COM

MUN

ITY/

SOCIE

TY LEVEL

The

valu

es a

nd a

ctio

ns o

f ind

ivid

uals, t

eam

s, an

d org

anizat

ions

inte

ract

with

and

affe

ct th

e bro

ader

com

mun

ities

in w

hich

they

are

situ

ated

. Le

ader

s ar

e ro

le m

odels an

d influ

ence

rs w

ith sev

eral c

omm

uniti

es sim

ulta

neous

ly, a

nd m

ust p

osses

s sk

ills an

d attitu

des c

onsist

ent w

ith suc

cess

in th

is la

rger

cont

ext.

PERSONAL/

SELF L

EVEL Th

e pra

ctice

of effe

ctive

lead

ersh

ip b

egin

s w

ithin

one

self. L

eader

s work

to d

evel

op a set

of i

ndiv

idua

l skills

and

attitu

des n

eces

sary

for b

eing

pro

ductiv

e m

ember

s of s

ociet

y. O

RGANIZ

ATION L

EVEL Sig

nific

ant a

ccom

plishm

ents

ach

ieve

d with

in o

rgan

izat

ions

are

the

resu

lt of t

eam

s in

tera

ctin

g

toget

her.

Lea

ders m

ust n

avig

ate

syst

ems an

d influ

ence

peo

ple w

hen

they

do n

ot hav

e in

terp

erso

nal r

elat

ions

hips

with

all oth

ers.

INTERPERSO

NAL/

TEAM

LEVEL

Effect

ive

lead

ersh

ip re

quire

s work

ing w

ith a

nd in

fluen

cing

oth

ers to

ach

ieve

com

mon

goals an

d sha

red v

isio

n. L

eader

s ne

ed to

dev

elop s

kills

for b

uild

ing p

erso

nal,

auth

entic

, and

pro

ductiv

e re

latio

nshi

ps. CO

MM

UNIT

Y/SO

CIETY L

EVEL Th

e va

lues

and

act

ions

of i

ndiv

idua

ls, t

eam

s, an

d org

anizat

ions

inte

ract

with

and

affe

ct th

e

broad

er c

omm

uniti

es in

whi

ch th

ey a

re situ

ated

. Le

ader

s ar

e ro

le m

odels an

d influ

ence

rs w

ith sev

eral c

omm

uniti

es sim

ulta

neous

ly, a

nd m

ust p

osses

s sk

ills an

d

attit

udes

cons

isten

t with

suc

cess

in th

is la

rger

cont

ext.

PERSONAL/

SELF L

EVEL Th

e pra

ctice

of effe

ctive

lead

ersh

ip b

egin

s w

ithin

one

self. L

eader

s work

to d

evel

op a

set o

f ind

ivid

ual s

kills

and

attitu

des n

eces

sary

for b

eing

pro

ductiv

e m

ember

s of s

ociet

y. O

RGANIZ

ATION L

EVEL Sig

nific

ant a

ccom

plishm

ents

ach

ieve

d with

in

organ

izat

ions

are

the

resu

lt of t

eam

s in

tera

ctin

g toget

her.

Lea

ders m

ust n

avig

ate

syst

ems an

d influ

ence

peo

ple w

hen

they

do n

ot hav

e in

terp

erso

nal r

elat

ions

hips

with

all o

ther

s. IN

TERPERSONAL/

TEAM

LEVEL

Effect

ive

lead

ersh

ip re

quire

s work

ing w

ith a

nd in

fluen

cing

oth

ers to

ach

ieve

com

mon

goals an

d sha

red v

isio

n. L

eader

s ne

ed

to d

evel

op skills

for b

uild

ing p

erso

nal, au

then

tic, a

nd p

roduc

tive

relatio

nshi

ps. CO

MM

UNIT

Y/SO

CIETY L

EVEL Th

e va

lues

and

act

ions

of i

ndiv

idua

ls, t

eam

s, an

d

organ

izat

ions

inte

ract

with

and

affe

ct th

e bro

ader

com

mun

ities

in w

hich

they

are

situ

ated

. Le

ader

s ar

e ro

le m

odels an

d influ

ence

rs w

ith sev

eral c

omm

uniti

es

sim

ulta

neous

ly, a

nd m

ust p

osses

s sk

ills an

d attitu

des c

onsist

ent w

ith suc

cess

in th

is la

rger

cont

ext.

