Episode 128: Bevon Joseph on How to Prepare Students for the Future of Work
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How can institutions better connect with industry to prepare students for the future of work? How can students navigate the hidden curriculum of the workplace while combining AI skills with human qualities? We talk through these with Bevon Joseph, the AI and Social Capital Strategist, Founder of Greenwood Project, and Author of the book The Intern's Edge: Social Capital, AI Skills, and the Human Qualities That Open Doors and Build Careers. Together, we discuss embedding career development into the curriculum, building social capital, leveraging experiential learning, and equipping students with human skills to adapt in an AI-driven workforce.
Bridging the Workplace Gap: AI Literacy, Social Capital, and the Future of Student Success
Higher education is navigating a pivotal shift where traditional benchmarks of student achievement are being re-examined. Historically, institutions have measured success primarily through persistence and completion rates. While degree completion remains vital, forward-thinking academic leaders are asking a critical question: completion to what? Preparing students for a rapidly evolving economy requires a model that integrates career readiness directly into the academic core rather than treating it as an optional finish line.
Bridging the divide between classroom instruction and workforce expectation requires a dual focus on emerging technology and durable interpersonal connections. By combining practical AI skills, intentional social capital development, and experiential learning pathways, higher education institutions can ensure their graduates are equipped to succeed in the modern labor market.
Rethinking Student Success and Career Readiness in Higher Education
For decades, higher education has largely treated career development as a destination—a set of services accessed during a student's final semester. However, effective workforce preparation works best as an ongoing developmental process beginning on day one. When career preparation remains isolated in traditional campus career centers, engagement drops, and students miss opportunities to build critical context early in their academic journeys.
Integrating career readiness across the entire curriculum allows students to connect classroom concepts directly to industry applications. Moving beyond static lectures toward hands-on, problem-based learning enables students to build tangible portfolios. When students work on real-world challenges—such as helping local businesses solve operational problems using technology—they acquire both functional experience and clear evidence of their capabilities to showcase to prospective employers.
Unlocking the Hidden Curriculum and Building Social Capital
Academic capability represents only one portion of career readiness. A significant factor in professional mobility is understanding the hidden curriculum of the workplace—the unwritten professional norms, communication practices, and organizational dynamics that are rarely taught in standard textbooks. Basic practices such as meeting etiquette, taking visible notes, and practicing active listening can dramatically influence early career trajectories.
Central to navigating this hidden curriculum is social capital. Professional networks frequently determine access to internships and career opportunities. Institutions must design structural pathways that help students, particularly first-generation and underrepresented individuals, build these vital connections. Embedding mentorship, industry site visits, and collaborative projects with corporate partners directly into academic programs ensures that building a professional network is an accessible component of every student's education.
Balancing Human Skills and AI Fluency for Long-Term Career Adaptability
As artificial intelligence shifts operational norms across every sector, technical capabilities alone are no longer a sufficient differentiator. While basic AI literacy enables efficient workflow execution and data analysis, the human element remains the deciding factor in career advancement. Employers increasingly prioritize candidates who demonstrate strong interpersonal skills, creative problem-solving, and emotional intelligence.
In an automated environment, the premium on human capabilities increases. Students must learn when to leverage AI as an analytical thought partner and when to rely on personal judgment, relationship-building, and critical thinking. By combining AI fluency with robust social capital and refined interpersonal skills, institutions can empower graduates to navigate changing workforce demands and achieve long-term professional growth.
Episode 128 Transcript
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Bevon Joseph: if relationships influence who gets chosen and who gets connected to certain opportunities, we should be thinking more intentionally about how institutions help students build those relationships. We all know how important social capital is. So we should be in the curriculum, and if this does not take place in a single class, this should be embedded in every class, right? I don't care what you're doing. We should be connecting you to people who do those things.
Elliot Felix: That was Bhavan Joseph, an AI and social capital strategist, founder of the nonprofit Greenwood Project, creating career pathways for students from underserved communities, and author of the book, "The Intern's Edge: Social Capital, AI Skills, and the Human Qualities That Open Doors and Build Careers."
We had a great conversation about how to better connect institutions with industry, how students can learn the hidden curriculum of the workplace, and the role of human skills in the age of AI so that students are prepared for and can adapt in the future of work.
Let's dive in.
Welcome to the Connected College podcast. I'm your host, Elliot Felix. I've helped more than a hundred colleges and universities change what they offer, how they operate, and the way they're organized to enable student success. Join me for insightful interviews with higher ed innovators, sharing the stories, stats, and strategies to create better connected colleges and universities.
