The University of Utah is a great place to work, learn and grow. As a preeminent research and teaching university with national and global reach, the University of Utah provides a wide range of opportunities for personal and professional growth in educational, research, and clinical environments. We are excited to have you here and serving the U of U community through your mentorship and guidance of student employees, leaders, fellows, and interns! This handbook will provide general information and summarize various University policies, procedures, expectations, and benefits for the supervision of student employees, leaders, fellows, and interns.

 

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. 

 

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

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 within the university community in a student or graduate student job code and being paid through payroll, with or without federal funding. When students are referred to as “work-study” formally and publicly, their financial need/status/situation is revealed. Supervisors should use “student employee” when referring to their employees. Where policies differ based on funding sources, this handbook will state this difference. 

Many of the policies located within 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 influence student retention rates, 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 experiential 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, minimum or maximum 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 the process of learning as we want our student employees, student leaders, fellows, and interns to gain transferable skills and prepare them for the transition from college to career. Therefore, the Student Affairs division will use the CAS Learning and Development Outcomes. When posting a job position, the description should include the CAS Learning and Development Outcome that they will gain from their employment; for more information and an example, please refer to the hiring and onboarding section of this manual/handbook.

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

Type of Student Employment

Hourly, Part-Time, & Non-Benefitted

For hourly and part-time student employees, please contact your HR representative. 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 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‘s Office of Scholarships and Financial Aid.

 We recommend reviewing the Work-Study Employers 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.  

 

Some 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; please refer to their website.

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

International Student & Scholar Services

• Policies & Forms for F-1 Students
  • On-Campus Work Policy Guide
• Policies & Forms for J-1 Students
  • On-Campus Work Authorization Policy Guide
• Email: international@utah.edu

University of Scholarships and Financial Aid

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

U Career Success

• Recruiters & Employers Hub
  • Career Fairs & Expos
  • Recruitment Policies
• Email: careersuccess@utah.edu

Dean of Students

• CARE Report
• Tools for Faculty & Staff
• Email: deanofstudents@utah.edu

The job posting is an important opportunity to introduce your department, its mission, vision, programming, and services to students and potential staff. This section will briefly cover how to develop a job description and how to post your job posting to the various platforms the University of Utah uses.

Developing job descriptions for student positions

The job description should accurately reflect the duties and responsibilities of the position. When well-written, it produces a realistic picture of a job and answers the question, “What does the person in this role actually do?” A job description not only describes the position’s responsibilities, but it also sets the foundation for recruiting, developing, and retaining talent and sets the stage for a successful work performance by clarifying responsibilities, expected learning objectives, and evaluation of performance. Job descriptions can be written as a joint effort between the supervisor and your HR representative.

All student employee, compensated student leader, fellow, and intern positions should be centered around student learning and development to help students build transferable skills. All student employee positions are required to include the Learning and Development Outcomes created by the Council for the Advancement of Standards in Higher Education (CAS). The CAS Learning Development Outcomes will help students choose positions that can align to their academic, personal, and professional goals and help the supervisor structure the work and their supervision to best support the student. It is recommended that 6 learning outcomes are selected from different domains once the student employee is hired. If students are doing advanced work in one domain, it should not be paired with foundational and intermediate learning outcomes from the same domain.

The following are recommended guidelines to be used when creating the job description for student employee job posting.

Description

• List primary responsibilities; required and desired skills; required availability; describe community service component, if applicable; expectations of the employee. 
• Example: Seeking a self-motivated, multi-tasking, well-organized, and professional student employee who possesses superior verbal and written communication skills. May work up to 20 hours per week and must be available Monday through Friday between 10 a.m. and 2 p.m. Must be willing to work during fall and spring semesters and summer breaks.  
  
