Goals and Purposes

Learning, Service and Work Well Done

Learning, Service, and Work Well Done

Through the leadership of the Dean of Labor, the Labor Program Council, and countless supervisors and mentors, Berea's Work-Learning-Service Program reflects a unified vision as student and learning centered, as service to the College and broader community, and as necessary work well done.

The Labor Program, a comprehensive Work-Learning-Service program, is an integral and stated part of Berea College's educational philosophy and program and is designed to serve the following purposes: 

• Support the total educational program at Berea College through experiences providing the learning of skills, responsibility, habits, attitudes, and processes associated with work; 

• Provide and encourage opportunities for students to pay costs of board (meals), room, and related educational expenses;

• Provide opportunities for service to the community and others through work;

• Establish a lifestyle of doing and thinking, action, and reflection, and serving and learning that carries on beyond the college years.

Labor Supervisor

Supervisors as Educators

Supervisors serve as practical educators within Berea’s Work-Learning-Service Program, a comprehensive model recognized under federal Work College legislation*. In this role, supervisors use the learning outcomes tied to departmental assignments to help students develop transferable skills, such as teamwork, initiative, reliability, and position-specific skills.

Supervisor Agreement

Supervisors are asked to acknowledge the key responsibilities outlined in the Supervisor Expectations Agreement each year. These responsibilities reflect supervisors' essential role in educating students through the Work-Learning-Service Program and ensuring the College meets its obligations as a federally recognized Work College. Supervisory duties should be carried out professionally, as other job responsibilities require effective communication, time management, and planning skills. While supervisors are accountable within their departments and to their Administrative Committee representatives, they are supported by the Labor Program Office through guidance, resources, and training in three key areas: education and supervision, professional development, and the Code of Conduct.

Supervisor Communication

Strong communication between the supervisor and the student is vital for the success of the Work-Learning-Service relationship. Supervisors are expected to communicate clearly, consistently, and continuously about workplace expectations, deadlines, performance benchmarks, evaluations, and other information supporting students’ workplace skill development. The Labor Program prioritizes two preferred methods of communication: Microsoft Teams and Outlook.

Learning Goals and Student Outcomes

Identification of Expected Outcomes (Student Learning Goals)

At Berea College, the Labor Program is an integral and stated part of the educational program, as mandated by the Department of Education’s Work Colleges legislation. Operating within a competency-based model rather than a credit hour-based model, the Program has clearly defined student learning goals and expected outcomes that the Labor Program Council regularly reviews. Within this framework, supervisors are responsible for clearly communicating the descriptors and criteria used to evaluate performance expectations to students. The full list of goals and outcomes is below. 

1. Demonstrate Professionalism and Personal Accountability  

Professionalism is part of a holistic WLS environment. It includes reliability, accountability, and a respect for systems that maintain structure—such as punctuality, documentation, and shared expectations. Students will build these habits through everyday responsibilities and by observing supervisor modeling.

Aligns with NACE Competencies: Professionalism, Career & Self-development, Teamwork

Expected Student Outcome:  

• Students will demonstrate consistent attendance, performance, accountability, initiative, and respect in their WLS assignments.
• Students will engage with systems that support professionalism (e.g., check-ins, binders, visual boards, dress codes, etc.) and practice self-management.
• Students will understand how position expectations align with their duties and observe how supervisors model these behaviors.
  
  

2. Strengthen Communication through Collaboration 

Effective communication takes many forms—spoken, written, digital—and occurs through daily interactions and collaborative tasks. Strong writing, speaking, and digital communication skills allow students to express ideas clearly, while collaboration fosters innovation and problem-solving. Students will develop communication skills by engaging with diverse teams and navigating multiple communication tools and styles.

