Beyond the Classroom: Job Opportunities at Oxford

Desk Jobs

Oxford Student Center (OSC) Student Workers

The Oxford Student Center (OSC) is a common space for visitors, a popular student event venue, and home to one of our three dining options, the Oxford Family Kitchen (OFK). OSC student workers are essential as friendly faces to students, staff, faculty, and visitors alike. Aside from answering various inquiries, OSC student workers contribute to the Oxford experience by supporting event programming, since many events are hosted in or require equipment from the OSC. 

Darien Conteras Herrera 26Ox learned about this role by speaking with the Center for Student Leadership and Engagement (CSLE). He wanted to help his fellow college students at the OSC “with anything, such as managing the screens for club events, helping them get video game cartridges for the Hotspot, or helping them get items for their club events in the ClubHub,” among other duties, emphasizing how OSC student workers are critical to maintaining campus life. 

In addition to the front desk, OSC student workers help manage the Hotspot, a gaming lounge next to OFK, and the ClubHub, where club supplies are stored. 

One of Darien’s favorite parts about working at the OSC, however, was talking to people at the front desk, since he got to see people he wouldn’t usually see outside of class. He recommends that future OSC student workers “treat people with a smile on your face” to present a welcoming presence at the OSC. 

To learn more about working at the OSC, visit the Center for Student Leadership and Engagement (CSLE) at the Fall Involvement Fair!

Community Engagement

Oxford Service Leaders (OSL)

Community engagement is one of the most prominent and unique extracurricular opportunities at Oxford. Oxford has connections to over 50 community partners in Newton, Rockdale, Morgan, and Walton counties, including local hospices, elementary schools, and more. 

A paid role for those interested in learning more about community engagement is the Oxford Service Leaders (OSL) program, where students selected for the program work with a specific community partner throughout their two years at Oxford. 

TingHan Wang 26Ox saw a posting for this position on Handshake. Given her interest in service and community engagement, she applied for the position and met with Megan Hulgan, Director of Student Civic & Community Engagement at Oxford College, to secure this role. Upon accepting this role, TingHan was placed at the Newton County Juvenile Court. There, she shadowed court sessions, prepared files, answered calls, and conducted intake appointments to learn more about the judicial system. 

Later in this role, TingHan had the opportunity to design and lead Evening Report Center courses, which were “pilot diversionary programs for first-time or nonviolent youth offenders.” 

She had the incredible opportunity to present the results of these programs to other community partners as a court representative and wrote a 30+ page resource guide to distribute throughout community organizations supporting youth development. 

TingHan’s favorite part about being an OSL was working with kids at the court. 

“They’re so sweet when you get to know them, and while it is really sad to see repeat offenders, it was nice to be there and talk to them, and see some of them grow.” She also enjoyed attending monthly meetings with her fellow OSLs to learn more about her peers’ projects and community partners. 

Since the OSL program is a two-year commitment and requires you to start serving the first semester of your first year at Oxford, TingHan recommends applying early. To learn more about the program, reach out to Megan Hulgan at megan.elizabeth.hulgan@emory.edu and keep an eye out for application information!

OxVotes Intern

Madison Forsythe 26Ox first became involved with OxVotes as a director during her first year at Oxford. This transformative experience sparked a strong interest in civic engagement and voter education, leading her to apply for the OxVotes intern position in the spring. Though her role officially started in August, she worked closely with Megan Hulgan over the summer to prepare for the school year. In her role as an OxVotes intern, Madison coordinated the Emory Votes Initiative programming on Oxford College’s campus, which included "organizing voter registration drives, voter education initiatives, classroom presentations, and broader civic engagement events.” She also regularly led team meetings with OxVotes directors by “creating agendas, facilitating discussions, taking notes, and maintaining communication” with them. 

Madison’s favorite part about working as an OxVotes intern was “being able to work with a diverse team of students from different cultural and academic backgrounds while collaborating on meaningful initiatives.” She also enjoyed “facilitating programs and creating events that encourage students to become more informed and engaged in their communities.”

