A Sure Bet to Student Success: Incorporating Appreciative Advising and 5 Senses of Success into your Practice Heather Doyle, Director Student Services, Dalhousie University Vincent Kloskowski, Assistant Dean of the College and Director of The Academic Center, Saint Joseph's College of Maine #vivanacada

Agenda Cutting the deck…who are we? Comp your way to understanding 5 Senses of Success Ante Up with Appreciative Advising Double Down with these complimentary models High roller: Theory to Practice Winning big: Handouts and resources

High risk experiences

How to address high risk experiences? Appreciative Advising 5 Senses of Success

5 Senses of Success

Sense of Purpose Students with a clear sense of purpose are not only more likely to find their study rewarding, but also more committed and persistent when work gets challenging A student’s sense of purpose depends on their sense of vocation, their engagement with their discipline of study and their capacity to set personal goals __________________________________________________ Develop a sense of purpose by providing opportunities for students to be as clear as they possibly can about their reasons for going to university and their choice of degree, to see the relevance of their course of study and to systematically develop their strengths and talents

Sense of Resourcefulness Successful students not only know how to study but also how to proactively manage the challenges of their whole university experience A student’s sense of resourcefulness depends on their ability to navigate the university system, to get the help and information they need, willingness to speak up if they have a problem and ability to balance their work, life and study commitments __________________________________________________ Help students to be more resourceful by providing clear and accessible roles, procedures and resources and encouraging timely help-seeking behaviour

Sense of Connectedness Students with stronger connections are more likely to be successful learners, effective colleagues and happy people Quality of relationships with peers, staff and their feelings of identification or affiliation with their school or university __________________________________________________ Can help to develop sense of connectedness by providing opportunities for students to form good working relationships with their fellow students and with staff and encouraging them to get involved with the university

Sense of Capability Students who are better prepared for the roles and tasks of university tend to have greater early academic success and are more satisfied and persistent Depends on how well they understand what is expected of them in the student role, their mastery of basic academic skills and their level of commitment to contributing to their learning community __________________________________________________ We can help to develop a sense of capability by clarifying and negotiating expectations, providing entry level development of academic skills and engaging students as active members of the learning community

Sense of Academic Culture Successful students know the value of learning ‘how things are done’ and what is important or valued in new culture A student’s sense of cultural competence depends on their appreciation of the core values and ethical principles of the university and how these will inform their approaches to study and working relationships with fellow staff and students __________________________________________________ We can help facilitate a sense of academic culture by providing opportunities for students to positively engage with the university’s mission and values and educating students about their rights and responsibilities and student code of conduct

Appreciative Advising

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.” ~ Dr. Jennifer Bloom

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.”

Recognizing the importance of first impressions Creating a safe, welcoming environment for students How do you prepare for your appointments? Web presence Comfortable seating Personal office Waiting area Immediacy behaviours: verbal and non verbal Believe in the goodness of each student who walks through your door

Utilize positive, open ended questions to draw out what students enjoy doing, their strengths and their passions Listen to each answer carefully before asking the next positive question Effective open ended questions Attending behaviour and active listening Strengths based story reconstruction Be authentic Positive self disclosure Be comfortable with silence

Help students to formulate a vision of what they might become, and then assist them in developing their life and career goals Connection between discover and dream More than one right answer Parallel Plans

Susan Boyle Video : https://www.youtube.com/watch?v=RxPZh4AnWyk

Help students formulate a vision of what they might become, and then assist them in developing their life and career goals Co-creation of plans: Create short and long term goals Set deadlines Curse of knowledge Effective referrals “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

The students follow through on their plans 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 to continue to update and refine their goals and dreams as they go Extrinsic and intrinsic motivation Care out loud Encourage students Ending the conversation well

The advisor challenges the student to proactively raise the student’s internal bar of self expectations Raise the bar of expectations Positive restlessness Pocket of Greatness Challenge and support

Similarities Strengths based story reconstruction Holistic Emphasis on understanding students Evidence based and scholarly Integrated, “shared” language Hope, optimism, positive sense of self Positive action planning and environmental support Self reflection

Exercise – Theory to Practice Sense of Connection Sense of Purpose: Quality of personal networks (deliver) Relevance (design) Aspiration (dream) Purposeful co-operation (deliver) Sense of Direction (dream) Approachability (disarm) Encouraging (don’t settle) Encouraging peer support (design) Sense of Resourcefulness: Sense of Capability: Information access (design) Access to advising (disarm) Clear about expectations as a student (disarm) Facilitate help-seeking (deliver) Negotiate expectations of staff (disarm) Sense of Academic Culture: Academic integrity (design) Explaining terminology (disarm) Independence (deliver) Early independence (deliver) Academic Competence: Inquiry (dream/don’t settle) Help seeking (design) Validating (dream) Ownership (co-create) (design)

References Lizzio, A. (2006). Designing an Orientation and Transition Strategy for Commencing Students: A conceptual summary of research and practice. Griffith University: First Year Experience Project. Taken from: https://www.griffith.edu.au/__data/assets/pdf_file/0008/51875/Alfs-5-Senors- Paper-FYE-Project,-2006.pdf Lizzio, A. & Wilson, K. (2013): Early intervention to support the academic recovery of first-year students at risk of non-continuation, Innovations in Education and Teaching International, DOI:10.1080/14703297.2012.760867 Lizzio, A. & Wilson, K. (2013). First Year Students’ Appraisal of Assessment Tasks: Implications for efficacy, engagement and performance. Assessment & Evaluation in Higher Education, 38 (4). Taken from: http://www.tandfonline.com/doi/full/10.1080/02602938.2011.637156 Morrison, Dr. Janet, et al. (2013) A Case for Change: A First Year Experience Framework at York University, Draft for Consultation. Taken from: http://www.yorku.ca/vpstdnts/initiatives/firstyearexperience/files/FYECaseForCh ange_FINALNov4.pdf http://www.appreciativeadvising.net