Using the Disarm Phase in the Appreciative Advising

Using the Disarm Phase in the Appreciative Advising Model to Build Personal Relationships with Students Sean Armstrong Evelyn Espinoza Evelyn Chicas California State University, Los Angeles

• Student Population: 27, 680 • Undergraduate Population: 23, 458 • Approx. 55% First-Generation College Students • 83% Enrolled Full-time • Six Academic Colleges with Centralized Advising Models • Approx. 3, 719 Arts and Letters Students

A&L Advising Center Transitioned from Faculty to Professional Advisors 2012 Established August 2015 Director, 4 Advisors, Office Coordinator, Student Assistance 10 Departments Services: Degree planning, Graduation Application, Petitions, Academic Distress, Registration, Technical Issues, etc.

Presentation Overview 1. Appreciative Advising Model 2. Disarm Phase 3. Does office design matter? 4. Front Office A. Adding artwork B. Tapping into your network C. Student Spotlight 5. Individual Offices 6. Activity

APPRECIATIVE ADVISING MODEL “The intentional collaborative practice of asking positive, open-ended questions that help students optimize their educational experiences and achieve their dreams, goals, and potentials. ” (“Appreciative Advising”, 2018)

THE DISARM PHASE (Calapa & Edelman, 2015)

Before After

Research “Environmental Psychology examines the interrelationship between environments and human behavior” (De Young, R. , 1999) Does office design matter? In one study, differing interior designs of a psychologist’s office affected undergraduates’ perceived credibility of the practitioner. (Bloom et al. , 1977) Several studies have also described the effects of office design and neatness on visitors' perceptions of university professors (Campbell & Campbell, 1979; Zweigenhaft & Feishman, 1976; Morrow et al, 1981) Takeaway: people are affected by their physical environments

Front Office Clutter & Values Research - Clutter “Multiple stimuli present in the visual field at the same time complete for neural representation” (Mc. Mains & Kastner, 2011) Cluttered environments are distracting! - Values - Ind (1990) stresses that an office environment should reflect a company’s values. (Ind, 1990)

Before After

Adding Art and Nature in the Office Providing a Space for our Artists We Brag About It Wow Factor Conversation Starters Warm Environment

Refreshing your Space on a Limited Budget Tapping into your network Building Strong Give and Take Relationships Be Patient—People Are Busy Offer Help One Person’s Trash is Another’s Treasure Supporting Department Events Bribe with Food/Treats

Student Spotlight Research - Self-efficacy = “beliefs in one’s capabilities to organize and execute the courses of action required to produce given attainments” (Bandura, 1997, p. 3) - There are four main sources of information that affect students’ self-efficacy (Bandura, 1977) - The two post powerful are mastery experiences and vicarious experiences. (Bandura, 1977) Application - Tell the stories of outstanding students in the College to inspire the student population and raise their selfefficacy in educational pursuits. - Goal is to get students thinking about their goals and increase self-efficacy.

Individual Spaces Bloom et al. (2008) suggests that advisors decorate their offices with personal items to facilitate making an early connection with students. Here are some examples of using appropriate self-disclosure: • Thank you cards • Degrees • Awards • Personal interests • Major Related Art, Posters, Sculptures, etc.

Activity Think, Pair, Share Visualize your office through new eyes – sight, sound, smell, touch. What does your office space convey to students? • Pick an office to redesign Front office OR Individual office Write down three “disarming features” in your office. Write down three potential improvements to your office environment. Share with a partner Share with the group

Appreciative Advising. (2018). Retrieved September 29, 2018, from http: //www. appreciativeadvising. net References Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191 -215. Bloom, J. L. , Hutson, B. L. , & He, Y. (2008), The Appreciative Advising Revolution. Champaighn, IL: Stipes Pub. Bloom, L. , Weigel, R. , Trautt, G. , & Maher, B. A. (1977). Therapeugenic factors in psychotherapy: Effects of office decor and subject-therapist sex pairing on the perception of credibility. Journal of Consulting and Clinical Psychology, 45(5), 867 -873. Calapa A. , & Edelman J. (2015). Appreciative Advising In Action! [Power. Point slides]. Retrieved from https: //www. slideshare. net/acalapa/kasada-appreciative-advising-calapa-edelman Campbell, D. , & Campbell, J. A. (1979). Interior office design and visitor response. Journal of Applied Psychology, 64(6), 648653. De Young, R. (1999). Environmental Psychology Described. Retrieved September, 2018, from http: //seas. umich. edu/eplab/documents/envtpsych. html Heydlauff, P. (n. d. ). Feng shui your office to create success energy. Reliable Planet. Retrieved from https: //www. reliableplant. com/Read/12418/feng-shui-your-office-to-create-success-energy Ind, N. (1990). Identity Crisis in the Office. Management Today, 102. Mc. Mains, S. , & Kastner, S. (2011). Interactions of Top-Down and Bottom-Up Mechanisms in Human Visual Cortex. The Journal of Neuroscience The Official Journal of the Society for Neuroscience, 31(2), 587– 597. http: //doi. org/10. 1523/JNEUROSCI. 376610. 2011 Morrow, P. , Mc. Elroy, J. , & Campbell, John A. (1981). Interior office design and visitor response: A constructive replication. Journal of Applied Psychology, 66(5), 646 -650. Zweigenhaft, R. , & Feishman, Edwin A. (1976). Personal space in the faculty office: Desk placement and the student-faculty interaction. Journal of Applied Psychology, 61(4), 529 -532.