On-campus jobs can positively impact retention, connection to the institution, learning, development, and preparation for careers after graduation. Our goal is to provide you with experiential learning (employment, leadership, fellowships, and/or internship) and experience to equip you with the necessary skills to succeed in your career.

Student Affairs

Comprised of more than 20 departments, Student Affairs (SA) encourages U students to participate in the creation of their own campus culture, collaboratively working alongside professional staff, student leaders, and academic partners to ensure all members of our community not only feel welcomed but are fully incorporated into university life.

Mission

We support student well-being and success.

Vision

For students to discover their passion, people, and purpose.

To learn more about our strategic plan, please visit our Adapting to Student Needs page.

salt

(From left to right: Jerry Basford, Sherrá Watkins, Sean Grube, Lori McDonald, Bryan Hubain, Annalisa Purser, Jason Ramirez.)

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To learn more about Student Affairs Leadership at the University of Utah, view the Student Affairs Division Organization Chart.

Student Employees are students who work for a University of Utah department. Maintaining the over-arching aim of the U of U, students should prioritize academics in their journey atour institution. Student Employees include undergraduate and graduate students who are funded through a variety of sources. Funding sources can include payroll, work-study, and graduate assistantships. All student employees, [compensated] student leader positions, interns, and fellows can access professional development, training, and resources through S.E.L.F.I.E. regardless of funding source.

Terms Used
You will notice throughout this guide that we use the term student employee to describe students who work on campus. The term student employee encompasses any student working at the university in a student or graduate student job code and being paid through payroll, with or without federal funding. Where policies differ based on funding sources, this resource will state this difference.

Many of the policies in this handbook will pertain to student employment. However, internship, fellowship, and student leader advisors/supervisors or area leads also need to follow this handbook as those student positions are also included in this initiative to enhance their learning and professional development.

Being a student employee in Student Affairs at the University of Utah in a meaningful on-campus job can positively affect retention, connection to the institution, learning, development, and preparation for careers after graduation. Supervisors are crucial to the student-employee experience. Student Affairs wants to emulate those same benefits to any student position being compensated in our division therefore, we want to ensure you have all the necessary understanding of your role, training, resources, and tools to enhance the experience.

Eligibility

To qualify for on-campus employment, the applicant must be a current University of Utah student. Some student employee positions on campus have qualification requirements such as work-study eligibility, credit hours, or being enrolled in a particular program.

Compensated student leader, internship, and fellowship positions will have other requirements that will vary depending on the position.

Student Learning & Development Outcomes

All on-campus positions should be connected to learning as we want our student employees to gain transferable skills and prepare them for the transition from college to career. Therefore, the Student Affairs division will use CAS Learning and Development Outcomes. In the job posting you applied for, the description included the CAS Learning and Development Outcome you will gain from your employment.

The learning and development outcomes will be expanded on in the Learning and Development Section.

TYPE OF STUDENT EMPLOYMENT

Hourly, Part-Time, & Non-Benefitted

The University of Utah offers various hourly and part-time student employee positions. Student employee positions are considered “non-benefitted” in that they are not eligible for University of Utah employee benefits as administered by the Office of Human Resources.

Graduate Assistants

Assistantships are intended to provide students with the opportunity to gain experience and learn skills essential to becoming a Higher Education/Student Affairs professional while they are completing their graduate program. Graduate assistantships are closely aligned to standards connected to national professional organizations such as NASPA, ACPA, and NACADA, to name a few. These supervised field experiences allow students to develop increasingly complex expertise over the course of two years. While not all students who apply may be offered a position, the process is open to all eligible admitted students. For more information about Assistantships, please reach out to the Student Development & Community Manager in the Student Development & Community office.

For more information on Graduate Assistantships, click here.

F1 and J1 International

F-1 students are generally permitted to work part-time on the premises of the school that issued their currently valid I-20, with the school as the employer, while they are attending school and maintaining their F-1 status. However, they cannot work more than 20 hours per week during the academic year and a maximum of 40 hours during the official school breaks. For more information on on-campus employment for F-1 Students, please visit the International Student & Scholar Services website.