Welcome, Bhavan. I'm so excited for our conversation on how to prepare students for the future of work, hot topic changing every day, and really excited to get your insights on this.
Bevon Joseph: Thanks for having me, Elliot. Appreciate it. It is all the talk these days where I tell people the future of work is happening and changing in real time now, so I'm excited to have this conversation
Elliot Felix: I think a great way to get started is understanding a little bit about how you got your start what you're up to today
Bevon Joseph: Based in Chicago, but lived in New York for a long time. Originally born and raised in Trinidad in the Caribbean. After high school, moved to New York-New Jersey area. Ended up starting my career on Wall Street, of all places. I tell people that finance happened to me.
I didn't have a family member or connection. I didn't even know what Wall Street was. I was actually fixing computers on a trading floor, and then got obsessed with the environment and tried to teach myself other things. We're talking about pre-AI, pre-YouTube. I had to open books and read stuff.
All the information that we have these days is amazing, but I go back and I think 20, 25 years ago, what that looked like, right? Self-taught was a whole different thing. But throughout my entire career, moved from firm to firm, stock exchanges, all over the place, and I met a lot of interns and young people along the way, and I quickly realized it was not all about what you know, but who you know.
So social capital has become a big thing for me, and I started a nonprofit about 12 years ago called the Greenwood Project in Chicago to introduce kids from underserved communities, or what I call underestimated communities, throughout the country to careers on Wall Street. That's high school, college, internships.
I've probably placed over 1,000-plus young people in jobs and internships over the years. They're all doing amazing things today. So I tell people I've had the opportunity, a very unique opportunity, to see both sides of this conversation.
I know what employers are looking for 'cause I worked in finance and tech, and I spent a lot of time in those environments, and I'm spending a lot of time in classrooms at colleges, universities, K through 12 even, workforce development, city agencies, putting people to work.
And I so I meet these young people and these folks who are looking to access those opportunities, and there's just a barrier that existed I'm trying to break down. This employer-student translation gap, as I call it I'm just trying to be that bridge between folks and make it easy for folks to meet each other.
And I tell people I like to give people the easy button to press on opportunity, and that's what I try to do,
Elliot Felix: and it seems like your book, "The Intern's Edge," is that easy button or that bridge-building easy button so students can build that social capital and make those connections. tell us a little about that
Bevon Joseph: Yeah. I've been doing this work for over a decade now. I've met so many young people, and what was happening, I had so many mentees, I couldn't keep up with them. I can't have one-on-one conversations anymore. I said, "How do I get all this knowledge out of my head and put it in a place that it could live forever," right?
So I think in 2022 I started writing this book. It took me about, four years to do, but it's literally all the things I've been talking to young people to about over the years over and over. And in the book as well too, almost every chapter has a little snippet from them. So I didn't want to come across like I'm lecturing young people.
I want to say this is a manual, a actual thing you can walk, to take to your internship, to your job, right? For educators as well too. This is a thing that is based on a lot of experience with young people and corporations and work and all that stuff. So I just took it out of my head and put it, in writing.
It's been doing really well because, again, a lot of young people now have this physical thing they can walk around. Plus, I want to get young people reading again I think we need to get back to books. It was a great opportunity to take all this knowledge. And the last thing I'll mention, I believe that the knowledge, the social capital, the relationships that we have should live on long after us.
It should not just die with us or go away when we're not around anymore. So I wanted to put it somewhere where it can live on forever, and that was a goal with the book,
Elliot Felix: and I love the, the scaling yourself and the succession planning through writing and reading and creating this practical playbook. And is really a great book. I'm maybe a little bit biased because my first book, "How to Get the Most Out of College," was written the same way of what have I learned over the years working with 100 colleges? How do I create something that's practical? How do I incorporate the student voice? Having the student quotes. How do you bring in the research and the best practices? Yeah it's really great. And I think the subtitle speaks volumes, right?
Social capital, AI skills, and the human qualities that open doors and build careers. It's a great resource, I'm looking forward to unpacking it a little bit as we build these bridges together today.
Bevon Joseph: Everybody's writing AI book these days.
Elliot Felix: Yeah
Bevon Joseph: that's just, I wanted to stress the importance of, and I tell, I talk about the importance of there's a premium on being human in the age of AI, right? And I wanted to stress that over and over.
COVID did a number on the world, but especially on students, and I, I think we're still figuring that out, the outcomes of that, because, young people just weren't out there talking to folks, making eye contact, having an elevator pitch, learning soft skills, learning what I call how to be at work skills.
