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Appreciative Advising in a Group Setting: Balancing Advisor Time and Student
Development
Erin Alanson & Jessica KingUniversity Honors Program
Our Session
• UHP overview
• Advising frameworks
• Second year student needs
• Group advising model
• Impact & implementation
Key Questions• What are the needs of our
students?
• What are our goals for advising?
• What can we accomplish individually and in groups? What are the trade-offs?
• How can we help our students become members of an intellectual community?
University Honors ProgramUniversity Honors is committed to helping students
maximize their educational opportunities at UC while discovering and pursuing their passions in life and using their gifts and talents to make meaningful contributions to society.
Development & Framework
Emphasis on experiential learning
Consultant Visit & Results• Comprehensive review of program and
structure – October 2010, per then-Provost Ono
• Expanded responsibilities & staff size• Continue use and integration/reflection
via learning portfolios• Annual mandatory advising for all
students
Touch Points with UHP Students
• HNRS 1010: Gateway to University Honors• First year advising
– 30 min. individual appointment
• Year in review reflective essay– Submitted through a learning portfolio
• Second and third year advising– Group advising sessions
• Fourth year advising– TBD
Models of Reflection
• What?– What happened?
• So What?– What impact did the
experience make?• Now What?
– Where do you go and what do you do next?
Kolb’s Model of
Experiential Education
(1984)
Gibb’s Model of Learning by Doing
(1988)
Appreciative Advising • Student-centered and relational
framework for helping support pursuit of dreams, passions, and goals
• Collaborative, six-phase process using positive, open-ended questions
• Phases covered in 2Y advising:– Dream: Inquire about students’ hopes and
dreams for the future
– Design: Co-create a plan for making dreams a reality
Second Year Student Needs• According to Schaller (2005), 2Y
students:– feel frustrated with relationships or
academic experiences.
– need to explore opportunities and begin taking responsibility for their actions.
• Schaller suggests that students need to be taught to reflect on their curricular and co-curricular experiences
Addressing 2Y Student NeedsThrough reflection and guided conversations help students:• select meaningful experiences• identify salient pieces of their
identity (interpersonal, intrapersonal & cognitive)
• set personal and professional goals
• refine and/or identify their passion
Overview of 2Y Group AdvisingSession Outline:• Welcome and check-in (10 minutes)
• Introductions (10-15 minutes)
• Building connections w/ others surrounding identity development (25 minutes)
• Individual written reflection followed by pair & share (30 minutes)
• Program updates and opportunities for exploration (30 minutes)
• Questions/concerns (15 minutes)
BEST LEARNING EXPERIENCEBEST LEARNING EXPERIENCE
MOST CHALLENGING EXPERIENCEMOST CHALLENGING EXPERIENCE
GROWTH AND DEVELOPMENTGROWTH AND DEVELOPMENT
ACCOMPLISHMENTS ACCOMPLISHMENTS
UNCERTAINTYUNCERTAINTY
How are our identities evolving?
Sample Reflection Questions• What did you learn about yourself
during your first year? Why is this information meaningful?
• Describe a significant relationship and what you’ve learned as a result.
• In the efforts you’ve made to achieve your goals, consider who has challenged and/or persuaded you to change your path. How did you respond?
UHPRequirements
$200
$300
$400
$500
Campus Opportunities
$200
$300
$500
$100
$200
$300
$400
$500
$100
$200
$300
$400
$500
$100
$200
$300
$400
$500
$100
UHP Updates
ProfessionalDevelopment
UHPInvolvement
Final Jeopardy!
$400
$100
Overview of 2Y Group AdvisingLogistics• 2 hour sessions (1 hour 45 minutes of content
followed by time for individual questions)
• Up to 20 students per session
• Location: Swift Hall
• Students register via Starfish
• Advisors follow up with individualized e-mail after the session and record notes
Student Satisfaction Results
“[Second Year Group Advising] really forced me to slow down and think about the most
important things I have learned in my first year of college, not only in
the classroom, but also in life experiences.”
• Students appreciated the opportunity to reflect on their accomplishments, receive updates, and network with peers
• Some students thought the session was too long and still wanted to meet individually with their advisor
Significance & Impact• Experiential education and
integrative learning• Interviews (e.g., jobs,
PLME, NCA) • Co-op, internship, and
professional placements• Personal statements & grad
school applications• Participating in an
intellectual community
“I think that the opportunities for reflection were extremely valuable. I don't always have a lot of time to sit and reflect about what has been the best experience or where I need to grow so doing the activity with the post-its and the reflective
worksheet were both good ways to go through [and] reflect on where I am.”
Implementation Challenges
• Time-intensive follow up
• Blocks of time conducive to student schedules
• Relies on existing relationships– Fostering student buy-in – Staffing/advising transitions
• Not exclusively about saving advisor time– More aptly focused on deepening student learning
and development through peer collaboration
References
• Bloom, J.L., Huston, B.L., & He, Y. (2008). The Appreciative Advising Revolution. Champaign, Stipes Publishing, LLC.
• Sanchez, L. “Two’s Company, Three’s a Crowd: Can Group Advising be Appreciate and Effective.” The Mentor, July 2008.
• Schaller, M. “Wandering and Wondering: Traversing the Uneven Terrain of the Second College Year.” About Campus, 10(3), 17-24.
Contact Information
Erin AlansonAssistant DirectorAcademic Advisor
Jessica KingSr. Assistant Director &
Academic [email protected]
556-6274
http://www.uc.edu/honors
705 Swift Hall