Tools: A Guide to the Berea College Labor Program

Transcription

Tools:
A Guide to the Berea
College Labor Program
“To provide for all students through the labor program experiences for learning
and serving in community, and to demonstrate that labor, mental and manual, has
dignity as well as utility.”
-Berea College Great Commitments
Published by the
Berea College Labor Program Office
Darlene Stocker, Editor
David K. Tipton, Assistant Editor
This on-line publication is provided to all students, faculty and staff.
Information contained within this publication is advisory and subject to change.
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Table of Contents
History
5
Goals and Purposes
Learning, Service and Work Well Done
Labor Supervisor
Labor Learning Goals
Workplace Expectations
Labor Enrollment Agreement
Labor Transcript
Position Description
Financial Aid
5
5
5
6
7
7
8
9
9
Organization
Work Colleges Consortium
Labor Program Council
Labor Program Administration
Labor Departments
Structure
Distribution of Labor
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9
10
10
11
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11
Glossary of Terms
11
Allocation of Student Labor
Allocation Process
Budget
Special Projects
Labor Pool
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17
17
17
18
Position Assignments
First-Year Students (Freshmen, Exchange & Transfer Students)
Upperclassmen
Securing a New Position
Retaining an Existing Position
Readmitted Students and Students Returning from Leave of Absence
Resume Design & Usage
Secondary Positions
Off-Campus Agreements
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18
18
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20
20
Work-Learning-Service Levels “WLS” (formerly known as Grade Levels)
Description
Assignment
Scholarship Payment Scale
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20
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Training and Resources
Workforce Training and Development Center
Supervisor Training
Orientation
Continued Support
Student Training
Orientation
Departmental Labor Meetings
Resource Library
Mediation and Conflict Management
Websites and Other Resources
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2
Policies and Guidelines
Confidentiality Agreement – Student Worker
Dress and Hygiene
Department Work-Learning- Service Enrollment List
Education Abroad- Probation
Essential Labor
Excused Hours
Holidays and Days of Observance
Exemption from Labor
Practica and Student Teaching
Off-Campus Experiences
Grievance Procedure
Hour Requirement
Student – Verifying Total Hours Worked
Supervisor – Verifying Student Hours Worked
International Students (F-1 Status)
Hour Limitation
Work during Breaks and Summer
Income Tax
Off-Campus Work
Curricular Practical Training (CPT)
Optional Practical Training (OPT)
Labor File
Labor Overload
Maternity Leave
Non-Degree, Part-time and Exchange Students
Off-Campus Labor (Non-College)
Participation in Athletics and Performance-Based Co-Curricular Activities
Last Day to Release from a Labor Position
Performance-Related Release – Disciplinary Action Form
Secondary Positions
Scheduling
Special Needs
Summer
General Guidelines: Summer School and Summer Practicum
Graduating Seniors
Summer Practicum Reassignment
Summer Off-Campus Internship Funding
Working Before and After Enrollment
Work during Break Periods
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Scholarship Payments
Status Form
Position Codes
Term Codes
Holds
Timekeeping
Student Time Entry
Labor Supervisor Certification of Student Time
Scholarship Payment Schedule
Unrecorded Time / Adjustment Form (Known also as Blue Card)
Direct Deposit
Scholarship Payments and Overtime
Banking Hours
Last Day to Change a Labor Position
Labor Release / Position Adjustment Form
Tax Forms and Tax Liability
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3
Career Preparation
41
Academic Program Support
Active Learning Experience (ALE)
Internships
Undergraduate Research and Creative Projects Program (URCPP)
42
42
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Recognition and Exploration
Informal
Labor Day (Exploring Learning, Labor and Service)
Berea Academy Awards
Labor Awards
Departmental
Endowed
Leadership Awards
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43
44
44
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Performance Concerns
Monitoring of Hours
Failure to Meet the Hour Requirement
Mandatory Meeting Notices
Early Intervention Program
Student Disciplinary Action Form and Process
Departmental Probation
Labor Probation
Labor Probation- Immediate Suspension
Suspension Within a Term
Suspension End of Term
Judicial Matters
Graduating Seniors
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Evaluation and Assessment
Student Labor Evaluation
Labor Experience Evaluation
Labor Program Evaluation
Assessment
Customized Evaluations
Two-Way Feedback
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Compliance
Appropriate Use of Student Labor
Work Colleges Program- Federal Guidelines
Job Descriptions
Federal Work Study Employment during Periods of Non-Attendance
Payroll Records
Accident Reporting
Unemployment Insurance
Employment Conditions and Limitations
Americans with Disabilities (ADA)
Sexual Harassment
Non-Discrimination Policy
Occupational Safety and Health Administration (OSHA)
Family Educational Rights and Privacy Act (FERPA) and USA Patriot Act
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APPENDIX
Complete List of Student Labor Departments
College Departments
Community Partners
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History
Work is imbedded in the history of Berea College. From its earliest days, Berea has enabled students to contribute
to their cost of education while gaining valuable work experience and serving the College and surrounding
communities. Historically, it also allowed the College to operate in a self-sustaining manner, with students
growing their own food and building their own living and learning facilities. As society has changed, the nature of
the work has changed, but the underlying principles of the program have remained constant through the years.
The Labor Program originated in 1859 and was formalized into every student’s educational experience in 1906,
when the Berea College Catalog declared that every student must contribute at least seven hours per week to the
necessary work of the College. This was raised to ten hours in 1917, a requirement that remains in effect today.
The value of student work is reinforced in our Great Commitments, first published in 1969 and revised in 1993. The
fourth of eight statements affirms Berea’s commitment, “to provide for all students through the Labor Program
experiences for learning and serving in community, and to demonstrate that labor, mental and manual, has dignity
as well as utility.” The Labor Program has long been an integral component of Berea’s educational program,
providing valuable opportunities for learning, service, and work well done.
Goals and Purposes
Learning, Service and Work Well Done
The Labor Program, through the leadership of the Dean of Labor, the Labor Program Council, and countless
supervisors and mentors, reflects a unified vision of labor as student and learning centered, as service to the College
and broader community, and as necessary work well done.
The Labor Program, a comprehensive Work-Learning-Service program, is an integral and stated part of Berea
College’s educational philosophy and program and is designed to serve the following purposes:





Supports and provides through experiential learning opportunities the learning of skills, responsibility, habits,
attitudes, and processes associated with work;
Provide and encourage opportunities for students to pay costs of board, room, and related educational
expenses;
Provide staff for College operations;
Provide opportunities for service to the community and others through labor;
Establish a life-style of doing and thinking, action and reflection, service and learning that carries on beyond
the college years.
Labor assignments function very much like classes. Beginning at basic levels of work, students are expected to
progress to more skilled and responsible levels. Through these experiences, it is expected that student workers will
1) develop good work habits and attitudes, 2) gain an understanding of personal interests, skills, and limitations,
and 3) exercise creativity, problem-solving, and responsibility. Students may also learn the qualities of leadership,
standard setting, and effective supervision.
The Labor Program makes it possible for students to know each other as co-workers as well as classmates. More
importantly, linking the Academic and Labor Programs establishes a pattern of learning through work that
continues long after college.
Labor Supervisor
The Labor Supervisor is the practical instructor within Berea’s labor program, a comprehensive work-learningservice program that is federally recognized under the work college legislation*. The labor supervisor utilizes the
learning outcomes derived through the department work assignments to educate the student in regard to both soft
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skills (teamwork, initiative, attendance…) and specific position skills. The supervisor is also responsible for the
certification of the time the student has worked and a mid-point and final evaluation of the student’s performance
during the assignment. The supervisor utilizes the labor learning goals, workplace expectations, and the seven
performance expectations (attendance, accountability, teamwork, initiative, respect, learning, and position specific
requirements) in evaluating the student work performance. The final evaluation score is uploaded to the Labor
Transcript.
* Federal legislation defines a Work College as a special type of degree-granting institution where a “comprehensive work-learningservice program” is “an integral and stated part of the institution’s educational philosophy and program”, a “valuable educational
approach” and an “integral part of the institution’s educational program and part of a financial aid plan that decreases reliance on
grants and loans and encourages students to participate in community service activities”. Berea is one of the seven federally
recognized work colleges.
Labor Learning Goals
In the spring of 2000, the Strategic Planning Committee appointed a faculty, staff and student subcommittee (the
Labor Review Team) to conduct a comprehensive review of the Labor Program. The Team was specifically charged
with educating itself on current higher education thinking about the relationships between work and learning,
about Berea College’s history and commitments with respect to work-learning, and about the diverse world of
work within and beyond the College. It was also asked to explore the links among students’ work, learning, and
service, to review the balance among various aspects of the Labor Program as it is implemented today, and to
recommend changes as needed.1 Among other items, the Labor Review Team proposed a set of Labor Learning
Goals to serve as a guide for the Labor Program. The Team recommended that the Labor Program provide
opportunities for labor that best enable students to learn and grow in the following ways:
1)
To develop and sustain habits of understanding all working as both independent and interdependent
contribution to a community integrating labor, learning, and service.
2) To develop and sustain understandings of working well in community - of what it is to work well, of
how to work well, of why work well. This may include systems and interrelationships within
workplaces and community, general principles grounding specific tasks, and practices pertaining to
use of resources and sustainability.
3) To develop and sustain abilities to communicate, collaborate, and interact with others as
compassionate and caring human beings; as diverse people both similar and different from each other;
and as co-workers with shared goals.
4) To develop and sustain abilities to solve novel, complex, multifaceted problems as they arise, whether
working collaboratively or individually.
5) To develop and sustain both basic workplace habits (e.g., timeliness, healthy attitudes about working
and co-workers, motivation to work well, flexibility and discipline, accountability and initiative,
willingness to learn and to share learning, etc. ) and job-specific practical skills, abilities, or
knowledge (e.g., software).
6) To develop and sustain abilities to learn how to learn, including habits of offering and accepting
constructive criticism and habits of effective reflection, including reflection about broad, deep issues
related to labor, work, and the world of work beyond Berea.
7) To develop understandings of self (interests, abilities) and of the changing world of work in order to
promote habits of responsible deliberation about possibilities for future work:
• work chosen to fit individuals' interests and abilities
(i.e., work as a vocation or calling),
• work chosen to address needs of others and community
(i.e., working as serving),
• work chosen as an important, enjoyable, and valuable activity
(i.e., work as fulfilling),
• work chosen in light of those harmonies that constitute living well
(i.e., work as aspect of multi-faceted life).
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The Workplace Expectations were adopted by the Administrative Committee in 1998 as a means of articulating
common expectations for work and learning at Berea College. Faculty, staff and students comprise one workforce
at Berea, and all are charged with upholding these guiding principles:
Exhibit Enthusiasm for Learning:
Striving to learn and to grow both intellectually and personally so everyone is a learner.
Act with Integrity and Caring:
Exhibiting honesty, trustworthiness, and compassion in one’s work and relationships.
Value all People:
Working to create an inclusive and respectful workplace that models the Great Commitments and seeks to find
the best in all people.
Work as a Team:
Developing collaborative and team oriented abilities that will create a community of mutual respect, common
vision, and shared accomplishments.
Serve Others:
Nurturing a climate of excellence in service that is responsive to others needs.
Encourage Plain and Sustainable Living:
Promoting a sustainable way of life through policies and practices in the workplace.
Celebrate Work Well Done:
Striving for excellence in all aspects of work and celebrating individual and collective accomplishments.
Signed by each student upon entering Berea College, the agreement outlines the expectations of the student and the
College with regard to the Labor Program and serves as the student’s acknowledgement of work as a core
requirement of enrollment and an integral/required part of their educational program. Below is the present version
of the agreement:
LABOR ENROLLMENT AGREEMENT
The Labor Program, a comprehensive Work-Learning-Service program, is an integral and stated part of Berea
College’s educational philosophy and program. Upon entering Berea College, all students sign a Labor Enrollment
Agreement outlining the basic commitments of the student and the College concerning the student’s required
participation in the Labor Program. This agreement is completed one time and remains in effect for the entire period
of enrollment.
THE STUDENT, IN ACCEPTING ADMISSION TO THE COLLEGE, AGREES TO:
A. Participate in the Labor Program as defined in the online handbook Tools: A Guide to the Berea College Labor
Program and other policy statements http://www.berea.edu/laborprogramoffice/tools/default.asp.
B. Fulfill a first-year labor assignment as assigned by the College and, in subsequent years, to secure or accept a
student labor position from among those available.
C. Work no less than ten (10) hours a week throughout the term and adhere to the work schedule required by the
position and arranged with the supervisor.
D. Complete a Status Form (labor position participation agreement) for each position held, or for any change in
position, as a supplement to the Labor Enrollment Agreement and as approved by the Labor Program and
Student Payment Office.
E. Work all hours as defined by the status form(s) including adhering to the work schedule required by the
position(s).
F. Secure approval for continuously working more than fifteen (15) hours per week, as specified in the labor
overload approval process.
G. Secure approval for absences from work and arrange to make up hours in advance of the absence, if possible,
and to immediately notify the supervisor of any unexpected absence.
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H. Strive to meet duties, responsibilities, and standards required by the labor position as defined by the supervisor.
I. Complete Labor Experience Evaluation(s) for academic year and summer positions.
THE COLLEGE AGREES TO:
A. Provide each registered student with opportunities for work-learning-service experiences fostering the goals of
the Labor Program.
Note: Summer practicum positions are dependent on department budgets and need.
B. Provide each registered student the opportunity to earn a work scholarship by working in the labor program. A
C.
D.
E.
F.
G.
H.
portion of the scholarship, the Labor Grant, is applied directly to the full tuition scholarship. The remainder, a
smaller portion, consists of direct payments based on hours worked.
Offer opportunities for advancement in skill and responsibility as defined by Work-Learning-Service levels.
Provide a Labor Transcript documenting the student’s participation, experience and performance in the program
and to maintain labor records in accordance with general College policies and relevant legislation.
Conduct, using the “Student Labor Evaluation”, individual student work evaluations and to record final
performance scores on the Labor Transcript.
Provide opportunity for students to evaluate their labor experience(s) by completing the “Labor Experience
Evaluation”.
Conduct assessment at the supervisor, department, and program level to improve the educational and
institutional value of the program.
Provide a labor grievance procedure whereby complaints can be resolved.
STUDENT STATEMENT
By signing, I agree to perform my labor assignments to the best of my ability. I understand and agree to the
conditions set forth in this agreement. In addition, I am aware that failure to meet the requirements and conditions
of this agreement can result in disciplinary action up to and including suspension. Also, I understand that this
agreement is effective for the length of my enrollment and the signed document will be placed in my student file. A
copy of the agreement can be requested / obtained through the Labor Program Office.
_______________________________________________Student Signature ______________________Date
________________________________________________Student Printed Name
Labor Transcript
The Student Labor Transcript serves as a record of the student’s participation in the Student Labor Program during
his/her period of enrollment and will provide a detailed accounting of all positions held, each department and
supervisor name, the WLS levels attained, the assigned work hours per week, and the results of the departmental
labor evaluation. In addition, the transcript will contain a record of all labor distinctions received such as awards,
special trainings, and certifications. This information can be utilized by students in writing resumes and in future
job searches by providing official documentation from Berea College that shows position performance and skill
levels attained.
The transcript is official only when the embossed College seal and an authorized signature is affixed. The signature
is in blue ink. Transcripts are printed on security paper and if photocopied, the legend COPY will appear in the
background. Berea College cannot guarantee the authenticity of any transcripts not issued directly to the receiving
party. In accordance with the Family Educational Rights and Privacy Act of 1974, this transcript must not be
released any third party without the written consent of the student.
A labor transcript can be requested through the student service center. Transcripts are issued free of charge to
current and former students.
Note: Former students may have holds prohibiting access to their labor records if they left Berea College with a
student account balance or if their loans are not in good standing or if they failed to meet their labor hour
requirement at the end of their final term. Please contact the appropriate department(s) to resolve any such
holds.
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In addition to general workplace expectations, the College establishes position descriptions to set expectations for
specific positions. Each position description contains the following information: department name, position title,
assigned work hours per week, WLS Levels, itemized description of duties, list of learning opportunities, and
outline of basic and desirable qualifications.
Position descriptions are prepared by each department in consultation with the Labor Program Office. Copies are
centrally maintained for all departments, and a new draft must be submitted whenever a department upgrades an
existing position description or creates a new one. All students should be familiar with their individual position
descriptions so that they understand the position’s expectations and opportunities. This aids in establishing good
work habits and in developing language for resumes and position interviews on campus and job interviews off
campus...
Position descriptions can be reviewed online at www.berea.edu/laborprogramoffice/positiondescriptions or in the
Labor Program Office.
Financial Aid
A crucial form of financial assistance at Berea College is available through the Student Labor Program. All students
enrolled in an academic term (Fall, Spring, Summer) or working a summer practicum earn a work scholarship, in
which a portion of that, the Labor Grant, is applied directly to the cost of education (“tuition”) each term or
summer period. The amount applied is: $3,000 (Fall); $3,000 (Spring); and $200 a week during the summer (e.g.
eight week Summer term - $1,600, 10 week practicum - $2,000…). The final portion of the work scholarship is the
primary source of direct aid, providing $1,350 to $2,500 per year to assist in covering educational costs and personal
expenses. Based on the total work scholarship and total hours worked per term, a student receives between $12.00
and $24.00 per hour in scholarship. The direct aid portion received (based on hours worked), in combination with
the student’s earnings on and off campus during the summer months, are used to pay a portion of the student’s
room, board, fees, and other educational expenses incurred during the academic year.
Note: The direct scholarship payments received are not subject to withholding or FICA. However a scholarship tax
liability might apply and is dependent on the total amount of non-qualified aid received during the year. The
Financial Aid office provides students annually with a tax letter that assists the student in determining the
amount of taxable aid income received.
Berea College expects every student to save approximately $1,000 from summer earnings to assist with costs
associated with attendance for the next academic year. While the College does not bill students for an additional
$1,000 as a result of the summer savings expectation, some students choose to use their savings to assist with their
Term Bill. Ideally, when the Term Bill obligation is met through the family’s contribution, the summer savings can
be used to assist with indirect college expenses like transportation, books, supplies, and personal and
miscellaneous expenses. Student positions available on campus for those who wish to remain in Berea during the
summer are paid at a rate sufficient to save approximately $1,000. However, some students find it easier to save
summer earnings when living at home in a rent-free environment.
Organization
Work Colleges Consortium
Federal legislation defines a Work College as a special type of degree-granting institution where a “comprehensive
work-learning-service program” is “an integral and stated part of the institution’s educational philosophy and
program”, a “valuable educational approach” and an “integral part of the institution’s educational program and part
of a financial aid plan that decreases reliance on grants and loans and encourages students to participate in
community service activities”. Work Colleges are defined through federal legislation as having residential
campuses where all resident students are expected to work in campus-supervised and evaluated work-learning-
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service positions in every semester of the educational experience (exceptions are made for students engaged in
alternate experiential learning opportunities such as internships, study abroad, and student teaching). More
importantly, every Work College operates a comprehensive work-learning-service programs that are an integral
component of the educational experience and provide opportunities for reduced debt, practical work experience,
integration of work and academics, expanded opportunities to engage in service to both the College and the
broader community, and a guided and evaluated experience designed to maximize learning. Work Colleges receive
additional federal funding to support these comprehensive programs.
Established in 1996 and comprised of the seven federally recognized Work Colleges, the Consortium works to
promote the common interests of the member institutions. Members include: Alice Lloyd College, Pippa Passes,
KY; Berea College; Blackburn College, Carlinville, IL; College of the Ozarks, Point Lookout, MO; Ecclesia College,
Springdale, AR; Sterling College, Craftsbury Commons, VT; and Warren Wilson College, Asheville, NC.
Labor Program Council
The Labor Program Council advises and assists the Vice President for Labor and Student Life and the Dean of Labor
in interpreting and applying the vision for the Student Labor Program. It works to sustain the vision by providing
opportunities for the Berea College community to reflect on local and global issues in the world of work. The Labor
Program Council also works with People Services and other campus offices to better link the goals and policies of
the Student Labor Program with those of Berea College’s workplaces and workers by developing goals for both the
learning and the workplace performance of students and for the program as a whole.
When student-initiated labor grievances- including those related to discrimination- cannot be resolved through
administrative channels, the Labor Program Council will convene a grievance board as outlined in the Student
Labor Grievance Procedure. When a student is suspended for labor reasons and chooses an appeal by committee,
the Labor Program Council will serve as the appellate board. All student labor-related misconduct requiring a
hearing (falsification of time, theft of equipment, etc.) will be adjudicated according to the Community Judicial
Code.
The Labor Program Council membership shall include: a person from the Labor Program Office who is responsible
for training and assessment; a person who is involved with the allocation of student labor positions; a person from
People Services who provides training for Labor and other supervisors; three working supervisor/mentors from
diverse work areas elected by the General Faculty Assembly including one member of the College Faculty and two
non-teaching members of the General Faculty- one exempt and one non-exempt; two students, appointed by the
Student Government Association, whose work experiences are diverse; and the Dean of Labor who will serve exofficio. Elected members will serve three-year terms. The Labor Program Council will invite and include other
voices as needed.
Labor Program Administration
Elements of the Labor Program are centrally administered by two offices: the Labor Program Office, and the
Student Payment Office. Leadership is provided by the Vice President for Labor and Student Life and the Dean of
Labor, and offices are located in Fairchild Hall. The Labor Team also includes a representative from the Office of
Student Financial Aid Services who oversees the integration of labor and financial aid and ensures compliance with
federal funding requirements.
Gail Wolford, Vice President for Labor and Student Life
David K. Tipton, Dean of Labor
Darlene Stocker, Labor Program Coordinator
Theresa Lowder, Associate Director of Student Financial Aid Services
David Slinker, Training and Assessment Specialist
Andrea Davis, Student Payments Manager and Program Accountant
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Labor Departments
Structure
Students work in over 100 labor departments, each of which is supervised by at least one faculty member or
professional staff person selected by the department head. Additionally, most departments have labor mentors,
individuals who are not directly charged with supervisory responsibilities, but who actively participate in student
training and development. Many departments also have students serving in supervisory / leadership roles. The
Dean of Labor provides general oversight for all work areas to ensure consistency of administration, training and
assessment, but departments vary widely in the nature of work performed, method of supervision, degree of
autonomy, etc. Students are encouraged to experience a variety of work environments to maximize their learning
opportunities and expose themselves to different work styles.
Distribution of Labor
While labor allocations vary slightly from year to year, student work is generally distributed as follows*:
Academic Support
Alumni/Development
Auxiliary
Community Service (on and off campus)
Education and General
Facilities
General Administration
Industries
Services/Student Led Organizations
Student Services
*these percentages reflect the distribution for 2010-2011
10%
4%
10%
8%
20%
6%
9%
7%
1%
19%
A complete list of labor departments, including supervisor name and contact information, department location,
nature of work, learning opportunities, and desired qualifications, is included in the back of this publication.
Glossary of Terms
General Education Program component that provides opportunities for students to explore interconnections
among various venues for learning- courses, labor, service, research, internships, etc. All students must complete at
least one ALE prior to graduation. See “Academic Support Section” section for further details.
Allocation
Number of student labor positions and/or labor hours assigned to a department. Allocations are established in the
spring for the upcoming year and generally remain fixed unless special circumstances arise. See “Allocation of Student
Labor” section for further details.
Blue Card (Unrecorded Time / Adjustment Form)
This document is used for capturing unrecorded time worked by a student, or an adjustment that needs to be made
to the student position in a department (e.g. WLS level, hours per week…). See “Student Payments” section for further
details.
Confidential Hold
Notice in the College’s database that prevents the release of directory information to outside parties (see the
compliance section). Holds should be requested through the Vice President for Labor and Student Life.
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All incoming student sign a student worker confidentiality agreement upon entering the college and before starting
to work. This agreement defines and articulates the general workplace confidentiality standards that the student
worker must follow when handling or having access to sensitive and protected department records and
communications. Labor Departments can choose to supplement this agreement with a department confidentiality
agreement that is specific to the department’s work environment. See “Policies and Procedures” section for further details.
Department – See Labor Department
Department Work-Learning-Service Enrollment List
Similar in ways to the verification of student attending an academic class the list must be verified by the labor
department as accurate. The list is sent to the Payment Coordinator of the labor department during the first pay
period of the fall term and prior to the start of the spring term, and summer period. It is the responsibility of the
labor department Payment Coordinator to work with the department Labor Supervisors to verify that the student
workers are assigned to the correct Labor Supervisor, position, Work-Learning-Service (WLS) level, and hours per
week. The data must be accurate to ensure that the student work record is correct in regard to the department and
position assignment designation, labor supervisor designation, and the WLS level of the position. This is critical in
ensuring accurate labor data is uploaded into the Labor Transcript (the permanent record of the student work
assignments and performance). See “Policies and Procedures” section for further details.
Disciplinary Action Form
Form used by labor supervisors to document performance issues in the workplace. Student performance concerns
must be documented and discussed with the student. A student cannot receive any type of department
probationary status or release without using the Student Disciplinary Action Form except in the case of a grievous
performance occurrence (e.g. falsification of time, serious confidentially cases, physical violent, etc.). See both “Policies
and Procedures”and “Performance Concerns” section for further details.
Direct Deposit
Banking method used to electronically transfer scholarship payment earnings into a bank account selected by the
student. See “Student Payments” section for further details.
Early Intervention Program (EIP)
Program administered through the Office of Academic Services that provides a means of notifying College officials if
a student is experiencing difficulty; the Labor Program collaborates with the EIP to provide notification and
assistance in cases where students are not meeting labor standards. See “Performance Concerns” section for further details.
Essential Labor
Essential Labor may be defined as student labor that supports any college business or service that is open to the
public (i.e., Boone Tavern, Bookstore, Log House Gifts, Seabury, Child Development, etc…) or any area responsible
for the health and welfare of the campus community and property (i.e., Food Services, Public Safety, Health
Services, College Farms, Facilities Management, etc…). See “Policies and Procedures” section for further details.
Staff or Faculty Labor Supervisors assume the role of practical instructors within the program and evaluate, using
the Student Labor Evaluation (SLE) the student’s performance based on seven performance expectations
(attendance, accountability, teamwork, initiative, respect, learning, and position specific requirements) and
subsequent linked labor learning goals and workplace expectations. Students are required, towards the end of the
academic year and if engaged in a summer labor position towards the end of summer, to evaluate and reflect on
their labor experience through the Labor Experience Evaluation (LEE). Labor supervisors, departments, and the
labor program utilize the two evaluation tools to assess the educational performance and effectiveness of the
program and implement appropriate changes based on the assessment. See “Evaluation and Assessment” section for
further details.
Exploring Labor, Service, and Learning Day (replaced Labor Day)
A day set aside to allow students to explore and learn more about labor, academic, and service opportunities,
including co-curricular, that are available to them at Berea College. The activities of the day provide an opportunity
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for: 1) first-year students to explore academic areas of interest, 2) first-year and continuing students to explore,
interview, and possibly secure a labor position that aligns with their academic, personal and/or career goal or
interests, and 3) students, staff and faculty to celebrate work well done through various fun and enjoyable activities.
See the Exploring Labor, Service, and Learning Day section for information on the history and additional details
regarding this special event. See “Recognition and Exploration” section for further details.
Grievance (Labor)
Formal process through which students may express concerns related to labor supervision. Labor-related issues
should first be discussed with the supervisor and/or department head and with the Labor Program Office before an
official grievance is filed. See “Policies and Procedures” section for further details.
Hold
Electronic restriction placed on registration and confirmation until the combined Labor Enrollment Agreement,
Confidentiality Agreement and Status Form, I-9 form, or Labor Experience Evaluation is completed and submitted.
See “Student Payments” section for further details.
Internship
Experiential education program individually designed for the student to gain practical experience. Priority is given
to internships that integrate classroom learning with practical experience and those that are tied to community
service. Internships are coordinated through the Internship Office and students may be eligible for on-campus
funding through the Labor Program during the fall and spring terms and on-o-off campus funding during the
summer. Internships can be for academic credit or non-credit. See “Academic Program Support” section for further details.
Labor Assignment Resume (LAR)
A resume completed by incoming students as part of the admission process. The LAR assists in labor placement for
new students. See “Career Preparation” section for further details.
Labor Day – see Exploring Labor, Service and Learning Day
Labor Department
Defined work area that utilizes student and staff workers to complete the necessary work of the college and is
structured to provide a practical educational experience of value to the student worker. There are over 100 labor
departments at Berea College. See “Organization” section for further details.
Signed by each student upon entering Berea College, the agreement outlines the expectations of the student and the
College with regard to the Labor Program and serves as the student’s acknowledgement of work as a core
requirement of enrollment and an integral/required part of their educational program. See the Labor Enrollment
Agreement under the “Goals and Purposes” section for further details.
Labor Grant – see Work Scholarship
Labor Meeting
Hour set aside each week for supervisors to meet with their student staffs. This hour is reserved for labor and no
academic or other College requirements should be scheduled during that time. See “Training and Resources” section for
further details.
Labor Pool
Designation allowing departments to hire a student outside of their department for up to ten hours to assist with
short-term production or service needs. See “Allocation of Student Labor” section for further details.
Labor Position Participation Agreement – See Status Form
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Labor Supervisor
Is a direct supervisor and practical instructor for a student(s) assigned to a position(s) under their purview. The
supervisor utilizes the student(s) assigned to complete the work of the department and utilizes the learning
outcomes derived through work to educate the student. The supervisor is responsible for both the certification of
the time the student has worked and the evaluation of the student’s performance utilizing the labor learning goals,
workplace expectations, and the seven performance expectations (attendance, accountability, teamwork, initiative,
respect, learning, and position specific requirements),. See “Goals and Purposes” section for further details.
This form is used to discontinue a labor position or to alter conditions of an existing labor position participation
agreement (as defined in the status form). If a student plans to increase or decrease hours per week, change WLS
