Appreciative Advising: Connections, Community and Student Success
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This document outlines Natasha Burtenshaw-deVries' presentation on Appreciative Advising at a residence life conference. Appreciative Advising is a framework that emphasizes positive relationships between advisors and students to support student success. It involves asking open-ended questions to help students identify their strengths and set goals. Natasha discusses incorporating Appreciative Advising into residence programming through individual meetings with students throughout the year. Participants then shared strategies for applying Appreciative Advising in different contexts and overcoming challenges. Natasha believes this approach fosters stronger personal connections between advisors and students, stronger communities, and greater student success.
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Appreciative Advising: Connections, Community and Student Success
- 1. Appreciative Advising: Connections, Community and Student Success Natasha Burtenshaw-deVries King’s University College at Western University Residence Life Conference 2015 Concurrent Session 2.6 Saturday January 24, 2015
- 2. Presentation Outline Introduction Appreciative Advising Approach Appreciative Advising in Action Group Discussion and Brainstorming Experiences
- 3. Presentation Guidelines Ask questions! Please share, but be respectful of others You are the expert on your own school
- 4. Your Presenter Natasha Burtenshaw-deVries @Natasha_Bd 4th Year Honors Specialization in Childhood and Social Institutions Certificate in Child Advocacy 3rd year working in Residence Life 1 year as Residence Assistant 2 years as Head Residence Assistant
- 5. King’s University College London, ON Catholic liberal arts college affiliated With Western University 3500 undergraduate students 350 Residence Students 25% international students Single gender units of 15-35 people Residence Life Team 3 professional staff (live off-site) 20 student staff 2 Head Residence Assistants 17 Residence Assistants 1 International House Coordinator
- 6. What is Appreciative Advising? Academic advising framework developed by Jennifer Bloom The Appreciative Advising Revolution (Bloom, Hutson and He, 2008) “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.”
- 7. Why Appreciative Advising? Student-centered Emphasizes advisor-student relationship and advisor personal development Enhances existing programming Staff Benefits Framework for supporting residents Meaningful Relationships Play a part in a student’s success story Personal growth Student Benefits Academic Excellence Sense of Belonging, Community, Support Better Personal Relationships Support in setting and reaching goals
- 8. Framework
- 9. Principles of Appreciative Advising 1. Every post-secondary student has the potential for academic success. 2. Each post-secondary student possesses unique strengths. 3. Through explorations of their backgrounds, past experiences, present status and relationships, and future goals and dreams, students can identify sources of their own strengths. 4. In their quest to be academically successful, students must identify and build upon their strengths. 5. Not all post-secondary students have identified their strengths or the strategies necessary to utilize and develop these strengths.
- 10. 6. Advisors play an important role in every post-secondary student’s journey to optimize his/her educational experiences and enhance his/her self-knowledge. 7. The interactions between advisors and students will impact both the advisors’ and the students’ thoughts, viewpoints, and behaviours. 8. Advisors must be aware of how their own perspectives, attitudes, and language impact the advisor-student relationship. Principles of Appreciative Advising
- 11. Appreciative Advising Mindset Caring about and believing in the potential of each student Attitude of gratefulness The advisor can always be better Be mindful of the power that you have Cultural awareness and responsiveness
- 13. Make a positive first impression with the student, build rapport, and create a safe, welcoming space.
- 14. Ask positive open-ended questions that help advisers learn about students' strengths, skills, and abilities.
- 15. Inquire about students' hopes and dreams for their futures.
- 16. Co-create a plan for making their dreams a reality.
- 17. The student delivers on the plan created during the Design phase and the adviser is available to encourage and support students.
- 18. Advisers and students alike need to set their own internal bars of expectations high
- 19. Appreciative Advising In Action Engage in the Appreciative Advising Mindset and Principles Incorporate the Phases of Appreciative into programming Appreciative Advising Inventory Appreciative Advising Meetings 4 individual meetings
- 20. Commitment to Learning September Get to Know Each Other Initial Transition Academics
- 22. Positive Identity January Reflect on First Semester Where They’re At Looking to Next Year
- 23. Social Competencies/Wrap Up March Celebrate success Look to future Thanks
- 24. GROUP WORK How could you use Appreciative Advising in different contexts? What other strategies do you use to connect with students, support them in reaching their goals, and building community? How will you overcome challenges at your home institution? Greater Number of Residents Suite-Style Residences Upper Year Students Outside of Individual Conversation
- 25. Experiences as a Staff Member/Advisor Establishes your room as a safe place and you as a safe person Opportunity for intentional conversation Personal or confidential matters Make sure you’re up to speed with your floor! Greater personal connection
- 26. Experiences as a Student Chance for reflection Opportunity to talk about non-issues Knew my RA cared
- 27. Summary Student-centered and flexible approach recognizing the importance of the advisor-student relationship Stronger personal connections=stronger communities Stronger and more connected communities=greater student success
- 28. “In learning you will teach, and in teaching you will learn.” -Disney’s Tarzan/Phil Collins
- 30. Feel free to contact me! @Natasha_Bd nburtens@uwo.ca THANK YOU FOR COMING!