PERSONAL/

SELF L

EVEL Th

e pra

ctice

of effe

ctive

lead

ersh

ip b

egin

s

with

in o

nese

lf. L

eader

s work

to d

evel

op a set

of i

ndiv

idua

l skills

and

attitu

des n

eces

sary

for b

eing

pro

ductiv

e m

ember

s of s

ociet

y. O

RGANIZ

ATION L

EVEL Sig

nific

ant

acco

mplis

hmen

ts a

chieve

d with

in o

rgan

izat

ions

are

the

resu

lt of t

eam

s in

tera

ctin

g toget

her.

Lea

ders m

ust n

avig

ate

syst

ems an

d influ

ence

peo

ple w

hen

they

do n

ot

have

inte

rper

sona

l rel

atio

nshi

ps w

ith a

ll oth

ers.

INTERPERSO

NAL/

TEAM

LEVEL

Effect

ive

lead

ersh

ip re

quire

s work

ing w

ith a

nd in

fluen

cing

oth

ers to

ach

ieve

com

mon

goals an

d sha

red v

isio

n. L

eader

s ne

ed to

dev

elop s

kills

for b

uild

ing p

erso

nal, au

then

tic, a

nd p

roduc

tive

relatio

nshi

ps. CO

MM

UNIT

Y/SO

CIETY L

EVEL Th

e va

lues

and

actio

ns o

f ind

ivid

uals, t

eam

s, an

d org

anizat

ions

inte

ract

with

and

affe

ct th

e bro

ader

com

mun

ities

in w

hich

they

are

situ

ated

. Le

ader

s ar

e ro

le m

odels an

d influ

ence

rs

with

sev

eral c

omm

uniti

es sim

ulta

neous

ly, a

nd m

ust p

osses

s sk

ills an

d attitu

des c

onsist

ent w

ith suc

cess

in th

is la

rger

cont

ext.

PERSONAL/

SELF L

EVEL Th

e pra

ctice

of

effe

ctive

lead

ersh

ip b

egin

s w

ithin

one

self. L

eader

s work

to d

evel

op a set

of i

ndiv

idua

l skills

and

attitu

des n

eces

sary

for b

eing

pro

ductiv

e m

ember

s of s

ociet

y.

ORG

ANIZ

ATION L

EVEL Sig

nific

ant a

ccom

plishm

ents

ach

ieve

d with

in o

rgan

izat

ions

are

the

resu

lt of t

eam

s in

tera

ctin

g toget

her.

Lea

ders m

ust n

avig

ate

syst

ems an

d

influ

ence

peo

ple w

hen

they

do n

ot hav

e in

terp

erso

nal r

elat

ions

hips

with

all oth

ers.

INTERPERSO

NAL/

TEAM

LEVEL

Effect

ive

lead

ersh

ip re

quire

s work

ing w

ith a

nd

influ

encing

oth

ers to

ach

ieve

com

mon

goals an

d sha

red v

isio

n. L

eader

s ne

ed to

dev

elop s

kills

for b

uild

ing p

erso

nal, au

then

tic, a

nd p

roduc

tive

relatio

nshi

ps.

COM

MUN

ITY/

SOCIE

TY LEVEL

The

valu

es a

nd a

ctio

ns o

f ind

ivid

uals, t

eam

s, an

d org

anizat

ions

inte

ract

with

and

affe

ct th

e bro

ader

com

mun

ities

in w

hich

they

are

situ

ated

. Le

ader

s ar

e ro

le m

odels an

d influ

ence

rs w

ith sev

eral c

omm

uniti

es sim

ulta

neous

ly, a

nd m

ust p

osses

s sk

ills an

d attitu

des c

onsist

ent w

ith suc

cess

in th

is la

rger

cont

ext.

PERSONAL/

SELF L

EVEL Th

e pra

ctice

of effe

ctive

lead

ersh

ip b

egin

s w

ithin

one

self. L

eader

s work

to d

evel

op a set

of i

ndiv

idua

l skills

and

attitu

des n

eces

sary

for b

eing

pro

ductiv

e m

ember

s of s

ociet

y. O

RGANIZ

ATION L

EVEL Sig

nific

ant a

ccom

plishm

ents

ach

ieve

d with

in o

rgan

izat

ions

are

the

resu

lt of t

eam

s in

tera

ctin

g

toget

her.