Aligns with NACE Competencies: Communication, Teamwork, Equity & Inclusion 

Expected Student Outcome:  

• Students will communicate effectively in writing, speaking, and digital platforms.  
• Students will collaborate with diverse teams, demonstrating inclusivity and respect in their interactions.  
• Students will communicate professionally across platforms such as email, TEAMS, GroupMe, and in-person meetings.
• Students will develop inclusive communication habits by practicing peer-to-peer collaboration.
• Students will receive coaching on communication styles and receive opportunities to lead or document team communications.

3. Apply Critical Thinking and Problem Solving in WLS Assignments 

The ability to think critically and solve problems is essential in any professional setting. Students will learn to assess situations, make informed decisions, and adapt to challenges. By developing a solution-oriented mindset and conflict resolution skills, they will become more effective contributors in their WLS roles and better prepared for future career opportunities. Supervisors play a key role in modeling and scaffolding this process. 

Aligns with NACE Competencies: Critical Thinking, Professionalism  

 Expected Student Outcome:  

• Students will grow in their ability to analyze tasks, manage uncertainty, and find solutions through inquiry.
• Students will build confidence to ask questions, reflect on mistakes, and approach challenges with a solution mindset.
• Supervisors will model problem-solving in real time, especially in fast-paced or unpredictable environments.

4. Utilize Technology Effectively  

Technology in the WLS environment encompasses a broad spectrum of tools and systems—including digital platforms, physical equipment, data processes, and security protocols. Students must develop technology literacy to navigate and adapt to the specific tools, systems, and processes relevant to their assignments. This includes understanding Digital Building Blocks such as analyzing and managing data, digital security and privacy, software use, and communication systems. By learning to use technology responsibly and efficiently, students will enhance productivity, innovation, and collaboration.

Aligns with NACE Competencies: Technology, Communication

Expected Student Outcome:  

• Students will engage with a variety of technologies and systems, including tools for data analysis, digital communication, business processes, and security protocols, as appropriate to their roles.
• Students will develop technology literacy that encompasses both digital and physical tools and will adapt to emerging technologies within their department.
• Supervisors will facilitate technology learning through ongoing conversations, peer mentoring, and shared learning opportunities, supporting students in building confidence and competence with tools that enhance their WLS assignments.

5. Connect the WLS Experience to Career and Academic Goals  

The WLS program provides valuable opportunities to develop skills that translate into future career success. By identifying and developing transferable skills, students will see how their workplace experiences align with their academic studies and long-term professional goals. Through career exploration and reflection, they will gain a deeper understanding of their strengths and areas for growth, allowing them to make more informed career decisions. Supervisors will help students articulate how their WLS activity builds attention to detail, communication skills, and professional habits relevant to a range of careers. 

Aligns with NACE Competencies: Career & Self-development, Leadership, Critical Thinking  

Expected Student Outcome:  

• Students will identify transferable skills and connect them to academic, career, and/or personal goals.
• Students will engage in career exploration and reflection, applying their WLS experience to their professional development.  
• Students will reflect on their growth through conversations and annual evaluations.
• Supervisors will help students recognize how daily tasks contribute to long-term readiness and create space for career reflection.

6. Develop Leadership, Growth Mindset, and a Commitment to Service

Leadership is not limited to formal titles—it is demonstrated through initiative, accountability, service, and a willingness to support the growth of others. In their WLS roles, students will build confidence by stepping into increased responsibilities and contributing to the success of their teams. They will also be encouraged to serve others—both on campus and in the broader community—recognizing that leadership includes giving back, mentoring peers, and uplifting shared goals. By embracing service, seeking opportunities for growth, and demonstrating initiative, students will prepare for leadership in their careers, communities, and civic life.

Aligns with NACE Competencies: Leadership, Career & Self-Development, Teamwork

Expected Student Outcome:

• Students will take on increasing responsibility and leadership roles within their assigned WLS roles.
• Students will practice mentorship, initiative, service to others, and a commitment to lifelong learning—serving both the campus community and the broader community beyond.
• Students will take on leadership behaviors such as peer mentoring, project ownership, and initiative.
• Students will engage in service activities, recognizing their impact on the campus community and beyond.
• Supervisors will name and nurture everyday leadership in students and encourage a growth mindset through feedback and trust-building.

