Abstract
A review of the literature was completed to understand the impact of a specific type of student employment. The review included four sections: a review of related theoretical frameworks (Astin, 1984; Chickering, 1969; Tinto, 1993); a review of what is known about why college students work (Perna, 2010); what is known about the impact of work on the undergraduate student; and a review of how work experience benefits or hinders a student in terms of the transfer of skills and preparation for the future. This study was developed to investigate the impact of the work experience on the undergraduate student employees of a university-based academic preparation and outreach program at a major research university in Northern California. This study utilized a quantitative research design. A survey was administered to a sample composed of 30 student employees of the UCU POE program using an online survey instrument composed of 30 closed-ended multiple choice and rating scale questions, which provided personal and demographic data related to the study’s research questions. Data was analyzed and outcomes were reported using basic descriptive statistics. The study found that students who work 15-20 hours per week maximum do not suffer negative academic consequences and benefit through the development of a social network. Data indicated gender imbalances among the ranks of the sample population indicated a need for programs to be more purposeful about ensuring a gender balance due to the nature of the outreach work. It was found that student employees have a strong historical connection to academic preparation programs as high school participants and seek out the work specifically as college students. The study found significant soft skills transfer occurred as a result of the employment experience and recommends the need for increased levels of collaboration with faculty whose research/academic interests may intersect with the mission of programs like UCU POE. Finally, the study recommends programs employing students must be more deliberate in efforts to develop a place or space where student employee can have access to resources that can help develop student employee social and academic development.