Employing

Student Success:

A Comprehensive Examination of On-Campus Student Employment

NASPA Annual Conference

March 12, 2019

SESSION OBJECTIVES

2

Learn more about NASPA’s newly released

research on on-campus student

employment

– Why focus on student employment?

– Research level-setting

– Key research findings

Hear the Moraine Valley Student

Employment Journey

Q&A

Next Steps

WORKING IN COLLEGE IS A REALITY FOR TODAY’S STUDENTS

3

70-80 percent of students work while enrolled in

a college or university

Source: Carnevale, A.P., Smith, N., Melton, M., and Price, E.W. (2015). Learning While Earning: The New Normal. Washington, DC: Georgetown University Center for Education and the Workforce.

THE WORKING STUDENT DILEMMA

4

However, it may be difficult for some students to actualize the

benefits both employment and attending school can provide…

Limits the time for beneficial on-the-job training and career

development

Creates conflict with class schedule and academic

commitments

Limits opportunity to participate in on-campus activities and

use support services

Students work for a variety of reasons…

Earn money for education, family, or life expenses

Gain career-relevant skills and experiences

Build a social and professional network

Reinforce classroom learning

THIS DILEMMA PRESENTS AN OPPORTUNITY FOR CAMPUSES TO FOCUS MORE ON ON-CAMPUS EMPLOYMENT

5

On-campus employment can help alleviate challenges

and improve student success

Saves time given convenience of working near on-campus

classes and resources

Builds sense of connection to campus and peers, faculty,

and staff supervisors

Provides educational learning experiences

Continues to help offset student expenses

On-campus employment is an existing, long-standing

resource that can be used to enhance the student

experience

NASPA SET OUT TO LEARN MORE ABOUT THE STUDENT EMPLOYMENT LANDSCAPE

6

Goals of the Research

Identify core components of robust on-campus,

undergraduate student employment programs

Examine the distinctions in student employment

types by institution sector, size, and student populations

served

Highlight effective practices across the higher education

landscape

Landscape analysis occurred in three phases:

1. Interviews with leaders and practitioners at institutions

2. Campus site visits

3. A national survey (n=244 institutions)

HOW OUR RESEARCH DEFINES STUDENT EMPLOYEES

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Enrolled at least half-time in an

undergraduate program at the

institution

Employed by the institution

Employed on a part-time basis

Receive hourly wages

Supervised by institution staff

Federal work study or institution-

funded positions located on-campus

× Graduate students

× Employees of third-party/private

vendors

× Full-time employees at the

institution enrolled in classes

× Positions that receive a stipend,

tuition remission, academic credit

or other non-monetary

compensation (i.e. housing)

× Federal work study or institution-

funded positions located off-campus

IN SCOPE

OUT OF SCOPE

SEVEN KEY RESEARCH FINDINGSWhat is the current state of student employment and how can

institutions use the practice to improve student success?

8

9

Clearly set goals and expectations for both

students and employers

Supervisor provides mentorship to student and

supports their development

Opportunities for student articulation of

learning and reflection on employment

experience

Planned and authentic programming that

facilitates application of classroom learning,

exploration of professional skills, and development of

career-competencies

Acknowledgment and documentation of student

growth and contributions during and after the

experience

A HIP Student Employment Experience Includes…

Leadership Engagement

Hiring Policies & Procedures

Growth & Professional

Development Opportunities

Student Learning

Outcomes

Assessment & Evaluation

5 Capacity Areas for Institutions to

Leverage

1 STUDENT EMPLOYMENT ADMINISTRATION AND OPERATION VARIES ACROSS INSTITUTIONS

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PROGRAM GOALS

INSTITUTIONAL CONTEXT

ENVIRONMENTAL FACTORS

Number of Students Employed

Wage StructureLearning

Framework

Support/Resources Available

Types of Positions “Ownership”

Structure and Processes

Drivers of Student Employment Program Design

Institution design and management of on-campus employment is typically influenced by three main factors

2 SENIOR LEADERSHIP ENGAGEMENT IS CRITICAL

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Engage senior leaders in the process to ensure greater alignment and support from the institution

86%

83%

78%

75%

46%

40%

23%

15%

81%

56%

78%

59%

40%

36%

22%

9%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Equip students with career-readiness competencies

Retention/completion

Improve students' financial security

Build student connection to campus

Enhance student learning

Provide opportunity for career exploration

Increase the number of student opportunities

Improve academic performance

Not led by senior leader (N = 113) Led by at least one leader (N = 110)

Increase the visibility and

recognition of student employment

efforts

Create a professional staff or task

force focused on on-campus

employment

Increase student recruitment and

outreach strategies

Develop and execute a strategic plan

that incorporates student

employment

Goals of Student Employment Program

3INSTITUTIONS WANT TO INVEST MORE IN STUDENT EMPLOYMENT

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Public Two-Year

1. Increase number and quality of professional development opportunities

for student employees

2. Increase number of available student employee positions

3. Increase student employee hourly wage

Private Four-Year

1. Increase number and quality of professional development opportunities

for student employees

2. Increase number and quality of professional development

opportunities for supervisors of student employees

3. Increase number of available student employee positions

Public Four-Year

1. Increase number of available student employee positions

2. Data collection and analysis

3. Increase number and quality of professional development opportunities

for student employees

Student Employment Investment Areas in the Past Three to Five Years

Increase student employee hourly wage (64%)

