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Appreciative advising : ウィキペディア英語版
Appreciative advising

Appreciative Advising (AA) is a social-constructivist advising philosophy that provides a framework for optimizing advisor interactions with students in both individual and group settings. The heart and soul of Appreciative Advising is the organizational development theory of Appreciative Inquiry that was developed in 1979 by David Cooperrider at Case Western Reserve University. In addition, Appreciative Advising draws from the Positive Psychology, Social Constructivist Theory, and Choice Theory literature.

== History ==
Appreciative Advising emerged from an article written by Jennifer L. Bloom and Nancy Archer Martin titled, “Incorporating Appreciative Inquiry into Academic Advising” that appeared in the on-line academic advising journal at Penn State, (''The Mentor'' ), on August 29, 2002. Subsequently, the University of North Carolina at Greensboro (UNCG) began infusing the concepts outlined in the article and began to have demonstrated success in terms of student retention. Bryant Hutson and Scott Amundsen at UNCG coined the term Appreciative Advising. Bloom, Hutson, and He (2008) wrote the first book, titled ''The Appreciative Advising Revolution'', on the topic. Institutions and academic advisors from throughout the country are now utilizing the Appreciative Advising approach to guide their advising programs and interactions with students.
In 2012, the University of South Carolina began offering an online Appreciative Advising course as well as a process for certifying Appreciative Advisers. Building on the success of the Appreciative approach to academic advising, the movement has expanded to other areas, including teaching (''Appreciative College Instruction''), orientation, admissions, Greek Life, tutoring, etc. This expansion of the principles of Appreciative Advising is now known as Appreciative Education.

抄文引用元・出典: フリー百科事典『 ウィキペディア(Wikipedia)
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