Level or position code, or release from a position, a Labor Release / Position Adjustment Form must be processed
through the Student Payment Office. Changing a primary position including the WLS level of position can only
occurred in a term before the “Last Day to Change a Labor Position”, unless the position change is warranted
because of a disciplinary action, a medical reason, or a labor program administrative condition. This date occurs
one week after the first day of class in any term. Please refer to the academic calendar or labor calendar for the
official date. See “Policies and Procedures” section for further details.
Note: First Year Students are assigned to a labor position for an entire academic year and may not be released from
any position without approval from the Labor Program Office.
Labor Transcript
An official record of a student’s participation in the Labor Program during his/her enrollment that provides a
detailed accounting of all positions held within each term or period. Each position record includes the department,
supervisor name, the WLS levels attained, the assigned work hours per week and the final student evaluation
performance score. See “Goals and Purposes” section for further details.
Changing a primary position including the WLS level of position can only occurred in a term before the “Last Day
to Change a Labor Position”, unless the position change is warranted because of a disciplinary action, a medical
reason, or a labor program administrative action. This date occurs one week after the first day of class in any term.
Please refer to the academic calendar or labor calendar for the official date. See “Policies and Procedures” section for
further details.
Mediation
Method of conflict resolution whereby a third party listens to all sides of a situation and recommends measures to
alleviate tension. See “Training and Resoruces” section for further details.
Mentor
Individual who cultivates an important relationship with students through the Labor Program, contributing greatly
to their training and development.
Non-Degree Student
Student taking classes in a limited manner for personal fulfillment. Non-degree students are permitted to
participate in the College’s Labor Program provided funding is available and all degree-seeking students have been
assigned. If questions, students should contact the Labor Program Office, 10 Fairchild Hall, 985-3611. See “Policies
and Procedures” section for further details.
Overload
Permission to work more than 15 hours per week. Students must meet certain qualifications for overload approval
to ensure that additional work will not interfere with student progress. See “Policies and Procedures” section for further
details.
Part-time Student
Student enrolled in less than 3 full courses for a regular term. Depending on the circumstances, part-time students
may be eligible for a reduction in labor hours. See “Policies and Procedures” section for further details.
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Payment Coordinator
The coordinator is responsible for: 1) running payment reports and working with individual supervisors to address
any issue sited in the report (missing punches, certification of time incomplete, etc.). Once all issues are addressed
the coordinator approves and submits the department time sheets, and 2) coordinating the review/editing of the
Department WLS Enrollment List with the Labor Supervisors of the department and returning any edited copy to
the Labor Program office within the designated time frame. See “Policies and Procedures” section for further details.
Placement
Process by which first-year students are assigned their first labor positions. The Labor Program Office reviews
student qualifications listed on the Labor Assignment Resume (LAR) and considers position openings to determine
the best fit for students and departments. See “Allocation of Student Labor” section for further details.
Position Code
Administrative code used to assign students to positions in the College’s database. Each department has a set of
position codes for positions held during the academic year, break periods, and summer. See “Scholarship Payments”
section for further details.
The position description includes a itemized description of the position, duties, the required and desirable
qualifications, and the potential learning opportunities. The position description establishes expectations for
students and supervisors for a particular labor position and includes the number of hours required per week and the
WLS level assigned. All position descriptions are kept on file in the Labor Program Office. See “Goals and Purposes”
and the “Compliance” section for further details.
Primary Position
Position through which a student meets his or her primary labor requirement (may be 10, 12, 15 or 20 hours per
week). See “Position Assignment” section for further details.
Probation (Labor)
Designation assigned to students for failure to meet Labor Program standards (e.g. hour requirements, performance,
etc.). Probation generally lasts one term and alerts the student and his / her adviser that there is a danger of
suspension if standards are not met during the following term. See “Performance Concerns” section for further details.
Probation- immediate suspension
Provides for immediate dismissal upon failure to meet specified probationary conditions. See “Performance Concerns”
section for further details.
Release / Adjustment Form – See Labor Release / Position Adjustment Form
Resume
Summary of a student’s educational and position history used in securing an on campus labor position, or an offcampus internship or employment. See “Position Assignments” section for further details.
Scholarship Rate
Rate per hour earned by students through their labor positions; rates are determined by the position’s WLS level,
and most students advance in level as they progress toward graduation. See “Scholarship Payments” section for further
details.
Secondary Position
Position taken by a student in addition to his/her primary position. Students may take secondary positions as a
means of earning extra income, learning a new skill, participating in a desired program, or providing an important
service. Primary supervisors must approve secondary positions and they may not interfere with the student’s
primary performance. See “Position Assignment” section for further details
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Service
The word service in the term “work-learning-service” refers to uncompensated volunteer service or compensated
service for work performed for the good of the college community or the external community beyond the campus. It
includes work performed in the public interest at a Federal, State, or local public agency, or at a private nonprofit
organization. The word service is important because it recognizes the value of service as an intrinsic element and
educational outcome of work that is provided as part of the overall education program at a Work College that
benefits the college, the community, and the student. See “Goals and Purposes” section for further details.
Status Form
The Status Form is the” labor position participation agreement” between the student worker and the labor
department. It is a supplement to the Labor Enrollment Agreement that is signed by the incoming student upon
entering the college. It defines the student’s labor assignment(s) for the Fall or Spring term or summer period. The
form is signed by the labor supervisor and the student at the commencement of every position assignment. The
form establishes a work commitment (WLS level of the position and hours per week) and provides important
information for scholarship payment purposes. See “Scholarship Payments” section and the Labor Enrollment Agreement under
the “Goals and Purpose” section for further details.
Summer Practicum
There are two primary summer labor program designations: summer school and summer practicum. Summer
school students, enrolled to graduate, are on campus primarily to take classes and work a required number of hours
as they would during the academic year. Summer Practicum students are on campus to work, usually 40 hours a
week, but can, if approved by the Labor Supervisor/Department, be enrolled in a eight week summer class.
However, the emphasis of a summer practicum is on work and the learning outcomes (transferrable and specific)
that are derived from engaging in a practical educational experience. See “Policies and Procedures” section for further
details.
Suspension (Labor)
Suspension is defined as dismissal from the College for failure to meet program requirements. Students are
generally placed on labor probation as a warning prior to being suspended, and have the option of appealing the
suspension decision. Suspension normally lasts one term, after which students may apply for readmission to the
College. If readmitted, the student will have a probationary status in labor until the term is successfully completed.
See “Performance Concerns” section for further details.
UltraTime (TRACY)
The time, attendance, and scheduling system utilized by the Labor Program for monitoring and capturing student
hours worked and includes a robust scheduling and reporting feature.
Unrecorded Time / Adjustment Form – See Blue card
Guiding principles of the Berea College workforce, both professional and student. Expectations include: Act with
Integrity and Caring, Value All People, Work as a Team, Celebrate Work Well Done, Encourage Plain and
Sustainable Living, and Serve Others. See “Goals and Purposes” section for further details.
A Labor Program and People Services center that supports a workforce training and development curriculum that
includes: 1) Orientation (e.g. new workers – staff or students); 2) Technology (e.g. TRACY, Halogen, GAP,
Hobson’s…); 3) Professional Development (e.g. leadership, diversity...); 4) Evaluation and Assessment (Supervisor
level, Department level, Program level…). In addition, programs and departments can also utilize the center for
training, webinars, or other venues that supports Berea’s one workforce model. See “Training and Resources” section for
further details.
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Work-Learning-Service Levels (WLS)
Position classification linking performance expectations and learning opportunities to a specified scholarship
payment rate; WLS levels are numbered 1-6 and a level increase corresponds to an increase in skill, responsibility,
and potential learning outcomes. See “Work-Learning-Service Levels” section for further details.
Work Scholarship
Students earn while working in the labor program a work scholarship. A portion of the scholarship, the labor
grant, is applied directly to the full tuition scholarship and the remainder, a smaller portion, is made up in check
payments based on hours worked. See Financial Aid under “Goals and Purposes” section for further details.
Allocation of Student Labor
Allocation Process
At the end of the Fall term the Labor Program Office solicits requests for labor positions for the upcoming summer
and academic year. Department supervisors return a form stating whether they will need more, fewer, or the same
number of positions as currently allocated. Requests for increases must be accompanied by an explanation of need.
Preliminary calculations are performed by the Labor Program Coordinator, who then convenes a committee (made
up of the divisional VPs) to consider allocation request changes for the upcoming academic year.
The number of available positions is determined by anticipated enrollment and overall labor budget. The College
attempts to maintain an even ratio of students to primary labor positions so that budgets can be easily managed and
necessary positions can be filled. As such, additional positions cannot be allocated to one department without
creating vacancies in another. For this reason, requests submitted after allocations are finalized are typically denied
unless the case is truly exceptional.
Departments who identify new labor needs that cannot be accommodated through an increase in primary allocation
may request a secondary allocation. Secondary allocations are easier to approve because they do not impact a
student’s existing labor assignment; however, secondaries are not unlimited, as they affect the overall labor budget.
It is important to note that a portion of the total labor allocation is always reserved for community service-oriented
positions. This is not only central to our mission, but a requirement of the Federal Work Study Programs (FWS
Program and Work Colleges Program).
Budget
The budget for student labor direct scholarship payments will exceed $3.9 million for 2011-2012.The scholarship
payments of $3.7 million were funded from the following sources in 2009-2010:
Federal Work Study Program
Federal Work Colleges Program
Industries Income
Institutional Funds
Other (e.g., agency-funded)
Student Fees
25%
46%
8%
8%
3%
10%
A student labor budget is assigned to each department based on the number of students assigned and the hours
required for each position; additional hours are budgeted for break periods and summer. Departments are expected
to adhere to their budgets by ensuring that students do not consistently exceed the assigned hours budgeted for the
position.
Special Projects
Special funds, if available*, are set aside during the allocation process for one-time summer projects initiated by
departments for on-campus work. Funds can be requested through the Labor Program Office. * Special project
funds have not been available since 08-09.
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Labor Pool
Labor departments occasionally have short-term production or service needs that cannot be met by regular staff.
For those instances, supervisors can hire students for one-time use for up to ten (10) hours through a designation
called “labor pool.” This designation allows a student to continue his or her regular labor position without
interruption while pursuing extra hours for a short period of time in another department. The Labor Program
Office can assist in identifying students, which are paid out of the department’s regular budget at the labor pool
rate. A status form is not required, and labor pool hours are reported by the supervising department on a blue card.
Departments are encouraged to collaborate less formally by sharing students with similar skills to allow for times
when one department is busy and one is not. This type of work-sharing does not require additional paperwork, and
hours should be reported as part of the student’s usual primary assignment.
Position Assignments
All students hold a primary labor position through which they fulfill their labor obligation. Primary positions,
during academic terms (fall, spring, or summer) are assigned in increments of ten (10), twelve (12), fifteen (15)
hours per week and (20) hours per week according to student interest and department allocation. Positions paid at
WLS level 5 and above require a 15-hour commitment as well as some WLS level 4 positions. Students working a
summer practicum position during the summer period can work up to 40 hours a week.
First-Year Students (freshmen, exchange and transfer students)
Incoming freshmen or exchange students are placed centrally by the Labor Program Office using the Labor
Assignment Resume (LAR) submitted through Admissions. The LAR provides an employment history and
summary of skills that aid in matching students to available positions. Once LARs are collected and organized,
labor supervisors are invited to review them and recommend a placement in their department. They may also
conduct phone interviews with incoming students to determine if they are qualified for more specialized
assignments (e.g., accompanist, lifeguard).
All incoming freshmen and exchange students are assigned WLS level 1, ten-hour positions, which they will hold
until the end of the first academic year. This practice ensures equity in a situation where students are not able to
freely promote themselves to prospective supervisors. While many of these positions are in service areas, students
are assigned in departments all over campus- it depends entirely on availability. A student’s first position
emphasizes transferable skills such as punctuality, accountability, initiative, communication, etc., while providing
time to acclimate to college life and explore future interests. Students are not normally permitted to have an
overload their first year (see Policies and Guidelines for specifics on policy).
Transfer students are allowed the option of applying for and interviewing for labor positions on campus. However,
they also have the option of requesting placement by the Labor Program office. Incoming transfer students will be
placed if they fail to secure a position within the time frame allotted. Transfer students that are placed by the labor
program are assigned WLS level 1 position. Transfer students that interview and secure a labor position upon entry,
and within the allocated time frame, are assigned a WLS level by the Labor Supervisor.
Incoming students (freshmen, exchange, and transfer) are not allowed to work more than a 10 hour position for the
first term. After completing the first term the student can work up to 15 hours in their primary position or a 10 hour
primary and 0-5 hour secondary.
Upperclassmen
At the conclusion of the first year, and each year thereafter, students are charged with securing their own position
placements. Once assigned, the position remains in effect through the end of the following spring term unless
special circumstances apply (e.g. mutual release before the Last Day to Change a Labor Position within a term,
release for non-performance…). While the majority of position placements occur between supervisors and students,
the Labor Program Office facilitates this process by sharing departmental descriptions and contact persons, posting
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vacancies, and connecting students with supervisors according to interest and qualification. If students are unable
to locate suitable positions on their own, the Labor Program Office will ensure placement for them. Position
assignment is linked to registration, so students are unable to secure courses until they have completed this
process.
Securing a New Position
This publication contains a listing of all labor departments, including a description of the work performed, the
learning opportunities, and the desired qualifications. Each entry also lists a department contact person with
location and phone extension. Labor departments have been encouraged to utilize the classified portal of myBerea
(https://my.berea.edu/cp/home/displaylogin) to post vacancies that may exist within a specific department.
Instructions on how to use this resource is posted on the ‘work tab’ under the drop down menu “Resources and
FAQ” as Posting a Student Position Ad Instructions. Classifieds are posted for fourteen days. Although the Labor Program
Office serves as a liaison between departments seeking help and students seeking work, the search and hiring
process is, for the most part, decentralized.
Position descriptions are posted online at www.berea.edu/laborprogramoffice/positiondescriptions. Students may
explore position opportunities in consultation with their academic adviser, current labor supervisor, the Labor
Program Office or the Office of Career Development. Once the desired position is identified, the student should
contact the individual labor department to determine the appropriate application process. Some departments have
position applications, while others prefer to review a resume. From there, the hiring process should closely
resemble that of an off-campus job review of resumes, selection of candidates, interviews, reference checks, job
offer, and commitment. Supervisors and students should approach the hiring process as they would in an offcampus setting. This helps supervisors identify the right person for the position and familiarizes students with an
important process they will encounter after graduation.
While each department should have questions tailored to the needs of their workplace and to the requirements of
the position, they may choose to draw from the following general questions when conducting an interview:
 Why are you applying for this position?
 What is your knowledge of this position?
 What motivates you to do great work?
 Describe a situation where you had to inspire others to perform better and to achieve greater goals.
 What will your references tell me about your work ethic and performance?
 Describe how you gain respect from your fellow workers.
 What skills/abilities would you bring to this position?
 What are your expectations for this position and from me as a supervisor?
 What are you hoping to learn/achieve from this labor position?
 How would you describe your personal style in the workplace?
 What kind of workplace is most conducive to personal effectiveness for you?
 At the end of the year, what would complete success in this labor position look like?
 How does this position connect with your career/vocational aspirations?
For further guidance on conducting and participating in the interview process, supervisors and students may
consult the Office of Career Development or the Labor Program Office Training and Assessment Specialist.
Retaining an Existing Position
It is not uncommon for supervisors to encourage their students to remain in a labor assignment from year to year,
taking on additional responsibility or even a leadership role. In this case, it is still important to establish clear
expectations and goals for the coming year. An experienced workforce is a great asset to a labor department, but
students should not feel obliged to remain in a position if they prefer to pursue another opportunity once the
position ends (as defined by the status form).
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Readmitted Students and Students Returning from Leave of Absence
Students who have already been at Berea generally prefer to secure their own positions. They have often already
made arrangements with supervisors prior to their return. As such, we do not assign positions unless requested.
Resume Design and Usage
Students are encouraged to draft a resume as early as their freshman year beginning with their Labor Assignment
Resume (LAR). This provides a framework to build upon in the future, familiarizes students with content and
language, and identifies areas that will need development over the next few years. Center for Engaged and
Transformative Learning provides resume and cover letter-writing tips, samples and formats, and activities
designed to identify content (e.g., skills and experience). Resume counseling sessions will provide students with
what should and should not be included in a resume and demonstrates the best ways to highlight a student’s
talents. A well design resume, while enrolled at Berea College, can be beneficial in securing an on campus position,
off-campus internship, or a off-campus summer job.
Individual and group consultations are available on this important topic, and faculty and staff are encouraged to
seek information so that they can better assist students in articulating what they’ve learned through their classes,
work and co-curricular activities.
Secondary Positions
All students are required to fulfill their labor obligations through a primary assignment. Those who wish to pursue
additional opportunities- out of interest or financial need- may seek a secondary position. Secondary positions are
generally reserved for intermittent work and range from 0-5 hours per week, with some extending to 10 hours.
Opportunities depend upon department allocations, and students must seek overload approval if they desire more
than 15 hours per week.
Secondary labor positions require the approval of the primary labor supervisor, who may decline if there is a
concern about the student’s position performance or about potential scheduling conflicts (approval may later be
revoked if such issues arise). Secondary positions must not take priority over the primary, and hours earned in this
way are not factored into the basic labor requirement. Freshmen are not normally permitted to hold secondary
positions during their first term so that we can ensure focus on academic and primary labor requirements during
this time of transition. Exceptions include those cases where students must work a set number of hours to qualify
for social services.
Off-Campus Agreements
Some local agencies have long-standing relationships with the College and partner with the Labor Program to
provide primary work assignments during the academic year (e.g., Save the Children, Berea Community School,
MACED). These agencies are treated like any other department in the way that they secure allocations, fill
positions, and compensate and evaluate students. Students are paid through the College Student Payment Office,
but agencies must reimburse the College for the scholarship payments unless a prior arrangement has been made.
In very special cases, students may approach the Labor Program Office to develop a one-time agreement with an offcampus agency. These agreements are made very sparingly and are typically with non-profit agencies directly
associated with the student’s intended major. Due to the complexity of establishing off-campus agreements, they
are normally reserved for primary positions. Please refer to the summer section of this guide for details regarding
off-campus placements during that time period.
Work-Learning-Service Levels (WLS)
Description
The Labor and Learning Progressions (commonly associated with the working-learning-service level) establish
functional levels and learning objectives for different types of work. Beginning at basic levels of work, students are
expected to progress to more skilled and responsible levels. Through these experiences, it is expected that student
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workers will: 1) develop good work habits and attitudes, 2) gain an understanding of personal interests, skills and
limitations, and 3) exercise creativity, problem-solving and responsibility. Students in supervisory positions learn
the qualities of leadership, standard setting, and effective supervision. Work-Learning-Service (WLS) levels are
linked to hourly scholarship rates, with rate increases corresponding to increases in skill and responsibility.
FUNCTIONAL LEVELS
Entry Level: WLS 1
Unskilled work
Under supervision or structure
Repetitive or routine in training
LEARNING OBJECTIVES
Basic Work Habits and Attitudes
Meeting schedules
Meeting standards of performance
Efficient use of time
Healthy attitudes toward work and supervision
Working with others
Sharing responsibility
Recognition of importance of work
Learning basic skills and information
Intermediate Level : WLS 2
Semi-skilled work
Less direct supervision
Some independent judgment
Semi- independent knowledge of position
Some work variety
Responsibility and Skill Development
Taking personal responsibility
Application of knowledge to situation
Self-identification of skills, talents, interests, and limitations
Learning and developing confidence in skills
Appreciation of work as a process as well as in terms of product
Skilled Level: WLS 3
Skilled work
Little direct supervision
Independent judgment of procedures
Variety and depth
Contributes to improvement
Creativity and Awareness
Importance of initiative
Awareness of needs
Problem identification
Analytical ability
Problem solving
Role of standards and leadership
Advanced Level: WLS 4
Understanding and Commitment
Understanding relationships between individuals, institutions,
and processes
Comprehension of values, realities, and goals
Ability to articulate and interpret observations, experiences, and
understanding
Commitment to service essential to the department
Program or skill competence at senior level
Only general supervision received
Either provides supervision to others or exercises
other skills and judgment
Management Level: WLS 5
Senior-level autonomy
Makes independent judgments on application of
Policy
Accepts management responsibility
High technical or skill training
Supervision and Management
Understanding of departmental management
Taking responsibility for the effectiveness of others
Director Level: WLS 6
Assumes program directing role
Significant management responsibility
Substantial supervisory responsibility
Responsible for planning, training, and instruction
Serves as role model for Berea community
Leadership and Autonomy
Understanding of leadership in community context
Development of responsible autonomy
Ability to transmit values and interpretations to others
Confidence of self-knowledge and value commitments
Living the values of Berea's commitments
High degree of independence
Awareness of departmental and institutional relationships
Teaching and instruction techniques
Communication and interpersonal skills
Evaluation of workers and procedures
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Assignment
WLS levels are not assigned according to a student’s year in school or years in a department, but according to the
nature of work performed. As such, if a student maintains a position for more than one year and the position
responsibilities remain the same, the WLS level would not necessarily be changed. If the way the student engages
the work changes (greater independence, responsibility, judgment, etc.) an increase in level may be warranted.
Supervisors should consult the guidelines below and the student’s position description to determine the
appropriate WLS level assignment.
 WLS 1 – Entry Level – This level is assigned to the following:
1. All entering students during the first year of enrollment (or first term if entering mid-year); and
2. Students of any classification whose work is characterized by highly structured tasks or outcomes,
relatively low level or number of skills required, typically repetitive or routine tasks, and requiring
direct supervision of worker results
 WLS 2 – Intermediate Level –This work typically involves less direct supervision than WLS Level 1, perhaps
more work variety, and requires some independent exercise of judgment along with an increasing knowledge of
the position.
 WLS 3 – Skilled Level – The work is typically skilled, requires little direct supervision, requires independent
judgment on procedures, has variety and depth. The work includes helping in the training of others and the
expectation of contributions toward improvement of the way work is carried out.
 WLS 4 – Advanced Level –Normally involves the supervision of other students, the ability to apply advanced
skills, and the capacity to assume higher levels of responsibilities for departmental operations. As with WLS
Level 3, the work is typically skilled, requires little direct supervision, allows for independent judgment on
procedures, and has variety and depth. The work includes helping in the training of others and the expectation
of contributions toward improvement of the way work is carried out. Labor Departments may require WLS
level 4 positions to be more than the minimum 10 hour commitment; if so, the Status Form will reflect this
requirement.
 WLS 5 – Management Level – Must be a 15 hour commitment – Allocation of a WLS Level 5 is limited and
must be approved by the Dean of Labor / Labor Team*. Prerequisite: One term at WLS level 3 or 4 and no forms of
academic, labor, or social probation.
This level demands an understanding of departmental policies and relationships. Students are expected to
develop and model strong interpersonal / communication skills in the workplace. In addition, students must
demonstrate autonomy, high level skills, and assume advanced level responsibilities for departmental functions
and/or programs. This level is assigned to the following:
1. Student managers in the department; or
2. Students responsible for managing highly technical positions within the department; or
3. Master level student artisans
 WLS 6 – Director Level – Must be a 15 hour commitment – Allocation of a WLS level 6 is limited and must
be approved by the Labor Program Council*. Prerequisite: One term at level 4 or 5 and no forms of academic, labor, or
social probation.
Students assigned to this level serve as role models as workers and as students, displaying behaviors and values
that are consistent with the Berea College Workplace Expectations -- both on and off the position. These
positions require the highest levels of worker autonomy, advanced skills sets, and supervisory responsibilities