So when I wrote the book I said to myself, "We have to address what's happening now," which is AI and how it's changing, but we also have to stress to them that it still does matter to have a conversation with people. It still is important to introduce yourself and have an elevator pitch.
So that's why human skills, social capital and AI is all incorporated, and I do my best to try to tie it all together for them as well.
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Elliot Felix: As you're trying to demystify this and build these bridges so that high schools, colleges that are helping them can better prepare, connect them with companies, community groups, what do you think is most misunderstood about that?
Bevon Joseph: I'm in classrooms all the time. I'm in colleges, high school all the time. The professors, they're friends of mine, they bring me in. And I think higher education in particular sometimes treats career readiness as a destination, right?
And as students reach near graduation rather than they should treat it as a developmental process that should begin on the day they arrive on campus, right? And I have this how should I say this? A robust conversation with my professor friends
Elliot Felix: A lot of, yeah.
Bevon Joseph: and yes on both sides we love each other, but I'm coming from the corporate space, they're coming from education, and we meet in the middle, and our goal is always focused on the young people.
And I say to them, what the world expects of these students is sometimes a little bit different than what they're experiencing in the classroom. Now we have AI we have all this technology happening. Now it's exponentially different, and it's changing in real time, and I think we need to get the students in classrooms across K through 12 higher education more in sync with what's happening in the corporate space, in the world of work as we think about the future of work. So I think that's one thing that is very misunderstood, I think, is that the traditional higher education curriculum, it's become so fluid.
I'm sure your audience, so many of them in higher education could understand, for example, the process to get a new curriculum approved, right? That could take a long time.
Elliot Felix: Ja
Bevon Joseph: right? Now I get invited in by school districts, private schools, colleges sometimes to design curriculum. I say, "Hey, we need to be understanding what the world is looking like in cybersecurity or healthcare or whatever.
How can we leverage technology to make that a little more fluid?" I also am a strong believer in experiential learning where you get out of the classroom. So I take young people in New York, for example, to the floor of the New York Stock Exchange, to Goldman Sachs, to all these companies to really meet and greet people and have conversations.
That's some of the things that I've been doing, and I found that have been very successful as well.
Elliot Felix: I see that disconnect or that misconception as well, and I think a big part of that career development as a destination is that it's seen as separate, so what I love about what you're saying is you're mentioning the classroom, but also experiential learning, and I think the integration is really the key. One of the most startling statistics in my second book, "The Connected College," was finding that only 24% of students take a career development course for credit.
Bevon Joseph: Nie
Elliot Felix: So so many places, career development is this thing that's really stuck in the old paradigm of an extra thing that students do in spare time they don't have,
Bevon Joseph: Right
Elliot Felix: it's not integrated through things like experiential learning, where you're doing a project that helps you build relationships build social capital and skills and knowledge. At the same time, you could be doing a class project for Goldman for whoever and connecting in and out of the classroom and connecting the coursework to a career path. If it's separate it's just not gonna work, right? If it's just a point in time as opposed to this development pathway, it's not gonna work.
Bevon Joseph: I agree, and I think I've seen over the 10 plus years I've been doing this some of the outcomes. They understand now workplace norms. They understand professional communication, relationship building, like you said, organizational navigation because a lot of the students I've been working with primarily have been Black and brown students from underserved communities.
They lack the social capital. They're first generation everything. So now we've incorporated AI fluency, have a conversation about AI, right? How to demonstrate initiative, creativity social emotion. We just go the full gamut because I think as I keep going back to being that bridge, there's certain things, a lot of things that you will never learn in school, that you will only learn when you step into a workplace, and we have this huge disconnect where young people are not being given that kind of hidden curriculum, nobody's having that with them because a lot, again, my professor friends, they've been in education their entire life, their professional life, right?
They've never been on Wall Street or in tech or Silicon Valley. Now my job and what I would like do with this book is go grab all that information from the world and bring it into the classroom, and then take the kids out of the classroom and put them into the world and see what that looks like as well, too,
Elliot Felix: People talk all the time about the kind of hidden curriculum in college, knowing that office hours are the time to go meet with your professor. But there is a hidden curriculum of work as well, those... the norms, the communications, when you can use which tools, how you show up One of the tips in your book that sounds so basic or matter of fact is just taking visible notes.