Notes de l'éditeur
- Explain program, Then explain why it’s successful and how it can be used beyond meetings BAM
- Start off with some introductions Explain what appreciative advising actually is Talk about it in action at King’s Have a chance to brainstorm some ideas of how you can use appreciative advising yourself I’ll hopefully finish convincing you to adopt this approach by sharing my personal experiences with it, and the benefits of it
- Keep in mind that you are the expert on your own school,. Keep an open mind and think creatively about how you could implement this approach, or even just parts of it, as I said what works for us may not work for you. I’m going to focus on the approach instead of how we do it at King’s, and I would encourage you to focus on that too and not get caught up in how we do it.
- We’re small, not everybody knows a lot about us, and I’ll talk about this more later but I wanted to give you some context for how we implement AA and why it works for us If you’re looking at this saying WOW a floor of 15 people?! Then AA will probably look a bit different in action for you than it does for us
- So with that, what is appreciative advising? Academic advising approach developed in the states, Jennifer Bloom This is the main book about it, all info in presentation is either from there or their website It’s an approach that’s gaining a lot of traction in the states, you can now do a masters in it and they held their first conference earlier this month
- Summary of why we believe AA is beneficial for residence programs, taken from a poster presentation myself and one of the managers did for a conference at King’s earlier this year
- I don’t really want to spend a lot of time with this, but this represents how Appreciative Advising brings a bunch of common advising and counselling theories together into a cohesive framework, and I’m presuming that a lot of you are probably familiar with positive psychology and appreciative inquiry, so you’ll see lots of connections and similarities there. And so all these theories come together into appreciative advising, which helps helps facilitate meaningful partnerships between advisors (which is you!) and students, we’re able to help and assist them with a path to success instead of us simply telling them what to do, and it’s truly individual and responsive to the needs and goals of the students
- “I think these are pretty self explanatory but I want to tell a story about number 1” It’s easy for us to make presumptions about someone’s academic life based on what we may see in residence. Divided into 2 slides, partially space but also these 5 principles are more directed at the student, while the other 3 focus on the advisor and the advisor-student relationship 1-tell Montessori story, observing in class and it’s amazing how different kids can be on the playground. Don’t let how a student is on a Friday night, or even a Tuesday night, impact your presumptions of what type of student they are academically or even as a person in general. Everybody interprets work hard play hard different!
- This slide focuses on advisor and student/advisor relationship
- If there’s one thing you can take home and use right away, heck start using it this very second, it’s this. And if you’re doing your job right then this probably isn’t really that new to you, but sometimes making unconscious things conscious can have a powerful impact Attitude of gratefulness for the role that you get to play in someone’s journey success and what you get out of it Can always be better you’re already doing this by being here! I consider every situation I encounter on duty a learning experience, and everytime I go out on rounds I come back a better RA. I dealt with a scary medical situation the other day, and part of me was like OMG why weren’t you going through the ABCs etc? But frankly we were just focused on keeping his airway open so he could breathe so I really couldn’t do anything else! I didn’t beat myself up over it, emergencies are tough to deal with and the person was okay, but I definitely looked back and thought about how I could deal with it better. My residents were horrified to hear that I was involved in that incident, everybody knew unfortunately, and in some ways those situations are the worst ones we deal with, I mean my favorite jeans got puked on and I can’t smell alcohol without thinking of that, but it’s also the best, because I kept someone safe, and that’s why I do what I do. Life in the fishbowl can be hard but it can make a big difference in people lives so don’t waste that opportunity
- Process you go through with your group of residents as a whole, as well as each individual residents It’s NOT a lock step process and the cycle goes in both directions, you move back and forwards as needed and once one goal has been achieved then you start again to set another
- So I’ve explained a lot of theory and I hope you’re seeing similarities between AA and what you’re already doing Now I want to talk about how we put this all into action at King’s
- -suite style, upper years, bigger units, outside of individual meetings
- I always find more people come to my room and initiate private conversations after my first set of meetings-everything’s easier once you get the first time over with, it normalizes those one on one conversations and helps to show them that you’re a person who you can talk to A chance to talk about this that might not come up everyday-they might not have the confidence to come to your room and ask to talk to you about a roommate issue or something they’re struggling with, but they almost might not want to talk to you about it in the lounge or another setting Sometimes I learn things that may not otherwise come to my attention, from something that needs a work order put in to a personal conflict between people etc. And make sure you’re connecting with EVERYBODY Really do make great connections in these meetings, definitely strengthens my relationships with my residents. Great for residents where you may have struggled to find a connection, sometimes it’s the best opportunity to dig a bit deeper until you can find a commonality or understanding. To be honest, I’m not the most outgoing person, I’m better in smaller groups or one on one so these meetings make the most of that strenght
- It’s good to have someone ask about school, how relationships with the floor are going, success stories etc. May not consciously think about it I mean, I knew that, but it can be a meaningful experience to just sit down and have someone ask how things are going and truly listen
- I want to close with this. This line stood out to me during one of my many disney rock out sessions in my room, everybody should do those on a regular basis, it’s good for your soul, and I knew I had to include it in this presentation, because I think it sums up not just appreciative advising, but working in residence in general. So, I like to have disney rock out sessions in my room sometimes. I highly recommend that you do this on a regular basis, it’s good for your soul. This line stood out to me, and I knew I had to include it in this presentation, because not only is it a good introduction to appreciative advising but I think we can all agree it pretty much sums up working in residence in general.