Chapter 6 Reading
What is APPRECIATIVE ADVISING?
It is a social constructivist advising framework and approach rooted in appreciative inquiry, an organizational change theory focused on the cooperative search for the positive in every living system and leveraging this positive energy to mobilize change (p. 83-84).
What is Strength-Based Advising?
Assesses the talents and personal assets that students bring into the college environment and work with them to develop those competencies into strengths through gained knowledge and skills (Drake et al., 2013).
What is servant-leadership?
**DAILY DOUBLE!!!!**
What time does this class start and end?
The term "servant-leader" is a model of leadership where the leader is serving the needs of their students.
Daily Double Answer: 7 to 9:40PM
It is the first time that you, an, advisor, will meet a student named Janice. She seemed worried about something and looks at you suspiciously. What are some verbal or nonverbal cues that can be used?
1. Verbal: greet student by calling their name, using inclusive pronouns, and giving feedback
2. Nonverbal: greet student with a smile, eye contact, head nodding, welcoming gestures, and removing distractions
What are possible selves?
When discussing the student's future, advisors will want students to find out what type of person they want to be. The part of oneself that students want to become the most. This can also be helpful for students to stay away from the type of self they do not want to be.
The reading discusses how Appreciative Advising involves a six-phase model. Name at least two (or more) phases.
1. Disarm; build trust and rapport with each other
2. Discover; uncover their strengths and assets.
3. Dream; hopes and dreams.
4. Design; co-construct plans to make their goals a reality.
5. Deliver; provide mutual support and accountability throughout the process.
6. Do not settle; challenge each other to see higher expectations for their educational experiences.
What are the steps in training Strengths-Based Advisors?
1. Introduction to the strengths philosophy.
2. An exercise to identify one's own strengths as an advisor and gain practice with tools or questions used to help students identity their strengths.
3. The steps of strengths-based advising and the questions or exercises available to facilitate each step.
4. Practicing with strengths-based advising strategies in case studies or roles plays.
According to the article, what are the INTERNAL CHARACTERISTIC and COMMITMENTS of advisors as servants?
1. Building community
2. Commitment to the growth of people.
3. Foresight
4. Conceptualization
5. Awareness
You greeted George, a student who is struggling in one of his general education classes. He is getting low grades on his writing assignments. What can you do as an advisor?
**DAILY DOUBLE!!!!**
What day does this class meet?
1. Ask about their skills and strengths to find out what worked back then
2. Is he struggling with writing assignments in all of his classes?
3. Has he ever struggled with writing assignments and if yes, what did he do?
Daily Double Answer: Tuesday
Why is hope building important in planning for specific steps for students to reach their goals?
According to research, hope building is important because hope in college students predict their persistence to graduate and grades (Drake et al., 2013).
Affective factors can be the most important part of Appreciative Advising. What areas of student development can affective factors influence?
**Daily Double!!!!**
What is the name of this class?
1. Self efficacy: one's beliefs in the capabilities to achieve a goal
2. Goal: one's ambition for achievement
3. Sense of belonging: the need to feel related and connected to others
Daily Double Answer: Academic Advising in Postsecondary Education
Name at least two or more CHALLENGES that advisors may encounter when using strength-based advising.
1. Advisors may resist a change in the status quo.
2. Some advisors lack confidence or expertise with the new instruments or strategies.
3. Practitioners may consider talent identification the end goal, rather than focus on strengths development.
4. Some Advisors will invoke myths about a strength-development paradigm.
What is the differences between the idea of a leader as a servant and other forms of leadership?
The other forms of leadership focuses on obtaining organizational goals or changing the organization, individual, or leader. In servant-leadership the focus is serving the highest needs of their students.
Fred comes into your office and wants to change his major. He is currently undecided on his major and thinks you can help him. What can you do?
Ask him questions.
1. Describe a career you always wanted to pursue but don't think you could
2. Draw a picture of yourself in 20 years with your personal and career life. What's in the picture?
3. Imagine you're on the magazine in 15 years. Which magazine is it and why are you on the cover?
Name at least three instruments that advisors can use to identify student's strengths?
