Alerts address an immediate concern (academic or otherwise) and initiate notification to a relevant office. 

Submit alert for poor grades/assignment concerns* 
Submit alert for class absence*  
Submit alert for financial concerns*  
Submit alert for safety, wellbeing, or health   

Referrals promote a service or student support office. They often require the referring staff member to provide information to the student upon referral. 

Academic Referral: Tutoring/Supplemental Instruction (SI) 
Academic Referral: Study Strategies
Academic Referral: Writing Center
Basic Needs 
Career Referral: Career Exploration and Coaching*
Career Referral: Office of Pre-Professional Advising* 
Changing Majors (Exploratory Advising)*
Education Abroad
Retaining Financial Aid/Scholarships Information
Support for First-Generation Students
Student Advocacy
Student Involvement- Garnet Gate
Student Disability Resources/Accommodations 
Veterans Services
Withdrawal from University*

Incident Reports document concerning situations that students may experience, such as hazing or harassment. These reports initiate outreach to the affected student to provide resources and next steps and may satisfy federal reporting requirements (please contact the relevant office for more detailed guidance). 

Submit a Sexual Assault Incident Report
Submit a Hazing Incident Report
Submit an Interpersonal Violence Incident Report
Report a Discrimination or Harassment Incident

The first step in making effective referrals is to remain attentive with students and listen to any clues that may imply the need for a specific resource. For example, poor grades may be a sign of insufficient time management or study skills, but it could also result from financial insecurity.  

Direct the student to the partner office's website or physical office location. This can be done in person or via email. In some of these cases, it may make sense to help facilitate connections between students and campus partners in these offices. 

It can be helpful to outline to students the best way to access an office or resource, recognizing that they might be unfamiliar with the office location or process. 

• An example: “Your SI session will be on the mezzanine level of the Thomas Cooper Library. When you walk into the library, either go up the stairs to your left or take the elevator up to the mezzanine level. When you get upstairs walk to the end of the hallway and check in at the large desk in front of the Student Success Center. They will let you know which tables your session is at. Your session will be facilitated by a peer leader who has taken your class already, is going through it with you again, and has undergone training in planning and leading interactive group learning sessions.”  

Let students know if you are submitting an alert or referral on their behalf so that they can expect someone from the partner office to reach out to them. Encourage students to take advantage of offered resources. 

After the referral, check in with the student about their utilization of the resource/office you referred them to.  Determine if any additional support is needed. It is the student’s responsibility to follow through and take action, but support from faculty/staff can reinforce positive changes.