7. Fostering Creativity and Innovation  

Creativity is a valuable skill in any professional setting, driving problem-solving, innovation, and adaptability. By thinking critically, approaching tasks with curiosity, and exploring new ideas, students will develop creative problem-solving skills that enhance efficiency and innovation. Encouraging creativity in their WLS roles will help students become more resourceful, adaptable, and confident in expressing new ideas.  

Aligns with NACE Competencies: Critical Thinking, Communication, Technology, Career & Self-Development  

Expected Student Outcome: 

• Students will apply creative thinking to daily assignments, process improvements, and collaborative problem-solving.
• Students will feel safe to try new ideas, reflect on outcomes, and contribute to positive WLS results.
• Supervisors will provide structured projects and opportunities for innovation, supporting both experimentation and accountability.
• Students will explore new ideas, tools, and approaches to improve processes and enhance productivity.

Workplace Expectations

The Workplace Expectations were adopted by the Administrative Committee in 1998 as a means of articulating common expectations for work and learning at Berea College. Faculty, staff and students comprise one workforce at Berea, and all are charged with upholding these guiding principles:

Exhibit Enthusiasm for Learning:

Striving to learn and to grow both intellectually and personally so everyone is a learner.

Act with Integrity and Caring:

Exhibiting honesty, trustworthiness, and compassion in one’s work and relationships.

Value all People:

Working to create an inclusive and respectful workplace that models the Great Commitments and seeks to find the best in all people.

Work as a Team:

Developing collaborative and team oriented abilities that will create a community of mutual respect, common vision, and shared accomplishments.

Serve Others:

Nurturing a climate of excellence in service that is responsive to others needs.

Encourage Plain and Sustainable Living:

Promoting a sustainable way of life through policies and practices in the workplace.

Celebrate Work Well Done:

Striving for excellence in all aspects of work and celebrating individual and collective accomplishments.

Position Description

In addition to general workplace expectations, the College establishes position descriptions to set expectations for specific positions. All student positions must have a description per Federal Work Study guidelines under the Department of Education. Each position description contains the following information: department name, position title, assigned work hours per week, WLS Levels, itemized description of duties, list of learning opportunities, and outline of basic and desirable qualifications.

Position descriptions are prepared by each department in consultation with the Work-Learning-ServiceProgram. Copies are centrally maintained for all departments in BOX, and a new draft must be submitted whenever a department upgrades an existing position description or creates a new one. Departmental descriptions should be reviewed annually in consultation with the Program Office. All students should be familiar with their position descriptions to understand the position’s expectations and opportunities. This supports students in building strong work habits and equips them with the language to connect their experiences to their skills and growth, helping them articulate their strengths in résumés, campus interviews, and future career opportunities.

Financial Aid

A crucial form of financial assistance at Berea College is provided through the Student Labor Program. All students enrolled in an academic term (Fall, Spring, Summer) or working a summer practicum earn a Berea Work Scholarship which is applied directly to the cost of education (tuition) each term. The amount applied is $4,550 in Fall, $4,550 in Spring, and $4,700 in Summer for students enrolled in summer courses or working 8 weeks or more.  

In addition to this scholarship, students also receive direct payments based on the number of hours they work each pay period. Students can earn up to $3,000 per year to assist with educational expenses such as room, food, fees, books, and other personal expenses.   

Students who work during the summer but do not attend classes (labor only) are expected to save a portion of their earnings to help cover educational expenses during their next term of enrollment. Student Financial Aid Services will determine the expected savings amount by deducting students' job-related costs from their total summer earnings.  

Note: The direct scholarship payments received are not subject to tax withholding or FICA. However, a scholarship tax liability may apply and is dependent on the total amount of grants and scholarships received during the year compared to the amount of qualified expenses incurred. Student Financial Aid Services provides an annual tax letter to assist students/families in determining the amount of taxable aid income received.