Best Campus Jobs
for Pre-Med Students
Campus jobs offer an excellent opportunity to acquire practical skills that will equip you for various careers in the health professions. Below is a selection of the top campus jobs for pre-med students.
See Handshake for current campus job openings. Campus jobs are posted based on when the department has openings, so save your job search notifications to receive an alert the next time the below jobs are hiring. For advising on campus jobs, schedule an On-Campus Employment advising appointment.
For Health Professions career advising, schedule an appointment with the Health Professions Advisor and Program Coordinator, Mildred Rodríguez, PhD. Subscribe to the Health Professions Newsletter by emailing health.professions@wesleyan.edu.
This is not a comprehensive list of experiences. Wherever you work on-campus, you will gain transferable skills to help launch you into a lifetime of meaningful work.
Medical School Competencies
Below, you will find a dropdown menu of the medical school competencies. Many of them may be relevant to the responsibilities outlined for the positions below. These competencies include interpersonal and intrapersonal pre-professional skills, thinking and reasoning abilities, and science-related competencies. For more information and a complete list of medical school competencies as defined by the Association of American Medical Colleges (AAMC), visit their website, or reference to the GCC’s Health Professions webpage.
Service Orientation. Demonstrates a desire to help others and sensitivity to others’ needs and feelings; demonstrates a desire to alleviate others’ distress; recognizes and acts on their responsibilities to society—locally, nationally, and globally.
Social Skills. Demonstrates an awareness of others’ needs, goals, feelings, and the ways that social and behavioral cues affect peoples’ interactions and behaviors; adjusts behaviors appropriately in response to these cues; treats others with respect.
Cultural Competence. Demonstrates knowledge of sociocultural factors that affect interactions and behaviors; shows an appreciation and respect for multiple dimensions of diversity; recognizes and acts on the obligation to inform one’s own judgment; engages diverse and competing perspectives as a resource for learning, citizenship, and work; recognizes and appropriately addresses bias in oneself and others; interacts effectively with people from diverse backgrounds.
Teamwork. Works collaboratively with others to achieve shared goals; shares information and knowledge with others and provides feedback; puts team goals ahead of individual goals.
Oral Communication. Effectively conveys information to others by using spoken words and sentences; listens effectively; recognizes potential communication barriers and adjusts approach or clarifies information as needed.
Ethical Responsibility to Self and Others. Behaves in an honest and ethical manner; cultivates personal and academic integrity; adheres to ethical principles and follows rules and procedures; resists peer pressure to engage in unethical behavior and encourages others to behave in honest and ethical ways; develops and demonstrates ethical and moral reasoning.
Reliability and Dependability. Consistently fulfills obligations in a timely and satisfactory manner; takes responsibility for personal actions and performance.
Resilience and Adaptability. Demonstrates tolerance of stressful or changing environments or situations and adapts effectively to them; is persistent, even under difficult situations; recovers from setbacks.
Capacity for Improvement. Sets goals for continuous improvement and for learning new concepts and skills; engages in reflective practice for improvement; solicits and responds appropriately to feedback.
Critical Thinking. Uses logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems.
Quantitative Reasoning. Applies quantitative reasoning and appropriate mathematics to describe or explain phenomena in the natural world.
Scientific Inquiry. Applies knowledge of the scientific process to integrate and synthesize information, solve problems, and formulate research questions and hypotheses; is facile in the language of the sciences and uses it to participate in the discourse of science and explain how scientific knowledge is discovered and validated.
Written Communication. Effectively conveys information to others by using written words and sentences.
Living Systems. Applies knowledge and skill in the natural sciences to solve problems related to molecular and macro systems, including biomolecules, molecules, cells, and organs.
Human Behavior. Applies knowledge of the self, others, and social systems to solve problems related to the psychological, sociocultural, and biological factors that influence health and well-being.
Medical-Related Support
Campus jobs in the medical-related support category offer hands-on exposure to patient-care scenarios or clinical environments. Depending on the position, you may be expected to assist with treating injuries, providing emotional and physical support, delivering informational care, or responding to medical emergencies. Additionally, responsibilities often include administrative tasks that will help you to develop oral communication, social interaction, and workplace skills. These positions align closely with key competencies for health professionals such as Service Orientation, Social Skills, Cultural Competence, Teamwork, Resilience & Adaptability, and Oral Communication.
