Strengths-Based Advising Brian Kapinos and Nancy Davis April 27th 2017, Faculty Dinner Room Spring 2017 Advising Professional Development

Tools in your Advising Toolbox Prescriptive Advising (One Tool) Prescriptive advising represents a traditional relationship based on authority between the academic advisor and the student (Crookston, 1994) Example: Course scheduling: Student needs classes, advisor has answers. Typically viewed as a Doctor/Patient Relationship methodology Advisor needs to be competent about course offerings and institutional requirements Crookston, B.B. (1994). A developmental view of academic advising as teaching. NACADA Journal, 14(2), 5-9.

Tools in your Advising Toolbox Prescriptive Advising is only ONE of the tools in your advising tool box, its not the only tool.

Tools in your Advising Toolbox Academic advisors have a broad range of theoretical perspectives and approaches to choose from in developing a personal philosophy of advising including, but not limited to, Intrusive Models Developmental Models Strengths-Based Models, (including Appreciative Advising)

Introduction to Strengths-Based Advising Based on research from social work, positive psychology, and the business world, this approach enables advisors to identify and build on the inherent talents students bring with them into the college and university setting, teaching students to develop and apply their strengths to new and challenging learning tasks. Schreiner, L. A., & “Chip” Anderson, E. (2005). Strengths-based advising: A new lens for higher education. NACADA Journal, 25(2), 20- 29.

Report Card Time Before we start, lets take a look at my report card Questions to ask yourself: What do you see first when you look at this? Where would you start first when advising a student? What would your approach be?

My Report Card Brian Kapinos (Student at Strengths-Based University) Fall Semester: Final Grades Spring Semester: (Midterm Deficiency Grades) Art 101(D) Psychology 101 (D+) English 101 (C+) First-Year Seminar (B+) Spanish 101 (C-) GPA: 2.1 History 110 (D) Spanish 102 (F) Sociology 101 Philosophy 101 Political Science 101

Strengths-Based Approach

Strengths-Based Advising Strengths-based advising uses students’ talents as the basis for educational planning. Example: Major Selection, Course Difficulties, Learning Styles Strengths-based advising is predicated on students’ natural talents and is used to build their confidence while motivating them to acquire the knowledge base and skills necessary for college-level achievement. Example: Building on the success that exists, while applying that to the areas of struggle. Schreiner, L. A., & “Chip” Anderson, E. (2005). Strengths-based advising: A new lens for higher education. NACADA Journal, 25(2), 20-29.

Shifting the Advising Session to Strengths First, it is based on a different foundation: student motivation instead of needs assessment. Second, strengths-based advising shifts the focus from problems to possibilities. Third, through a strengths-based approach, advisors frame tasks differently. Finally, the feeling students experience in the strengths-based advising session is different. Schreiner, L. A., & “Chip” Anderson, E. (2005). Strengths-based advising: A new lens for higher education. NACADA Journal, 25(2), 20-29.

Starting the Conversation: Steps: Examples: Avoid starting with the negative Draw on past success Identify that success Apply that success Reflect on past successful experiences (High School, Previous College Experience) What went right? What was your frame of mind? How were you successful? Where is the correlation to the issue at hand? How do your strengths apply here?

Kenny, The All-American Point Guard Kenny, the All-American Point Guard struggled with statistics The Academic Advisor helps to identify Kenny’s success on the court. (Preparation, Big Picture Thinker) He applies this logic to statistics, spending more time identifying why the formula is useful with his professor, which then helps with his comprehension of the materials and steps. He also understands the preparation is not only “the night before” and that he needs to apply the same preparation intensity to statistics in order to succeed. Kenny got a B in the course. Schreiner, L. A., & “Chip” Anderson, E. (2005). Strengths-based advising: A new lens for higher education. NACADA Journal, 25(2), 20-29.

Appreciative Advising Your strengths as an advisor Personal assessment Personal Presidential Cabinet

Developed in 2002 by Jennifer Bloom, Ed. D and Nancy Martin, Senior VP and Partner, Educational Management Network Appreciative Advising stems from a wide range of theories including organizational development, student development, teaching pedagogy and counseling Approaches life as a series of opportunities, rather than a series of problems Social-constructivist advising philosophy Rooted in Positive Psychology Adapted from Appreciative Inquiry (Cooperrider, Sorenson, Whitney and Yeager, 2000) The intentional collaborative practice of asking positive, open-ended questions that help students optimize their educational experiences, and achieve their dreams, goals, and potential. Advisors: use positive, active and attentive listening and questioning strategies to build trust and rapport with students

Advisor: Know Yourself Why am I advising When have I felt fulfilled as an advisor What do I enjoy about advising What type of student am I most comfortable working with and why If a colleague is looking for help, what area am I best suited to help them with (what are my strengths)

Appreciative Advising supports Advisors Appreciative Advisors understand their strengths and potential to contribute to their students' successes. They are motivated to increase their advising skills and constantly strengthen their advising repertoire. Identify advising strengths and purpose Recognize advising as more than helping students select classes Gain more confidence in ability to impact students lives Understand the important contribution advisors make to the campus community Build strong rapport with students Measure effectiveness of session (AA rubric)

Appreciative Advising supports Advisors

Presidential Cabinet Who are the people in my cabinet? (hand out) Topics or Areas where I need assistance or advice: (advisors decide) Topic Person Financial Outside the box class schedule Changing majors Internship Tutoring Technology In choosing this cabinet you acknowledge the connection / relationship you have with the person – are you connected