Student Employment Supervisor | Frequently Asked Questions (FAQs)

A student’s Federal Work-Study (FWS) status is determined by their financial aid eligibility and is not automatically obvious just by looking at a timesheet or schedule. FWS is a need-based federal financial aid program that appears on a student’s financial aid award if they qualify through the FAFSA.

To confirm whether a student is FWS eligible or awarded FWS funds, supervisors should:

• Check with Student Employment in CORE — they can verify a student’s FWS eligibility status; or
• Ask the student to share their Federal Work-Study award notification from their financial aid portal, which indicates whether they received FWS as part of their aid package.

Students who are not eligible for FWS may still work in student employment positions funded by the college. Eligibility for FWS does not guarantee a job; students must still apply and be hired into positions that accept FWS funding.

Related Policies & Resources:

• Policy: Employment Verification Policy (mandatory verification requirements)
• Resource: How to get hired (student employment overview (general guidance on student employment types)

Answer:
Employment paperwork for student employees is part of a college-wide process coordinated across Admissions, Advising, CORE, and other campus offices. Once admitted, students receive a checklist of required tasks beginning as early as April for a fall start. One of these steps includes attending summer orientation and registration.

During these visits, students are encouraged to bring required employment documentation and identification to complete paperwork in person. Orientation dates extend through the summer and may occur as close to the start of classes as the week before the term begins.

International students follow a different and more complex process with a shorter completion window due to federal requirements.

Departments have limited control over the timing of employment paperwork completion due to federal regulations and external agencies (e.g., Social Security Administration). Supervisors should wait to proceed with hiring or scheduling until students confirm all required paperwork is complete.

Related Policies & Resources:

• Policy: Employment Verification Policy
• Resource: Required employment steps

Answer:
Departments are encouraged to create a structured onboarding experience that introduces student employees to the department, clarifies expectations, and supports early skill development. While employment paperwork and hiring authorization should already be completed before a student begins work, onboarding at the department level focuses on orientation and training specific to the role.

At Augustana, onboarding is best understood as three related but distinct components:

• Onboarding:
  The department’s overall process for welcoming a new student employee, setting expectations, and helping them feel connected to the role and the campus community.
• Orientation:
  An introduction to the department, including workspace tours, introductions to team members, review of policies and procedures, and discussion of workplace expectations.
• Training:
  Hands-on instruction related to job-specific responsibilities, systems, tools, and workflows. Training typically occurs over the first few weeks of employment and should be adapted to the student’s experience level and learning pace.

Departments may design onboarding processes that fit their operational needs, as long as institutional policies and employment requirements are followed.

Recommended components of department onboarding include:

• Welcome and introduction to the department’s purpose and culture
• Review of the student’s job description, responsibilities, and reporting structure
• Clear expectations related to attendance, communication, professionalism, confidentiality, and conduct
• Training on department-specific tools, systems, equipment, or procedures
• Review of timekeeping, scheduling, and pay timelines
• Conversation about how the role supports transferable skills and professional development

Investing time in onboarding and early training supports stronger performance, higher confidence, and a more positive student employment experience for both students and supervisors.

Related Policies & Resources:

Example: Student Employment Supervisor Shared Google Drive (requires Augustana login; if you do not have access, email laurakestnerricketts@augustana.edu)

Answer:
Student employees should not sign formal employment contracts. Departments may ask students to sign an expectations agreement outlining responsibilities, conduct, and standards.

All student employees are required to sign the Student Employee Code of Conduct Acknowledgement Agreement as a condition of employment.

In addition, some departments may require students to sign a confidentiality agreement or other role-specific acknowledgements based on the nature of the work.

While there is not currently a universal expectations agreement used across all departments, individual departments may develop their own expectations documents as a best practice. These documents should focus on clarity and communication rather than disciplinary enforcement.