Lea

ders m

ust n

avig

ate

syst

ems an

d influ

ence

peo

ple w

hen

they

do n

ot hav

e in

terp

erso

nal r

elat

ions

hips

with

all oth

ers.

INTERPERSO

NAL/

TEAM

LEVEL

Effect

ive

lead

ersh

ip re

quire

s work

ing w

ith a

nd in

fluen

cing

oth

ers to

ach

ieve

com

mon

goals an

d sha

red v

isio

n. L

eader

s ne

ed to

dev

elop s

kills

for b

uild

ing p

erso

nal,

auth

entic

, and

pro

ductiv

e re

latio

nshi

ps. CO

MM

UNIT

Y/SO

CIETY L

EVEL Th

e va

lues

and

act

ions

of i

ndiv

idua

ls, t

eam

s, an

d org

anizat

ions

inte

ract

with

and

affe

ct th

e

broad

er c

omm

uniti

es in

whi

ch th

ey a

re situ

ated

. Le

ader

s ar

e ro

le m

odels an

d influ

ence

rs w

ith sev

eral c

omm

uniti

es sim

ulta

neous

ly, a

nd m

ust p

osses

s sk

ills an

d

attit

udes

cons

isten

t with

suc

cess

in th

is la

rger

cont

ext.

PERSONAL/

SELF L

EVEL Th

e pra

ctice

of effe

ctive

lead

ersh

ip b

egin

s w

ithin

one

self. L

eader

s work

to d

evel

op a

set o

f ind

ivid

ual s

kills

and

attitu

des n

eces

sary

for b

eing

pro

ductiv

e m

ember

s of s

ociet

y. O

RGANIZ

ATION L

EVEL Sig

nific

ant a

ccom

plishm

ents

ach

ieve

d with

in

organ

izat

ions

are

the

resu

lt of t

eam

s in

tera

ctin

g toget

her.

Lea

ders m

ust n

avig

ate

syst

ems an

d influ

ence

peo

ple w

hen

they

do n

ot hav

e in

terp

erso

nal r

elat

ions

hips

with

all o

ther

s. IN

TERPERSONAL/

TEAM

LEVEL

Effect

ive

lead

ersh

ip re

quire

s work

ing w

ith a

nd in

fluen

cing

oth

ers to

ach

ieve

com

mon

goals an

d sha

red v

isio

n. L

eader

s ne

ed

to d

evel

op skills

for b

uild

ing p

erso

nal, au

then

tic, a

nd p

roduc

tive

relatio

nshi

ps. CO

MM

UNIT

Y/SO

CIETY L

EVEL Th

e va

lues

and

act

ions

of i

ndiv

idua

ls, t

eam

s, an

d

organ

izat

ions

inte

ract

with

and

affe

ct th

e bro

ader

com

mun

ities

in w

hich

they

are

situ

ated

. Le

ader

s ar

e ro

le m

odels an

d influ

ence

rs w

ith sev

eral c

omm

uniti

es

sim

ulta

neous

ly, a

nd m

ust p

osses

s sk

ills an

d attitu

des c

onsist

ent w

ith suc

cess

in th

is la

rger

cont

ext.

PERSONAL/

SELF L

EVEL Th

e pra

ctice

of effe

ctive

lead

ersh

ip b

egin

s

with

in o

nese

lf. L

eader

s work

to d

evel

op a set

of i

ndiv

idua

l skills

and

attitu

des n

eces

sary

for b

eing

pro

ductiv

e m

ember

s of s

ociet

y. O

RGANIZ

ATION L

EVEL Sig

nific

ant

acco

mplis

hmen

ts a

chieve

d with

in o

rgan

izat

ions

are

the

resu

lt of t

eam

s in

tera

ctin

g toget

her.

Lea

ders m

ust n

avig

ate

syst

ems an

d influ

ence

peo

ple w

hen

they

do n

ot

have

inte

rper

sona

l rel

atio

nshi

ps w

ith a

ll oth

ers.