Sports Medicine Assistant (Freeman Athletic Center)
The Sports Medicine Assistant works in the Athletic Injury Care department of the Freeman Athletic Center. The role of this department is to provide sports medicine services to varsity student athletes. The Sports Medicine Assistant’s responsibilities include assisting the Team Physician with administrative tasks, re-stocking taping stations and med-kits, setting up for practice and games, and answering the dispatch phone to communicate with athletic trainers on site.
Lifeguard (Freeman Athletic Center)
The Freeman Athletic Center employs Lifeguards to ensure the health and safety of the patrons in the natatorium, including appropriate and efficient emergency response when needed. Lifeguards monitor activities in and around the pool, keeping a keen eye on swimmers and ensuring everyone is safe and following facility rules. Lifeguards gain excellent customer service experience by assisting patrons with inquiries, addressing concerns, and maintaining a friendly and approachable demeanor. Lifeguards also conduct routine checks of the pool area and equipment to ensure everything is in good working order.
Lifeguard applicants must have a valid copy of their American Red Cross Lifeguard, PRCPR/AED, and First Aid Certification.
Wesleyan Doula Project Intern (Jewett Center for Community Partnerships)
The Wesleyan Doula Project (WDP) is a student-run collective dedicated to providing free and compassionate support for people making the decision to terminate their pregnancies. By providing emotional, physical, and informational support and advocacy, they work to combat the stigma around abortion and reproductive health, and ensure that each individual receives the care they deserve. As the only college-based doula project in the country, the WDP strives to empower students to pursue reproductive health work, and to strengthen connections between Wesleyan and the local community. Driven by the values of health, equity, and Reproductive Justice, the WDP is part of a national Full-Spectrum Doula Movement committed to making doula care accessible to all people and all pregnancy outcomes. The Wesleyan Doula Project Interns train and provide doula services at two local clinics supporting their goals and helping with advocacy efforts on campus.
Only applicants with work-study are eligible for the Wesleyan Doula Project Internship. Students without work-study can get involved on a volunteer-basis through the student group. Find more details on WesNest.
Health Advocacy
Health Advocacy positions empower students to promote wellness and support healthier behaviors on campus and in local communities. These roles may involve developing and delivering educational workshops, educating about prevention strategies, facilitating discussions on health topics, or engaging in advocacy efforts related to public health and policy, whether that be providing sexual wellness information or advocating for reproductive health legislation. Many of these roles aim to foster inclusive, supportive environments for peers and community members. By engaging in activities that promote health and wellness, practicing bystander intervention, or educating about substance use, students can refine their ability to inform and motivate others while addressing health disparities and community needs. Key competencies developed through these positions include Service Orientation, Oral Communication, Cultural Competence, Ethical Responsibility to Self and Others, Teamwork, and Resilience & Adaptability.
Sexual Violence Prevention Intern (WesWell, the Office of Health Education)
The WesWell Sexual Violence Prevention (SVP) Intern plays a multi-functional role in sexual violence prevention, education, and outreach initiatives in the Wesleyan community. The SVP Intern provides trained peer support to help students navigate on- and off-campus resources. The Intern also serves as a liaison among administrative staff and student groups engaged in sexual violence prevention and response initiatives. The SVP Intern engages in primary prevention efforts throughout the year including new student orientation, bystander intervention training, Residential Life training (schedule dependent) and other initiatives.
Health & Wellness Intern (WesWell, the Office of Health Education)
The WesWell Health & Wellness Interns support the vision and mission of WesWell, the Office of Health Education. An Intern is a student leader and role model, and will serve as an extension of the professional staff of WesWell. In addition, the Interns serve as the leadership on the Peer Health Advocates team. The Intern will take on various administrative and programmatic projects to support the health and well-being of Wesleyan students on campus. Projects may include supporting health awareness campaigns, researching best practices in health education, and maintaining/distributing supplies for students. Projects and responsibilities will primarily fall into areas of Mental Health, Physical Health, Sexual Health, Alcohol & Other Drug Education & Prevention, Overall Wellness, and Bystander Intervention.
