Embedding strengths-based learning in career development for trades students

Sara McLinden, Shari Walsh School of Interdisciplinary Studies  

This pilot study explored how a strengths-based approach could support student success in CDEV1820: Career Launch, a required course for students in trades and technology programs at Conestoga College. By integrating the Gallup CliftonStrengths assessment into course delivery, the project examined how this framework might enhance academic confidence, career clarity, and student engagement, especially in hands-on programs where reflective and interpersonal skills are often overlooked. 

Using a mixed-methods design, the study gathered feedback from 17 students through surveys and qualitative responses. Students reported that the strengths-based approach improved their academic decision-making, self-awareness, and confidence. Quantitative findings highlighted strong agreement in areas such as program selection, goal setting, and real-world application of personal strengths. The project resulted in a scalable model for incorporating CliftonStrengths into curriculum, with implications for improving student retention and career development outcomes. 

Next steps include expanding the model to other career courses, supporting faculty development, and integrating strengths-based practices across advising and student services. The research team also plans to conduct longitudinal studies to track long-term impact, with a focus on supporting underrepresented learners through more personalized and empowering educational experiences. 

This project draws on research supported by the Social Sciences and Humanities Research Council.