Mobility by Design: Building Transfer Systems for the Future with EdVisorly

Innovation in higher education often moves slower than the students it’s meant to serve—but learning mobility demands something different. In this episode, Loida sits down with Lizzie from Edvisorly to explore how technology is reshaping the transfer experience, from credit articulation to real-time decision-making.

Together, they unpack what it truly means to build systems that recognize learning as it happens, rather than forcing students to navigate outdated processes after the fact. This conversation challenges institutions to move beyond static agreements and into dynamic, student-centered ecosystems powered by data, transparency, and intentional design.

Because in a world where students move faster than systems, technology isn’t just a tool—it’s the bridge between opportunity and access.

 

 

Host:

Loida González, Ed.D.

Director, Recruitment & Enrollment Services
Texas A&M University–Central Texas

https://www.linkedin.com/in/loidagonz%C3%A1lezutley/





Guests:

Lizzie Allison
Chief Innovation Officer at Edvisorly

https://www.linkedin.com/in/lizzieallison/



To learn more about Edvisorly: https://www.edvisorly.com/

FMI on The Assembly: https://www.aacrao.org/events-training/meetings/the-assembly/balancing-access-and-accountability



Email us at transfertea@aacrao.org!

Transcript

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0:13

Hi. You're listening to Transfer Tee, a podcast for the Acro community sponsored by ACR, the American Association of Collegiate Registrars and Admissions Officers. I am your host, Loida, and today we're diving into a conversation that sits right at the intersection of innovation, technology, and access, because if we're being honest, our systems weren't built for the way students move today. Credits don't move fast. Enough, information isn't always clear, and too often, students are left trying to piece together their own pathways. But what if technology could change that? What if, instead of reacting to student movement, our systems were designed to anticipate it? Today, I'm joined by Lizzie from Advisorly, and we're talking about what it really looks like to use technology, not just to support transfer, but to transform. Take a listen. So listeners, I know Lizzie, OK, but you don't know Lizzie. So before we get started and jump into this exciting episode, Lizzie, can you give us more information about yourself, your background, and your role in advisor? Absolutely, thank you. And hi everyone. I'm Lizzie. I'm advisor Lee's chief innovation Officer, so I lead our product advancement. And my journey begins. I'm gonna take you way back when I was 15. Um, I actually started a nonprofit called Team Celebrate at the time that celebrated the birthdays of foster children. At the time, I wanted to volunteer with foster kids, but when you're under the age of 18, you actually can't. And so I wanted to change that. Um, I did a lot of research on the challenges foster youth face, and I realized that of all the problems that they go through, most of them have never celebrated a birthday, and I was 15. I loved my birthday. And so I said that didn't change that. Yeah, yeah. So it started as a very small disservice project after school. Um, and it quickly exploded. So, at 15, I had a team of about 5000 youth volunteers across the country at high schools around the, the states. Um, I celebrated 15,000 foster kids' birthdays across the country. And so that quickly became a full-time job. Um,

