Disarm Discover DreamDesign Deliver Don’t Settle Achieving Student & Advisor Success Through...

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Achieving Student & Advisor Success Through Appreciative Advising

Lisa Allen, M.S.Program Coordinator & Academic Advisor

Utah State University

Tami SpackmanAcademic Advisor

Utah State University

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Don’t SettleThe Privilege of Working in

Higher Education

“Education is the most powerful means of increasing individual opportunity and creating

more prosperous, fairer, and more just societies. So to have the privilege of

participating in that mission is as much as anybody could hope for in life.”

-B. Joseph White, University of Illinois

Reiter, A. F. (2005). Meet Joe White: New UI president talks about leadership, goals and responsibility.” Illinois Alumni Magazine, 17(5), 20–23.

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Don’t SettleWhat is Student Success?

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“High impact advisors realize that the positive outcomes of advising sessions

are not just limited to students; in fact, the real joy of advising occurs

when advisors understand how fulfilling it is to really impact other

peoples’ lives and how much they can learn from their advisees.”

- Jennifer Bloom

The Joy of Advising

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Don’t SettleStarfish

You can make a difference

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Appreciative Advising Definition

“Appreciative Advising is the intentional collaborative practice of asking positive,

open-ended questions that help students optimize their educational experiences and achieve their dreams, goals, and

potentials.”

Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.

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Don’t SettleUNCG Programs Using

Appreciative Advising

• First-Year Experience Program – University Studies Course

• Retention Program – Student Strategies for Success Course

• Success Contract Program – Students Returning from Suspension or Dismissal


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Don’t SettleRetention Program- UNC

• In a pre-post survey measuring learning objectives, 17 of the learning objectives experienced greater than 5% growth.

• Instructors were very highly rated, with approximately 85% of SAS 100 and 200 students reporting that they found their instructors to be professional, helpful, understanding, knowledgeable, and organized.

• Received both the Noel-Levitz Excellence in Retention Award and NACADA Outstanding Program Award in 2004.

1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-2008 2008-20090%

10%

20%

30%

40%

50%

60%

70%

SAS 100


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Don’t SettleAppreciative Advising Inventory

3. I attend all my classesCategory – Commitment to Learning (InternalAsset)

Indicators Example Questions

Commitment to Learning Achievement motivation – young person is motivated to do well in school.

Tell me about a time when you felt motivated to do well in school. What was your motivation?

School engagement – Young person is actively engaged in learning

Tell me about a time when you felt you were actively engaged in learning. How did you feel? What was it that made you feel engaged?

Homework – Young person reports doing at least one hour of homework every school day

Tell me about a time when you enjoyed doing class projects or assignments. Why do you think you enjoyed it?

Bonding to school – Young person cares about his/her school

Tell me about a time when you volunteered at your school. Why did you choose to do that?

Reading for pleasure – Young person reads for pleasure three or more hours per week

What impact will your college degree have on your life? How do you envision your life being different because of the degree?

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Appreciative Advising Inventory44. I successfully balance my academic pursuits

with my personal life.Category – Constructive Use of Time (ExternalAsset)

Indicators Example Questions

Creative activities – Young person spends three or more hours per week in lessons or practice in music, theater, or other arts

Tell me about a time when your going the extra mile really paid off for you.

Youth programs – Young person spends three or more hours per week in sports, clubs or organizations at school and/or in community organizations.

When was the last time that you were really excited about an event? What was exciting about it?

Religious community – Young person spends one hour or more per week in activities in a religious institution.

Tell me about a time when you did an excellent job prioritizing tasks. How did you do it? How did you determine what was most important?

Time at home – Young person is out with friends “with nothing special to do” two or fewer nights per week.

What types of people do you work best with? Give me a specific example involving positive collaboration. Who brings out the best in you?

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Don’t SettleBenefits of Appreciative Advising

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The Six Phases of Appreciative Advising

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Design

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Don’t SettleDISARM

Recognizing the importance of first impressions, create a safe, welcoming environment for students

“To overcome or allay the suspicion, hostility, or antagonism of.

To win the confidence of.”


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Don’t SettleWhich grade would you

want to talk about?English - AHistory - ABiology - BPhys Ed - B+Math - F

Rath, T., & Clifton, D. O. (2004). How full is your bucket? Positive strategies for work and life. New York: Gallup Press.

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Don’t SettleDisarm Phase Prerequisite

• Believe in the goodness of each student who walks through your door. Treat them like you would want your son/daughter/best friend treated.

“The people who make a difference in your life are not the ones with the most credentials, the most money, or the most awards. They

are the ones that care.”- Author Unknown

Bloom, J. and Martin, N.A. (2002, August 29). Incorporating appreciative inquiry into academic advising. The Mentor: An Academic Advising Journal, 4 (3). http://www.psu.edu/dus/mentor/020829jb.htm

http://www.psu.edu/dus/mentor/020829jb.htm

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Don’t SettleImportant Advisor Behaviors

Webpage has picture & a blurb about each advisor

Sit in the chair your

students sit in

Decorating your office in

a personal way

Meeting students at

the door


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Don’t SettleDisarming Questions

• So what has been the highlight of your day so far?• Does Logan remind you of your hometown?• Tell me about your week?• I was just reading an article in the Statesman

about ___________, did you see that? What did you think about that article?