for individuals, student managers, and departmental operations. Students must be involved in the following:
1. Supervision of other student managers; or
2. Supervision of students in highly technical positions
 WLS UC – Unclassified** – The positions of Student Government Association President, Campus Activities
Board Chair, Chimes Editor, and Pinnacle Editor are unclassified. These positions involve the highest levels of
autonomy and responsibility as in the case of WLS level 6 positions.
* The addition of a WLS Level 5 position to a department must be approved by the Dean of Labor in consultation
with appropriate members of the Labor Program. The addition of a WLS Level 6 position to a department must
be approved by the Labor Program Council in consultation with the Labor Program Office. Once the position has
been granted, the supervisors may assign qualified students to the position or positions approved. The
department is limited to the number of WLS 5 or 6 level positions that have been approved. These WLS levels
should be assigned with reserve and with respect to the high level of skill and experience required. If a student
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consistently fails to work the required 15 hours per week, or if s/he is placed on any type of probation mid-year,
the position may be revoked or the WLS level reduced.
** Unclassified: The positions of Student Government Association President (elected by the student body),
Campus Activities Board Chair (appointed by CAB), Chimes Editor and Pinnacle Editor (appointed by the
Student Life Council) are unclassified. These positions involve the highest levels of autonomy and responsibility
as is the case with WLS level 6 positions; students filling unclassified positions must not be on any type of
probation. All but one of these positions is filled through election or appointment by groups that are not
members of the departments themselves.
Scholarship Payment Scale
A student’s hourly scholarship rate is based upon the WLS level of the assigned position. Scholarship payment
rates are posted on the Labor Program website.
Training and Resources
A Labor Program and People Services center that supports a workforce training and development curriculum that
includes: 1) Orientation (e.g. new workers – staff or students); 2) Technology (e.g. TRACY, Halogen, GAP,
Hobson’s…); 3) Professional Development (e.g. leadership, diversity...); 4) Evaluation and Assessment (Supervisor
level, Department level, Program level…). In addition, programs and departments can also utilize the center for
training, webinars, or other venues that supports the one workforce model.
Supervisor Training
Orientation
Departments should notify the Labor Program Office if a new labor supervisor is hired or if the responsibility is
reassigned. Once identified, new faculty and staff supervisors- even if they are seasoned workers- are invited to
participate in an orientation process. Using the “Labor 101” training module, supervisors are provided an overview
of the Labor Program, including the Labor Enrollment Agreement, Status Form – Position Participation Agreement,
student placement, position descriptions, and labor program policies, as well as other pertinent information for
those who are new to student supervision. In addition, an overview of the scholarship payment process is
presented along with relevant handouts. This orientation is also open to faculty and staff who are not supervisors,
and to students who will participate in student supervision through their labor positions.
Continued Support
A variety of development opportunities are available to supervisors throughout the year. A luncheon series known
as “Inside Supervision” invites supervisors and others to learn about best practices in student labor, to discuss
common issues related to student development, and to highlight programs that support learning, labor and service
on campus and beyond. To address issues in labor leadership, the Labor Program Office partners periodically with
other campus organizations, including People Services, the Learning Center, and the academic advising program.
Development activities can be tailored to individual or department needs, and limited funding is available to
support participation in local workshops and conferences.
Student Training
Orientation
First year students are provided a general overview of the Labor Program during summer orientations called
Summer Connections and during the Fall Orientation that includes labor related topics. The last day of Fall
Orientation includes a labor program mandatory training session in the morning and the afternoon is set aside for
labor department orientation and or training. Labor Departments are encouraged to utilize this last day of fall
orientation to also require continuing students to attend department orientation and/or training sessions. Including
using the department controlled afternoon session to introduce the 1st year student to the other student workers
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and begin the process of integrating the new members into the department’s workforce. In addition, the labor
program offers several afternoon training sessions that can be utilized by labor departments.
Important to Note: Continuing students can be scheduled to work and attend department orientation or training
sessions on the “Continuing Students Arrive” day. This day falls on the last day of fall
orientation, which is the day before the start of classes
In subsequent weeks after the start of the term or summer period, supervisors should establish clear expectations
for the workplace and for the specific positions- including not only position responsibilities, but topics such as
scheduling, timekeeping, absence reporting, etc. Some methods of addressing these issues include a department
flyer or handbook, a signed agreement (especially if confidentiality is a factor), a presentation, or a poster displayed
in the workplace.
Labor supervisors should not expect students to arrive on the position with all pertinent knowledge and
professional skills, but should take an active role in developing their abilities and integrating them into the
workforce. Setting clear expectations is critical to good communication and creates a foundation that can be used
to assess student progress throughout the year.
Departmental Labor Meetings
The purpose of the departmental labor meeting is to provide dedicated time for planning, reflection, team-building,
and training. It is also a forum for students to learn more about the Labor Program and about their specific labor
assignments. Departmental labor meetings are generally led by supervisors, mentors, or invited guests. The Labor
Program Office can assist by facilitating activities and discussion on general topics such as team-building,
communication, conflict resolution, ethics, delegation, and leadership, as well as topics specific to individual labor
departments (e.g., customer service). In addition, the Labor Program Office can coordinate training efforts so that
departments who have similar needs are able to share in joint training experiences. Each Thursday from 4:00 – 5:00
is reserved for departmental labor meetings and no other academic or College requirements should be scheduled at
that time. While departments may elect to hold meetings at alternate times, this is the only hour that is reserved
campus-wide for this purpose and conflicts may arise.
On-the-job training is provided by the labor supervisors and mentors, as they are the experts in the work of the
department. Even so, the Labor Program Office is happy to consult with department leaders to improve or enhance
internal training programs and to connect departments for exploration of best practices.
Resource Library
The Labor Program Resource Library contains a variety of useful materials and resources for personal and group
development. Subject categories include: teambuilding, worker training, professional development, communication,
diversity in the workplace, conflict resolution, leadership, customer service, meeting facilitation, time management,
and ethics, as well as a variety of activity books that stimulate ideas for presentation. The Labor Program Office
utilizes a computerized check-out process and invites interested persons to request specific materials or to browse
the titles in Fairchild 8 - Workforce Training and Development Center.
Mediation and Conflict Management
Conflict occurs when individuals or groups are not obtaining what they need or want or are seeking their own selfinterests. Sometimes, the individual is not aware of his/her need. Other times, the individual is very aware of what
he/she needs and actively works at achieving a goal. Many cycles are involved in conflict and not all conflict is bad.
In other words, it is an essential part of daily life to some extent.
Mediation occurs when there is an inability to achieve some type of resolution without assistance from a neutral
individual. Typically, individuals in conflict agree that mediation is necessary. The Labor Program Office
encourages labor supervisors and students to resolve conflicts internally, but offers to serve as a resource if
resolution isn’t obtainable. The Five Step Mediation Process is more widely used than other processes due to its
simplicity. The process is listed as follows: 1) Introductions and Opening Conversations; 2) Telling Their Stories;
3) Parties Communicate; 4) Brainstorming and Decision Making; and 5) Agreement Writing/Closing.
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Whenever a conflict is presented to the Labor Program Office, we will consider both sides of the situation and
determine what type of resolution is appropriate based upon expressed needs and desires. This process may
include individual or group consultations and will emphasize the development of positive conflict management
techniques.
Websites and Other Resources
Labor Program and Student Payment Office: www.berea.edu/laborprogramoffice
Work Colleges Consortium: www.workcolleges.org
Advising and Early Intervention- Curtis Sandberg, ext. 3206
Compliance Officer (sexual harassment, discrimination) - Dreama Gentry, ext. 3853
OSHA Manager- Mike Morris, ext. 3246
People Services Learning-Training Coordinator- Mark Nigro, ext. 3054
Public Safety-Lavoyed Hudgins, ext. 3333
Therapist and Disability Services Coordinator- Cynthia Reed, ext 3212
Workforce Training and Development Center - David Slinker, ext 3734
Policies and Procedures
All incoming student sign a student worker confidentiality agreement upon entering the college and before starting
to work. This agreement defines and articulates the general workplace confidentiality standards that the student
worker must follow when handling or having access to sensitive and protected department records and
communications. Labor Departments can choose to supplement this agreement with a department confidentiality
agreement that is specific to the department’s work environment.
Berea College
Student Worker
Confidentiality Agreement
I, _________________________________________________, understand that in the performance of my assigned duties as a
student worker at Berea College, I may at times have access to personal and department records. I agree to keep all
such information completely confidential. By signing this document, I am agreeing not to share any information
that I become aware of through conversation, actions, or through the viewing of personal and/or departmental
records except as authorized by my supervisor.
The purpose of this agreement is to protect the privacy and identity of all parties and to avoid compromising the
integrity of the department, all concerned individuals, and Berea College through the disclosure of confidential
information.
I understand that to breach this confidentiality is a betrayal of trust and a serious offense which may result in my
dismissal from the department and/or possible disciplinary action by Berea College.
****************************************
______________________________________________________________
Student Worker B#
______________________________________________________________
Student Name (Print)
______________________________________________________________
Student Worker Signature
Date:________________________________
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Dress and Hygiene
The Labor Program Office supports the establishment of dress requirements that are appropriate to the work
performed in each department. Some positions may require mandatory use and wearing of appropriate safety
protection (e.g., hard hats, safety shoes, chaps, goggles, etc.), hygiene materials (e.g., gloves, hair nets, etc.), and/or
other work-specific items. The department is responsible for supplying or reimbursing expenses incurred by the
student under the following conditions: if a uniform or uniform manner of dress is required, or if the use of safety
protection, hygiene, and/or other work-specific items are required.
Departments that actively engage the public may establish reasonable standards of appearance and those standards
should made very clear to first-year students during the position orientation and to upperclassmen during the
interview and hiring process.
All students are expected to maintain a basic standard of hygiene and cleanliness, regardless of their position or
department.
Department Work-Learning-Service Enrollment List
The labor program is recognized as an integral, recognized, and stated part of Berea’s educational philosophy and
program. Accurate records of the student’s participation in the program are required to meet the institutional
commitment, federal work college requirements, and SACS accreditation requirements.
Similar in ways to the verification of student attending an academic class, the list must be verified by the labor
department as accurate. The list is sent to the Payment Coordinator of the labor department during the first pay
period of the fall term and prior to the start of the spring term, and summer peirod. It is the responsibility of the
labor department Payment Coordinator to work with the department Labor Supervisors to verify that the student
workers are assigned to the correct Labor Supervisor, position, Work-Learning-Service (WLS) level, and hours per
week. The data must be accurate to ensure that the student work record is correct in regard to the department and
position assignment designation, labor supervisor designation, and the WLS level of the position. This is critical in
ensuring accurate labor data is uploaded into the Labor Transcript (the permanent record of the student work
assignments and performance).
Education Abroad- Probation
Students on labor probation are not permitted to register for and/or participate in instructional programs located
abroad. All students registered for education abroad opportunities will be subject to a mid-term labor performance
review, and those found to be significantly deficient in meeting the required labor obligation will not be allowed to
participate. Any student placed on probation during, or at the end of the term, will not be allowed to participate in
an education abroad even if already registered. Exceptions must be approved by the Dean of Labor. The full
Education Abroad Policy is stated in the Student Handbook.
Essential Labor
Many labor departments depend upon their students to maintain minimal function. While departments are
encouraged to release students from their duties for participation in college-wide events (Mountain Day, Martin
Luther King Day, Exploring Labor, Service, and Learning Day), those with essential labor are not required to
dismiss students altogether. Most departments can manage this situation through careful planning and
distribution of student labor so that everyone can participate in some aspect of the event.
Students should not be scheduled to provide “coverage” so that staff can attend such events in their place. In rare
cases, academic requirements are scheduled outside of normal class hours (e.g., General Education Writing
Proficiency Exam for first-year students). Students are required to attend the half day College-Wide Symposium;
therefore, labor departments should not schedule students to work during this timeframe. In these cases,
supervisors must adapt their schedules to provide for release. Course study sessions or extra credit assignments are
not considered requirements for the purpose of labor dismissal, though supervisors are encouraged to be responsive
to such requests whenever practical.
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Excused Hours
Students who are unable to report to a regularly scheduled work assignment due to an emergency are expected to
notify their labor supervisor immediately. Special circumstances such as an excused absence due to a death in the
family, or prolonged illness, should be communicated to the Labor Program Office to consider if the student may be
excused from a portion of the labor requirement. This should be done as quickly as possible and before the end of
the term as some circumstances may require documentation. In instances other than emergencies the labor
supervisor should be notified well in advance of the absence and time should be made up before the end of the term.
Holidays and Days of Observance
The following policies have been set for days of observance, breaks and holidays on behalf of student labor:
Days of Observance
Mountain Day: Labor is dismissed unless it is essential to a department’s operation.
Exploring Labor, Service, and Learning Day: Labor is dismissed unless it is essential to a department’s operation.
Martin Luther King Jr.’s Birthday: Students work as usual but participation in events is encouraged
Holidays
Good Friday: Labor is dismissed unless it is essential to the department’s operation.
Memorial Day: Labor is dismissed unless it is essential to a department’s operation.
Independence Day: Labor is dismissed unless it is essential to a department’s operation.
Thanksgiving, Christmas and Spring Breaks: Labor is dismissed unless a department agreement is in place that specifics
break responsibilities,
Other
Reading Period and Final Exams: Students work normal hours during college reading periods and “as arranged” during
final exams week.
Exemption from Labor
Practica and Student Teaching
In recognition of increased demands related to workload, scheduling, and required travel, students may be
exempted from labor for participation in the following experiences:
 Nursing Practicum (NUR 349 and NUR 450, final spring term)
 Student Teaching (EDS 282, EDS 292 or EDS 296)
Students participating in a nursing practicum or student teaching experience should complete a status form listing
“0” hours, no labor and the reason under “department” and have a member of their faculty sign as the supervisor.
Students should notify their labor supervisors in advance of hiring that they will have an exemption during this
term, as some departments may not be able to support a mid-year release.
Although not required, students may elect to work on campus while participating in these experiences. Students
should complete the process above for a primary exemption and then secure a secondary status form for the desired
number of hours (the work is performed in a primary manner, but our scholarship payment system records the
hours as a secondary labor assignment so that the hours are recorded as optional and not required).
Off-Campus Experiences
In recognition of the comprehensiveness of these experiences, students may be exempted from labor for
participation in summer domestic travel courses and internships. Exceptions include cases where a student will
spend a significant amount of time (i.e., more than a few days) off campus. These exceptions are addressed on a
case-by-case basis through the Labor Program Office. Note: Student engaged in a summer study abroad course are
exempted from working in the labor program.
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Grievance Procedure
A student with a labor-related problem should first discuss this situation with the supervisor. Most difficulties can
be handled at this level. However, if it cannot be solved here, the next step is to discuss the concern with the head
of the department. If the concern is not resolved, the next step is to contact the Labor Program Office’s Labor
Program Coordinator for intervention and possible mediation.
If a solution cannot be reached in this manner, a formal grievance can be made by presenting the complaint in
writing to the Dean of Labor. The Dean may request written responses from the other parties involved. Normally
within one week from the time the written complaint is received the Dean will write a report of findings and
conclusions and submit it to all concerned. If any of the parties to the grievance appeals the Dean’s decision, the
Labor Program Council will convene a meeting, normally within one week of the appeal, or as soon as possible.
The Labor Program Council Chairperson shall appoint a Labor Grievance Board composed of the following: the
Vice President for Labor and Student Life and four members of the Council, including the Chairperson, one student,
one teaching faculty member, and one non-Labor Program Office member. The Labor Program Council Chairperson
will serve as chairperson of the Grievance Board. The Dean of Labor will forward to the Board all written
documents concerning the grievance and the written report. The Board will review the grievance and within one
week give a written decision to all concerned. The decision of the Board will be final subject to legal and other
institutional requirements as determined by the President.
-Adopted by the General Faculty, January 5, 1981
Grievances related to discrimination and sexual harassment will be addressed through other means. Please refer to
the compliance section of this publication for further details.
Hour Requirement
All students sign a Labor Enrollment Agreement upon admission to Berea College. In signing the agreement, each
student commits to:
 Working no less than ten (10) hours a week throughout the term and adhere to the work schedule required
by the position and arranged with the supervisor.
 Completing a Status Form (labor position participation agreement) for each position held, or for any change
in position, as a supplement to the Labor Enrollment Agreement and as approved by the Labor Program
and Student Payment Office.
 Working all hours as defined by the status form(s) including adhering to the work schedule required by the
position(s).
 Securing approval for continuously working more than fifteen (15) hours per week, as specified in the labor
overload approval process.
The labor “Status Form” is the “Labor Position Participation Agreement” between the student worker and the labor
department and establishes the work status of a student for a set period of time. The form defines the labor
department position, the WLS level, and, the hours per week (academic term) or hours per day (summer
practicum). A chart indicating the “Total Target Hours” based on primary 10-, 12- and 15 hour-per-week positions
during an academic term (fall/spring and summer) is provided on the Labor Program website.
Labor supervisors work with students to develop a schedule that provides the hours needed to meet the weekly
hour target, thereby meeting the term hour requirement as well. The Student Payment Office sets the target hours
for each scholarship payment period, which are printed, posted on our website, and available on the BONd
scholarship payment summary. A student who meets the target hours for each scholarship payment period will
have successfully worked the total required hours assigned to the position by the end of the term. Students are
responsible for monitoring their total hours worked and have access to this information in real time through
TRACY UltraTime – See below: Student-Verifying Total Hours Worked.. In addition, the student can review the
total hours paid to date by reviewing the past check stubs received for a term or summer period. The Labor
Supervisor can also view any student’s worker’s hours worked to date – see below Supervisor- Verifying Student
Hours Worked.
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STUDENT- VERIFYING TOTAL HOURS WORKED– displays total hours worked to-date during a Fall or
Spring Term, or Summer Period.
Note: A summer period does not include a term target – term target is only used during the Fall or Spring term.
THE STUDENT TO ACCESS THE REPORT MUST DO THE FOLLOWING:
STEP 1: Opened the myBerea Portal and select the Labor tab:
STEP 2: On Labor tab select View My Time Sheet
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STEP 3: Select Calendar on the UltraTime window
STEP 4: Select under Print the Messaging Report
SUPERVISOR* VERIFYING STUDENT HOURS WORKED – displays total hours worked to-date during a Fall
or Spring Term, or Summer Period**.
* Payment Coordinator can also access using the same steps. ** Summer Period does not include term target.
30
THE SUPERVISOR or PAYMENT COORDINATOR TO ACCESS THE REPORT MUST DO THE
FOLLOWING:
STEP 1: Open Tracy UltraTime and select reports
STEP 3: Select Miscellaneous Report Menu
STEP 2: Select Miscellaneous Report Menu
STEP 4: Select a Term
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STEP 5: Select all of the pay period end dates that have occurred for the term or summer period and include the
end date for the present pay period within the term or summer period.
Note: Payment period end dates for the present payment term or period (Fall or Spring term or summer
period) can be accessed by going to the Labor Program Office Home site and selecting Payment
Schedule and WLS rates.
STEP 6: Select the student name(s) or you can select the dept which will display reports on all of the students in
that department.
Note: You will only have access to the records of students under your supervision or if you are the
Payment Coordinator access to all of the student records in that department.
OR
STEP 7: Select SUBMIT and the report will appear.
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International Students (F-1 Status)
Hour Limitation
Labor Positions, during the academic year, are limited to no more than 20 hours per week. Students may work fulltime during vacation periods as long as they have maintained status and have registered for the following academic
term.
Work During Breaks and Summer
The College recognizes that it is often critical for international students to work during break periods and during
the summer to maintain enrollment status and to supplement regular earnings. While we send early notification of
vacancies and offer to assist students in locating positions, it is ultimately the individual’s responsibility to avail
themselves of these resources and begin seeking a labor position as soon as possible. Opportunities are limited, and
the College does not guarantee work during these periods.
Income Tax
Tips earned year-round at Boone Tavern are subject to federal income tax withholding. A student whose country of
origin has a tax treaty with the United States is exempt from income tax according to the terms of the treaty and
must complete the tax exemption Federal form.
Off-Campus Work
All F-1 international students arrive at Berea College having agreed to certain non-negotiable conditions imposed by
the U. S. Department of Homeland Security, Student and Exchange Visitor Program. Among the restrictions
associated with enrollment is that F-1 students must not work off-campus without prior authorization. While
there are some opportunities for international students to work off-campus while enrolled, unless that work
qualifies under the clearly articulated rubrics of Optional Practical Training (OPT) or Curricular Practical Training
(CPT), participation places a student out of F-1 visa status which is a serious violation and means they can no
longer remain enrolled and should leave the United States immediately. Both processes for legal work authorization
are simple and straightforward for the student to follow.
Note: It is not permissible to compensate international students for casual jobs such as house cleaning, babysitting,
yard work, tutoring, etc. These are specific examples of the sort of off-campus work that violates the conditions of
enrollment for international students.
Curricular Practical Training (CPT)
An F– 1 student may be authorized by the International Student Adviser to participate in a curricular practical
training program that is an integral part of an established curriculum. Curricular practical training is defined to be
alternative work/study, internship, cooperative education, or any other type of required internship or practicum
that is offered by sponsoring employers through cooperative agreements with the school. Students who have
received one year or more of full time curricular practical training are ineligible for post-completion academic
training. Exceptions to the one academic year requirement are provided for students enrolled in graduate studies
that require immediate participation in curricular practical training. A request for authorization for curricular
practical training must be made to the International Student Adviser. A student may begin curricular practical
training only after receiving his or her Form I–20 with the DSO endorsement.
Optional Practical Training (OPT)
A student may apply for authorization for temporary employment for optional practical training directly related to
the student’s major area of study. The student may not begin optional practical training until the date indicated on
his or her employment authorization document, Form I–766 or Form 688B. A student may submit an application for
authorization to engage in optional practical training up to 90 days prior to being enrolled for one full academic
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year, provided that the period of employment will not begin until after the completion of the full academic year as
indicated by the International Student Adviser.
A student may be granted authorization to engage in temporary employment for optional practical training:
(1) During the student’s annual vacation and at other times when school is not in session, if the student is currently
enrolled, and is eligible for registration and intends to register for the next term or session; (2) While school is in
session, provided that practical training does not exceed 20 hours a week while school is in session; or (3) After
completion of the course of study, or, for a student in a bachelor’s, master’s, or doctoral degree program, after
completion of all course requirements for the degree (excluding thesis or equivalent). Continued enrollment, for the
school’s administrative purposes, after all requirements for the degree have been met does not preclude eligibility
for optional practical training. However, optional practical training must be requested prior to the completion of all
course requirements for the degree or prior to the completion of the course of study. A student must complete all
practical training within a 14-month period plus 17-months extension which equals 29 months following the
completion of study. Please refer to the Center for International Education for further updates.
OPT is coordinated through the International Student Adviser; the Berea College OPT fund, administered by the
International Student Adviser, covers the cost of application, pictures and mailing.
Labor File
Files are maintained on each student in the Labor Program Office. Materials include performance evaluations,
disciplinary documentation, honors and recognition, scholarship payment forms, other official correspondence, and
the Labor Transcript. Files are also stored electronically using NOLIJ document imaging software.
Labor Overload
A labor overload is defined as more than 15 hours of labor per week during the regular academic year. Overloads
may not be approved retroactively and are subject to periodic review. Approval may be revoked if primary labor
hours, labor performance, or academic performance become less than satisfactory. Forms may be secured in the
Student Service Center, or Labor Program Office, and should be submitted to Financial Aid for preliminary review.
Labor overloads may be continued from term to term within an academic year, provided that the approval
guidelines can still be met. Student records will be reviewed mid-year and students will be notified if the overload
is discontinued. Students may work up to 20 hours during January’s short term without special approval.
Guidelines for Approval:

Sophomore, junior, or senior classification

Meeting Labor Program requirements in the primary position

Not on any form of probation

Enrolled in less than 5 course credits with less than 8 preparations (fall and spring terms only)

Have a 2.50 GPA, both cumulative and for the previous full term; the required 2.50 cumulative GPA may be
waived if a 3.00 GPA is earned during the previous full term.
Requests for over 20 hours are subject to the following additional guidelines:

Junior or senior classification

3.00 GPA in the major, overall, and for the previous term

Submission of a letter outlining the reason for requesting more than 20 hours

Approval of the Dean of Labor and the Student Admissions and Academic Standing Committee.
These approval guidelines may be waived in cases where student parents must work 20 hours per week in order to
receive state childcare benefits (e.g., KTAP), but the application must still be submitted and reviewed.
During periods of non-enrollment (vacation periods, summer practicum), hours must not exceed 40 per week.
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Maternity Leave
The Labor Program has no special provision for maternity leave. Students who are able to continue participation in
their classes are expected to complete their work requirements as well. If a student needs time off from classes and
work, a leave of absence due to childbirth may be requested through the Labor and Student Life Office.
Non-Degree, Part-Time and Exchange Students
Not all Berea College students are full-time degree-seekers. Students enrolled in the non-degree program are taking
classes for personal fulfillment, part-time students are enrolled in less than three (3) course credits, and exchange
students are sponsored by other programs to study at Berea for a year or less.
Non-degree students are permitted to participate in the College’s Labor Program provided funding is available and
all degree-seeking students have been assigned. If students have any questions, they should contact the Labor
Program Office, 10 Fairchild Hall, and (859) 985-3611.
As degree-seeking students, part-time students are required to participate in the Labor Program, but a reduction in
hours may be approved by the Dean of Labor depending on the circumstances.
Even though they are not seeking a degree from Berea College, exchange students are fully participating in every
aspect of campus life. As such, they are subject to all requirements of the Labor Program while enrolled.
Off-Campus Labor (Non-College)
Academic studies and work through the Labor Program are the primary concerns of students attending Berea
College and constitute a full-time load. Accordingly, work outside the Labor Program on a regular basis while
enrolled as a student is not permitted without the approval of the Dean of Labor or his designate in consultation
with appropriate academic and financial aid officials. In addition to compromising regular academic and labor
requirements, off-campus work can seriously impact a student’s financial aid award. Requests for off-campus labor
should be directed to the Labor Program Office.
Participation in Athletics and Performance-Based Co-Curricular Activities
Many students have significant co-curricular activities that present scheduling challenges. When the Labor
Program Office selects position assignments for entering students, we take this into consideration and look for
assignments with flexible scheduling or daytime scheduling in order to minimize conflicts for the students and the
labor departments. When a student interviews for a labor position, they should inform the prospective supervisor
about their schedules to determine if their activities can be accommodated. Students should always inform their
supervisors in advance of upcoming events so that accommodations can be discussed. The Labor Program Office
encourages scheduling accommodations for College-sponsored activities that are rigidly scheduled and dependent
upon each student’s participation (e.g., intercollegiate athletics, theatre performances); however, students must
recognize that co-curricular activities do not take precedence over labor requirements. Conflicts that cannot be
resolved internally should be directed to the Labor Program Office.
Last Day to Release from a Labor Position
Signing a primary position status form obligates a student to remain in a labor position for the entire academic
year, summer term or summer period, and, in the case of a spring admit or December graduate a spring or fall
term. Should a student holding a Sophomore-Senior classification petition for an early release within a fall or
spring term, due to special circumstances, the labor supervisor of the primary position may consider and
approve the request for a release on or before the “Last Day to Change a Labor Position. (This date occurs one
week after the first day of class in any term. Please refer to the academic calendar or labor calendar for the
official date.)
Primary supervisors are not obligated to approve a student request for release. Rare exceptions may be
considered after this deadline and will require approval from the Labor Program Office. The current primary
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supervisor must complete a “Labor Release / Position Adjustment Form” and submit it to the Labor Program
Office, Fairchild Hall, Room 10 for review.
Note: First Year Students are assigned to a labor position for an entire academic year and may not be released from
any position without approval from the Labor Program Office.
Performance-Related Release - Disciplinary Action Form
Students should not be dismissed arbitrarily. When a student’s performance does not meet department
expectations, the supervisor should address and document performance issues using the Labor Program’s Student
Disciplinary Action Form. A student cannot receive any type of department probationary status or release without
using the Student Disciplinary Action Form except in grievous performance issues (e.g. falsification of time, serious
confidentially cases, physical violent, etc.). Once the student has received three write-ups, the supervisor must
consult with the Labor Program Office and determine the next course of action which may involve departmental
probation, establishing an Accountability Agreement, and/or releasing the student, etc. In such cases, the Labor
Program Office should be informed so that an appropriate placement can be determined. If a performance-related
release is necessary, the Labor Program can assist the supervisor to ensure sufficient and appropriate
documentation has been submitted to justify the release. Performance-related releases involving first-year students
must be approved by the Labor Program Office.
Secondary Positions
Secondary positions are elective and hours are not counted toward the minimum hour requirement. As such,
supervisors and students are not bound to any specific time period. However, students should take their secondary
commitments very seriously, as many labor supervisors depend upon secondary students to accomplish their work.
Students who fail to honor their secondary commitments may receive negative feedback from supervisors for
inclusion on the Student Labor Evaluation. A student should not begin working a secondary position until all
necessary paperwork has been completed. For instance, if having a secondary would put the student into an
overload situation – the Labor Overload process must be completed and approved prior to picking up a secondary
Status Form. The Status Form must be completed by both the primary and secondary supervisors and submitted to
the Student Payment Office. The primary supervisor can choose to not to sign-off on a secondary assignment if the
student is not meeting require expectations – e.g. schedule, hours, or performance. In addition, the Labor Program
office can rescind the assignment in cases where a student falls significantly or repeatedly behind in meeting the
primary position performance obligations or hour target.
Scheduling
Work schedules are based on student availability and department needs. Work hours vary widely across campus,
and departments may have rotating schedules or one schedule that lasts the full term. There are no standards for
scheduling except that work hours cannot conflict with class times or other class requirements (e.g., field trips). In
the latter case, students are expected to provide advance notice so that accommodations can be made. Supervisors
are not required to excuse labor for optional activities (e.g., study sessions) or for class preparation. These issues
can be addressed through effective time management.
Supervisors are encouraged to schedule students for more than the minimum number of hours required each week
(e.g., 11 hours for a 10-hour assignment, 13 hours for a 12-hour assignment, etc.); this provides a cushion for time that
may be lost due to absences or travel time between work and classes. In some departments, students may be
scheduled for slightly more than the required hours one week and slightly less the next; this is acceptable provided
that the fluctuation is not excessive. The scholarship payment schedule indicates the number of hours a student
should expect to work during each payment period to ensure fulfillment of the College labor requirement.
Students are to be paid for actual hours worked, not hours appearing on a schedule. Continuing student can be
required and scheduled to work and/or attend training/orientation sessions the day before the start of Fall classes –
“Continuing Student Arrive” day (see the academic calendar for official date). . Upper-class students can be
required to work Thanksgiving, Christmas, or Spring break periods if this obligation is articulated and noted on or
before signing a Status Form – Position Participation Agreement. While they may choose to do so, first-year
students should not be required to work during the Thanksgiving, Christmas, or Spring break periods
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Students are expected to work during the final exam period, though exam times may necessitate a change in
scheduled hours. Final examination times are determined well in advance, so students and supervisors have ample
time to work out alternate arrangements. If a student is scheduled for more than three exams on one day, there is a
provision for re-scheduling an exam through the Office of Academic Services.
Special Needs
Students with long-term special needs (e.g., mobility limitations, visual impairment) are encouraged to share this
information with the Therapist and Disability Services so that accommodations can be considered. This individual
will work with the Labor Program Office to locate suitable first-year and subsequent labor assignments as needed.
Short-term special needs (e.g., broken leg) or minor health issues (e.g., allergies) can often be accommodated within
the existing labor assignment by placing the student on light duty or adapting work requirements. In cases where
this is not possible, students should consult the Labor Program Office directly for assistance in locating an alternate
placement.
SUMMER
General Guidelines: Summer School and Summer Practicum
Degree seeking students enrolled in summer school are required to work at least 10 hours per week.
Summer Practicum students are on campus to work, usually 40 hours. The emphasis of a summer
practicum is on work and the learning outcomes (transferrable and specific) that are derived from
engaging in a practical educational experience. All students participating in the Labor Program during
the summer are paid a standard rate of $7.25. The following chart describes labor options during the
summer:
TERM
COURSE
CREDIT
# of
WEEKS
MINIMUM
HOURS
REQUIREMENT
MAXIMUM
HOURS
ALLOWANCE
SCHOLARSHIP
PAYMENT
RATE
SUMMER
SCHOOL
(4 week session)
1-1.25*
4
10 per week
20 per week
$7.25
Up to 1.25
8
10 per week
40 per week
$7.25
2.0
8
10 per week
20 per week
$7.25
Up to 13
10 per week
40 per week
$7.25
SUMMER
SCHOOL
(8 week session)
SUMMER
PRACTICUM
*Implies registration in an 8 week ¼ credit course
Important to Note:
1. All students are required to work at least 10 hours a week
2. In order to employ students during the summer, labor departments must have allocated hours.
3. Fees are assigned when a student is enrolled in summer school or in the summer practicum.
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Graduating Seniors
Students who are taking a summer course to satisfy a September graduation requirement are not eligible for a
summer practicum or working more than 20 hours a week while enrolled in the summer class. Summer school
labor will be provided for the duration of the course. Graduating seniors are not eligible to work beyond the last
day of class.
Summer Practicum Reassignment
Supervisors depend upon summer practicum workers for summer assistance and are unlikely to replace students
after the summer has begun. As such, students are encouraged to take their commitments seriously and to inform
supervisors of all summer plans (including class plans) prior to accepting a position so that it can be factored into
the hiring decision. If a student leaves a summer practicum position under negative circumstances (e.g., does not
fulfill his / her commitment, does not perform satisfactorily) the College reserves the right to deny the student the
opportunity to secure another summer practicum position. . As well, supervisors may submit a Student Labor
Evaluation documenting the negative work performance. Even in cases of mutual release, students are expected to
provide a two-week notice to the supervisor.
Summer Off-Campus Internship Funding
Students may be able to secure funding to work in their home or other communities during the summer. This
funding not only allows students to maximize summer earnings by avoiding housing and transportation costs, but
also allows them to give back to their communities through work and service. Funding is limited and summer
internships for academic credit and those with non-profit government and service agencies are given priority. Once
a student has identified an organization and secured an initial internship offer, the Internship Office will negotiate
with the agency to contribute a portion- or in some cases all- of the hourly scholarship payment received through
the payment process. Other considerations:








Must be registered for the upcoming fall term
Must not be registered for any class on-campus (no classes, unless the class registration is an internship)
Cannot be on any type of probation
Cannot be paid twice for the same position (e.g., funded through Bonner Scholars and the Labor Program)
Must be processed as CPT for international students
Normally a minimum of 8 weeks, maximum of 10 weeks
Available for domestic experiences only
Priority will be given to student seeking academic credit especially in federally recognized non-profit
government and service agencies
If not for academic credit, the agency supervisor over the internship will be required to complete an evaluation of
the student’s performance and the student will be required to complete the summer version of the Labor Experience
Evaluation.
Working Before and After Enrollment
Students are not permitted to work in the Labor Program prior to enrollment. Students are not normally hired as
regular workers if they have withdrawn from the College. The reason for this practice is to avoid a circumstance
whereby the prospect of permanent employment would lead a student to discontinue his or her degree program.
Exceptions may be considered by the Director of People Services in consultation with the Dean of Labor. Graduates
are not normally hired during the first six months following degree completion to allow them time to pursue
different experiences and environments- both professional and educational. Exceptions are made in cases that are
clearly advantageous to the graduate and to the College.
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Work During Break Periods
Some departments are allocated student labor hours for Thanksgiving, Christmas, and Spring break periods.
Students who wish to work during a break should first consult their labor supervisor. If hours are unavailable, the
Labor Program Office may assist in locating vacancies. Break hours are not guaranteed and are based on availability.
Upper-class students may be expected to work during break periods as established upon hiring; first-year students
may volunteer for break period labor, but they are not required to work.
All students who work during a break period must complete a new status form. The break rate is set at the WLS
level 6 rate. For further information, please consult our website at
http://www.berea.edu/laborprogramoffice/payschedule.asp.
Scholarship Payments
A student cannot begin work until a status form is on file and the student has access to enter and record time
through the TRACY UltraTime system.
Status Forms must be processed for the following:
 the primary position
 each secondary position
 break period labor
Position Codes
Each department has a list of position codes that correspond to position titles and position descriptions (e.g.,
S12345). Each student should be assigned the appropriate position code based on the actual position description.
It is not necessary to assign each student a different code; rather, each student should be assigned the code that
reflects the WLS Level of the position. This may mean that multiple students are assigned the same code.
Term Codes
The College’s administrative record system uses a special code to designate the academic year and term. Term
codes are created by combining the year number and the term number (fall term=01; spring term=02; summer term I03; summer term II - 04). For example, the fall term 2010 would be coded as 201011.
Holds
Students are not permitted to register for classes or confirm enrollment for the term or summer until they have
submitted:
 Upon entry to the college a Labor Enrollment Agreement and a I-9 form;
 Before the start of a academic year, term, or summer a Status Form - Labor Position Participation
Agreement;
 Towards the end of an academic year, term or summer primary assignment the Labor Experience
Evaluation.
This process is monitored through an electronic “hold” system that prevents access to registration or confirmation if
business is outstanding. Holds are removed when processes are completed.
Timekeeping
The TRACY UltraTime timekeeping system is a comprehensive time management system that allows supervisors to
track attendance, hours, and performance. Participation in the system is required of all students and labor
supervisors.
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Student Time Entry
Time entry must take place at the start of work and the at the completion of the work. Only in special
circumstances (e.g. such as an emergency situation such as where an RA must address immediately a situation or
access to a computer or IP phone is not available…) can hours worked be captured after the work has been
performed. For the few student workers who have been given access to enter time into the TRACY system through
a time sheet method (Web time) entry of hours before work has occurred is prohibited and grounds for
disciplinary action by the labor department and program. All students with TRACY Web time access also have
access to time entry through either the IP-phone or TRACY UltraPunch (Time entry through a computer). IP
Phone and UltraPunch is the preferred method of capturing hours worked for all student workers.
Labor Supervisor Certification of Student Time
Supervisors are responsible for the certification of time worked by students under their purview even if they utilize
a student manager to assist them in the certification. – see important notification below.
1.
2.
3.
IMPORTANT LABOR SUPERVISOR NOTIFICATION
Approved 5/21/11 by the Audit Committee of the Berea College Board of Trustees
It is the responsibility of designated staff or faculty Labor Supervisor to certify the work hours of their student
worker(s)
The responsibility for review and certification of time worked remains with the designated staff or faculty
Labor Supervisor even when that supervisor authorizes a student manager to assist with the time reporting
Failure to certify time worked by students during a term will result in withdrawal of the position(s) allocated
to the staff or faculty Labor Supervisor and the student workers will be reassigned to another supervisor.
Subsequent reinstatement as a Labor Supervisor will require signed agreement to assume time verification
responsibility thereafter.
Scholarship Payment Schedule
Students are normally paid every 3-4 weeks during the academic year and every 2-3 weeks during the summer. The
payment schedule can be accessed at http://www.berea.edu/laborprogramoffice/payschedule.asp .
Unrecorded Time/Adjustment Form (known also as Blue Card)
The card is used to report scholarship payment hours in cases where:
o hours worked were not entered into TRACY and are being submitted after the payment deadline to be
paid on the next
o hours are being submitted for payment through Labor Pool;
o the student was paid an incorrect scholarship payment.
Direct Deposit
Direct deposit is required by policy. Therefore, the Student Payment Office strongly encourages students to
complete the necessary paperwork to utilize this service as it reduces material and human resources (no checks to
print and mail), it results in quicker access to funds (usually around 8:00 am instead of 1:00 pm), and it eliminates
the risk of lost or stolen checks. Direct deposit can route funds into a checking or savings account, and can be used
with any bank, either here or at home.
Scholarship Payments and Overtime
Students enrolled and working in the Labor Program* earn a work scholarship of which the Labor Grant portion is
applied to the cost of education (“tuition”) each term. The amount applied is: $3,000 (Fall); $3,000 (Spring); and
$200 a week during the summer. The remainder is made up in check payments based on hours worked. Total
scholarship varies from $12 to $24 an hour. The direct scholarship payments receive are not subject to overtime.
Based on this fact departments should not work students beyond 40 hours a week. Supervisors should carefully
monitor student schedules to avoid working students beyond 40 hours. If a student works beyond forty hours the
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scholarship rate received will not change. During the academic year, students should not consistently work more
than the hours assigned and scheduled by the labor supervisor.
*Comprehensive Work-Learning-Service program - an integral and stated part of the institution’s educational
philosophy and program
Banking Hours
Departments are not permitted to “bank” hours to be paid on a different week or pay period.
Changing a primary position including the WLS level of position can only occurred in a term before the “Last Day
to Change a Labor Position”, unless the position change is warranted because of a disciplinary action, a medical
reason, or a labor program administrative condition. This date occurs one week after the first day of class in any
term. Please refer to the academic calendar or labor calendar for the official date.
This form is used to discontinue a labor position or to alter conditions of an existing labor position participation
agreement (as defined in the status form). If a student plans to increase or decrease hours per week, change
WLS Level or position code, or release from a position, a Labor Release / Position Adjustment Form must be
processed through the Student Payment Office. See above “Last Day to Change a Labor Position” and the policy
section on “Last Day to Release from a Labor Position” for complete details on restrictions or requirements that
may apply. This form is also used to change the designated supervisor and when such a change is required the
form is due in the Student Payment Office on the Friday before a scholarship payment period ends in order to be
in effect for the next payment period.
Tax Forms and Tax Liability
With the exception of tips earned at Boone Tavern, student scholarship payments received are not subject to
withholding or FICA. However a scholarship tax liability might apply and is dependent on the total amount of nonqualified aid received during the year. The Financial Aid office provides students annually with a tax letter that
assists the student in determining the amount of taxable aid income received.
Career Preparation
The Office of Career Development provides resources to help students prepare for majors, graduate school, and
careers. Career Development staff is available to students, faculty and staff for individual and group consultations
to learn more about making the most of the Berea College experience.
Goals
 Provide services to help students gain insight into their interests, skills, and values and connect them to
compatible work, service and learning opportunities;
 Work collaboratively with faculty, staff and others as mentors to students regarding career planning and
development;
 Continue to develop electronic programs that will assist students in their searches for majors, internships,
graduate schools and employment;
 Identify opportunities within the Labor Program to develop student skills and interests through their work
assignments.
 Serve as a link between students, alumni and potential employers.
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Academic Program Support
Active Learning Experiences are a requirement of the General Education Program and provide opportunities for
students to explore interconnections among various venues for learning- courses, labor, service, research,
internships, etc. All ALEs must include (a) learning through sustained continual engagement in, reflection on, and
assessment of experiences; (b) the use of knowledge, imagination, and judgment to address questions in a novel
context; and (c) the exploration of connections between theory and practice, and between learning in courses and
from experiences outside the classroom.
Recognizing the tremendous capacity for experiential learning through the Labor Program, the College has
determined that students may use a labor assignment as a platform for completion of an ALE in the following ways:
1) as an academic course through the Internship Office or 2) as a non-credit experience to satisfy the basic
requirement. Proposals must demonstrate a clear and strong connection between the work performed and the
academic discipline through which it is studied.
ALEs require a faculty sponsor and labor supervisor co-sponsor who cooperate with the student in the
development, guidance, and assessment of the experience. Labor supervisors are not required to participate in this
program, but it provides an added element of learning to the workplace and encourages collaboration between the
Academic and Labor Programs.
Internships
Following the freshman year, students are encouraged to seek summer employment and internship opportunities to
gain hands-on experience in the profession of their choice. Most employers equate the term “internship” to any
short-term college-related work experience.
The Internship Program is an experiential education program individually designed for those with a special
academic interest requiring integration of classroom learning with practical experience. The program includes oncampus seminars with academic sponsors as well as non-classroom experience and is open to students with
sophomore status or above. The Director of Internships coordinates the program at Berea College. The Director
assists faculty and students in identifying and pursuing appropriate academic credit or non-credit internship
placements.
Internships can be performed at any time, but most Berea College students focus on the summer session. Some
agencies will pay students for their work, while others offer only the experience. In cases where students wish to
pursue an unpaid opportunity, college funds may be available at an hourly rate equivalent to on-campus summer
scholarship earnings - contact the Director of Internships for details. Other funds, such as the Experiential
Education Fund administered through the Office of Student Financial Aid Services, provide stipends for travel and
personal expenses.
Undergraduate Research and Creative Projects Program (URCPP)
The Labor Program Office provides funds for the Undergraduate Research and Creative Projects Program. The
goals of this mentor-apprentice summer program are:
 to enhance student learning by providing opportunities for the engagement of challenging, collaborative and
directed projects in an apprentice-mentor relationship with faculty;
 to foster student-faculty interaction in creative work;
 to help students understand the critical interplay between collaboration and independent thought and action in
any team effort to engage a complex, open-ended project;
 to enhance students’ communication skills;
42
 to provide experience that would be helpful to students who wish to pursue subsequent research and
learning/creative opportunities (e.g., off-campus, summer research programs, or international learning
opportunities);
 to allow students to build their self-confidence to pursue careers and further study beyond Berea; and to supply
experience that will help students make informed career and graduate school decisions.
Students participating in this program receive valuable research experience. Projects are faculty-initiated and
coordinated through the Office of Academic Services. Students may not be enrolled in a course while pursuing a
URCPP experience.
Recognition and Exploration
Informal
The Labor Program Office sponsors annual campus-wide recognition activities, but the best form of recognition
occurs on an on-going basis within labor departments. To guide departments in recognition activities, the Labor
Program Council offers the following principles:
Worker recognition is an integral component of the Berea College community, as stated in the Workplace
Expectation “Celebrate Work Well Done.” The Labor Program Council established the following principles to
guide departments in the recognition effort:
1. Recognition should be a sincere acknowledgement and affirmation of work well done.
2. It should be offered in a timely manner and in a way that is meaningful to the recipient.
3. Choosing the form of recognition is left to the discretion of individual departments, but should not include
additional monetary compensation or excessive rewards.
4. Recognition activities must conform to the College’s “Policy for Use of College Funds.”
5. Students must not be offered rewards to meet basic position requirements.
The following list suggests why some supervisors are reluctant to engage in recognition and offers suggestions for
making this practice more user-friendly:
I’m unsure how to provide recognition to workers effectively.
Discuss potential recognition strategies with colleagues and seek feedback on your own recognition behaviors, so as to learn
from your past efforts and enhance ongoing effectiveness. Resource guides for supervisors may be borrowed from the Labor
Program Office or purchased independently.
I don’t feel that providing recognition is an important part of my position.
Recognition is tied directly to Berea College’s Workplace Expectation: Celebrate Work Well Done. The
expectation is that recognition is not an optional activity but an integral part of our daily endeavors, both locally (in
our workplace) and as a campus community.
I don’t have time to recognize my workers.
Some of the best forms of worker recognition (personal or written praise, public recognition, positive voicemail or e-mail
messages, and the like) require very little time. Simple techniques, such as listing the students who report to you on your
weekly to-do list and checking off each name once you’ve “caught them doing something right” can make worker recognition
simple and intentional.
I’m afraid I might leave somebody out.
This can be combated by double-checking who and how you recognize so as to avoid inadvertently omitting someone who
should be included. This may mean checking with someone to make sure you have all the names of people who assisted with
a project before commending the team in public. If at any time someone deserving is left out, it is perfectly acceptable to
simply apologize and make amends with that performer.
Here are additional tips to help supervisors motivate their students:
 Find out what your workers want—don’t assume you know.
43
Involve workers in determining what would best reward or recognize them for doing good work.
 Realize that one type of recognition no longer fits all.
Having a few traditional (and predictable) recognition activities is not enough. Update recognition activities to
make them exciting and relevant. Experiment, learn, and discuss recognition ideas on an ongoing basis.
 Lead by example—model the behavior you expect others to follow.
Having leaders practice worker recognition sets the tone for others and symbolically says, “If I can make the
time to do this, no one else in the organization has an excuse not to.”
 Use every communication as a chance to recognize workers.
Exchange praise and recognition in departmental communication venues (e.g., an “applause” bulletin board).
Use a few minutes of group meetings to go around and have everyone share one thing they’ve done to recognize
someone on their staff since the group was last together. Translate your good intentions to daily behavior! Put 5
coins in your pocket each morning and transfer a coin to another pocket each time you give positive feedback to
a worker; the habit will catch on. Keep thank-you cards on your desk and spend a few minutes at the end of the
day or week jotting notes to people who “wowed” you.
Other ideas for recognition:







Send a copy of your recognition/thank-you note to the Labor Office to be put on file; this action provides
helpful material for future recommendations and consideration for awards.
Be specific with your praise: say what it is exactly that deserves recognition and the positive effect that
behavior has had on the workplace.
Have a thank-you/praise box for workers to drop notes in about good work they observe; these notes can be
read at labor meetings or other group get-togethers.
Bring refreshments to meetings from time to time.
Nominate students for awards.
Consider interesting position assignments, attendance at a conference, or other leadership opportunities.
Take advantage of myriad internet sites with motivational tips and messages for workers.
Labor Day (Exploring Learning, Labor and Service)
Labor Day has been a special event in the history of Berea College since 1926. In 1921, the first awards were
presented to honor special achievements in labor, and in 1926 the College began celebrating a “labor day” with
invited speakers, contests, festivities, and even a labor procession. Labor Day has experienced changes throughout
the years, but the College has established a longstanding tradition of taking time out to reflect upon and celebrate
the work of our students.
In Feb. 2004, a strategic college initative to re-structure and re-vitalize the labor program was approved by the
Board of Trustees in Feb. 2004. This initiative along with the re-structuring call for out of the scenario planning of
2009-10 was integral in the decision in 2010-11 to broaden the focus of the day to include the other two parts of our
educational tirade in the day’s events: Learning(Academics) and Service. While the day still includes the
celebration of student work, it now also includes the exploration of labor, service, and academic opportunities. In
addition, at the same time, the Berea Academy Awards event was created where awards are presented to students
to honor special achievements in labor, service and academics. The award ceremony includes invited speakers and
music that is provided by the Red Foley Award winner(s) and the Berea Got Talent winner(s).
Berea Academy Awards
The first Berea Academy Awards was in the Spring of 2009. The ceremony honors students for special
achievements in labor, service, and academics. The award ceremony includes invited speakers and music that is
provided by the Red Foley Award winner(s) and the Berea Got Talent winner(s). In addition, the Labor Supervisor
of the year is honored at this event. As well, a reception for the students receiving special recognition is part of the
event. Students have the option of inviting their parents or guardians to the reception and the event.
44
Labor Awards
Departmental
Each department is allocated a number of departmental awards based on the number of student workers assigned.
The department supervisor(s) and mentor(s) decide together which student or students have contributed the most
to the work environment over the past year. Recipients receive a $25 cash award and campus-wide recognition of
their accomplishments. Departmental awards are coordinated and funded by the Labor Program Office.
Endowed
Over the years, alumni and friends of the College have established endowed awards to honor contributions that are
more specific in nature. These awards are subject to a nomination and review process, and many come with a
substantial prize or cash gift. Several endowed awards are presented at the Berea Academy Awards hosted by
Academic Services and the Labor Program on Labor Day as a way to provide recognition of certain academic, labor
and service endowed prestigious awards.
Anna Mae and Phyllis Shumaker Award
This award was named in 2004 in honor of two sisters who served Berea College for many years and were devoted
to students in their offices. The award celebrates office work within the Student Labor Program and honors the
service and dedication of the Shumaker sisters.
Berea College Outstanding Student Worker of the Year Award
Nominations for students for this award are evaluated on the basis of reliability, quality of work, initiative,
professionalism, and uniqueness of contribution. The Berea College Student Worker of the Year is also eligible to
receive honors and substantial cash awards from MASEA (Midwest Association of Student Employment
Administrators), and for Student of the Year Awards on state, regional, and national levels of employment
organizations.
Building Care Award
This is an award selected annually by the Housekeeping Division of Facilities Management to recognize a building
which symbolizes a high level of cleanliness and quality of work for the enjoyment of the campus community.
Clara Bell Hall Crafts Award
This award is given to a student who demonstrates exceptional academic and artistic talent while contributing to
the Student Crafts Program.
Danforth Creative Effort Awards: 1st, 2nd, 3rd
These cash awards were provided by the William H. Danforth Foundation of St. Louis to honor students whose
products of imagination and effort have a lasting legacy beyond their college career at Berea.
Food Service Special Award
This award recognizes a student who finds fulfillment in service to fellow students.
Gladys Jameson Accompanist Award
This award is given in memory of Gladys Jameson, a member of the Berea College Music Faculty from 1916 to 1954,
and recognizes the most valuable student accompanist of the year.
Margaret G. Rogers Nursing Award
This award is given in honor of Margaret G. Rogers, a friend and supporter of Berea College because “the College
always stressed the dignity of work.” This award goes to a nursing student who has demonstrated excellence in his
or her labor assignment.
Photo Awards: 1st, 2nd, 3rd
This award was initiated by the Labor Program Office to encourage students identify a visual representation of the
work our students do.
Raymond B. Drukker Memorial Award for Library Service
This award was established on behalf of Dr. Raymond B. Drukker by his wife Julia Drukker Stammer and son, Dow
Drukker. This cash award is presented to an outstanding student worker in the College library.
45
Richard T. Hougen Hotel Management Award
Each year the Boone Tavern professional staff recognizes outstanding student contributors to the operation of the
hotel.
Dr. Russell I. Todd Award
This award was established by Dr. Russell I. Todd to honor a student for the most constructive use of his or her
leisure time.
Sarah Fuller Smith Loom Award
Ms. Sarah Fuller Smith visited Berea only once, but made annual gifts to the College during the last twenty-five
years of her life. The Loom Prize which has been awarded since 1929. This award goes to the outstanding weaver of
Fireside Industries, and provides the recipient a loom to build upon his or her weaving skills.
The William R. Ramsay Horizon Award
This award was established to honor William Ramsay's vision of labor and learning at Berea College. It recognizes
a first-year student who enthusiastically embraces the Labor Program as an integral component of Berea's mission
and whose work demonstrates great potential for the future. Recipients are presented with a copy of Shannon
Wilson's book Berea College: An Illustrated History.
The Evans, Wilson and Ellen Best “Above and Beyond the Call of Duty” Award
This award is presented to two graduating seniors who have performed above and beyond the requirements of their
labor positions.
Leadership Awards
In recognition of their critical contribution, the Labor Program Office presents annual awards to faculty and staff
labor leaders who serve in many capacities through their positions within the Labor Program: supervisor, mentor,
teacher, adviser, counselor, and friend.
Every department has at least one supervisor, but departments vary greatly in size and structure, which impacts the
dynamics of labor supervision. As such, the Supervisor of the Year and Mentor of the Year awards are granted in
three categories based on the size of the department. Awards are driven by student nomination letters, which are
reviewed and ranked by the Award Selection Panel.
Performance Concerns
Monitoring of Hours
Students are responsible for monitoring their total hours worked and have access to this information in real time
through TRACY UltraTime - See “Student Real Time Access” in the Policies and Procedure section. In addition,
the student can review the total hours paid to date by reviewing the past check stubs received for a term or summer
period. As an additional measure, the TRACY UltraTime system at the end of the pay period sends out an email
titled “Caution – You are Working Below Hour Requirement” with attached hour report to any student that has
fallen 5 or more hours below the required target for the period. That report is also sent to both the Labor
Supervisor and Academic Adviser. Furthermore, the Labor Program Office reviews hours throughout the term to
identify students who are falling significantly behind in hours. . Email notices are sent, and in some cases students
are called into the office for consultation. Students should come forward immediately if there are special
circumstances related to hour shortages (e.g., medical situation, death in the family).
Failure to Meet the Hour Requirement
Failure to meet the weekly hour requirement should be addressed at the department level through regular
discussions and through the student labor evaluation process. Students whose WLS levels are based upon a 12- or
15-hour commitment may also be subject to a reduction in level or reassignment within the department as
determined by the supervisor.
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Failure to meet the total required hours for the term will result in labor probation. In order to remain in good
standing in the Labor Program, a student should complete the requirement of no less than 150 hours of labor each
fall and spring term in a primary assignment by working 10-15 hours per week through the end of the term as
required by the position and arranged with the supervisor. If enrolled in classes during the summer term, each
student is required to complete no less than 80 hours of labor for an eight (8) week class and no less than 40 hours
of labor for a four (4) week class in a primary assignment by working 10-20 hours per week through the end of the
summer school session as required by the position and arranged with the supervisor.
Mandatory Meeting Notices
The Labor Program Office may request a meeting with a student to discuss position performance or other laborrelated matters, and these requests should be taken very seriously. The Student Handbook states that students may
be withdrawn by administrative action for, “failure to meet administrative deadlines and/or to respond to notices or
appointments, including failure to register or confirm registration or to take care of administrative record needs.”
Early Intervention Program
This program is coordinated through the Office of Academic Services and provides a central location for reporting
concerns about students so that these issues affecting student success can be addressed quickly and effectively. The
program coordinator works closely with College faculty, academic advisers, labor supervisors, Residential Life
professionals, and many others on campus to ensure that students receive the full benefit of campus resources and
remain on track to personal and academic success.
Labor supervisors play a critical role in early intervention, as they often spend more time with students than any
other professional staff member. Through these mentoring relationships, supervisors can often identify concerns
that might otherwise go unnoticed in residence life and in classroom settings. Supervisors are encouraged to
contact the Labor Program Office for guidance, or to access the Early Intervention Program directly by sending an
email to Performance Checks.
Student Disciplinary Action Form and Process
Student performance concerns must be documented and discussed with the student. A student cannot receive any
type of department probationary status or release without using the Student Disciplinary Action Form. This
process serves three primary purposes: 1) it provides an opportunity to reaffirm departmental expectations; 2) it
draws attention to the issue in the interest of improving performance; and 3) it provides a clear history for others in
the event that further disciplinary action is required. Because the Labor Program is a learning environment, we do
not advocate a “three strikes and you’re out” approach. Students should be given an opportunity to address
performance concerns in a realistic fashion.
The Student Disciplinary Action Form is a tool designed by the Labor Program Office to assist with this process. It
is not appropriate to release a student without documentation of performance issues or consultation with the Labor
Program Office when an issue is identified that may result in disciplinary action. Ideally, this documentation and
discussion approach will enhance student performance so that no further measures are needed. If that is not the
case, a supervisor may elect to place a student on departmental probation.
Departmental Probation
Departmental probation establishes performance conditions that must be met for continued success in a given
position or department. Departmental probation is not centrally formalized or recorded and does not affect
participation in College activities; it does, however, establish a mechanism of warning for the student that his or her
standing in the department is in jeopardy and that continued problems may result in release or even labor
probation. The Labor Program Office should be notified when a first-year student is placed on departmental
probation so that appropriate intervention can be arranged.
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Labor Probation
The decision to place a student on labor probation is made by the Dean of Labor in consultation with the Labor
Program Office and is based on a review of the all related circumstances. Normally probation occurs when a
student within a primary position has:
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
Failed over a term to work a minimum of 10 hours a week.
Fallen significantly behind in hours during a term and warnings and attempts at counseling have not been
successful.
Failed to meet the requirements of an accountability agreement.
Scored 59 or below on a Labor Evaluation for a primary position – not meeting the expectations of the
department.
Students may also be placed on probation for cause (e.g., not meeting the needs of the labor department) during a
term. Labor probation is centrally monitored and recorded, and has the potential to significantly impact on a
student’s participation in College activities. Students on probation:
 will be denied participation in international travel experiences, internships, independent studies, College-
sponsored summer off-campus internships, and off-campus short term exchange; a student who is found to be
significantly deficient in meeting the required labor obligation at mid-term may be denied during the
application process;
 will not be eligible for a labor or course overload or leave of absence;
 will not be permitted to hold level five or six labor positions, or certain unclassified labor positions (e.g., CAB
Chair, Pinnacle Editor); incumbents who are placed on probation while serving may be released;
 may be ineligible for consideration for some Labor Day awards, scholarship and service awards and membership
in honorary societies (e.g., Mortar Board);
 may be ineligible to apply for a residence hall staff position
 may be denied permission for off-campus labor, local access to motor vehicles, and off-campus living.
Labor probation is typically for one regular term, but may be extended at the discretion of the Dean of Labor
depending on the circumstances.
Labor Probation—Immediate Suspension
The Dean of Labor, the Vice President for Labor and Student Life, or the Labor Program Council may elect to place a
student on Labor Probation—Immediate Suspension. This “last chance” designation involves the development of an
accountability agreement between the student and the Labor Program, violation of which results in immediate
suspension by the Dean of Labor.
Suspension within a Term
Non-performance as a student worker can lead to suspension within a term. In cases where a student has been
placed on labor probation and continues a pattern of non-performance, the Dean of Labor, the Vice President of
Labor and Student Life, or the Labor Program Council may elect to develop an accountability agreement and place
the student on Labor Probation- Immediate Suspension. Accountability agreements outline clear expectations
that- if not met- are grounds for immediate suspension within the term by the Dean of Labor. Labor suspension is a
serious matter. It appears on the student’s academic transcript for the duration of the suspension, and results in a
designation of “not in good standing” which often prevents admission to another institution. At the end of the
suspension period, the language is removed from the transcript. While the student may apply for readmission to
Berea College, it is not guaranteed. If readmitted, the student will have a probationary status in labor until the
successful completion of the term.
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Suspension End of Term
Students on labor probation who fail to meet the conditions of probation are routinely suspended administratively
following the conclusion of the final pay period in a term. The length of suspension is typically for one regular term.
Should the student elect to appeal, the student may choose between these two procedures:
1.
2.
Administrative Option: Appeal considered by the Vice President for Labor and Student Life. The Vice
President for Labor and Student Life reviews the student’s written appeal and renders a decision. The
Labor and Student Life Office staff notifies the student of the outcome.
Committee Option: Appeal considered by the Labor Program Council. The Labor Program Council receives
the appeal and renders a decision. Normally, three members of the Labor Program Council constitute a
quorum for hearing appeals with no individuals from the Labor Program serving as voting members.
Judicial Matters
Issues occasionally arise within a labor department that may violate the Community Judicial Code (e.g., theft of
goods, falsification of time). These issues should be carefully documented and reported immediately to the Labor
Program Office. The Dean of Labor, in consultation with the judicial liaison and Public Safety, will determine an
appropriate course of action.
Graduating Seniors: Failing to meet Labor Requirement
Graduating seniors who fail to meet their Labor Program minimum requirement of 150 hours in their final term will
have their transcripts withheld, (both academic and labor), until they’ve competed a required number of
community service hours. The number of community service hours will be based both on the hours not met and
student’s past work performance. The graduate is responsible for locating, and securing a non-paid community
service position. Before starting work the graduate must submit to the Labor Program office written details
regarding the position which must include the community service organization or agency contact information. The
information will be utilized by the Labor Program to verify and approve the position.
Upon completing the work the graduate must provide a time sheet that is signed by a representative of the agency,
including contact information for the purpose of verifying the work was performed and met the performance
requirements of the agency and the labor program. Upon verification by the Labor Program, the graduate’s
transcripts will be made available for release to the student.
Note: Students who fail to complete the labor requirement during their final term of enrollment are subject to all
disciplinary actions indicated in the above sections of the handbook- including suspension prior to graduation.
Student Labor Evaluation (SLE) an on-line web based tool
The Student Labor Evaluation (SLE) process promotes student personal and professional development in the
workplace by establishing performance standards consistent with the Berea College Workplace Expectations,
assessing fulfillment of those standards, and determining ways in which the student and supervisor(s) / mentor(s)
can collaborate to enhance student learning opportunities. The completion of this regular evaluation process
creates a documented work performance history for each student as well as fulfills Berea College and federal
compliance guidelines.
As part of the development plan, students should expect supervisors to conduct a mid-point evaluation at the
middle of the labor position participation agreement period and a final evaluation at the conclusion of the labor
position participation agreement (defined by the status form). In addition, supervisors are encouraged to have
periodic conversations with students about position performance and to offer suggestions as well as provide
opportunities for continued reflection and growth. Evaluations focus on seven (7) core areas of position
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performance including: attendance, accountability, teamwork, initiative, respect, learning, and position specific
(based on individual departmental position descriptions).
Labor evaluation results are a central component of the labor transcript with performance ratings appearing for
each position in a term or summer period. Because these performance ratings provide an advantage in future career
seeking opportunities, students should strive to perform at the highest levels in every position held at Berea College.
Students who are not performing satisfactorily in a labor position and receive a score of 59 or below, are subject to
being placed on labor probation for unsatisfactory performance within the department.
Staff or Faculty Labor Supervisors assume the role of practical instructors within the program and evaluate, using
the Student Labor Evaluation (SLE) described below, the student’s performance based on seven performance
expectations (learning outcomes). Descriptors under the performance expectations describe the general learning
outcomes that apply to the performance expectation. The descriptors are also linked to the seven Labor Learning
Goals of the program and to the Workplace Expectations* of the college that apply. The seventh performance
expectation “Position Specific” ties directly to the position description which defines the specific skill sets and
requirements of the position which are evaluated under the position specific expectation. All student labor
positions are defined by a position description and include specific learning opportunities and required skill sets
that are embedded in the position. See the summary spreadsheet below to view how the various learning outcomes
are integrated/linked to the seven performance expectations.
* Workplace Expectations describes the expected attributes that every faculty, staff, and student worker should demonstrate and
support in the workplace environment on the Berea campus.
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Labor Experience Evaluation (LEE) an on-line web based tool
The Labor Experience Evaluation (LEE) is an assessment tool designed to provide student feedback to those
responsible for Labor Program effectiveness at the supervisor, department, and program levels. Student responses
to the LEE are one of many sources of information used by Labor Program personnel in their efforts to improve the
educational quality of the student work experience at Berea College.
The Labor Experience Evaluation allows students to reflect upon their overall labor experience while at Berea
College. This survey allows students to evaluate back to us their labor experiences in five key areas:
1. Learning through work experiences
2. The relationships between work and academics
3. Four core general educational goals
4. Evaluation of the local work area
5. Evaluation of the Labor Program (Labor Program Office, and Student Payment Office)
Students are required towards the end of the academic year and, if engaged in a summer labor position, towards the
end of summer to evaluate and reflect on their labor experience through the Labor Experience Evaluation (LEE).
Labor departments should set aside time to allow the student to complete this evaluation during work time. The
majority of the departments will utilize the weekly Thursday 4-5 PM Labor Meeting time to allow their students to
complete this web based on-line evaluation. The Labor Department Administrator and Labor Supervisor is given
access to the evaluations completed by the students working in the department after the completion of a labor
assignment and not before. Personal information (including name. class, gender…) that could identify a student is
removed. The purpose of this is to provide the means for the Department Administrator to be able to assess, with
the department labor supervisors, the effectiveness of the learning occurring across the department.
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Labor Program Evaluation (LPE) an on-line web-based tool.
Presently under development, this on-line tool will allow Labor Supervisors and Department Administrators to
evaluate the Labor Program Administrative offices and services provided which includes student payroll. The
present roll-out target for the tool is 2011-12 academic year.
Assessment
Labor supervisors, departments, and the labor program utilize the two evaluation tools (SLE and LEE) to assess the
educational performance and effectiveness of the program and implement appropriate changes based on the
assessment. Assess is given to the Labor Supervisors to review on-line the LEE responses from their student
workers. Department Administrators are given access to review on-line the SLE and LEE of student workers in
their department(s). The data reviewed does not include the name of the student and access to the data is only
given after the academic year or summer period has ended. The Labor Program maintains the data and creates SLE
and LEE department reports that are distributed to the administrator of the department(s). The Labor Program
working with Institutional Research provides assistant to the departments in assessing the data contained in the
department reports and mines the data to assess educational performance within the institution and across the
department areas.
Customized Evaluations
Some departments supplement the primary evaluation with a departmental tool to address items specific to their
workplaces. This can be particularly useful for departments where the work requires a high degree of skill or
specialization, where there are additional compliance or safety factors, where unique organizational structures are
in place, or where new programs or personnel are involved.
Custom evaluations can also be developed to address work topics rather than individuals. If a department is
concerned about productivity, workflow, organizational structure, service, etc., a custom evaluation tool may be
used to identify areas for improvement. The Labor Program Office will assist departments in thinking about these
additional forms of assessment for the enhancement of individual departments.
Two-Way Feedback
In addition to formalized assessment measures, supervisors are encouraged to regularly engage students in two-way
feedback. This term describe a feedback process that allows both the feedback giver and the feedback recipient to
experience both roles in a reciprocal fashion. In effect, both people fully experience the feedback process by being
on the giving and receiving end of constructive criticism.
The content of such a conversation is determined by questions that are asked and answered, in turn, by all
participants in the dialogue. For example: “What are we each doing that is working and needs to continue?”
“What needs to be changed or adapted?” There are several inherent challenges to this process, including: building
reflection time into a work schedule, fear of receiving unhelpful or painful criticism, and overcoming the traditional
idea that a supervisor knows more than their worker and thus does not need to receive constructive criticism.
However, the benefits of this kind of feedback, more often than not, far outweigh the risks.
Feedback is a core component of any learning environment. This type of interaction allows a student to learn from
an experience by processing it, receiving positive reinforcement, and being challenged to try new and different ways
of doing things. Supervisors, through two-way communication, also open themselves up to becoming learners
through careful listening, receptivity of constructive criticism, and a genuine willingness to adjust supervisory style
or method. The supervisor, in essence, switches roles with the student to become the recipient and not just the
feedback agent. Two-way feedback is most effective when performed orally in a one-on-one setting, but in the
interest of time, supervisors may use written tools or engage in feedback in small groups.
The following questions may serve as a useful guide to giving and receiving feedback in this way:
 During my labor position I have observed my supervisor / worker learn and grow in the following ways:
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

