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Faculty Guide to Using Early Alerts

What Is an Early Alert?

Early Alerts are a communication and support feature within the Viking Success system. They allow faculty to share timely, written feedback with students and, when needed, connect them with direct academic support. This guide explains how to choose the appropriate alert option and how to write effective notes.

An Early Alert allows you to:

  • Communicate academic concerns directly to a student
  • Provide clear, written feedback about performance or engagement
  • Trigger additional outreach from academic support staff when needed

Every alert includes a written note from you.

That written note is the most important part of the alert.

Who Are Early Alerts Designed to Support?

Early Alerts are intentionally focused on students where timely feedback and outreach have the greatest impact on academic momentum and retention. During this review period, alerts are prioritized for the following groups:

  • Students enrolled in gateway courses, developmental and pre-transfer courses within 12- and 15-week sessions, where early intervention can help prevent small challenges from becoming barriers to course completion.
  • Students participating in Opportunity Programs (Viking ROADS, TRIO, and EOP) who are enrolled in gateway courses, developmental and pre-transfer courses and their other courses, as these students receive coordinated, proactive outreach from academic support teams.
  • Student-athletes who are enrolled in gateway courses, developmental and pre-transfer courses and their other courses, as these students receive coordinated, proactive outreach from academic support teams and academic concerns may affect both eligibility and overall progress.

Focusing Early Alerts on these groups allows faculty feedback to be reviewed, shared, and acted upon efficiently ensuring students receive the right support at the right time.

Alert Options

Grade interpretation may differ for certain programs

When to use this alert

Option 1: Serious Academic Concern

Use when academic intervention is needed

Select Serious Academic Concern when a student is at risk of failing or is unlikely to recover without direct support from an academic counselor or Success Navigator.

When to Use This Alert

  • Failing or near-failing grades
  • Multiple missing assignments
  • Stopped attending class
  • A pattern of disengagement that puts course completion at risk

Option 2: Recommendations for Improvement

Use when intervention is not needed

Select Recommendations for Improvement when the student can improve with your written guidance and does not require counselor or navigator outreach.

When to Use This Alert

  • Early or moderate academic concerns
  • Inconsistent attendance
  • Missing assignments that can still be made up
  • Performance issues the student can address independently
What happens after you submit

Option 1: Serious Academic Concern

  • Your written note is emailed to the student
  • Outreach is initiated by an Academic counselor or Success Navigator

You will receive:

  1. A notification when outreach begins
  2. A follow-up when the alert is closed, including notes on whether the concern could be resolved

Option 2: Recommendations for Improvement

  • Your written note is emailed to the student
  • The email includes a list of campus support resources
  • NO outreach from Academic Counselors or Success Navigators is triggered. However, some of our Opportunity Program counselors may reach out to their students and report back.
  • Responsibility for improvement remains with the student
How to write an effective note

Option 1: Serious Academic Concern

Your note should clearly describe the academic issue so support staff can respond appropriately.

Do include specific, factual details:

  • “Missed last 3 classes; failed first two exams; currently at 42%.”
  • “Stopped submitting assignments after Week 4; unable to pass without significant support.”
  • “Passing the course is no longer numerically possible.”

Avoid vague statements, such as:

  • “Failing.”
  • “Doing poorly.”

Option 2: Recommendations for Improvement

Your note should explain what the concern is and what action the student should take.

Do include clear recommendations:

  • “Missed two assignments; scored 58% on Quiz 1; recommend tutoring.”
  • “Attendance becoming inconsistent; suggest reviewing syllabus and attending office hours.”

Avoid vague statements, such as:

  • “Needs help.”
  • “Not doing great.”
Who closes the flag?

An Early Alert should be closed by the person who has made contact with the student and reached a resolution or next step.

  • If a faculty member speaks with the student and the concern has been addressed, the faculty member should close the alert in Viking Success so no additional outreach occurs.
  • If a counselor or navigator connects with the student and determines next steps or support, they will close the alert after documenting the outcome.
Grade-based Guidance

Option 1: Serious Academic Concern

D–F or unable to pass without major turnaround

Option 2: Recommendations for Improvement

C with incomplete work or inconsistent attendance

Option 3: Keep Up the Good Work

A or B

Behavior-based Guidance

Option 1: Serious Academic Concern

Stopped attending; multiple missing assignments; failing major assessments

Option 2: Recommendations for Improvement

Inconsistent attendance or work; emerging concerns

Option 3: Keep Up the Good Work

Participating regularly; submitting work; stable performance

Questions or Support

Nicole Fornario
Viking Success Coordinator
[email protected]

Thank you for partnering with us to support student success.