We Speak, We Stand Bystander Intervention Facilitator (WesWell, the Office of Health Education)
The We Speak, We Stand (WSWS) Bystander Intervention Facilitators work closely with WesWell employees and interns, and the team of volunteer Peer Health Advocates (PHA), to deliver WSWS trainings, create and implement social marketing campaigns, and assist with program evaluation and research efforts.
The We Speak, We Stand bystander intervention program aims to create a community that is actively engaged in the prevention of sexual assault and relationship violence, and advocates for the responsible use of alcohol. The goal of the program is to empower bystanders to intervene in situations involving alcohol use, including effectively expressing concern about someone’s drinking behaviors, sexual assault, and relationship violence. The work of the WSWS Facilitators is an integral part of creating a safer campus.
WesBAM! Instructor (WesWell, the Office of Health Education)
WesBAM stands for Wes Body and Mind! WesBAM! is a program that makes mind-body awareness and fitness accessible at Wesleyan by offering classes in a wide variety of practices – yoga, kickboxing, kung fu, Zumba, and more. The responsibilities of WesBAM! Instructors are part independently-driven through organizing their individual classes, and part team-driven to help the WesBAM! community flourish. The Instructor is encouraged to build a class program that they are passionate about, and assist with advertising and promoting all WesBAM! classes and events. Those with Yoga certifications are highly encouraged to apply!
Wesleyan Harm Reduction Initiative (WesHRI) Work-Study Intern (Jewett Center for Community Partnerships)
The Wesleyan Harm Reduction Initiative (WesHRI) aims to inform and provide resources to Wesleyan students and community members to mitigate the potential negative effects of substance use on and beyond our campus. WesHRI is seeking students to facilitate honest conversations about drug use and abuse and to distribute safer use resources on campus and in the community. Students engaged with WesHRI will develop key health education and civic engagement skills.
Only applicants with work-study are eligible for the WesHRI Work-Study Internship. Students without work-study can get involved on a volunteer-basis through the student group. Find more details on WesNest.
Adolescent Sexual Health Awareness (ASHA) Work-Study Intern (Jewett Center for Community Partnerships)
Adolescent Sexual Health Awareness (ASHA) works to provide young people with the resources and knowledge they need to make healthy sexual decisions. They empower young people to be active participants in their sexual education and to take charge of their bodies, as well as their emotional and physical health. ASHA seeks to create classroom environments that: promote healthy behavior; are accepting of a wide variety of sexual activities and decisions; and encourage consent and communication between partners. ASHA is seeking students to train and teach workshops and events that further their missions. Students engaged with ASHA will develop key facilitation and civic engagement skills.
Only applicants with work-study are eligible for the ASHA Work-Study Internship. Students without work-study can get involved on a volunteer-basis through the student group. Find more details on WesNest.
Wesleyan Reproductive Advocacy and Legislation (WRAL) Work-Study Intern (Jewett Center for Community Partnerships)
Wesleyan Reproductive Advocacy and Legislation (WRAL) is a club dedicated to supporting the reproductive justice movement through different forms of advocacy and outreach both on- and off-campus. The primary goals of this internship include advocating for relevant legislation, improving reproductive health on campus, educating our community, and supporting abortion clinics in Connecticut. WRAL does this by distributing information regarding birth control and reproductive autonomy throughout campus, providing Plan B handouts, and forming Connecticut’s first Practical Support Network. WRAL is seeking students to plan education events, fundraise for groups like the Connecticut REACH Fund, and distribute emergency contraception around campus. Students engaged with WRAL will develop key health education and civic engagement skills.
Only applicants with work-study are eligible for the WRAL Work-Study Internship. Students without work-study can get involved on a volunteer-basis through the student group. Find more details on WesNest.