So someone-- You're meeting with someone, they're taking the time to meet with you, showing them that what they're saying is valuable enough for you to write it down,
It's in your phone or on paper. There's all those little workplace norms that hidden curriculum that nobody teaches you
Bevon Joseph: Yeah. And I tell young people all the time don't show up to a meeting without a notebook, right? And again, to your point, things that sound simple. I tell them, "if you're on time, you're late. Always be 15 minutes early." I've had young people land amazing internships and jobs because they were early, and again, these are the things, the norms that a lot of young people don't get that information. We don't blame them, we don't blame their family. Sometimes they just have never been exposed to that. And I always say kids can't be what they can't see. None of us could be what we can't see.
So the book, the work that I do across the country and other places is all about exposure. The opportunities are out there, we just need to be more intentional about connecting higher education, K through 12, to those opportunities. And I understand. I have friends who are teachers.
They're overworked, they're outnumbered, right? They're overwhelmed, and they don't wanna have another thing to do. So the work that we're doing is actually leveraging the resources of the private sector. So we have an army of volunteers from across different industries that wanna give back, they wanna do work.
And I keep saying the word, the easy button. I wanna give them the easy button to get involved too. Listen, you have a volunteer day or you wanna mentor kids. We got in New York City, I work with the Department of Education, about 55 high schools in Queens, and that's over 30,000 young people, right?
That we have access to. In Chicago, I work with the city here. We have another 30,000 kids that we have access to so we have no shortage of young people, no shortage of people who wanna do well and do good. The issue is always coming back to if somebody doesn't raise their hand and say, "I own this, and we're gonna go in this direction."
And a lot of people have great ideas. Unless it's somebody's full-time job to do it, it doesn't get done.
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Elliot Felix: So what are some ways that institutions and industry can help each other, where you can make the supply and the demand in a more, in a more efficient way to build the social capital to open doors to opportunity?
Bevon Joseph: We'll use New York City as an example. For the last four years, I've been working there with them through financial literacy in particular. So we talk about AI literacy, we talk about just other stuff, right? But think about financial literacy, right? That's not a mandated high school graduation requirement, right?
I think about 27 states maybe make it a standalone high school graduation requirement right now. It's not across the board. So in New York City I've been working with them for four years, and again, sitting between the high schools and work. We do large events at St. John's University with 2,000-plus young people for full day-long sessions.
We've got speakers and then during the school year, we bring them to these places, take them out of the classroom. In Chicago similar thing as well too with the Chicago public schools and some private high schools as well too. My organization comes in, we sit between those two organizations and, I'll give you a practical example as we think about the future of work.
We created a junior AI consultant program. What does that mean? We go to a particular high school. We say, "Give us a cohort of students." We then teach them AI skills, and then we find a local business around that high school that these kids go to all the time, and then we go to that business and say, "Hey, what's a challenge or some challenges you're having?"
And we analyze that, and then we reverse engineer that with the young people. We use AI to create a solution for them. Now, here's what's happening there. The business get a real AI-driven solution. The young people get to put a real skill on their resume. We actually do this through the CTE program as well, CTE schools, so they're checking all the CTE requirements.
We have partners like in the financial industry like Bloomberg who have certifications that are specific for high school kids, right? You get a certification from Bloomberg on the Bloomberg terminal, et cetera, that's a globally recognized certification, right? There are banks right now hiring high school graduates straight into their banks if they have certain certifications, right?
So but all this information I'm talking about, when I talk to a school or a high school counselor or principal, this is new information. Now think about, you're thinking about taking kids from high school to college or from high school to work, et cetera. Entrepreneurship. In the age of AI, it's easier to become an entrepreneur, and we can show them how to do that, right?
So now you talked about career development and career exposure in schools, and it's like an elective or kids just, it's not really focused on a lot. Now we're showing young people who like this instant gratification thing "Listen, we could take this idea, your T-shirt business, whatever you got, we could build a platform, a app, whatever, and show you how to monetize that, how to sell it, how to market it in less than a week.
Are you interested?" Everybody puts their hands up 'cause now we're showing them how they can actually use technology to build a business, to make money. So entrepreneurship has now become a big focus as well with the young people that we work with.
Elliot Felix: So it sounds like part of how you get at this is having some kind of intermediary who can be that connector between schools and colleges on the one hand, and companies and community groups on the other, that supply and demand can meet in a more efficient way with an up-to-date, curriculum, set of activities, set of experiences.
What are the things that are changing how you do that? AI is in the subtitle of your book. I'm sure that's one of them, but as you try and think about this for the future and reach those groups of 30,000 students and others, what's on the horizon that you're trying to get out in front of or anticipate?