Technology to streamline processes (63%)

Increased number of available student employee

positions (59%)

Provided student employees and/or supervisors with

awards and recognition (50%)

Increase number and/or quality of professional

development opportunities for student employees (43%)

LOOKING BACK LOOKING FORWARD

Top Three Desired Investment Areas Within the Next Three to Five Years

4ON-CAMPUS EMPLOYMENT OPPORTUNITIES SHOULD BE WIDELY AND EASILY ACCESSIBLE TO STUDENTS

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Multiple communication channels are needed to explain to students the benefits on working on-campus and

to inform them about on-campus positions.

49%

62%

48%55%

49%43%

55%

87%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Social media Referrals Print materials(pamphlets,posters, etc.)

On-campusjob fairs

(specificallyfor on-campus

work)

New studentorientation

Hiringdepartment

website

Directverbal/email

outreachautomatically

initiated byselect

characteristics

Centralizeddatabase/job

board

Use multiple outreach methods

Shift away from word-of-mouth

hiring (as much as possible)

Post positions in a central location

Reach students as early as

possible

Use current students to help talk

about the benefits of having an

on-campus job

Outreach Methods of Student Employment Opportunities

5 SUPERVISORS ARE THE LINCHPIN OF THE STUDENT EMPLOYEE EXPERIENCE

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Provide new and additional resources for supervisors of student employees

Identify and create

mechanisms for supervisors

to connect with one another

Highly encourage supervisors

to attend a supervisor

orientation

Help supervisors have more

meaningful conversations

with their student employees61%

55%

54%

50%

31%

21%

17%

11%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Access to a website with relevant resources

Supervisor handbook, online or print

Guides and templates

Supervisor orientation and training

Ongoing professional development opportunities

Mechanisms for communicating challenges and sharingbest practices

Recognition through a Student Supervisor of the Yearaward

Feedback from student supervisees through a formalevaluation process

N = 235

Institutional Support for Supervisors of Student Employees

6 INSTITUTIONS SHOULD HAVE A SHARED UNDERSTANDING OF WHAT STUDENT EMPLOYEES SHOULD BE LEARNING

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Identify ways to increase professional development opportunities for students

Identify the top career readiness skills

for your students

Align professional development to

desired student learning outcomes as

much as possible

Leverage existing trainings offered to

professional staff and/or students

1. Networking, job search, and interview tips

2. Professionalism and workplace ethics

3. Customer service

4. Communication skills

5. Leadership

Top Student Employee Career-

Readiness Competency Focus Areas

7 USE DATA TO COMMUNICATE THE IMPACT OF ON-CAMPUS EMPLOYMENT ON STUDENT SUCCESS

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Data usage for the purposes of analyzing and sharing program impact is an area for improvement among

many institutions

Only 35% of

respondent

institutions analyze

data on hourly on-

campus student

employees for reasons

other than compliance

purposes.

Types of Data

GPA

Retention

Credits earned/attempted

Post-graduation outcomes

Student satisfaction

Student engagement

Transfer rates

Performance evaluations

Raise awareness of student

employment

Compare success rates to non-

workers and/or off-campus

workers

Program improvement

Support recruitment and

enrollment efforts

Recognize student employees

Q&A BREAK

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………though the intentions and commitment with which individuals enter college matter, what goes on after entry matters more. It is the daily interaction of the student with other members of the college in both

formal and informal academic and social domains that in large measure determine staying or leaving.

- Vincent Tinto

INSPIRATION & MOTIVATION

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MORAINE VALLEY COMMUNITY COLLEGE

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• Palos Hills, IL - Main Campuso Southwest Education Center

oEducation Center at Blue Island

• 2nd largest Community College in state of Illinois (Based on FTE)

• Over 140 certificates and degrees

• Annual enrollment – 23,860 (FY 2018)

• Median age 21

• Over 85% of student body work

MORAINE VALLEY COMMUNITY COLLEGE

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The mission of the Job Resource Center is to connect students, alumni, and community members to job and internship opportunities.

• Services

o Individual Appointments

o Student Employment Program

o Internship Program

o Non-Traditional Careers Program

o Employer Relations

o Career Mentoring

o Online Resources

o Career – Related Workshops & Events

• Staff

o Professional and Administrative – 6

o JRC Ambassadors - Student Employees - 6

JOB RESOURCE CENTER

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• JRC’s Role – Policies and procedures, postings, application/hiring paperwork processing, initial onboarding, facilitate assessments, conflict resolution, recognize, and celebrate.

