Job descriptions must adhere to Federal guidelines governing job postings.
If a student switches between positions, such as a student assistant to an intern for a semester, the higher hourly rate will only apply during their time as an intern, DSSF, PRM, or student supervisor.
| Year 1 | Year 2 | Year 3 | Year 4 | |
| Student Assistant | $9.00 | $9.25 | $9.50 | $9.75 |
| Intern, DSSF, PRM, or Student Supervisor | $10.25 | $10.50 | $10.75 | $11.00 |
Supervisors must submit the New Student Employee Hiring Form for all students who have never completed hiring paperwork with the College. Please make sure you are checking with students to make sure that they have not worked in any other offices/departments on campus.
All first-time employees are required to complete employment paperwork after accepting an offer of employment. SES utilizes DocuSign to provide secure electronic packets for students, which can be found in their Handshake account under Career Center _ Resources _ Student Employment New Hire Paperwork.
Federal Law requires paperwork to be completed no later than 3 days from their first day of work (see 3 below for I-9 exception); otherwise, the student must stop working, and will not be paid until the required paperwork is submitted.
Packets include the following documents:
Supervisors must send an email to each student who is working on campus for the first time.
(Example below provided by Center for Career Engagement):
Dear Student,
Congratulations on your new position. As a new hire, you must do the following:
- Fill out the new hire paperwork (located in Handshake under Resources)
- Make an appointment in Handshake (under Career Center/Appointments)
- Take your acceptable forms of identification to your appointment
- Update me on any delays in processing your paperwork.
If you have any questions about the process, you may contact Student Employment Services at X6616 or career@gettysburg.edu
After the student has submitted the appropriate paperwork to the Career Engagement office, supervisors will receive an email prompting them to create the student’s CNAV time sheet. Forward this email to Edith so she knows she can create the timesheet.
The Center for Career Engagement has everything supervisors need on a Microsoft Teams Channel called Student Employment Services (SES). If you don't have access, email Becca Barth (rbarth@gettysburg.edu) and ask her to add you.
On the SES Team channel, under Supervisors and then Files, you'll find a spreadsheet called Status Updates. You can check this if you're waiting to hear if a student has completed their paperwork and is now able to work.
Student employees should have some sort of formal performance evaluation at least once per year. These can be used internally within the department as needed. You do not need to share these with Career Engagement or other campus offices. Although you will likely develop a workflow that works within your department, it may follow this process:
Library departments may evaluate their students more than once a year. We have shared a few templates below that can be modified as needed based on the information that's beneficial to your department. The templates include options for general feedback and student reflection on their performance, individual goals, connections to courses, and broader career competencies (informed by NACE competencies).
As part of their performance evaluation, student employees should be asked to reflect on their growth in a number of career readiness competencies. Learning to identify and describe transferrable skills gained and developed in the library allows students to leverage their library experience in future job applications and interviews.
The Office of Career Engagement encourages all campus employers to use the framework developed by The National Association of Colleges and Employers (NACE). This organization has established eight Career Readiness Competencies:
The next tab provides a helpful set of library-related outcomes matched to each of the eight competencies. If you're uncertain what these competencies would look like in your students' work, the list is a great place to begin.
When writing their reflections for the performance evaluation, students might find it useful to refer to a guide defining each of the NACE competencies. We have provided one document below that can be used with students.
The following are the broad goals that we have for students during their employment in Musselman Library. While students' work is essential and valuable to provide our operations, services, and collections, students benefit in their academic work and professional goals. Our internships and other student positions also provide exposure for those interested in the wide range of information professions.
As a college library, we are in a unique position to connect students’ employment to their academic experience and their professional goals. While the federal job description required for all positions requests detail about what students will be doing, for your own framing of the position with students and for evaluations, we encourage you to think about what students will learn rather than just what they will do.
Each position in the library will have learning outcomes that are unique to your department and students’ roles and responsibilities. The learning outcomes listed below are a starting point to draw upon for planning what type of employment experience you will provide, how you discuss the position with students, and for student evaluations.
As you're onboarding and training new student colleagues, consider updating our creating a new student employment handbook. Sections could include: