Appreciative Inquiry in Higher Education

This article illuminates the important role that higher education can play in the design and support of students’ college-workforce transitions. By applying the 4-D cycle to a professional communication course, I provide a series of reflections and evidencebased practices that emerge from equipping students with concepts, tools, and applications about generative relationships and thriving workplaces. Qualitative data suggests that a strengths-based curriculum enhances students’ ability to navigate their vocational journeys.