strengths at the u - clifton · pdf filepurchased codes to take strengthsfinder since march...

STRENGTHS AT THE U:BUILDING A STRENGTHS-BASEDUNDERGRADUATE EXPERIENCEKEY FINDINGS FROM ANALYSIS OF THE FIRST TWO YEARS OF THE INITIATIVEFEBRUARY 2014

AUTHORS: ROBIN STUBBLEFIELDDirectorOffice for Student Engagement

KRISTA SORIAAnalystOffice of Institutional Research

SETH SNYDERDoctoral StudentCollege of Education and Human Development

2| Strengths at the U Report

CONTENTS

3 Report Overview4 Strengths by the Numbers5 Executive Summary6 Letter from Danita Brown Young and Laura Coffin Koch 7 Introduction8 Retention and Academic Success9 Engagement, Hope & Confidence10 Student Learning & Development Outcomes11 Sense of Belonging12 Satisfaction & Belonging13 Interactions with Strengths 15 Friendships 16 Family17 Major & Career Exploration18 Student Populations 18 Pell Students 19 Students of Color 20 International Students21 Conclusions 22 Appendices 22 Appendix A: Limitations 23 Appendix B: Survey Response Rates 24 Appendix C: Effect Decomposition Model 25 Appendix D: Results of Regression Model 26 Appendix E: Alumna/Parent Testimony 27 References


Data for this report was gathered from a number of student surveys administered between the 2011-2012 and 2012-2013 academic years. Members of the Class of 2015 have been surveyed four times: at the beginning and end of their first semester, and at the end of their freshman and sophomore spring semesters. The Class of 2016 has been surveyed twice: following their first semesters as freshmen, and again at the end of the spring semester. Survey response rates are found in Appendix B of this report.

Qualitative data and quotes found in the report were drawn from the above listed surveys. The Class of 2017, the final cohort to participate in the three-year Strengths at the U: Building a Strengths-Based Undergraduate Experience (commonly referred to as Strengths at the U), recently completed their first survey, the results of which will be analyzed spring 2014.

Where results are reported in ranges in this report, the minimum and maximum values represent the findings from individual surveys. Ranges do not indicate variation within a survey, but variation between surveys.

This report serves as a snapshot of Strengths at the U and the ongoing assessment of its impact on undergraduate students at the University. The reported results come from formal assessments of Strengths, but informal information is also widely available in the many areas where Strengths at the U has been implemented. For readers who would like more information on Strengths at the U and ongoing evaluation of the initiative, please visit the following websites:

To access general information visit:www.strengths.umn.edu

To access additional assessment results visit: www.strengths.umn.edu/strengths-research/results

To access assessment data via an interactive reporting tool, visit:www.oir.umn.edu/surveys/strengths

REPORT OVERVIEW


STRENGTHS BY THE NUMBERS

17,000+

5,500+

3,440+

1,400+

600+

175+

20+

Strengths is truly a campus-wide endeavor:

staff, faculty, and other groups have used U of M purchased codes to take StrengthsFinder since March 2011

first-year and transfer students have taken StrengthsFinder through the Strengths at the U initiative

members of the University community have participated in Gallup-facilitated Strengths Educator and Mentorship workshops since March 2011

staff and faculty have attended Strengths workshops from August 2012-August 2013 through the Office of Organizational Effectiveness

students, staff, faculty, parents and alumni participated in Strengths related workshops organized and/or facilitated by the Office for Student Engagement

individuals have purchased StrengthsFinder test code access and/or StrengthsFinder books from the University Bookstore

departments at the U of M had staff members serving on 4 working groups to help launch Strengths at the U, and 21 departments have been represented by members of the Strengths Advisory Board


CFANS STUDENTClass of 2015

“The Strengths program gives students

confidence in their individuality and it is a great program that I hope the University continues to utilize!”

EXECUTIVE SUMMARY

This report is the result of a two-year assessment of the “Strengths at the U: Building a Strengths-Based Undergraduate Experience” initiative. Six separate student surveys administered over two academic years (2011-12 and 2012-13) provided the data for analysis and additional surveys will be administered this spring to gather a final round of data from all three cohorts (Class of 2015, Class of 2016 and Class of 2017) included in the pilot.

We are using a Strengths approach on our campus to enhance student engagement and well-being which leads

to improved retention, graduation, and life success.