  

Responsibilities 

• Example (add career readiness competencies by tasks, as appropriate): 
  • Work independently and efficiently; use available resources to direct guests.  
  • Serve as a receptionist: answer multi-line phone, greet, and direct visitors.  Superior verbal and written communication skills  
  • Make campus deliveries. Provide clerical support, proofreading, photocopying, and filing. Work on additional projects as assigned.  
  • Use MS Word, Excel, and a multi-line phone system. Compile data using software programs.  
  • Prioritize responsibilities to meet deadlines with successful completion of work. Ability to work inclusively in a diverse setting.   
  • Maintain confidentiality, be punctual, and communicate changes in the work schedule in advance. Appropriate attire as discussed for the work environment.  
  • Effectively communicate your skills and availability to perform this job in your letter of application.  
    
    

Desired skills 

• Example of desired competencies:
  • Critical Thinking/Problem Solving  
  • Oral/Written Communication  
  • Teamwork/Collaboration  
  • Digital Technology  
  • Leadership  
  • Professionalism/Work Ethic  
  • Career Management  
  • Global/Intercultural Fluency  

 

Learning objectives 

• When constructing the learning objectives for student employees, please use the Council for the Advancement of Standards in Higher Education (CAS) Student Learning and Development Outcomes. 
• Example:  
  Upon completion, student should meet the following CAS learning outcomes:  

  

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.
Interpersonal Competence-    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.
Humanitarianism and Civic Engagement-    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.
Practical Competence-    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.
Practical Competence-    Maintaining health and wellbeing	Engages in behaviors and contributes to environment 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.

 

Applying for jobs may be a new and nervous process for students with little previous work experience. To encourage students to apply for your job positions, we recommend including in your job description the following resources to help students with their application.

Helpful Hints & FAQ’s

How to Draft a Resume & Cover Letter

Preparing for a Job Interview

Posting a Job

The University of Utah utilizes the PeopleAdmin and Handshake platforms to post open, non-benefited student positions. Please visit the U Career Success website for policies

PeopleAdmin - Once the job posting has been drafted and approved, the job posting request can be submitted to your HR representative for posting. Supervisors can also post the position through PeopleAdmin.

Please visit the PeopleAdmin Training and Information website for further instructions.

Handshake – Handshake is a large job posting platform that most universities and colleges utilize, the university’s Handshake account is managed by U Career Success.

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

All positions posted to PeopleAdmin under student affairs also appear on the student affairs website under the category “Student Jobs.”

Additional Resources

U Career Success website for Recruiting Policies

Students should apply using a resume for all positions. If you require a cover letter for the position, please state that preference on the posting. Hiring supervisors or hiring committees should plan to review each resume and plan to interview students who meet the position’s qualifications. While selecting the right candidate is the primary purpose behind the interview, keep in mind that the interview process is an important learning opportunity for your student-employee, fellow and intern candidates. It will provide them with experience, confidence and will be a crucial step in obtaining post-graduate employment.

Preparation for interview

Create a list of intentional questions to ask the candidates. Keep in mind that some students will have no work experience. In these instances, ask questions that will give you work-related information based on the student’s extracurricular activities. For example, ask about a time when they had to take a leadership role on a group project.

Remember that employers are legally prohibited from asking questions related to any protected class (e.g., race/ethnicity/nationality, sex/gender/sexual orientation, marital/family status, disability, or religion). A seemingly innocent question like “Tell me about your name” can be construed as discriminatory, so be sure to keep your questions job-related.

Departments must be aware of applications that are flagged Veteran. If the applicant meets your minimum requirements and you determine the resume to be in your top tier, then you must interview the veteran. Veteran Addendum.

The Interview

Break the Ice – Many students may not have prior interviewing experience; this is a great opportunity to do a quick overview of the interview process. Devote a few moments at the beginning to put the applicant at ease with some small talk. Questions like “What year are you?” and “What are your aspirations after graduation?” are good ways to break the ice. Some students will arrive dressed professionally while others will wear more casual clothing. Don’t let this deter you from hiring the candidate that will be the best fit. Give students the benefit of the doubt when it comes to their attire.

