Appreciative Advising is applied in the creation and delivery of an “Appreciative Mentorship” course for University of Cincinnati undergraduate peer mentors. The article explores course content, learning activities, and assignments. A former peer mentor shares examples of applying the phases when mentoring pre‐professional engineering students.
{"title":"Developing an appreciative peer mentorship curriculum in a cooperative education program","authors":"Annie Kelly, Chris Cooper, Vladimir Miskovic","doi":"10.1002/ss.20492","DOIUrl":"https://doi.org/10.1002/ss.20492","url":null,"abstract":"Appreciative Advising is applied in the creation and delivery of an “Appreciative Mentorship” course for University of Cincinnati undergraduate peer mentors. The article explores course content, learning activities, and assignments. A former peer mentor shares examples of applying the phases when mentoring pre‐professional engineering students.","PeriodicalId":19211,"journal":{"name":"New Directions for Student Services","volume":"6 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139193124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the traditional model of student conduct adjudication, a finding of responsibility often results in prescribed punitive and/or educational outcomes, which may not resonate with the student or evoke deeper learning. Following a student's acceptance of responsibility, the Appreciative Inquiry process provides a highly personal, forward‐thinking approach to future decision‐making and self‐authorship.
{"title":"Flipping the script: A model response to student conduct using appreciative inquiry","authors":"V. B. Glassman","doi":"10.1002/ss.20494","DOIUrl":"https://doi.org/10.1002/ss.20494","url":null,"abstract":"In the traditional model of student conduct adjudication, a finding of responsibility often results in prescribed punitive and/or educational outcomes, which may not resonate with the student or evoke deeper learning. Following a student's acceptance of responsibility, the Appreciative Inquiry process provides a highly personal, forward‐thinking approach to future decision‐making and self‐authorship.","PeriodicalId":19211,"journal":{"name":"New Directions for Student Services","volume":"30 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139187858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Utilizing an appreciative model of assessment can help foster a consistent and purposeful approach to assessment while creating a more holistic community of practice by using a collaborative and positive‐focused framework. This article will delve into practical applications of how to incorporate appreciative assessment into Student Affairs.
{"title":"Utilizing appreciative assessment in student affairs","authors":"Heather Doyle","doi":"10.1002/ss.20500","DOIUrl":"https://doi.org/10.1002/ss.20500","url":null,"abstract":"Utilizing an appreciative model of assessment can help foster a consistent and purposeful approach to assessment while creating a more holistic community of practice by using a collaborative and positive‐focused framework. This article will delve into practical applications of how to incorporate appreciative assessment into Student Affairs.","PeriodicalId":19211,"journal":{"name":"New Directions for Student Services","volume":"204 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139195447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article explains how each of the six phases of Appreciative Advising can be applied to study abroad through individual advising. It also identifies collaborative approaches and broader applications of an Appreciative mindset to support and empower students in their study‐abroad journeys.
{"title":"Supporting the whole student for study‐abroad success","authors":"Justin M. Kader","doi":"10.1002/ss.20493","DOIUrl":"https://doi.org/10.1002/ss.20493","url":null,"abstract":"This article explains how each of the six phases of Appreciative Advising can be applied to study abroad through individual advising. It also identifies collaborative approaches and broader applications of an Appreciative mindset to support and empower students in their study‐abroad journeys.","PeriodicalId":19211,"journal":{"name":"New Directions for Student Services","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139190272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Meagan Elsberry, Jennifer L. Bloom, A. Cuevas, Mykel Beorchia
Today's higher education leaders are tasked with devising creative solutions to issues under formidable circumstances. Appreciative Administration offers a creative theory‐to‐practice framework to help higher education organizations thrive. The purpose of this article is to provide an updated definition and explore practical applications of the Appreciative Administration theory‐to‐practice framework.
{"title":"Appreciative administration in action: How the appreciative education theory‐to‐practice framework is being infused into higher education administrative practices","authors":"Meagan Elsberry, Jennifer L. Bloom, A. Cuevas, Mykel Beorchia","doi":"10.1002/ss.20496","DOIUrl":"https://doi.org/10.1002/ss.20496","url":null,"abstract":"Today's higher education leaders are tasked with devising creative solutions to issues under formidable circumstances. Appreciative Administration offers a creative theory‐to‐practice framework to help higher education organizations thrive. The purpose of this article is to provide an updated definition and explore practical applications of the Appreciative Administration theory‐to‐practice framework.","PeriodicalId":19211,"journal":{"name":"New Directions for Student Services","volume":"13 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139193345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The author describes and analyzes the application of an Appreciative Inquiry initiative in a student success unit called University College, an academic unit with approximately 60 staff members. The article addresses the decision to adopt Appreciative Inquiry as part of the change process; the introduction of AI to the staff; the enactment of the process; and analytic reflections that could assist adoption of the AI process in other contexts.