She advises future OxVotes interns to lead with “passion and initiative.” 

“If you have an idea for a program or event, take the time to develop a plan and pursue it because meaningful ideas can become reality with effort and collaboration. 

A quote that she swears by is: “Traveler there is no path, the path is made by walking” because although civic engagement work can feel discouraging at times, the work of promoting voter education and community involvement is extremely meaningful. 

​“Its impact cannot always be measured by numbers alone, because even small conversations and events can create lasting influence within a community.”

Other paid roles in this category include Emory Reads Tutors and Volunteer Coordinators for Volunteer Oxford. While being a Volunteer Oxford Coordinator and OxVotes intern is not an open role during the fall, you can still get involved early and make your way up into these roles in the future. For all things community engagement, reach out to megan.elizabeth.hulgan@emory.edu for more information!

Academic

Language Tutors

Languages are difficult to master. However, with the help of peer language tutors such as Anna Guan 26Ox, the learning process is more enjoyable and approachable. 

Anna Guan 26Ox served as a Chinese Tutor for Elementary Chinese during the spring semester of her first year. She got started in this role after hearing about the opportunity from her friends who were taking Chinese in the fall of her first year. While she didn’t get a chance to apply for the position in the fall, she stayed in contact with Professor Gu, or Gu Laoshi, the Chinese professor at the time, and successfully secured the role during the spring semester of her first year.

As a Chinese Tutor, Anna mainly practiced speaking with students during Friday classes and offered office hours during the week. Her favorite part about working as a tutor was that many of her friends were taking Chinese, so she could help them practice and “participate in their shenanigans,” like working on a “Chinese TikTok meme song,” which was “really fun.” 

Anna recommends that future peer language tutors be encouraging. 

“Learning a second language can be intimidating, especially when a person can be self-conscious about their pronunciation. Being excited for them when they get something right is important,” she explains. 

Math and Writing Center Tutors

Oxford has a physical math and writing center located on the first floor of Pierce. While the math center provides support to students in classes such as statistics, calculus, linear algebra, and chemistry, the writing center works with students on a variety of writing and communication pieces, not limited to just English courses. 

Richard Zhu 26Ox began serving as a tutor at the Oxford Writing and Communications Center in the spring semester of his first year. One of his English teachers recommended he apply for the job, and given his interest in majoring in English, he felt it would be a good role for him. After working with one of the writing tutors at the time, who referred him to the application, he successfully joined the student staff. 

At first, he was a general writing tutor. 

“I would help students who needed advice on any of their writing. Then, I became a writing fellow,” he describes. 

The writing fellows program is a unique offering initiated by Dr. Joseph Cheatle, Assistant Professor of English and Director of the Writing & Communication Center, at Oxford, where writing tutors specialize in tutoring students in particular courses that require advanced writing and communication. 

For Richard, who was a fellow for BIO 142 and ENG 336 throughout his second year, the difference between being a fellow and a general tutor was the degree to which he could help and work with students. 

“I would be in close communication with that professor, understanding clearly what they needed for their assignments,” he explains. 

​Despite narrowing his specialty, Richard’s favorite part about working at the writing center was being able to work with a variety of students.

“The writing was all so unique, allowing me to really see the different writing styles that people took on. It felt really great helping students build confidence in their writing, encouraging them to have faith in themselves.” 

Richard advises future writing center tutors to be open-minded. 

“There will be a lot of different people who come in for help, and it is essential to be flexible and understand that each person requires different assistance.” 

Aside from these class-based written assignments, the Oxford Writing and Communications Center also offers support with resumes, application essays, presentations, and more. For those interested in learning more about the writing center, you can schedule an appointment with a writing center tutor when the fall semester starts here.