I had math class at 8: 2:32

00 a.m. in high school, but I also needed to meet with a donor or a volunteer. So I actually left high school two years early, and that was my journey into community college because I learned I could take community college classes at night and then work on my nonprofit during the day. So that's kind of what got me into this crazy space. Um, once I got to community college, though. It was the opposite of seamless, right? Um, I knew I wanted to transfer. I ended up going to 5 different community colleges, and that was pre-COVID. So that was before online classes were a thing. So that was me driving across Northern California to 5 different schools to be able to take the right set of classes to transfer. Um, so eventually, I would say by the grace of God, I did make it to UC Berkeley, um, which is actually where I met our CEO Manny Smith. Um, he was getting his MBA. I was getting my undergrad in business, and he had this idea to make the transfer process more seamless for students and for universities, and I had just lived that experience. Um, and so I thought, you know, we got to make it better for everybody else who comes next. That was way too hard. And so that was the beginning of my journey and the beginning of advisor. And so first of all, I didn't know that about you because that is really interesting. I learned something new and we've known each other for a few years now. Uh, so that's really interesting. But second, uh, to those that may not know who Advisor Lee is or what advisor Lee is, can you dive a little bit deeper into that? Absolutely. So Advisor Lee is an AI enrollment platform. We started in the transfer space and we've really expanded. We've Learn that there's these backend operations like reviewing a transcript for GPA recalculations for admissions, doing credit evaluations, and a lot of those processes, as you know, are incredibly manual. And so we said, I know AI exists, right? Industry leading technology exists. Can we empower our enrollment teams to use it and to automate a lot of those operations? We have an enrollment leader who likes to say, Can AI do the dishes so we can do the artwork? And that's kind of the thesis of our company is can we help you all with kind of the manual pieces so you can spend way more time with students. That is really um important because it it brings back the um it brings us back to the student, right like the students need more of us nowadays. I just had this conversation yesterday. The students need more of us today um than they ever did. Um, I don't know if you remember Lizzie, you're, you're probably younger than I am, um, but. I don't know if you remember when um like the internet came to be. All of a sudden we were inundated with information and everybody thought they were an expert at something. Yeah, like we all thought we were all of a sudden we're all like cosmetology experts and we could cut our own hair and do our own things and so. Like there is just so much information and I think that that sometimes that causes a lot of confusion, especially for students, right? They're under, you know, they're under, right, yeah, yeah, so they don't know who to trust, um, they don't, um, they may not understand the information fully or pieces of it. I mean, I don't expect any student. To understand the educational structure of like California and be able to articulate the difference to like in Boston like that that's hard it's hard for us California California yeah I mean yeah I mean, OK, I don't want to say it, but Lizzie said it so even California to California it's it's challenging, right? and so. We, we are entering this space, um, and, and I wanna ask a question real quick to kind of just frame our conversation. What does learning mobility mean in a tech-enabled world? Oh. I know it's loaded, great question. That is a loaded question. I think. It means that a student has the opportunity to navigate. To say this is my goal and have a clear pathway to get there. Um, one of our, one of my favorite people we work with, um, is in the state of Alabama. His name is Keith. I'll give him a shout out. And he wants to build the GPS for transfer. And I think that's a really good way to think about it, right? Sometimes you need to stop for gas, you need to go to a different institution, then you need to get on a different highway, OK, you transfer. And I think right now, our world, when we think about transfer is so linear, it's so one way. Um, I was telling you I was, you know, home for the weekend with my sister, and she's a sophomore at, um, a 4-year institution right now, but she wants to take courses at a local community college that will transfer back in. So she's going 4 year to 2 year, back to 4 year. I have a colleague on her team, her son. Um, transferred from 4 year to 2 year, and he's going to finish there. So I think our systems are just so built for one way when learning mobility, especially with technology, needs to be all these different pathways you can go back and forth, right? And I think that's as, as a team, as people who care about this, that's what we need to solve. And so, and so, um, you know, we're trying to solve problems with technology, basically, right, um, and so the key question here for you is, are we designing systems for institutions or for students. I think. If we design systems for students, we are designing systems for institutions. Oh, I love that, right? I think we've built a lot of, like, if you look at the technology that exists in the last 2030 years, it was built for the institution, and we're having students adapt to that. When what if we did the other way around? We build for the student, the institutions serve the student, right? We're trying to attract the student. So I almost want to flip that on you. That is really good and, and I wanted, I wanted to make a mention, I didn't mean to cut you off, but I wanted to make a mention that a lot of the people that are employed at advisorly are transfer students, right? So, so, listen, I, I think I've mentioned this before, uh, when people, when I was younger in my career and people used to ask