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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