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dc.contributor.authorSchlombs, Corinna
dc.contributor.authorHoward, Ann
dc.contributor.authorDeLong, Caroline
dc.contributor.authorLieberman, Jessica
dc.descriptionThis 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.
dc.description.abstractThis 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.
dc.subjectFeminist Engagement
dc.subjectOrganizational Change
dc.subjectHigher Education
dc.subjectAppreciative Inquiry
dc.subjectRochester Institute Of Technology
dc.titleChanging an Institutional Environment through Appreciative Inquiry: Rochester Institute of Technology’s College of Liberal Arts
dc.description.institutionSUNY Brockport
dc.description.publicationtitleThe Seneca Falls Dialogues Journal
dc.contributor.organizationRochester Institute of Technology

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  • The Seneca Falls Dialogues Journal
    The Seneca Falls Dialogues Journal is a multidisciplinary, peer reviewed, online journal that grows out of the Biennial Seneca Falls Dialogues conference.

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