Both degree-seeking and non-degree-seeking international students on a J-1 visa are eligible to work part-time on-campus at the University of Utah. Students must maintain legal J-1 visa status in order to be eligible for on-campus work. However, they cannot work more than 20 hours per week during the academic year and a maximum of 40 hours during the official school breaks. For more information on on-campus employment for J-1 Students, please click here.

Work Study

Federal Work-Study (FWS) is a form of need-based federal financial aid. FWS provides opportunities for students to work on campus while attending school half-time or greater. After the award has been made, the student has a limited time period in which to find a job, and once employed, must work on a consistent basis. Students may not be required to apply for or accept work-study in order to receive other forms of student aid such as an assistantship, tuition waiver, scholarship, or grant.

Although FWS is the largest and most common work-study program, the student’s award may be made from a different program and thus have a different name. However, the term FWS and the related FWS policies apply to all work-study programs administered through the University Office of Scholarships and Financial Aid.

We recommend reviewing the Work-Study Student Handbook, an in-depth guide on the work-study program. For more information on Work-Study, please check out work-study information for undergraduate and graduate students on the Financial Aid Website. Contact faws@utah.edu for additional support or any questions.

As students, you have certain rights and responsibilities set by the University of Utah. These can be found here on the Office of the Dean of Students website under “Student Bill of Rights”. We encourage all students to review their rights to more fully engage with the campus and its communities.

There are resources on campus that promote advocating for yourself as a student and employee. If you’re experiencing a distressing situation in the workplace, academic setting, or personal life, you can fill out a Student of Concern or CARE Report through the Office of the Dean of Students. They will be able to connect you with the appropriate channels within the University.

Departments with more information

These are select areas that may have more information if you are part of a specific college you could benefit from; refer to their website.

Student Development & Community Graduate Assistantships
Contact: Shenia Sellers ssellers@sa.utah.edu

International Student & Scholar Services

University of Scholarships and Financial Aid

Work Study Basics
- Work-Study Student Handbook
Email: faws@utah.edu

Dean of Students

Searching for a Campus Job

The University of Utah utilizes the PeopleAdmin and Handshake platforms to post open non-benefited student positions. When searching for jobs, ensure you read the job description carefully and look at the learning outcomes you are seeking to obtain.

On our employment website, you can search and apply for on-campus employment through HR. All on-campus positions should be posted here to ensure fair access to all students to learn about these opportunities.

Handshake – Handshake is a large job posting platform that most universities and colleges utilize; U Career Success manages the university’s Handshake account. You will be able to find internships and fellowships here as well as on-campus jobs.

Please visit the U Career Success website for instructions on posting your job and internships.

Applying

Search for jobs, internships, or fellowships through Handshake and the University of Utah employment website.
Create or update your resume.
1. If you do not have a resume, U Career Success offers resume samples that you can use to create one based on your college. The School of Business also offers some tips and examples of resumes. https://eccles.utah.edu/students/business-career-services/career-preparation/resume-cover-letter/
2. The School of Business also offers a cover letter template.

When applying for positions, students should submit a resume. While some roles may necessitate a cover letter (as indicated in the job description), all applicants should be prepared to participate in an interview. The interview process serves as a valuable learning experience, providing an opportunity to gain confidence and practical skills. Don’t hesitate to seek feedback from interviewers—it’s a crucial step toward securing post-graduate employment.

Preparation for interview

Read the job description carefully.
Look at the departments to learn more about their mission and positions.
To practice your interviewing, U Career Success offers a Standout, an interactive online video-based practice interviewing tool.
Make sure you arrive on time and are prepared.
1. If you are going to be late due to unforeseen circumstances, please communicate with your interviewer.

Interview structure

This overview of an interview and its structure is meant to give students an idea of what to expect during the interview process. Note that the structure of the interview or the questions asked may vary from department to department.