SUMMARY OF KEY FINDINGS

Retention and Student Success• Strengths awareness is positively, indirectly associated with students’ retention and GPA.• Students who take the StrengthsFinder® have higher rates of retention and higher average grade point averages (GPA) than those who do not take the StrengthsFinder.®• Students who see the value in Strengths and can name their top 5 Strengths are more likely to be retained and have a higher GPA.• Strengths awareness is positively associated with students’ self-reported sense of belonging and progress on University learning and development outcomes.

Career Development• Students believe that knowing their Strengths enhanced their self-awareness, contributed to their career decision efficacy, and aided them in obtaining employment and experiential opportunities, thereby positively impacting their career development.

Interactions• Students reported more interactions (conversations, workshops, etc…) with Strengths in the second year of the initiative than the first.• The more interactions with Strengths students have, the more positive they are about Strengths-based approaches.• Some of the most impactful Strengths interactions in predicting students’ engagement include academic advisers, Housing and Residential Life, study groups, and student organizations.

Student Populations• Pell Grant recipients who took StrengthsFinder® had significantly higher rates of retention than those who did not, and Pell Grant recipients who had conversations about their Strengths with others reported higher average academic self-efficacy, hope, and engagement.• Students of color were more likely to report that Strengths positively impacted their college experience, had higher strengths awareness, and had higher participation in Strengths-related programming than White students.• International students were more likely to report that knowing their Strengths had value to them as current students, in their future undergraduate studies, and as they pursued employment or graduate study than American students.


STRENGTHS AT THE U: BUILDING A STRENGTHS-BASED UNDERGRADUATE EXPERIENCE

The Strengths at the U: Building a Strengths-Based Undergraduate Experience is a three-year pilot program intended to improve the undergraduate experience, enhance student success and well-being and contribute to the University’s overall goal to raise our four-year retention and graduation rates. The pilot is now in its third and final year. It has been a highly collaborative effort involving a broad array of students, staff and faculty across our decentralized campus.

Each cohort of new incoming first-year students since 2011 has been given the opportunity to take the Clifton StrengthsFinder® inventory prior to beginning their first semester on campus. Workshops, guided discussions, activities and reflections and informal exchanges have shaped the way our students are learning about and applying their own talents in meaningful ways, and the program is having an impact. On behalf of the Office of Student Affairs and the Office of Undergraduate Education, we are pleased to present this report highlighting results from the first two years of the initiative.

The data in this report, drawn from multiple student surveys and institutional data of the Classes of 2015 and 2016, suggests that students’ self-reported awareness of their own Strengths is associated with greater academic outcomes. Strengths awareness is also positively associated with progress on the official University learning and development outcomes for undergraduates, as well as students’ self-reported feelings of belonging on campus.

The Office of Institutional Research, the Office for Student Engagement and the Strengths Research & Assessment Committee have been thorough in their ongoing assessment of the impact of the Strengths initiative on campus, and we would like to thank them for providing this report. The data gathered during the pilot program has been used to make improvements in the continuing development and refinement of our Strengths curriculum. This data can now be used to inform the impending decision regarding how and to what extent the U of M Twin Cities campus will continue using and expanding upon its Strengths-based approach to student development and success.

Danita Brown YoungVice Provost for Student Affairs and Dean of Students

Laura Coffin KochAssociate Dean for Student Academic SupportOffice of Undergraduate Education


INTRODUCTION

STRENGTHS GOALSThe goals of Strengths at the U are as follows:

• Increasing self-awareness; understanding and appreciation of others• Developing potential in academics, career planning, leadership, relationships• Creating a common language across campus• Increasing overall confidence and sense of responsibility in pursuing goals• Advancing achievement of Student Learning and Development Outcomes• Positively impacting retention, graduation, and satisfaction

ASSESSMENTSince the fall of 2011, the Office of Student Affairs and the Office of Institutional Research have partnered to conduct in-depth evaluations of Strengths at the U to:

• Understand how a Strengths-based approach has impacted students • Make improvements in the programming and resources available to students to help them make the most of the pilot program

The University of Minnesota, Twin Cities is home to one of the largest and most well-known Strengths-based approaches to college student development in the nation.

RESEARCHThe implementation of the Strengths initiative at the University of Minnesota was based on considerable research on the benefits of positive psychology1, 2 and aims to improve both the experiences and outcomes of our undergraduate students.