Wesleyan Period Coalition Work-Study Intern (Jewett Center for Community Partnerships)
The Wesleyan Period Coalition aims to fight against menstrual stigma through education within the Wesleyan community, as well as the broader Middletown community. The program’s main goal is education about menstruation: to create spaces on campus where students can learn about menstruation and menstrual stigma and critically examine the role this stigma plays in their lives. The Wesleyan Period Coalition Work-Study Intern will strive to partner with off-campus organizations to help increase access to information and products for those in Middletown. Prospective partners include Middletown High School and New Horizons. Addressing period poverty and deconstructing period stigma is a joint project. It is important that we all take part in this work, regardless of gender or menstruating status. The Wesleyan Period Coalition is seeking students to help expand the availability of menstrual products on campus, host product drives for local homeless shelters, and develop educational materials to distribute on campus and in the broader Middletown community. Students engaged with the Wesleyan Period Coalition will develop key health education and civic engagement skills.
Only applicants with work-study are eligible for the Wesleyan Period Coalition Work-Study Internship. Students without work-study can get involved on a volunteer-basis through the student group. Find more details on WesNest.
Tutors
There is a plethora of tutoring opportunities at Wesleyan that offer the opportunity to engage with diverse populations, including current Wesleyan students, K-12 public school students, student inmates in Connecticut prisons, and adult English-as-a-Second-Language (ESL) learners. These positions help build strong communication skills, particularly the ability to adapt explanations and teaching strategies to meet the unique needs and learning styles of individuals. By fostering understanding and access to knowledge, tutoring roles demonstrate a commitment to service, education equity, and empowering others. Key competencies developed through tutoring include Oral Communication, Service Orientation, Cultural Competence, Teamwork, Reliability & Dependability, and Critical Thinking, making these positions excellent preparation for collaborative, community-focused work in healthcare.
Peer Tutor (Deans’ Peer Tutoring Program – Student Academic Resources)
The Deans’ Peer Tutoring Program creates a learning community in which students can support and enrich each other’s academic and intellectual development. This program strives to create a bridge between students who have excelled in their previous coursework and those who are currently enrolled and would like extra assistance. The Deans’ Peer Tutoring Program provides workshops and resources for tutors on how to best serve their peers. The program aims to improve tutors’ communication and teaching skills, which are applied in tutoring sessions, in order to enhance peer-to-peer support within academic settings.
Teaching Assistant (Center for Prison Education)
The Wesleyan Center for Prison Education Program employs Teaching Assistants to support course offerings at Cheshire Correctional Institution and York Correctional Institution. Teaching Assistants work closely with faculty who are teaching courses with the Center for Prison Education. TAs travel to either Cheshire or York Correctional Institution for one regularly scheduled three-hour study hall session each week, with the possibility of attending class sessions as well. During this time, the Teaching Assistant will meet with students about their coursework and provide course-specific academic support as needed.
The Foster Connection Work-Study Intern (Jewett Center for Community Partnerships)
The Foster Connection makes an effort to support and empower foster children of all ages by connecting them with students and young adults through tutoring and mentorship. Their work is guided by the goal of ultimately reaching all of Connecticut’s foster children. The Foster Connection informs and educates as many people as possible about the inextricable link between the foster care system and the mass incarceration crisis. They aim to create long-term mentoring partnerships between students of Wesleyan University and children in the foster care system in Connecticut. The Foster Connection is seeking students to serve as tutor-mentors and connect with children in the foster care system through the Department of Children and Families.
Only applicants with work-study are eligible for the Foster Connection Work-Study Internship. Students without work-study can get involved on a volunteer-basis through the student group. Find more details on WesNest.
Wesleyan Multilingual Community Tutors Work-Study Intern (Jewett Center for Community Partnerships)
The Wesleyan Multilingual Community Tutors (WMCT) program seeks to narrow the achievement gap between English Language Learners and Native English speakers, as well as offer support to adult English learners in the Wesleyan Community. Currently, they send tutors to Beman Middle School, Middletown Adult Education Center, and Cultural Connections. In addition, WMCT partners with SAWA, a Syrian refugee group based out of Hartford, for virtual one-on-one tutoring. Wesleyan Multilingual Community Tutors is seeking students to tutor as classroom assistants at Beman Middle School and Middletown Adult Education Center, and co-teachers of small classes with Cultural Connections.
