Appreciative advising (AA) is an academic advising philosophy that provides a framework for optimizing student-advisor interactions both in 1:1 and group settings.[1] Appreciative advising is based on David Cooperrider's organizational development theory of appreciative inquiry. Appreciative advising also draws from positive psychology, social constructivist theory, and choice theory.
Jennifer L. Bloom and Nancy Archer Martin first connected appreciative inquiry with academic advising in their 2002 article "Incorporating Appreciative Inquiry into Academic Advising" that appeared in The Mentor,.[2] Subsequently, the University of North Carolina at Greensboro (UNCG) adopted appreciative advising and began to document its positive impact on student retention. Bloom, Hutson, and He (2008) further developed the framework in the book The Appreciative Advising Revolution.
In 2012, the University of South Carolina began offering an online appreciative advising course as well as a process for certifying appreciative advisers. Based on the positive impact of appreciative advising on student retention, the appreciative approach has expanded to other areas, including teaching (appreciative college instruction), orientation, admissions, Greek life, and tutoring. The expansion of the appreciative advising principles is now known as appreciative education.
Core
The six phases
Disarm
The Disarm phase involves making a positive first impression with students and allaying any fear or suspicion they might have of meeting with the advisor.
Discover
The Discover phase is spent continuing to build rapport with students and learning about their strengths, skills, and abilities through utilizing effective and positive open-ended questions that encourages narratives.
Dream
The Dream phase involves uncovering students' hopes and dreams for their futures.
Design
The Design phase is spent co-creating a plan to make their hopes and dreams come true.
Deliver
The Deliver phase is the implementation phase where students carry out their plan, and the advisor’s role is to support them as they encounter roadblocks.
Don't Settle
The Don't Settle phase involves challenging students to achieve their full potential and supporting them along their journey.[3]
Certification
Professional certification
The University of South Carolina's Office of Appreciative Education now offers a professional rating for academic advisers: Appreciative Advising Certification. Certified Appreciative Advisors are committed to a standard of excellence in the field of advising and optimizing their students' educational experiences. The certification process includes successful attendance of the Appreciative Advising Institute or completion of the appreciative advising course, as well as completed advising rubrics, recommendations, a current CV, and personal advising theory.[4]
The Appreciative Advising Institute was first held in August 2011 in Las Vegas, Nevada. The 2012 Appreciative Advising Institute was held July 28–31 in Charleston, SC. The Institute is intentionally designed to teach participants the theoretical structure of appreciative advising and to provide skills training in implementing this framework. This conference is designed to provide ample opportunity for participants to extend theory to practice. Participants learn how the six phases help both the advisor and advisee optimize their educational experiences.[5]
Appreciative Advising Course
The Appreciative Advising Course is designed to be a community of learners (instructors included). There are opportunities for participants to interact with other community members each week. This is done via discussion board conversations, as well as optional live chat dialogues. Active participants greatly enhance their own learning experience as well as that of the community. This is an eight-week course.[6]
Advising, adviser training, TEAL Learning Community, and Academic Recovery Program
Indiana University-Purdue University Indianapolis
Advising students on probation, workshops for students on probation, and adviser training
University of South Carolina at Columbia
Advising students on probation, adviser training, Appreciative Advising Inventory, advising master's degree students in Higher Education and Student Affairs programs, and a graduate-level course that focuses on appreciative advising
Miami University Hamilton
Advising all students, including probation students; advising syllabus; adviser training; and Appreciative Advising Inventory
Eastern Illinois University
Advising adult and non-traditional students, electronic advising
Prairie State College
Advising at-risk students, faculty and adviser training
Grand Valley State University
Advising honors students and candidates for fellowships
Florida Atlantic University
Advising traditional and non-traditional students, honors students, probation/suspension/at-risk students; advising syllabus, advisor training, workshop presentations[7]
UNCG's usage
Academic recovery programming
