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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.

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Presentation on theme: "Welcome  Joe Murray  Director, Academic Advising and Retention  Member of the Appreciative Advising Development Group  Co-Chair of the First Generation."— Presentation transcript:

1 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

2  IAMNOWHERE

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6 Great Advisor Wanted!  Do you want to be?  Are you?  How do you know?  Can you improve? How?

7  “ People will forget what you say. They will even forget what you do. But they never forget how you made them feel”  Maya Angelou

8 Jennifer L. Bloom, Ed.D. Clinical Associate Professor and Director, Higher Education & Student Affairs Program University of South Carolina

9 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.

10 “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

11 The Six Phases of Appreciative Advising Disarm Discover DreamDesign Deliver Don’t Settle  Bloom, J. L., Hutson, B. L., & He, Y. (in preparation). The appreciative advising revolution. Champaign, IL: Stipes Publishing.

12 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.

13 Appreciative Advising Phases (continued) DDream - Help students formulate a vision of what they might become, and then assist them in developing their life and career goals. D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.

14 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.

15 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.

16 Even Santa has to Disarm Disarm

17 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). Disarm

18 Important Advisor Behaviors 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.

19 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). Discover

20 Important Advisor Behaviors Visual/Eye Contact Vocal Qualities Verbal TrackingBody Language Listening  Ivey, A. & Ivery, M. B. (2007). Intentional interviewing and counseling (6 th Edition). Belmont, CA: Thomson Higher Education Discover

21 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.

22 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

23 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). Dream

24 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.

25 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). Design

26 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

27 Important Advisor Behaviors Campus offices Counseling Center! Alumni People in the community Other students Courses On-line resources Making effective referrals Design  Bloom, J. L., Hutson, B. L., & He, Y. (in preparation). The appreciative advising revolution. Champaign, IL: Stipes Publishing.

28 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 ). San Francisco: Jossey-Bass. Design

29 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). Deliver

30 Deliver Phase Questions for 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 ). San Francisco: Jossey-Bass. Deliver

31 Deliver Phase 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. (in preparation). The appreciative advising revolution. Champaign, IL: Stipes Publishing.

32 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.

33 “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

34 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

35 The Six Phases of Appreciative Advising Disarm Discover DreamDesign Deliver Don’t Settle  Bloom, J. L., Hutson, B. L., & He, Y. (in preparation). The appreciative advising revolution. Champaign, IL: Stipes Publishing.

36 Want to learn more?

37 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,  Bloom, J. and Martin, N.A. (2002, August 29). Incorporating appreciative inquiry into academic advising. The Mentor: An Academic Advising Journal, 4 (3).  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 ). San Francisco: Jossey-Bass.


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