Bevon Joseph: I just tell people I have a lot of crazy ideas, but I dream really big and I think in disruptive terms. And I say that, we've historically measured student success largely by persistence and completion. That's just been the norm forever, right?
Those are very, those are critically important things, but increasingly I also think we have to start asking the question, completion to what, right? And I work with a lot of organizations, for example, who focus on getting kids to and through college, through scholarships, et cetera. And I said, "That's great.
I want them to go to college and finish, but to what? Where's the job? Where's the career? And how do we get there," right? So I think graduation, employment, economic mobility, career trajectory and in the age of AI and the future where it, we talk about AI, we've been talking about that.
I tell people, I tell young people, "AI is what I call the show me technology." Don't tell me you know how to do it. A resume is not good enough anymore. You need to now demonstrate. And how do we demonstrate? Through all the things we've been talking about, exposure, going to the New York Stock Exchange or doing a boot camp this summer or whatever we did this summer.
And we always tie that back to demonstration because now, and on Google, all these big tech companies are saying to young people, "If you can show up on day one at my company and add value, let's go." Let's just do it. So I'm not saying all this to say college is not important. I'm saying that I definitely believe you should have the college experience.
There's a lot of things that happen in higher education that are very important to helping you be an amazing human being and a person who could contribute at a workplace, but more and more, and we see this in college enrollment rates these days being on the decline and colleges are reaching out to me, for example, to help advise them on, like, how can we talk about curriculum change, how we could incorporate more internships into what we're doing.
Can you help us have a conversation with industry partners in tech, finance, whatever, about creating internship or career pathways, right? Career pathways have been a big focus lately for me because more and more, and it's always been out there, but I feel right now career pathways is having a moment because, the pathway to the new future of work is very different.
So people on colleges, universities, workforce, whatever it is, cities and especially on the corporate side are trying to figure out where is this talent and what skills do they need to have. So I've been focused a lot on creating career pathways in finance for the last 10 years, but now I have hotel industry partners coming to me.
I have healthcare folks, hospital systems. They're all trying to figure out where is the talent gonna come from and what skills should they have, and how do we bridge that gap? And we keep saying have that easy button to press or have that kind of connector between all those things,
Elliot Felix: yeah, and it seems like it's not an easy button, it's easy buttons, right? Where there's kind of a menu of ways to connect, whether it's a boot camp, whether it's an office visit, whether it's an internship, whether it's an experiential learning And people need to understand what are the points of connection, and then everything on that menu needs to be an easy connection.
And connect in service of looking to post-grad outcomes, right? So it's not just, retention and graduation, but it's also career placement, it's also salaries, it's also health and wellbeing. I think that makes a ton of sense.
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Elliot Felix: What do you think colleges and universities can do to set students up to have things to show, and as they're doing that, how do they help students distinguish between when it's valuable to leverage AI versus when it might take away an opportunity for skill development?
Bevon Joseph: When we think about career readiness and getting young people ready for work I always talk about I created my own curriculum called How to Be at Work Skills. Very simple, like nobody teaches young people how to be at work, right? And I think with colleges and universities, career readiness shouldn't begin when somebody walks into the career center during senior year.
It has to begin with the first day on campus, right? When it comes to AI, we go in and we talk about challenges and issues and problems first. We don't just come and say, "Hey, here's AI. You need to learn it. Do it." No. Where does it actually fit? Because it doesn't fit everywhere, right? I have this conversation with HR leaders, for example.
They have this situation where we have AI fighting AI. On paper, everybody's a perfect candidate these days, right? AI is then evaluating your resume to find the perfect candidate, and then the person who shows up at the interview is not that person at all, right? So yes, we can sit down and have a conversation about your skills, what you like to do, what you've done, blah, blah, blah, your GPA, whatever, how we can create a resume that fits that.
That is the truth. But then we have to do the work to get you ready to meet Elliot and his company, right? 'Cause when you sit down in front of him and his HR people and his managers, you need to have eye contact, know how to dress, be on time, talk about yourself, have questions to ask, right? All those things are the things that will get you hired.
The resume and all that stuff will get you probably the interview, right? But the conversation with another human being is gonna get you the job, right? And I tell young people, again, talking about social capital, I tell them that
your network is gonna open up more doors than your college degree, right? But both of them go hand in hand, right? You need those things. And I think when we talk about creativity and thinking for yourself that's why, when we approach a conversation with students, we don't talk about, "I'm here to teach you AI."
