Abstract
Strengths-based approaches are expanding in higher education; however, little is known about the impacts of these approaches in housing and residence life settings. The purpose of this study was to examine the associations between first-year students' strengths interactions in housing and their engagement and retention. The results suggest that first-year students who had strengths-based discussions with community advisors and also participated in strengths-based programming in housing had significantly higher engagement and retention than did their peers.