When students feel academically discouraged, such as when they are on academic probation, they may need to be reminded of the strengths that led them to college in the first place. Students in academic trouble also typically have a limited time in which to improve their status. Practically, it is quicker to correct this status by building on strengths and maintaining a course load and engaging in academic and social behaviors that reflect these strengths than it is to attempt to correct long-standing deficits. The SAS 100 program at UNCG features the use of the Appreciative Advising Inventory as the basis for three mandatory advising sessions and the use of appreciative advising questions in weekly reflections and discussions. All instructors are trained to use appreciative advising in their meetings with the students. After the appreciative approach was introduced, retention of SAS 100 students improved 18%. When control and treatment groups were compared, the treatment group achieved a statistically significant GPA gain of .73 (p=. 03) compared to the control group at .42.[8]
Internal transfer advising
Appreciative advising can be used in internal transfer cases in which a student has realized that their current declared major may not be a good fit, but are struggling to identify a new major. Student Academic Services at UNCG has used appreciative advising to assist declared pre-nursing majors who have not met continuance requirements. This began as a pilot program in the spring of 2005, and currently includes all pre-nursing majors who have a cumulative GPA that has been identified as not competitive by the School of Nursing. The goal of the program is to help students explore their options, given that they are unlikely to be accepted into the School of Nursing. Of the 145 students served by the program during the spring and fall semesters of 2005, 30% have changed their major, while an additional 43% continue to receive advising through Student Academic Services. The mean GPA for participants has also improved dramatically.[9]
First-year Experience Program
UNCG's First-Year Experience program is called University Studies 101 (UNS 101), and uses a curriculum emphasizing appreciative advising. One stated aim of the program is to assist students in discovering their purposes, identifying their strengths, and aligning these newly discovered assets with plans for their future. The activities, class discussions, and assignments used in the course guide students through the six appreciative advising stages. A comprehensive program evaluation which includes the tracking of academic outcomes and assessment of student attitudes and behaviors has evidenced the positive impact of the UNS 101 program (Hutson & Atwood, 2005). For example, the freshman to sophomore retention rate of freshmen who completed UNS 101 in fall 2006 and returned for fall 2007 was 81.9%. This compares to a retention rate of 74.4% for freshmen who did not take the course. Meanwhile, the average first semester GPA for students who did not take the course was 2.49, while UNS 101 participants had an average first semester GPA of 2.72.
References
^Bloom, Hutson, & He (2008). The Appreciative Advising Revolution. Urbana-Champaign, IL: Stipes.{{cite book}}: CS1 maint: uses authors parameter (link)
^. Archived from the original on 24 September 2012. Retrieved 11 May 2012.
^Bloom J.L.; Hutson, B. L.; He, Y.; Amundsen, S.; et al. (22 April 2009). "How Eight Institutions Have Incorporated Appreciative Advising". The Mentor.
^Hutson, B.L. He, Y., Amundsen (November 2006). "Evaluating the impact of Appreciative Advising across higher education institutions: A multi-site evaluation (Poster Presentation at the annual meeting of the American Evaluation Association, Portland, OR.)". {{cite journal}}: Cite journal requires |journal= (help)CS1 maint: uses authors parameter (link)
^Hutson, B.L; Atwood, J.A. (November 2006). "Outcome evaluation to support freshman orientation program". {{cite journal}}: Cite journal requires |journal= (help)
Further reading
Books
The Appreciative Advising Revolution by Jennifer L. Bloom, Bryant L. Hutson, and Ye He
Appreciative College Instruction: Becoming a Force for Positive Change in Student Success Course by Jennifer L. Bloom, Bryant L. Hutson, Ye He, and Claire Robinson
Articles For a more exhaustive list of articles consult appreciativeadvising.net. Those listed below were pulled from that site.
Truschel, J. H. (2007, July 6). "Using Appreciative Inquiry in advising at-risk students: Moving from challenge to success". The Mentor.
Larkin, M. (2008, February 6). "Creating reflection on international experiences through appreciative advising". The Mentor.
Pembleton, H. L. (2009, February 5). "Master's students, Appreciative Advising, and the transition", The Mentor.
Braunstein, M. (2009, March 4). "Advising honors students within the Appreciative Advising framework". The Mentor.
Olsen, N. S. (2009, April 2). "Appreciative Advising and first-generation college students". The Mentor.
Lyons, R., Sandeford-Lyons, S., Singleton Jackson, A. E. (2010). "Examining the appreciative advising model for student athlete advising". Academic Athletic Journal, 21 (1), 23-35.
