Training and Resources

Workforce Training and Engagement

The Training, Development, and Engagement Team supports students and supervisors by developing and delivering training across four areas:

• Orientation, for new student colleagues and new supervisors joining the program.
• Systems training, covering the tools used across the Work College Program, including TRACY UltraTime, NEOED, Handshake, and the Status Form site.
• Professional development, including leadership, customer service, and taking initiative training for supervisors and student leaders.
• Evaluation and assessment, supporting review and improvement at the supervisor, department, and program level.

The team is also available to help departments curate content for their Weekly Team Meeting sessions, with a focus on power skills tied to the NACE Career Competencies. Supervisors may request specific topics, and the team will work to address them.

In addition, the Training, Development, and Engagement Team leads the Student Leadership Development series and the Skills Spotlight recognition program.

For questions or to schedule a training session, contact the Training, Development, and Engagement Team via email at training@berea.edu.

TRACY UltraTime

Supervisor Training

New Supervisor Orientation

Departments should notify the Work College Program whenever a new supervisor is hired or supervisory responsibilities are reassigned.

All new supervisors are required to complete a New Supervisor Orientation before being assigned any students. This orientation takes place one-on-one at the time of onboarding with the Work College Program, and covers the fundamentals of the program, including the Enrollment Agreement, the Status Form, student placement processes, position descriptions, and program policies, along with the scholarship disbursement process, with relevant handouts provided. Orientation is also open to faculty and staff who are not currently supervising a student.

Core Program Functions

Beyond orientation and ongoing development, every supervisor is expected to meet a set of required responsibilities that keep the Work College Program running smoothly and in compliance with federal requirements. These functions are considered essential and should be treated with the same commitment and professionalism as any other job responsibility.

Timecards
Timecards must be approved at the end of each scholarship disbursement period. Supervisors are responsible for ensuring students use TRACY UltraTime to record their hours accurately, and that hours are certified and submitted by the end of the disbursement period. Supervisors are encouraged to designate a proxy to assist with timekeeping duties, supporting the direct supervisor as needed. See Supervisor Certification of Student Time under Timekeeping for the full policy on this responsibility, including the consequences of failing to certify time. (34 CFR 675.19(b)(2)(i); https://www.ecfr.gov/current/title-34/section-675.19)

Scheduling and Safety
Supervisors and students should schedule work according to the standards outlined in this handbook. Supervisors must also maintain a safe workspace by addressing known and recognized hazards, and must ensure all required safety training modules are completed annually by students working in their area. The Work College Program will share information with supervisors regarding completion of these modules. If a hazard is identified and assistance is needed to mitigate it, supervisors should consult Risk Management, Public Safety, or Facilities Management.

Evaluations

Supervisors are responsible for ensuring that they and their students meet all deadlines for completing the Work-Learning Evaluation (WLE). Each WLE begins with the student completing a self-evaluation and reflection, which is then reviewed and completed by the supervisor. A WLE is completed at mid-year and again at the end of the year as a final evaluation. Supervisors must ensure all students complete their portion of the WLE by the applicable deadline each term, and are expected to meet with each assigned student at least once a term to discuss the evaluation and reflect on the student's work-learning-service experience. Supervisors and students will be notified when the WLE is available.

In the spring, students also complete the Work-Learning Experience Evaluation (WLEE), a separate, student-completed reflection on their overall experience in the program.

As an integral part of a student's Berea College record, the Student Evaluation should be valued on par with an academic transcript. Failure to complete student evaluations by the designated deadline each term may result in a reduction in a department's allocation and/or the removal of students from that department. (34 CFR 675.41(b)(3); https://www.ecfr.gov/current/title-34/section-675.41)

Addressing Performance Concerns

Supervisors must use the performance support plan form to document instances when a student does not meet department expectations, applying these guidelines consistently to ensure fairness for all students. Supervisors should always offer constructive feedback to help guide students through performance issues, since open communication is key to helping students learn and grow from these experiences.

