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    Changing an Institutional Environment through Appreciative Inquiry: Rochester Institute of Technology’s College of Liberal Arts

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    Author
    Schlombs, Corinna
    Howard, Ann
    DeLong, Caroline
    Lieberman, Jessica
    Keyword
    Feminist Engagement
    Organizational Change
    Higher Education
    Appreciative Inquiry
    AdvanceRIT
    Rochester Institute Of Technology
    Date Published
    2015-10-27
    
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    URI
    http://hdl.handle.net/20.500.12648/3416
    Abstract
    This article introduces readers to Appreciative Inquiry as a form of feminist engagement in higher education. Appreciative Inquiry is a strength-based approach to organizational change that builds on positive psychology as well as social construction of language. At Rochester Institute’s College of Liberal Arts, a group of women faculty currently pursues an Appreciative Inquiry process to change their institutional environment to make it more beneficial to the success of women (and colleagues of all genders) rather than changing themselves to better fit into the existing environment. At the 2014 Seneca Falls Dialogues, members of this group engaged conference participants in an experience and discussion of Appreciative Inquiry. This article provides an overview on Appreciative Inquiry, analyzes the results of the Seneca Falls Dialogues session, and discusses the Appreciative Inquiry process at Rochester Institute of Technology.
    Description
    This paper is based upon work supported by the National Science Foundation under Grant No. 1209115 as well as by RIT’s College of Liberal Arts.
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