Provide basic information - Provide information on the department, essential job functions, dress code, your supervisory style, and any other factors you deem important. Be clear about expectations and confirm the student’s understanding. Some factors typically discussed are:

• Learning Objectives and Development
• Work schedule
• Rate of pay
• Training to be provided
• Employment period, anticipated start, and end dates
• Federal work-study program eligibility if applicable
• Personal conduct
• Description of job responsibilities (beyond the job posting)
• Hiring decision timeline

Ask your questions – It is important to create an inclusive and respectful interview environment by refraining from asking discriminatory questions that could unfairly impact candidates’ opportunities based on factors like race, gender, age, or any other protected characteristic.

Finish off by asking the students if they have any questions. Thank the student for their time and reconfirm the hiring decision timeline.

After completing your interviews, the next steps in the hiring process are extending the job offer and onboarding your new hire. If the job position is the first job for a student, please explain the following steps to your new hire to prevent any misunderstandings and ensure a successful onboarding for the student.

Hiring

Once you’ve determined which student(s) to hire and a job offer has been made and accepted, an offer letter must be completed and given to the new hire using the HR-approved offer letter templates. Once an offer letter is completed, one copy should be sent to Human Resources with any required new hire forms. This offer letter should include the Anticipated Start Date, requirement of I-9, or if background will be required, compensation, and Name of Supervisor, and Job Description.

Non-Benefited Staff Offer Letter Template

 

WORK-STUDY ELIGIBLE STUDENTS

If a student qualifies for work study, you can use those funds in addition to departmental funds. If that is the case, it is important to request their Employee Authorization Form (EAF). All student employee positions are work study eligible.

 

Employee Authorization Form

 

If a department wants to utilize work study as a form of compensation, the supervisor would need to request an Employee Authorization Form (EAF) through the Work Study website in a timely manner. Once the EAF is issued, student hours could be covered through work study. Additionally, departments need to be familiar with work-study policies.

 

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.  

 

Onboarding

The first day is the ideal time to capitalize on students’ excitement about being hired and their genuine desire to be successful. This could be an exciting but nervous time for the student, with intentional planning, the onboarding process can be catapulted for success! It is the perfect time for Supervisors to follow a planned orientation to be sure to cover important topics, to set the tone for effective ongoing communication and to clarify position and overall department expectations.

The onboarding process will vary from department to department, but there is some onboarding standardization for the University and for Student Affairs. To assist with onboarding your new hire, we created an onboarding checklist.

OnBoarding Checklist

Supervisors and those who direct the work of student employees have a unique opportunity to make their new students’ initial workplace experience a positive one. A little planning will make for a welcoming and professional first day.

The following can be used as a checklist for your student employee’s first day:

 

University Onboarding

• Have the new student employee complete all the necessary new hire paperwork for HR, payroll, and the department.
• Review all relevant University policies and procedures. Highlight the policies that are critical for new student employees to understand and where they will have liability if in non-compliance.

Department Onboarding

• Provide a big-picture view of the work of the department or unit including the mission, objectives, and accomplishments. Let new student employees know how their work will connect with the overall mission of the department. Share organizational charts if available.
• Review specific department rules and procedures, including proper attire for the office, attendance, punctuality, and confidentiality rules.
• Provide a tour of the work area, including offices and workspaces, restrooms, lunch and break areas, kitchen, work room, supplies, emergency exits, etc.
• Review appropriate use of equipment in the department, including computer, telephone, fax, photocopier, etc.
• Review emergency procedures for rapid evacuation of the building.
• Introduce new student employees to other staff members.
• Set up access such as relevant office keys, relevant computer accounts, and applicable departmental system drives, etc.

Position Onboarding

• Review the position description.
• Review Learning Outcomes
• Conduct a Pre-assessment of learning outcomes.
• Set up work schedules and breaks.
• Schedule a regularly occurring 1:1 meeting
• Demonstrate and discuss procedures for tracking the student’s time, including signing/clocking in and out.
• Review procedures for notifying the department in case of absence, lateness, or planning and requesting days off.
• Discuss training for job duties and any safety training needed for physical tasks such as heavy lifting, using mechanical equipment, and working with hazardous materials like chemicals.
• If appropriate, have the student complete a confidentiality statement and return it to Human Resources.

