Meaningful Remote Work Opportunities for Student Employees: a list of resources and best practices
Supervisors have been asked to provide meaningful work opportunities for all hourly, PACE, work- study, and some graduate students (with non-teaching/non-research appointments) in order to continue critical financial support and to engage students in the work of the university.
Process and resources for best practices:
- Ask supervisors to reach out to all student employees to determine their availability and willingness to work from a distance and learn of their technological capabilities and internet access.
- Ask supervisors to identify the meaningful work that students will complete. Supervisors will be responsible for ensuring students are completing this work during the hours they are reporting in Workforce. An hour-log template for students and supervisors is available on the UHR website, under “Tools for Success”: https://www.ohio.edu/hr/hire-manage/hire-manage-managing-flex
- Should supervisors determine that the best course of action is for a student to pursue professional development instead of other forms of work, supervisors may consider using UHR’s Professional Development Planning template and Guidelines to work with student employees to map out activities and reflections for the rest of the spring term. Available on the UHR website, under” For Managers”: https://www.ohio.edu/hr/hire-manage/hire-manage-managing-flex
- There is acknowledgement that this will require creativity and additional work from supervisors. In order to support this activity, we provided some additional resources below.
- Students may need to be able to complete portions of their work in an environment where online access is limited. Helping managers to be sensitive to those issues and allowing students to submit and complete work/professional development via smartphone, or with resources that may be printed and processed offline will help ensure equity.
Work Related to University/Unit Promotion and External Relations
These activities would be developed under your supervisor’s direction and are not to be distributed directly by students. UCM as well as some Colleges, are currently developing, or have developed mechanisms to share with the appropriate audience.
- Create talking points about the OHIO student experience
- Connect with current and perspective students, donors, perspective employers, and/or community members in this social distancing phase
- Providing support/information to existing/prospective students
- Create curated/approved public content, blogs, social media, videos, related to:
- Positive Ohio experience
- The strength of our community in a difficult time
- Ohio research/creative activity/collections
- Student research and creative work
- Creating materials/activities/projects for homebound children related to Ohio students, themes, collections, research, and creative activity
Other Ideas for Work:
Website Review: Departments may want to have students review their respective websites, offer suggestions, develop content, and continue to update throughout the semester. This type of work can be completed virtually by phone, email or live chat.
Social Media Assistance: Departments may leverage student time and expertise to develop their social media presence. You may also have students analyze the timing and content of past posts as well as research aspirant departments at other universities.
Job Documentation: Students could also be trained to conduct job documentation processes within your departments. This work can be around job descriptions, work calendars and so much more. The students can also be encouraged to work in groups via Microsoft Teams.
Video Tutorials: Search other institutions’ websites, YouTube, and/or any other online resources to determine common video tutorials about department processes. These can be projects that could be utilized in the near and long-term.
- Provide “professional quality” input on improving department operations
- Create teams and have them work virtually together to develop ideas on how to solve relevant problems (specific problems could be defined by supervisor or in conversation with students)
- Create or edit training materials and/or tips for the next student that needs to do this job (Do’s/Dont’s - what I learned, etc.)
- Conduct research in alignment with their unit.
- Current trends and best practices
- Problems encountered by other institutions and how they were resolved
- Sources for free, helpful training on relevant topics available through YouTube or other platforms
- Resources to support faculty for online or future instruction
Tutoring: Students who currently serve as a tutor may be able to use remote tools to continue working in this role.
Peer Mentors: Campuses or colleges may want to create peer mentor programming, where current students reach out to other current students to check-in, serve as a resource, listen and collect needs or concerns, and work with campus or college staff to find ways to address identified needs/concerns.
Professional Development Resources:
- Earn a badge(s) by completing the Ohio University Leadership Endorsement (OULE): https://www.ohio.edu/student-affairs/leadership-endorsement/get-started
- Virtual trainings - Contact the following offices to request Diversity Training:
- LGBT Center - LGBTQ+ SafeZone trainings via Microsoft Teams. Inquiries and requests should be sent to email@example.com. Open to all students, staff, faculty, and community groups, these by-request presentations raise awareness about the dynamics of gender and sexual diversities while exploring different ways to embody inclusive allyship for people of all orientations, genders, sexualities, identities, and levels of being out.
- Multicultural Center - 740-597-2110
- OMSAR - email firstname.lastname@example.org or call 740-593-9376
- Women's Center - live and static trainings available to all OHIO members: https://www.ohio.edu/womens-center
- Kirwan Institute Implicit Bias Module: http://kirwaninstitute.osu.edu/implicit-bias-training/
- Complete a Mock Interview
- Schedule a virtual interview through the CLDC: https://www.ohio.edu/student-affairs/career-and-leadership/handshake
- Supervisors can craft virtual interview questions for their students: https://ohio.biginterview.com
- Participate in Career Workshops
- Microsoft Training:
- Teams Training - https://www.youtube.com/watch?v=5AUOnizqALQ&feature=youtu.be
- Teams Training - https://www.youtube.com/watch?v=SMZuHDpINfo&feature=youtu.be
- Office 365 Training - https://support.office.com/en-us/office-training-center
Equity and Civil Rights Compliance Trainings:
Online Training via ECRC Website (Available Soon):
- Clery – Campus Security Authorities (General overview of Clery Act) (30 minutes)
- Difficult Dialogues in Social, Academic and Employment Situations (30 minutes)
- Sexual Misconduct for Nonmandatory Reporters (30 minutes)
Participation and completion of the training will be tracked via Qualtrics, but students should screen print the final page of the Qualtrics survey and submit that to their supervisor as proof of completion.
Online Training via EVERFI:
Supervisors can request that students be assigned these courses by submitting the student’s name, email address and departmental affiliation to the Director of ECRC (email@example.com). Each of these courses will provide a certificate of completion which the student should then submit to their supervisor.
- Accommodating Disabilities (45 minutes)
- Bridges – Sexual Misconduct Training (60 minutes)
- Bullying in the Workplace (30 minutes)
- Clery Act Basics (30-45 minutes)
- Harassment and Discrimination Prevention (no time noted in EVERFI)
- Managing Bias (20 minutes)
- Diversity and Inclusion in the Modern Workplace (30-45 minutes)
- Drugs and Alcohol at Work (30 minutes)
- Workplace Violence Prevention (30 minutes)
- Social Media & Your Job (30 minutes)
- Tools for an Ethical Workplace (45 minutes)
- Bloodborne Pathogens (20 minutes)