Advisers have one of the toughest but certainly one of the most fulfilling jobs in the world of academia. Facilitating successful transition into, through, and beyond college (Chickering, 1994), academic advisers are well positioned to impact students' lives. Thus, advisers have “a responsibility to enhance students' collegiate learning experiences by understanding who they are and what needs they have” (Bland, 2004, p. 6). Advisers of nontraditional, distance-learning adult students face challenges, such as issues related to technology, residency, balancing outside commitments, and program/class availability. Adult learners are a unique and diverse group of individuals (Bland, 2004). They bring with them a variety of fears and challenges that can impact and sometimes impede their success. Academic advisers are “pivotal to a student's successful journey through college” (Kocel, 2008, ¶ 3). This holds true for adult learners as well. Therefore, “as we make time commitments to adult advisees and develop rapport that sets them at ease in the world of academia, where they are a minority among a college population of 18- to 22-year-olds, adult learners will recognize that they, too, have a place in institutions of higher education” (Bland, 2004, p. 7). The purpose of this article is to propose Appreciative Advising as an effective methodology for advisers to use to help nontraditional, distance learners achieve success throughout their collegiate pursuits.

Unique Needs of Nontraditional Adult Students

For the purpose of this article, nontraditional students are defined as those who are financially independent, work full time, attend college part time, often take courses at distant locations, and may or may not have children and other dependents (CAEL, 2000, p. 3). Recent research indicates that in 2006, about 40 percent of all college students were adult learners, which is roughly 6.5 million adults (Paulson & Boeke, 2006, p. 9). It is important to recognize, as Skorupa (2002) states, that “adults play multiple roles in their lives, that they often have anxiety about returning to school and that many times they are experiencing some sort of life transition at the time they decide to return to school” (¶ 1). Compton, Cox, and Santos Laanan (2006) feel that adult students, aged 25 and older, also have distinct characteristics in common:

  1. Adults are more likely to pursue a vocational certificate or degree.
  2. Adult learners have focused goals for their education.
  3. Adult learners consider themselves workers first, students second.
  4. Adult learners are more likely to be enrolled in distance education programs.
  5. Adult learners may have additional hurdles to overcome before taking college coursework (i.e. placement tests or preparatory courses). (p. 74)

Thus, as these adult learners continue their educational endeavors, it is important to note the differing needs they have compared to traditional-aged students. Those needs, according to the Council for Adult and Experiential Learning (CAEL) include different kinds of information about education options, institutional flexibility in curricular and support services, academic and motivational advising support of their life and career goals, and recognition of experience and work-based learning already acquired (CAEL, 2000, pp. 4). As such, it makes sense to expect that reaching toward these learners “entails addressing their needs in ways that work for them” (CAEL, 2000, p. 6). It remains important to note that each student brings his/her own fears and biases into an advisee/adviser relationship. We do not know what experiences this student has already had; we cannot assume that these experiences were good or bad. Bland (2004) states:

Adult learners bring a unique perspective to the classroom and are recognized as serious learners who are as entitled to as much of a successful collegiate experience as the traditional-age student. Adults may, however, have apprehensions about entering or returning to an educational arena where they are the minority. They may also have feelings of insecurity about their ability to succeed if they have had unsuccessful education experiences in the past or if they are first-time or first-generation college students. (p. 8)

If we consider students' needs, fears, and biases, as well as strengths and/or weaknesses, it stands to reason that we can promote a successful transition through college. Appreciative Advising is one way to foster that adviser-advisee relationship.

Appreciate Advising Overview

Appreciative Advising is “a powerful tool for building rapport with students, discovering their strengths, unleashing their hopes and dreams, and devising plans to make those hopes and dreams come true” (Hutson & Bloom, 2007, p. 4). Bloom, Hutson, and He (2008) assert that there are six phases of Appreciative Advising, which are designed to create an open, caring, and positive relationship with each student. Phase one, Disarm, involves small talk and is designed to put the student at ease. Typically, questions in this phase might focus on home life, hobbies, and employment. It is also very important for the adviser to freely share information about his/her life. This phase sets the tone and environment for the entire advising session. The connection must be ignited in this part of the process. Phase two, Discover, delves a little deeper into getting to know the student and learning about his/her strengths and passions. Relevant questions in this phase relate to courses the student enjoys, excels in, or finds difficult. Phase three, Dream, further builds on the Discover stage in that the adviser and student work together to identify the student's strengths, interests, and goals. This is the stage in which students define or discover who they want to be and what their post-graduation plans are. “Who do you want to be after you complete your degree?” is an example of a Dream question to ask the advisee. Phase four, Design, deals with creating strategies to achieve the goals derived in the Discover phase. For example, this is a perfect stage in which to decide how many semester hours to take during the semester and possible topics for class papers that are aligned with the students' interests and goals, etc. Phase five, Deliver, occurs when the adviser provides support and guidance as the student works toward successfully accomplishing all goals. Asking the student to follow up by e-mailing after his/her first day of classes or after receiving that first graded paper tends to be the perfect moment to offer praise and accolades. Phase six, Don't Settle, compels students not only to achieve their goals but also to expand them and reach for higher aspirations. An adviser might say, “Now that you have completed your undergraduate degree, let's begin to think about a graduate program.” Throughout all six stages, the use of powerful, open-ended questions is relevant to fostering that nurturing environment and building an honest, reflective, and strong relationship with each advisee.