There is general consensus in the literature that Strengths approaches are positively associated with indicators such as academic self-efficacy,3 engagement with one’s campus community,3, 4, 5 and sense of belonging.6

These measures, in turn, are associated with student success, measured in this report by such indicators as GPA and enrollment persistence from year to year.7, 8, 9

CLA STUDENTClass of 2015

“I believe that the University’s emphasis on

Strengths is a job well done. Incoming students (like the Class of 2015) are able to

distinguish their top hidden talents, whether they knew

about them beforehand or not. It’s a great way for

students to begin the year, knowing what they can do to aid them for the school

year.“

~30Postsecondary institutions that

have requested information about Strengths at the U


Figure 1. Structural equation model of the relationships between Strengths awareness and student sucess outcomes. Note. ** p < .01, *** p < .001. Data from class of 2015, n = 1,498. The full effect decomposition is located in Appendix D.

RETENTION & ACADEMIC SUCCESS

Strengths Trainings or Workshops

Strengths Discussions

Strengths Awareness

Hope

Academic Self-Efficacy

Engagement Retention to Second Year

Fall Semester GPA

..07**

..45***

..45***

..12***

..48***

..27***

..60*

**

..15***

..36***

..17*

**

First-year students’ Strengths awareness has a positive, indirect effect on fall semester GPA and retention to their second year through their engagement, hope, and academic self-efficacy.


“First semester, I struggled with my math class Calculus

I. However, two of my top Strengths (Achiever and Competition) fueled my

ambition to do well in the course. Because of these

Strengths, I applied myself daily by studying, seeking

help, and meeting individually with my TA. Had I not been

motivated by my Strengths, I would not have been able to

succeed.”

Did Not Take StrengthsFinder

Took StrengthsFinder

n n % % n n % %First-Year Retention (Class of 2015)

227 80.8 80.8 4644 91.3

First-Year Retention (Class of 2016)

167 80.8 82.7 4806 90.7

Second-Year Retention (Class of 2015)

216 77.7 4418 87.1

m sd m sdFirst-Year GPA (Class of 2015)

2.77 .90 3.19 .62

First-Year GPA (Class of 2016)

2.67 .79 3.16 .65

Second-Year GPA(Class of 2015)

2.75 .90 3.15 .63


ENGAGEMENT, HOPE, & CONFIDENCE

CSE STUDENTClass of 2016

“My top Strength is Learner and I’ve definitely been able to use that in my academic experiences at the school. As a Learner, I’ve seen my curiosity guide my actions in ways above and beyond the expectations of my classes. For example, I consistently talk to professors or TAs or other people outside of class and ask questions about material that I’m learning that go beyond the level that is expected in class.

In this way, I gain a better understanding of what I’m learning in class and become more interested in the subject material. Specifically, this has happened to me in the past year in my Korean, Organic Chemistry, and Physics classes.”

CSOM STUDENTClass of 2016

“Examining my Strengths through the CSOM Management 1001 class impacted me most. As a part of the curriculum we were required to write an essay describing the different Strengths of each of the 5 members of our book club teams. It helped me realize how applicable our strengths are to everyday life, especially in relation to group interactions.

Different Strengths can aid or weaken a group depending on how they are utilized. This is extremely important for all CSOM students because teams are a prominent part of the business world; it is critical that we learn to utilize our strengths well and get along with others of different Strengths.”

Strengths Awareness

Value of Strengths

Engagement Hope Academic Self-Efficacy

Strengths Awareness 1 80.8Value of Strengths .798** 1

Engagement .428** .316** 1Hope .297** .161** .562** 1Academic Self-Efficacy .247** .110** .569** .691** 1

Note. **indicates significant at p<0.01. Scales = Strengths Awareness,4 Gallup Q12 Engagement,10 Hope,11 and Academic Self-Efficacy.7 Students’ perception of the value of Strengths was derived from three survey items asking students to rate the value of Strengths for them now, as they progress in their undergraduate education, and as they enter the workforce.

First-year students who know their Strengths and believe that Strengths have value to them are more likely to be engaged,

hopeful, and confident in their academic abilities.


STUDENT LEARNING & DEVELOPMENT OUTCOMESStudents perceive that knowing their Strengths and interacting with their Strengths has positively impacted multiple areas of personal growth.

