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![Page 1: Jennifer L. Bloom, Ed.D. Clinical Associate Professor and Director, Higher Education & Student Affairs Program University of South Carolina jenny.bloom@sc.edu.](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649c9e5503460f9495f030/html5/thumbnails/1.jpg)
Jennifer L. Bloom, Ed.D.Clinical Associate Professor and Director,Higher Education & Student Affairs ProgramUniversity of South [email protected]
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AcknowledgmentsAcknowledgments
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The 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, President of the 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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Overview
Defining Academic Advising Appreciative AdvisingDefining Appreciative AdvisingThe Six Phases of Appreciative Advising
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O’Banion’s Definition
O’Banion, T. (1994). An academic advising model. NACADA Journal, 14(2), 10–16. (Original work published 1972)
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Chickering’s Definition“The fundamental purpose of academic
advising is to help students become effective agents for their own lifelong learning and
personal development. Our relationships with students – the questions we raise, the
perspectives we share, the resources we suggest, the short-term decisions and long-range plans we help them think through – all should aim to increase their capacity to take
charge of their own existence.”
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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
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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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Does Appreciative Advising work?
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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Dismissal Contracts - UNCG
Participants: In a Fall 2006 pilot, the AA approach was used with students who were readmitted to the university after academic dismissal.
Procedure: Students were asked to voluntarily commit to several AA sessions over their first semester back.
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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UNCG Dismissal Contract Results
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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UNCG SAS 100 Retention Rates
40%
49%53%
58% 58%
1999-00 2000-01 2001-02 2002-03 2003-04
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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What is Appreciative Inquiry? “Appreciative Inquiry is the cooperative
search for the best in people, their organizations, and the world around them…AI involves the art and practice of asking questions that strengthen a system’s capacity to heighten positive potential” (p. 10).
Cooperrider, D. L., & Whitney, D. (2000). A Positive Revolution in Change: Appreciative Inquiry. In D. L. Cooperrider, P.F. Sorensen, Jr., D. Whitney, and T.F. Yaeger (Eds.), Appreciative inquiry: Rethinking human organization toward a positive theory of change (pp. 3–27). Champaign, IL: Stipes Publishing.
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The Four Phases of Appreciative Inquiry
DiscoveryDreamDesignDestiny
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The Six Phases of Appreciative Advising
Bloom, J. L., Hutson, B. L., & He, Y. (in preparation). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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Appreciative Advising Phases
Disarm – Recognizing the importance of first impressions, create a safe, welcoming environment for students.
Discover - 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.
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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Appreciative Advising Phases (continued)
Dream - Help students formulate a vision of what they might become, and then assist them in developing their life and career goals.
Design – Help students devise concrete, incremental, and achievable goals
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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Appreciative Advising Phases (continued) Deliver – The students follows 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.
Don’t Settle – The advisor challenges the student to proactively raise the student’s internal bar of self- expectations
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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Disarm Phase
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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Definition of Disarm
“To overcome or allay the suspicion, hostility, or antagonism of. To win the confidence of.”
http://www.dictionary.com
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Even Santa has to Disarm
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Which grade do 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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Important AdvisorBehaviors
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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What is Immediacy?
The perception of physical and psychological closeness between communicators (specifically, between students and their professors)
Principle: “People are drawn toward persons and things they like, evaluate highly, and prefer; and they avoid or move away from things they dislike, evaluate negatively, or do not prefer.”