A student cannot receive departmental probation or be released from a position without documentation on the performance support plan form, except in cases involving serious misconduct, such as falsification of time, a serious confidentiality violation, or physical violence.

As a general guide, once a student has three documented concerns on file, this serves as a checkpoint for the supervisor to bring the situation to the Work College Program Office. This is not a "three strikes" rule; the goal of this checkpoint is not to end a student's position, but to bring additional support into the conversation early, so the department and the Program can work together on the best path forward, whether that means continued coaching, an accountability agreement, or another step. Supervisors may also consult the Work College Program Office before reaching this point, especially where concerns are serious or repeated.

If a performance-related release becomes necessary, the Work College Program can help the supervisor ensure sufficient and appropriate documentation has been submitted to support the release. A performance-related release involving a first-year student must be approved by the Work College Program Office.

Status Forms
The Status Form can only be completed by the supervisor and is required to officially place a student in a position. After the last day to change a position, as noted in the academic calendar, all position changes, releases, or reassignments must be completed in consultation with the Work College Program Office.

Releasing Students During the Term
Supervisors who wish to release a student must contact the Work College Program Office before discussing the release with the student. Releases during the term must be reviewed and approved by the Associate Dean. Submitting a release form on the Status Form site does not, by itself, constitute an official release; it must still be approved by the Work College Program Office.

Mandatory Reporting
Faculty members, Program Supervisors, collegium members, resident advisors, and College Security Officers are considered Required Reporters, meaning they are required by law to report sexual harassment and sexual misconduct to the Title IX Coordinator. Required Reporters must report all details to the best of their knowledge, including the identity of the person affected and the person alleged to be responsible. Supervisors are required to attend on-campus Title IX training to learn about mandatory reporting regulations. See the Title IX website for more information.

Student Mentorship and Professional Development
Supervisors actively support and encourage students in taking ownership of their own professional development, serving as mentors and champions of their growth, exploration, and success throughout their Path to Purpose experience. Supervisors needing assistance with professional development resources for students can contact the Assistant Director of Training and Development.

Weekly Team Meetings
Weekly team meetings, held Tuesdays from 4 to 5 p.m., support regular communication and ongoing learning within a department. See Departmental Meetings under Student Training for full details on how these meetings should be structured and accommodated.

Continued Support

A variety of development opportunities are available to supervisors throughout the year. A monthly series brings staff and supervisors together across departments to share up-to-date best practices in supervision and leadership. Supervisors are also encouraged to attend a Supervisor Retreat every two to three years, which offers a deeper opportunity to build knowledge around student supervision, mentorship, and development, while connecting with peers and the Work College Program. Experienced supervisors often play a key role at these retreats, sharing their expertise as subject-matter experts and guides for their colleagues.

Human Resources and the Office of Internships and Career Development partner with the Work College Program each year on supervisor training. Supervisor and student development activities can also be tailored to individual or departmental needs.

Contact the Training, Development, and Engagement Team at training@berea.edu for more information.

Code of Conduct

Code of Conduct

Program Supervisors spend significant time with students, and with that comes a responsibility to hold themselves to a high standard of excellence. Every Program Supervisor is expected to:

• Model behaviors that reflect the Workplace Expectations for faculty, staff, and students.
• Provide students with a professional, supportive Path to Purpose environment that upholds fairness, equity, and established best practices.
• Prioritize and actively support the health, safety, and emotional well-being of students.
• Foster professional relationships with students based on respect, integrity, and mutual growth, avoiding conflicts of interest.
• Communicate truthfully and respectfully about students and colleagues, promoting a culture of trust and collaboration.
• Treat all students with dignity and respect, ensuring they feel valued and supported in their roles.
• Foster an inclusive and ethical environment by ensuring fairness in decision-making and interactions with students.

Each year, supervisors acknowledge these expectations as part of the Supervisor Agreement, committing to a structured, safe, and supportive environment where all students, regardless of race, religion, political beliefs, sexual identity, or country of origin, feel valued and respected.