How does my leadership style compliment that of my supervisor / worker?
What might I do differently to contribute more to my success and to the success of my work environment?
Do we use our meeting times productively? What about our meetings needs to change / stay the same?
What would I like my supervisor / worker to keep doing?
What would I like to see my supervisor / worker do differently?
How would I like my supervisor / worker to communicate with me (support, conflict, concerns, and ideas)?
How successful have we been in fulfilling expectations? What needs work?
How can we continue all the positive things that are happening?
How can I better support my supervisor / worker?
Compliance
Appropriate Use of Student Labor
All students employed by the Berea College Labor Program are provided a position description that outlines specific
duties and learning opportunities. All positions retain a degree of flexibility to meet changing needs with the
department. However, it is inappropriate and against College guidelines and Federal Work Study regulations to
utilize student labor for personal / non-College-related gain (e.g., babysitting, errands, housekeeping, home
maintenance, or other strictly non-work-related endeavors).
Work Colleges Program- Federal Guidelines
The Higher Education Amendments of 1992 authorized the Work Colleges Program. Schools that satisfy the
definition of “work-college” may apply with the U.S. Department of Education to participate in the program. A
work-college may transfer funds from its allocation for the FWS Program and/or Federal Perkins Loan Program to
fund the school’s Work Colleges Program.
The Work Colleges Program recognizes, encourages, and promotes the use of comprehensive work-learning
programs as a valuable educational approach when used as an integral part of the school’s educational program and
as a part of a financial plan that decreases reliance on grants and loans. The program also encourages students to
participate in community service activities.
The term “work-college” is defined as an eligible institution that:
 Is a public or private nonprofit school with a commitment to community service.
 Has operated a comprehensive work-learning program for at least two years.
 Provides students participating in the comprehensive work-learning program with the opportunity to contribute
to their education and to the welfare of the community as a whole.
 Requires all students who reside on campus to participate in a comprehensive work-learning program.
 Requires providing services as an integral part of the school’s educational program and as part of the
school’s educational philosophy.
A “comprehensive work-learning program” is defined as a student work/service program that:
 Is an integral and stated part of the institution’s educational philosophy and program.
 Requires participation of all resident students for enrollment, participation, and graduation.
 Includes learning objectives, evaluation*, and a record of work performance as part of the student’s college
record.
 Provides programmatic leadership by college personnel at levels comparable to traditional academic
programs.
 Recognize the educational role of work-learning supervisors.
 Includes consequences for nonperformance or failure in the work-learning program similar to the
consequences for failure in the regular academic program.
*See the section on assessment for further details.
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Job Descriptions
Each FWS position should have a job description that includes the following:
 The name and address of the student’s employer (department, public agency, nonprofit organization).
 The purpose of the student’s job.
 The student’s duties and responsibilities.
 The job qualifications.
 The job’s wage rate or range.
 The length of the student’s employment (beginning and ending dates).
 The name of the student’s supervisor.
The job description has several purposes:
 It clearly defines whether the job qualifies under the FWS Program.
 It provides the information needed to explain the position to a student and help him/her select the type of
employment most closely related to his/her education or career objectives.
 It helps the financial aid administrator, the student, and the supervisor determine the number of hours of
work required at the specified wage rate to meet a student’s financial need.
 It establishes a written record, for both student and employer, of the job’s duties and responsibilities so
that there will be no misunderstanding.
If a student is employed with an agency or organization that provides community services, the school should, as
with any other FWS position, have a job description that includes the duties and the responsibilities. Schools
should use the job description to verify that the job meets the definition of community services in the FWS
regulations.
Federal Work Study Employment During Periods of Non-Attendance
A student may be employed under FWS during a period of nonattendance, such as a summer or equivalent vacation
period or the fulltime work period of a cooperative education program. To be eligible for this employment, a
student must be planning to enroll (or to reenroll) for the next regular session. The student’s earnings during this
period of nonattendance (earning minus taxes and job related costs) must be used to pay his/her cost of attendance
for the next period of enrollment.
A student whose eligibility for summer FWS employment was based on anticipated enrollment in the subsequent
term may fail to register or may decide to attend another school. When a student fails to register for the subsequent
term, the school that employed the student must be able to demonstrate that the student was eligible for
employment and that the school had reason to believe the student intended to study at that school in the next term.
At minimum, the school that employed the student must keep a written record in its files showing that the student
had accepted the school’s offer of admittance in the upcoming session.
A student in an eligible program of study abroad may be employed during the summer preceding the study abroad if
he/she will be continuously enrolled in his/her American school while abroad and if the student’s study is part of
the American school’s own program. In such a case, a student may be employed in a qualified position in the United
States, at the American school’s branch campus in a foreign country, at a U.S. government facility abroad, or in an
American company abroad.
Payroll Records
In school records, schools must distinguish expenditures for FWS compensation from other institutional
expenditures. Program and fiscal records must include:
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
A payroll voucher containing sufficient information to support all payroll disbursements.
A non-cash contribution record to document any payment of the school’s share of the student’s earnings in
the form of services and equipment.
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
A certification by the student’s supervisor, an official of the school (or off-campus agency) that each
student has worked and earned the amount being paid. If students are paid on an hourly basis, the
certification must include or be supported by a time record showing the hours each student worked in
clock time sequence, or the total hours worked per day.
Accident Reporting
Should a student become ill or have an accident while working in the labor program, Public Safety should be
notified immediately so that medical care can be provided. Public Safety will complete an accident report and
advise the Occupational Safety and Health Association (OSHA) Manager, who will investigate the incident and
provide the appropriate individuals with any follow-up recommendations. The Labor Program Office should also
be notified of the incident as soon as possible.
Questions regarding Worker’s Compensation should be directed to the People Services office, which works with a
third party administrator to determine applicable benefits. When a student is off work due to an injury or illness, a
“Release to Return to Work” slip will need to be signed by a physician and submitted to the Labor Program Office
before further work is permitted.
Unemployment Insurance
College student workers are excluded from filing claims for unemployment compensation under the Kentucky
Unemployment Insurance Act, KRS Chapter 341.
Employment Conditions and Limitations
The following provisions apply to all work, whether on or off campus.
Federal work study (FWS) employment must not displace workers (including those on strike) or impair existing
service contracts. Also, if the school has an employment agreement with an organization in the private sector, the
organization’s workers must not be replaced with FWS students. Replacement is interpreted as displacement.
The Fair Labor Standards Act of 1938, as amended, prohibits employers (including schools) from accepting
voluntary services from any paid worker. Any student employed under FWS must be paid for all hours worked.
A student may earn academic credit as well as compensation for FWS job. Such jobs include but are not limited to
internships, practica, or assistantships (e.g. research or teaching assistantships). However, a student employed in a
FWS job and receiving academic credit for that job may not be:
 Paid less than he/she would be if no academic credit were given.
 Paid for receiving instruction in a classroom, laboratory, or other academic setting (e.g., enrolled in and
serving as a TA for the same class).
 Paid unless the employer would normally pay the person for the same job.
Americans with Disabilities Act (ADA)
The ADA prohibits discrimination on the basis of disability in employment, state and local government, public
accommodations, commercial facilities, transportation, and telecommunications. It also applies to the United States
Congress. To be protected by the ADA, one must have a disability or have a relationship or association with an
individual with a disability. An individual with a disability is defined by the ADA as a person who has a physical or
mental impairment that substantially limits one or more major life activities, a person who has a history or record of
such an impairment, or a person who is perceived by others as having such an impairment. The ADA does not
specifically name all of the impairments that are covered. Section 504 states "no qualified individual with a
disability in the United States shall be excluded from, denied the benefits of, or be subjected to discrimination
under any program or activity that receives Federal financial assistance…” For more information see
http://www.usdoj.gov/crt/ada/adahom1.htm or contact the Institutional Compliance Officer.
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Sexual Harassment
Title IX protects students from unlawful sexual harassment in all of a school s programs or activities, whether they
take place in the facilities of the school, on a school bus, at a class or training program sponsored by the school at
another location, or elsewhere. Title IX protects both male and female students from sexual harassment, regardless
of who the harasser is.
Sexual Harassment includes unwelcome sexual advances, requests for sexual favors, and other verbal, visual, or
physical behaviors related to a person’s gender, sexual identity, or sexuality when:
1. Submission to such conduct is made either explicitly or implicitly a term or condition of an individual’s
academic advancement or employment; or
2. Submission to or rejection of such conduct by an individual is used as the basis for employment decisions
or academic decisions affecting such individual; or
3. Such conduct has the purpose or effect of unreasonably interfering with an individual’s work or academic
performance or creating an intimidating, hostile, or offensive work or academic environment.
Sexual harassment contains these two elements:
 Sexual behavior that is unwanted and unwelcome
 Sexual behavior related to the gender, sexual identity, or sexuality of the person.
Sexual harassment often occurs in situations where one person is in a position of power or authority over another,
but it can occur when there is no evident power differential. Both women and men can be harassed, and
harassment can be same-sex harassment.
Sexual harassment is a form of sex discrimination prohibited by Title VII of the Civil Rights Act of 1964, as
amended, by Title IX of the Education Amendments of 1972, and in Kentucky, by the Fair Employment Practices
Act, KRS 344.010-500, 207, 170.
Berea College specifically prohibits sexual harassment of students, workers, or visitors. The College is committed
to investigating and resolving all sexual harassment complaints. Offenses will result in disciplinary action up to
and including dismissal, whether the offender is faculty, staff, administrator, student, or trustee. Retaliation
through discrimination, intimidation, threat, coercion, or any other means against anyone who has reported sexual
harassment is prohibited by College policy. Reports of sexual harassment should be directed to the Institutional
Compliance Officer.
Non-Discrimination Policy
It is the policy of Berea College not to discriminate on the basis of race, color, religion, national or ethnic origin, age,
sex, disability, or sexual orientation in its educational programs, admissions practices, scholarship and loan
programs, athletics and other school-administered activities or employment practices. This policy is in compliance
with the requirements of Title VII of the Civil Rights Act of 1962, Title IX of the Educational Amendments of 1972,
Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990, regulations of the
Internal Revenue Service, and all other applicable federal, state and local statutes, ordinances and regulations.
Questions or complaints regarding discrimination should be referred to the office or committee responsible for the
activity concerned, e.g. sports, student labor, academic courses.
In addition, the College has appointed compliance officers under provision of law regarding sex and handicap
discrimination. The Vice President for Business and Administration is Section 504 Coordinator. Questions or
complaints in the area of handicap discrimination should be referred to that office in Lincoln Hall. Dreama Gentry
is Title VII/Title IX Coordinator. Sex discrimination questions or complaints may be directed to her office at the
Gear-Up office, 513 Scaffold Cane Road. Gus Gerassimides, Assistant Vice President for Student Life, serves as an
ombudsman receiving student complaints of various kinds. His office is located in Fairchild Hall. Employmentrelated complaints should be directed to the Office of People Services in Fairchild Hall.
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Occupational Safety and Health Administration (OSHA)
OSHA's mission is to ensure safe and healthful workplaces in America. Since the agency was created in 1971,
workplace fatalities have been cut in half and occupational injury and illness rates have declined 40 percent.
Contact the OSHA Manager in Environmental Health and Safety for more information or visit www.osha.gov.
Family Educational Rights and Privacy Act (FERPA) and USA Patriot Act
FERPA gives parents certain rights with respect to their children's education records and personal information.
These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school
level. Students to whom the rights have transferred are "eligible students." Records and information of students can
only be released with consent of the eligible party. There are exceptions to FERPA's general prior consent rule that
are set forth in the statute and the regulations. One exception is the disclosure of directory information, which is
defined as follows:
FERPA defines "directory information" as information contained in the education records of a student that would
not generally be considered harmful or an invasion of privacy if disclosed. Typically, "directory information"
includes information such as name, address, and telephone listing, participation in officially recognized activities
and sports, and dates of attendance. A school may disclose "directory information" to third parties without consent
if it has given public notice of the types of information which it has designated as "directory information, the eligible
party has the right to restrict the disclosure of such information The means of public notification may include
publication in various sources, including newsletter, local newspaper, or student handbook. The school may also
include the "directory information" notification as part of the general notification of rights under FERPA. The
school does not have to notify a parent or eligible student individually.
The USA Patriot Act of 2001 allows senior federal justice officials to obtain a court order requiring an institution to
turn over educational records in connection with a terrorism investigation or prosecution. The request must be
based on specific facts, giving reason to believe that the records are likely to contain relevant information. The
information-gathering powers of the USA Patriot Act apply only to a crime of terrorism. Law enforcement officials
seeking educational records in connection with any other crime still must obtain a subpoena.
If a student wishes to restrict access to directory information to others not specified in the FERPA and USA Patriot
Act, a written notice should be submitted to the Vice President for Labor and Student Life, preferably before
completion of registration for the first term of the academic year.
For more information see www.ed.gov/offices/OII/fpco/ferpa/index.html or www.fincen.gov/pa_main.html.
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Appendix
Complete List of Student Labor Departments
The following list includes a brief description of each labor department, excluding some off-campus placements
that are assigned on a case-by-case basis and vary from year to year.
College Departments
The following list includes all campus labor departments (2010-2011 academic year ) where students may be
assigned to work. Each entry contains the department name, supervisor / contact person, location and telephone
extension, and a brief description of the work performed there. Students are encouraged to contact departments
directly to inquire about vacancies and application procedures.
Academic Vice President / Provost & Dean of the Faculty: Sarah Broomfield, Lincoln 320, ext. 3487
Students working in this area support two departments- the Office of the Academic Vice President and Provost and
the Office of the Dean of the Faculty. General duties include clerical work such as copying, mailing, and errands,
and occasional research projects on higher education issues as they relate to other schools. Students also
participate in cleaning and office maintenance. Computer skills and ability to communicate professionally with
others are desirable qualities for this area.
Admissions Office: Rebecca Parrish, Edwards 101-112, ext. 3501
The Admissions Office provides opportunities for students to work in the processing, campus visits and
telecounseling departments. Processing students are responsible for 95% of the data entry on BANNER as well as
the handling of incoming and outgoing mail, typing, filing and many other tasks. Campus visit students serve all
Admissions visitors, particularly prospective Berea students, by giving campus and residence hall tours, greeting
visitors, providing office assistance, hosting visitors during overnight events and other various tasks. Telecounseling
students assist Admission counselors in making telephone calls to prospective Berea students. All student workers
are encouraged not only to learn Admissions procedures but also to develop skills in the areas of communication,
decision-making and problem solving. Higher-level opportunities include training, managerial and supervisor
positions.
African and African-American Studies: Jose Pimienta-Bey, Woods-Penn 207, ext. 3455
The office houses the AFR program. Duties include reception, copying and filing, and assistance with programs
such as the Tukule Tusome luncheon lecture. Students also serve as teaching assistants, monitoring class films, and
occasionally assisting in the grading of papers. Students will learn how to improve their skills of analysis, attention
to details, computer proficiency and program management skills. Desired qualifications include experience
working with the public, basic office and computer skills, and an energetic and cooperative professional attitude.
Preference will be given to students who are either majoring or minor in AFR.
Agriculture, College Farms and Horticulture: Bob Harned, Agriculture 202, ext. 3590
Labor WLS Levels 1-3 are agriculture trainees and are given experience in all areas of the department. Upper WLS
levels specialize in specific areas. Positions are geared toward providing students in agriculture, pre-vet, business,
or science with practical work experience. Students can receive a wide range of experience with plants, greenhouse
management, and landscaping, as well as practical experience in beef, sheep, swine, or row crop production. Farm
equipment maintenance is also a responsibility of agriculture student workers.
Alumni Relations: Diana Taylor, Alumni Building, ext. 3105
Office primarily serves our alumni by providing requested information and materials and planning reunions and
special events. Duties include customer relations, general office duties, inputting and looking up data in Banner
(our database system), special projects such as researching in archives and preparing PowerPoint presentations,
and assisting in preparing class notes for the Berea College Magazine. Students will learn customer service, problemsolving techniques, computer proficiency, importance of meeting deadlines, and database operation. Desired
qualifications include skills in dealing with people on the phone and in person, basic office skills, teamwork,
intermediate to advanced computer skills, willingness to learn and take initiative, and ability to meet deadlines.
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Appalachian Center: Sheila Lyons, Bruce 128, ext. 3140
Students within the Appalachian Center work on the Appalachian Heritage magazine; essential skills include writing
and communication skills. Students will learn about the publication of a literary magazine and work with authors
throughout the Appalachian region. As well, some students may work for the Artifacts and Exhibits Studio;
essential skills are attention to detail and visual literacy. Students will learn about collections management and
acquisition as well as exhibit development. Often, a student works with the Senior Office Manager doing various
positions, including the accounting and maintaining the circulation list of the Appalachian Center Newsletter. Another
student works with the Celebration of Traditional Music. Essential skills are attention to detail and independent
work; such a student will learn important event planning skills and public relations. Secondary positions work on
the Coal Clearinghouse and on programming.
Art: Larky Crawford, Rogers 102, ext. 3530
Students in the Art Department serve an important role in monitoring and maintaining the facilities, receiving and
observing guests, and assisting with programs and services such as the slide library, art supply store, art gallery, and
Lloyd Loan Program. Positions begin at entry-level and advance to supervisory-level within the department.
Athletic Events Team: Mark Cartmill, Seabury Center, ext. 3922
Athletic Events Coordinators are responsible for organizing, managing and providing resources for all
intercollegiate athletic events held in Berea. They meet with coaches to ascertain facility and staffing needs, make
necessary arrangements for events, and oversee the games to ensure their success. Additionally, coordinators assist
with promotion of Berea College athletics within the community.
Biology: Ron Rosen, Science 103, ext. 3345
Three categories of student workers are represented in the Biology Department: Teaching Associate, Lab Assistant
and Lab Worker. Teaching Associates work directly with faculty in preparing laboratory reagents, materials and
cultures for the teaching labs; maintaining the teaching laboratories and equipment; tutoring students; grading
exams, quizzes, homework, and lab notebooks; maintaining laboratory animals; and, most importantly, assisting
the professor during laboratory sessions. The Laboratory Assistants and Laboratory Workers prepare laboratory
materials, maintain and clean the teaching laboratories, and may assist in the animal room, computer room or
science library. Students may assist in one or more areas in the department including zoology, botany, anatomy,
physiology, microbiology, developmental biology, parasitology, genetics, and molecular and cellular biology.
Student applicants should have maintained a "B" average in their major and collateral courses including Modern
Biology, Zoology, Botany, and Chemistry: Structure & Dynamics.
Black Cultural Center: Amber Davis, Interim Director, Alumni 206, ext. 3795
Office provides leadership in facilitating the success of Black/African American persons at BC, and activities that
support the interracial educational mission of Berea College. Duties include reception, programming, fiscal
responsibility, community building, office management and customer service. Students will develop exceptional
programming, problem solving, computer, leadership, and community building skills. Desired qualifications include
experience working with diverse populations, culturally aware, basic customer service, computer literacy, and
organizational skills. 9 positions-Persons in this position will serve as peer mentors in the S.U.C.C.E.S.S. Program.
Duties include weekly meetings with mentor, programming, and customer service. Desired qualifications include
willingness to work with diverse students, academically successful, and possessing leadership skills.
Bookstore: Nate Daniels, Main Street, ext. 3200
The College Bookstore provides services to the students, faculty, and staff of Berea College, including the sale of
textbooks, student supplies, office supplies, general reading trade books, gifts, and sundry items. Students work
with every facet of the operation. This includes inventory control, merchandising products, figuring profit margins,
placing orders, solving billing errors with vendors, receiving and checking incoming merchandise, paying invoices,
customer service, cashiering, etc. This is good experience for all majors, especially for business majors who gain
some basic and advanced business experience; also, very good for art majors in designing store and window
displays.
Boone Tavern Dining: Gary McCormick, Main Street, ext. 3700
Under the guidance of the Tavern chef and other professional staff, students contribute to all aspects of the dining
experience- greeting and seating customers, preparing meals from the traditional and creative Southern menu, and
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providing kitchen and table service. As students develop skills and confidence in their basic duties, they will have
opportunities to engage in more advanced work such as student supervision, catering oversight, and menu design.
Boone Tavern Hotel: Gary McCormick, Main Street, ext. 3700
In continuous operation since 1909, Boone Tavern continues its tradition of being staffed primarily by Berea College
students. Students employed by the Hotel serve as front desk clerks, hospitality desk associates, bellhops, or
student general managers. Students with special talents (e.g., storytelling, musical skills) may pursue more
individualized position assignments. Travelers are quite interested in the College, town, and region, so student
staffers serve as important ambassadors; as such, customer-focus, etiquette, positive attitude, and an interest in
sharing the Berea story are important qualities for a Boone Tavern worker.
Broomcraft: Chris Robbins, Mueller Building, ext. 3230
Broomcraft began more than 80 years ago when Berea College received an obsolete broom workshop and hand
equipment from a benefactor. Thirteen types and styles of brooms are produced by hand at Berea, ranging from
hearth and cottage brooms to specialty brooms designed for small and hard-to-reach spaces. Students in this area
learn all aspects of broom production, from preparing raw materials to braiding and sewing finished products that
are sold to consumers.
Brushy Fork Institute: Beth Curlin, Bruce 128, ext. 3861
General office duties, inventory keeping and supply ordering, straightening and organization of supplies,
transcription of tapes, help with administrative filing, invoices, financial records, typing flip charts from strategy
meetings both within Brushy Fork and in community meetings, helping with Annual Institute preparations
(making and putting up signs, distributing snacks and setting up rooms for tracks all over campus) and manning
the registration desk during the annual institute, running errands, helping keep office clean. A good knowledge of
MSWord and Excel are helpful for mail merging and data base entry for a variety of activities. If students have the
skills, they might help with the Mountain Promise newsletter, either writing or layout; or they might help with our
website. We also try to include the students in the work of the director; associate director and program associate
in working with communities so that they will get a taste of working with non-profits and local communities in
Appalachia. We also work with other departments of the Appalachian Center and share students if the need arises.
Campus Christian Center: Shalamar Sandifer, Draper 107A, ext. 3134
Labor positions in the Campus Christian Center require computer skills, assistance with basic office
responsibilities, meals, receptions, convocations, special programs, and maintenance of facilities. These positions
also require willingness to work flexible hours, good communication skills, appreciation for diversity, and ability to
work with a variety of people.
Campus Life: Holli Hudson, Alumni Building, ext. 3293
Campus Life rotating staff are broken up into teams: Corner Pocket, Event Tech, Information Desk, and Custodial
Team. Each member of the rotating team will be cross trained eventually to work in each area. Custodial Team is in
charge of basic cleaning and up-keep of the Crossroads Complex; Event Technicians provide set-ups and
audiovisual needs for programs in the Crossroads Complex; Information Desk welcomes everyone into the building
and assists with informational needs; and Corner Pocket provides fun programs and a place where students can
relax, play pool, ping pong, video games or just hang out. The Campus Life Office also provides the following: artist
studio, BC Express Shuttle, Campus Activities Board (CAB), Chimes, and intramurals. The office staff perform
receptionist duties, answer phones, and are assigned special projects throughout the semester such as marquee,
master calendar, Coalition for Community Building, clubs and organizations, and programs such as awareness
weeks, Mountain Day, and many more. Personal training in the WAY IN program and the Pinnacle college
newspaper are also under the Campus Life umbrella. Desired Qualifications include willingness to be a positive
resource for students, basic computer skills, ability to work with others in a cohesive environment, and a “can do”
attitude.
Career Development: James Atkinson
Career Development works with students, staff and faculty providing opportunities for students in career selection.
Services offered are: self assessment, resume writing, career fairs, classroom presentations, interviewing, and career
related internships. Assistance is given to students in locating major related experience in the Labor Program.
Student staff provides support to coordinator, i.e., files, databases, position posting, resume review, self assessment,
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workshops, and coordinate Career Fairs and on campus recruiting events. Additional duties: complete purchase
orders, check requests and maintain data entries for departmental budget. Desired qualifications include strong
people skills, basic office and computer skills, attention to detail; ability to work independently and desire to learn.
CELTS (Center for Excellence in Learning through Service): Sheila Lyons, Trades 205, ext. 3935
CELTS coordinates the campus’s student-led, community service programs and supports service-learning in the
academic curriculum. Students who hold labor positions within CELTS work in teams to organize and implement
programs and are usually hired after volunteering with a specific program. The CELTS labor program is organized
around a leadership development model with increasing levels of responsibility based on experience in the
department. Most programs involve recruiting and supervising volunteers and participants, planning programs,
communicating with parents/family members and other non-profit professionals, and providing transportation. A
high level of motivation and responsibility is required, as well as a deep commitment to serving the community.
New programs may occasionally be added and others ended, in response to community need. The following
programs and positions are part of CELTS:
Bonner Scholars:
First-year Bonner Scholars students are selected and assigned with community partner positions. Upperclass
students work with nonprofit and leadership positions. If vacancies occur in the Bonner Scholars Program, these
may be filled at the sophomore or junior-class level. Contact: Heather Schill, ext. 3804
Students for Appalachia:
Teams of 4-6 staff in the following SFA programs: Adopt-a-Grandparent, Berea Buddies, HEAL, One-on-One
Tutoring, Teen Mentoring; 1 student director
Habitat for Humanity Berea College Chapter
People Who Care
Hispanic Outreach Program
Service-Learning Program Assistant
Office Support
Berea Reads and Berea Counts: summer programs only
Ceramics: Karin Solberg, Danforth, ext. 3065
The Ceramic Apprenticeship Program offers students the opportunity to become involved with the process of
wheel-thrown stoneware pottery, from the raw materials to the fired piece. Students design and produce work for
sale through the Marketing program. To enroll in the Ceramics program, permission must first be obtained from the
director, and the student must successfully complete the course Art 121 offered only fall term.
Chemistry: Jay Baltisberger, Science 304, ext. 3298
The labor students in the chemistry department work as teaching assistants for the lower division chemistry
courses. This includes preparation of chemicals and glassware for laboratory experiments, grading laboratory
notebooks and homework, and tutoring for chemistry courses. Our students also help keep the instrumentation
running and the chemistry areas of the building clean. This includes learning proper handling of chemicals and
chemical waste. Labor position participation agreements in our department range from 5 to 15 hours. The small
participation agreements are primarily in-class laboratory work while the longer ones are for students involved in
all areas of the program. Each year we also hire one or two freshmen to work in the chemical preparation area as a
cleaning specialist. Other than the freshman position, all of our labor students need to have taken some chemistry
course work and have succeeded at close to or above the B level.
Child and Family Studies: Connie Williams, Emery 102, ext. 3742
The Building Monitor and first-floor janitor position is responsible for maintaining the safety and security of the
Emery Building and maintaining the first-floor environs. This person must be able to effectively communicate with
people both in and outside the Department (i.e. Facilities Management, Public Safety, etc.). The work of the
second- and third-floor janitor helps to give a first impression to students and visitors regarding the total
atmosphere of our Department. Through this position, a student assumes a great deal of responsibility as to
maintaining a clean, positive environment for faculty and students alike to work and learn. Teaching Assistants
(T.A.) interact with faculty, staff, and students with confidentiality and professionalism. The position requires the
ability to represent the CFS Department as a symbol of serving others through working, sharing responsibilities,
and learning. The Communication Consultant serves as liaison between staff and faculty. This responsibility
requires excellent writing and communication skills in order to effectively critique student work.
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Child Development Lab: Wilma Chambers, 125 Jefferson Street, ext. 3620
The major purposes of the Child Development Lab are: to give young children an educational experience built on
their needs and interests; to guide young children and their parents towards better individual and family living; to
help college students learn more about normal growth, development and behavior of the young child through both
observation and participation; to provide the opportunity for students interested in child development to gain
experience in setting up and conducting a program for young children; and to provide laboratory experiences for a
variety of majors and facilitate research projects conducted by faculty and students. The Child Development
laboratory cares for the young children of faculty, staff, and students. The hours of the program are 7:30 until 5:30,
Monday through Friday. Student workers in the CDL contribute in many ways, including custodial work, meal
preparation, and classroom assistance.
College Relations (Development): Eugenia Nichols or Dorothy Anglin, Edwards 129, ext. 3005
College Relations (Gift Planning): Rosette Salins, Edwards 210, ext. 3027
Development: Duties include computer work, document imaging, and filing, updating files and assisting with
special projects. Additional duties in the individual office areas may include reception, Banner entry, mail delivery,
analyzing data, research, assisting with bank deposits, and letter writing. Students will learn standard office
procedures and gain an understanding of the fundraising process. Desired qualifications include office and
computer experience.
Gift Planning: Duties include reception, document imaging and filing, drafting acknowledgement letters for gifts
received, printing birthday cards for constituents, oversight of mail and office equipment / supplies, and assistance
with special projects such as periodic mailings and reports, and other duties as assigned. Students will learn
customer service and problem-solving techniques and develop computer proficiency and project management
skills. Desired qualifications include experience working with the public, basic office and computer skills, and
positive attitude.
Computer Science: Jan Pearce, Draper 304B, ext. 3569
The main responsibility of course associates in Computer Science is to provide teaching and lab assistance in
computer science. In addition to grading and tutoring, students may be asked at times to help with a variety of
other programmatic activities and projects.
Conferences/Business and Administration: Amanda Ott, Alumni Bldg 207, ext. 3641
The conference area will coordinate campus events sponsored by external parties (e.g., continuing education,
Elderhostel). Students will assist with all manner of conference planning and preparation, including administrative
support, logistics (lodging, transportation, meeting space), planning and participating in activities, setting up and
breaking down equipment for events- whatever is needed to ensure a successful program for our guests. Student
workers need to be organized and flexible and enjoy working with the public.
Convocations: Randall Roberts, Frost 107, ext. 3359
The administrative assistant helps in many areas of program planning and execution of events in the Convocation
Series. This position requires the ability to respond to instructions quickly, a high level of clerical and creative
writing skills, and a willingness and ability to act independently within the context of program goals and
objectives. Knowledge of Word, Excel, and Banner, or willingness to be trained is required. As many as 19 students
are employed each year in secondary positions to serve as ushers during the convocation programs.
Draper Building Office: Phyllis Gabbard, Draper 210, ext. 3263
The office provides services for Academic Departments of English, Theatre, and Speech Communication, Foreign
Languages, Mathematics and Computer Science, Philosophy and Religion. Students must have good
communication and interpersonal skills, a high level of self-motivation, reliability, attention to detail, respect for
confidentiality. Students will learn how to instruct faculty and students in uses of computers, printers and fax
machines. Daily assignments include correspondence, class handouts, printing and collation of course materials,
mail service, and miscellaneous office tasks.
Economics and Business: Becky Grandgeorge, Draper 119A, ext. 3928
Student labor positions in the department include a student supervisor, teaching assistants, and a department office
assistant. Students work with the faculty and staff as graders, research assistants and perform clerical duties. TAs
also provides tutorial assistance in the accounting and economics lab. Desired qualifications include being a
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business administration or economics major with a strong background in accounting and/or economic principles,
computer skills, and tutoring experience.
Ecovillage: Elaine Adams, Ecovillage Common House, ext. 3179
Community Assistants help build the Ecovillage community and support its students and its goals. They provide
orientation and check-in, duty time, peer listening, social and educational programming, and promotion of a guided
learning environment. Community Assistants have individual assignments in areas such as programming,
governance, energy and water reporting, collaboration with SENS and CDL, recycling, parent programming, and
non trad programming. Community Assistants should have demonstrated leadership ability, and at least six of the
Community Assistants must be Ecovillage residents. Learning opportunities include knowledge of team dynamics,
peer counseling, leadership development, and development of habits for a sustainable lifestyle.
Education Studies: Lisa Rosenbarker, Knapp 107, ext. 3072
The following positions are available: office worker (departmental support and records management; word
processing, effective teamwork and attention to detail are desired); administrative assistant (bookkeeping and
accounting, management of student labor and other EDS files; excellent math skills, aptitude for bookkeeping and
peer relation skills desired); librarian (maintaining curriculum library; supervisory skills, satisfactory EDS office
experience and independence desired); janitor (all manner of cleaning for 2 ½ floors of building; prior cleaning
experience and independent work style desired); building monitor (opening and closing the building each day,
making security checks and reports); teacher’s assistant (interacting with students and their work and assisting
professor with classroom materials and clerical duties; prior work in the department and excellent communication
skills desired).
Educational Talent Search: Mary Jane Stancil, Bruce 219, ext. 3242
Educational Talent Search helps youth in grades six through twelve and adults to complete or resume their
education. In addition to counseling, participants receive information about college admissions requirements,
scholarships, and various student financial aid programs. The student who works in this area provides
administrative support to the program, including filing, volume mailings, database maintenance, research, and
