Jennifer L. Bloom, Ed.D . Clinical Associate Professor and Director, Higher Education & Student Affairs Program Uni

1. Jennifer L. Bloom, Ed.D. Clinical Associate Professor and Director, Higher Education & Student Affairs Program University of South Carolina jenny.bloom@sc.edu Bryant L. Hutson, Ph.D. Associate Director for Student Academic Services University of North Carolina at Greensboro blhuston@uncg.edu

2. Today’s Presenters Bryant Hutson Jenny Bloom

3. 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.

4. Overview • Defining Academic Advising • The Six Phases of Appreciative Advising • How the AA framework can be used in other fields

5. What is Student Success? “Others believe there are many ways to succeed. They believe it is not better to be Picasso than to be Rembrandt, to be Mozart rather than Beethoven….We each have something unique to offer. To develop it, to offer it clearly, fully, and powerfully—is to succeed. Beethoven did not fail to become another Mozart; he succeeded at becoming Beethoven. Seen this way, success comes from developing your uniqueness. It is rare but not scarce. Every one, potentially, can succeed” (Lipman, 1994, p. 29-30). Lipman, D. (1995). The storytelling coach: How to listen, praise and bring out people’s best. Little Rock, AR: August House, Inc.

6. O’Banion’s Advising Definition O’Banion, T. (1994). An academic advising model. NACADA Journal, 14(2), 10–16. (Original work published 1972)

7. Chickering’s Advising 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.” Chickering, A. W. (1994). Empowering lifelong self-development. NACADA Journal, 14 (2), 50-53.

8. The 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.” - Jennifer Bloom

9. What is it? Does it work? How can I incorporate Appreciative Advising principles into my work? • 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

10. 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.

11. 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” (Cooperrider and Whitney, p. 10). • “The focus of attention is on positive potential – the best of what has been, what is, and what might be. It is a process of positive change” (Whitney & Trosten-Bloom, p. 15) 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. Whitney, D., & Trosten-Bloom, A. (2003). The power of appreciative inquiry: A practical guide to positive change. San Francisco: Berrett-Koehler.

12. Sample of Organizations Successfully Using Appreciative Inquiry • British Airways • GTE • NASA • US Navy • Hewlett-Packard • Indiana U. School of Medicine Whitney, D., & Trosten-Bloom, A. (2003). The power of appreciative inquiry: A practical guide to positive change. San Francisco: Berrett-Koehler.

13. Does Appreciative Advising work? YES! YES • Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.

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

15. How UNCG has Integrated Appreciative Advising • AA mindset – all advisors receive AA training • AA phases – AA strategies integrated in course syllabi, class activities, discussions, and assignments • AA interactions – AAI and AA questions used in individual interactions with students • AA evaluation – AA evaluation built in throughout the process of the program for development and improvement • Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.

16. First-Year Experience Program • On a pre-post survey measuring learning objectives, 16 of the learning objectives experienced greater than 5% growth. • Fall 2008 UNS students out-performed non-UNS students in their first-term GPA. • On the general course evaluation, 70% of students answered positively to the statement “This course is a course I would recommend to a friend.” • Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.

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

18. 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.

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

20. Success Contract Program • Substantial increase in student term GPA • Increased percentage of students eligible to return and continue • Received Noel-Levitz Retention Excellence Award in 2009 • Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.

21. Context Relationship & Capacity Implementation Quality & Quantity Outcomes Effectiveness, Magnitude, & Satisfaction Inputs What do we invest? Activities What do we do? Participants Who do we reach? Short-term Outcome Intermediate-term Outcomes Long-term Impact Funding Develop and Conduct AA Training Workshop Appreciation of self as advisor Higher student retention and graduation rate Development of assets for academic success Develop Goals and Objectives for AA program Leadership Training Administrators, program developers, advisors, prospective students Enhanced advising services for students Develop and prepare AA materials (e.g. course syllabus, AAI, AA interview questions, etc.) Enhanced academic performance Advisor AA Training Continuous effort in AA program improvement Improved student attitude and academic strategies for success Implementation of AA in advising or coursework within the program Appreciative Evaluation • Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.

22. The Four Phases of Appreciative Inquiry • Discovery • Dream • Design • Destiny

23. The Six Phases of Appreciative Advising • Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.

24. The Six Phases of Appreciative Advising • Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.

25. 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.

26. 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.

27. Appreciative Advising Phases (continued) • Deliver – 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. • 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.

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

29. Definition of Disarm Disarm • “To overcome or allay the suspicion, hostility, or antagonism of. • To win the confidence of.” http://www.dictionary.com

30. Even Santa has to Disarm Disarm

31. Which grade would you want to talk about? English - A History - A Biology - B Phys Ed - B+ Math - F Disarm Rath, T., & Clifton, D. O. (2004). How full is your bucket? Positive strategies for work and life. New York: Gallup Press.

32. Disarm Phase Prerequisite Disarm • 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

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

34. What is Immediacy? Disarm • 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

35. Nonverbal Immediacy Behaviors Disarm • 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

36. Verbal Immediacy Behaviors Disarm • 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

37. Disarm Exercise Disarm

38. Disarming Virtually Disarm • Explore Alternative Web 2.0 Methodologies • Facebook • Twitter • Skype or Oovoo • Instant Messaging • Podcasts • Videocasts – U. of Louisville’s STOMP • Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.

39. Disarming Virtually Continued Disarm • E-mail Tips • Always address emails to students using their first name • “Dear James,” • Begin with a friendly opening • “Great to hear from you, James!” • “Thanks for your email inquiry – you have asked a great question.” • Include direct links to resources • Signature block at the end of the email should contain your complete contact information • Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.

40. Discover Phase Discover • 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

41. 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” Discover http://www.dictionary.com

42. What’s inside? Discover

43. Important Advisor Behaviors Ask positive open questions that help us learn our students’ stories. Discover • Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.

44. Important Discover Advisor Behaviors • Advisor self-discloses personal stories as appropriate • Advisor is comfortable with silence • Advisor treats student as if he/she is full of potential • Advisor is non-judgmental • Advisor is mindful of diversity/multi-cultural issues • Advisor is authentic Discover • Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.

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

46. Roles • Question Asker • Question Answerer Discover

47. Discover Questions to Ask Your Partner Discover • Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.

48. Discover Questions for Students Discover 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.

49. Dream Phase Dream • 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

50. Definition of Dream • “An aspiration; goal; aim • A condition or achievement that is longed for” Dream http://www.dictionary.com