A Sure Bet to Student Success:

Incorporating Appreciative Advising and 5 Senses of

Success into your Practice

Heather Doyle, Director Student Services, Dalhousie University

Vincent Kloskowski, Assistant Dean of the College and Director of The Academic Center, Saint Joseph's College of

Maine #vivanacada

Agenda

Cutting the deck…who are we?

Comp your way to understanding 5 Senses of Success

Ante Up with Appreciative Advising

Double Down with these complimentary models

High roller: Theory to Practice

Winning big: Handouts and resources

High risk experiences

How to address high risk experiences?

Appreciative

Advising

5 Senses of

Success

5 S

en

ses o

f Su

ccess

Sense of Purpose Students with a clear sense of purpose are not only

more likely to find their study rewarding, but also more committed and persistent when work gets challenging

A student’s sense of purpose depends on their sense of vocation, their engagement with their discipline of study and their capacity to set personal goals

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Develop a sense of purpose by providing opportunities for students to be as clear as they possibly can about

their reasons for going to university and their choice of degree, to see the relevance of their course of study

and to systematically develop their strengths and talents

Sense of Resourcefulness

Successful students not only know how to study but also how to proactively manage the challenges of their whole university experience

A student’s sense of resourcefulness depends on their ability to navigate the university system, to get the help and information they need, willingness to speak up if they have a problem and ability to balance their work, life and study commitments

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Help students to be more resourceful by providing clear and accessible roles, procedures and resources

and encouraging timely help-seeking behaviour

Sense of Connectedness

Students with stronger connections are more likely to be successful learners, effective colleagues and happy people

Quality of relationships with peers, staff and their feelings of identification or affiliation with their school or university

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Can help to develop sense of connectedness by providing opportunities for students to form good

working relationships with their fellow students and with staff and encouraging them to get involved

with the university

Sense of Capability Students who are better prepared for the roles and

tasks of university tend to have greater early academic success and are more satisfied and persistent

Depends on how well they understand what is expected of them in the student role, their mastery of basic academic skills and their level of commitment to contributing to their learning community

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We can help to develop a sense of capability by clarifying and negotiating expectations, providing entry

level development of academic skills and engaging students as active members of the learning community

Sense of Academic Culture

Successful students know the value of learning ‘how things are done’ and what is important or valued in new culture

A student’s sense of cultural competence depends on their appreciation of the core values and ethical principles of the university and how these will inform their approaches to study and working relationships with fellow staff and students

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We can help facilitate a sense of academic culture by providing opportunities for students to positively

engage with the university’s mission and values and educating students about their rights and

responsibilities and student code of conduct

Ap

pre

cia

tive

Ad

vis

ing

Joy of Advising

“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.”

~ Dr. Jennifer Bloom

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.”

Recognizing the importance of first impressions

Creating a safe, welcoming environment for students How do you prepare for your appointments?

Web presence Comfortable seating Personal office Waiting area

Immediacy behaviours: verbal and non verbal

Believe in the goodness of each student who walks through your door

Utilize positive, open ended questions to draw out what students enjoy doing, their strengths and their passions

Listen to each answer carefully before asking the next positive question Effective open ended questions Attending behaviour and active listening Strengths based story reconstruction Be authentic Positive self disclosure Be comfortable with silence

Help students to formulate a vision of what they might become, and then assist them in developing their life and career goals Connection between discover and dream More than one right answer Parallel Plans

Susan Boyle Video : https://www.youtube.com/watch?v=RxPZh4AnWyk

Help students formulate a vision of what they might become, and then assist them in developing their life and career goals Co-creation of plans:

Create short and long term goals Set deadlines

Curse of knowledge Effective referrals

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 to continue to update and refine their goals and dreams as they go Extrinsic and intrinsic motivation Care out loud Encourage students Ending the conversation well

The advisor challenges the student to proactively raise the student’s internal bar of self expectations Raise the bar of expectations Positive restlessness Pocket of Greatness Challenge and support

Similarities Strengths based story reconstruction

Holistic

Emphasis on understanding students

Evidence based and scholarly

Integrated, “shared” language

Hope, optimism, positive sense of self

Positive action planning and environmental support

Self reflection

Exercise – Theory to Practice Sense of Connection

Quality of personal networks (deliver)

Purposeful co-operation (deliver)

Approachability (disarm) Encouraging peer support

(design)

Sense of Capability: Clear about expectations as a

student (disarm) Negotiate expectations of staff

(disarm) Explaining terminology

(disarm) Early independence (deliver)

Academic Competence: Help seeking (design)

Validating (dream) Ownership (co-create) (design)

Sense of Purpose: Relevance (design) Aspiration (dream) Sense of Direction (dream) Encouraging (don’t settle)

Sense of Resourcefulness: Information access (design) Access to advising (disarm) Facilitate help-seeking

(deliver)

Sense of Academic Culture: Academic integrity (design) Independence (deliver) Inquiry (dream/don’t settle)

References Lizzio, A. (2006). Designing an Orientation and Transition Strategy for Commencing Students: A conceptual summary of research and practice. Griffith University: First Year Experience Project. Taken from: https://www.griffith.edu.au/__data/assets/pdf_file/0008/51875/Alfs-5-Senors-Paper-FYE-Project,-2006.pdf

Lizzio, A. & Wilson, K. (2013): Early intervention to support the academic recovery of first-year students at risk of non-continuation, Innovations in Education and Teaching International, DOI:10.1080/14703297.2012.760867

Lizzio, A. & Wilson, K. (2013). First Year Students’ Appraisal of Assessment Tasks: Implications for efficacy, engagement and performance. Assessment & Evaluation in Higher Education, 38 (4). Taken from: http://www.tandfonline.com/doi/full/10.1080/02602938.2011.637156

Morrison, Dr. Janet, et al. (2013) A Case for Change: A First Year Experience Framework at York University, Draft for Consultation. Taken from: http://www.yorku.ca/vpstdnts/initiatives/firstyearexperience/files/FYECaseForChange_FINALNov4.pdf

http://www.appreciativeadvising.net