Committee Functions & Member Expectations

The committee carries out essential work that supports the statewide implementation of the MHEAC Act and ensures that:

• standards and best practices reflect input from practitioners and meet institutional needs of both community colleges and universities;
• deliverables are grounded in expertise from campuses across Illinois; and
• collaboration, information sharing, and consistency are promoted across the higher education system

The committee supports ICC TAC’s mission by:

• providing expert insight on mental health services and systems in higher education;
• helping design and finalize guidance and tools to be shared statewide; and
• responding to emerging needs with timely strategies and resources

Committee members are expected to:

• Regularly attend monthly virtual meetings
  • If members are unable to attend, a nominated proxy with appropriate knowledge and decision-making authority should attend
• Collaborate through review and input of online materials, proposals, and resources
• Dedicate at least 2 hours per month to committee work
• Bring insights from their institutional roles and campus communities
• Respectfully engage diverse perspectives and share relevant practices

Core Responsibilities of the Committee
Responsibilities align with the MHEAC Act and guide the development of statewide standards. They represent the full scope of relevant work; committees will set annual priorities and timelines based on capacity.

1. Provide strategic input and guidance to inform and assist with ICC TAC deliverables for standards and best practices for mental health services in higher education related to the MHEAC Act responsibilities. [MHEAC Act Section 45 (3)]

Example Tasks: Develop templates to support student facing communication to assist with accessing mental health services and increase help seeking in high-stress times; identify best practice models for behavioral health training integration; provide guidance to streamline student access and support

1. Create final versions of initial standards for policies and procedures to ensure consistency in how each community college or public university advises students, faculty, and staff on proper procedures for identifying and addressing student needs, increase knowledge and understanding of student legal protections, and provide training as needed. [MHEAC Act Section 45 (3)]

Example Tasks: Establish and recommend minimum training standards for staff and faculty related to mental health awareness; Review of mental health assessment or screening tools to support early identification and intervention on campus; Make recommendations for 504 & ADA inclusion requirements in staff trainings; Identify practices for utilizing institutional data to support awareness, referrals, and access within institutions

1. Review and recommend Best Practices for Peer Support Programs. [MHEAC Act Section 45 (4)]

Example Tasks: Contribute updated best practices to Peer Support Implementation Toolkit; recommendations for minimum standard training requirements, peer selection criteria, and ways to integrate models into existing campus support systems to increase sustainability. 

1. Develop final versions for distribution of statewide standards and best practices for partnerships between local mental health agencies and college campuses across Illinois. [MHEAC Act Section 45 (5)]

Example Tasks: Support development of shared practice standards (MOU’s, data sharing protocols); provide recommendations or tools to strengthen partnership with limited provider availability; recommend best practices for community crisis response partnerships

1. Provide strategic input or review regarding priorities and risks in the development and review of mental health policies in higher education.

Example Tasks: Review or provide input into the work developed by the Policy Committee

1. Develop strategies for responding quickly and effectively to new issues related to student mental health.
   Example Tasks: Highlight practices for addressing isolation in commuter/online students; compile practices to support requests for nonclinical mental health supports; develop campus communication templates for high stress times; establish adaptable checklist or communication framework for campus response to traumatic events aligned with institutional policies.