Interviews should begin with introductions from both the interviewer and interviewee.
1. This can include your preferred name, pronouns, interests, year in school, major, etc.
You will be provided an overview of the job requirements, expectations, and other introductory information.
Next, you will be asked questions related to your past work experience and professional-related information. These questions are typically about resolving conflict, your leadership style, and your problem-solving skills.
1. If you’ve never worked at a job, talk about your experiences in classes and extracurricular activities. These are places where you develop skills that can transfer to the workplace.
Once your interviewer has gone through their questions, they will likely ask you if you have any questions. This is a great time to ask any questions you may have before or during the interview.
1. This is also a good time to ask about the next steps in the interviewing process and when you’ll hear back from your interviewer.

U Career Success

Standout Login Portal: https://utah.joinhandshake.com/login
Undergraduate Student Hub: https://careers.utah.edu/student-pathways/
Grad Hub: https://careers.utah.edu/graduate-students/
U Career Success Support Page: https://careers.utah.edu/support/

Supervisors are crucial for the student-employee experience. The supervisor's role is to structure the responsibilities and opportunities for student employees to apply their learning to real-world problems, to practice and develop team skills by collaborating with diverse partners, and then provide supportive feedback and encourage reflection (McClellan et al., 2018). Mentoring and supervision are closely linked, and giving feedback is not confrontational or negative.

To start off a great relationship with your advisor, supervisor, or area lead, we recommend that:

During onboarding, you should also communicate your expectations of them.
Discuss what professionalism looks like with them.
Be open to change, growth, and adjustments to your working style.
Communicate your availability early and often to your supervisor and honor commitments.
Meet with your supervisor to communicate your goals.
Identify channels of communication like Teams, Outlook, phone numbers, etc.

Reporting a Concern

If you are concerned about a student, report it to your Human Resources Representatives and the Dean of Students. If you work for housing, be aware that there will be different policies in place, and please follow what has been communicated by your department.

Mandatory Reporting

Student Employees are required to report any information about possible sexual misconduct or discrimination to the Office of Equal Opportunity and Affirmative Action per university regulations. More information regarding mandatory reporting can be found here.

TIPS ON HOW TO RESPOND IF SOMEONE DISCLOSES AN ISSUE OF SEXUAL MISCONDUCT TO YOU:

If safety is an immediate concern, call 9-1-1 or University Police at 801-585-2677.
Let the person notifying you know that you are a mandatory reporter and under university policy you are required to inform the Title IX coordinator of the incident. Let the survivor know that you and the Title IX coordinator will preserve their privacy and that they can file a complaint through Title IX (OEO/AA), if they wish.

Examples of what to say:

I am required to report this information so the university can provide support for your safety and ensure you have information about your options.
A victim advocate or the Title IX coordinator will be reaching out to you. As part of that process, you have the right to choose to whom you may speak, what resources you use and what you say.
The information you share with me and the Title IX coordinator is private and will only be shared on a need-to-know basis.

Start by believing. It isn’t your job to investigate the issue. Suspend any judgment and avoid victim-blaming. Victim-blaming includes placing any portion of the blame, no matter how small, on the person who endured the misconduct. Engage in active listening and employ empathetic phrases, like "I'm truly sorry you've experienced this" and "I'm here to assist you in seeking support through this process".
Refer the survivor to campus resources such as the victim advocates, the University Counseling Center, or the Women’s Resource Center. These resources play a crucial role in informing the survivor about the full spectrum of available support and choices in the aftermath of experiencing sexual misconduct. More information on resources for survivors can be accessed here.
Report the information to the Title IX coordinator in the Office of Equal Opportunity and Affirmative Action, 801-581-8365.

On-campus employment is a student success strategy that can support student learning, development, and success. As Student Affairs, we are well positioned to provide co-curricular opportunities so student employees can grow as individuals and professionals and gain transferable skills. All student-employee, compensated leader, fellows, and intern positions should be centered around learning and development; therefore, all positions are required to have the CAS Learning and Development Outcomes that students will gain from each position in each job posting.

A pre and post-tests will be given every academic year to measure if learning objectives are being met in the positions.

Students and Supervisors should co-develop a learning plan at the start of the employment. This plan should be revisited throughout the semester and updated accordingly.

