CONNECT

Students face greater challenges than prior generations, leading to a level of stress that is exacerbated by comparison. The rise of social media has dramatically increased opportunities for comparison, ushering in a modern iteration of "keeping up with the Joneses." This has not only impacted how students see themselves, but also how they perceive others. Everyone wants an Instagram-worthy picture these days. We know each student is unique and has varied needs, strengths, and backgrounds. However, it is also evident that something has shifted over the past decade. At the higher education level, higher education institutions now have a more varied student body than in the past, with an increasing number of students with disabilities (Lomellini et al., 2025). As we teach digital natives whose instruction was dramatically changed as a result of the COVID-19 pandemic, so too have student needs evolved within online spaces. The CONNECT Framework is designed to be culturally responsive and equitable, ensuring that all students can succeed in their academic endeavors. The guiding question throughout this book is, how can we help students to connect with themselves, with one another, and with their learning?

The purpose of this book is to enhance programmatic and instructional approaches for high school through college by offering evidence-based practices. I believe that there needs to be a stronger pipeline and communication loop between these two levels, particularly for local schools and community colleges that serve various students. I have taught at elite colleges and at colleges and universities serving underserved populations, including first-generation and international students with diverse needs. These students come to us with a wide range of skills, and it is increasingly important to strengthen the relationship between secondary and postsecondary institutions at the local level. I will share recommendations throughout the book on how this can be achieved.

This is a much overdue resource that educators can embrace in their significant roles in the lives of their students. The differences in today's students from the recent past have reached a chasm level when compared to past generational disparities. She keenly states the case that the paradigm of preparing college-ready students' needs to be reevaluated. She then proceeds to dive into the reasons: artfully connecting her professional expertise, anecdotal experiences as a current college administrator and mother, and well-researched data to create a new thought process for student readiness.

The CONNECT High-School-to-College Framework aims to ground this work in effectively meeting student needs while providing a systematic and impactful approach.