Direct Quotes from Rocca, K. A. Presentation at the “Student Motivations and Attitudes: The Role of the Affective Domain in Geoscience Learning”
conference, Northfield, MN. February 12, 2007
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Nonverbal Immediacy Behaviors
Gestures Vocal Variety Smiling at students Relaxed body posture Removal of distractions Eye contact Professional casual dress
Direct Quotes from Rocca, K. A. Presentation at the “Student Motivations and Attitudes: The Role of the Affective Domain in Geoscience Learning”
conference, Northfield, MN. February 12, 2007
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Verbal Immediacy Behaviors
Calling students by name Use of inclusive pronouns Unrelated small talk Feedback to students Asking for student feedback Use of own first name
Direct Quotes from Rocca, K. A. Presentation at the “Student Motivations and Attitudes: The Role of the Affective Domain in Geoscience Learning”
conference, Northfield, MN. February 12, 2007
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Discover Phase
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
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Definition of Discover
“to see, get knowledge of, learn of, find, or find out; gain sight or knowledge of (something previously unseen or unknown)
to notice or realize To identify (a person) as a potentially prominent performer”
http://www.dictionary.com
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Important Advisor Behaviors
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
Ask positive open questions that help us learn our students’ stories
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Important Advisor Behaviors
Affirming/rephrasing/summarizing what student is
saying: “I’m impressed by…..” Pointing out specific times the
student took initiative (creator instead of victim language)
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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Roles
Question AskerQuestion Answerer
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Discover Questions to Ask Your Partner
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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Discover Questions for Students
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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Dream Phase
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
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Definition of Dream
“An aspiration; goal; aim
A condition or achievement that is longed for”
http://www.dictionary.com
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Great Dreamers
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Important AdvisorBehaviors 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
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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Dream Questions for Students
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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Design Phase
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
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Design
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Important Advisor Behaviors
Explain technical info in easy to understand language
Avoid confusing acronyms
“That’s a good question”Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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Important Advisor Behaviors
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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Personal Presidential Cabinet
The buck stops here
Bloom, J. L. (2008). Moving on from college. In V. Gordon, W. R. Habley, & T. Grites (Eds.), Academic advising: A comprehensive handbook (2nd ed.).
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Important AdvisorBehaviors
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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Design PhaseDeveloping 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
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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Design Questions for Students
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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Deliver Phase
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
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Definition of Deliver
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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Important Advisor Behaviors
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
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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Energizing Students to Be Their Best
“Simply put, a leader’s job is to energize others. Notice that I don’t say it’s part of their job; it is their job. There is no ‘time off’ when a leader isn’t responsible for energizing others. Every interaction a leader has is either going to positively
energize those around them or negatively energize them” (p. 297).
Tichy, N. M. (2002). The Leadership Engine. Harper Collins Publishers Inc., New York.
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Deliver Phase Questionsfor Students
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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Deliver PhaseEnding the Conversation “Do you have any questions for me?” “Is there anything else that I should have
asked you?” “Thanks so much for coming in – I really
enjoyed meeting with you. Please don’t hesitate to contact me if you have any questions.”
Shake hands and escort them out of the office
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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Don’t Settle Phase
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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Definition of Settle
To discontinue moving and come to rest in one place
To move downward; sink or descend, especially gradually
http://www.dictionary.com
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Raise the Bar!
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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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Settling“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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What Can We Do?
“Positive Restlessness” - George Kuh
“Pocket of Greatness” – Jim Collins
Collins, J. (2001). Good to great: Why some companies make the leap and others don’t. New York: HarperCollinsPublishers.
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Key Features
Challenge and SupportThe Power of High Expectations
Virtuous Cycles
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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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?
If you were going to raise your own internal bar of expectations, what would that mean?
What would happen if I challenged you to become the best you that you could possible become? What would you need to do differently?
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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The Six Phases of Appreciative Advising
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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Nancy Twiss Quote
“Most of us will not find answers to the causes of cancer, or solve the problems of
homelessness, or defuse international conflicts, but we feel that through our advising, we may
be able to make a small but pivotal contribution to our students’ ultimate work…It seems to me
that our students represent an unequivocal reply to Margaret Mead, when she famously
said: ‘Never doubt that a small group of thoughtful, committed people can change the
world. Indeed, it’s the only thing that ever has.’”
http://chronicle.com/weekly/v48/i03/03a04201.htm
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Want to learn more?
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