Appreciative Advising in the Age of Covid 19: The Key to Retention-to-Graduation
Duration: 1 hour
Facilitator: Dr. Aaron Hughey
Far too many students who begin college do not persist to attain their degrees. Retaining students to graduation is increasingly important to the continued viability of today’s colleges and universities. Academic advising plays a critical role in helping students successfully complete their programs of study as effectively and as efficiently as possible. It is not uncommon, however, for the advising process to be fragmented and even contradictory. Appreciative advising seeks to maximize the benefits of the advising process for both the student and the institution.
This webinar will cover the essential components of appreciative advising, including a detailed and applications-oriented explanation of the key steps in the process (Disarm, Discover, Dream, Design, Deliver, and Don’t Settle) as well as how to implement them in an integrated academic advising program that is as responsive as possible to individual student needs as well as the needs of the institution and the employers who hire them. The focus will be on the various bases that must be covered in the appreciative advising approach, including the institutional bases that much be covered when managing the process.
Participants will learn how to employ appreciative advising to promote and support student retention and completion rates by making sure everyone involved in the advising process is acting in a seamless and coordinated manner focused on the best interests of the student. How to do appreciative advising in an online format will be covered. Also included in the presentation will be opportunities for participant involvement using case studies and real-time feedback via chat.
The webinar will utilize the following outline:
- Introduction to Appreciative Advising
- Essential Components of the Appreciative Advising Process (Disarm, Discover, Dream, Design, Deliver, and Don’t Settle)
- Appreciative Advising: Evidence-based Best Practices
- Leadership: The Key to Successful Appreciative Advising
- Evolving Student Needs and the Appreciative Advising Approach
- Command and Control: Keeping Everyone on the Same Page
- Going Virtual: Appreciative Advising in the Era of Covid 19
- Theory-to-Practice: Case Studies in Appreciative Advising
- Review the essential components of the appreciative advising process (Disarm, Discover, Dream, Design, Deliver, and Don’t Settle)
- Explore evidence-based best practices when using the appreciative advising model
- Investigate the role of leadership in implementing appreciative advising programs that are responsive to the needs of students, institutions, employers and society in general
- Assess and anticipate evolving student needs with respect to academic advising and how those needs can be better met through an appreciative advising approach
- Examine mechanisms for using appreciative advising to keep everyone at the institution on the same page with respect to their academic advising efforts
- Demonstrate how to employ appreciative advising using an online format
- Critique real-life examples of effective and ineffective ways of interacting with students when using appreciative advising
Who should attend:
Student affairs and academic affairs professionals who want to learn how to better retain students to graduation, it would be off particular interest to those who work in Academic Advising and Retention, the Career Services/Career Center, Orientation and Advising, Admissions and Recruitment, Enrollment Management, Academic Affairs/Advising Faculty, and Housing/Residence Life.
Dr. Aaron W. Hughey is a Professor in the Department of Counseling and Student Affairs at Western Kentucky University, where he oversees the graduate degree program in Student Affairs in Higher Education. Before joining the faculty in 1991, he spent 10 years in progressive administrative positions, including five years as the Associate Director of University Housing at WKU. He was also head of the department of Counseling and Student Affairs for five years before returning to the faculty full-time in 2008. Dr. Hughey has degrees from the University of Tennessee at Martin, the University of Tennessee at Knoxville, Western Kentucky University, and Northern Illinois University. He has authored (or co-authored) over 70 refereed publications on a wide range of issues including leadership and student development, standardized testing, diversity, legal issues (including compliance), technology, and educational administration. He regularly presents at national and international conferences and consults extensively with companies and schools. He also provides training and professional development programs on a variety of topics centered on student success; developing high performance academic advising and career counseling programs one of his specialties.