Integrating Strength-Based Education into a First-Year Experience Curriculum

Autor/inn/en	Stebleton, Michael J.; Soria, Krista M.; Albecker, Anthony
Titel	Integrating Strength-Based Education into a First-Year Experience Curriculum
Quelle	In: Journal of College and Character, 13 (2012) 2, (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-1639
DOI	10.1515/1940-1639.1877
Schlagwörter	College Freshmen; Higher Education; Surveys; Psychology; Learner Engagement; College Students; Intervention; Likert Scales; Models; Minnesota + Suchen Sie Ihr Suchwort? Studienanfänger; Hochschulbildung; Hochschulsystem; Hochschulwesen; Survey; Umfrage; Befragung; Psychologie; Collegestudent; Likert-Skala; Analogiemodell
Abstract	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. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10