Supplemental Instructors (SI)

Supplemental Instructors (SI) in the Advising Support Center (ASC) provide additional academic support for some of Oxford’s most challenging courses. Arash Zeya 26Ox knew from the start of his first year that he wanted to pursue teaching. Eager to gain classroom experience, he jumped at the opportunity to serve as a Supplemental Instructor for QTM 100 and CHEM 150, providing students with resources beyond scheduled class time.

“I accidentally made a mistake on my application for QTM 100, so I got a position as CHEM 150 SI,” he recounts. 

He started in his second year with a brief training just before classes started, and went straight into hosting SI sessions a couple of weeks later. 

As an SI, Arash “curated detailed slideshows on chemistry topics taught in the past week, providing students with extra practice to reinforce these concepts.” He structured his weekly SI sessions so that he would reteach concepts and then work collaboratively with students to answer practice questions. Leading up to major exams, Arash would also “create practice exams with questions that pushed students to think further about the conceptual and theoretical side of what they were learning.” 

This experience has been fundamental to Arash’s career goals. 

​“I want to teach later in life, so laying the foundations now and experimenting with teaching methods allowed me to test out if I truly want to do that—and I do,” he explains. 

“Teaching is fulfilling to me; I like passing on knowledge, disseminating science, and helping people understand the topics I am passionate about.” 

To future SIs, Arash recommends this: Don’t be afraid to make it personal. 

“I think it feels comfortable to be a bit more uptight about a job, but when you realize that these are your peers and you’re teaching people who are of a very similar age as you, then you can sympathize with them. I wanted my students to understand the material, so I made it personal—I would spend nights up until 4:00 a.m. making questions or finding different ways to explain a topic because I remember struggling with some of the topics.” 

Arts

Art Studio Technicians

Did you know Oxford has a painting studio that is reserved for students taking painting at Oxford? 

Painting studios tend to get a little messy, which is why art studio technicians supervised by Mary Johnson, such as Chayney He 26Ox, are needed! 

Chayney found out about this position on Handshake during the fall semester of her first year, and given her prior experience as a studio assistant back in China, this was the perfect position for her. 

She was one of the first art studio technicians, so her role was mainly focused on organizing the studio, which was extremely messy at the time, and creating a sustainable system to keep it clean and functional. 

Specifically, Chayney “organized storage closets, managed inventory by counting and purchasing supplies, arranged tools and materials, found organizational solutions, and put up signs to help maintain the space.

​She enjoyed seeing the clean room after her work; other students who came into the studio noticed and praised it as well.

Chayney advises future art studio technicians to be proactive and pay attention to details because “a lot of this job is noticing what needs to be done before someone asks. It also helps if you enjoy organizing spaces and don’t mind hands-on work. Even small changes can make a big difference in helping the studio run smoothly, and it’s really rewarding to see the impact of your work over time.”

Technical Theater Assistants

Oxford’s theater department boasts an incredible feat of hosting various shows throughout the academic year. One of the most important parts of any theater performance is the set, which allows viewers to immerse themselves in new worlds. This is where technical theater assistants such as Emily Grant 26Ox come in. 

“I had friends who worked in the shop my first year, and I was looking for a creative and hands-on job on campus, so I applied through Handshake in my sophomore year,” Emily describes. 

Technical theater assistants build the sets put on by both Oxford’s theater department and Oxford’s student-run theater club, OxOnstage. 

“I mainly focused on painting sets and set decoration, but that’s just one side of the job. Everyone who works in the shop is trained in everything, so there would be days when I was building sets or helping with lights or sound.” 

Emily’s favorite part about working as a technical theater assistant was her ever-evolving role and “control over the projects” she got to work on. Despite having little theater experience, she also enjoyed the theater community at Oxford; “the community in the shop is really supportive and makes the job a lot of fun,” she reflects. 

For aspiring technical theater assistants, Emily recommends this: 

“Be confident in the skills that you bring to the table, but don’t be afraid to be a beginner at something you haven’t done before. The skills you have to gain and people you have yet to form connections with will make your experience even more valuable.” 

