1. StrengthsQuest Education: Discover What You Do Best Nicholas Smith University of Michigan-Ann Arbor ACUI 2013

2. Goals Share transformation of a student organization leadership retreat into a strengths-based curriculum Provide a StrengthsQuest overview and related theoretical framework Discuss best StrengthsQuest practices

3. Leadership Connection Weeklong off-campus living-learning retreat 20 student organizations, 100 participants Promote intra-group and inter-group development Build resilient, collaborative relationships within and between organizations Discover how social justice issues are part of all organizations Think critically about how to advocate for change and create opportunities

4. Social Change Model of Leadership Development Collaboration Common Purpose Controversy with Civility Citizenship Consciousness of Self Congruence Commitment Group Values Individual ValuesCommunity Values CHANGE (Astin, 1996)

5. Individual Values Leading with Ethics Confronting Perceptions Social Identities Low Ropes Balance and Self-Care

6. Group Values Essentials of Program Planning and Partnerships Mission, Values, Goals Managing Conflict Reflection methods Student organization time

7. Community Values Bystander Training Campus Climate Collaboration Sessions Staying in Motion

8. ExecutingInfluencingRelationship Building Strategic Thinking AchieverActivatorAdaptabilityAnalytical ArrangerCommandConnectednessContext BeliefCommunicationDeveloperFuturistic ConsistencyCompetitionEmpathyIdeation DeliberativeMaximizerHarmonyInput DisciplineSelf-AssuranceIncluderIntellection FocusSignificanceIndividualizationLearner ResponsibilityWOOPositivityStrategic RestorativeRelator

9. Balconies & Basements

10. 5 Principles of Strengths-Based Education 1. Measurement of student characteristics includes strengths 2. Educators personalize the learning experience by practicing individualization 3. Networking with personal supporters of strengths development 4. Deliberate application of strengths within and outside the classroom 5. Intentional development of strengths requires that students actively seek out novel experiences and previously unexplored venues (Lopez, 2009)

11. StrengthsQuest in LC Curriculum Day 1 – Individual Values, Talents, What Makes Me Unique?, strengths map displayed of students Day 2 – Group Values, Strengths and how you use them Day 3 – Group and Community Values, How strengths interact in a group and how to do what you do best Day 4 – Community Values, Campus Climate Day 5 – Continuous development of strengths

12. Student Feedback about StrengthsQuest I loved the StrengthQuest Sessions. I was worried it would be another "leadership" seminar "blah blah" but it was very refreshing! StrengthsQuest activities were really interesting and eye-opening! I have a very different leadership style than my two counterparts, and it was good to have that tool help us understand one another better.

13. I think I learned the most from the StrengthsQuest activity. I really got to think about who I was and how I work, and how I could work with others. Finding out how to connect my personal strengths with our club's values to improve the effectiveness of our organization. Personally, the strengths quest was really helpful for me to better understand my own leadership qualities and also helped me define those qualities so that I can better communicate them to others. Strengthsquest and learning to change mentality to "stay in the balcony."

14. Complementary Partners “If any of [our leaders] had chosen to spend a lifetime trying to be ‘good enough’ at everything, it’s doubtful they would have made such an extraordinary impact. Instead, they’ve been wise enough to get the right strengths on their teams, and this has set up their organizations for continuous growth.”

15. Best Practices Evaluate the need of StrengthsQuest on campus. Determine what capacity would look like. Identify audience for strengths-based focus. Develop strategies to keep the conversation about strengths active after a training session. Hide not your talents They for use were made. What’s a sundial in the shade? ~Benjamin Franklin

16. Nicholas Smith University of Michigan Center for Campus Involvement uminvolvement@umich.edu 734-763-5900