Only applicants with work-study are eligible for the Wesleyan Multilingual Community Tutors Work-Study Internship. Students without work-study can get involved on a volunteer-basis through the student group. Find more details on WesNest.
Girls in Science (GIS) Teaching Assistant (Jewett Center for Community Partnerships)
Girls in Science (GIS) is a summer program that provides opportunities for girls and young women to explore their interests in science and develop critical skills to be used in their scientific pursuits and beyond. The program features a 1-week summer camp that fosters inquiries in science via experiments, interactive activities, and trips. Girls in Science Summer Teaching Assistants play a critical role in supporting GIS programming and serve as role models for participants in grades 4-6. Girls in Science employs an intergenerational mentoring model. The program’s staff is comprised of Wesleyan University women faculty members from the chemistry, physics, astronomy, and biology departments; young women student assistants; and aspiring high school scientists – who all work in collaboration to develop the next generation of innovative leaders in fields of science in a safe and nurturing space.
Counseling and Advising
Counseling and advising roles allow students to develop interpersonal and problem-solving skills by guiding others through challenges and fostering constructive relationships. These positions often involve helping peers navigate conflicts, de-escalating tense situations, and promoting inclusive, supportive environments. Depending on the role, students may be asked to provide confidential support to their fellow students or act as an essential knowledge source in times of conflict or even emergencies. Additionally, advising roles may include assisting with academic, social, or personal development. Through these experiences, students build competencies such as Service Orientation, Oral Communication, Social Skills, Cultural Competence, Ethical Responsibility to Self and Others, Teamwork, and Resilience & Adaptability, skills that are foundational to effective communication and collaboration in healthcare.
Student Ombuds (Equity & Inclusion)
The Student Ombuds serve as neutral and confidential resources and thought partners for students who are considering their options for addressing an issue, especially in situations where there are power and positionality differences. The Ombuds can support students who are experiencing or observing unfair treatment, communication breakdowns, microaggressions, or other challenging interpersonal matters, particularly when the other party is in a position of power in relation to the student (e.g., a professor, coach, or supervisor). Although separate from the University’s Ombudsperson for staff and faculty, these Student Ombuds use similar conflict resolution and restorative justice practices. Student Ombuds provide information about resources, offer perspective, and advise students as they explore and navigate their options for resolving concerns. Each cohort of Student Ombuds is selected to represent various academic areas of the institution (i.e., each academic division and Athletics), and to represent a range of perspectives, connections, and lived experiences.
Academic Peer Advisor (Student Academic Resources)
Academic Peer Advisors (APA) in the Student Academic Resources (SAR) department support other students in their academic pursuits, and enhance student access to academic resources. SAR coordinates programs for intellectual enrichment and academic support with the goal of fostering a community culture that recognizes the relationship between intellectual growth and personal development. The office strives to promote and facilitate access to university curriculum and programs, create inclusive environments for students and the campus community, and share information with the campus community in order to increase awareness and use of appropriate services, with the goal of facilitating academic achievement for all students. Academic Peer Advisors are students who work during New Student Orientation and throughout the academic year, to provide a well-informed and confidential support to students regarding matters related to the course registration process, student systems (such as WesPortal and Moodle), campus resources, metacognitive learning strategies, and academic skills (such as time-management and exam-preparation). APAs enhance access to academic resources and may also provide assistance to Accessibility Services for exams (proctoring, reading/scribing, etc.).
Resident Advisor (Office of Residential Life)
Resident Advisors (RAs) support and address issues in their residential area and campus community at large. Resident Advisors play an integral role in establishing an environment conducive to maximum academic, personal, and social development, and maintaining healthy and safe living conditions. RAs strive to create a sense of community and mutual respect within the living unit with an emphasis on courtesy, consideration, contribution, involvement, and adherence to University and Residential Life policies. RAs inform all residents about the Community Standards, the Code of Non-Academic Conduct, the Honor Code, and the processes of the Community Standards Board as outlined in the Student Handbook. RAs also facilitate ongoing discussions related to what community members expect of each other, including roommate agreements, as well as how situations will be handled if a member is not living up to those expectations.
