Institution Vision
RIT will lead higher education in preparing students for successful
careers in a global society.
Institute Strategic
Dimensions
 Career Focus
 Student Success
 Scholarship
 Global Society
 Community
The Division of Student Affairs assumes a leadership role in
creating a campus environment that integrates the learning
experience which complements the academic curriculum. We
provide programs and services to enhance students' ability to learn
and develop the life skills necessary to become productive and
caring members of our global society.
Goal 1: Create and support an environment that values diversity and
promotes inclusiveness for all RIT students.
Goal 2: Promote collaboration and partnerships that focus on
opportunities for student growth, development and discovery.
Goal 3: Encourage and promote self-responsibility, leadership and
civic engagement among students.
Goal 4: Focus on planning, program development and enhancement
of services that support the central goal of student success at RIT.
Goal 5: Increase knowledge, access and utilization of programs and
services to students via enhanced communication including
technology.
Division of Student
Affairs Mission
Part 1
Division Goals
Center/Program Area The RIT Leadership Institute & Community Service
Center
Center/Program Area Vision
Students will become successful leaders in their careers
Mission or Vision
and communities. RIT graduates will be known for their
leadership ability and civic involvement, in addition to
their academic competence.
Part 2
Mission
The RIT Leadership Institute & Community Service
Center will assist students in developing critical
leadership skills for personal and career success and
encourage them to become civic minded, contributing
members of society, by partnering with RIT academic
and administrative units, alumnae, trustees, as well as
community leaders and organizations.
Strategic
Goal/Objective
Goal 3: Encourage and promote self-responsibility,
leadership and civic engagement among students.
Area of Focus
The RLI Certificate Program
Desired Outcomes
A. Students will improve their knowledge in each of
the seven competency areas
B. Students will changes their behavior in each of the
seven competencies to be more effective
C. Students will complete an application project that
demonstrates their use of each competency
Strategy
Each student will
complete
reflection
questions
Outcome (A, B,
C)
Outcome a, c
Part 3
Means of
Assessment
Qualitative
reflection
questions
Indirect or
Direct
Direct
Criteria for
Success
10 students will
complete all
certificate
requirements,
and comment on
their knowledge
in each area,
answer the
questions
successfully.
Results
Part 4
Use of Results
15 students
completed the
certificate
program and
completed
reflection
questions.
Reflections
indicate that all
students were
able to identify
areas of
improvement for
themselves and
describe what
they have learned
from
participating in
the program and
apply it to an
application
project.
Will determine if
programs and
competencies are
challenging
enough and
helpful, if not
may change
competencies,
program content
and requirements
and reflection
questions.
Based on
feedback and
reflection we will
be dividing the
program into two
certificates this
year, revising the
pre and posts test
content and
system.
Strategy
Each student will
complete a pre
and post test for
each session
Outcome (A, B,
C)
Outcome b
Part 3
Means of
Assessment
Quantitative pre
and post tests
Indirect or
Direct
Direct
Criteria for
Success
10 students will
demonstrate a
percentage
increase from the
pre to post tests
Results
Part 4
Use of Results
15 students
completed the
certificate and
student
participation in
all certificate
related programs
was over 650.
Attached is a
summary of what
students learned
in each
certificate
session based on
the pre and post
test results. We
learned that the
most learning for
participants
occurs in the
following
competencies:
interpersonal
communication,
ethical decision
making,
developing
emotional
intelligence and
cultural
We will be
creating set
lesson plans for
each competency
area and
improving the
quality of the
leadership roles
and styles
workshop and
the leadership
vision workshop.
By dividing the
program into two
certificates we
may add a new
competency to
each certificate.
Strategy
Outcome (A, B,
C)
Part 3
Means of
Assessment
Indirect or
Direct
Criteria for
Success
Results
Part 4
Use of Results
communication.
Competency
sessions that
need
improvement are:
leadership roles
and styles and
creating a
leadership vision.
Students
Center/Program Area
Division
Institute
Community
Part 5
Student who earned the certificate were awarded at the Leadership Institute closing dinner in May 2005.
Students that earned the certificate will be posted on our web page in Fall 2005. Certificate earners have
been asked in an evaluation form to comment on the program and share their ideas for improvement. One
student has responded to date.