{"title":"Supporting an organizational change process with appreciative inquiry","authors":"Peter C. Mather","doi":"10.1002/ss.20499","DOIUrl":"https://doi.org/10.1002/ss.20499","url":null,"abstract":"The author describes and analyzes the application of an Appreciative Inquiry initiative in a student success unit called University College, an academic unit with approximately 60 staff members. The article addresses the decision to adopt Appreciative Inquiry as part of the change process; the introduction of AI to the staff; the enactment of the process; and analytic reflections that could assist adoption of the AI process in other contexts.","PeriodicalId":19211,"journal":{"name":"New Directions for Student Services","volume":"9 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139187743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Katrina Abes, Kēhau Kahanu, Adam Kainoa Nāhulu, Welaahilani Wāhilani
Looking from a strengths‐based Indigenous lens and an Appreciative Education framework, this article will discuss how components of Building a Beloved Community curriculum exercised through different areas on campus have enhanced a cultural wealth perspective.
{"title":"Anchored in appreciation, motivated through Moʻolelo: The power of storytelling","authors":"Katrina Abes, Kēhau Kahanu, Adam Kainoa Nāhulu, Welaahilani Wāhilani","doi":"10.1002/ss.20491","DOIUrl":"https://doi.org/10.1002/ss.20491","url":null,"abstract":"Looking from a strengths‐based Indigenous lens and an Appreciative Education framework, this article will discuss how components of Building a Beloved Community curriculum exercised through different areas on campus have enhanced a cultural wealth perspective.","PeriodicalId":19211,"journal":{"name":"New Directions for Student Services","volume":"51 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139192516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Correction to: <i>A special kind of hate: Black women college students’ experiences with gendered</i>","authors":"","doi":"10.1002/ss.20488","DOIUrl":"https://doi.org/10.1002/ss.20488","url":null,"abstract":"","PeriodicalId":19211,"journal":{"name":"New Directions for Student Services","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135815548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Courtney Stryker, Theodore Kruse, Brett Perozzi, Eman S. ElKaleh
Abstract Higher Education offerings have expanded over the last two decades in the Middle East and North Africa region. As a result, the authors share the beginnings of a regional association tied back to the United States that has created culturally relevant professional development programs and opportunities that enhance how the staff is supporting students.
{"title":"Perspectives from the Middle East Region","authors":"Courtney Stryker, Theodore Kruse, Brett Perozzi, Eman S. ElKaleh","doi":"10.1002/ss.20481","DOIUrl":"https://doi.org/10.1002/ss.20481","url":null,"abstract":"Abstract Higher Education offerings have expanded over the last two decades in the Middle East and North Africa region. As a result, the authors share the beginnings of a regional association tied back to the United States that has created culturally relevant professional development programs and opportunities that enhance how the staff is supporting students.","PeriodicalId":19211,"journal":{"name":"New Directions for Student Services","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135735280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This article examines the question of the purpose and benefit of professionalization of student affairs. We discuss how student affairs is positioned and positions itself at the “third space,” in the intersection of administration, management, and the teaching and learning of students. In addition, the student affairs domain often straddles boundaries and multi‐disciplinary contexts, which results in complexity, ambiguity, and hybridity. We conclude by discussing key influences that need to be considered in the process of advancing debates and mitigating the risks of professionalization of student affairs in higher education.
{"title":"Looking back and looking forward","authors":"Birgit Schreiber, Dennis C. Roberts, Betty Leask","doi":"10.1002/ss.20486","DOIUrl":"https://doi.org/10.1002/ss.20486","url":null,"abstract":"Abstract This article examines the question of the purpose and benefit of professionalization of student affairs. We discuss how student affairs is positioned and positions itself at the “third space,” in the intersection of administration, management, and the teaching and learning of students. In addition, the student affairs domain often straddles boundaries and multi‐disciplinary contexts, which results in complexity, ambiguity, and hybridity. We conclude by discussing key influences that need to be considered in the process of advancing debates and mitigating the risks of professionalization of student affairs in higher education.","PeriodicalId":19211,"journal":{"name":"New Directions for Student Services","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135735275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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