RAs have the responsibility to be available during emergencies in order to assist in ensuring the safety and security of residents. At the discretion of the Director of Residential Life, this position can be deemed essential during emergencies. This means that while other students may be encouraged to vacate campus, ResLife student staff may be required to remain at Wesleyan to assist in community response.
Research
Research roles offer students the chance to engage in inquiry and discovery, often in collaboration with faculty or organizations and partners. These positions typically involve exploring complex questions, gathering and analyzing data, and presenting findings in clear, impactful ways. Research roles may span disciplines, whether it be contributing to social or educational initiatives, engaging in scientific investigation, or writing about emerging research for broader audiences. Students in these roles may develop competencies such as Ethical Responsibility to Self and Others, Scientific Inquiry, Critical Thinking, Written Communication, Quantitative Reasoning, and Cultural Competence, as well as develop and explore their knowledge of Living Systems or Human Behavior, all of which are vital for contributing to evidence-based medicine and advancing knowledge in healthcare.
Note: There are research positions that are paid as hourly campus jobs, as well as research opportunities that are stipend-paid fellowships. Stipend-paid fellowships are not posted on Handshake; their application processes are detailed by the department.
Summer Research Fellow (College of Integrative Sciences)
Summer Research Fellows design an original research project and conduct scientific research with faculty mentors in one or more STEM departments. To complement the research experience, this summer program also includes weekly seminars and workshops, various social events, and a closing symposium where the Research Fellows present a poster and/or talk. The position offers an excellent opportunity for professional development and hands-on experience in academic research. In collaboration with faculty mentor(s), Research Fellows may set out to design and conduct experiments, design and administer surveys or interviews, collect and analyze data, conduct literature reviews, engage in research lab procedures, and use scientific equipment.
Student Research Associate (Black Box Labs – Science and Technology Studies)
Working as a Black Box Labs Student Research Associate (SRA) will enhance students’ learning experience with training in qualitative and creative research methodologies, effective presentation and exhibition strategies, and the ethics of Science and Technology Studies’ (STS) research in scholarly and applied settings. SRAs will perform intellectual and creative labor, help set and carry out the lab’s research agenda, and participate in lab governance. SRAs are expected to develop the ability to do small-scale qualitative research independently and collaboratively. SRAs conduct research as collaborators on faculty research projects, and are encouraged to pursue their own research interests both within the structures of the lab and also via opportunities on and/or off campus. Faculty-led research projects will be supervised, multi-semester projects that give students on-the-ground and intensive research experience with data collection, analysis, and theoretical methods relevant for qualitative and creative research in science and technology studies.
Research Partner (Center for Prison Education)
Research Partners are an integral part of the Center for Prison Education (CPE) program as it provides students at Cheshire Correctional and York Correctional Institution the research materials they need for classes. Research Partners support CPE students’ academic work through the fulfillment of research requests, which include: (a) critical course-related research, (b) general intellectual curiosities, and (c) research for post-release academic opportunities. Research Partners manage and organize the request fulfillment process by filing and maintaining a log of all student requests.
Science Journalist (College of Integrative Sciences)
The College of Integrative Sciences (CIS) seeks Science Journalists to conduct journalism on the topics of scientific research and diversity and inclusion in STEM. Science Journalists interview faculty, staff, students, and alumni for profiles posted to the Inclusion in STEM website. They conduct additional research and reporting on events as needed, and create content for the CIS monthly newsletter and social media.
Last Updated February 18, 2025.
This is not a comprehensive list of available positions. These position descriptions are subject to change.
See Handshake for current campus job openings. Campus jobs are posted based on when the department has openings, so save your job search notifications to receive an alert the next time the below jobs are hiring. For advising on campus jobs, schedule an On-Campus Employment advising appointment.
For Health Professions career advising, schedule an appointment with the Health Professions Advisor and Program Coordinator, Mildred Rodríguez, PhD. Subscribe to the Health Professions Newsletter by emailing health.professions@wesleyan.edu.
