welcome joe murray director, academic advising and retention member of the appreciative advising...
TRANSCRIPT
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Welcome
Joe Murray Director, Academic Advising and
Retention Member of the Appreciative Advising
Development Group Co-Chair of the First Generation Interest
Group for NACADA Father for Jack and J’aime and husband
to Karen
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IAMNOWHERE
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I AM NO WHERE
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I AM NOW HERE
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Great Advisor Wanted!
Do you want to be? Are you? How do you know? Can you improve? How?
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“People will forget what you say. They will even forget what you do. But they never forget how you made them feel”
Maya Angelou
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APPRECIATIVE ADVISING
Jennifer L. Bloom, Ed.D.Clinical Associate Professor and Director,Higher Education & Student Affairs ProgramUniversity of South [email protected]
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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. (in preparation). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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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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The Six Phases of Appreciative Advising
Disarm
Discover
Dream
Design
Deliver
Don’t Settle
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. (in preparation). 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. (in preparation). 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. (in preparation). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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Disarm Phase
Recognizing the importance of first impressions, create a safe, welcoming environment for students
Disarm
Bloom, J. L., Hutson, B. L., & He, Y. (in preparation). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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Even Santa has to DisarmDisarm
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Disarm Phase Prerequisite
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
Disarm
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Important AdvisorBehaviors
Meeting students at
the door
Welcoming the student
Introducing Yourself
Decorating your office in a personal way
Disarm
Bloom, J. L., Hutson, B. L., & He, Y. (in preparation). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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Discover Phase
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. 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
Discover
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Important Advisor Behaviors
Visual/Eye Contact
Vocal Qualities
Verbal Tracking
Body Language
Listening
Ivey, A. & Ivery, M. B. (2007). Intentional interviewing and counseling (6 th Edition). Belmont, CA: Thomson Higher Education
Discover
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Important Advisor Behaviors
Taking mental notes of the student’s:
•Strengths•Skills•Passions•Accomplishments
Discover
Bloom, J. L., Hutson, B. L., & He, Y. (in preparation). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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Discover Questions for Students
What would your friends say are your top three strengths?
Describe a peak experience when you felt really good about yourself and/or what you accomplished.
Tell me a story about a time you positively impacted another person’s life?
Habley & Bloom - “Giving Advice that Makes a Difference”
Discover
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Dream Phase
Help students formulate a vision of what they
might become, and then assist them in developing their life and career goals
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
Dream
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Dream Questions for Students
Magazine/Journal question
20 years from now, what will your ideal work day be like?
What are your life goals?
What are your top three goals during your undergraduate education?
Dream
Bloom, J. L., Hutson, B. L., & He, Y. (in preparation). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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Design Phase
Help students devise concrete, incremental, and achievable goals
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
Design
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Important Advisor Behaviors
Making informed decisions
• Share options• Discuss pros and cons of each option• Discuss ramifications of each option• Do homework on each option• “Trusting your gut” – an informed gut tends to
make better choices.• Coin flip idea.• Student makes the decision
Bloom, J. L., Hutson, B. L., & He, Y. (in preparation). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
Design
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Important AdvisorBehaviors
•Campus offices•Counseling Center!•Alumni•People in the community•Other students•Courses•On-line resources
Making effectiv
e referral
s
Design
Bloom, J. L., Hutson, B. L., & He, Y. (in preparation). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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Design Questions for Students
What steps do you need to take during your undergraduate career to achieve your most important life, career, and undergraduate education goals?
Let’s brainstorm on the resources you will need to accomplish these goals and objectives.
How will you celebrate the accomplishments of these goals?
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.
Design
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Deliver Phase
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.
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
Deliver
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Deliver Phase Questionsfor Students
How and when will you keep me updated on your progress?
What will you do if you run into roadblocks?
What will you do if you think your goals may be changing?
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.
Deliver
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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
Deliver
Bloom, J. L., Hutson, B. L., & He, Y. (in preparation). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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Don’t Settle Phase
The advisor challenges the student
to proactively raise the student’s
internal bar of self-
expectations
Don’t Settle
Bloom, J. L., Hutson, B. L., & He, Y. (in preparation). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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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.
Don’t Settle
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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 be? What would you need to do differently?
Don’t Settle
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The Six Phases of Appreciative Advising
Disarm
Discover
Dream
Design
Deliver
Don’t Settle
Bloom, J. L., Hutson, B. L., & He, Y. (in preparation). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
![Page 36: Welcome Joe Murray Director, Academic Advising and Retention Member of the Appreciative Advising Development Group Co-Chair of the First Generation](https://reader035.vdocuments.us/reader035/viewer/2022062515/56649c745503460f94927bd9/html5/thumbnails/36.jpg)
Want to learn more?
http://www.appreciativeadvising.net
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References Bloom, J. L., Hutson, B. L., & He, Y. (in preparation). The
appreciative advising revolution. Champaign, IL: Stipes Publishing.
Bloom, J. L., Cuevas, A. E. P., Evans, C. V., & Hall, J. W. (2007, Fall). Graduate students’ perceptions of outstanding graduate advisor characteristics, NACADA Journal (27)2, 28-35.
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
Collins, J. (2001). Good to great: Why some companies make the leap and others don’t. New York: HarperCollinsPublishers.
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.