Jennifer L. Bloom, Ed.D. Bryant L. Hutson, Ph.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 Bryant Hutson Jenny Bloom

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 Defining Academic Advising The Six Phases of Appreciative Advising How the AA framework can be used in other fields

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 Exploration of life goals Exploration of vocational goals Program choice Course choice Scheduling courses O’Banion, T. (1994). An academic advising model. NACADA Journal, 14(2), 10–16. (Original work published 1972)

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.

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

How can I incorporate Appreciative Advising principles into my work? 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 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? “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 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? YES! YES 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.

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

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 Activities What do we do? Inputs What do we invest? Participants Who do we reach? Short-term Outcome Intermediate-term Outcomes Long-term Impact Funding Leadership Training Advisor AA Training Develop and Conduct AA Training Workshop Implementation of AA in advising or coursework within the program Develop Goals and Objectives for AA program Develop and prepare AA materials (e.g. course syllabus, AAI, AA interview questions, etc.) Administrators, program developers, advisors, prospective students Improved student attitude and academic strategies for success Enhanced advising services for students Development of assets for academic success Higher student retention and graduation rate Appreciation of self as advisor Enhanced academic performance Continuous effort in AA program improvement Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.

The Four Phases of Appreciative Inquiry Discovery Dream Design Destiny

The Six Phases of Appreciative Advising Disarm Discover Dream Design Deliver Don’t Settle Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.

The Six Phases of Appreciative Advising Disarm Discover Dream Design Deliver Don’t Settle Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.

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) 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 (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 Recognizing the importance of first impressions, create a safe, welcoming environment for students Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.

Definition of Disarm Disarm “To overcome or allay the suspicion, hostility, or antagonism of. To win the confidence of.” http://www.dictionary.com

Even Santa has to Disarm

Which grade would you want to talk about? Disarm 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.

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

Important Advisor Behaviors Disarm 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.

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 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 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

Disarm Disarm Exercise

Disarming Virtually 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 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 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

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” http://www.dictionary.com

Discover What’s inside?

Important Advisor Behaviors Discover Important Advisor Behaviors Ask positive open questions that help us learn our students’ stories. Taking mental notes of the student’s: Strengths Skills Passions Accomplishments Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.

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

Important Advisor Behaviors Discover 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) Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.

Discover Roles Question Asker Question Answerer

Discover Questions to Ask Your Partner Tell me about a time that you positively impacted someone else’s life. What event in your life has had the biggest impact on you? How has it impacted you? Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.

Discover Questions for Students 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? 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 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

“An aspiration; goal; aim Dream Definition of Dream “An aspiration; goal; aim A condition or achievement that is longed for” http://www.dictionary.com

Dream Great Dreamers

Important Advisor Behaviors Dream Important Advisor Behaviors 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 for Students Magazine/Journal question When you were 8 years old, what did you say you wanted to be when you grew up? What about now? If salary, education, and time were irrelevant, what is your ideal job? Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.

Dream Exercise

incremental, and achievable goals Design 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 Definition of Design “To prepare the preliminary sketch or the plans for (a work to be executed)” http://www.dictionary.com

Design Design

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 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 Behaviors 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.

Making informed decisions Design How to Make Decisions 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. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.

Important Advisor Behaviors Design Important Advisor Behaviors Campus offices Counseling Center! Alumni People in the community Other students Courses On-line resources Making effective referrals 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 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 Deliver Phase 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

Deliver Definition of Deliver "To produce or achieve what is desired or expected” http://www.dictionary.com Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.

Important Advisor Behaviors Deliver 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 Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.

Energizing Students to Be Their Best Deliver 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). Tichy, N. M. (2002). The Leadership Engine. Harper Collins Publishers Inc., New York.

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. 171-192). San Francisco: Jossey-Bass.

Ending the Conversation Deliver 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 Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.

Don’t Settle Phase 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.

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

“Good is the enemy of great” 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 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? “Positive Restlessness” - George Kuh 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.

The Power of High Expectations Raising the Bar Virtuous Cycles 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 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 Advising Disarm Discover Dream Design Deliver Don’t Settle Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.

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 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 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 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 Training Staff Training University 101 Instructors Training Retention Program Instructors

Appreciative Assessment Accreditation Evaluating staff Evaluating students Program Evaluations Program Effectiveness

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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