activity preparation. Summer work includes both administrative and camp counselor positions.
Emerging Scholars Program: Charliese Lewis, Edwards 108, ext. 3778
ESP’s mission is to provide a support system that assists students in achieving academic, personal, financial, social
and career planning goals.
English, Theatre and Speech Communication: Verlaine McDonald, Draper 102B, ext. 3756
The department offers labor positions as teaching assistants. Teaching assistants may assist in research, course
preparations, and working with students enrolled in departmental courses. Most positions include clerical work
such as filing, word processing, and photocopying. All positions require a self-motivation, reliability, attention to
detail, and respect for confidentiality.
Entrepreneurship for the Public Good: David Cooke, Bruce 301B, ext. 3941
The Entrepreneurship for the Public Good (EPG) program includes academic courses, a summer internship
program and campus-wide events all aimed at exploring the meaning of entrepreneurship and the public good and
how entrepreneurs create value, not only for themselves and the enterprises they lead, but also for the communities
in which they work, and society as a whole. During the regular term, the department has a Communications
Assistant, Events Planning Assistant and Research Assistant. All student workers are given experience in nearly
every aspect of running the EPG program from marketing and research to program assessment.
Environmental Health and Safety: Leslie Kaylor, Science 15, ext. 3350
Department develops and implements policies and procedures to help assure a safe work and learning environment
for Faculty, Staff, and Students. Labor position duties include maintaining the chemical inventory system,
laboratory and workshop safety inspections, the management of chemical waste materials generated from
laboratory and process activities, and the collection and organization of chemical safety information. Students must
be able to understand and interpret all components of a Material Safety Data Sheet and master the Berea College
chemical database system. Students may be asked to participate in safety training for all of the departments served.
Desired qualifications include previous chemistry classes, computer skills, and ability to work with the public and
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other EHS staff, safe work habits, positive attitude. Students will gain a more extensive knowledge of chemicals
and related safety issues, how to design and conduct a safety audit, problem solving techniques, and project
management skills.
Facilities Management- Storeroom: Renata Horn, Facilities, ext. 3833
Individuals working in the Storeroom answer telephones, logged keys in and out, handle receiving, and help with
completing inventory tickets. As well, individuals help complete work orders, move furniture and deliver supplies
and furniture, wash vehicles, and check in and stock inventory.
Facilities Management - Grounds: Matt Partain, Facilities, ext. 3840
This is a great place to work if you love to be outdoors and enjoy learning about plants. The department is
primarily concerned with campus beautification and duties include planting flowers, planting and pruning shrubs,
mulching and weeding flower beds and assisting with the landscaping of sustainable and ornamental flower
gardens. As well, this area is responsible for the care of campus trees. Work includes planting, mulching, pruning,
root work, and protection of trees around construction/renovation activities. Workers will learn and be
responsible for maintaining professional standards of quality and safety in all tree care operations. Caring about
trees is critical for success in this department. Workers must be able to work outdoors in a wide range of weather
conditions and have a good work ethic.
Facilities Management – Office Administration: Becky Berheide, Facilities, ext. 3864
Office provides central oversight and support of the Service Department. Duties include receptionist, document
filing, payment of invoices, data input of worker labor, oversight of work request, inventory control, delivery of
supplies, mail, office equipment, and assistance with special projects such as budget reconciliation, capital project
payment, and training. Students will learn customer service and problem-solving techniques and develop computer
proficiency and project management skills. Desired qualifications include experience working with the public,
basic office and computer skills, and positive attitude.
Facilities Management – Housekeeping Public Buildings: Jeff Reed, Facilities, ext. 3527
This department provides custodial services for administrative and academic buildings and offers positions from
entry-level to supervisor-level. Duties include cleaning the interior of the public buildings (mopping, sweeping,
vacuuming, dusting, cleaning bathroom fixtures and windows). As well, this area supervises a summer and break
period housekeeping program for the residence halls.
Facilities Management - Recycling: Kevin Long, Facilities, ext. 3844
The Berea College Recycling staff provides recycling pick up service to the Berea College campus (Residence Halls,
academic and administration buildings.) Duties include assisting with pickups and separation of recycled material
(Paper, aluminum, glass, plastic and steel cans.) Light cleaning, operation of balers and willingness to work outside
year round. Students will be expected to work as a group, learn in an on the position training environment, and
take direction from student and assistant managers as required. Lifting and carrying bags of recycled material is
required. Defensive Driving is recommended but not required. Vacation periods and summer positions are available.
Financial Affairs: Cheryl Hinkle, Lincoln 021, ext. 3250
Student workers in the accounts payables office provide a large portion of the manpower required to process
invoices for all campus departments. Students are involved in all phases of the accounting operations including
accounts receivables, payables, and purchasing. Students assist the department by utilizing skills in data entry,
filing, answering phones, mail route, and errands.
Financial Aid: Paul Winkler, Lincoln 120, ext. 3311
The Financial Aid Office handles most financial aid concerns for students including financial aid packaging, loans,
scholarships, labor overloads, and grants. Student responsibilities include customer service, data entry, document
imaging and extensive computer work. Applicants are encouraged to have good math competency, computer skills,
detail orientation and outstanding people skills.
Food Service: David McHargue, Berea College Dining Services / Crossroads Café, ext. 3934
College Dining is not what it used to be! This is one place to work on campus where you could possibly see all your
friends in any given day. It is a great place to work and you can learn many different skills. Just to name a few, you
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will be involved with customer service, time management, culinary arts and others. Many of the skills you learn can
be applied to any position you are working towards. We have a student manager program and if chosen, you can
enhance those skills and learn more about managing people. Your experience needed is very simple. Come in with
a good attitude and a willingness to work and learn.
Foreign Languages: Jeanne Hoch, Draper 219B, ext. 3440
The students assist with the tasks related to the teaching and learning of foreign languages. Desired qualifications
include competency in foreign languages, basic office and computer skills, and the ability to work well with faculty
and other students.
Forestry: John Perry or Glen Dandeneau, Agriculture 114, ext. 3587
Forestry is responsible for management of Berea College forest land. Duties include vegetation management,
silviculture, trail maintenance and construction, wildlife management, wildland fire management and general land
stewardship. Learning opportunities include applied forest ecology, wildlife biology, soil and water conservation,
land records, measurement and description, fire behavior, ecology and management, chain saw use, reforestation,
and forest protection. Desired qualifications are positive enthusiasm, physical fitness, love of learning, basic
computer and people skills, tree/plant ID, outdoor sense (only the first 3 are required, the other qualifications can
be developed).
GEAR UP: Penny Jordan, Middletown School, ext. 3553
Offices serve 5 school districts (Estill, Lee, Jackson, Madison, and Berea) and 9 schools (Estill County Middle
School, Jackson County Middle School, Rockcastle County Middle School, Lee County Middle School, Foley
Middle School, Madison Middle, Clark-Moores Middle School, Berea Community Elementary School, and Berea
Community Middle School). Duties include reception, document imagine and filling, oversight of mail and
supplies, and assistance with special projects. Special projects include budget, student placement in the schools we
serve, parent engagement activities, College Bound program which includes chaperoning children on campus tours
and overnight trips. Desired qualifications include a basic office and computer skills, a positive attitude, and good
people skills.
General Education: Sarah Broomfield, Lincoln 320, ext. 3487
Teaching Associate positions are available in all GST courses to any student who has completed the selected course
in which he or she wishes to work. Duties vary somewhat from course to course and section to section, but all
require independence, an interest in teaching, skills in reading, writing and speaking, and an interest in helping
fellow learners in the particular course. Students interested in these positions should contact any faculty person
teaching a General Education course.
Health Service: Dottie Mau, Saint Joseph Hospital 2nd Floor, ext. 3212
We provide medical service to students, staff and facility. Duties include answering the phone, making
appointments, pulling charts, filing; mail runs to and from hospital, CPO. Student will learn phone techniques,
computer skills, multi tasking and what confidentiality really means. Desired qualifications include working with
the public, computer skills, basic office skills, trust worthy and positive attitude.
History: Johnna Allen, Frost 104, ext. 3939
The purpose of this Department is to present courses in history designed to strengthen analytical skills, broaden the
understanding of the experiences of humanity across time (history) and develop a sense of the importance of both
the individual and society. The department offers two types of labor position: office staff and teaching assistants.
Office staff assists with the day-to-day operations in the department's office and develop clerical skills. Teaching
assistants are generally recruited by individual faculty to assist in research, helping students enrolled in History
courses, and general preparations for courses.
Hutchins Library: Patty Tarter, Library, ext. 3275
Hutchins Library offers many opportunities in a variety of internal departments such as Acquisitions, Cataloging,
Serials Processing, Circulation, Reference, and Special Collections. A position in any of these areas will aid in use
and awareness of all the resources the library has to offer. The technical services areas (the first three listed)
incorporate accounting, computer and problem-solving skills, and the physical prepping of both new and existing
library materials. Circulation and Reference positions are public service positions that require some holiday,
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evening and weekend shifts. In these positions workers learn customer service skills, shelving skills, extensive
library resource skills, and problem-solving techniques. Special Collections offers a variety of opportunities to
work with the unique collections, archives and manuscripts of Berea College. Work in this department includes
public service skills, handling and protecting rare/unique resources, sound preservation work, among other learning
opportunities. All public service positions develop customer service skills by serving the informational needs of
Berea College students, faculty, and staff as well as those of patrons visiting from outside the College.
Institutional Research and Assessment: Clara Chapman, Lincoln 310, ext. 3790
Office provides support services for planning and decision-making processes throughout the College (examples
include departmental graduate follow-ups, entering freshmen survey, and graduating seniors survey). Duties
include reception, oversight of mail and office equipment/supplies, data entry, website document
updates/management, and project management of the annual Fact Book, Geographical Report, graduate surveys,
and alumni surveys. Students will learn time management, team-building, semi-advanced aspects or computer
software (e.g., Microsoft Word, Excel, and others), and the improvement of development of problem-solving
abilities. Desired qualifications include basic office and computer skills, attention to detail, and the ability to work
independently.
Center for International Education: Kay Kelly, Woods-Penn 205, ext. 3452
Office provides assistance for international students, study abroad opportunities and international programming on
campus. Duties include taking passport photos as well as making International Student Identification Cards,
helping with program planning, making reservations, basic customer service tasks and assistance with special
projects such as international freshman orientation, study abroad fairs, and assisting with programs that educate
the campus on international issues. Students will learn customer service skills, gain knowledge in international
education, problem-solving techniques and develop computer proficiency and project management skills. Desired
qualifications include experience working with the public, basic office and computer skills as well as a positive
attitude. Experience with or interest in international issues is helpful.
Internship Office: Esther Livingston, Emery 306, ext. 3748/3519
Office provides oversight for the College’s academic internship program. Duties include reception, handling
inquiries about the internship process, receiving proposals and processing paperwork for internships, maintaining
extensive files and databases on internships, maintaining office, advertising special events, updating Public Folder,
and assisting with special internship program activities such as Shepherd Internship Orientation. Students will
learn data tracking skills, general office management, and public relations skills. Desired qualifications include
friendly attitude, basic office and computer skills, and ability to work independently.
Information Systems and Services (IS&S): Bill Ramsay, Trades 307, ext. 3342
IS&S provides support to a wide array of technology used on campus, including computers, printers, audio and
video equipment, office productivity software, administrative systems software, network equipment and
telephones. Students are involved in office work, phone switchboard operations, media equipment delivery and
setup, media production activity, database and report programming, computer and printer repair, assisting faculty
and other students in the use of technology, answering help desk calls and monitoring and installing network
equipment. Learning opportunities include customer service skills, computer technical support skills, office
productivity software proficiencies, media equipment and software knowledge, understanding of inventory and
purchasing processes, and experience with database programming and software setup. Desired qualifications
include interest in and proficiency with computer hardware and software and/or media equipment and processes,
customer service orientation, and experience in technical support and/or customer service work environments.
Labor and Student Life: Bev Penkalski, Fairchild 4, ext. 3150
Office has primary oversight of the Labor & Student Life Division programs on campus including the offices of:
Residential Life and Collegium, the Black Cultural Center, Seabury Center, the Labor Program, Campus Life,
College Health Service, and collaboration with all aspects of the College. Student workers are responsible for
reception duties, mail, filing, copying, cleaning, check requests, and the development and maintenance of various
records and databases. Confidentiality is essential, and students may be asked to work on special projects that deal
with motor vehicle policy violations, leaves of absence, budget spreadsheets, Student Government issues, and the
Student Handbook. Desired skills include organization, good written and oral communication, experience with all
Microsoft Office programs, Banner, and FileMaker. Learning opportunities are present in the areas of office and
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fiscal management, professional communication skills (written and verbal), publications, program and policy
development, scheduling, computer proficiency, office and project management skills.
Labor Program Office: Darlene Stocker, Fairchild 10, ext. 3981
Office provides central oversight of the Labor Program. Duties include reception, document imaging and filing,
oversight of mail and office equipment / supplies, and assistance with special projects such as freshman placement,
budget and allocations, labor overloads, and training. Students will learn customer service and problem-solving
techniques and develop computer proficiency and project management skills. Desired qualifications include
experience working with the public, basic office and computer skills, and positive attitude.
Learning Center: Vicky Hayes, Draper 104A, ext. 3233
The Learning Center is a place where people work together for good writing, reading, speaking, listening, and
learning. At the Learning Center, certified peer consultants- sophomores, juniors and seniors from different majorsare available to give instructive feedback to individuals and groups on all stages of assignments for papers, journals,
readings, research, creative writing, and oral presentations. Peer consultants also provide assistance with study
skills, test taking, resumes, and interviewing in beginning or advanced classes or for personal or professional use. In
addition to hiring peer consultants, the Learning Center hires office staff- freshmen, sophomores, juniors and
seniors- who support the work of the Center through reception work at the front desk, general office work, running
errands on campus, housekeeping, maintaining the Learning Center web site, creating bulletin boards, designing
flyers and posters for publicity, videotaping, and taking pictures of activities and events of the Learning Center.
The varied activities of the Learning Center make it an excellent place for all majors to gain experience in their areas
of interest and/or expertise.
Log House Craft Gallery and Boone Tavern Gift Shop: Mona Arritt, Shop Location, ext. 3226
The Log House Craft Gallery and the Boone Tavern Gift Shop both serve as retail shops that feature the Berea
College Student Crafts as well as art work from artists from the Appalachian area that the College serves. The shops
provide to the local community, tourist, alumni, and art lovers a sampling of past and present artistic trades. We
also serve as an informal opportunity for customers to see inside the College Labor Program through speaking with
the student staff about their personal experiences, majors and ideals that brought them to our college campus, and a
brief history of our College and craft program. Our goal at the two shops is to promote the craft program through
product knowledge, sales, and personal growth for each student. Through pushing forward with the ideals set
forth by the College, we work together as a team in maintaining the high standards that have been laid down by our
predecessors. Students share in responsibility in running a point of sales retail system, opening and closing
procedures, merchandising, inventory, receiving, generalized daily maintenance; profit sales margins, shipping,
marketing, customer service, promotion of the artists work, assisting in special events. We recommend this
position for anyone who enjoys working with people, one of kind handcrafted items, and the opportunity to grow
in your work experiences in the retail management position market.
Mathematics: Sandy Bolster, Draper 306B, ext. 3344
The main responsibility of course associates in Mathematics is to provide teaching and lab assistance for
mathematics. In addition to grading and tutoring, students may be asked at times to help with a variety of other
programmatic activities and projects.
Music: Jeanette Davidson, Presser 304, ext. 3466 / #
Piano Accompanist; Teaching Assistant (Music Theory, Piano, and Voice); Band Assistant; BME Assistants; Choir
Librarian; Office Assistant; and Janitor. For music related positions, students are required to have the appropriate
music background. Office Assistant must work well with students, the public, and have a working knowledge of
Word and Excel. Janitorial positions require students to clean and maintain Presser Hall (students do not clean the
bathrooms).
Nursing: Teresa Jefferson, Hafer-Gibson 125, ext. 3380
The purpose of the Nursing Department is to prepare students to become professional nurses and leaders. Office
workers, who must not be nursing majors, perform a variety of duties, which include word processing, filing,
answering phones, errands, and other responsibilities as required in the daily operations of the front office. Four
student workers (nursing majors) share responsibilities in our Learning Resource Center and Nursing Laboratory.
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Their duties include care and cataloging of resource materials and staffing the laboratory for use by nursing
students.
Office of Academic Services: Rachel Roberts-Lakes, Lincoln 110, ext. 3209
The primary function of the Office of Academic Services (OAS) is to coordinate and offer academic services to
students and faculty. We help with current and past academic situations and with future academic plans. In these
roles, we represent Berea College to students, faculty and the public. All situations must be treated with utmost
confidentiality, respecting the individual's rights and feelings. Students will develop an understanding of the
importance of self-initiative, an awareness of position-related needs, the ability to identify and solve problems and
an understanding of the roles and standards of leaders; will develop an understanding of relations between
individuals, institutions, and processes; comprehension of position-related values, realities, and goals; a
commitment to service; and the ability to articulate and interpret observations, experiences and understanding; will
develop an ethical understanding of work; will be trained to follow through on complex, detailed tasks involving
primary research, compiling and reporting data; will learn how to develop a sense of participation and how to work
together with others; willingness to learn, follow directions, pay attention to details and accept constructive
criticism; will learn to work in the following systems: BANNER, NOLIJ, Windows 2003, Excel, Word 2000,
FileMaker Pro, Power Point, Microsoft Outlook Mail, etc.
People Services: Darlene Stillwagoner, Fairchild 100, ext. 3070
People Services provides a variety of services to the faculty and staff of Berea College as well as retired personnel
and prospective applicants for employment. Services provided include recruiting and employment, training and
staff development, payroll processing, and benefits administration and worker relations activities. Labor positions
in People Services offer hands-on experience for students interested in careers in human resource management,
public administration, the legal profession, or education. The Department employs students with a variety of
majors. General qualifications include the following skills: working knowledge of Microsoft computer programs,
customer service, written and verbal communications, the ability to work independently as well as part of a team,
attention to detail and confidentiality.
Philosophy and Religion: Jeff Richey, Draper 204C, ext. 3186
Work entails assistance of faculty member(s) with routine clerical tasks as well as peer tutorial of students enrolled
in departmental courses. Students normally are hired directly by supervising faculty member(s). Desired
qualifications include familiarity with academic areas (philosophy and/or religion), basic computer and office skills,
and positive, social disposition.
Physical Education, Health and Athletics: Laura Magner, Seabury 218, ext. 3431
The department promotes in the physical education student the desire to fully develop the ability to utilize
constructively all of their potential capacities for movement and movement education. Positions within the
department include office workers, athletic trainers, teaching assistants, departmental aides, equipment managers,
and basketball assistant coaches/managers.
Physics: Amer Lahamer, Science 26, ext. 3277
Students work for the Physics Department in a wide variety of tasks, not all of which require detailed knowledge of
physics. For example, non-physics majors present planetarium shows, help in the observatory, and perform
secretarial work. There are also work opportunities for students who wish to major in physics but have not taken
physics courses. For example, they can maintain open-house hours in the observatory, record weather data daily,
write computer programs, and perform janitorial work. Finally, physics students who have taken one or more
physics courses can find positions as grading and laboratory assistants, tutors, and even research assistants. All
persons, freshmen through seniors, with any interest in physics or astronomy, are encouraged to seek opportunities
within the department.
Political Science: Michael Berheide, Frost 109, ext. 3375
Each faculty assistant will work for one primary faculty member and arrange a work schedule and office hours in
consultation with that person. Each student will work as a teaching assistant, research assistant, and as a general
office assistant. The proportion spent on each of these roles will vary depending on the student's abilities and the
faculty member's needs. Students will be selected based upon reliability and appropriate skills.
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Post Office: Beverly Cook, Woods-Penn Lower Level, ext. 3410
This department is responsible for processing all incoming and outgoing mail for the College. New workers to the
department will be taught to process all incoming mail for the College. As students progress in the department they
will learn to process outgoing College mail using postal metering equipment. They will learn the various types of
mail and the rules and regulations pertaining to each. Students will eventually learn all major requirements for
working in a small post office. Preferred skills: alpha-numeric processing; ability to answer phones in a courteous
manner; good public service skills; ability to multi-task; appreciation for the importance of practicing
confidentiality regarding mail.
President's Office: Sherry Thiele, Lincoln 210, ext. 3523
Office provides support for the work of the President. Duties include but are not limited to reception, document
imaging and filing, oversight of mail and office cleaning/recycling/supplies, assists in various special projects, draft
and proof documents as needed. Students will learn time management and problem-solving techniques and
develop computer proficiency and office dynamics. Desired qualifications include experience with basic office and
computer skills, and a positive attitude.
Printing Services: Melvin Cooper, Trades 100, ext. 3165
Department provides printing and copying services for the campus and community. Duties include greeting
customers, answering phone, taking orders, delivering orders, operating printing and copying equipment, folding
and binding. Qualifications include working with the public, positive attitude, and a willingness to learn.
Psychology: Johnna Allen, Frost 104, ext. 3939
Student office assistants in Psychology may perform the following duties: filing, exam proctoring, correspondence,
library research, grade recording, phone reception and light cleaning. Teaching and lab assistants provide such
support as leading study and review sessions, assisting students with their work, serving as a liaison with faculty
regarding student progress, developing course materials, and helping set up and break down laboratory materials.
Students are generally assigned to a specific faculty member, with the level of assistance corresponding to that
individual’s needs and the student’s qualifications.
Public Relations: September Hall, Visitors Center, ext. 3018
The Berea College Public Relations Department seeks to gain understanding and acceptance for Berea College
among its various internal and external audiences. This is carried out through integrated marketing practices, such
as developing Berea College’s website; generating interest in Berea College among regional and national media and
responding to media inquiries; videography; photography; conducting an effective campus tour program that
includes regular campus tours and promotes Berea College as a place to visit, shop, dine, and hold meetings;
designing and implementing a comprehensive public relations program for the Berea College community with
special attention to the needs of Admissions, Alumni, Development, Boone Tavern and the Student Craft Industries;
planning and coordinating select special events; and producing effective printed materials (including the quarterly
Berea College Magazine), news, and information about Berea College. Desired qualifications include basic office
skills, basic computer skills, ability to meet and serve the public, and a positive attitude. Specialized qualifications
include previous experience in photography; video; writing feature articles, news releases, and interviewing. Plus
for students is on-the-job-training potential.
Public Safety: Debbie McKinney, Woods-Penn 105, ext. 3333
The student staff is expected to perform many of the functions of the Public Safety main desk, including communication
by phone and in person with the public, working with Motor pool reservation, and dispatching officers via radio. Other
essential tasks include: issuing and processing parking and other vehicle citations; using the computer to navigate the
varies Public Safety databases to process reports and enter daily information; cleaning and servicing the Motor pool fleet,
cleaning the offices; and as needed, working alternative shifts or providing event security after hours. Desirable qualities
include developed customer service/ communications skills, general computer proficiency, and dependability and
trustworthiness. Majors or those with previous experience in law enforcement, legal, business, or political science may be
particularly interested in the department's work.
Residence Halls- Facilities Assistants: Amanda Higginbotham, Woods-Penn 302, ext. 3292
This position assists the Residence Hall Monitor in maintaining clean and safe residence halls. Students are
responsible for cleaning and sanitizing common areas in and around the hall, aiding in recycling efforts, and
69
recognizing the need for routine maintenance. Students will attend trainings throughout the year that focus on
knowledge vital to the position in addition to information that aides in their student development. Desired
qualifications include flexibility, the ability to perform daily cleaning and other tasks as assigned, and the ability to
see the value in all work.
Residence Halls- Maintenance: Jeff Reed, Facilities, ext. 3527
This department is charged with performing maintenance and repairs for all residence halls on campus, including
minor carpentry, electrical, plumbing and painting. Experience in this area can serve as a great foundation for
students interested in other residence hall positions (e.g., hall monitor).
Science Library: Alice Hooker, Science 201, ext. 3351
The Science Librarian is also the Office Manager and Building Director for the science building, so the Science
Library labor positions involve a wide range of activities including library-oriented activities such as performing
inventories of the holdings and ordering and accessioning new titles, janitorial duties, mail runs, and miscellaneous
duties, which together enhance the effectiveness of the library and the science departments.
Seabury Center: John Hemenway, Seabury 214, ext. 3922
Seabury Center is home to academic programs, intercollegiate athletics, campus recreation programs and an
expanding emphasis on wellness programming for students, faculty and staff. Labor positions include office
worker, lifeguard, facility care worker, equipment issue attendant, security, maintenance, Weight Room supervisor,
and Wellness Center attendant. Students work in teams and have the ability to move into supervisory roles within
the department. Students who are positive, flexible, and self-motivated will enjoy working at Seabury Center.
Seabury Concessions: Keith Bullock, Facilities, ext. 3833
Seabury Concessions provides refreshments for sporting events held in Seabury Gym. Students who like to be
involved in a fast paced atmosphere, love working with the public and assisting other students will enjoy working
in this area. Responsibilities include serving customers before and during the events, providing great customer
service. Students must be certified as food handlers and must be comfortable handling cash to work in concessions.
SENS (Sustainability and Environmental Studies): Richard Olson, Agriculture 305, ext. 3593
SENS labor students work to educate the campus and surrounding communities about sustainability and ecological
design. Duties include organizing and leading workshops on natural building, ecological design and sustainable
living. SENS labor students publish The Sustainable Campus newsletter, design educational fliers and posters,
contribute to the SENS website, and lead tours of the Ecovillage. Students also operate the Ecovillage’s Ecological
Machine wastewater treatment facility, oversee the Ecovillage food forest and urban gardens, serve as TAs for SENS
classes, and contribute to programs for Ecovillage children. Four of the SENS labor students live in the SENS House
at the Ecovillage. Desired qualifications include a demonstrated interest in issues related to sustainability, strong
organizational skills, and ability to work both independently and collaboratively.
Sociology: Jackie Burnside, Frost 215, ext. 3811
Work within this department includes typing, filing, preparation of educational materials dealing with department
visitors, and working with sociological data and documents. Good keyboard skills and knowledge of Word is
expected. Training will be available for the use of Excel. Social Science majors would find this position good
experience for work or further education.
Student Crafts- Marking and Distribution: Deloris Coleman, Mueller, ext. 3221
Started in 1893 as "Fireside Weaving," the Student Crafts Program now includes Broomcraft, Woodcraft, Weaving,
Ceramics, Wrought Iron/Blacksmith Shop, and two gift shops (all of which have their own listings). Supporting
the craft production areas and local gift shops is the Marketing and Distribution Center, where students gain
valuable sales and management experience through widespread promotion of Berea College crafts. There are two
areas within this department: the marketing sales office and the shipping center. Students will either work in the
front office taking orders or in the warehouse filling orders and shipping them to customers.
Student Government Association (SGA): Gus Gerassimides, Fairchild 4, ext. 3158
The Berea College Student Government Association's purpose is to facilitate student participation in campus
government and bring about increased individual and group understanding for the responsibilities of democratic
70
life by promoting positive ideas and actions in the interests of the College. Student labor opportunities are
provided by way of officer elections. Students need to apply for officer positions by picking up an application in the
SGA office and win the election to be on the Executive Board.
Student Life Office: Beverly Abney, Woods-Penn 302, ext. 3115
This office provides various College-wide services. Duties include reception, filing, and oversight of mail, office
equipment and assistance with special projects. Students will learn customer service and problem solving
techniques and develop computer proficiency and project management skills. General qualifications include the
following skills: customer service, basic office and computer skills, written and verbal communications, positive
attitude and attention to detail and confidentiality.
Student Life- Residence Halls: Beverly Abney, Woods-Penn 302, ext. 3115
This department coordinates student leadership for the residence halls. Positions include Residence Assistants,
RA/Chaplains, Hall Monitors, and Hall Coordinators. All of these positions are responsible for assurance of safe
and pleasant living conditions, personal and community development among residents and role modeling /
mentorship. Chaplains are additionally charged with providing Christian leadership, including peer counseling,
programming, and religious education; Hall Monitors are responsible for general building maintenance and
oversight of facilities assistants; Hall Coordinators are the highest level of student leadership in the residence halls,
providing oversight of all facility and resident needs.
Student Payment Office: Andrea Davis, Fairchild 100E, ext. 3869
The Student Payment Office employs students to perform the functions necessary for operation of the office.
Payroll students maintain the labor files, enter all data and run the payroll in addition to responding to a variety of
requests from students and labor supervisors. Desirable qualities include good customer service skills,
mathematical proficiency, and attention to detail.
Student Service Center: Emily Kingery, Lincoln Lobby, ext. 3185
The Student Service Center provides various academic, financial, and account related services to students, staff, and
faculty. Student workers assist full-time staff with transactions including cashing checks, balancing cash drawers,
processing account payments and loan payments, processing forms, managing files and meeting other needs of
customers visiting the center. Students also assist with various office operations including errands and answering
phone calls. Students employed at the Service Center gain skills that will be vital for their future careers including
verbal and written communication skills, the ability to assist customers in a variety of situations, and the
experience of working with others in a team oriented environment.
Technology and Industrial Arts: Sandy Wells, Danforth 101, ext. 3033
The Technology and Industrial Arts Department provides students with a variety of technology related experiences.
Labor positions are available as lab assistants/supervisors, teaching assistants, technical and support personnel. For
more information please view the following website:
http://www.berea.edu/laborprogramoffice/positiondescriptions/tia.asp
Theatre Lab: Shan Ayers, Jelkyl ext. 3419
Students in the Theatre Laboratory perform a variety of functions including costume, props and scenery
construction; sound and lighting inventory and preparation; box office and public relations activities; and teaching
assistance. Labor Students in the Theatre Laboratory will learn organizational, creative thinking, clerical, problemsolving, customer service, time management and project management skills and techniques. Qualities desired are
experience and enjoyment of working with the public and in team environments, some computer literacy
(especially public relations and box office), and an open and positive mind set.
Upward Bound and Woodson Institute: Vicki Dye-Brockman, Bruce 215, ext. 3284
Upward Bound is a Berea College outreach program, serving bright high school students from eight counties in
south central Kentucky. The program is designed to provide participants with the skills and motivation necessary
for success in post-secondary education. Five Tutor-Counselor (TC) positions, WLS levels 4 and 5, are available
during the academic year. Primary responsibilities include planning and leading classes and providing personal,
academic, and career counseling for 10-15 students. In addition, all TCs have office duties. Much of the work is in
the communities we serve, so a driver's license and defensive driving are necessary. Upward Bound seeks TCs who
71
are mature, self-directed, and able to work with minimal supervision. TCs develop teaching, counseling, and
leadership skills, which are valuable in their preparation for a career. Upward Bound also hires eighteen TCs to
work in the summer residential component of the program.
Vice President, Business and Administration: Malissa Blair, Lincoln 230, ext. 3131
Business and Administration is administratively responsible for real and personal property and business and
campus service operations. The student in this area provides office assistance and research and project support,
including such things as researching deeds at the County Clerk’s office, assisting legal counsel, and preparing
spreadsheets and reports. Applicants should have strong computer and organizational skills, self-motivation, and
ability to work on multiple projects at one time.
Weaving: Amy Judd, Sunshine Ballard Cottage, ext. 3227
Weaving has been at the heart of Berea College crafts since the early 1890’s. Students learn a variety of skills needed
to complete a finished product, including loom warping and threading, hand loom or fly-shuttle loom production,
and sewing and finishing work. As they become more accomplished, student weavers may mentor new staff or take
on administrative responsibilities in the department.
Women's Studies: Barbara Lakes, Phelps-Stokes 205, ext. 3217
Women's Studies students can gain professional experience through the Labor Program, with opportunities in
maintaining literary collection, classroom assistance, program development and community organizing. General
office duties are reception, oversight of mail, document imaging and filing.
Woodcraft: Don Coy, Mueller, ext. 3229
Since the early 20th century Woodcraft has produced wooden puzzles and games, baskets, seagrass stools,
candleholders, and furniture in the Appalachian, Shaker and Colonial American styles. Student workers are
provided an opportunity to learn the art of fine woodworking, elements of which include the selection and
preparation of raw materials, production and assembly using machines and hand tools, product finishing, and
packaging for sale.
Community Partners
In addition to the on-campus departments listed above, the College partners with off-campus agencies to provide
additional labor experiences and to further our commitment to community service. Agencies with whom we have
had long-standing partnerships include: Peacecraft, the Berea Arts Council, the Baptist Campus Ministry, the Berea
Community School and Family Resource Center, Consultwebs.com, MACED, New Opportunity School, the Berea
Credit Union, and the Appalachian Colleges Association. These organizations serve as primary labor departments
in lieu of on-campus work. Students interested in working with one of these agencies may contact them directly or
meet with a member of the Labor Team for additional information. Opportunities may also arise to develop new
partnerships in the community (see the section on off-campus agreements).
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Tools: A Guide to the Berea College Labor Program

Transcription

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