Heather Doyle, Director Student Services, Dalhousie University Vincent Kloskowski, Assistant Dean of...
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Transcript of Heather Doyle, Director Student Services, Dalhousie University Vincent Kloskowski, Assistant Dean of...
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 S
en
ses o
f Su
ccess
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
Ap
pre
cia
tive
Ad
vis
ing
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
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
Quality of personal networks (deliver)
Purposeful co-operation (deliver)
Approachability (disarm) Encouraging peer support
(design)
Sense of Capability: Clear about expectations as a
student (disarm) Negotiate expectations of staff
(disarm) Explaining terminology
(disarm) Early independence (deliver)
Academic Competence: Help seeking (design)
Validating (dream) Ownership (co-create) (design)
Sense of Purpose: Relevance (design) Aspiration (dream) Sense of Direction (dream) Encouraging (don’t settle)
Sense of Resourcefulness: Information access (design) Access to advising (disarm) Facilitate help-seeking
(deliver)
Sense of Academic Culture: Academic integrity (design) Independence (deliver) Inquiry (dream/don’t settle)
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/FYECaseForChange_FINALNov4.pdf
http://www.appreciativeadvising.net