Best practices for department-level expectations agreements include:

• Job responsibilities and reporting structure
• Attendance, scheduling, and communication expectations
• Professional behavior and workplace standards
• Confidentiality and privacy requirements, when applicable
• Performance feedback and evaluation processes
• Consequences for failing to meet expectations

Departments are encouraged to keep expectations agreements clear, consistent, and aligned with college policies.

Related Policies & Resources:

• Policy: Student Employee Code of Conduct Acknowledgement Agreement

Answer:

Hiring and posting requirements do not apply in the same way for returning student employees. Departments may invite a student to return for a subsequent semester or year without reposting the position, as long as the student is returning to the same role.

Departments are encouraged to hold an end-of-semester check-in or evaluation with student employees that includes discussion of:

• Whether the student is being invited to return for the next semester or year, and
• Whether the student is interested in returning.

Departments may decide whether students are required to reapply for positions; this decision can vary by department. If a student is returning to the same position, reposting the job is not required.

Using a consistent check-in or evaluation process helps ensure clarity, mutual expectations, and continuity of employment.

Supervisors should document rehire decisions and expectations using a department evaluation, check-in form, or other established process.

Related Policies & Resources:

• Resource: Student Employee Performance section of handbook
• Example: Evaluation & Documentation resources (shared drive access required)

Answer:

Departments and supervisors are required to follow all college policies and procedures. Within that framework, departments may create department-specific guidelines or processes that support their operational needs, as long as they do not conflict with or contradict college policy. Supervisors are encouraged to use their judgment to establish practices that make sense for their department while remaining aligned with institutional requirements.

Related Policies & Resources:

• Policy: Student Employment Handbook: For Supervisors (outlines official procedures and expectations)
• Policy: Employment Verification Policy (mandatory verification requirements)
• Policy: Weekly Work-Hour Limits Policy (student hour restrictions and compliance details)

Answer:
At this time, there is no universal training requirement for all student employees prior to beginning work. Required training is determined by the responsibilities of the position and may vary by department.

Expanding training opportunities for student employees is a future goal, and additional guidance will be shared as training expectations evolve.

Answer:
Effective training balances structure with flexibility and should be appropriate to the role and the student’s experience level. Supervisors are encouraged to plan training that includes:

• Clear explanation of job responsibilities and priorities
• Hands-on demonstrations of tasks, systems, or equipment
• Opportunities for students to practice with supervision
• Regular check-ins during the first few weeks
• Written reference materials or checklists, when helpful

Training should be viewed as an ongoing process rather than a one-time event.

Related Policies & Resources:

• Resource: Training that Sticks Handout

Answer:
For roles with irregular hours or on-demand schedules, supervisors are encouraged to use a modular training approach. This may include:

• A brief orientation at the start of each semester
• Role-specific training that can be completed as assignments arise
• Written guidelines or reference materials
• Periodic check-ins to reinforce expectations and provide feedback

This approach allows flexibility while still ensuring students are prepared and supported.

Answer:
It is appropriate to reset expectations mid-semester or at any time if standards were not clearly established at the outset. Supervisors may:

• Revisit and clarify expectations during a team meeting
• Provide written expectations moving forward
• Acknowledge that standards are being clarified to ensure fairness and consistency
• Establish a clear starting point for accountability

Framing the conversation as a commitment to consistency and professional development, rather than retroactive discipline, helps maintain trust.

If you would like assistance with resetting expectations, reach out to Student Employment in CORE.

Answer:
FERPA training is currently role-based, not universal. Offices working with protected student information may require FERPA or other privacy training.

FERPA training for student employees is the same training used for faculty and staff. The length and format are consistent across employee groups.

Supervisors with questions about FERPA training content, duration, access, or are unsure whether FERPA training applies should consult the Registrar’s office, registrar@augustana.edu

For general confidentiality expectations, all student employees are required to review and electronically sign the Student Employee Code of Conduct Acknowledgement Agreement as a condition of employment.

Related Policies & Resources:

• Policy: FERPA & Student Privacy (Registrar)
• Resource: Confidentiality expectations (Student Employment Handbook)

Answer:
At this time, documentation of FERPA or privacy training completion varies by office. Supervisors are encouraged to use best practices to document compliance when training is required for a student role.