CAS Learning and Development Outcomes

In Student Affairs, we want to ensure you are learning outside of the classroom and preparing you with skills to transfer to your career. The following section will contain the 6 CAS Learning and Development domains that employment on-campus may focus on: knowledge acquisition, construction, integration, and application; cognitive complexity; intrapersonal development; interpersonal competence; humanitarianism and civic engagement; and practical competence. Along with the specific learning outcomes from each domain, there are examples of how students have achieved that domain.

Domain 1: Knowledge Acquisition, Construction, Integration, and Application

Domain 2: Cognitive Complexity

Domain 3: Intrapersonal Development

Domain 4: Interpersonal Competence

Domain 5: Humanitarian and Civic Engagement

Domain 6: Practical Competence

Knowledge Acquisition, Construction, Integration, and Application

Understanding knowledge from a range of disciplines

Possesses knowledge of human cultures and the physical world; possesses knowledge of [a specific] one or more subjects.

Connecting knowledge to other knowledge, ideas, and experiences

Uses multiple sources of information and their synthesis to solve problems; knows how to access diverse sources of information such as the internet, text observations, and data bases.

Constructing knowledge

Personalizes learning; makes meaning from text, instruction, and experience; uses experience and other sources of information to create new insights; generates new problem-solving approaches based on new insights; recognizes one’s own capacity to create new understandings from learning activities and dialogue with others.

Relating knowledge to daily life

Seeks new information to solve problems; relates knowledge to major and career decisions; makes connections between classroom and out-of-classroom learning; articulates career choices based on assessment of interests, values, skills, and abilities; provides evidence of knowledge, skills, and accomplishments resulting from formal education, work experience, community service, and volunteer experiences, for example in resumes and portfolios.

Cognitive complexity

Critical thinking

Identifies important problems, questions, and issues; analyzes, interprets, and makes judgments of the relevance and quality of information; assesses assumptions and considers alternative perspectives and solutions.

Reflective thinking

Applies previously understood information, concepts, and experiences to a new situation or setting; rethinks previous assumptions.

Effective reasoning

Uses complex information from a variety of sources, including personal experience and observation, to form a decision or opinion; is open to new ideas and perspectives.

Creativity

Integrates mental, emotional, and creative processes for increased insight; formulates a new approach to a particular problem.

Adaptability

Demonstrates the ability to adjust thoughts, feelings, behaviors, and attitudes when responding to new, changing, or uncertain circumstances.

Intrapersonal Development

Realistic self-appraisal, self-understanding, and self-respect

Assesses, articulates, and acknowledges personal skills, abilities, and growth areas; uses self-knowledge to make decisions such as those related to career choices; articulates rationale for personal behavior; seeks and considers feedback from others; critiques and subsequently learns from past experiences; employs self-reflection to gain insight; functions without need for constant reassurance from others; balances needs of self with needs of others.

Identity exploration and development

Explores and integrates various parts of their identity to form a coherent whole, that allows for a personalized explanation of who they are; recognizes and exhibits interdependence in accordance with environmental, cultural, and personal values; considers many potential identities and considers their influence on important aspects of self.

Commitment to ethics and integrity

Incorporates ethical reasoning into action; explores and articulates the values and principles involved in personal decision-making; acts in congruence with personal values and beliefs; exemplifies dependability, honesty, and trustworthiness; accepts personal accountability.

Spiritual awareness

Develops and articulates personal belief system; understands roles of spirituality in personal and group values and behaviors; critiques, compares, and contrasts various belief systems; explores issues of purpose, meaning, and faith.

Interpersonal Competence

Meaningful relationships

Establishes healthy, mutually beneficial relationships with others; treats others with respect; manages interpersonal conflicts effectively; demonstrates appropriately assertive behavior.

Interdependence

Seeks help from others when needed and offers assistance to others; shares a group or organizational goal and works with others to achieve it; learns from the contributions and involvement of others; accepts supervision and direction as needed.

Collaboration

Works cooperatively with others, including people different from self and/or with different points of view; seeks and values the involvement of others; listens to and considers others’ points of view.

Effective leadership

Demonstrates skill in guiding and assisting a group, organization, or community in meeting its goals; identifies and understands the dynamics of a group; exhibits democratic principles as a leader or group member; communicates a vision, mission, or purpose that encourages commitment and action in others.

