TLC Tip of the Week: Early Alert

November 23, 2016

gina2-copy This week’s TLC Tip of the Week comes from early alert coordinator Gina Loschiavo, who has visited just about every department on campus this fall and fielded several recurring questions from faculty as they strive to implement Early Alert in their teaching and advising with students. We thought doing this in the form of an FAQ piece would be an efficient way to remind faculty about crucial aspects of the program.

One Common Misconception: Early Alert is NOT just about grades. The Early Alert program is a referral program for all faculty, staff, students, and parents who are concerned about the physical, emotional, academic, or personal health of a University student. The Early Alert team can assess the situation, offer support to the student and reporting party, and provide referrals to the breadth of resources on-campus.
How do I submit an Early Alert? Simply go to up.edu/earlyalert and click the “Submit an Early Alert” button. You will be taken to a form where you can provide information about the student you are concerned about.
What happens after I submit an Early Alert? Early Alert reports are received by Loschiavo and reviewed by the Early Alert team to offer support to the reporting party and the student. After submitting the report you will be contacted to see if you have additional information to share or if you need guidance to support the student of concern. At any point if you have information you would like to share, please contact Gina.
What should I do if I want to learn more about the Early Alert program? If you have questions about the Early Alert program or simply want to learn more, please reach out to Loschiavo at x7709 or loschiav@up.edu, or visit the Early Alert website at up.edu/earlyalert.

Aziz Inan, Shiley School of Engineering, had his brain teaser, “A Number of Reasons to Celebrate Gert Boyle,” published in the Portland Tribune on December 4, 2019.

Barb Braband, Rebecca Gaudino, and Anissa Rogers received a Teaching Poster Award for the presentation of “Innovations in Interdisciplinary Education on Grief: An Interview Project” at the 2019 National Symposium for Academic Palliative Care Education and Research in San Diego, CA, on Oct. 12, 2019. The 2019 National Symposium was sponsored by the Shiley Institute for Palliative Care.

Jane Scott, Clark Library, presented a poster, “Empowering ethical practices: Activities for access services” (with Heidi Senior) at the Access Services Conference, Atlanta, GA, November 2019.

Christina Ivler, Shiley School of Engineering, wrote “Frequency-Response and Frequency-Domain Models” and “Classical Frequency-Domain Design Methods” (with J. David Powell) and “Control System Optimization Methods in the Frequency Domain” in Baillieul J., Samad T. (eds) Encyclopedia of Systems and Control. Springer, London, 2019.

Buck Taylor, chemistry, wrote “Cooperative CO2 Scission by Anomalous Insertion into a Rh–Si Bond” (with Matthew Whited, Daron Janzen, and student coauthors Michael Trenerry, Jia Zhang, Theodore Donnell, Paul Peterson, Vanessa Eng) in Organometallics , November 2019 , 38 , 4420–4432.

Ami Ahern-Rindell, biology, was invited to be a member of a 3-person review panel to participate in onsite campus visits during October 29 – November 1 to review several PUIs (Predominantly Undergraduate Institutions) in Oklahoma who are recipients of an NIH-INBRE Consortium Award. This multi-million dollar grant provides funding for 5 years to improve biomedical research across the state of Oklahoma collaboratively between research intensive universities, PUIs, and Community Colleges.

Lora Looney, international languages and cultures, gave a faculty workshop on “Unpacking the Project First to Identify a Course’s Driving Question(s) Towards Teaching for Understanding” at the 39^thOriginal Lilly Conference on College Teaching at Miami University in Oxford, OH, on November 22.