Supervisors are crucial for the student-employee experience. The supervisor's role is to structure the 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 should not be confrontational or negative. In this section, we will give tips on how to enhance your relationship with student employees.

The University of Colorado Boulder offers strategies for helping Supervisors succeed with student employees. The following content under “Strategies for Helping Supervisors Succeed with Student Employees” was created by

Strategies for supervisors -University of Colorado Boulder. Strategies for Helping Supervisors Succeed with Student Employees. (n.d.). https://www.colorado.edu/studentemployment/sites/default/files/attached-files/strategies_for_supervisors.pdf  

 

Strategies for Helping Supervisors Succeed with Student Employees

1. Set an Example

Model strong work habits through efficient, dedicated work practices. Let your own approach to daily work be an example from which students can learn.

2. Be Flexible

Understand that student employees are students first and employees second. Though it is important to have high standards on the job, it is also important to be flexible to accommodate academic obligations.

3. Communicate Expectations

Communicate the job standards and expectations to your student employees. One cannot assume that these are self-evident to the students, even though they may seem obvious to you.

4. Give Feedback Frequently

Provide consistent and appropriate feedback to your student employees. Student employees, like all employees, benefit from feedback in job performance, providing it is communicated with a positive spirit.

5. Be Fair

Supervisors who are too lenient are not doing students any favors. Student jobs are "real jobs." Treat student employees as you yourself would like to be treated in any given situation.

6. Train, Train, Train

Take time to train your students in important work skills, attitude, and habits - such as perseverance, time management, phone skills, quality service practices, handling difficult situations. This is the "common sense” from which success is made.

7. Be a Team Player

As a team leader, develop and nurture the unique contributions of each team member. Take a global perspective.

8. Give Recognition

When you see a student "going the extra mile" or "persevering through difficult situations," acknowledge this in front of other staff and peers. People need to feel appreciated.

9. Share the Vision

Have regular staff meetings with your student employees and inform them how their work fits into a/the larger purpose of the department and institution. Remember, purposeful work is meaningful work.

10. Be an Educator

To the degree that we each contribute to the lives of others, we are all educators. How can you contribute to the education of your student employees?

Common Supervisor Problems

Strategies for supervisors -University of Colorado Boulder. Strategies for Helping Supervisors Succeed with Student Employees. (n.d.). https://www.colorado.edu/studentemployment/sites/default/files/attached-files/strategies_for_supervisors.pdf  

 

• Failure to use common supervisory skills such as listening, communicating, etc.
• Lack of responsiveness to administrative/clerical tasks
• Failure to define the job, establish goals, or set expectations
• Failure to adequately train student employees on job tasks and skills
• Failure to be sensitive to the personal and academic needs of students
• Failure to help students develop habits and attitudes that reflect positively on institution
• Getting Supervisors to see student employees as "real employees"
• Failure to provide ongoing feedback and evaluation
• Inefficient use of student employee's time and talents

Dealing with Conflicts and Complaints

Strategies for supervisors -University of Colorado Boulder. Strategies for Helping Supervisors Succeed with Student Employees. (n.d.). https://www.colorado.edu/studentemployment/sites/default/files/attached-files/strategies_for_supervisors.pdf  

 

• Remain Calm - look at the situation as objectively and as fairly as possible
• Listen - Let the other person vent. Listen carefully and be sure you get the details right, asking questions if necessary.
• Try to sympathize - Imagine how you would feel in the person's position. Let them know that you understand why they are upset.
• Agree on a Course of Action - Work with the other person to reach a solution or course of action that is agreeable to both of you.
• Follow Up - If action is taken, follow up with the other person and confirm that the situation has been handled in a satisfactory manner.

Dealing with Difficult People

Strategies for supervisors -University of Colorado Boulder. Strategies for Helping Supervisors Succeed with Student Employees. (n.d.). https://www.colorado.edu/studentemployment/sites/default/files/attached-files/strategies_for_supervisors.pdf  

 

Attackers

People who charge and need room and time to blow off steam. Get them into a private area, address them by name, and listen to their position. Do not argue or get into a shouting match; ask them to calm down and present your response in a firm, calm way.