Informed staff of the names of students that earned the certificate. Summer retreat to plan the certificate
program for next year.
Will inform division in the Fall of 2005 of students that completed the certificate program and introduce
new certificate program and ask for nominations. Also division reps will be part of summer retreat
planning.
Will inform colleges of students who have earned the certificate and solicit feedback about the program
from deans and staff in summer 2005.
No plan this year.
Upon completion of the Personal Leadership Vision Certificate Program, more than half of the students in attendance were able to
identify; significant experiences in their own lives that had shaped who they were as a leader, their personal strengths and weaknesses
as leaders, and what leadership roles their were talented in, what roles their preferred, their personal motivational characteristics, and
their passions.
“I have never really thought about this until today.”
“I am a good leader in setting an example, but I am not good at motivating others.”
The Interpersonal Communication Certificate Program helped 100% of the students in attendance to; identify and describe one model
of effective interpersonal communication, define the term “reflective or active” listening, how to effectively “people watch” and in
engage in perception checking, about the barriers to communication, to identify the difference between “defensive and non-defensive
communication”, to identify their personal strengths and weaknesses in regards to effective communication and how to improve the
skills that may be lacking.
“Eye contact, silence, space…..I learned about the barrier and I got information how to remove them using interpersonal
communication.”
The Teamwork and Group Dynamic Certificate Program also yielded quite positive results. Over 65% of the students in attendance
identified ways in which they could improve their personal effectiveness in a group, and after completing the session better understood
the importance of balancing the task of meeting needs of the people in the group. Over 75% of the students in attendance gained the
benefit of understanding what talents they each brought to the group and what roles they each played in the group or team. They also
learned the four stages of group development. 100% of the students learned and were able to identify the four aspects of group
dynamics.
“I thought I knew it, and I confirmed that but I also got a deeper meaning of it.”
“I can now better recognize and attack problems.”
Through its teachings the Leadership Roles and Styles Program helped over 50% of the students in attendance to; identify at least
three areas of strength in regards to their own personal leadership style, to identify the skills that are necessary to become an effective
leader, and to identify at least three skills and/or roles that they each needed to improve in order to become a more effective leader.
The Certificate Program also gave over 80% of the attendees the understanding and ability to identify the different roles that a leader
can play and the three different leadership styles that can be used.
“I learned today that there are much more than just good and bad leaders.”
“This helped me to identify my strengths and to recollect my leadership memories-team building-interpersonal relations.”
The Leadership Institute’s Ethical Decision Making Program taught over 90% of the students in attendance the ability to identify and
explain the two different models for ethical decision making. More than half of the students in attendance learned how to identify their
own values and understood how these values affected their leadership decision making. Approximately 70% of the attendees
understood the connection between making ethical decisions and the success of a leader, how their personal values could potentially
conflict with the values of their workplace/organization and some strategies to effectively manage those conflicts.
“Not of all of my decisions as a leader can be made by my own ethics, the ethics of others need to be considered.”
“A leader should see everyone’s opinion as well as his own and then make a decision which will be the best for the group.”
As the most popular certificate program the Developing Emotional Intelligence program was able to help over 85% of the attendees to
define emotional intelligence. All attendees were able to comprehend the five components of emotional intelligence. Over 85% of
students know understood that developing their personal emotional intelligence skills would help them to become a more effective
leader. All were able to identify their strengths and weakness of emotional intelligence and what strategies could be implemented in
order to improve their own emotional intelligence skills.
“I can improve my communication and learn not to jump to conclusions.”
“I can use my emotions to control myself in situations and understand how and why others are reacting to me.”
As the second most attended certificate program, the Cultural Communication program enlightened 92% of it’s attendees to the
explanation of “cultural communication”. Approximately 85% of the attendees were able to identify the skills need for effective
communication and approx. 55% were able to identify group norms and their impact on cultural communication. Over 75% of
students were able to recognize strategies that would help them to over cross cultural communication barriers and to identify at least
one area that they could improve in order to become a more culturally competent leader.
“I will first try to open my mind and get to know others and their cultures.”
“Listening and expressing yourself are two important skills.”