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 post-survey 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.
Stebleton, M. J., Soria, K. M., & Albecker, A. (2012). Integrating strengths-based education into a first-year experience curriculum. Journal of College and Character, 13(2), 1-8.
Stebleton, Michael; Soria, Krista; Albecker, Anthony.
Integrating strengths-based education into a first-year experience curriculum.
Journal of College & Character.
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