Egotist

people who come on strong, but unlike attackers, they often act like subject experts. Respect their knowledge and ask questions, but do not allow them to "take over."

Sneaks

These people often use sarcasm. Your best defense is to expose them with direct questions about what bothers them. They often retreat if directly queried about what their sarcasm really means.

Victims

People who act powerless and defeated and often whine. Ask them for suggestions to improve the situation. Logically refute their negative comments with facts

Negators

These people are usually suspicious of those in authority and believe that their own opinion is the only legitimate one. Let negators use all their negative "ammunition" before focusing on real solutions.

Super-Agreeable

People who want to be liked and offer to do whatever you want them to do. They over-commit themselves and often disappoint and frustrate others. Monitor what they volunteer to do to make sure they are not overworked. Disassociate actions from their sense of self-worth.

Unresponsive

These people are withdrawn and it is seemingly impossible to gain a positive commitment from them. Try using more open- ended, indirect questions and wait for them to respond. Resist the urge to finish sentences for them. Give them tasks that require reports at regular intervals.

Why Students Don’t Come to Work

Strategies for supervisors -University of Colorado Boulder. Strategies for Helping Supervisors Succeed with Student Employees. (n.d.). https://www.colorado.edu/studentemployment/sites/default/files/attached-files/strategies_for_supervisors.pdf  

 

• Inability to get along with other employees. Personality clashes can quickly become major problems with no winners.
• Poor working conditions. Cold, heat, poor ventilation, bad lighting, fumes or fragrances, a dirty working environment.
• They are bored. There may not be enough work to keep them busy, they may be bored or the job may be very routine or repetitive
• The work is too difficult.
• They do not feel they are needed.
• They are not motivated.
• Transportation or childcare issues.
• Poor supervision.

Poor Job Performance

Strategies for supervisors -University of Colorado Boulder. Strategies for Helping Supervisors Succeed with Student Employees. (n.d.). https://www.colorado.edu/studentemployment/sites/default/files/attached-files/strategies_for_supervisors.pdf  

 

There may be instances when the employee's work performance is not at an acceptable level. It is important to first try to work with the employee to improve his or her performance. The following are possible reasons for poor performance, and suggested strategies for improvement:

Reason for poor performance: Lack of knowledge of specific job duties or responsibilities.
Strategy for improvement: Provide additional training; may be helpful to develop a job description and/or manual to make job responsibilities clear.

Reason for poor performance: Lack of skills for tasks to be performed.
Strategy for improvement: Provide training on skill development; another approach is to shift the person to a position where skills can be utilized.

Reason for poor performance: Personal problems due to family matters, academics, finances, personal relationships, etc.
Strategy for improvement: May help to just be a "good listener;" may be necessary to refer to counseling is problems persist; time and understanding are often the solution to these problems.

Reason for poor performance: Interpersonal conflict between supervisor and employee, or between other workers or staff in the office.

Strategy for improvement: Extremely important to open lines of communication and develop understandings between parties involved; may be necessary to involve a third unbiased party to mediate the conflict and initiate communication.

Reason for poor performance: General lack of motivation on part of the employee.

Strategy for improvement: More difficult to correct. Some suggestions include:

1) re-emphasize expectations of the job and appropriate job behavior;
2) provide frequent feedback, both negative and positive, on performance (with emphasis on the positive);
3) vary job responsibilities (i.e. alternate tasks to create variety);
4) shift the person to another position where skills and motivation can be better used

Coaching: Strategy for Solving Performance Problems

Strategies for supervisors -University of Colorado Boulder. Strategies for Helping Supervisors Succeed with Student Employees. (n.d.). https://www.colorado.edu/studentemployment/sites/default/files/attached-files/strategies_for_supervisors.pdf  

 

1. Identify unsatisfactory performance

What are the things I actually see and hear that indicate there is a problem
What is it about this person's behavior that makes an adverse impact on the work being done?
What are the things I would have this person do (or stop doing) that would convince me that they have solved the problem?