Increasing my self-awarenessIncreasing my appreciation of othersUnderstanding othersIdentifying, defining, and solving problemsCommunicating effectively with others

CEHD STUDENTClass of 2015

“The Strengths discussions we have had in my leadership courses have been

very important to me in developing into a

strong and self-aware leader.”62.6 - 68.0%

46.3 - 54.0%

49.7 - 52.5%

39.4 - 48.1%

43.6 - 51.9%

Percent of students agreeing and strongly agreeing on multiple surveys that Strengths has impacted them in several areas.


SENSE OF BELONGING

First-year students’ Strengths awareness is positively and significantly associated with

sense of belonging & retention controlling for factors such as demographics, academic variables, and college experiences (Appendix D).

Qualitative data suggest the Strengths-focused programming:• enhanced students’ self-awareness and confidence• facilitated introductory conversations with peers through

the development of a common language• fostered friendships and a deeper understanding of others

CBS StudentClass of 2015

“Talking about Strengths helps me remember how I fit into all of the different

types of people here, which makes me feel like I’m part

of something bigger.”


SATISFACTION & BELONGING

27.1 - 36.5%

33.2 - 41.3%

41.1 - 49.0%

30.8 - 40.0%

of students believed that knowing their Strengths has made them feel like they belong on campus

of students believed that knowing their Strengths has made them feel like they would return to campus the following year

of students believed that knowing their Strengths has increased their overall self-confidence

of students believed that knowing their Strengths has increased their satisfaction wtih their undergraduate education


“Getting to know my Strengths has been a part of how I have evolved and grown this year. Initially taking the StrengthsQuest assessment was exciting, and it has added to feelings of community and connectedness on campus. I

hope that we continue to make Strengths education and appreciation a focus throughout my four years as a UMN undergraduate student.”


INTERACTIONS WITH STRENGTHS

CSE STUDENTClass of 2016

“I use my Strengths when I get involved in several

student groups and take on leadership roles

within them. My Harmony Strength allows me to

work together with others especially well, and quell

any conflict that may arise. My Achiever and Arranger allows me to multi-task and

get things done, which is especially valuable.”

We observed a marked increase in the percentage of first-year students having discussions about their Strengths (82.2% to 93.1%) as well as the percentage of first-year students who participated in workshops, presentations, and trainings regarding strengths (23.2% to 86.9%) between fall 2011 and fall 2012.

The more students interact with Strengths, the more likely they are to view Strengths as positively impactful.

The more discussions students have with others around their Strengths, the more value they see in Strengths as first-year students, as they complete their education, and as they enter the workforce.

2.0

2.5

3.0

3.5

4.0

4.5

0 Discussions 1-5 Discussions 6-10 Discussions More than 10Discussions

Feeling like I belong oncampus

Feeling like I would like toreturn to campus next year

Satisfaction with myundergraduate experience

Getting involved incommunity service orvolunteeringGetting involved on campus(i.e. student orgs)2.05*

3.50*

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

0 Discussions 1-5Discussions

6-10Discussions

16-20Discussions

Over 20Discussions

I believe Strengths has value for menow.

I believe Strengths will have value forme as I continue to progress in myundergraduate experience.

I believe Strengths will have value forme as I enter the workforce or continuemy education.

Note. Item was written “I believe knowing my Strenghts and interacting with them has positively impacted me in the following areas,” scaled 1 = strongly disagree to 6 = strongly agree.


INTERACTIONS WITH STRENGTHSCSE Student

Class of 2015

“Speaking with my academic adviser was helpful because

as we were discussing possible majors and action

plans, she would make notes of things I said or

indicated that were related to my Strengths. Then, she pointed out the similarities and correlations between my Strengths and what we talked about. This helped

me decide what majors and what careers may be a good

fit for me.”

• academic advisers• Housing and Residential life staff• study groups• student organizations• on-campus employers

We ran regression analyses predicting students’ engagement (as measured by the Gallup Q12 scale). Controlling for demographics, college experiences, and academic major, we found that students who had discussions about their Strengths with the following individuals (or in the following areas) had significantly (p < .05) higher engagement, on average, than their peers:

CDES studentClass of 2016

“The emerging leaders retreat put on by the housing and

residential life [had the most impact]. I learned the most

about my Strengths and made a lot of friends who also care

about Strengths.”