INTERPERSO

NAL/

TEAM

LEVEL

Effect

ive

lead

ersh

ip re

quire

s work

ing w

ith a

nd in

fluen

cing

oth

ers to

ach

ieve

com

mon

goals an

d sha

red v

isio

n. L

eader

s ne

ed to

dev

elop s

kills

for b

uild

ing p

erso

nal, au

then

tic, a

nd p

roduc

tive

relatio

nshi

ps. CO

MM

UNIT

Y/SO

CIETY L

EVEL Th

e va

lues

and

actio

ns o

f ind

ivid

uals, t

eam

s, an

d org

anizat

ions

inte

ract

with

and

affe

ct th

e bro

ader

com

mun

ities

in w

hich

they

are

situ

ated

. Le

ader

s ar

e ro

le m

odels an

d influ

ence

rs

with

sev

eral c

omm

uniti

es sim

ulta

neous

ly, a

nd m

ust p

osses

s sk

ills an

d attitu

des c

onsist

ent w

ith suc

cess

in th

is la

rger

cont

ext.

PERSONAL/

SELF L

EVEL Th

e pra

ctice

of

effe

ctive

lead

ersh

ip b

egin

s w

ithin

one

self. L

eader

s work

to d

evel

op a set

of i

ndiv

idua

l skills

and

attitu

des n

eces

sary

for b

eing

pro

ductiv

e m

ember

s of s

ociet

y.

ORG

ANIZ

ATION L

EVEL Sig

nific

ant a

ccom

plishm

ents

ach

ieve

d with

in o

rgan

izat

ions

are

the

resu

lt of t

eam

s in

tera

ctin

g toget

her.

Lea

ders m

ust n

avig

ate

syst

ems an

d

influ

ence

peo

ple w

hen

they

do n

ot hav

e in

terp

erso

nal r

elat

ions

hips

with

all oth

ers.

INTERPERSO

NAL/

TEAM

LEVEL

Effect

ive

lead

ersh

ip re

quire

s work

ing w

ith a

nd

influ

encing

oth

ers to

ach

ieve

com

mon

goals an

d sha

red v

isio

n. L

eader

s ne

ed to

dev

elop s

kills

for b

uild

ing p

erso

nal, au

then

tic, a

nd p

roduc

tive

relatio

nshi

ps.

COM

MUN

ITY/

SOCIE

TY LEVEL

The

valu

es a

nd a

ctio

ns o

f ind

ivid

uals, t

eam

s, an

d org

anizat

ions

inte

ract

with

and

affe

ct th

e bro

ader

com

mun

ities

in w

hich

they

are

situ

ated

. Le

ader

s ar

e ro

le m

odels an

d influ

ence

rs w

ith sev

eral c

omm

uniti

es sim

ulta

neous

ly, a

nd m

ust p

osses

s sk

ills an

d attitu

des c

onsist

ent w

ith suc

cess

in th

is la

rger

cont

ext.

PERSONAL/

SELF L

EVEL Th

e pra

ctice

of effe

ctive

lead

ersh

ip b

egin

s w

ithin

one

self. L

eader

s work

to d

evel

op a set

of i

ndiv

idua

l skills

and

attitu

des n

eces

sary

for b

eing

pro

ductiv

e m

ember

s of s

ociet

y. O

RGANIZ

ATION L

EVEL Sig

nific

ant a

ccom

plishm

ents

ach

ieve

d with

in o

rgan

izat

ions

are

the

resu

lt of t

eam

s in

tera

ctin

g

toget

her.

Lea

ders m

ust n

avig

ate

syst

ems an

d influ

ence

peo

ple w

hen

they

do n

ot hav

e in

terp

erso

nal r

elat

ions

hips

with

all oth

ers.

INTERPERSO

NAL/

TEAM

LEVEL

Effect

ive

lead

ersh

ip re

quire

s work

ing w

ith a

nd in

fluen

cing

oth

ers to

ach

ieve

com

mon

goals an

d sha

red v

isio

n. L

eader

s ne

ed to

dev

elop s

kills

for b

uild

ing p

erso

nal,

auth

entic

, and

pro

ductiv

e re

latio

nshi

ps. CO

MM

UNIT

Y/SO

CIETY L

EVEL Th

e va

lues

and

act

ions

of i

ndiv

idua

ls, t

eam

s, an

d org

anizat

ions

inte

ract

with

and

affe

ct th

e

broad

er c

omm

uniti

es in

whi

ch th

ey a

re situ

ated

. Le

ader

s ar

e ro

le m

odels an

d influ

ence

rs w

ith sev

eral c

omm

uniti

es sim

ulta

neous

ly, a

nd m

ust p

osses

s sk

ills an

d

attit

udes

cons

isten

t with

suc

cess

in th

is la

rger

cont

ext.