Supervisor Agreement

Student Training

Orientation

First-year students are introduced to the Work College Program during Mountaineer Meetup and again during Fall Welcome Week. All first-year students participate in a required training session on the Tuesday before fall classes begin, followed by departmental orientation and training.

Departments are expected to use this Training Day to engage both first-year and continuing students. For continuing students, this may include training, team building, or preparation for the year ahead. The day is also an opportunity to welcome first-year students as new colleagues within the department, introducing them to returning student colleagues and beginning to integrate them into the team. The Work College Program may offer additional training sessions that departments can incorporate into their schedules; details are shared with supervisors via campus email.

In the weeks following the start of the term or summer period, supervisors should set clear expectations for the workplace and the position itself, including responsibilities, the evaluation process, scheduling, timekeeping, absence reporting, and other workplace policies. Departments may communicate these expectations through a department handbook, a signed agreement (especially where confidentiality is required), a presentation, or posted materials. For guidance, examples, or assistance with orientation and workplace materials, contact the Training, Development, and Engagement Team at training@berea.edu.

Supervisors should not assume students arrive with all the knowledge and professional skills needed for their role. Taking an active part in training, skill development, and workplace integration is essential. Setting clear expectations early promotes strong communication and gives supervisors a foundation for assessing student progress throughout the year.

Departmental Meetings

Departmental meetings provide dedicated time for planning, reflection, team building, and skill development. These meetings give students the opportunity to deepen their understanding of the program, explore the career readiness skills connected to their position, and understand how their work contributes to the mission of the department and the College.

Meetings are generally led by supervisors, mentors, student leaders, or guests. The Work College Program can help facilitate activities and discussions on transferable skills, such as communication, teamwork, conflict resolution, ethics, delegation, and leadership, as well as department-specific topics like customer service or technical training. The Program can also coordinate training across departments with similar needs, creating opportunities for shared learning and best practices, along with monthly skill calendars that supervisors can use to focus on specific career readiness competencies.

Each Tuesday from 4:00 to 5:00 p.m. is reserved for departmental meetings, and no other academic, athletic, or College requirement should be scheduled during that time. While departments may choose to meet at alternate times, the Tuesday hour is the only campus-wide protected time for this purpose. Students should not be penalized if they cannot attend a departmental meeting held outside this window. Likewise, student leaders should not be penalized if they cannot attend a weekly leadership team meeting scheduled before the 4:00–5:00 p.m. departmental meeting due to an academic conflict. Supervisors should make every effort to accommodate student leaders so they can fulfill their responsibilities without compromising their academic commitments.

Resource Library

The Resource Library contains a variety of materials and resources to support personal and group development. Subject areas include team building, worker training, professional development, communication, diversity in the workplace, conflict resolution, leadership, customer service, meeting facilitation, time management, and ethics, along with activity books that offer ideas for presentations and training sessions.

For more information, contact the Assistant Director of Training and Development at ext. 3032.

Mediation and Conflict Management

Conflict occurs when individuals or groups feel they are not getting what they need or want, or when they are pursuing competing self-interests. Sometimes a person is not fully aware of their own need; other times, they are aware and actively working toward a goal. Conflict moves through cycles, and not all conflict is negative. In many cases, conflict is a necessary part of change and growth.

Mediation comes into play when individuals in conflict are unable to reach a resolution on their own and require the help of a neutral third party. Typically, both parties agree that mediation is the right path forward. The Work College Program encourages supervisors and students to resolve conflicts internally whenever possible, but is available as a resource when a resolution cannot be reached without support. Either a student or a supervisor may request mediation by contacting the Associate Dean for the Work College Program.

Mediation is intended for interpersonal or workplace conflicts, such as communication breakdowns or disagreements about how work is being carried out. It is a distinct process from the Student Grievance Procedure and from the performance concern process outlined under Core Program Functions; mediation is voluntary and informal, while those processes involve formal documentation and review. Discussions that take place during mediation are kept confidential among the participants and the mediator, except where required reporting obligations apply.

