During college, whether to earn extra spending money or to ease the financial burden of college, most students will take up a job. While doing so will cause a more stressful college life and eliminates time, it teaches the student skills that would allow them to be more successful in life. Working not only allows the student to make money but also learn skills potentially useful for their post-academic career such as time management and independence. While working during college may create reduced time for studying, it also allows the student to develop their time management skills. Strassburger states, “Because students are taking on extra responsibility, they are essentially forced into managing their time better in order to be successful, aka not get fired.” Due to this fact, Students become more likely to adapt to the changes in their schedule by planning how to use their time wisely. Strassburger argues that because there are social consequences to not performing properly during wok or not showing on time, the student becomes more motivated to organize themselves.Since students are making their own money, students will learn to properly handle the money that they have earned. While college students may not be completely financially independent, they would be wary of spending the money they toiled for hours to earn. By managing their money wisely, they would be able to experience slight financial independence before they are forced to do so after moving on to their professional career, allowing them to ease into independence. Since the college students would be engaging themselves in both an educational program as well as an activity teaching the individual skills necessary after academics, students will be able to incorporate what is learned in class into their jobs or expand their areas of knowledge. Vines supports this by adding, “I plan to major in psychology and cognitive science, but as a cashier I use math skills and handle money, and as a babysitter I work with children and practice teaching. While I do not plan to pursue these areas in the future, these jobs teach skills such as precision, accuracy, patience and punctuality”(Vines: College). In addition to expanding one’s areas of expertise, they will be able to incorporate what is learned into their jobs if applicable and be informed of the practicality of learned information. Pietruszewski claims that during internships, being capable of using information learned in college allows the student to have background knowledge of that field hence allowing her to be more efficient at her job. Furthermore, causing the student to reflect on what is learned and how it connects to their work would allow them to see the practicality of what is learned. Kuh supports this through research done at the University of Iowa. During 2009, the University of Iowa started the pilot program; a program where students were pre-exposed to questions that would allow them to reflect on their work and meet with a supervisor twice during the semester to answer those same questions (Kuh). Following this program, “Sixty-nine percent of the pilot-program workers reported that their work had helped improve their written communication skills, compared with 17 percent of their peers. Seventy-seven percent of the pilot-program workers said their jobs had helped them use critical-thinking skills to solve problems” (Kuh). When students are required to reflect on their jobs, they can achieve a greater learning experience. Experience Work experience can allow the student to discover more about themselves, guiding the direction the student wants to take subsequent to college, and helps the students form connections to people outside of their college. Pietruszewski states that taking up different jobs has allowed her to discover that she aspired to work in a profession which would allow her to directly help people or make a difference, whether in a big or small capacity. By being engrossed in an alternate environment, the student becomes likely to form connections to people outside of their campus community. Strassburger notes that working both off campus allows the student to meet people they might have otherwise never been exposed to. Meanwhile, working on campus allows the student to become more active in their campus community. Their involvement could allow the student to be more aware of on-campus activities and interact with other colleagues (Strassburger). Despite allowing the student to learn skills that would aid success after college, there are drawbacks to working while in college. Since students are relinquishing their own time to work their designated hours, they have less time to dedicate to other activities. Pietruszewski adds, “if you work during the school year, you’ll have less time to do other things, such as homework and studying. Speaking from experience, there have been days when I’ve definitely wished I could have studied longer instead of going to work. However, the reverse is also true – sometimes I just don’t put enough effort into working on work because I’m more worried about school.” Occasionally students will be unable to manage both tasks at once and have to decide which to dedicate their time and effort to, also adding stress to a college student’s already stressful life. Bracey reports “The TIMSS Final Year study found that 55% of American high school seniors worked more than 20 hours a week and had lower scores than students who worked less. Those who did work, but less than 20 hours, actually scored above the international average.” According to Bracey, the results are paralleled for college students, who have similar academic responsibilities to high schoolers. This study shows that the decreased time and stress of retaining a good academic situation while executing their duties at work could cause negative effects on one’s academic success. Shaun Porter Argues that students should work as little as possible since college is a unique time and is “an important time of personal development” (Roberts).