2. a) Analyze what is influencing the unsatisfactory performance

Does the employee know what is supposed to be done and when?

 Does the employee know how to do it?

1. b) Analyze the impact of the unsatisfactory performance

What impact is the behavior having on the workplace?
What impact will the behavior have on the employee if the behavior does not change

3. Discuss the performance problem

Hold the meeting in a private place
Ensure that there will be no interruptions.
Allow as much time as necessary to complete the discussion
Make sure your emotions are under control
Decide ahead of time what minimum action you will accept as a result to the discussion.
Be sure to focus on the performance issue, not the employee's personality (i.e. avoid using the work "attitude"). Open the meeting and establish rapport.
State the purpose of the meeting and get agreement that a problem exists.
Be specific when discussing behavior discrepancy.
Explore alternative solutions - ask for employee's suggestions.
Get a commitment to act.
Close with encouragement.

4. Follow up

Document the discussion.
Is the action agreed upon with the employee being accomplished? If not, go back to the discussion stage. Recognize any improvement - this step in the coaching process has the greatest potential to sustain improvement.

Giving Constructive Feedback

Strategies for supervisors -University of Colorado Boulder. Strategies for Helping Supervisors Succeed with Student Employees. (n.d.). https://www.colorado.edu/studentemployment/sites/default/files/attached-files/strategies_for_supervisors.pdf  

 

Feedback is an essential element for everyone in an organization's workforce. Giving feedback is a task you perform again and again as a manager or supervisor, letting people know where they are and where to go next in terms of expectations and goals - yours, their own, and the organizations.

Feedback is a useful tool for indicating when things are going in the right direction or for redirecting problem performance. Your objective in giving feedback is to provide guidance by supplying information in a useful manner, either to support effective behavior, or to guide someone back on track toward successful performance.

Some situations which require giving constructive feedback include:

• Ongoing performance discussions
• Providing specific performance pointers
• Following up on coaching discussions
• Giving corrective guidance
• Letting someone know the consequences of their behavior

Some clues that constructive feedback is needed are when:

• Someone asks for your opinion about how they are doing
• Unresolved problems persist
• Errors occur again and again

Do’s and Don’ts of Constructive Feedback

Strategies for supervisors -University of Colorado Boulder. Strategies for Helping Supervisors Succeed with Student Employees. (n.d.). https://www.colorado.edu/studentemployment/sites/default/files/attached-files/strategies_for_supervisors.pdf  

 

Part of being an effective manager or supervisor is knowing what feedback to give. The trick is learning how to give it constructively so that it has some value. Constructive feedback is a tool that is used to build things up, not break things down. It lets the other person know that you are on their side.

• Don’t: If you can't think of a constructive purpose for giving feedback, don't give it at all.
• Do: Focus on description rather than judgment.

Describing behavior is a way of reporting what has occurred, while judging behavior is an evaluation of what has occurred in terms of "right or wrong", or "good or bad". By avoiding evaluative language, you reduce the need for the individual to respond defensively.
For example: "You demonstrate a high degree of confidence when you answer customer questions about registration procedures, "rather than, "Your communication skills are good."

• Do: Focus on observation rather than inference.
  Observations refer to what you can see or hear about an individual's behavior, while inferences refer to the assumptions and interpretations you make from what you see or hear. Focus on what the person did and your reaction.
  For example: "When you gave that student the Financial Aid form, you tossed it across the counter," rather than describe what you assume to be the person's motivation, "I suppose you give all forms out that way!"
• Do: Focus on behavior rather than the person
  Refer to what an individual does rather than on what you imagine she or he is. To focus on behavior, use adverbs, which describe action, rather than adjectives, which describe qualities.
  For example: "You talked considerably during the staff meeting, which prevented me from getting to some of the main points," rather than "You talk too much."
• Do: Provide a balance of positive and negative feedback
  If you consistently give only positive or negative feedback, people will distrust the feedback and it will become useless.
• Don’t: Be aware of feedback overload.
  Select two or three important points you want to make and offer feedback about those points. If you overload an individual with feedback, she or he may become confused about what needs to be improved or changed.
  For example: "The number of applicants and the time it takes you to enter them are both within the expected ranges. The number of keying errors you are currently making is higher than expected."