like, How are you successful in transfer? How do you reach transfer success? My, my answer was always, all you have to do is listen to the students. Like, are you actually paying attention to the students because they're gonna advocate, they're gonna tell you exactly what is not working for them. These articulation agreements, um, they almost make my eyes bleed when I go onto a website and and. And an institution will say we've made it easier for transfer and then you click on an articulation agreement and it's-- the actual contractual agreement of-- typewriter, yes, and it means absolutely nothing to the student that is, uh, reading it and, and so, um, you know, those things still exist like our transfer system is still breaking down. And, and, you know, now fortunately we have, um, not just technology, we have AI power technology, um, to help us, which by the way, All of us have been fearful of AI, Lizzie. All of us are a little bit hesitant. So I want to give you some time to like kind of help us understand like why AI or how AI is not so scary. Absolutely, and I think Whoa, so we have implemented AI on 100+ campuses at this point, right? And I think the learning that I have had is a successful implementation, successful buy-in is everything you do before you actually get to the technology, and I think sometimes that's the missing link. Um, we have an innovation framework at advisorly that starts with people, right? We need to identify the people, build buy-in with the people, understand what everybody is doing, because, oh my goodness, it's so much. Then we need to learn about the policies, right? Like what govern, um, everything that you all do during the day. Um, then the processes, what are those steps, and until we learn those three things, the technology is irrelevant. And so I think sometimes we're trying to force what may seem like a scary technology into something versus first saying, what are the people, what are the policies, what are the processes, so we can analyze, OK, what is the best technology and how do we best implement it. What are some of the biggest challenges that institutions face when you, when you chat with them regarding to transfer students? For transfer students, um, I think. I always like to say. Something that I have been so blown away by when we work with our institutions is everybody cares, right? Like people got into this industry because they deeply care for students. So it's not a matter of the institutions don't care about transfer and that they don't want to. Solve this problem. It's, they're simply not set up to be successful. Broken technology, antiquated systems, and being understaffed, not having enough time. And so, I think what we love to do is, how do we fix some of those problems. So we can remind people why they got into this industry in the first place, which is the students, and so I think if you can remove some of those barriers, you can have very open conversations of these are what students are telling you, this is what we're hearing, how do we get there? But until we kind of remove those barriers and that over exhaustion, we're never even gonna get to that conversation. And I guess that I've learned through conversations with you, with Manny, with uh Jill, um, I've learned, I've, I always learned so much, and one of the things I've learned is the adaptability of technology, right? We, we were so used to. Magnet systems that that uh just they were they're a one-way street like you mentioned they were implemented and then if there was an update 5 or 6 or 7 or 10 years down the line you would download the new update and that was already onto do you remember GPSs, by the way, like when, when your when cars used to have like navigation systems. And you would have to uh purchase the navigation CD in the car and put it in and then and you would download it and by the time you downloaded that map was already outdated, right yeah and so you're just, you just keep downloading, you know, and, and getting, getting the The most recent version of an already outdated, and I feel like we did that in higher education for a long, for a long, long time before, um, AI, but platforms like Advisorly are here to change the game. They actually help us understand this, um, and bridge that gap between opportunity and engagement um with students. So I want to really talk about. Um, you know, one of the things that, that, uh, the conversations that we have, especially in learning mobility is how do we become more proactive and less reactive, like how can we help students because. I don't know if you were that type of student that that knew what questions you had, Lizzie, but most of the time transfer students don't even know what to ask. No, and it's at the very last second. Yes, yes, and so, um, I, I want to talk a little bit about how our systems being that bridge and allowing us to have the tools that we need to be more proactive and less reactive. Yeah, I think a good example is. What we see is a lot of the times when our institutions, let's take creating an articulation or a new equivalency, for example, a lot of that is reactive, right? Usually, the student has already been admitted, sometimes even deposited, and then the transfer credit evaluation process kicks off and the institution identifies, OK, we don't have articulations or equivalencies for these 3 courses that the student is bringing in. Now we got to talk to faculty. Now we got to go through our process. Weeks go by, right? Instead, what we're doing with our partners is we're flipping the script. What if a prospective student who hasn't yet applied, uploads a transcript, gets an instant transfer credit evaluation, and we call out, these 5 courses have never been looked at. At by the institution, we can now have a seamless flow back to the institution. Hey, this student hasn't even applied yet, but why don't you evaluate these 5 new credits so by the time they do, you've already done the work, you've already created the articulation. So we're flipping it from being active on the articulations to being proactive, which makes me so excited. And that's, that's very early