• Coordinated by: o JRC Director - issues, infrastructure, policies and

procedureso JRC Specialist – Facilitate orientations for

students and supervisors, coordinate events, collect data from evaluations

o Departmental Assistant –posting, tracking, and paperwork facilitation

ROLE AND IMPLEMENTATION

Train Educate Empower Reward

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• Fall/Spring Semester:oBudgeted & Work-Study student employees: 6 credit hours

• Summer Semester:oBudgeted & Work Study student employees: 3 credit hours

• Maintain good student standing

• Maintain 2.0 GPA

• Work maximum of 20 hours per week, breaks

and summer able to work 25 hours per week

ELIGIBILITY CRITERION

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• Departmental and Institutional Budgets

• Federal Work Study

• State Minimum Wage Rate –Currently $8.25 – Flat pay scale

FUNDING SOURCE AND WAGE RATE

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•Clerical

•Lab

•Tutor

TYPES OF POSITIONS

“…… I am learning about the work culture

in America, gaining vital skills for my future

in business and have been able to make

great connections…. It has helped me to

get out of my comfort zone and expand my

professional skills…. It has also helped me

with some financial independence allowing

me to focus on my classes.”

Mauricio S., International Student,

Student Employee

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• Average number of students employees = 350

oWork Study = 22%

oDept. Budgeted = 78%

• Number of Departments = 32

• Department with most students hired = Academic Skill Center - Tutoring

• Average number of credit hours per semester = 14

• Average number of hours worked per week = 18

BY THE NUMBERS

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1. CLARIFY

2. CONNECT

3. CREATE

4. COLLECT

5. COMMUNICATE

EXPLORING THE FIVE C’S

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•Clarified strategic goals, objectives and initiatives:oInstitution

oDivision and subdivision

oDepartment

oStudent Employment Program

#1. CLARIFY

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• Connected and aligned goals, objectives and initiatives of the institution with the Student Employment ProgramoRRC at the JRC

Recruitment

Retention

Completion

o Impact on Student Success

o Impact on Revenue

#2. CONNECT

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• Created strategies to track and gather datao Assessments and Surveyso Daily, biweekly, monthly reports – eligibility

Credit GPA Hours worked

• Created allies and collaborative relationshipso Bookstoreo Institutional Research and Planningo Other institutions & professional associationso Executive Leadership Teamo Unionso Marketingo Tutoring and Writing Centero Faculty and Staff

• Created clear goals, roles, and ruleso Handbooks and Resources o Orientation

#3. CREATE

• Created student performance review o Effectively Communicate o Demonstrate Critical Thinking Skillso Productive Member of a Teamo Utilize Information and Technology-Effectivelyo Implement Self- Management Skillso Demonstrate Personal Responsibility and

Professional Maturityo Demonstrates Cultural Inclusion

• Created a Student Employment Advisory Boardo Financial Aido Human Resource Departmento Payroll Departmento Information Technologyo Student Life & Judicial Affairso Counseling and Career Development

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• Collected data

oRecruitment

oRetention

oCompletion

oGPA

oReturn on investment

#4. COLLECT

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96.9%

71.63%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Student Employees MVCC Overall

Fall 2017- Spring 2018 RETENTION

IMPACT ON RETENTION

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3.24

2.87

2.6

2.7

2.8

2.9

3

3.1

3.2

3.3

Student Employees Avg. GPA MVCC Avg. GPA

FALL 2017 GPA

IMPACT ON STUDENT SUCCESS

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Return on investment - tuition dollars $583,291.00

(254 student employees retained from Fall 2017 to Spring 2018)

IMPACT ON REVENUE

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• Communicated through:• Newsletters

• Monthly reports and annual reports

• All venues of media

• Advisory Boards

• Outreach Events

• Students

• Video Brochure

• Faculty and Staff

#5. COMMUNICATE

• Communicated to:• Leadership

• Institutions, departments and divisions

• Student Employees and Supervisors

• Parents

• Community

• High Schools

• General student population

• Employers

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National Student Employment Association - NSEA

• Student Employment Essentials Training – SEE Training

• Research

• Policies and Procedures

• National Network

• Webinars

• Best Practices

RESOURCES

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• Western Association of Student Employment Administrators – WASEA (https://www.wasea.org/)

• Midwest Association of Student Employment Administrators – MASEA (https://www.masea.org/)

• Southern Association of Student Employment Administrators – SASEA (https://www.sasea.net/)

• Northeast Association of Student Employment Administrators – NEASEA (https://www.neasea.org/)

RESOURCES

Q&A BREAK

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NASPA’S ON-CAMPUS EMPLOYMENT RUBRICTool for taking stock of your current student employment efforts

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THE RUBRIC HIGHLIGHTS 6 AREAS WHERE INSTITUTIONS CAN FOCUS THEIR EFFORTS

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Leadership Engagement

Hiring Policies and Procedures

Growth and Professional

Development Opportunities

Student Learning Outcomes

Assessment and Evaluation

Program Management

Practices mentioned in ratings are based on the

landscape analysis and conversations with practitioners

Can be taken at the department or institution-wide

Uses a 4-point rating scale

Meant to spark discussion among campus stakeholders

and serve as a planning tool

Provides suggestions of “ideal state”

Thank

You!

Omari BurnsideAssistant Vice President for

Strategy and PracticeNASPA

oburnside@naspa.org

Alexa WesleyResearch and Policy Associate

NASPAawesley@naspa.org

Pamela PayneDirector, Job Resource Center

Moraine Valley Community College

paynep6@morainevalley.edu