PERSONAL/

SELF L

EVEL Th

e pra

ctice

of effe

ctive

lead

ersh

ip b

egin

s w

ithin

one

self. L

eader

s work

to d

evel

op a

set o

f ind

ivid

ual s

kills

and

attitu

des n

eces

sary

for b

eing

pro

ductiv

e m

ember

s of s

ociet

y. O

RGANIZ

ATION L

EVEL Sig

nific

ant a

ccom

plishm

ents

ach

ieve

d with

in

organ

izat

ions

are

the

resu

lt of t

eam

s in

tera

ctin

g toget

her.

Lea

ders m

ust n

avig

ate

syst

ems an

d influ

ence

peo

ple w

hen

they

do n

ot hav

e in

terp

erso

nal r

elat

ions

hips

with

all o

ther

s. IN

TERPERSONAL/

TEAM

LEVEL

Effect

ive

lead

ersh

ip re

quire

s work

ing w

ith a

nd in

fluen

cing

oth

ers to

ach

ieve

com

mon

goals an

d sha

red v

isio

n. L

eader

s ne

ed

to d

evel

op skills

for b

uild

ing p

erso

nal, au

then

tic, a

nd p

roduc

tive

relatio

nshi

ps. to

ach

ieve

com

mon

goals an

d sha

red v

isio

n. L

eader

s ne

ed to

dev

elop s

kills

for b

uild

ing

perso

nal, au

then

tic, a

nd p

roduc

tive

relatio

nshi

ps. CO

MM

UNIT

Y/SO

CIETY L

EVEL Th

e va

lues

and

act

ions

of i

ndiv

idua

ls, t

eam

s, an

d org

anizat

ions

inte

ract

with

and

affe

ct

the

broad

er c

omm

uniti

es in

whi

ch th

ey a

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ANNUAL OUTCOMES REPORT2016-2017

217.333.0604

Illini Union, Room 290

leadership@illinois.edu

www.leadership.illinois.edu

Table of Contents

2Inclusion

10Intersect

6Insight

14Leadership Certificate

4Innovation

12Imprint

8Integrity

16Workshops

1

17The Institute® by Leadershape®

Inclusion: 2016-2017

Program Overview The Inclusion i-Programs took place on 9/10/16, and 1/28/17. A total of 177 students attended and 98% completed the

post-program assessment. The 6-hr curriculum addressed the concepts of culture, social identities, and power/privilege.

The assessment examined participants’ learning, prior experience discussing issues of diversity and inclusion, curriculum

components, and strategies for improvement. A full copy of the assessment report is available upon request.

What are students learning? Students indicated that they were able to learn and gain a greater appreciation and understanding of different identities.

One student stated, “I liked the thought we put into things we never consider: privilege, identity, social constructs,

microagression, etc.” Likewise, students indicated that they had obtained a more in-depth conception of culture and its

impact of leadership in the work place. Many indicated that the program had amplified their cultural identity, and self-

knowledge as it pertains to diversity and personal leadership style. 90% found the program to be a valuable learning

experience and 93% indicated they would use what they learned in their college life.

Key Learning Outcomes Inclusion

1/30/17

I have a greater understanding of my social identities and personal privilege. 95%

I can describe the difference between equality and equity. 98%

I have a better understanding of how my identity impacts my leadership. 93%

I have a greater understanding of how leadership is practiced around the world. 72%

I am better able to engage in dialogue with those who have different social identities that myself 84%

Additional Program Outcomes

My small group facilitator encouraged participation from all group members. 98%

I would recommend Inclusion to a friend. 84%

I would attend another program offered by ILC. 81%

Overall, I found Inclusion to be a valuable learning experience. 90%

I will use what I learned today in my college life. 93%

This experience made me a better leader. 89%

“LEARNING ABOUT MY SOCIAL IDENTITIES AND MAKING ME MORE AWARE OF THEM.” - Woman, Asian American, Senior

“MORE FOCUS ON HOW TO TAKE PRIVILEGE AND USE IT AS AN INCLUSIVE LEADER.” - Man, International, Senior

“I LIKED THAT THIS PROGRAM GOT ME THINKING ABOUT TOPICS SUCH AS PRIVILEGE AND SOCIAL IDENTITY THAT I OTHERWISE WOULD NOT HAVE THOUGHT MUCH ABOUT.”

