1. Bringing Student Affairs and Faculty Together Through StrengthsQuest™ Melissa McGuire Director of New Student and Student Success University of North Texas TACUSPA – Fall 2009

2. What is StrengthsQuest™ A web-based strengths development program grounded in positive psychology Provides a mechanism for educators to help students discover and develop their strengths, based on their natural talents –The ways in which students naturally think, feel, and behave Students complete a 180-item assessment, resulting in their “Signature Themes,” or top 5 strengths.

3. What is StrengthsQuest™ Strength = Talent + Knowledge + Skills Although not a selection tool, can help guide student decisions from picking a major, leadership roles, and a profession. Unlike other personality assessments, like the “big five,” is they are often measurement models, as opposed to conceptual models. –Derived from factor analysis, not theories

4. Our End Goal Begin to build a strengths-based campus. To achieve, we knew we had to secure academic buy-in, beginning at faculty level. –Process of securing a faculty member

5. Early Challenges Cultural differences between student affairs and faculty –Culture of Evidence Lack of research on the effectiveness of SQ in academic arena, especially the classroom

6. Overcoming Challenges Searched teaching field to show how it could fit –Haskell (2003): In order for transfer of learning to occur, experiences, intentional instruction, and recognition of the learning into personal contexts must occur. Sought approval to fund faculty member to Educator Seminar hosted by Gallup Organization

7. How We Collaborate Year 1: –December 07: Initiated with PDS. Students came to meeting with SQ results Students completed self-reflection –March 08: Met with students in field to talk more about SQ and personalities –May 08: Met individually with each student for 30 minutes to better understand their understanding of SQ and its involvement in PDS.

8. How We Collaborate Year 1: –What we learned: Needed more time spent explaining purpose Needed to be tied more to what they were doing in class Beginning mid-year was not effective Less than half could even tell me their top 5

9. How We Collaborate Year 2 (2008-2009): –Began with students in April 2008 Introduced as teacher within PDS (1 of 4) Students introduced to SQ and purpose of it in PDS Students given code to complete by August –Met with students in August 30 minute round robins Students given “Teach With Your Strengths” Students presented top 5 Explanation of SQ and reiterated purpose Strengths Impact Measure completed

10. How We Collaborate Year 2 (2008-2009): –September, October, and November Once a month, held 30 minute sessions in the Language Arts class (part of PDS). SQ topics corresponded with lessons in class Exercises: –Learning Styles –Best of the Best –Critical Incidents –Secret to my Success/A New Perspective

11. How We Collaborate Year 2 (2008-2009): –December Students conduct a mid-year survey to gauge their understanding of SQ and its involvement in PDS –January – May Students complete student-teaching Periodically, articles and activities sent to students about SQ –May Students complete Strengths Impact Measure post-survey

12. Assessments Self-Reflection –Pre: Complete prior to taking SQ (April 08) –Post: End of first semester (December 08) Strengths Impact Measure –Pre: 2nd meeting (August 08) –Post: Last meeting of year (May 09) Mid-Year Survey –End of first semester Artifact Collection (New) –Personal Statements

13. Year 2 Findings Mid-Year Survey –3 questions, using a 5-point Likert scale, to better understand student’s understanding of why SQ is incorporated in PDS.

14. Year 2 Findings Strengths Impact Measure –t-test comparisons showed significant differences in 19 of the 48 areas measured.

15. Year 2 Findings Strengths Impact Measure Continued

16. Year 2 Findings Strengths Impact Measure Continued – Areas of significant decreases Ultimately, data provides an impression that the components of the PDS, which includes SQ, are helping students better understand themselves, and in relation to others.

17. Year 3 Based on findings, I was able to present an argument to become even more integrated into PDS. –Syllabus –Blackboard site –In first class meeting, had students for all 3 hours, instead of just 45 minutes to an hour. –Support students in field Fiesta Math Night

18. Impact with other Faculty During my study, the College of Public Affairs and Community Service was also testing SQ with their students on academic probation. –Findings were not significant; not enough student buy-in because it was voluntary. Now incorporating in a first-year course, using our materials. Meet monthly with academic representatives.

19. Recommendations Find academic partnerships that make sense. –Education –Public Administration and Community Service Have evidence on hand when approaching faculty Propose an assessment plan for your own partnership –IRB, publications, etc.

20. Recommendations Consider cohorts of students –Classroom cohorts –Leadership groups SGA Leadership Greek Councils Resident Assistants Taylor conversations to practical situations for students At least 3 touch points with student

21. For questions or additional information: Melissa McGuire Director of New Student and Student Success melissa.mcguire@unt.edu 940-565-2166