No, I'm here to understand some of the challenges you're having and help you think about where it might fit. And then okay, let's take that a step further and build something, right? And let's take that a step further and show you how you can demonstrate that to an employer. Or let's go even further and create a online GitHub repository for all your code, for example, because guess what?
If you're going into computer science or whatever, software development, they'll ask you that question, "Do you have an online repository of all your projects?" And most students are hearing that for the first time on the interview. I'm like, no, we need to figure out, so when we think about career pathways, career readiness, development, et cetera, it's showing that young person from step one all the way to the job offer what that looks like and the questions you should be able to answer and questions you should be able to ask because you're interviewing that employer as much as they're interviewing you as well.
So I think AI has its place. It's gonna affect the skills that we all gonna have to use some kinda way, but at the end of the day- We're humans beings, and I, and it's gonna always come down to the humans, and I think that's why I always stress with young people is like, "Get out and meet people. Learn how to network."
It's super uncomfortable. I'm a huge introvert. I'd rather be at home all day long, but my- I can't... That doesn't serve me, right? I tell young people a very hard truth, which is, "If you're shy, get over it. It doesn't get you anywhere," right? But we give you the tools and the skills to do to navigate the world.
So I think the more we can do that with colleges, career centers, and with technology, some of the things we are doing, we're taking the career center to the young people. Most students don't go to the career center, or they go when it's too late. So now with technology, you can put it in the palm of their hand.
"And what do I need? A job? I need an internship, work study. I'm thinking about my MBA. What does that look like?" Easy to answer, easy to get the results, and they use it. They actually do use it. So I think there's a lot of ways we can mix it up and and make it super impactful, and again, not put additional work on the teachers, et cetera,
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Elliot Felix: that's great. Bhavan, as we wrap up, we've talked about the disconnect sometimes between colleges and companies and how to bridge that and the hidden curriculum of work and the importance of social capital. Where does your book fit into that? How can people use Intern's Edge and your your other work to build those bridges
Bevon Joseph: if relationships influence who gets chosen and who gets connected to certain opportunities, we should be thinking more intentionally about how institutions help students build those relationships. We all know how important social capital is. That's why it's such a big focus on the book.
So we should be in the curriculum, and if this does not take place in a single class, this should be embedded in every class, right? I don't care what you're doing. We should be connecting you to people who do those things. And same thing I tell young people, "If you're interested in investment banking, do you know somebody who does that every day?
No? You need to find someone, because guess what? You might think you wanna do that, and then you realize you gotta work 80 hours a week, and you have no life, right?" Because I've been there, I know what it's like. And you might say, "You know what? That's not for me." So exposure, yes, to understand opportunities, but that's to understand, yes or no, if I want even to do that thing, and that applies to every industry, I believe.
When we talk about AI, for example, again, the book is written for students of high school, college, young professionals, but I think the decisions that are being made sometimes is they're being made in these silos within the institution itself. And again, being, I think there needs to be more kind of cross-collaboration with the private sector.
I am a community partner of OpenAI, a community partner of Lovable, right? I work with these organizations on a community ground level, right? They come and partner with us to then, yes, use the technology, but that's my focus, on the young people and what's good for them. So we're look, again, trying to talk about being that bridge.
So again, understanding that it's not for everybody, right? So same thing with community groups. We talk about what are your community challenges because, in general, I think a lot of people, most people feel like AI is happening to them. They don't have a say in the conversation. They have no choice.
Jobs are gains go away. Okay. I can't do nothing about that. No. So we wanna change that, that narrative there as well too,
Elliot Felix: I think that's such an important point because either AI is happening to you or it's doing something for you, and I think with is a much more position, right? What are you doing
Bevon Joseph: Yeah
Elliot Felix: To build the skills to act not just as your research assistant, but as your writing coach, right?
And I think the more we're doing these things together, the better off we all are, whether it's together and companies or together with with technologies like AI. And I really appreciate all your insights and all the work, great work you're doing, and I hope folks check out "The Intern's Edge: Social Capital, AI Skills, and the Human Qualities That Open Doors and Build Careers." Thanks, Bhavan.
Bevon Joseph: Thanks Elliot for having me. I appreciate it. I love the work you're doing, man, and excited to see where the future of work takes us, man
Elliot Felix: Exciting places, I'm sure
Thanks for listening to the Connected College podcast. Go to elliotfelix.com for more information about my book, the Connected College articles I've written and talks I've given. There's also tools you can download information on upcoming events and information on booking me to speak at your institution or organization. Please support the podcast by rating it and reviewing it wherever you're listening. Let's create connected colleges where all students succeed.