1. Jennifer L. Bloom, Ed.D. Bryant L. Hutson, Ph.D.
Clinical Associate Professor and Director,
Higher Education & Student Affairs Program
University of South Carolina
Bryant L. Hutson, Ph.D.
Associate Director for Student Academic Services
University of North Carolina at Greensboro

2. Today’s Presenters
Bryant Hutson
Jenny Bloom

3. 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.

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

5. 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 ).
Lipman, D. (1995). The storytelling coach: How to listen, praise and bring out people’s best. Little Rock, AR: August House, Inc.

6. 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)

7. 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),

8. 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

9. 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).

10. 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.

11. 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.

12. 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.

13. Does Appreciative Advising work?
YES!
YES
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.

14. 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.

15. 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.

16. 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.

17. 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.

18. 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.

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

20. 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.

21. 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.

22. The Four Phases of Appreciative Inquiry
Discovery
Dream
Design
Destiny

23. 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.

24. 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.

25. 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.

26. 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.

27. 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.

28. 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.

29. Definition of Disarm
Disarm
“To overcome or allay the suspicion, hostility, or antagonism of.
To win the confidence
of.”

30. Even Santa has to Disarm

31. 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.

32. 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).

33. 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.

34. 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

35. 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

36. 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

37. Disarm
Disarm Exercise

38. 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.

39. Disarming Virtually Continued
Tips
Always address s to students using their first name
“Dear James,”
Begin with a friendly opening
“Great to hear from you, James!”
“Thanks for your inquiry – you have asked a great question.”
Include direct links to resources
Signature block at the end of the should contain your complete contact information
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.

40. 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).

41. 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”

42. Discover
What’s inside?

43. 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.

44. 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.

45. 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.

46. Discover
Roles
Question Asker
Question Answerer

47. 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.

48. 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.

49. 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).

50. “An aspiration; goal; aim
Dream
Definition of Dream
“An aspiration; goal; aim
A condition or achievement that is longed for”

51. Dream
Great Dreamers

52. 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.

53. 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.

54. Dream Exercise

55. 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).

56. Design
Definition of Design
“To prepare the preliminary sketch or the plans for (a work to be executed)”

57. Design
Design

58. 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

59. 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.

60. 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.

61. 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.

62. 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.

63. 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.).

64. 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 ). San Francisco: Jossey-Bass.

65. 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).

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

67. 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.

68. 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.

69. 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.

70. 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.

71. 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.

72. Definition of Settle
Don’t Settle
To discontinue moving and come to rest in one place
To move downward; sink or descend, especially gradually

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

74. “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.

75. 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.

76. 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.

77. 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.

78. 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.

79. 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.

80. 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

81. 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
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.

82. 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

83. 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 -
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
Retaining Recreational Sport Student Employees
Babbitt, M. (submitted). Increasing recreational sport student employee satisfaction and retention through appreciative advising. Recreational Sports Journal.

84. Appreciative Professional Development
Training Staff
Training University 101 Instructors
Training Retention Program Instructors

85. Appreciative Assessment
Accreditation
Evaluating staff
Evaluating students
Program Evaluations
Program Effectiveness

86. 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.’”

87. Want to learn more?
Are You on Facebook? If so, please join the Appreciative Advising group

88. Questions?