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Don’t SettleDISCOVER

Utilize positive open-ended questions to draw out what they enjoy doing, their strengths, and

their passions. Listen to each answer carefully before asking

the next positive question.



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Taking mental

notes of the

student’s:

• Strengths• Skills• Passions• Accomplishments


Ask positive open questions that help us learn our students’ stories.

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• Listening! • Affirming/rephrasing/ summarizing what student is saying:–“I’m impressed by…..”–Pointing out specific times the student

took initiative (creator instead of victim language)


http://www.markgoulston.com/resourcedownloads/

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Don’t SettleDiscover Questions for Students

Describe three life events that have made you into the person you are today.

Since coming to this institution, what is something you’ve accomplished that you are proud of?

Who are the most important role models in your life? Why? What qualities in them do you hope to emulate?

What were you doing the last time you lost track of time?

Habley, W. R., & Bloom, J. L. (2007). Giving advice that makes a difference. In G. L. Kramer (Ed.), Fostering student success in the campus community (pp. 171–92). San Francisco: Jossey-Bass.

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Don’t SettleDREAM

Help students formulate a vision of what they might become, and then assist

them in developing their life and career goals



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Don’t SettleDefinition of Dream

“An aspiration; goal; aim A condition or achievement that is longed

for”

http://www.dictionary.com

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• Listen purposefully• Make connections between information from

the Discover phase and dreams being shared during this phase. Is there congruency between the two phases?

• Encourage students to be open to the possibilities and remind them that there is more than one right answer


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Dream Questions

If salary, education, and time were irrelevant, what is your ideal job?

When you were 8 years old, what did you say you wanted to be when you grew up? What about now?

Magazine Question


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Help students devise concrete, incremental, and achievable goals



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Don’t SettleCo-Creating a Plan

“When people select their own goals, they are likely to have greater self-involvement in achieving them. If goals are prescribed

by others, however, individuals do not necessarily accept them or feel obligated

to meet them” – Albert Bandura

Bandura, A. Self Efficacy: The Exercise of Control, p. 218

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Don’t SettleDesign Phase

Developing an Action Plan• Work together to set goals and specific

sub-goals• Establish a realistic timeline for

accomplishment of goals• Clarify who is responsible for what by

what date


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Don’t SettleHow to Make Decisions


• Share options• Discuss pros and cons of each option• Discuss ramifications of each option• Do homework on each option• “Trusting your instincts” –tends to make better

choices.• Student makes the decision

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• Campus offices• Counseling Center• Alumni• People in the community• Other students• Courses• On-line resources

Making effective referrals


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What can you do in the next week to move one step closer to at least one of your goals?

Let’s brainstorm on the resources you will need to accomplish these goals and objectives.

How will you celebrate the accomplishments of these goals?

Habley, W. R., & Bloom, J. L. (2007). Giving advice that makes a difference. In G. L. Kramer (Ed.), Fostering student success in the campus community (pp. 171-192). San Francisco: Jossey-Bass.

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Don’t SettleDELIVER

The students follow through on their plans. The advisor is there for them when they stumble, believing in them every step of the way and helping them continue to update and refine their dreams as they go.



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• Review what you have accomplished in this session• Review the student’s responsibilities and your

responsibilities and the deadlines you have co-established

• Encourage the student to contact you with any problems or concerns

• Reiterate your confidence that the student can indeed accomplish the goals set forth

• Energize your students to do their best


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Don’t SettleDeliver Phase Questions

How and when will you keep me updated on your progress?

What will you do if you run into roadblocks?

What will you do if you think your goals may be changing?

Habley, W. R., & Bloom, J. L. (2007). Giving advice that makes a difference. In G. L. Kramer (Ed.), Fostering student success in the campus community (pp. 171-192). San Francisco: Jossey-Bass.

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Don’t SettleDON’T SETTLE

The advisor challenges the student to proactively

raise the student’s internal bar of self- expectations


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“Good is the enemy of great.”

Collins, J. (2001). Good to great: Why some companies make the leap and others don’t. New York: HarperCollinsPublishers.

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Don’t SettleSettling

“We don’t have great schools, principally because we have good schools. Few people

attain great lives, in large part because it is just so easy to

settle for a good life.” Collins, J. (2001). Good to great: Why some companies make the leap and others don’t. New

York: HarperCollinsPublishers.

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Don’t Settle Questions


You have done great so far, but what is one thing that you could do even better?

What would happen if I challenged you to become the best you that you could possibly become?

What would you need to do differently?

Tell me about something that you didn’t think you could accomplish, but did?

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The Six Phases of Appreciative Advising

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Want to learn more?

http://www.appreciativeadvising.com/

Bloom.pdf

Disarm Discover DreamDesign Deliver Don’t Settle Achieving Student & Advisor Success Through...

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