– Man, Black, Sophomore

“I LEARNED ABOUT HOW TO RESPECT OTHERS FROM DIFFERENT BACKGROUND AND CULTURE” -- Man, Asian American, Senior

2

Able to describethe difference

between equity& equality

98%

Inclusion2016-2017

Understandhow leadership

is practicedglobally

72%

LEARNING OUTCOMES 95%

have a greaterunderstanding

of  theirpersonalprivilege

93%Better

understand howidentity impacts

individualleadership

84%Better able to

engage indialogue across

difference

95%Have a greaterunderstanding

of their personalprivilege

Inclusion is a 6-hour program designed to explore concepts of equality, equity,and bias as they relate to leadership.  The program includes interactive

activities, self-re�ection, and group discussion to enhance personal awarenessand promote increased dialogue across and about difference.

UIUC STUDENTS

STUDENT EXPERIENCE“I liked that this program

got me thinking abouttopics such as privilege and

social identity, that Iotherwise would not have

thought much about.”- Man, Sophomore, African American

"I loved learning aboutsocial identity,

language, and culture"-Woman, Senior, Asian-American

“I became more open andunderstanding towards

others.”- Woman, Sophomore, International (China)

FOUND INCLUSION TO BE A VALUABLELEARNING EXPERIENCE

DISCUSSION TOPICS:MICROAGRESSIONS UNCONSCIOUS BIAS PRIVILEGE INTERCULTURAL COMMUNICATION

PARTICIPANTS

CLA

SS Y

EAR

GEN

DER WOMEN: 69%

MEN: 30% TRANS: <1%

RACE

/ETH

NIC

ITY

WHITE: 33% INTER. 30% ASIAN: 25% LATINX: 5% BLACK:4% MULTI: 4%

FRESH: 24% SOPH: 32%

JUNIOR: 19% SENIOR: 24% GRAD: <1%

n=174, 98% RESPONSE RATE

Innovation: 2016-2017

Program Overview Innovation took place on November 5, 2016, and April 1, 2017. A total of 184 students attended and 98% completed

the post-program assessment. The curriculum addressed the concepts of innovation, problem solving, creativity, and

teamwork. The assessment examined participant’s learning, curriculum components, and strategies for improvement.

Upon completion of the fall program, the curriculum was adapted to better meet the needs of students by including

more active learning experiences, new team components and increased reflection.

What are students learning? Students reported the experience allowed them to grow as leaders by analyzing what they could offer to their

registered student organizations (RSO’s), classroom, project, and the campus community. One student stated, “[the i-

program] allows you to understand the importance of adaptability and innovation, and how and when to utilize

them. Many indicated that the program had given them a better appreciation for problem solving and creativity in

organizations. 77% found the program to be a valuable learning experience and 76% indicated they would use what they

learned throughout their collegiate matriculation.

Key Learning Outcomes Innovation Average

Innovation 11/5/16

Innovation 4/1/17

I can identify my personal problem solving style. 90% 88% 92%

I can distinguish between the various problem solving style domains. 90% 87% 92%

I developed skills to enhance my ability to problem solve. 72% 67% 78%

I have a better appreciation for diversity and creativity in organizations. 86% 82% 89%

I can articulate the importance of team diversity and creativity. 91% 90% 91%

I learned strategies to enhance creativity in organizations. 79% 75% 82%

Additional Program Outcomes

I would recommend Innovation to a friend. 77% 70% 85%

Overall, I found Innovation to be a valuable learning experience. 77% 67% 86%

I will use what I learned today in my college life. 76% 70% 81%

I would attend another program offered by the ILC. 69% 69% NA

This experience made me a better leader. 65% 60% 70%

Please rate your overall experience (Excellent and Great). 82% 76% 88%

“A GREAT I-PROGRAM, WHICH CAN TEACH YOU ABOUT DIFFERENT WAYS OF PROBLEM SOLVING AND HELP YOU LEARN ABOUT YOUR OWN WAY OF PROBLEM SOLVING.”