To learn more about this role, reach out to Jesse Rivers, Technical Director of Theatre at Oxford College and check out @oxtheatreofemory for all things theater!

Nature and Environment

Forest Technicians

As an uncertain environmental science major at the time, Patrick Lemuel 26Ox was keen to learn more about the field by working as a forest technician for Dr. Michael Martin. He took the initiative to reach out to Dr. Martin, who works extensively in the Oxford area, to explore opportunities in environmental science, and began working in the spring semester of his first year after a successful application through Handshake. This year, he mainly “spent a lot of time mulching and lining the nature trails in the Oxford forest to make the trails more usable and nicer for people to walk on. It also helps support the cultural services that the Oxford forest brings—primarily, the aesthetic and recreational benefits of nature for people.” 

With a newfound appreciation for environmental protection and enhancement, he has extended his work in the environment around Oxford to research with Dr. Martin. This summer, Patrick is a Summer Oxford Research Scholar, where he is continuing his research during the school year on how the removal of invasive species affects native plant population regrowth.

“During the summer, I’m looking at how the removal of invasive plant species affects animal populations and their behavior using trail cameras. More than likely, I’ll be fiddling around with the cameras to find the best methodology for what we’re looking for, but ideally, I will be able to get some data,” he details.

Aside from being able to engage with the field of environmental science, Patrick appreciated being able to “disconnect and spend time in nature.” 

“It’s not a front-facing role, so there’s not as much pressure. It’s not a hard job, but you have to be okay with doing a little more manual labor than other campus jobs,” he explains.

Oxford College Farm Worker

When Emily Zhao 27Ox applied to Oxford College, the Oxford Organic Farm was a factor that really drew her in. 

“I wanted to immerse myself in something that I grew up surrounded by as an Ohioan, but never really had the chance to learn about. So when I heard others talk about their great experiences volunteering or working on the farm, I immediately applied to the job when I saw flyers posted around campus.” 

Despite her then-limited farm skills consisting of raking leaves, mulching, and pulling weeds, she successfully entered the role early in the spring semester. Her day-to-day tasks vary—“I have planted crops, prepared orders for customers, washed crops and tools, and yet there are still so many skills and tasks I have to unlock since I have only worked one semester.” This is because they are not assigned specific jobs for the semester but instead are given different tasks based on the farm's needs. 

Luckily, this variety of tasks is Emily’s favorite part about working at the farm. One of her favorite events at the farm is Pizza Fridays, where student workers prepare toppings from harvested crops and homemade dough so anyone can make their own custom pizzas in a professional pizza oven. She likes it because “it is a very community-centered tradition.” 

Her favorite plant to harvest at the moment is the carrot. “You simply pull the leaf tops and the carrots come out of the soil so easily—it’s so satisfying!” 

Even though she may never pull out a carrot again after her time at Oxford, she appreciates how the farm has allowed her to learn so many different skills. 

Her biggest recommendation for future Oxford farm workers is to “be prepared by going into the job knowing what to expect.” There is a lot of physical activity involved, requiring endurance in the scorching sun and strength to lift heavy poles. 

“But also be prepared for a very unique college experience in which you have a lot of fun pulling carrots, complaining about the heat, struggling with fellow staff and student workers, making and eating delicious homemade pizzas with friends, and joining the best community in eating homemade mint ice cream made by the kindest, most understanding supervisor!” 

For more information on the Oxford Organic Farm, check out this website, reach out to Daniel Parson, Farmer and Educator at the Oxford Organic Farm, and follow their Instagram @oxfordcollegefarm !

Orientation and Campus Life

Peer Advising Network (PAN) Mentors

One of the first groups of people incoming first-year students get to meet before coming to Oxford are the Peer Advising Network (PAN) mentors, who serve as friendly (remote) faces to help incoming students prepare for their transition to college. Peer Advising Network mentors, or PANs, work with the Advising Support Center (ASC) to ensure first-years complete onboarding tasks, provide course registration workshops, and answer questions about Oxford and the Oxford community so that new students can get a sense of what Oxford is actually like. 