appreciative, advising, this, article, contains, content, that, written, like, advertisement, please, help, improve, removing, promotional, content, inappropriate, external, links, adding, encyclopedic, content, written, from, neutral, point, view, september, . This article contains content that is written like an advertisement Please help improve it by removing promotional content and inappropriate external links and by adding encyclopedic content written from a neutral point of view September 2016 Learn how and when to remove this template message Appreciative advising AA is an academic advising philosophy that provides a framework for optimizing student advisor interactions both in 1 1 and group settings 1 Appreciative advising is based on David Cooperrider s organizational development theory of appreciative inquiry Appreciative advising also draws from positive psychology social constructivist theory and choice theory Contents 1 History 2 Core 2 1 The six phases 3 Certification 3 1 Professional certification 3 2 Benefits of certification 3 3 Appreciative Advising Institute 3 4 Appreciative Advising Course 4 Institutions using AA 5 UNCG s usage 5 1 Academic recovery programming 5 2 Internal transfer advising 5 3 First year Experience Program 6 References 7 Further reading 8 External linksHistory EditJennifer L Bloom and Nancy Archer Martin first connected appreciative inquiry with academic advising in their 2002 article Incorporating Appreciative Inquiry into Academic Advising that appeared in The Mentor 2 Subsequently the University of North Carolina at Greensboro UNCG adopted appreciative advising and began to document its positive impact on student retention Bloom Hutson and He 2008 further developed the framework in the book The Appreciative Advising Revolution In 2012 the University of South Carolina began offering an online appreciative advising course as well as a process for certifying appreciative advisers Based on the positive impact of appreciative advising on student retention the appreciative approach has expanded to other areas including teaching appreciative college instruction orientation admissions Greek life and tutoring The expansion of the appreciative advising principles is now known as appreciative education Core EditThe six phases Edit Disarm The Disarm phase involves making a positive first impression with students and allaying any fear or suspicion they might have of meeting with the advisor Discover The Discover phase is spent continuing to build rapport with students and learning about their strengths skills and abilities through utilizing effective and positive open ended questions that encourages narratives Dream The Dream phase involves uncovering students hopes and dreams for their futures Design The Design phase is spent co creating a plan to make their hopes and dreams come true Deliver The Deliver phase is the implementation phase where students carry out their plan and the advisor s role is to support them as they encounter roadblocks Don t Settle The Don t Settle phase involves challenging students to achieve their full potential and supporting them along their journey 3 Certification EditProfessional certification Edit The University of South Carolina s Office of Appreciative Education now offers a professional rating for academic advisers Appreciative Advising Certification Certified Appreciative Advisors are committed to a standard of excellence in the field of advising and optimizing their students educational experiences The certification process includes successful attendance of the Appreciative Advising Institute or completion of the appreciative advising course as well as completed advising rubrics recommendations a current CV and personal advising theory 4 Benefits of certification Edit Advanced professional qualification 4 Increased skills and knowledge Raised professional expectations Elevated advising experience for studentsAppreciative Advising Institute Edit The Appreciative Advising Institute was first held in August 2011 in Las Vegas Nevada The 2012 Appreciative Advising Institute was held July 28 31 in Charleston SC The Institute is intentionally designed to teach participants the theoretical structure of appreciative advising and to provide skills training in implementing this framework This conference is designed to provide ample opportunity for participants to extend theory to practice Participants learn how the six phases help both the advisor and advisee optimize their educational experiences 5 Appreciative Advising Course Edit The Appreciative Advising Course is designed to be a community of learners instructors included There are opportunities for participants to interact with other community members each week This is done via discussion board conversations as well as optional live chat dialogues Active participants greatly enhance their own learning experience as well as that of the community This is an eight week course 6 Institutions using AA EditUniversity of North Carolina GreensboroAdvising adviser training undergraduate academic courses Appreciative Advising Inventory and graduate level ESL courses dd University of North Carolina at WilmingtonAdvising adviser training TEAL Learning Community and Academic Recovery Program dd Indiana University Purdue University IndianapolisAdvising students on probation workshops for students on probation and adviser training dd University of South Carolina at ColumbiaAdvising students on probation adviser training Appreciative Advising Inventory advising master s degree students in Higher Education and Student Affairs programs and a graduate level course that focuses on appreciative advising dd Miami University HamiltonAdvising all students including probation students advising syllabus adviser training and Appreciative Advising Inventory dd Eastern Illinois UniversityAdvising adult and non traditional students electronic advising dd Prairie State CollegeAdvising at risk students faculty and adviser training