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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

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slide1

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

today s presenters
Today’s Presenters

Bryant Hutson

Jenny Bloom

the privilege of working in higher education
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.

overview
Overview
  • Defining Academic Advising
  • The Six Phases of Appreciative Advising
  • How the AA framework can be used in other fields
what is student success
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.

o banion s advising definition
O’Banion’s Advising Definition

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

chickering s advising definition
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.

slide8

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

slide9
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
appreciative advising definition
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.
what is appreciative inquiry
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.

sample of organizations successfully using appreciative inquiry
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.

does appreciative advising work
Does Appreciative Advising work?

YES!

YES

  • Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
uncg programs using appreciative advising
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.
how uncg has integrated appreciative advising
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.
first year experience program
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.
retention program
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.
dismissal contracts uncg
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.
success contract program
Success Contract Program
  • Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
success contract program1
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.
appreciative evaluation

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.
the four phases of appreciative inquiry
The Four Phases of Appreciative Inquiry
  • Discovery
  • Dream
  • Design
  • Destiny
the six phases of appreciative advising
The Six Phases of Appreciative Advising
  • Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
the six phases of appreciative advising1
The Six Phases of Appreciative Advising
  • Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
appreciative advising phases
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.
appreciative advising phases continued
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.
appreciative advising phases continued1
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.
disarm phase
Disarm Phase

Disarm

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

Disarm

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

of.”

http://www.dictionary.com

which grade would you want to talk about
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.

disarm phase prerequisite
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
important advisor behaviors
Important AdvisorBehaviors

Disarm

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

nonverbal immediacy behaviors
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

verbal immediacy behaviors
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

disarming virtually
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.
disarming virtually continued
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.
discover phase
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
definition of discover
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

important advisor behaviors1
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.
important discover advisor behaviors
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.
important advisor behaviors2
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.
roles
Roles
  • Question Asker
  • Question Answerer

Discover

discover questions to ask your partner
Discover Questions to Ask Your Partner

Discover

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

dream phase
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
definition of dream
Definition of Dream
  • “An aspiration; goal; aim
  • A condition or achievement that is longed for”

Dream

http://www.dictionary.com

important advisor behaviors3
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

Dream

  • Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
dream questions for students
Dream Questions for Students

Dream

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

Design

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
definition of design

Design

Definition of Design
  • “To prepare the preliminary sketch or the plans for (a work to be executed)”

http://www.dictionary.com

co creating a plan

Design

Co-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”

– Arthur Bandura

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

design phase developing an action plan

Design

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.
important advisor behaviors4

Design

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.
how to make decisions

Design

How to Make Decisions
  • Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
important advisor behaviors5

Design

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

Design

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.).

design questions for students

Design

Design Questions for Students

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

deliver phase
Deliver Phase

Deliver

  • 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
definition of deliver
Definition of Deliver
  • "To produce or achieve what is desired or expected”

http://www.dictionary.com

Deliver

  • Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
important advisor behaviors6
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

Deliver

  • Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
energizing students to be their best
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).

Deliver

Tichy, N. M. (2002). The Leadership Engine. Harper Collins Publishers Inc., New York.

deliver phase questions for students
Deliver Phase Questionsfor Students

Deliver

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

ending the conversation
Ending 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

Deliver

  • Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
don t settle phase
Don’t Settle Phase

Don’t Settle

  • Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
definition of settle
Definition of Settle

Don’t Settle

  • To discontinue moving and come to rest in one place
  • To move downward; sink or descend, especially gradually

http://www.dictionary.com

raise the bar
Raise the Bar!
  • Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
slide74

Don’t Settle

“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.
settling
Settling

Don’t Settle

“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.
what can we do
What Can We Do?

Don’t Settle

  • “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.
key features
Key Features

Don’t Settle

  • Challenge and Support
  • The Power of High Expectations
  • Raising the Bar
  • Virtuous Cycles
  • Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
don t settle questions
Don’t Settle Questions

Don’t Settle

  • 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.
the six phases of appreciative advising2
The Six Phases of Appreciative Advising
  • Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
applying the aa framework to other fields
Applying the AA Framework to Other Fields
  • Enhancing Individual Interactions
  • Appreciative Teaching
  • Appreciative Hiring, Training and Retaining
  • Appreciative Professional Development
  • Appreciative Assessment
  • Appreciative Strategic Planning
enhancing individual interactions
Enhancing Individual Interactions
  • Career Counseling
    • Traynor, D. & Bloom. J. L. (submitted). Reframing career services appointments using appreciative advising. NACE Journal.
  • Financial Aid Counseling
    • Bailey-Taylor, A. (2009). Revolutionizing your counseling techniques with appreciative advising. Student Aid Transcript, 20(1), p. 12-15.
  • Residence Life – One-on-one Meetings
    • Stout, D. Appreciative one-on-ones.
  • Appreciative Tutoring
    • Licitra, J. (submitted). The appreciative tutor. Journal of College Reading and Learning.
teaching
Teaching
  • University 101
  • University 201
  • Senior Capstone
  • Service Learning Courses
  • Dec. 9, 2009 – Innovative Educators will be hosting a webinar by Jenny Bloom and Claire Robinson titled: Empowering At-Risk Probationary Students using Appreciative Advising Inside and Outside the Classroom
hiring training retaining
Hiring, Training, & Retaining
  • Appreciative Interviewing - Hiring Advisors and other Staff
    • Bosselait, L. R. (2009, Feb. 11). Appreciative interviewing: A tool for hiring academic advisors. The Mentor - http://www.psu.edu/dus/mentor/090211lb.htm
  • Strategies for Advancing Your Career
    • Bloom, J. L. & Martin, N. A. (2003). Career aspirations & expeditions: Advancing your career in higher education administration. Champaign, IL: Stipes Publishing LLC.
  • Training Undergraduate Admissions Workers
    • Fippinger, A. (2009, Summer). An appreciative approach to training undergraduate admissions student workers. College & University, 85(1), p. 53-56.
  • Retaining Recreational Sport Student Employees
    • Babbitt, M. (submitted). Increasing recreational sport student employee satisfaction and retention through appreciative advising. Recreational Sports Journal.
appreciative professional development
Appreciative Professional Development
  • Training Staff
  • Training University 101 Instructors
  • Training Retention Program Instructors
appreciative assessment
Appreciative Assessment
  • Accreditation
  • Evaluating staff
  • Evaluating students
  • Program Evaluations
  • Program Effectiveness
nancy twiss quote
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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