proactive because those are, those are in reality. The questions that transfer recruiters get, and I know, I know this is a sticky conversation because transfer recruiters are not advisors, and I promise you they don't try to be, but there is some advising component that takes place-- when you're talking-- to trust with the student, right, exactly. Exactly. And so, um, you know, taking it back to like retail, um, if you are asking a salesperson for a price and they beat around the bush or they don't give you a straight answer, you're gonna be hesitant to give them your information, right? You're like you're not gonna trust them. And so I think I feel like transfer students are consumers in that way, especially when it comes to applicability of credits. Yeah, and I also feel like of all the students, transfer students are coming with. Life experience and they're well informed and so they are going to quickly suss out when answers aren't being answered on purpose, if that makes sense, you know what I mean? Like I feel like their radar is a little bit stronger. Yeah. Yeah, so how does this, how does the, you know, technology, this new technology that is very dynamic and less static, how does it empower students? Yeah, um, so a student is able to quickly understand, OK, if I'm going to apply to this institution, if I'm considering enrolling here, I want to know exactly how my credits will transfer over. What does that mean from a time to graduation standpoint? Point, what does that mean from a tuition standpoint, right? All of the questions students ask, how much is it gonna cost? What is my time to graduation, all of those questions are rooted in how many credits are gonna transfer. What's interesting is if we solve that problem, we solve the five questions downstream that they're actually trying to ask. So it's just really cool to think about if we can solve that root problem, um, so we're empowering students with those answers early. I'd love that you mentioned that because, um. I, I, I go down a rabbit hole of studying like barriers to transfer students and blah blah blah in research and ultimately the findings in any research that studies that, um, it boils down to students don't realize that they're indirectly. Asking you all these other things, right? So they're not asking you, um, time to graduation because they're eager to graduate in that moment. They're asking you because they're probably trying to figure out how their education is going to flip. Uh, uh, how is it, how is it going to fit into, um, their work balance, their life balance, um, if they go down, yeah, so if they go down to part-time, will it take them longer, but will it be financially, uh, feasible? Do they have to work while they go to school? Does that require childcare, right? And they're, they're really all of these questions and, and look, uh, guys. That requires people, that requires us and our attention. And I think that that's where the, where becoming a really good partner with technologies like Advisorly will help alleviate the manual part so that we can have more time to dig a little bit deeper when John Doe comes to our office and really figure out, get that student. Connected and help them understand, I guess, their own questions, their own inquiries. Yeah, we've also seen too, sometimes if you can answer a student's first initial question and build that trust, they're then going to open up to you, right, and ask them those other questions. So if we can give them something small like that transfer credit evaluation, that preliminary evaluation, now you have their email and their contact and you can build a relationship with them. So it's almost like the door opener, if you will. I want to get also, uh, you know, we talked a lot about technology and innovation, and it's not always very easy. Um, it's a culture shift, right? Technology is, is a different beast now. Um, so some barriers, I, I want to point out that just generally, like anytime we get, we get new technology as institutions or as humans. There is some resistance. So how do you handle like things like resistance, policy limitations, right? Because although we wanna do what's best for students, sometimes we are limited by legislation or policy, and then The big one I think for us is the data silos. ones. So how do you, how do you work with institutions through that, um, to get the information that you need, um, to adopt a new technology? Yep, absolutely. So the first thing we do is we put our institutions internally on our end and with them. Partnership through what we call our AI readiness framework starts with people, you said this earlier, but what we have found, adoption is the biggest risk, not the technology, which is really interesting. Um, so what we've done is we've identified the most successful way to implement something new is to have. at the leadership level, but also equally as important, the operational level. You need an operational team member who is such a champion who can drive the excitement across the team of the actual doers. I think sometimes that's missing of leadership wants to do this, and then there's a drop off. You need that operational leader. Um, we've also seen a lot of success before implementing maybe something new. Is running what we call like a future state session where you get everybody, your entire team in the room, and you all brainstorm. What can you do now that you're gonna have extra time because the technology is automated things. So a good example, we, we work very closely, as you know, with, um, Texas Tech University, and one of their team members has always wanted to help on the holistic review side, but his main role was manual data entry, right. Um, but we wrote on the board, Jared's goal is to help read essays. If we can get him out of transcript manual data entry, he can go do that and help that team, and we did after a year. So I think that is that environment where people are sharing their ideas and their hopes and their vision, they then feel like the technology can get them there, if that makes sense. OK, so I didn't know you did all of that cool stuff behind. Behind