Student Employee Resources
WiGrow aims to make student employment a high-impact practice at UW-Madison. By participating in WiGrow, student employees engage in intentional reflection and conversation, and are able to more readily connect the skills learned through employment to future endeavors. Provided are resources that are helpful for making connections in student employment, both during and after college.
Resources for Students
Forbes: The 10 Skills Employers Want Most in 2015 Graduates
George Kuh: Maybe Experience Really can be the Best Teacher
Transferable Skills Checklist
Career Services for Various Majors
Division of Student Life Website
University Housing WiGrow Website
University Housing WiGrow Video
Facilities Planning and Management WiGrow Website
IOWA GROWTM Program
"Learning While Earning” – Jonathan Lewis
This dissertation from Jonathan Lewis explores which on-the-job university employment experiences relate to undergraduate learning outcomes by using data from Northwestern University’s student union. The learning domains included in the study are: Career Development, Civic and Community Engagement, Leadership, Ethics and Values, and Responsible Independence. Results affirm that student employment provides a context for student to achieve these learning outcomes.
Lewis, J. (2007). Learning While Earning: Student Employment and Learning Outcomes. (Unpublished doctoral dissertation). Northwestern University, Evanston, IL.
“Balancing work and academics in college: Why do students working 10 to 19 hours per week excel?” – L. Dundes & J. Marx
Given that 74% of undergraduates work an average of 25.5 hours per week while going to school, we know surprisingly little about how off-campus employment affects undergraduates and to what extent its impact varies by the number of hours worked. Our survey of undergraduates at a small liberal arts college found that the academic performance of students who worked off-campus was comparable to nonworkers. Notably, the academic performance (greater hours studied and higher grades) of students who worked 10-19 hours per week was superior to all other students, working and nonworking. We suggest that the increase in performance is due to an optimal work-college balance that establishes structure and discipline not achieved by working too few or too many hours. Yet students must balance the benefits of organization and efficiency with increased stress and reduced time for socializing (noted among student working 10 hours per week off-campus).
Dundes, L. & Marx, J. (2007). Balancing work and academics in college: Why do students working 10 to 19 hours per week excel? Journal of College Student Retention: Research, Theory & Practice, 8(1), 107-120 .
“Earning While Learning: When and How Student Employment is Beneficial” – R. Geel & U. Backes-Gellner
In this publication, Geel and Backes-Gellner distinguish between student employees in positions not related to and related to their field of study. Results from the study show that students working in their field of study may experience positive short- and long-term labor market returns, including lower unemployment risk, shorter job-search duration, higher wage effects, and greater job responsibility.
Geel, R., & Backes-Gellner, U. (2012). Earning While Learning: When and How Student Employment is Beneficial. Labour, 26(3), 313-340.
“Learning and Earning: Working in College” – J. M. Orszag, P. R. Orszag & D. M. Whitmore
This article discusses how the number of hours worked during university enrollment impacts academic performance of college students, as measured through enrollment status and GPA. The number of hours worked per week is highly correlated with academic success. Working over 35 hours a week correlates with negative effects on performance, but part-time work may have positive effects on academics.
Orszag, J. M., Orszag, P.R., & Whitmore, D. M. (2001). Learning and Earning: Working in College.
“On-Campus Student Employment Creates Mutual Benefits for Students and Institutions” – Amy Haavik
Haavic investigates the changing face of university employment and the resultant implications for students and for university administration. Haavic uses comparisons from universities across the United States to develop suggestions to appropriately accommodate and enhance the impact of student employment, in order to strengthen the mutual benefit that university employment has on students and the institution itself.
Haavik, A. (2003). On-Campus Student Employment Creates Mutual Benefits for Students and Institutions.
WiGrow program contact: Lauren Dillard (email@example.com)