Strengths-Based Advising: A New Lens for Higher Education

Abstract

Strengths-based advising is proposed as a new lens for higher education, one that enables advisors to see diverse groups of students fulfill their potential and achieve excellence. Based on research from social work, positive psychology, and the business world, this approach enables advisors to identify and build on the inherent talents students bring with them into the college and university setting, teaching students to develop and apply their strengths to new and challenging learning tasks. This explicit focus on students' natural talents builds the confidence and motivation necessary for achievement and persistence in college. We contend that this approach to advising represents a much-needed paradigm shift within higher education.

Scaffolding Mathematics Remediation for Academically At-Risk Students Following Developmental Education Reform in Florida

“…It is also possible for students to create custom degree maps in which colleges offer structured degree programs that students can tailor to their educational goals with the help of an advisor (Bailey, Jaggars, & Jenkins, 2015). Advisors need to create intentional course scheduling opportunities that provide clear course pathways matched to students' motivation and goals (Muraskin & Lee, 2004;Schreiner & Anderson, 2005). Indeed, Bahr (2008) found that advising is positively related to student success and may be especially effective for low-performing students who may be navigating multiple levels of developmental math.…”

Aplicando psicología positiva en educación médica

“…[39][40][41][42][43][44][45][46][47][48][49][50] . Los estudiantes han mostrado gran interés por la PP, como se ilustra en el sorprendente incremento de la demanda por este tipo de cursos en pregrado y postgrado (Positive Psychology Faculty at Universities.…”

Assessment of Student's Stregnths

“…Staff go to great lengths to assess the abilities of entering college students and to place them in remedial courses or provide special services based on the deficits discovered in the assessment process (Schreiner & Anderson, 2005).…”

“…Addressing weaknesses can indeed result in at least short-term improvement: performance often improves, but not to levels of excellence and often at a very high price. Attrition rates remain very high among at-risk students, and low levels of academic motivation are often the norm (Schreiner & Anderson, 2005). In addition, as Yarbrough noted, advising encounters that consist of 'probing questions designed to illuminate and clarify the shortcomings and inadequacies of the student ...…”

“…As a result of this reduced motivation, students become less involved in the campus community, believing that they do not really belong there in the first place, and they actively avoid and resist the very services designed to help them overcome these inadequacies. Instructors and staff then invest less time and energy with these students, either believing that they should not have been admitted to university or believing that the students are not motivated enough to overcome their weaknesses (Schreiner & Anderson, 2005). When student weakness is the focus of attention, a vicious cycle Leibowitz B, van der Merwe A, van Schalkwyk S (eds) of low expectations is initiated among students, professors, and staff alike.…”