Shromona Malhotra 26Ox, a former PAN mentor, recalls that her motivation for becoming a PAN stemmed from the previous PANs. 

“I remember really liking the PAN advisors I’d had the summer before, and I decided to apply when I saw the ASC at the job fair!” she recalls.

Her favorite part about being a PAN was being able to make the role what she wanted it to be.

“For me, I was in charge of the GroupMe alongside one other member, so my job was mostly answering questions about what registration looks like, advice on what classes to take, how to plan semesters, packing lists, etc! While two of our other members handled the Instagram more full time, I also did a social media takeover for one day and had my individual programming project–I did a feature on the performing arts opportunities at Oxford in a professor interview series! The individual projects were really fun to make and each PAN member got to pick something they were passionate about, which I think really helped incoming students get a feel for what Oxford has to offer.” 

She also enjoyed connecting with first-years before the summer started. “It’s a really rewarding experience to be able to talk about your personal experiences and be someone that people can trust with theirs, and being a PAN is a very firsthand way of making a positive impact on the incoming class.” 

To future/aspiring PAN mentors, Shromona recommends taking time to reflect on what makes your individual experience at Oxford special, since everyone has a unique experience at Oxford. 

“Being more appreciative of what you love about Oxford really lends itself to getting the incoming class excited about college!” 

To get involved with PAN, make sure to engage with current PAN mentors and the @oxfordadvising Instagram and make an appointment with your ASC advisors.

iMentors

Transitioning to college is one thing, but starting school in a whole new country is another. Luckily, Oxford hosts a special program for International Students called International Student Welcome (ISW) before orientation, where students work closely with iMentors to learn more about living in America. 

​Freya Ni 26Ox served as an iMentor last summer. She was inspired to do so by her own iMentor.

 “He helped us a lot during our first year at Oxford and even helped me meet one of my best friends there. He told us that the ISSS office would send out an email about hiring new iMentors and encouraged us to apply, so I decided to give it a try,” she explains. 

​As an iMentor, Freya helped international freshmen adapt to life at Oxford and to studying in the United States.

​“For most international students, this is probably their first time leaving their families/homeland and living independently in a completely new country. Cultural differences, language barriers, academic pressure, and social adjustments can all become overwhelming. As iMentors, we aim to serve as guides and supporters by sharing our own experiences, helping them learn about campus resources, and offering practical advice to help them adjust more smoothly. We also try to be someone they can talk to when they feel stressed or overwhelmed.” 

​Her favorite part about this experience was feeling like she was talking to herself from a year ago. 

​“Many of my iMentees asked me the same questions that I once asked when I first arrived at Oxford. For example, things like where to get breakfast, which major/class I would recommend, or whether there are good restaurants nearby. A new group of students is now sharing the worries and uncertainties I had a year ago. I think that’s really meaningful and interesting, because helping them feels like the current version of me is reaching back to help my past self.” 

​For aspiring or incoming iMentors, Freya enforces that patience is key to this role. 

​“They may ask questions that seem overly personal or even a little inappropriate, and they may constantly come to you for help. Even when it feels overwhelming, try not to push them away. In a completely unfamiliar country, you may be the only person they truly feel comfortable turning to for support. Help them when you can, just like our own iMentors once helped us when we were new students ourselves.” 

​Resident Assistants

Most, if not all, students live on campus during their time at Oxford. Residential Assistants (RA) are critical to ensuring the safety and comfort of our students on campus, from staying in touch with residents and hosting floor events. 

​Jacey Mok 26Ox applied to be an RA when she found that applications had opened up during her freshman year. She was motivated to do so while networking with other RAs and staff in the Residence Life department, learning more about the role and its functions along the way. 

After two rounds of interviews and several training sessions, Jacey became an RA for Middle Bonnell. 

In her role, Jacey served as a mentor to first and second-year students living in her residence hall. 