Recommended documentation practices include:

• Maintaining a record that the student completed required training
• Keeping signed confidentiality or expectations agreements on file
• Documenting training completion dates in departmental records

Supervisors should retain documentation in accordance with departmental practices and consult with Human Resources or the Registrar if questions arise.

Answer:
Yes. Suspected or confirmed FERPA violations should be reported. FERPA compliance and violations are overseen by the Office of the Registrar.

Supervisors who become aware of a potential FERPA violation involving a student employee should contact the Registrar’s Office for guidance on next steps and reporting requirements.

Related Policies & Resources:

• Policy: FERPA reporting guidance

Answer:
Currently, student work hours are entered and approved through Time Clock Plus (TCP). Students typically enter their own hours. Supervisors may enter hours on behalf of students when needed (off-campus community service or research work).

Related Policies & Resources:

• Resource: Approving Hours in TCP

Answer:
Yes. TimesheetX will support supervisor entry or approval of hours when students cannot clock in directly. Training and detailed guidance will be provided prior to launch.

Answer:
Formal performance evaluations for student employees are recommended, not required. Departments may choose the format and timing that best fits their operations.

Performance evaluations and regular check-ins help clarify expectations, support growth, and address concerns early.

Answer:
Student employee evaluations may take many forms, including written evaluations, reflective conversations, or structured check-ins. Common elements include:

• Review of job responsibilities and performance
• Discussion of strengths and areas for growth
• Feedback on communication, reliability, and professionalism
• Goal-setting for the remainder of the semester or year

Some departments, such as Residence Life, use structured evaluation tools that may serve as helpful examples.

Related Policies & Resources:

• Examples: Folder with Res Life examples and more (if you do not have access, email laurakestnerricketts@augustana.edu)

Answer:
Regular one-on-one meetings provide space to:

• Review workload and priorities
• Address questions or challenges
• Offer feedback and coaching
• Support professional skill development

While some conversations may focus on tasks, effective 1:1s also help students build confidence, communication skills, and accountability.

Answer:
Consistency among supervisors is essential to maintaining fairness and credibility. When different staff members enforce expectations differently, student employees may receive mixed messages, which can undermine performance conversations.

Departments are encouraged to align internally on expectations related to communication, phone use, attendance, and professionalism. A brief team discussion among supervisors to clarify shared standards can help ensure students receive consistent guidance.

Clear documentation and shared understanding among professional staff strengthen accountability and reduce confusion.

If consensus does not occur, supervisors are encouraged to consult with Student Employment in CORE for further ideas or assistance.

Answer:
When supervising many students, structure is your friend. Think about how you might design a supervision system that supports student growth while being sustainable for you as a supervisors of many.

Best Practice: Create a repeatable evaluation rhythm.

• Use one standardized evaluation template
• Schedule short, consistent check-ins (10–15 minutes)
• Batch meetings over a defined review window
• Use student self-reflection in advance to reduce your prep time

Build systems that support your energy, not ones that depend on it. You are designing a process, not performing an emotional marathon.

Shift from Evaluation to Reflection

Performance reviews don’t have to be supervisor-heavy. Use structured self-assessment first.

Have students complete prompts like:

• What are you doing well?
• Where have you grown?
• What has been challenging?
• What skill are you developing here?

Then your role becomes someone who clarifies, coaches, and connects. Reflection drives growth more than ratings do.

Tier Your Supervision

Not all student roles require the same level of oversight. Categorize roles into tiers:

• Tier 1: High responsibility / high visibility → full review
• Tier 2: Moderate responsibility → brief structured check-in
• Tier 3: Task-based / low complexity → group review + individual notes as needed

This prevents burnout and maintains fairness.

If this feels overwhelming, try out one change for the semester.