the scenes. Oh yeah, so, so, so you're saying like you prep people for technology. You don't just implement it. Yeah, I mean, I would say most of my job is the change management around the technology and prepping an institution for it. The technologies, I mean, you're gonna kill me because I'm the chief innovation officer and run product, but really the least important part if it if change management is not. Locked in on a campus, it's not gonna work, right, because we are people, people. This world revolves around and so you gotta get people bought in. So, so how do you deal with resistance? You have to have experienced some strong resistance somewhere. Never, of course, I think there's, speaking of the technology, we'll bring that back up. I think sometimes there's a fear, we'll take AI that AI is in every part of what we're doing, right? AI is like this magic word that everything we do is dependent on AI and I think sometimes. You gotta really explain. How the technology works and what piece is actually AI like in our case, reading the data from a transcript, yes, we're leveraging AI to extract the information off the transcript, but to do your very specific GPA recalculation. The institution is giving us the formula, right? We only include, uh, courses that are C or above. We don't include PE and art. And so all we're doing is creating an if then statement. It's just a math function. And so that piece doesn't need to be this scary AI. I think sometimes it's like AI is deciding students' GP. PAs, no, it's not, it's just pulling data from a transcript and then we're gonna use your policies to do the calculation. So I also think there's an education piece when it comes to change management and that's what my goal is to really empower our enrollment leaders to understand the technology so that they can then explain it to their team to drive that adoption. That is really good. Thanks for that breakdown. Um, I also have questions regarding what I mentioned earlier, data silos. Uh, I feel like, like we struggle so much with this because we, we traditionally, and when I say we, I don't mean my institution, I mean just higher education in general. We've been taught for such a long time to stay in our lane, right? And so we do, we stay in our lane and. Collect our own information and we do with it what we need to until there are questions, uh, you know, general questions or high-level questions where all of a sudden you're having to kind of look at pieces of data from here and from there and trying to piece things together and figure out why there's inconsistencies. So, how do you handle like those data silos as you're trying to be the bridge. An innovative, uh, bridge that, I mean, right before an adoption of a new, a new that's a lot. It's a lot, yeah, yeah, I think that comes down to us really supporting an institution with process mapping. Um, we need to know before we implement where the data is stored. Across campus, right, and usually it's in many different locations. Uh, there's spreadsheets that faculty manage for course equivalencies and decisions that they're maintaining. Uh, the registrar maybe is using the student information system to then go enter the courses. Enrollments using the CRM because they don't have access to the SIS like it is all over the place and so before we even say, OK, let's start the implementation, we will create like visible. Visual process maps outlining all of the different data streams across campus. So then we can decide, OK, what is the center, and that's where we're gonna need to implement the technology. I also think Outside of just within an institution. I think there's sometimes a miss on institutions sharing with each other, and I think that's something that we are really trying to drive home is you experience, you know, unique to your institution, but very similar challenges that one of our other institutions faces, and I feel like this is a space that people don't talk to each other enough about, um, and so our question kind of to you and to our institution is, can we facilitate those conversations, um, so you can share those learnings with each other. Yeah, so, so I feel like what you're saying is we don't have a student problem, we have a systems design problem. Oh yes, yes, a big one, yeah, yeah, and, and, and so, and so I, I. It it's so easy to put the blame on the student sometimes, you know, it's so easy to say like, oh, they just, they didn't know, they didn't ask, they didn't question, right? If the student, if we as an institution can't map out all of the different streams of data, how in the world are we expecting a student to follow that path, right? It's not clear internally. Right. And so I, I wanna, I wanna move forward and ask like what comes next. We're having conversations about learning mobility which now is beyond just transfer right now we're talking about credit for prior learning, competency-based education, um, military credit, uh, life experiences, um. You know, all different traditional and non-traditional learning, comprehensive learner records, all of this, this is what we're going to, it's inevitable, right? So, given, given that, what should institutions be doing or looking for right now, um, as far as technology to prepare. For all of the bandwidth that is going to be needed so that we can recognize credit from these, um, these other places. Yeah, I think it comes back to that change management piece, right? I think the first is doing an audit operationally of where an institution and where their teams are spending their time. I think it's really important and it's easy to say we don't have enough time to support transfer students. It's, we don't have enough time to have these conversations with them. But can you assess how you are spending your time, right? And so if we can remove with technology, a lot of that manual work, now you do have time to help with more of those edge cases when you need to evaluate a JSD because it's a military student. Um, so I think having those open conversations and assessing where you are internally, making a plan for where you want to be, and then bringing