In week 1 of my Health Education and Promotion (GCH 350-DL2) course, I intentionally design a multi-part assignment that establishes engagement and collaborative learning from the outset. 

Students complete the CliftonStrengths Assessment to develop self-awareness and then apply their results through a short audio or video introduction that encourages reflection, engagement, and authentic presence in our online classroom.  I use students’ strength profiles to intentionally pair them with a partner who possess complementary strengths, fostering collaborative learning and modeling interdisciplinary teamwork skills essential to health education practice.  Finally, a structured discussion response requirement ensures equitable peer interaction and early community building creating a supportive learning environment where every student feels seen, heard, and connected from the very first week.

This assignment reflects my teaching principles by demonstrating, from the first week of class, my commitment to actively engaging with students’ work and providing individualized, meaningful feedback. By incorporating the CliftonStrengths Assessment, I model how students can intentionally leverage their top five strengths to enhance both their academic performance and professional development, reinforcing a student-centered approach that fosters growth, self-awareness, and success.

• Use the link below to access the week 1 assignment prompt.

• Use the link below to access feedback I provided to a student in my Fall 2025 GCH 350-DL2 course.