Making students aware of the resources available to them at Binghamton is an important step in providing them with the assistance they may need. Faculty are often the front line for identifying students in need, and we want to work with you to find a successful resolution for everyone.
In September 2022, Binghamton University re-launched its "Red Folder" initiative — a quick-reference guide that helps faculty and staff recognize, respond and refer students in distress. Find the online version on this web page.
Printed folders are available. Send your request to email@example.com.
As you begin to create your syllabi, we recommend that you include one of the following examples of information:
Syllabi insert #1
If you are experiencing undue personal or academic stress at any time during the semester or need to talk with someone about a personal problem or situation, I encourage you to seek support as soon as possible. I am available to talk with you about stresses related to your work in my class. Additionally, I encourage you to take a look at our Binghamton Support Network, an online database of on- and off-campus resources.
Syllabi insert #2
In the event that you choose to write or speak about experiencing or surviving sexual violence, including sexual harassment, dating and domestic violence, sexual assault, stalking and rape, please keep in mind that I am required, as your instructor, to notify the Title IX Coordinator. They will ensure you are provided with on- and off-campus resources and an opportunity to discuss your options. If you would like to disclose your experience confidentially, you can contact University Counseling Center, Decker Student Health Services, Harpur's Ferry, Ombudsman, or Binghamton University Interfaith Council (BUIC). For more information, please go to VARCC or https://www.binghamton.edu/services/title-ix/. Additionally, I encourage you to take a look at our Binghamton Support Network, an online database of on- and off-campus resources.
Syllabi insert #3
Diminished mental health, including significant stress, mood changes, excessive worry, or problems with eating and/or sleeping can interfere with optimal academic performance. The source of symptoms might be largely related to your course work; if so, I invite you to speak with me (or your other professors) directly. However, problems with relationships, family worries, loss, or a personal struggle or crisis can also contribute to decreased academic performance, and may require additional professional support. Binghamton University provides a variety of support resources: the Dean of Students Office and University Counseling Center offer coaching on ways to reduce the impact to your grades. Additionally, I encourage you to take a look at our Binghamton Support Network, an online database of on- and off-campus resources. These resources can help you manage personal challenges that impact your well-being or ability to thrive at Binghamton University. Accessing them, especially early on, as symptoms develop, can help support your academic success as a University student.
In the event I feel you could benefit from such support, I will express my concerns (and the reasons for them) to you and remind you of our resources. While I do not need to know the details of what is going on for you, your ability to share some of your situation with me will help me connect you with the appropriate support.