The Program uses the Five-Step Mediation Process, chosen for its simplicity and effectiveness:

1. Introductions and opening conversation
2. Each party telling their story
3. Direct communication between parties
4. Brainstorming and decision-making
5. Writing the agreement and closing

When a conflict is brought to the Work College Program, staff consider both perspectives and determine the type of resolution most appropriate based on each party's expressed needs and interests. This process may include individual or group consultations and emphasizes building positive, lasting conflict management skills.

Contact the Associate Dean for the Work College Program to arrange a meeting with the appropriate staff.

Student Grievance Procedure

Berea is a community built on working together, and students are encouraged to raise concerns about their work-learning experience openly, starting with their supervisor. Most concerns can be resolved informally at this level and are taken just as seriously as a formal grievance.

Informal Resolution

If a concern remains unresolved after speaking with a supervisor, the student may bring it to the Associate Dean. The Work College Support Coordinator supports the Associate Dean and the program more broadly in addressing these concerns, though not every concern will necessarily involve both. The Associate Dean, or the Coordinator working on the Associate Dean's behalf, will review the concern and work toward a resolution. If a student disagrees with the outcome of this review, they may appeal the decision to the Dean for the Work College Program.

Students may also submit a concern at any time through Berea's College-wide Student Complaint Form, which includes the Work College Program as one of its listed categories and follows its own separate three-to-four-week response timeline, or request formal mediation through the Work College Program, as described under Mediation and Conflict Management.

Formal Grievance

If a resolution cannot be reached informally, a student may file a formal grievance by submitting the complaint in writing to the Dean for the Work College Program. The Dean may request written responses from the other parties involved and will typically issue a written report of findings and conclusions within one week of receiving the complaint, sharing it with all parties.

If any party appeals the Dean's decision, the Labor Program Council will convene, normally within one week of the appeal or as soon as possible thereafter. The Council Chairperson appoints a Grievance Board of four Council members, including the Chairperson, one student, one teaching faculty member, and one member from outside the Work College Program Office, with the Chairperson serving as chair of the Board. The Dean forwards all written documentation and the original report to the Board, which reviews the grievance and issues a written decision to all parties, typically within one week. The Board's decision is final, subject to legal and institutional requirements as determined by the President.

Adopted by the General Faculty, January 5, 1981. Titles updated July 2026.

Looking Ahead

The College has hired an Ombudsperson and is preparing to launch a new Ombuds structure, designed to meet the unique needs of students, staff, and faculty. More information will be shared as this resource becomes available, offering students an additional avenue of support for navigating a concern.

Grievances related to discrimination and sexual harassment are addressed through a separate process. Please refer to the Title IX section of this handbook for further details.

Websites and Other Resources

The Supervisor Dashboard on Smartsheet is the central hub for supervisors, offering:

• System tutorials for TRACY UltraTime, Handshake, and NEOED (evaluations)
• Current program policies, including the WLS Position Posting and Contracting Students Policy, the Position Change Policy, and other program policies as they are updated
• The Work College Program Handbook
• Quick links to Handshake, the Status Form site, TRACY UltraTime, NEOED, Ultrapunch, position descriptions, and other frequently used tools
• Proxy resources for supervisors who designate a proxy to assist with timekeeping
• Scholarship disbursement resources, including the student disbursement schedule and the WLS disbursement scale
• Key program documents, including the Enrollment Agreement, Confidentiality Agreement, and Workplace Expectations

The Dashboard can be accessed through the Work College tab in the MyBerea portal.

A Student Dashboard is also being developed and will be available to students through MyBerea. It will give students a similar, streamlined view of their own information and frequently used tools, such as checking hours worked, reviewing disbursement schedules, and accessing key program documents and policies.

The Work College Program website is also available, though it is primarily focused on providing a general overview of the program for external audiences, such as prospective students and families.