The CARE Network—Resources for Faculty
Faculty and instructors have a unique opportunity to intervene when a student is in or heading toward distress. Students at UR, by and large, are committed to performing well academically. When a student's academic performance is poor or declines throughout the semester this may be indicative of the student struggling in other areas. Faculty/instructors are often the first to know when a student needs additional support.
Listed below are some of the areas faculty/instructors should consider when identifying a student of concern:
- Class attendance - Has the student missed multiple classes? Is the student failing to meet your attendance policy? Have you noticed a change in the student's attendance as the semester has progressed?
- Quality of assignments - Has the quality of the student's assignments declined? Is the student turning assignments in late or not at all? Does the content of the assignment concern you or allude to other problems the student may be experiencing?
- Receipt of concerning information - Has the student shared information with you that seems to imply distress in other areas of the student's life? Did you receive an email that shares personal information not relevant to your course or assignments?
- Noticeable changes in the student's behavior or appearance - Do you have concerns about a student's behavior in class? Is the student having trouble connecting with peers? Have you noticed a significant change the in the students appearance or mood?
- Is the student still enrolled in your course? - If you have concerns about the student's attendance and whether he/she is still enrolled in your course, you may choose to contact the College Center for Academic Support (CCAS) at 585-275-2354.
- Mid-semester warnings - While mid-semester warnings are not always an accurate representation of how the student is doing in your course, it may be worth considering whether this piece of information, combined with any of the others listed here, may be indicative of a greater concern.
Please consider filing a CARE report if you have concerns about a student's academic performance. While one of the concerns listed above, alone, may not trigger a CARE report, a combination of these concerns may be cause for concern. Any information you submit may initiate the process of identifying a student in distress, or may add to information we already have about a student of concern.
If you are still uncertain about whether you should submit a CARE report, please review this document.
CARE-related resources available to faculty and instructors:
If you have concerns about a student, are unsure how to engage with a student of concern, or would like to talk through a challenging situation, 1:1 consultations are available with the Assistant Director for Student Support Services. The meeting can be held over the phone, in your office, in the Office of the Dean of Students- wherever you would prefer. Appointments can be scheduled by calling Erin Halligan at 585-273-2568.
In certain circumstances a case conference may be necessary to discuss the best approach for a student in crisis. Erin is available to attend a case conference established by members of your department, or to call a case conference with other campus officials if the situation warrants this approach. If you believe a case conference is necessary, it is important to share information about the student in distress via a CARE report.
Erin is available to provide presentations to your department based on the department's needs and desire for more information. If you or your department would like more information about working with students in distress, how/when to submit a CARE report, establishing healthy boundaries in your classroom, or recognizing signs of concerning behavior please contact Erin to schedule an appointment.
- Working with distressed and distressing students
- Questions to consider before submitting a CARE report
Text for Email correspondence and course syllabus
We encourage faculty and staff to address their concerns with the student prior to submitting a CARE report, although we are aware this is not always possible. Speaking openly with the student about a faculty/staff members concerns and his/her decision to submit a CARE report let's the student know the faculty/staff member cares about the student's success and that resources are available. Talking with the student about submitting a CARE report also affirms the usefulness of the CARE network, engages the student in his/her own process, and creates a transparent relationship between the student and helping providers. The following text may assist you in this effort.
Thank you so much for sharing this with me-it sounds like you are going through a tough time. Do you know about the CARE network? The CARE network is one of the ways that we support students at UR. It allows me to send a note to a few administrators in the College who may be able to help you with this situation. The people who get this information will not spread it widely throughout campus-they will only share limited information if it is necessary to assist you. I use the CARE system when my level of concern for a student indicates that the student may need inclusive, multi-layered support from the campus community. I think you could benefit from this support so I plan to write to the CARE network. Do you have any questions about this?
Student success at the University of Rochester includes more than just academic performance. Please feel comfortable speaking with me about challenges you are experiencing within and outside of the classroom so that I may submit a CARE report on your behalf. A CARE report is submitted when the level of concern for a student necessitates inclusive, multi-layered support from the campus community. The CARE network administrator shares information only with staff who need to know it in order to help you. I CARE about your success and am committed to my role in helping you get connected to appropriate campus resources.
There are two versions of the CARE logo available for use in correspondence or on other materials—a large 'puzzle piece' version and a horizontal version. Each version has two color options—one for light backgrounds and one for dark background.