The DeBruce Foundation's new research lands at a good time, because the phrase "AI-driven workforce" gets thrown around like confetti while most of us are just trying to get through organic chemistry without crying. The study's real point, that early career literacy helps students prepare for what's coming, is solid. But here's what I actually appreciate: it frames career prep as something you learn, not something you're born knowing. That's a relief. Nobody hands you a map when you step on campus, and pretending otherwise is how you end up a junior with no idea what an internship even involves.
What this means for us in practical terms is less about panicking over automation and more about getting comfortable with the basics before we need them. The research suggests that understanding how to navigate career paths, talk about your skills, and adapt to change is a teachable thing. That tracks with what I see in real life. The students who are doing best aren't necessarily the ones with the fanciest resumes; they're the ones who asked a professor for coffee, joined a club that actually does stuff, or took a random part-time gig and learned how to handle a difficult customer. That's career literacy. It's not a seminar you sit through; it's a habit you build. And it connects to the broader conversations happening on campus, like the questions raised by the Stanford Ad Policy Broken: AI Edits Raise Questions story, which shows even universities are fumbling with AI's role in their own work. If they're figuring it out as they go, we get a little grace too.
Here's my honest take for anyone reading this while scrolling in the library: stop treating career prep like a chore you'll get to after you pick a major. Start smaller. The research is basically validating what we already suspect, which is that skills like communication, problem-solving, and knowing how to use AI tools without being weird about it are the actual currency. The Heads Up, Cougs: New Academic Officer Survey Drops gives us a peek at how leadership sees the bigger picture, and it's worth paying attention to because their priorities shape our requirements. But you don't need to wait for a policy change to act. Go to a workshop. Update your LinkedIn with something you actually learned, not just a vague flex. Ask a friend what they think you're good at, and believe them.
The concrete point I'm watching is whether WSU and other schools start embedding this kind of literacy into the curriculum or leave it to the career center, which is often understaffed and under-promoted. If they're serious about this research, they'll put it in front of us early, maybe even in first-year seminars. That's the moment that matters. If they don't, the burden stays on us, and honestly, that's fine. We're used to figuring things out. But "future me will thank me" only works if you know what you're thanking them for. So here's the takeaway I'd quote if someone asked me: career literacy isn't about having a five-year plan; it's about getting curious about your own path before the world decides it for you. That's a real skill, and it's one we can all start building today, no matter what year it says on your student ID.
