Sample Student Employee Job Descriptions
The sample job descriptions for student staff positions in this online collection are representative of the college union and student activities profession. As each college union has its unique portfolio of services and corresponding need for student staffing, the descriptions provided are general and are to be made more specific by each institution based on its mission, vision, or values. With that in mind, this resource is intended:
- To assist college union and student activities professionals in designing and developing their student staff and with recruiting and selecting students to fill staff positions.
- To assist individuals with incorporating core competencies and learning outcomes into job descriptions for student staff members.
- To assist those wishing to develop leadership or advanced positions for student staff, providing valuable personal and professional development opportunities for students.
To more easily locate desired job descriptions, they have been sorted by functional area in the college union. Recognizing that not every union facility will utilize the same positions based on their programmatic and facility offerings, users can select the job description most in line with their staffing structure and modify it to fit their specific needs. It is also important to note that institution-specific nomenclature may not be represented, so please look within the desired functional area to find the job description that is the best fit. Where practical, alternate position titles are provided. Click the links to the left to view job descriptions for each area.
Human resources required
The college union is often the largest employer of students on campus. In fact, through such employment opportunities, unions further their mission of offering first-hand experience in citizenship and educating students in leadership, social responsibility, and values. Qualified student staff should include people willing to learn from those around them, advance their own personal development, and advocate for campus community building through educational, service, social, leisure, and recreational offerings.
Desirable core competencies of student staff include:
- Facilities Management
- Fiscal Management
- Human Resource Development
- Intercultural Proficiency
- Student Learning
Special qualifications and experience for student staff positions
While prior knowledge and experience is a welcome attribute, student staff supervisors should balance the institution's needs with the opportunity to train and educate students, many of whom may represent the future of the college union and student activities profession. College union employment may be regarded as a learning laboratory for student staff members, whether through direct relation with their academic coursework or through learning outcomes achieved as part of their employment.
Recommended qualifications and experience for typical union and activities positions follow. These guidelines are offered as criteria that may be helpful when appraising the suitability of candidates for union positions and as information for potential student employees.
To standardize titles in this resource, a common vernacular was established across the Education Councils:
- Graduate Assistants
- Set-Up Crew/Technical Service
- Facility Service
- Front Desk/Information Center
- Event Services/Planning/Administrative Office Assistant
Titles may vary by institutional type and size. These differences are driven by institutional type as well as by funding sources.
This online collection of sample job descriptions was a project of ACUI’s Education Councils from 2007–2009. Job descriptions were most recently updated to apply core competencies to each position and to ascribe projected learning outcomes for each position. While the Education Councils acknowledge that the core competencies are universal and are required for all positions in the field, recommended base core competencies for hiring have been added to each job description. The Education Councils also appreciate that the volume of information on learning outcomes continues to grow, and therefore, have used learning outcomes derived from the Council for the Advancement of Standards in Higher Education (CAS), which integrates learning outcomes published in Learning Reconsidered 2. Each job description lists at least one primary domain of learning, as well as two or three secondary domains. Learning outcome domains should continue to grow as the student develops throughout their time as a staff member.
Suggestions for additional job descriptions are always welcome; please e-mail Elizabeth Beltramini with your ideas.
Updated July 3, 2012