2016 ILEAD No Year

I-LEAD® Learning Outcomes

Overall, the key intended outcome of students participating in I-LEAD® is that they will be able to relate the meaning of community and its importance to the role of the college union and student activities back to their leadership experiences beyond the institute. It is also intended that participants will leave I-LEAD® with a sense of excitement, energy, and urgency to be innovative leaders in their own lives and on their campuses.

More specifically, as a result of attending I-LEAD®, participants will be able to…


  • Identify within themselves the skills for becoming leaders who can design and build a process for change. 
  • Recognize personal values and how their values relate to the values of their organization. 
  • Explore their potential as leaders, reflecting on the concept that leadership is a process not a position. 
  • Apply leadership theories and techniques, enabling them to model desired behaviors and teach through example. 
  • Act and lead with purpose and integrity, developing a personal set of ethics, morals, and values that are transferable to their campus positions. 
  • Be self-aware as an individual, as a leader, and as a group member through self-assessment and evaluation tools and group work. 
  • Negotiate challenging situations and achieve consensus, building political adeptness and understanding the importance of collaborative relationships among individuals and groups. 
  • Diffuse difficult situations through their knowledge of problem-solving methods and techniques, helping to protect dissenting voices and reaching group consensus. 
  • Sustain momentum on their return to campus to provide innovative and motivating leadership. 
  • Develop a compelling organizational vision based on needs and values. 
  • Develop an individual vision for themselves as leaders. 
  • Facilitate discussions about planning and goal-setting to develop action plans toward achieving this organizational vision. 
  • Recognize that they are part of something larger than their individual groups/campuses. 


  • Exchange information effectively through verbal and nonverbal symbols and behaviors. 
  • Be confident in expressing their thoughts in clear and appropriate manners. 
  • Relate to different interpersonal communication styles through an understanding of leadership theories and practices. 
  • Recognize the emotions of others displayed through words, tone, and nonverbal feedback. 
  • Demonstrate an appreciation for others’ feelings, opinions, and perspectives when working with a team. 
  • Move a group toward consensus, effectively solve problems, and accomplish tasks by evoking active participation from group members. 
  • Plan and structure situations to maximize the success of a desired outcome. 

Intercultural Proficiency:

  • Interact, communicate, and understand persons with diverse social identities, including race, ethnicity, country of origin, age, religion, gender identity, sexual orientation, physical ability, and socio-economic status. 
  • Recognize issues of cross-cultural sensitivity, transferring this knowledge to create programs/services related to intercultural development on their campus. 
  • Ask questions and clearly communicate with others about different perspectives to reduce the negative impacts of making assumptions. 
  • Develop a more pluralistic lens toward leadership and community development, exploring leadership perspectives as they relate to different social identities.

Additional Outcomes:

  • Foster a healthy community on their campus. 
  • Articulate the importance of personal balance and wellness. 
  • Demonstrate knowledge of the scope and management of projects (e.g., goals, structure, timeline, delegation, monitoring, project completion, and evaluation). 
  • Exercise responsible stewardship of resources to complete successful projects. 
  • Develop effective collaborative relationships with a variety of community constituents. 
  • Share and implement new ideas based on networking and information-sharing with other student leader peers. 
  • Recognize the characteristics of collegiate environments and how person-environment interactions affect individual and group development. 

Note: These learning outcomes are based on the ACUI core competencies and associated skill sets. 


Check out these links to learn more: 

Updated Dec. 21, 2015