Teamwork

Builds mutually beneficial and collaborative relationships grounded in respect and consideration for others to achieve a shared goal or desired outcomes.

Humanitarianism and civic engagement

Understanding, appreciating, and embracing intercultural and human differences

Understands one’s own identity and culture; seeks involvement with people different from oneself; articulates the advantages and impact of a diverse society; identifies systematic barriers to equality and inclusiveness, then advocates and justifies means for dismantling them; in interactions with others, exhibits respect and preserves the dignity of others.

Global perspective

Understands and analyzes the interconnectedness of societies worldwide; demonstrates effective stewardship of human, economic, and environmental resources.

Social responsibility

Recognizes social systems and their influence on people; appropriately challenges the unfair, unjust, or uncivil behavior of other individuals or groups; participates in service/volunteer activities that are characterized by reciprocity; articulates the values and principles involved in personal decision-making; affirms and values the worth of individuals and communities.

Sense of civic responsibility

Demonstrates consideration of the welfare of others in decision-making; engages in critical reflection and principled dissent; understands and participates in relevant governance systems; educates and facilitates the civic engagement of others.

Practical Competence

Pursuing goals

Sets and pursues individual goals; articulates rationale for personal and educational goals and objectives; articulates and makes plans to achieve long-term goals and objectives; identifies and works to overcome obstacles that hamper goal achievement.

Communicating effectively

Conveys meaning in a way that others understand by writing and speaking coherently and effectively; writes and speaks after reflection; influences others through writing, speaking or artistic expression; effectively articulates abstract ideas; uses appropriate syntax and grammar; makes and evaluates presentations or performances; listens attentively to others and responds appropriately.

Technological competence

Demonstrates technological literacy and skills; demonstrates the ethical application of intellectual property and privacy; uses technology ethically and effectively to communicate, solve problems, and complete tasks; stays current with technological innovations.

Managing Personal Affairs

Exhibits self-reliant behaviors; manages time effectively; develops strategies for managing finances.

Managing career readiness

Conveys the requisite competencies necessary for a transition to professional work; Understands the role of supervisors and managers in enacting their chosen work; values the contributions of others in enacting their work; recognizes areas of continued growth while distinguishing professional strengths.

Demonstrating professionalism

Accepts supervision and direction as needed; values the contributions of others; holds self accountable for obligations; shows initiative; assesses, critiques, and then improves the quality of one’s work and one’s work environment.

Maintaining health and wellbeing

Engages in behaviors and contributes to environments in ways that support their health and happiness and that of others; articulates the relationship between their goals and how those contribute to overall life satisfaction; exhibits behaviors that advance the collective wellbeing of communities.

Living a purposeful and satisfying life

Makes purposeful decisions regarding balance among education, work, and leisure time; acts in congruence with personal identity, ethical, spiritual, and moral values.

LEARNING OUTCOMES, OBJECTIVES, METHODS, AND ASSESSMENT

Framework: CAS Learning Outcomes, the Why

Learning Objectives: Tied to the specific position and desired learning, the What

Learning Method(s): Formative assessments, determining growth, the How

Assessment: Summative e.g. GA Evaluations; CAS Learning Outcomes Rubric

Use the CAS Learning Outcomes as a Framework

For each CAS Learning Outcome domain, pick a sub-domain – focus area
Create 1-2 learning objectives, using the following format:
- Verb + Action
- Concrete: E.g. “create, develop, plan,” Avoid vague verbs: “Understand”.
Learning Method(s): Formative assessments, - determine the measurement of success of learning objectives
- g. Project, proposal, portfolio, event, product, research, paper, presentation, etc.

Assessment: Summative - GA Evaluations (Required); CAS Learning Outcomes Rubric

SMART GOALS

“SMART – Specific, Measurable, Aligned, Realistic, and Timebound”

Is the outcome specific?

Is the outcome measurable or observable?

Is the outcome aligned with the CAS Learning Outcomes?

Is the outcome realistic and achievable for the student employee?

Is the outcome time bound--does it identify a clear timeframe for achievement?

