Academic Concern vs ICare Referral

Please review the following information to best direct your concerns for a student. 

A list of examples of when to submit an ICare vs Academic Concern

ICare referrals and Academic Alerts have two different outreach processes. Please review the list above to determine where to submit you concern. For a larger version of this list, please scroll to the bottom of the page or read the collapsable content below. 

The majority of academic concerns should be shared with the Academic Concern process. This outreach allows for specialized outreach from academic supports on campus. 

The Academic Concern process is overseen by the Center for Student Success. The Office of ICare and Student Support oversees the ICare referral process. 

When an ICare Referral is submitted that is solely regarding academic concerns, it will be re-routed to the Academic Concern process. However, due to the review process of ICare referrals this will delay outreach to students in need of support. Please consider your concerns carefully before submitting an ICare referral. 

If you have further questions, please review the following content on this webpage. If you'd like further clarification, please contact our office at (607)274-7731.

The following are examples of when to complete an Academic Concern form

  • Infrequent attendance or completely stopped attending class.
  • Non-communicative behavior or not responding to email/outreach attempts.
  • Procrastination, incomplete assignments, or turning in poor quality work
  • Decline in grades.
  • Difficulty managing course load
  • Exhibiting disruptive classroom behavior (i.e. argumentative, confrontational, harassing).

The following are some examples of when to complete an ICare Referral. For further examples, please visit our Behaviors of Concern & Signs of Distress page

  • Unsustainable dependence on faculty member for emotional support.
  • Sharing personal information that implies distress in other areas outside of the student's academic life.
  • Expressing emotionally distressed, violent, or suicidal content in writing/emails, drawing, or during classroom discussion.
  • Exhibiting bizarre behavior (i.e. seemingly out-of-touch with reality, seeing/hearing things that are not there, exhibiting disjointed thoughts or paranoia).
  • Exhibiting disruptive classroom behavior (i.e. argumentative, confrontational, harassing).