- Man, Freshman, Asian American

“VERY INTERESTING FOR CHALLENGING THE STATUS-QUO WAY OF PROBLEM SOLVING. IT ALSO HELPS UNDERSTAND YOUR TECHNIQUES OF SOLVING BETTER.” - Man, Sophomore, International

“I REALLY ENJOYED THE AGENDA/TIME MANAGEMENT. THERE WAS NEVER A MOMENT I FELT BORED. KAI ACTIVITIES WERE ALSO REALLY EYE-OPENING.” – Woman, Junior, White

“A PLACE TO LEARN ABOUT DIFFERENT PROBLEM SOLVING STRATEGIES TO BRING ABOUT MORE DIVERSE IDEAS.” – Man, Native Hawaiian/Pacific Islander

4

INNOVATION2016-2017

90%can identify theirpersonal problemsolving style

184 participantsover 2 sessions

90%can distinguishbetween problemsolving domains

86%had increasedappreciation fordiversity inorganizations

90%learned strategies toenhance creativity inorganizations

82% rated asExcellent/Good

LEARNINGOUTCOMES

76%planned to usewhat theylearned incollege

"[Innovation] is aprogram to help you

better understand yourinnovation style and howyou can maximize your

creativity."-Man, Sophomore, COB

Data collected from program evaluation (n = 180, 99.4% response rate)

GENDER65:35Women:Men

COLLEGEBusiness - 38%LAS - 30%ENG - 9%

RACEAsianBlackLatinxInternationalMulti-RaceWhite

ETHNICITY

13%3%1%33%6%25%

CURRICULUMCOMPONENTS

Creating aPersonal Plan Marshmallow Challenge Apollo 13Discussion &Challenge Start - Stop -ContinueRe�ection

6.1 5.8 5.5  5.4

1. 2. 3.  4.

Top 4 rated sections, means on a 7-pt scale

Insight: 2016-2017

Program Overview Insight allows students to discover their individual strengths, values, and social identities. Students are able to explore how these strengths contribute to individual leadership styles. The curriculum draws upon the research of Clifton, Anderson, Schreiner (2006), Cramer & Wasiak (2006), and Johnson (2006). Insight was a 6-hour program, offered three times during the 2016-2017 academic year (10/15/16, 1/21/17 & 2/4/17). A total of 259 students attended and 99% completed the post-program assessment.

What are students learning? Students indicated that they had learning gains in self-knowledge and their ability to become effective leaders because of the StrenghtsQuest assessment tool provided before the start of the program. Therefore, 84% found the program to be a valuable learning experience and 79% indicated they would use what they learned in their daily lives. Participants also indicated that the small group discussions and the variety of activities throughout the program assisted in their ability to understand themselves as leaders, how to value and hone in on strengths, and how to apply it to their personal and professional lives. Additionally, 90% of student responded that they became more self-aware and found the program to be overall an excellent and good experience (87%).

Key Learning Outcomes Insight Average

Insight: 10/15/16

Insight: 1/21/17

Insight 2/4/17

I am able to articulate my signature strengths. 96% 98% 90% 100% I am more self-aware. 90% 89% 86% 95% I am better able to recognize the role personal values play in the practice of leadership. 88% 85% 90% 88%

Insight increased my ability to reflect on feedback. 76% 72% 73% 83% Additional Program Outcomes My small group facilitator encouraged participants from all group members. 92% 94% 88% 95%

I would recommend Insight to a friend. 77% 72% 75% 84% I would attend another program offered by the ILC. 73% 66% 75% 79% Overall, I found Insight to be a valuable learning experience. 81% 83% 80% 80% I will use what I learned today in my college life. 84% 86% 80% 86% This experience made me a better leader. 79% 77% 70% 90% Please rate your overall experience (Excellent and great). 87% 87% 81% 94%

“[FROM] THE VALUES LIST I LEARNED MORE ABOUT MYSELF, MY VALUES. I LEARNED HOW MY VALUES CAN TRANSCEND THROUGH MY EVERYDAY (PERSONAL AND PROFESSIONAL) LIFE AND HOW IT CAN BENEFIT MY FUTURE BEHAVIOR AND ACTIONS”

- Women, Junior, Business Major

“[INSIGHT] MADE ME REALIZE THAT I ACTUALLY CAN BE GOOD AT MAKING FRIENDS AND I'M NOT AS SHY AS I THOUGHT I WAS. BE INTERESTED IN OTHER PEOPLE!”