• Try 15-minute check-ins instead of 30
• Add self-reflection
• Hold one group feedback session
• Pilot a Google Form review tool

Answer:
If behavior persists after expectations have been clearly communicated, supervisors should move from coaching to documented performance management. Student Employment in CORE recommends the progressive discipline approach. This approach emphasizes education, clarity, and fairness.

Progressive Discipline

If a department does not already have a formal disciplinary process, the following progression is recommended:

Step 1: Verbal Warning
A documented conversation outlining the concern and expectations for improvement.

Step 2: Written Warning & Performance Improvement Plan (PIP)
A formal written notice with specific goals, timelines, and support.

Step 3: Final Written Warning
Clear communication that continued issues may result in termination.

Final Step: Termination
If improvement does not occur, or in cases of serious misconduct, termination may be necessary. Supervisors are encouraged to consult with Student Employment in CORE prior to termination.

In cases of serious policy violations, immediate disciplinary action or termination may be warranted.

Consistency and documentation are critical. If improvement does not occur, supervisors should follow the progressive discipline process.

Student Employment in CORE is available to coach supervisors through performance concerns or disciplinary situations.

Related Policies & Resources:

• Policy: Student Employment Handbook– Voluntary terminations, job abandonment, and administrative layoffs

Answer:
Supervisors are encouraged to address concerns early and clearly using a progressive discipline approach when appropriate. This approach emphasizes education, clarity, and fairness.

Student Employment in CORE is available to coach supervisors through performance concerns or disciplinary situations.

Progressive Discipline

If a department does not already have a formal disciplinary process, the following progression is recommended:

Step 1: Verbal Warning
A documented conversation outlining the concern and expectations for improvement.

Step 2: Written Warning & Performance Improvement Plan (PIP)
A formal written notice with specific goals, timelines, and support.

Step 3: Final Written Warning
Clear communication that continued issues may result in termination.

Final Step: Termination
If improvement does not occur, or in cases of serious misconduct, termination may be necessary. Supervisors are encouraged to consult with Student Employment in CORE prior to termination.

In cases of serious policy violations, immediate disciplinary action or termination may be warranted.

Related Policies & Resources:

• Policy: Student Employment Handbook– Voluntary terminations, job abandonment, and administrative layoffs

Answer:
Supervisors are encouraged to approach these conversations with clarity, professionalism, and respect. Conversations should focus on observed behavior or performance, reference prior discussions, and clearly explain next steps.

Student Employment in CORE can assist supervisors in preparing for these conversations.

Related Policies & Resources:

• Resource: Communicate with Confidence
• Resource: Feedback Starters for Supervisors
• Resource: Accountability in Action

Supervisors should focus on attendance expectations and documentation, not assumptions about intent. If attendance issues persist, supervisors may:

• Review attendance expectations with the student
• Document patterns of absences
• Request appropriate documentation if permitted by department practice
• Address the impact of absences on operations

Concerns should be handled consistently and escalated through the performance management process when needed. Student Employment in CORE is available to coach supervisors through performance concerns or disciplinary situations.

Related Policies & Resources:

• Policy: General rules of conduct section of Student Employment Handbook

Answer:
Clear communication expectations should be established early and reinforced regularly. Supervisors are encouraged to model professional communication and provide guidance on response time, tone, and appropriate use of email and messaging platforms.

Communication challenges should be addressed through coaching and, if necessary, performance feedback.

Related Policies & Resources:

• Resource: Communicate with Confidence
• Resource: Feedback Starters for Supervisors
• Resource: Accountability in Action
• Policy: General rules of conduct section of Student Employment Handbook

Answer:
Professional behavior expectations should be clearly communicated as part of onboarding. While college policies provide baseline expectations, departments may establish additional guidelines that reflect their work environment.

Concerns related to professionalism should be addressed through coaching first and escalated through performance management if patterns persist.

Related Policies & Resources:

• Resource: Communicate with Confidence
• Resource: Feedback Starters for Supervisors
• Resource: Accountability in Action
• Policy: General rules of conduct section of Student Employment Handbook
• Policy: Student Employee Code of Conduct Acknowledgement Agreement

Answer:
Balancing empathy and accountability is an important part of supervising student employees. Supervisors are encouraged to approach attendance concerns with curiosity while also reinforcing workplace expectations.