Percent of Students Reporting Strengths Interactions in Several Areas

Class of 2015

Class of 2016

Differ-ence

Discussions 82.3 93.3 11.0Workshops, presentations and/or trainings 23.2 78.0 54.8With an academic adviser 42.4 54.0 11.6In Housing and Residence Life 52.0 67.3 15.3In classes 32.6 52.5 19.9In student organizations or activities 13.0 15.7 2.7In a study group of peers 23.1 12.7 -10.4With a professor 11.3 30.4* 19.1With a career counselor 6.3 14.3 8.0With coworkers (other than supervisors) 1.5 4.5 3.0With my employment supervisor on campus 2.3 4.7 2.4With my employment supervisor off campus 1.2 2.4 1.2

*Asked as “With a professor or instructor” in 2012 survey


FRIENDSHIPSPercent of Students Reporting Strengths

Interactions with FriendsClass

of 2015Class

of 2016Difference

With friends 40.3 60.7 20.4

CLA studentClass of 2015

“Talking with my peers has had

the most impact because it helped

create unity among us and helped us

better understand and appreciate each

other.”

CFANS studentClass of 2015

“The interactions with my friends

because I learned about give and take and how to understand

them better and communicate with them in a way they would understand.”

CBS studentClass of 2016

“Talking with some of the friends I’ve made on campus

about our Strengths has been really interesting. It’s

great to see just how similar and different we all are

and makes me appreciate those differences and better

understand their way of thinking.”

A welcome but unanticipated finding from student surveys has been the impact that the Strengths initiative has had with students’ interactions with their friends

and family members. Students frequently reported that awareness of their Strengths was valuable to their understanding of themselves in the context of

family dynamics, in their burgeoning professional development, and in the ways they process shared experiences as young adults.


FAMILY

CLA StudentClass of 2016

“The interactions with family [had the most impact]--my brother is a year ahead of me at the U of M,

but he’s in Computer Science and Engineering, and I’m in the College

of Liberal Arts. Since I was just starting at the U this year, it was nice to have something to share

that we’ve both done, right before I even started school.”

CSE StudentClass of 2016

“I got the most out of talking with my family. They know me well and were able to help me think about

how my Strengths reflect my personality.”


“Interactions with family - because we were the first to discuss

examples of how my behavior reflects my 5 Strengths and how my Strengths could be applied to

different careers.”

CEHD StudentClass of 2016

“I think my discussion I had with an old family friend, who had also taken the StrengthFinder, had the most impact on me because it was at random and I discovered how

she used the StrengthFinder in her adult life.”

Percent of Students Reporting Strengths Interactions with Family

Class of 2015

Class of 2016

Difference

With family 28.7 33.1 4.4


MAJOR & CAREER EXPLORATION

CBS StudentClass of 2016

“One of my classes, Orientation to Health

Careers, had us reflect on our Strengths and how they would be

valuable in our career of interest. This helped me connect my own traits to something I’d like to

do in the future.”

38.7 - 49.3%

49.7 - 56.5%

of students believed that knowing their Strengths has positively guided their academic major exploration

of students believed that knowing their Strengths has positively helped them think about potential career paths


“I was just rejected from an on-campus leadership position and then looked

back and realized that I wouldn’t have been very productive at that

position anyway. I was consoled by the knowledge that my Strengths didn’t

match up with the job and that I hadn’t been very truthful with myself.”


“I had a really difficult time deciding on a major during my first year here. I began as a music student, and began to question whether or

not this is what I really wanted to do. I sought out a career advisor at CAPE and she and I talked a lot about my Strengths. In going through this process I learned a lot about the ways in which I think and handle

situations, and this enabled me to come to a major decision. I am now pursuing a double major in two areas that I love, Journalism and

GWSS, both of which fit ME better than a music degree.”


PELL RECIPIENTSNo Strengths Discussions Strengths Discussions

m sd n m sd nAcademic Self-Efficacy 38.74 8.26 62 41.36 7.62 288Hope 48.35 9.28 62 52.21 6.85 280Engagement 41.45 8.07 62 46.47 8.09 277

Did Not Take StrengthsFinder

Took Strengths-Finder

n % n %First-Year Retention (Class of 2015)

63 70.8 984 88.8Second-Year Retention (Class of 2015)

59 66.3 910 82.2

CDES StudentClass of 2015

Pell Grant Recipient

“I plan to use my Strengths as a Welcome Week leader next year to most effectively lead my group of freshmen. I also plan to use them as I consider

future majors.”

