Discover how faculty adapted to advising challenges in a 100% online B.S. program. Explore the effective use of appreciative advising, fostering trust and dialogue with diverse distance learners. Learn how this approach empowered students to navigate their collegiate journeys with confidence and purpose.

As faculty members stepped into the role of advisors for distance learners, they encountered unique challenges. They had to navigate the implementation of the appreciative advising paradigm, a method known for fostering trust and enabling open dialogue. This approach is crucial in guiding students towards active engagement and shaping their collegiate trajectories towards success. In the context of a 100% online B.S. degree program, faculty members had to adapt to a new dynamic. Previously, a professional advisor led students to career success. However, with the elimination of this position, the responsibility of advising distance learners fell on the department faculty. The distance learner population includes first-year students, working adults, older individuals with no college experience, and even those who move back home to save money on rental units. As previously stated, these individuals had a professional advisor. The process for professional advising was to email a Google Doc questionnaire with prompt questions to find out how many hours a student wanted to take the following semester. Students were then emailed a suggested schedule and asked for confirmation, advising them that holds would be lifted. The email process could be more efficient and include the appreciative advising approach the department used by faculty members when advising traditional on-campus students. While advising the distance learners, many lessons were learned for faculty members while trying to implement appreciative advising. Advising distance learners, primarily working adults, presented unique challenges. We, as faculty members, had to adjust our schedules and meet conveniently with the students via Zoom. The distance learners were required to attend a Zoom session rather than communicate by email for advising sessions. However, the lack of student preparation for the session was evident. Some students tried to have an advising session while working, driving, or caring for children. These learners would say things such as: "You tell me what to take" or "Just email what I need to take." It was a learning process for both the students and us as we navigated these challenges. The first phase of appreciative advising is to "disarm" the students. Disarming the student was done through the Zoom advising sessions to allow the students to interact with faculty and feel connected to the campus and program. The "discovery" phase involves asking open-ended questions, allowing faculty to know the students personally. Discussions of life and career goals lead students through the "dream" phase of appreciative advising. Upon the advisors' understanding of those goals, they worked with students through their degree plans. Students were asked questions and allowed to decide when to take what class. During the "deliver" phase, the student registers for the appropriate courses after being shown how to find the course registration number. Faculty remained available for questions regarding classes, goals, and projected graduation dates. The "do not settle" phase means advisors and students have high expectations of themselves. Setting internal bars high can help students achieve their goals, and faculty can improve their advising process with each student. The appreciative advising framework proved to be more effective and efficient for students. By involving them in the process, advisors could meet with students multiple times and discuss a wide range of topics, not just classes. The students' feedback was positive, expressing their appreciation for the approach that helped them understand the online learning process and work towards their goal of graduating and obtaining a career through the knowledge gained in these advising sessions. Level of participation: • Session attendees will be asked to engage with and speak with other attendees nearby to determine whether they use this approach. • Session attendees will discuss whether they use this advising approach, and if not, would they consider it? If attendees do use the advising approach, how would they improve the advising process approach? • Encourage participants to share additional experiences, insights, or suggestions for advising distance learners during group discussions. Session goals: • Understand the concept of appreciative advising and its implementation for distance learners. • Reflect on the challenges faced by faculty members transitioning to advising distance learners. • Explore the phases of appreciative advising and their application in online advising sessions. • Share experiences, tips, and best practices for effectively advising distance learners. • Encourage attendees to consider adopting or improving the appreciative advising approach in their advising practices.