Integrating Strengths-Based Education into a First Year Curriculum

Michael J. Stebleton, University of Minnesota-Twin Cities
Krista M. Soria, University of Minnesota-Twin Cities
Anthony Albecker, University of Minnesota-Twin Cities

This article describes an initiative that integrated a strengths-base curriculum into a first-year experience program at the University of Minnesota-Twin Cities. Using a positive psychology framework, students completed the StrengthsQuest and participated in activities designed to help them learn and apply their signature talent themes. A pre- and postsurvey were included to assess measures related to students’ self-awareness. The results suggest that a curriculum based on strengths positively impacts students’ awareness of their strengths, a factor that, in turn, has positive implications for students’ major/career choices and future decision-making. Strategies for practice and guidelines for future research are highlighted.

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Clifton Strengths Institute Anual Report

Every year, first-year students in the College of Business at the University of Nebraska–Lincoln identify their strengths and integrate into the Nebraska Business community by taking the required Investing in Strengths (BSAD 111) course. They use the CliftonStrengths® assessment to identify their strengths, participate in group activities and learn from guest speakers who explain how their strengths help them in their respective fields.

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