1. Realize2
2. StrengthsFinder2.0
3. Values in Action Inventory of Strengths
4. Myers-Briggs Type Indicator
5. College Student Inventory
Appreciative Advising not only impacts student development but also advisors' professional growth. Why? Give examples.
1. Through academic planning or systematic follow up advisor will improve their cognitive skills to analyze and evaluate resources that facilitate student development (Drake et al., 2013).
2. Self-monitoring of visions and beliefs to uncover strengths for meta-cognitive skills in the profession
3. Being energized by student's dream and meeting goals of the new generation of students (affective)
In the beginning of chapter 7 the authors noted that there were TWO PARADIGMS that dominated higher education. What were the TWO PARADIGMS?
**DAILY DOUBLE!!!!**
What is our instructor's first and middle name?
1. Survival of the fittest
2. Deficit Remediation
Daily Double Answer: Harold; Davon :)
Name at least two or more of the OUTER CHARACTERISTICS and PRACTICES that can be used in the advisors as servants approach.
1. Listening and Empathy
2. Healing
3. Persuasion
4. Stewardship
Danielle comes to see you looking sad. You asked her about how she's feeling and find out that she was turned down from her top two graduate schools that she really wanted to get into. How do you help her design a goal?
1. Normalize what she's going through with empathy.
2. Find out what her life and career goals are.
3. Work together with her and brainstorm on step she will take to reach her goals.
4. Identify people she knows that can help her reach her goal.
5. Discover campus resources to help make her dream come true.
Bryan is a first generation student who is not doing well in his physics and architecture class. He has a low GPA. Bryan explains to you that the assignments for his physics class is challenging and he is struggling with the exams for architecture. You find out that he wants to stay in his major and he's worried that he might not be able to. How can you help Bryan using Strength-based approach?
1. Identify what is going well in physics and architecture class.
2. Ask about his strengths (good at participation, group work, class discussion).
3. What is difficult about the classes?
4. How can he use his strengths in each of his classes?
What are the three areas that Appreciative Advising for student development that affects their academic success? Explain each one.
1. Meta-cognitive skills: self-monitoring cognitive development
2. Cognitive skills: comprehension, knowledge, analysis, evaluation
3. Affective skills: self-efficacy, goals, and belonging
What are the FIVE STEPS in STRENGTHS-BASED ADVISING?
1. Identify Students' Talent
2. Affirm Students' Talents and Increase Awareness of Strengths
3. Envision the Future
4. Plan Specific Steps for Student to Reach Goals
5. Apply Students' Strength to Challenges.
Robert Greenleaf published a novel, Teachers as Servant, to portray the concepts of servant leadership. Greenleaf talked about reading Journey to the East when he was facing a challenging consultation at experience at a college. Why did Greenleaf explain the story of Journey to the East?
The story gave Greenleaf an epiphany moment where he realized that "great leadership is not derived from position, status, or skill, but rather from the will of the individual to serve" (McClellan, 2007, p. 42). Leo plays a paradoxical role who does the menial chores but sustains his band of men with his songs and spirit.
Rachael came back to your office and needed help finding internships that is related to her major. She seems a little stressed out. In the last advising session, you found out that Rachael wanted to be a doctor and worked together with her to come up with a plan so that she can apply to medical school. In her plan, she wanted to gain some experience but is having a hard time finding internships. How do you help her meet her goal and improve her performance?
1. Advisor should see the obstacles when coming up with the plan last session and have strategies for roadblocks.
2. Energize and let her know you have confidence in her.
3. Ask her what she could do to become the best person she could be.
How is Appreciative Advising similar to Strength-Based Advising? How are they different?
**DAILY DOUBLE!!!!**
What are the names of the two cats our instructor is taking care of?
Appreciative Advising identifies a student's strengths to develop a goal with them. Strength-based advising is similar to Appreciative Advising because it also sets designs a plan so that students can reach them. The difference is that in Appreciative Advising advisors pushes student to improve (don't settle) and Strength-based advising advisors apply student's strengths to other challenging situations.
Daily Double Answer: Ollie and Ivory