CFANS StudentClass of 2015

Pell Grant Recipient

“Knowing that I am a Learner has made me realize that I am just that: I like to know things, and to know things, I have to learn them. Looking back at previous experiences, I

can see the Learner in me shining through. Knowing what my Strengths are has given me reassurance and helps me figure out the easiest and most

effective way of getting help and sorting through material.”

Pell Recipients’ First-Year and Second-Year Retention, by whether or not they took the StrengthsFinder assessment

Pell Recipients’ Academic Self-Efficacy, Hope, and Engagement,by whether or not they reported having discussions about their Strengths


STUDENTS OF COLOR

Overall, it appears that students of color are more positively impacted by Strengths than White students.


“My top five strengths are Positivity, Includer, Woo, Harmony and Ideation.

Since three of the five are relationship building I’ve really

used them constantly and daily meeting new people

and interacting with others. It was especially helpful being

an outgoing person in the beginning of the year as most

people can be shy about starting conversations with people they don’t know so I definitely initiated a lot of conversations with people I

didn’t previously know.”

CEHD StudentClass of 2016

“I applied my Strengths at my jobs (part-time and work-study) working with others. These Strengths were Consistency, Learner, and Input. These are the values I used to

receive and retain job experience and knowledge, and a way to

maintain stability and routine to my jobs and coworkers, especially

my work-study working with elementary children.”

2.75

2.95

3.15

3.35

3.55

3.75

3.95

White SOC

Academic achievement

Getting involved on campus(i.e. student orgs)

Getting involved in communityservice or volunteering

Developing as a leader

Selecting a major

Thinking about potential careerpaths

Satisfaction with myundergraduate experience

Identifying, defining and solvingproblems

Communicating effectively withothers

Increasing my self-awareness

Increasing my appreciation ofothers

Increasing my overall self-confidence

Making decisions abouteveryday things

Making decisions regardingmajor life events

Understanding others

Feeling like I belong on campus

Feeling like I would like toreturn to campus next year

Students of color reported higher average impact than White students of knowing their Strengths in the following areas:

- Getting involved on campus- Getting involved in community service or volunteering- Developing as a leader- Satisfaction with my undergraduate experience- Identifying, defining, and solving problems- Communicating effectively with others- Increasing my appreciation of others

Students of color had higher average Strengths awareness scores and participated in Strengths-based workshops or trainings at higher rates than White students (53.6% to 42.7%).

Average Self-Reported Impact of Strengths Knowledge In a Number of Areas


INTERNATIONAL STUDENTS

CSE studentClass of 2016

“I am an international student…My Strengths and their knowledge beforehand helped me to sustain through some rough times at initial days and finally settle down well at the U. It gave

me immense faith and confidence in myself.”

CSE studentClass of 2015

“My strength of Connectedness helped

me to be able to connect with people from diverse

backgrounds very quickly and easily, especially when I’m an international student. Also, my Strength of Adaptability

made my transition into university life as an

international student much better.”

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

Domestic Students (n = 1,035) International Students (n = 39)

I believe Strengths has value for me now.

I believe Strengths will have value for meas I continue to progress in myundergraduate experience.

I believe Strengths will have value for meas I enter the workforce or continue myeducation.

International students reported that Strengths impacted them to a greater extent

than non-international students reported.

Areas of greater impact for international students included:

• Satisfaction with my undergraduate experience• Feeling like I belong on campus• Thinking about potential career paths• Academic achievement• Communicating effictively with others• Making decisions regarding major life events• Identifying, defining, and solving problems

Students’ Self-Reported Belief in the Value of Strengths at Various Points in Time


Strengths at the U is an initiative with wide-ranging impacts. The classes of 2015 and 2016 show positive effects of strengths awareness on measures of engagement, hope, and academic self-efficacy. These personal benefits have had positive effects on retention and grade point average, key indicators of academic success.

Although there are students who are unhappy with the focus on strengths as well as students who report negative experiences with strengths-based approaches, it appears that the majority of interactions with Strengths have been positive. In fact, the more students interact with their individualized strengths, the more positively they view their growing self-knowledge and its potential applications. Both official University programming and informal interactions have been cited as impactful, and many students in the Class of 2015, the first cohort in the initiative, are already reporting advantages when seeking work experiences and building toward future careers.

