaturity/lack of focus), or is it better to say I did very well but missed a critical assignment (indicates conscientiousness but prone to fatalistic errors)?) Below is a rough draft of my answer. If anybody can get back to me with their thoughts, it would be a lifesaver. Thanks!
According to (redacted) Universitys academic policies and regulations, a student who fails in any semester to attain at least a 1.5 grade point average will be placed on probation regardless of any previous average. Such probationary status is an internal/institutional designation, serving as a warning from the dean. In no way does it affect official degree audits nor transcript reporting.
In Spring 2001, I incurred a term GPA of 1.467. Per (redacted) Universitys guidelines, I was temporarily placed on probation for one semester to follow. I was promptly removed from probation and restored to good standing in Fall 2001 as my next term GPA once again met the required standard. I remained in good standing for the remainder of my academic career.
Immaturity, inappropriate prioritization, and poor time management skills largely contributed to my lackluster scholastic performance in 2001. In the spring of that year, I undertook the process of pledging and initiating into a fraternity. In my immaturity, I assigned a higher priority to participation in pledge events than I did to academics. In retrospect, this was a serious error judgment, as time I could have assigned to study was instead assigned to extracurricular activities.
I received two grades of F, both in history classes taken in 2001. Again, poor prioritization, fraternity pledging, and inadequate time management undermined a critical assignment that decimated an otherwise good grade in both classes. In Hist 232: The Making of Modern America (Spring 2001), I submitted it beyond the deadline and it was not accepted. This paper was worth 30% of my final grade, bringing my otherwise B/B+ average down below the passing threshold. Because I carried three classes that semester, this event significantly contributed to the inadequate term GPA that triggered automatic placement on academic probation. In Hist 202: The Making of Modern Europe (Fall 2001), the graduate instructor refused to allow me to sit for my final exam because I attended the exam given in the afternoon when I was scheduled for the morning. This was terribly devastating because I had worked diligently throughout the course, earning superior grades on weekly papers and monthly exams. In fact, I had an A- average in this class, but since I did not have the opportunity to take the final exam (worth 40% of my course grade), my grade was docked to F.
My sophomore years performance was personally jarring because it was not indicative of my true academic potential. During my junior year, I altered my time management skills by proactively outlining my day-to-day agenda. Allocating more time to daily, consistent study sessions mitigated the possibility of last minute cramming or missed deadlines. I began to assign top priority to my academics and time management. Upward trending of my transcript grades in my final years at (redacted) University testifies to my ongoing maturation both personally and academically.
Post-graduate jobs not only enhanced my sense of responsibility and accountability, but also helped me to understand the correlation between prioritization of academics and a successful future. Furthermore, I am guided by my own resolve, discipline, and clear direction since my passion for medicine has come into focus. I am exceptionally confident I could have shined academically in my early undergraduate (sophomore) years, had I possessed my current level of maturity, responsibility, and awareness. My earlier setbacks have highlighted weaknesses in prioritization that I have since corrected. Indeed, my current discipline, superior time management, revamped study habits, and sheer perserverence have recently propelled me to the top of a rigorous EMT class. At 30 years old, I am a different person today than I was eleven years ago. I have the intellect to succeed in medical school, but more importantly, I have the maturity and purpose to maintain the superior study habits to actualize my scholastic potential.
Please help!!!
