1. 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

2. 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

4. High risk experiences

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

6. 5 Senses of Success

7. 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
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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

8. 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
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Help students to be more resourceful by providing clear and accessible roles, procedures and resources and encouraging timely help-seeking behaviour

9. 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
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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

10. 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
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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

11. 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
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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

12. Appreciative Advising

13. 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

14. 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.”

15. 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

16. 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

17. 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

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

19. 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

20. 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

21. 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

22. 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

23. 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)

24. 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: 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: / 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: Morrison, Dr. Janet, et al. (2013) A Case for Change: A First Year Experience Framework at York University, Draft for Consultation. Taken from: ange_FINALNov4.pdf