More resources:

https://cteresources.bc.edu/documentation/learning-objectives/

https://teaching.cornell.edu/resource/learning-outcomes-review-checklist

Reference

Lawlor, K. B. (2012). Smart goals: How the application of smart goals can contribute to achievement of student learning outcomes. In Developments in business simulation and experiential learning: Proceedings of the annual ABSEL conference (Vol. 39).

Evaluations

Supervisors and students need to set expectations and baseline performance goals at the start of the employment/experiential learning experience. These expectations and goals should be revisited, and appropriate flexibility and opportunity to adjust them should be given.

Supervisors should have informal and set times for formal evaluations to discuss both student-employee and supervisor performance before, during, and after the employment experience. A baseline, midyear, and end-of-the-year evaluation should be conducted every academic year. Evaluations should be discussed with student employees, and goals should be set to promote success. Students should also be given the opportunity to evaluate their Supervisor/Advisor/Area Lead and be able to give feedback.

Baseline, mid-year, and end-of-year evaluations are essential to measure the learning outcomes of student employees, leaders, fellows, and interns. This will provide student employees, leaders, fellows, and interns the space to reflect on the progress of their learning outcomes and provide supervisors with feedback to implement. Having students reflect on their learning will assist them in being able to practice articulating what they are learning and how their campus Job/Leadership/Internship/Fellowship position connects to the learning in their coursework. As well as equipping them with the language to state the transferable skills they gained from their position aiding in the transition from college to career.

Resources for student employees to provide feedback to their supervisors:

National Student Employee Association (NESA) declared that every second week of April is National Student Employment Week. Departments are encouraged to use this week to recognize, appreciate and encourage student employees. During this week, supervisors can plan a week of activities to show appreciation to your student staff members, a day to give swag or snacks and plan a party or celebration where certificates are given to student employees.

Student employees will clock in and out and approve your timecard through Kronos. If punches are missing at the end of a pay period, you must contact your supervisor to adjust the punches. Timecards must be approved on the 15^th and the last day of the month. Student employees must work with their supervisors to ensure their timecards are updated so they are compensated appropriately for their hours worked.

Student leaders, fellows, and interns must have their hours recorded by their advisor or area lead. It is recommended that advisors or area leads meet with these students monthly to look over their hours and make any necessary adjustments.

Kronos training for Hourly employees:

Compensation for student employees will be paid the 7^th and the 22^nd of each month. For further information on your paycheck, please check out the Paycheck Information website.

How to Read Your Paycheck Stub
How to Read Your Deduction Codes

Departments should consider offering additional opportunities to their student employees beyond their hourly rate. Some options for incentives include the following:

Stipends for textbooks
Professional development opportunities
- Bringing in campus partners for specific trainings
- Half or full-day trainings
- Specific opportunities for the student employee’s roles and responsibilities
Student employee appreciation events

Some departments may have incentives that are specific to their areas and may fall outside of these incentives.

Each department will have different hours depending on the office you are working in or if you’re working from home. Your supervisors should establish what work hours are and when students should be in. For time off, students should check in with their supervisor to learn the department policies.

Break periods for student employees are recommended as the following:

A 15 minute rest period for every four hours worked without clocking out.
A 30 minute rest period for every six hours worked, where student employees must clock out.
Sick leave is not offered to student employees. It is not recommended that students work on campus during periods of illness. If work hours are missed due to illness, coordinate with your supervisor to make up these hours.
During periods of classes, students are not allowed to work over 20 hours a week. If the student is not taking classes during a given period, there are opportunities to exceed that amount so long as student employees are not exceeding 40 hours a week. Any time over 40 is considered overtime, and they will need to be paid time and a half. Policies may differ for international students please check in with ISSS.

Academics should always be the priority for student employees. Student employees placed on academic probation can keep their position unless there are specific position or department guidelines that do not allow students to work during academic probation. Please contact your department or direct supervisor to learn more about their policies.

If you need additional support, please visit the Dean of Students for support or question.

Employment at the University of Utah is “at will” therefore, Student Employees or the University of Utah can terminate the employment at any time, with or without cause, no advanced notice is required.

