Early Alert

The Early Alert program is meant to provide faculty a way to address difficulties that your undergraduate students are having with academic progress or attendance.

These difficulties might include:

  • Difficulty comprehending course material
  • Poor performance on exams or assignments
  • Missing assignment
  • Poor class attendance

Early Alert then engages other individuals in the student’s support network with the goal of helping the student develop a plan for success.

Early Alert can be found in Flashline

  • Log in to Flashline and navigate to your "Faculty Dashboard" under "Grading Resources"

Early Alert can be submitted from the 2nd through 12th week of the semester.

The Early Alert System is not an appropriate method of communication for concerns regarding student's mental health or safety. If you are concerned about the immediate safety of an individual or the safety of others, please call 9-1-1.

If a student is experiencing difficulties and you think they may benefit from a referral to a mental health professional you may consult with or refer the student to:

  • The Counseling and Psychological Services (CAPS) Office , Monday through Friday, 8:00 a.m. to 5:00 p.m. in Van Campen Hall. For urgent concerns occurring after business hours, on university holidays, or during a period in which CAPS is closed, crisis resources can be accessed by calling CAPS at 330-672-2487 and selecting option 3 to speak with an after-hours clinician.
  • The Counseling and Human Development Center through the College of Education, Health and Human Services in White Hall (330-672-2208)
  • The Psychological Clinic through the Department of Psychology in Kent Hall (330-672-2372)

Early Alert Resource Handbook

“ Faculty members are in a key position to influence student success, not only in terms of what students learn but being able to identify students who may be struggling or whose overall performance is far short of their potential” (p. 296).
-Kuh, G.D., Kinzie, J., Schuh, J.H., Whitt, E.J., & Associates (2005).