Connecting students to critical support services more effectively
CMU offers a wide range of support services designed to help students succeed, yet many students either don't access them or are unsure how to engage with them. Despite consistent outreach from these offices, students often remain unaware of what services are available, how they work, or how to get connected. Faculty often assume this information was effectively communicated during orientation, but students frequently report otherwise. Most commonly, student panelists expressed uncertainty about what support services are and how to access them. Some described hesitancy due to stigma, such as veterans being reluctant to ask for help, low-income students feeling ashamed, or first-generation students misunderstanding the purpose of support offices.
In spring 2025, campus partners gathered to share insights about how faculty can best connect students to their offices. They shared several vital insights, and the following tips were created.
Faculty knowledge & student navigation barriers
Faculty are often unfamiliar with the range and function of student support services, and students frequently get lost or discouraged after one failed attempt to get help. Stress compromises problem-solving skills, and students may give up without clear, supportive guidance after one try.
Need for "Warm Handoffs" - Students benefit from warm, supported referrals (e.g., a faculty member helping send an email or make a call) rather than being told to go elsewhere. Scripts and tools for both students and faculty can help.
Timing Matters - Support is more effective when introduced at key points in the semester (e.g., after the first test, near withdrawal deadlines, before breaks). Timely nudges can reduce students' feelings of being overwhelmed. Consider highlighting the following resources at these key times:
- Beginning of Class: office hours, drop/withdrawal deadlines, campus resources in Blackboard Assist, Food and Care Pantry, Library Services.
- After First Assignment/Test/Quiz: Math Assistance Center, Writing Center, Counseling Center, office hours, Food and Care Pantry, Library Services.
- Mid-semester: Math Assistance Center, Writing Center, Counseling Center, office hours, Academic Advising.
- End of semester: Academic Advising, Counseling Center, office hours.
Faculty's Role in Normalization - Faculty play a powerful role in normalizing support use by speaking positively about services, inviting staff into class, and sharing their own stories of seeking help.
One-Off Resource Dumps Don’t Work - Students need repeated, relevant exposure to services. Inviting support staff to class, sharing videos, or taking “field trips” to service centers can make a lasting impression.
Structural Communication Improvements - Faculty and departments need easier ways to share resources (e.g., shared slides, email templates, consistent communication channels, etc.). Students need clearer access to advisor info and booking links.
Blackboard Assist - Blackboard Ultra has an Assist module, located on the Blackboard homepage, which offers students easy access to a wide range of CMU support services focused on academic success, wellness, and financial help. With over 20 linked resources, each entry includes a short description and directs users to the relevant website for more details. Services are organized alphabetically for quick navigation. To learn more about Assist, visit this CMU Knowledge Base article.
Reporting Concerns at CMU - The Internal Reporting Mechanisms and Resources page at CMU is a vital tool for students to ensure a safe, respectful, and inclusive campus environment. It provides clear pathways for reporting concerns such as discrimination, harassment, sexual misconduct, and violations of the student code of conduct. Because it can often be confusing to know where to report specific concerns, this page streamlines the reporting process by bringing together key resources and offices in one place. By utilizing these reporting channels, students can access necessary support services and contribute to upholding the university’s community standards. Encouraging students to engage with these resources empowers them to take an active role in fostering a positive and accountable university culture.
Instructors can link this page to the Blackboard shell and/or add any or all of the above information to their syllabi.
Tips for faculty to encourage students toward counseling center services or other campus resources
Tip 1: Students will experience life/mental health challenges while they are at CMU.
Faculty can assist by:
- Validating their concerns and the stress it may be causing.
- Offering to connect them to resources.
- Faculty can focus their support on the course at hand while acknowledging the concern, the stress that it is causing, and the need for campus resources.
- Offering choice where/when possible, without the expectation that students shouldn’t have to complete their assignments.
- File a care report.
- If faculty file a care report or suggest campus resources to a student, follow up with the student a few days later to ensure they were connected.
- Emails to students who have noted a mental health or life challenge, or who have made a request for special accommodation due to a life challenge or mental health concern:
- Validate their difficult situation.
- Thank you for reaching out for support. I want to assist you.
- I am glad you reached out for support. Let’s discuss some options.
- I am sorry to hear … What support do you need?
- That sounds difficult. We have resources on campus to support you with this concern. Can I help you get connected? What do you think would be most helpful with your coursework?
- I can help you get connected to campus resources to assist you with this situation, but I would like to help you with your coursework. What can I do?
- Offer choices or options when possible.
- What would be most helpful in this situation?
- I would like to help you finish the coursework. Is that still a goal for you?
- If flexible due dates are possible, offer that as a strategy to care for themselves while building confidence in completing their coursework.
- Discuss options for completing the course if/when appropriate.
- Ask what has been missed.
- After validating and offering choices when possible, ask what has been overlooked or missed.
- Follow up at a later date – are there any unresolved needs?
- Respect their decision to engage or not engage with services.
- Express care and concern for their well-being but respect their decision about utilizing services. Be patient and offer support with their coursework.
Tip 2: Empathy and sympathy are not the same thing. Try to avoid:
- Assuming you know what would be most helpful for them or that you understand what they are going through.
- Sharing a personal example of a similar situation (unless directly related, and it is only a small piece of the conversation used to make a quick connection).
- "I am so sorry that happened to you," instead of, “I feel so bad for you.”
Tip 3: The Counseling Center and Care Team are always available for consultation.
- Remind students – "Don't hesitate to reach out."
Tip 4: Faculty can assist a student with connecting to the Counseling Center by:
- Calling the center together – (989)774-3381
- Submitting an appointment request through the Counseling Center website.
- Walking the student to the center. M-F, 8-12 pm & 1-5 pm
*In response to feedback shared through the Hearing Diverse Voices panels conducted by the Multicultural, Diversity, and Education Council (MDEC), the following information was created to provide actionable content for instructors to address underrepresented populations more effectively.