Separation from employment can be stressful and impact students’ ability to meet costs associated with housing, food, and other expenses. Should involuntary separation occur, students are encouraged to review the resources in the section below if they need support or assistance.

Whether a termination is voluntary or involuntary, an exit interview must be completed. In the case of a voluntary termination, Human Resources requires that the student employee supply a written resignation notice as soon as possible before exiting their position. The department should then follow up with a signed formal Acceptance of Resignation letter. Both the written resignation and signed Acceptance of Resignation should be sent to your Human Resources Representatives (if applicable) to be attached to their termination ePAF in the system. If you do not have a Human Resources Representative to complete this step, you must still attach both the written resignation and signed Acceptance of Resignation to the termination ePAF in the system.

In the case of an involuntary termination, there are additional steps that must be followed and you must work with a your Human Resources Representatives before terminating the student employee.

Below are on-campus resources to help you navigate your experiences and/or obstacles that you may be facing.

On-Campus

OEO/AA The Office of Equal Opportunity And Affirmative Action (OEO/AA) is dedicated to providing a fair and equitable environment for all to pursue their academic and professional endeavors and to access University programs equally.

The Racist and Bias Incident Response Teamoversees the creation, implementation and long-term success of university protocols, programs and processes in order to provide appropriate and calculated responses to incidents involving bias and racism at the university.

The Basic Needs Collective is a coordinated resource referral hub that educates and connects students with campus and community resources to help them meet their basic needs. As a central location for resource referrals related to food, housing, health insurance, managing finances, legal services, mental health, etc.,

The DREAM Center works holistically with undocumented students and mixed-status families from college access to graduation. The DREAM Center is in the Union Building, 200 S. Central Campus Drive, Room 70, SLC, UT 84112.

International Student & Scholar Services supports international students, scholars, and alumni in various formats, from understanding regulations and policies, both federal and institutional. They can support departments in Advising on general international student and scholar questions, including workshops on immigration topics, Guidance on inviting J-1 scholars to the University of Utah, Support for international student or scholar emergencies, Assistance with second approver e-forms and internship course approvals.

The Feed U Pantry is a free and open resource for anyone with a UNID number providing free, accessible, and nutritious food.

Name Coach is a free web-based tool that allows users to record, listen to and learn name pronunciations.

RedMed Employee Health Clinic provides non-emergency care for employees on campus for both work and non-work-related illness.

Center for Disability & Access ensures students with disabilities receive the support and accommodations they need to fully participate.

Veteran Support Center(VSC) which is staffed with VSC personnel, Veterans Affairs (VA) counselors and benefits advisors, peer mentors, career coaches, and registrar staff who certify enrollment in VA educational benefits. The VSC enhances the educational experience of military-affiliated students to remove barriers and maximize the academic, psychosocial, and career potentials that result in unconditional success in the workplace, classroom, and beyond.

Center for Campus Wellness support student well-being and success through holistic and inclusive programs that center wellness, safety, and healing.

McCluskey Center for Violence Prevention Research and Education The center engages in research and education on sexual violence among college students, particularly as it affects students from historically minoritized backgrounds, including students of color, queer and trans students, and students with disabilities.

University Counseling Center Students who are looking group for therapy, brief individual counseling, or medication services, please contact the Counseling Center

Telus Health is an app that provides students with immediate and/or ongoing confidential, 24-hour support at no cost to the student. Students can call or text with a licensed counselor from their cellphone at any time regardless of their location. Once app is downloaded, they can use their CIS log in to access it.

Off Campus

Rape Recovery Center: https://www.raperecoverycenter.org/

The Road Home: https://theroadhome.org/get-help/

YWCA: https://www.ywcautah.org/who-we-are/

Utah Food Bank: https://www.utahfoodbank.org/

Suicide Crisis Line: Dial 988 or visit https://healthcare.utah.edu/hmhi/programs/crisis-diversion/988

Comunidades Unidas/Communities United: https://www.cuutah.org/

Utah Refugee Connection: https://serverefugees.org/serve/

Case Management and Housing: https://www.utahca.org/housing/