Abstract
Brief Literature Review The literature points out two important concepts: the benefit from working and attending college and challenges associated with working while attending college. A Federal Work-Study (FWS) job can provide a student with effective time management strategies. For some students, their FWS job is their first experience learning how to manage school and work. As more students are employed, they face having to balance their academic requirements, extracurricular activities, and employment responsibilities to maintain their lifestyles (Scott-Clayton, 2011). Statement of the Problem The focus of this study was to determine the following: What factors, in addition to financial aid assistance, are provided to eligible students in the FWS program; the relevant learning students acquire from participating in a FWS program; and the types of benefits students recognize they received from participating in a FWS program. Additionally, it examined the ways in which the FWS experience might be structured to maximize the academic life experience benefits to participating students. Methodology In this quantitative study, respondents were asked to answer closed-ended and multiple-choice questions independently and voluntarily. Five initial questions were posed to gain demographic information: age range, sex, ethnicity, current grade level, and grade level at the start of their FWS employment. The survey was administered solely online, via SurveyMonkey, also used to collect, record, and summarize results. Conclusions and Recommendations Students participate in the FWS program for many reasons. The data from the students who participated in the FWS program indicated the extent to which their FWS experience helped them develop skills. The FWS employers also had an impact on the students’ career development. Respondents provided advice to future FWS students. Recommendations include helping FWS students become engaged in activities that encourage active and collaborative learning and foster positive interaction between students, employers, and faculty members. Additionally, campus leaders should also consider intentionally designing active collaboration learning experiences for FWS students that also appear to be linked with more frequent student-employer interactions.