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Achieving Student & Advisor Success
Through Appreciative Advising
Lisa Allen, M.S.
Program Coordinator & Academic Advisor
Utah State University
Tami Spackman
Academic Advisor
Utah State University
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The Privilege of Working in
Higher Education
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“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,
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.
What is Student Success?
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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
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Starfish
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You can make a difference
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Appreciative Advising Definition
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“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.
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.
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Retention Program- UNC
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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.
SAS 100
70%
60%
50%
40%
30%
20%
10%
0%
1999-00
2000-01
2001-02
2002-03
2003-04
2004-05
2005-06
2006-07
2007-2008 2008-2009
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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Appreciative Advising Inventory
3. I attend all my classes
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Category – Commitment Indicators
to Learning (Internal
Asset)
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Example Questions
Commitment to Learning
Achievement motivation – young
person is motivated to do well in
school.
Tell me about a time when you felt
motivated to do well in school. What
was your motivation?
School engagement – Young person
is actively engaged in learning
Tell me about a time when you felt
you were actively engaged in
learning. How did you feel? What
was it that made you feel engaged?
Homework – Young person reports
doing at least one hour of
homework every school day
Tell me about a time when you
enjoyed doing class projects or
assignments. Why do you think you
enjoyed it?
Bonding to school – Young person
cares about his/her school
Tell me about a time when you
volunteered at your school. Why did
you choose to do that?
Reading for pleasure – Young
person reads for pleasure three or
more hours per week
What impact will your college degree
have on your life? How do you
envision your life being different
Appreciative Advising Inventory
44. I successfully balance my academic pursuits
with my personal life.
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Category – Constructive
Use of Time (External
Asset)
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Indicators
Example Questions
Creative activities – Young person
spends three or more hours per
week in lessons or practice in
music, theater, or other arts
Tell me about a time when your
going the extra mile really paid off
for you.
Youth programs – Young person
spends three or more hours per
week in sports, clubs or
organizations at school and/or in
community organizations.
When was the last time that you
were really excited about an event?
What was exciting about it?
Religious community – Young
person spends one hour or more
per week in activities in a religious
institution.
Tell me about a time when you did
an excellent job prioritizing tasks.
How did you do it? How did you
determine what was most
important?
Time at home – Young person is out
with friends “with nothing special
to do” two or fewer nights per
week.
What types of people do you work
best with? Give me a specific
example involving positive
collaboration. Who brings out the
best in you?
Benefits of Appreciative Advising
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The Six Phases of
Appreciative Advising
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Design
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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Recognizing the importance of first impressions,
create a safe, welcoming environment for students
“To overcome or allay the suspicion, hostility, or
antagonism of.
To win the confidence of.”
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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Which grade would you
want to talk about?
English A
History - A
Biology - B
Phys Ed - B+
Math F
Rath, T., & Clifton, D. O. (2004). How full is your bucket? Positive strategies for work and life. New York: Gallup Press.
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Disarm Phase Prerequisite
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• 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
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Important Advisor Behaviors
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Webpage has
picture & a
blurb about
each advisor
Sit in the
chair your
students sit
in
Decorating
your office in
a personal
way
Meeting
students at
the door
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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Disarming Questions
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So what has been the highlight of your day so far?
Does Logan remind you of your hometown?
Tell me about your week?
I was just reading an article in the Statesman
about ___________, did you see that? What did
you think about that article?
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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DISCOVER
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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
Important Advisor Behaviors
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Ask positive open questions that help us
learn our students’ stories.
Taking mental notes
of the student’s:
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Strengths
Skills
Passions
Accomplishments
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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Important Advisor Behaviors
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• Listening!
• Affirming/rephrasing/
summarizing what student is saying:
–“I’m impressed by…..”
–Pointing out specific times the student
took initiative (creator instead of victim
language)
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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Discover Questions for Students
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Describe three life events that have made you into the
person you are today.
Since coming to this institution, what is something you’ve
accomplished that you are proud of?
Who are the most important role models in your life?
Why? What qualities in them do you hope to emulate?
What were you doing the last time you lost track of time?
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.
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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
Definition of Dream
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 “An aspiration; goal; aim
 A condition or achievement that is longed
for”
http://www.dictionary.com
Important Advisor Behaviors
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• 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
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
Dream Questions
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If salary, education, and time were
irrelevant, what is your ideal job?
When you were 8 years old, what did you
say you wanted to be when you grew up?
What about now?
Magazine Question
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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DESIGN
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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
Co-Creating a Plan
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“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”
– Albert Bandura
Bandura, A. Self Efficacy: The Exercise of Control, p. 218
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Design Phase
Developing an Action Plan
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• 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.
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How to Make Decisions
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Share options
Discuss pros and cons of each option
Discuss ramifications of each option
Do homework on each option
“Trusting your instincts” –tends to make
better choices.
• Student makes the decision
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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Important Advisor Behaviors
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Making
effective
referrals
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Campus offices
Counseling Center
Alumni
People in the community
Other students
Courses
On-line resources
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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Design Questions
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What can you do in the next week to move one
step closer to at least one of your 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.
DELIVER
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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.
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
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• Review what you have accomplished in this
session
• Review the student’s responsibilities and your
responsibilities and the deadlines you have coestablished
• Encourage the student to contact you with any
problems or concerns
• Reiterate your confidence that the student can
indeed accomplish the goals set forth
• Energize your students to do their best
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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Deliver Phase Questions
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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.
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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.
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“Good is the
enemy of
great.”
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Collins, J. (2001). Good to great: Why some companies make the leap and others don’t.
New York: HarperCollinsPublishers.
Settling
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“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.”
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Collins, J. (2001). Good to great: Why some companies make the leap and others don’t.
New York: HarperCollinsPublishers.
Don’t Settle Questions
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You have done great so far, but what is one
thing that you could do even better?
What would happen if I challenged you to become
the best you that you could possibly become?
What would you need to do differently?
Tell me about something that you didn’t
think you could accomplish, but did?
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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The Six Phases of
Appreciative Advising
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Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
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Want to learn more?
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http://www.appreciativeadvising.com/
Bloom.pdf
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