Giving feedback constructively benefits everyone. Use this on-going exchange of information as a way of getting to know your people and providing them with valuable guidance in their work. It will make your job and theirs easier.

Six Step Method for Giving Constructive Feedback

Strategies for supervisors -University of Colorado Boulder. Strategies for Helping Supervisors Succeed with Student Employees. (n.d.). https://www.colorado.edu/studentemployment/sites/default/files/attached-files/strategies_for_supervisors.pdf  

 

1. State the constructive purpose of your feedback.

State your purpose briefly by indicating what you'd like to cover and why it's important. If you are initiating feedback, this focus keeps the other person from having to guess what you want to talk about. If the other person has requested feedback, a focusing statement will make sure that you direct your feedback toward what the person needs.
For example: "I have a concern about."

"I feel I need to let you know." "I want to discuss."
"I have some thoughts about."

2. Describe specifically what you have observed.

Have a certain event or action in mind and be able to say when and where it happened, who was involved, and what the results were. Stick to what you personally observed and don't try to speak for others. Avoid talking vaguely about what the person "always" or "usually" does.
For example: "Yesterday afternoon, when you were speaking with Mrs. Sanchez, I noticed that you kept raising your voice."

3. Describe your reactions.

Explain the consequences of the other person's behavior and how you feel about it. Give examples of how you and others are affected. When you describe your reactions or the consequences of the observed behaviors, the other person can better appreciate the impact their actions are having on others and on the organization or team as a whole.

For example: "The staff member looked embarrassed and I felt uncomfortable about seeing the episode." "Shouting at our students is not acceptable behavior in this department."

4. Give the other person an opportunity to respond.
   Remain silent and meet the other person’s eye, indicating that you are waiting for answer. If the person hesitates to respond, ask an open-ended question.

For example:

"What do you think?"

"What is your view of this situation?"

"What is your reaction to this?"

"Tell me, what are your thoughts?"

5. Offer specific suggestions.

Whenever possible make your suggestions helpful by including practical, feasible examples. Offering suggestions shows that you have thought past your evaluations and moved to how to improve the situation. Even if people are working up to expected standards, they often benefit from ideas that could help them to perform better. If your feedback was offered supportively or neutrally, in the "for your information" mode, or depending on the situation's circumstances, suggestions may not be appropriate. Use your common sense and offer an idea if you think the other person will find it useful. Don't drum up a suggestion for improvement just for the sake of it.

For example:

"Jennifer, I sometimes write myself notes or put up signs to remind myself to do something."

"Jill, rather than telling Ed that you're not interested in all the details, you might try asking him specific questions about the information you are most interested in."

6. Summarize and express your support

Review the major points you discussed. Summarize the Action items, not the negative points of the other person's behavior. If you have given neutral feedback, emphasize the main points you have wanted to convey. For corrective feedback, stress the main things you've discussed that the person could do differently. End on a positive note by communicating confidence in the person's ability to improve the situation.

For example: "As I said, the way the group has figured out how to cover phone calls has really lessened the number of phone messages to be returned. You've really followed through on a tough problem. Please keep taking the initiate on problems like that.

By summarizing, you can avoid misunderstandings and check to make sure that your communication is clean. This summary is an opportunity to show your support for the other person-away to conclude a negative feedback situation on a positive note.

For example: "At least we understand each other better since we've talked. I'll do what I can to make sure your priorities are factored into the schedule, and I'll expect you to come straight to me if the schedule is a problem.

Strategies for supervisors -University of Colorado Boulder. Strategies for Helping Supervisors Succeed with Student Employees. (n.d.). https://www.colorado.edu/studentemployment/sites/default/files/attached-files/strategies_for_supervisors.pdf  

 

How to support students in Crisis

At times, you might get students who are in a distressed state. The University of Utah has created a Behavioral Intervention Team (BIT) to develop support and interventions for distressed students. They have created a guide about behavior concerns and who to contact when you witness or someone discloses this information. You can find the guide in this link.

