New Advising Approach

A new study led by researchers in the College of Education’s Educational Leadership and Research Methodology Department explores how appreciative advising reshaped campus culture at a large research university.

Developed by Jennifer Bloom, Ed.D., professor, appreciative advising is a six-phase framework grounded in positive psychology and appreciative inquiry that helps advisors connect with students through a strengths-based approach.

The study, published in the Journal of Appreciative Education, examined the framework’s implementation at an institution with 28,000 students. Bloom and her colleagues assessed how voluntary adoption of appreciative advising influenced advising practices and institutional alignment.

Using the diffusion of innovations theory, the team conducted interviews and document analysis. They found that the framework improved advisor confidence, student relationships and cross-campus coherence. While some advisors initially resisted the change, most reported enhanced clarity in their roles and stronger connections with students.

“When advisors approach students from a strengths-based perspective, it changes the dynamic,” said Bloom, adding that students said they felt seen and supported, and advisors said they felt empowered to help them achieve their goals.