“I created engaging programming and ensured health and safety protocols were met through room checks, etc. Overall, I was responsible for ensuring the mental and physical wellbeing of my residents, especially during their transition to college.” 

​Jacey’s favorite part about being an RA was how diverse and welcoming the Residence Life staff was. She enjoyed “interacting with other RAs and being part of the RA community” because they frequently worked together as a team and assisted each other in various duties. 

​Jacey advises future RAs to “reflect on their connection to their respective communities.” She says that “the heart of the RA role is serving as an active community member in both a formal and informal fashion. Think about your unique contributions to a community space and what your edge is.” Jacey, for example, enjoys talking to people and sharing campus resources, which was a big part of her application. 

​To get involved with Residence Life, make sure to visit their table at the Fall Student Involvement Fair, connect with your RAs, and keep an eye out for applications and updates on @reslife on Instagram!

​Student Admissions Ambassadors (SAA)

Student Admissions Ambassadors are current undergraduate students who represent Oxford to prospective students, families, and campus visitors by serving as tour guides throughout the year and providing key insights to campus life during admissions events. George Segall 26Ox found this job from “posters around campus and word of mouth.” After an information session and rounds of interviews, George joined SAA in the fall of his first year and was later promoted to a coordinator position, where he gained crucial leadership skills.

​George describes this role as being “multifaceted.” 

​“As an ambassador, I gave tours, sat on panels, and helped in various roles when needed (calling campaigns, designing welcome signs, etc.). As a Coordinator, I hired, trained, and led a team of ambassadors throughout the school year. I also worked closely with our advisors to plan bonding events, monthly meetings, admitted student days, and overall the year as a whole.”

​His favorite part about being in SAA was the community and leadership skills he developed. He describes how he developed lasting friendships in SAA and learned how to “function in an actual high-intensity work environment.” 

​His advice to future or aspiring ambassadors is simple: “For those who want to be a tour guide in the future, be loud, be Oxcited, and be yourself!”

​Social Media

Have you noticed the Oxford community stepping up its social media game? With the support of the amazing Communications and Marketing department, Oxford has enhanced its online presence through student workers such as Jessie Han 27Ox. 

​Jessie found out about working in the Marketing and Communications department at Oxford after seeing an Instagram post looking for London Launch ambassadors to create content during their semester abroad. Though she didn’t officially start until the spring, it was reassuring for her to be able to hit the ground running with a job lined up at Oxford. 

As a content creator and photographer, Jessie captures students’ stories with TikTok videos and photographs. 

​“I love the creative liberties I can take and just come up with any idea, get it approved, and then do it!” 

From impromptu interview videos to relatable student content, Jessie captures what it means to be an Oxford student for the Oxford community and beyond. 

Though she got this role somewhat "unconventionally," Jessie believes that “having an open mind and looking for opportunities is important for any job or opportunity!” 

Final Thoughts

No matter your intended career path and interests, there are on-campus job opportunities for everyone at Oxford. These roles will help you gain experience, strengthen your resume, and develop valuable workplace skills. Opportunities are frequently posted on Handshake throughout the year, and are advertised on EaglePost and across campus, so make sure to keep your eyes peeled! Here are some quick application tips to get ready for on-campus job applications: 

• Prepare a general resume with your education, work and leadership experience, relevant skills, awards, etc. You should create a copy and tailor it for each role you apply to. Check out resume templates here: https://cpd.emory.edu/channels/create-a-resume/ . 
• Visit events hosted by respective departments to network with department staff and learn more about what employment would look like with that department.
• Check whether the job opportunity is Federal Work Study (FWS) or Non-Federal Work Study (FWS)–some jobs are open for both, some are only for FWS, etc.
• Double check your application material: make sure your cover letters don’t have grammatical errors, your resume is in reverse chronological order, etc! 
• Extra tip: schedule an appointment at the Career and Professional Development Center to work on application material, from interview prep to resume reviews!

Good luck with applications!