Presentation 1: Student employment is common among undergraduates. This presentation shares findings from a systematic review of over 50 studies (2005-2025) on undergraduate student employment in the U.S., synthesizing two decades of research into a practical framework for understanding when employment supports student success and when it undermines it. Findings show that financial stability, time pressure, and skill-building all interact, and that job quality, schedule control, and career relevance matter as much as whether a student works at all. The review also shows that students are not randomly distributed across job types: some are more likely to end up in lower-quality work arrangements, raising equity questions that go beyond access to employment alone. Presenter will highlight practical questions institutions can ask about the student jobs they oversee – from work-study to campus employment to career-connected roles – and invite discussion about what data or partnerships might help answer them locally.
Presentation 2: Student employment is common among undergraduates. This presentation shares findings from a systematic review of over 50 studies (2005-2025) on undergraduate student employment in the U.S., synthesizing two decades of research into a practical framework for understanding when employment supports student success and when it undermines it. Findings show that financial stability, time pressure, and skill-building all interact, and that job quality, schedule control, and career relevance matter as much as whether a student works at all. The review also shows that students are not randomly distributed across job types: some are more likely to end up in lower-quality work arrangements, raising equity questions that go beyond access to employment alone. Presenter will highlight practical questions institutions can ask about the student jobs they oversee – from work-study to campus employment to career-connected roles – and invite discussion about what data or partnerships might help answer them locally.