Appreciative Advising and the Nontraditional Adult Distance Learner

With traditional students, it is sometimes easier to build the relationship between adviser and advisee. Face-to-face advising sessions are often required for semester registration, and this helps build rapport and trust between the adviser and advisee. As the student takes courses each semester, the meetings begin to multiply, and that natural bond between adviser and student becomes solid while the flame ignited from the first meeting bursts into a solid fire.

Advising distance learners, on the other hand, might include problems fostering a solid, advisee/adviser relationship. No means of communicating, however, should be a barrier to building great relationships. Face-to-face meetings are not necessarily viable, supportive factors in fostering successful degree completion, although these types of meetings do make it easier for some students. “Recent advances in technology, along with societal changes, have fostered the development of innovative online advising tools at institutions nationwide” (Dahl, 2004, p. 4). For example, to counteract the inability to have face-to-face meetings, the use of Webcams offers a virtual, face-to-face approach, albeit from a distance. Students are able to see the adviser, and vice versa. With the appropriate software, Webcams can be successful tools that allow the stage to be set to initiate all six phases of Appreciative Advising.

In earlier years, advisers relied heavily on office files, faxed notes, and snail mail. Today, “the invasion of e-mail throughout our society and the introduction of the worldwide web have greatly facilitated the availability of information” (Dahl, 2004, p. 4). E-mails, which may seem somewhat cool and informal to some, can actually be just as productive as face-to-face visits. “Email provides a great opportunity for frequent mass communication to all advisees, as well as individual communication” (Bland, 2004, p. 8). The tone of the e-mail, the types of questions asked, and an overall friendly attitude go a long way toward establishing trust and rapport. For example, in the Disarm phase, starting an e-mail with “Dear Student” and adding a simple “how are you?” or “it's nice to hear from you” begins the relationship on a positive note. Ending e-mails with “thank you” or “it was nice to hear from you” is important as well. In the Discover phase, advisers can ask typical Discover phase questions via e-mail. Examples may include: “What accomplishment are you most proud of?” “Why?” or “Tell me about a time you had a positive impact on someone.” Additionally, Facebook and MySpace are great websites from which to learn more about your advisees' passions, interests, and hobbies. Similarly, in the Dream phase, advisers can e-mail questions such as, “What is your biggest dream for your future and your future career?”

Once the adviser has identified students' passions and dreams, the adviser can refer students to online resources to help design plans for accomplishing their goals. Examples of such resources include instructional videos, orientation classes, online degree-audit systems, and online course catalogs. As part of the Deliver phase, advisers can utilize e-mail and/or instant messaging programs to inspire and assist students in accomplishing their goals. The immediate nature of instant messaging helps set the student at ease by just knowing that an adviser is currently available to help. In the Don't Settle phase, advisers can e-mail and/or instant message students about graduate school opportunities as well as encourage them to continue to be lifelong learners. With this type of service, students are encouraged to go beyond just obtaining that degree; they can see the bigger picture and identify the next stages after graduation.

Conclusion

Appreciative Advising is more than just a tool to use to build rapport with our students. It is not merely a few steps to follow; it is a whole new way of thinking and of being. If our number one job is to promote and facilitate student success, it becomes our responsibility to seek numerous ways to honor that duty. As Bloom and Martin (2002) point out, it “... is important to remember that students will likely respond more positively to us if they know that they will be treated as someone with outstanding potential” (p. 1). Each student we see is important and needs our support and guidance. We have to earn trust with each student and give trust to each student as well, in order to foster student success. Our role as academic advisers is to “not only assist students with their course schedules and academic goals but also help them make the most of the academic experience” (Marsh, 2008, ¶ 2). Appreciative Advising provides a comprehensive and practical methodology for successfully working with nontraditional students, including distance learners.