Best practices include:

• Starting with a conversation to understand context
• Clearly restating attendance expectations
• Explaining the operational impact of absences
• Documenting patterns of concern
• Moving to progressive discipline if issues persist

Student employment is both a learning environment and a workplace. Supporting students includes helping them understand that reliability is a professional skill with real-world implications.

Answer:
The College is not aware of any instances in which student employees who were terminated from campus employment have successfully pursued legal action against the institution or received unemployment benefits. There have been occasional inquiries from students about eligibility.

Under Illinois Unemployment Insurance Law, student employment is excluded from the definition of “employment” when the work is performed for a college or university by a student who is enrolled and regularly attending classes (Section 224). In addition, financial assistance received through state or federal student aid programs is excluded when determining eligibility for unemployment benefits (Section 401.5).

As a result of these statutory exclusions, student employees are not eligible for unemployment compensation based on their campus employment, including in cases of termination for cause. While a student may inquire about or attempt to file for unemployment, campus student employment does not qualify as covered employment under Illinois unemployment insurance law.

Answer:
Yes. Posting positions in Handshake is required to meet equal employment opportunity and compliance standards. Hiring decisions should be based on skills and experience, not personal familiarity.

Related Policies & Resources:

• Policy: Equal Opportunity & Non-Discrimination Policy

Answer:

In some cases, yes, but only when the requirement is directly related to the duties of the position. Departments may specify a major or academic background if it is necessary for the work being performed (for example, when the role requires specific technical knowledge, coursework, or disciplinary expertise).

Requirements should be job-related, clearly stated in the job description, and applied consistently. Positions should not exclude students based on a major unless there is a clear connection between the academic background and the responsibilities of the role.

When in doubt, supervisors are encouraged to consult with Student Employment in CORE before posting the position to ensure requirements are appropriate and aligned with college policies.

Preference for certain skills or coursework may often be more appropriate than requiring a specific major. 

Team members in Student Employment in CORE are available to help supervisors review and revise job descriptions to focus on skills, experience, and competencies rather than academic major when appropriate. This approach can broaden the applicant pool while ensuring positions remain aligned with the needs of the role.

Note: All student employment decisions must comply with the College’s nondiscrimination policies, which prohibit discrimination on the basis of protected characteristics and support inclusive hiring practices. 

Related Policies & Resources:

• Policy: Student Employment Hiring Guidelines
• Policy: Notice of Nondiscrimination (Augustana College’s statement on nondiscrimination in employment and education)
• Policy: Policy Against Discrimination & Harassment (PDF) (Policies and procedures related to sex discrimination and Title IX compliance)
• Policy: Student Employment Job Description Guidelines and Sample Job Description.

Answer:
CORE is available to collaborate with departments or faculty who have specialized hiring needs, research roles, or nontraditional student employment situations. Early consultation helps ensure compliance while supporting department goals.

Answer: The faculty member directing the student’s work should be the one approving the student’s hours, because they are the most direct supervisor and the person best positioned to confirm:

• The work was assigned
• The work was completed
• The number of hours reported is reasonable and appropriate

Even when a student works independently or off-campus, approval should rest with the person who sets expectations, assigns tasks, and evaluates performance.

Approving hours is a supervisory responsibility as it signifies oversight of work performed, accountability for wage compliance, and alignment with institutional and federal employment standards (especially for FWS students)

If someone who is not supervising the work approves hours, they are effectively certifying work they did not oversee, which creates risk for the institution and the department.

Answer:
Demand for on-campus student employment has increased nationally and locally due to several factors, including:

• Rising costs of attendance
• Increased student interest in flexible, campus-based work
• Growth in international student enrollment, whose employment options are limited to on-campus roles
• Wage increases without corresponding increases in departmental budgets

Together, these factors have increased competition for student employment opportunities and reduced the number of available hours per position.