Assessment of the three-year pilot will continue throughout the spring 2014 semes-ter, and the Strengths at the U home page (www.strengths.umn.edu) will be updated with new findings and extensions of previous research.

CONCLUSIONS

CBS STUDENTClass of 2015

“Even though I became soooo sick of hearing about Strengths during Welcome Week, I have found that they actually have had a positive impact on how I view myself and other students. They have helped

me determine the best ways for me to study and be successful on an academic level as well. My best advice, then, is to stick with Strengths, even when you do not want to hear another word about them. They

will help you more than you think.”


REFERENCESAPPENDICESAppendix A: Limitations

Although the relationships discussed above are statistically sound and the number of respondents to the survey supports strong validity of our findings, the possibility of self-selection bias exists in large-scale evaluations of this type. Without the ability to require universal participation in the surveys, we stop short of making causal claims, and speak in terms of correlations and relationships. It is possible that only students who felt particularly strongly about Strengths participated in the assessments, which would result in biased (more extreme positive and negative) results, or perhaps a skewing of the results toward either positive or negative ends, depending on the true reaction to Strengths in the total student population.

It is also difficult to separate cause and effect in relationships such as the comparison between students’ belief in the positive impact of Strengths and the number and type of Strengths-related interactions they report. Increased numbers of Strengths-related interactions may improve students’ perceptions of Strengths and beliefs in the relevancy and impact of strengths-based approaches. However, it is also possible that students may be more likely to participate in a greater number of Strengths-related activities because of their pre-existing interest in or enthusiasm for strengths-based approaches to self-discovery.

A careful comparison of reported results from student surveys will reveal slight differences in the total “n” reported for various analyses. This is due to occasional participant non-response on individual survey items, and the resulting ability or inability to include those responses in calculations used for analysis. All reasonable efforts have been made to include all valid responses for the purposes of examination of the data.

It is also important to note that the three-year pilot does not allow for the examination of graduation rates or potential long term impacts in the job market or graduate school careers of our current undergraduates.


APPENDICESAppendix B: Survey Response Rates

Class of 2016(n = 5514)

2012 Mid-Year Survey (n = 1085*)

2012 End-of-Year Survey (n = 855*)

n % n % n %Male 2716 49.3 362 33.4 292 34.2Female 2798 50.7 723 66.6 563 65.8

American Indian 60 1.1 9 0.8 5 0.9

Asian 650 11.8 125 11.5 51 8.9Black 188 3.4 22 2.0 7 1.2Hawaiian 24 0.4 6 0.6 0 0.0Hispanic 155 2.8 21 1.9 15 2.6International 285 5.2 41 3.8 25 4.4White 4132 74.9 860 79.3 466 81.6Unknown 20 0.4 1 0.1 2 0.4

*Respondents who took less than half the survey were not included in this #.

Class of 2015(n = 5368)

2011 Mid-Year Survey (n = 1489*)

2011 End-of-Year Survey (n = 570*)

n % n % n %Male 2565 48.4 580 38.8 227 39.8Female 2803 52.2 913 61.2 343 60.2

American Indian 61 1.1 15 1.0 5 .9

Asian 573 10.7 144 9.7 51 8.9Black 203 3.8 46 3.1 7 1.2Hawaiian 18 .3 6 .4 0 0Hispanic 139 2.6 41 2.7 15 2.6International 310 5.8 62 4.2 25 4.4White 4045 75.4 1167 78.4 466 81.6Unknown 19 .4 8 .5 2 .4

*Respondents who took less than half the survey were not included in this #.


APPENDICESAppendix C: Effect Decomposition Model


APPENDICESAppendix D: Results of Regression Models


APPENDICESAppendix E: Alumna/Parent TestimonyStrengths Based Global LeadershipBy: Lisa Kermode

I strongly believe that people are enriched by understanding, and valuing differences in self and others is core to learning and building trust in self and in others. Also, building trust is the key to success in life and learning, as well as conducting business in the global economy and becoming a key contributor in any community. The University of Minnesota prides itself in developing students in an atmosphere of mutual respect, free from any form of intolerance that doesn’t support partnerships and advanced learning.

I am proud to say that I am an Alumni from the University of Minnesota Carlson School of Management. It wasn’t until after I graduated that I became exposed to the Strengths program and I regret not having that knowledge about myself and others earlier in life to truly have learned mutual respect and support of partnerships. I am pleased to hear that the University has incorporated the Strengths based undergraduate experience in its approach for delivering on its mission.