 

Also, a guide on when to make a report is found here.If you are unsure if you should make a report, contact BIT.

 

Additional Resources

Bridge LSM is a learning platform available to full-time university employees that provides various professional development training. We recommend the following training to supervisors as professional development.

• Level Up Your Leadership - https://utah.bridgeapp.com/learner/courses/6ba3c491/enroll
• Generational Awareness - https://utah.bridgeapp.com/learner/courses/0a584fe9/enroll
• Understanding Diversity - https://utah.bridgeapp.com/learner/courses/a9e8671a/enroll
• Creating a Culture of Engagement-https://utah.bridgeapp.com/learner/training/79feb428/enroll

 

For more information on Bridge, please contact: Dori Nottingham, dori.nottingham@utah.edu

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 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-test need to be administered 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).

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.

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 of your student staff members, a day to give swag or snacks, and plan a party or celebration where certificates are given to student employees.

Supervisors should also recognize that these positions are all students first and that during finals, they will have increased levels of stress. If possible, the workload should be decreased during these periods. Since finals run on different schedules than regular classes, schedules should be adjusted so students can make it to their exams and have time to study.

For timekeeping and payroll, supervisors need to let their student employees know the following:

• Where the closest machine to clock in is at or if they can enter their hours on Kronos
• The way they will track their hours
• When they will be paid, and when do they need to approve their timecards
• What to do if they forget to clock in
• Explain the tardy policy if your department has one

Supervisors need to ensure they are checking and approving the hours of their student employees. Timecards must be approved on or by the 15 of the month and the last day of the month.

Supervisors, advisors, and area leads of fellows, interns, or student leaders should also track how many hours their students are completing. Ensuring that they are prioritizing their school and not exceeding the agreed-upon hours.

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’s function. Supervisors should establish what work hours are and when students should be in. For time off, we suggest you let students know they should submit it two weeks before but remember to be lenient if they do not, as they are students.

Supervisors should avoid scheduling students during holiday hours unless previously communicated as an expectation for their role. Students should not be working over 40 hours if they do, they need to be paid time and a half and it considered overtime. If students are working additional time due to a vacancy in the department, a supervisor can award them an increase in the hourly rate with the approval of an AVP.

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. As supervisors, we must be mindful of the wellness of everyone. If student employees cannot come in due to illness, supervisors should not require them to and provide alternatives to make up 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 as 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. If you have further questions, please reach out to your HR representative.

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 your Human Resources Representatives before terminating the student employee.

Before getting to this point, we suggest revisiting the coaching: strategy for solving performance problems under the supervisory relationship section.

Below are the questions supervisors must ask and document before terminating a student. These must then be sent to your Human Resources Representatives before terminating an employee.

1. Reasoning/justification for release (a brief description of the employee’s behavior/performance which justifies a release):
2. Has the employee received applicable training, and when? (Brief description or state why):
3. Has the employee received clear expectations, and when? (Brief description or state why):
4. Has there been sufficient time to evaluate the employee thoroughly? Yes or No
5. Are there extenuating circumstances that should be brought to HR’s attention before releasing the employee? (i.e., requesting an accommodation, OEO claim, etc.)

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.

 

Exit Interview

Exit interviews are a great way for student employees, leaders, fellows, and interns to reflect on their experiences. It also serves as an opportunity for professional staff to assess students' learning, growth, and development throughout their experiential learning experience (employment, leader position, fellowship and/or internship) in Student Affairs. Supervisors should always conduct an exit interview when a student is graduating or not returning to their position.

https://acrobat.adobe.com/link/review?uri=urn:aaid:scds:US:2d7ddb67-f617-38f7-9242-1ec335eda0ae

Below are on-campus resources to help you and students navigate their experiences and obstacles that they 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.

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 work and non-work-related illnesses.  

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

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 supports 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 for group 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 the 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/