dd Grand Valley State UniversityAdvising honors students and candidates for fellowships dd Florida Atlantic UniversityAdvising traditional and non traditional students honors students probation suspension at risk students advising syllabus advisor training workshop presentations 7 dd UNCG s usage EditAcademic recovery programming Edit When students feel academically discouraged such as when they are on academic probation they may need to be reminded of the strengths that led them to college in the first place Students in academic trouble also typically have a limited time in which to improve their status Practically it is quicker to correct this status by building on strengths and maintaining a course load and engaging in academic and social behaviors that reflect these strengths than it is to attempt to correct long standing deficits The SAS 100 program at UNCG features the use of the Appreciative Advising Inventory as the basis for three mandatory advising sessions and the use of appreciative advising questions in weekly reflections and discussions All instructors are trained to use appreciative advising in their meetings with the students After the appreciative approach was introduced retention of SAS 100 students improved 18 When control and treatment groups were compared the treatment group achieved a statistically significant GPA gain of 73 p 03 compared to the control group at 42 8 Internal transfer advising Edit Appreciative advising can be used in internal transfer cases in which a student has realized that their current declared major may not be a good fit but are struggling to identify a new major Student Academic Services at UNCG has used appreciative advising to assist declared pre nursing majors who have not met continuance requirements This began as a pilot program in the spring of 2005 and currently includes all pre nursing majors who have a cumulative GPA that has been identified as not competitive by the School of Nursing The goal of the program is to help students explore their options given that they are unlikely to be accepted into the School of Nursing Of the 145 students served by the program during the spring and fall semesters of 2005 30 have changed their major while an additional 43 continue to receive advising through Student Academic Services The mean GPA for participants has also improved dramatically 9 First year Experience Program Edit UNCG s First Year Experience program is called University Studies 101 UNS 101 and uses a curriculum emphasizing appreciative advising One stated aim of the program is to assist students in discovering their purposes identifying their strengths and aligning these newly discovered assets with plans for their future The activities class discussions and assignments used in the course guide students through the six appreciative advising stages A comprehensive program evaluation which includes the tracking of academic outcomes and assessment of student attitudes and behaviors has evidenced the positive impact of the UNS 101 program Hutson amp Atwood 2005 For example the freshman to sophomore retention rate of freshmen who completed UNS 101 in fall 2006 and returned for fall 2007 was 81 9 This compares to a retention rate of 74 4 for freshmen who did not take the course Meanwhile the average first semester GPA for students who did not take the course was 2 49 while UNS 101 participants had an average first semester GPA of 2 72 References Edit Bloom Hutson amp He 2008 The Appreciative Advising Revolution Urbana Champaign IL Stipes a href Template Cite book html title Template Cite book cite book a CS1 maint uses authors parameter link The Mentor The Six Phases of Appreciative Advising Retrieved 9 May 2012 a b Professional Certification Archived from the original on 26 September 2012 Retrieved 11 May 2012 2012 Appreciative Advising Institute Archived from the original on 2012 09 26 Appreciative Advising Course Archived from the original on 24 September 2012 Retrieved 11 May 2012 Bloom J L Hutson B L He Y Amundsen S et al 22 April 2009 How Eight Institutions Have Incorporated Appreciative Advising The Mentor Hutson B L He Y Amundsen November 2006 Evaluating the impact of Appreciative Advising across higher education institutions A multi site evaluation Poster Presentation at the annual meeting of the American Evaluation Association Portland OR a href Template Cite journal html title Template Cite journal cite journal a Cite journal requires journal help CS1 maint uses authors parameter link Hutson B L Atwood J A November 2006 Outcome evaluation to support freshman orientation program a href Template Cite journal html title Template Cite journal cite journal a Cite journal requires journal help Further reading EditBooks The Appreciative Advising Revolution by Jennifer L Bloom Bryant L Hutson and Ye He Appreciative College Instruction Becoming a Force for Positive Change in Student Success Course by Jennifer L Bloom Bryant L Hutson Ye He and Claire RobinsonArticles For a more exhaustive list of articles consult appreciativeadvising net Those listed below were pulled from that site Truschel J H 2007 July 6 Using Appreciative Inquiry in advising at risk students Moving from challenge to success The Mentor Larkin M 2008 February 6 Creating reflection on international experiences through appreciative advising The Mentor Pembleton H L 2009 February 5 Master s students Appreciative Advising and the transition The Mentor Braunstein M 2009 March 4 Advising honors students within the Appreciative Advising framework The Mentor Olsen N S 2009 April 2 Appreciative Advising and first generation college students The Mentor Lyons R Sandeford Lyons S Singleton Jackson A E 2010 Examining the appreciative advising model for student athlete advising Academic Athletic Journal 21 1 23 35 External links Edithttp www appreciativeadvising net Retrieved from https en wikipedia org w index php title Appreciative advising amp oldid 1000256419, wikipedia, wiki, book, books, library,