Background and Experiences:As a child and young adult, there were many times in my life that I did not feel like I fit in or that I was valued in a situation with people that were different than me – both in how my brain processed information and how I accomplished my goals. I don’t think I was the only one who had those unpleasant experiences.

The Strengths based learning experience provides people with the opportunity to build self-awareness and self-apprecia-tion, which in turn, builds the opportunity for valuing different styles, types, and personalities of others. It allows teams of unique and valuable talents to work together to achieve best results, not just in class, but across cities, communities, and broader borders.

Below are some examples of how I have applied Strengths to my success in business and personal life: •I have aligned teams for success achieving exponential results using Strengthsfinder methodology, resulting in fewer behavioral issues because they were happy using their natural talents every day. •I have used Strengths concepts as a leader of global and domestic teams to bridge the gap between the differ-ences that prohibit us from being successful in business and in life. I have witnessed unengaged and distrustful teams of unique individuals move to fully engaged and highly productive when allowed to understand and use their own strengths and appreciate the strengths and talent themes of others. The concepts work across race, ethnicity, and geographic bor-ders. •I have worked with Strengths concepts on non-profit boards to enhance the experience of giving back to our community in a non-threatening environment, allowing more time to be focused on goals and objectives vs. personalities. •I have raised four children using the Strengths concepts and I am pleased to say that all four of them are in post-secondary education today and building on the skills and talents that they genuinely appreciate and embrace about them-selves. As important, they are empowered as they appreciate the diverse talents and strengths of others and embrace them as friends, coworkers, and teammates.

I’m thankful that one of my children is a current student in the Carlson School of Management and I am hopeful that the University of Minnesota continues to explore opportunities to build learning opportunities around the Strengths based experience, both with the students and the educators.

As a global community with fewer people moving into the workforce in a short time, I believe that it will be very important that we teach our educators and the new generations how to be high performing, engaged, and effective. Understanding self will allow the students to move into careers that truly embellish their natural talents and desires which will ultimately set them up for success and highlight the University as one of the top learning institutions in the world.

About the Author :Lisa is an undergraduate University of Minnesota Alumni, with an MBA from the University of St. Thomas and currently works as a Human Capital Consultant for Seabury Group, LLC. Lisa has worked for global private and public companies including Carlson Companies, Cargill, UnitedHealth Group, and Best Buy. She has served on two nonprofit Board of Directors in the Minneapolis metropolitan area. Lisa is a Gallup certified Advanced Strengths Coach and has ap-plied the concepts in global leadership, 1:1 and team coaching, as well as parenting four children.


REFERENCES

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2. Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduc-tion. American Psychologist, 55, 5–14.

3. Soria, K. M., & Stubblefield, R. (in press). First-year college students’ strengths aware-ness: Building a foundation for student engagement and academic excellence. Journal of the First-Year Experience and Students in Transition.

4. Anderson, E. C. (2003). StrengthsQuest: Curriculum outline and learning activities. Omaha, NE: The Gallup Organization.

5. Stebleton, M. J., Soria, K. M., & Albecker, A. (2012). Integrating strengths-based educa-tion into a first-year experience curriculum. Journal of College and Character, 13(2), 1-8.

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7. Chemers, M. M., Hu, L., & Garcia, B. F. (2001). Academic self-efficacy and first-year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55-64.

8. Hausmann, L. R. M., Schofield, J., & Woods, R. (2007). Sense of belonging as a predictor of intentions to persist among African American and White first-year college students. Research in Higher Education, 48(7), 803–839.

9. Hoffman, M., Richmond, P. D. J., Morrow, J., & Salomone, P. D. K. (2002-2003). Investigating “sense of belonging” in first-year college students. Journal of College Student Retention: Research, Theory and Practice, 4(3), 227-256.

10. Harter, J.K., Schmidt, F.L., Killham, E.A., & Agrawal, S. (2009). Q12 meta analysis: The Relationship between engagement at work and organizational outcomes. Washington, D.C.: Gallup University Press.

11. Snyder, C. R., Harris, C., Anderson, J. R., Holleran, S. A., Irving, L. M., Sigmon, S. T., et al. (1991). The will and the ways: Development and validation of an individual-differences measure of hope. Journal of Personality and Social Psychology, 40(4), 570-585.

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