If you know me, you know I've said this for a while. Am really glad we got to systematically support this point once again. (end)

Headline: Integrated advising works but scaling it via technology-alone approaches doesn't. We have got to scale advising, but we have to do it in a human-first way. Technology is a piece of the puzzle, but if it's the primary mechanism for scale, our students won't benefit. (3/4)

Writing this chapter gave Suzanne Lyons, PhD, MSW and I a chance to dig into the evidence supporting various approaches to scaling integrated/holistic advising, which is something I've wanted to do for a while. (2/4)

I'm not conferencing but will be here and can come downtown to catch up, schedule permitting.

Finally something to cheer about! Welcome back...our sector missed (and needs) you.

We shouldn't get rid of early college courses, but we need to rethink and improve them. Give students experiences that will actually matter down the line. That means not earning credits for credit's sake. Embed norms, practices, and forms of learning that reflect what actually happens on campus.

She'll be fine. We'll navigate it together. But I worry about her peers who think that their slew of AP and DE credits make college success a slam dunk, but who don't have family to help them figure out what's really going to be expected of them. (7/8)

This conversation has taken on new resonance for me as I watch my own daughter tiptoe into college enrollment. All the ways that higher ed expects her to know hidden rules and processes, not just course content, are already showing up. (6/8)

To be clear, early access to college courses can be valuable--but it isn't the panacea advocates want it to be, especially if these opportunities aren't thoughtfully designed to ensure students encounter authentic college learning. This insight is also 20 years old. (5/8)

Our recent work on developmental education reaffirms this again. Dev ed reforms, while successful as compared to the previous status quo, haven't ensured college success in part because they decouple academic readiness from other forms of readiness. (5/8)
www.phasetwoadvisory.com/research-lib...

We affirmed this in a study a few years later, which didn't make it into the article. (4/8)
psycnet.apa.org/record/2014-...

My dissertation, which she cites and I'll note is 20 years old, found that students need to learn the role of a college student (that is, how to study, how to engage with content differently, how to engage in new forms of discourse and help-seeking) to prepare for college success. (3/8)

When speaking to the author, I had two overarching points: (1) mastering college content isn't the same as college readiness, because "doing" college entails so much more than just subject proficiency and (2) we've know this for decades.(2/8)

I am not sure of the social media-appropriate way to acknowledge this, but I'm blushing, thank you, and I love working with you!

And they just "arrested" NYC's @bradlander.bsky.social. Political officials were assassinated in MN. It's beyond time to ask us what we'll do. What will YOU do beyond making statements? Gather your colleagues. Gum the gears. Stop talking. The crisis is here, and we elected you to act.

Be safe, my friend.

Your humility is part of what makes you built for this moment. Proud to know you--and lifting you up from afar and over many years. You will muddle through with grace and more expertise than you realize, and we will all benefit as a result.

Judy, thank you, and I'm sorry.

You know where to find me, but I also may not be "scholarly" enough since I am alt-ac. Email me if you want to chat.