in the right partners. I think. Choosing a partner is something that we've started to support our institutions with as well. I think there's a lot of technology out there. I think one of the biggest questions is how do you know what's real, right? How do you know who to trust? And I always answer that question. Ask your colleague, right? What are they using? What do they like? The best truth source you have is a colleague who's using the technology. Do they like it? And most importantly, do they learn from and do they trust the team behind it? Yeah, I mean, peer reviews, right? Don't we do that? I mean, I mean, uh, does anybody else read Amazon reviews? I sit down and read them. I'm gonna buy any, anything. I mean, it could be a watchband and I'm gonna sit down and write what everybody else has to say about this brand of watchband. So I mean I'm talking about a $5 thing. Uh, we, we should probably consider doing that with-- our big technologies that we're-- implementing and AI should not be and does not have to be if you have a true partner, this black box, right? I think sometimes there's an excuse of it's AI. I'm never gonna understand it, and that's OK. It's like, no, like we can empower you to understand the technology, and that is your superpower, right? And so that's what you should be expecting in a partner. Yeah, and also, um, I mean, plot twist, we're gonna have to start looking at global credit mobility at some point, right? International credit mobility, it's happening, it's inevitable. I mean, I'm not the expert. I am the product. I am the product of a really cool group of international experts, uh, that deserve all the grace and all of the recognition because they have done some work. I mean, they're legends, so International Education Standards Council. I'm, I'm referring to you. Kudos to you. Yes, big, big shout out. Um, they continue to mentor me in so many ways. I'm so thankful, but we, we've, uh, talked about how now we are looking at global shifts of credit mobility and, uh, you know, the importance of technology that adapts to those needs because Calculating international education credits by hand is a full-time job.-- It-- is, and having that knowledge in your brain of how to even start that knowing the policies, I mean, you have a live database in your mind. Yeah, exactly. Exactly, which is, which probably explains why I forget small things like milk at the grocery store, uh, because it's my, my, uh, my ram is. Yeah, I need to, I need to pour some of this off, and, and that's where AI, you know, becomes our friend, uh, and so it's, gosh, Lizzie, I have. Personally, um, I was afraid for a long time. I've adapted to AI. Um, I've encouraged my team. Now we have some AI policies that the system has implemented and parameters, and I think that that's, that's good guardrails too, right? We should have, we should have those too. Uh, so we're warming up to the idea of AI, and it is lovely when you understand how it works. Yeah, absolutely. Yeah, so to close out, I have some rapid fire tea questions. Uh, yep, OK, so we've warmed up, we've talked about advisory and all the things. So, uh, I'm gonna give you like, I'm gonna spill this, uh, rapid fire tea, and it's like a question, and then I want you to respond with the first thing that comes to mind, OK, so here we go. One myth about transfer tech. Oh, I think people Don't realize how complicated it is. And I might, I might ruin your rapid fire here, but I think just a quick story, we work really closely with the Google innovation team, and they have been blown away with how complicated the transfer system is. And so I think it's just really interesting, like this is a huge problem that we have to solve with very advanced technology and the best press. Yep, I'm glad you're shedding light on that, by the way, because somebody, you know, it needed to be shown, displayed, said, yeah, there's millions of articulation agreements, right? Every high school college in America has a different transcript type. Like it's not an easy problem. It would have been if it was, it would have been solved, right?-- That's what I always like to-- exactly, yep. So rapid fire too, one thing institutions get wrong. Um, that, oh, OK, this is gonna be a hot take, that they can be OK with old antiquated systems that don't serve them well. And it's probably painful too. OK, rapid fire 31 bold prediction for the next 5 years. Oh, OK, I'm gonna pitch you like my big picture vision here. I think every student is going to have like a digital wallet. Called their transcript where they're gonna be able to like trade up and see how their credits will, what it will earn them, whether it's a degree, a job, a trade, um, and I think they're gonna have this on their phone and it's gonna be a new form of currency that everybody's used to. Lizzie, that's very innovative. Don't tell anybody.-- That is-- so cool. OK, we're just our transfer f listeners. So if you didn't listen, you didn't hear it, Lizzie. Thank you so much for sharing your time, your knowledge, and your stories with us. Uh, more importantly, for the work that you're doing for our transfer students through advisorly, uh. Um, if you have not met the advisory league team, well, you should because you're missing out on some really good conversations. Uh, so next time you'll see them at a conference, go have some coffee with them because you will be so mind blown. They are all geniuses and they're all working to help us solve these problems with transfer. Absolutely. Thank you so, so, so much and thank you folks what you are doing. If there's one thing to take away from today's conversation, it's this, students are already moving. Our systems just need to catch up. Technology alone isn't the solution, but when it's paired with intentional design, collaboration, and a commitment to truly seeing students, well, it becomes one of the most powerful tools that we can have. Thank you, Lizzie, for joining us and for the work you're doing to move this space forward. And to our listeners, this is your reminder, learning doesn't stop, and neither should opportunity. This is Transportee.