– Woman, Asian American, Freshman “IT [INSIGHT] MADE ME BECOME MORE SELF-AWARE OF MY STRENGTHS AS A LEADER AND HOW MY ABILITIES PLUG INTO IT.”

- Man, Latino/Hispanic, Sophomore

6

OVERALL EXPERIENCE

WHAT STUDENTSLIKED BEST

RECOMMENDATIONS FORIMPROVEMENT

Ability to Enhance Self-KnowledgeSmall Group DiscussionStrengthsFinder Activities

Incorporate More ActivitiesEnhance Connection &Application of MaterialShorten Program Length

84%found Insight to be a

valuable learningexperience

2016-2017PETULLO INSIGHT

LEARNING & PROGRAM OUTCOMES

can articulate theirStrengths philosophy

96%are more self-aware

90%are better able to

recognize the role valuesplay in leadership

88%increased their ability to

reflect on feedback

76%

How did students hearabout Insight?

27%24%

from e-mail/listserve

from faculty/staff

Top 3 Colleges inAttendance

LAS31% - Business

28% - LAS

11% - Education

What did students sayabout Insight?

"I liked hearing other people's experiencesand how that impacted their values and

strengths"

"I liked the chance to reallyevaluate, self-reflect, and apply

those reflections concretely"

INTERNATIONAL GENDER CLASS YEAR

75%25%

38%White

Black - 4%

15%Freshman

38%Sophomore21%

Junior

20%Senior

6%Grad

n=258   Survey Participation Rate = 99.6%

RACE

31%

Multi-Race

17%Asian

31%International

8%

Latinx - 2%

Integrity: 2016-2017

Program Overview Integrity allows students to examine their personal values and the intersections between morals, ethics, and integrity.

The program reviews a variety of terms related to ethical leadership and presents concepts through a series of activities

presented in the form of case studies. Students are taught to differentiate an ethical dilemma from a moral temptation

and are presented with tools for ethical decision making. The curriculum draws upon the research of Kellerman (2004),

and Kidder (1995, 2009). Integrity was a 6-hour program, offered twice during the 2016-2017 academic year (10/22/16 &

3/11/17). A total of 181 students attended and 99.5% completed the post-program assessment.

What are students learning? Students indicated that they had learning gains in the areas of ethical leadership and how to make decisions based on this

concept. Also, 73% found the program to be a valuable learning experience and 77% indicated they would use what they

learned and apply it to their experiences in college. Many participants commented that the movie and case studies

(activities during the program) challenged them to think about ethics and their values in a different way. Students further

commented that their ability to understand ethics and its intersection with concepts of leadership and Integrity had

substantially increased because of the program. A student stated, “[I had not known] the definitions of ethics, character,

etc.… previously.” Respondents (92%), also indicated that their small group facilitators helped to engage them with the

content of the program by facilitating continuous participation from all group members.

“IT WAS INTERACTIVE, FUN, AND MADE ME REFLECT A LOT AS TO HOW I CAN IMPROVE IN THE FUTURE.”

- WOMEN, SOPHOMORE, ASIAN AMERICAN, LAS

Key Learning Outcomes Integrity

Average

Integrity:

10/22/16

Integrity:

03/11/17

I am better able to identify personal values. 88% 84% 92%

I am able to identify an ethical dilemma and distinguish it from a

moral temptation. 93% 91% 95%

I have a better understanding of the impact of my values on

decision-making. 85% 79% 92%

I am better able to recognize the impact of unethical leadership. 76% 68% 85%

Additional Program Outcomes

My small group facilitator encouraged participation from all

group members. 92% 89% 96%

I would recommend Integrity to a friend. 63% 54% 71%

I would attend another program offered by the ILC. 65% 63% 68%

Overall, I found Integrity to be a valuable learning experience. 73% 63% 82%

I will use what I learned today in my college life. 77% 67% 87%

This experience made me a better leader. 65% 50% 80%

Please rate your overall experience (Excellent and Great). 78% 73% 83%

“[INTEGRITY] IS A USEFUL TOOL FOR ME IN DECISION-MAKING AND PROMOTE MY EFFICIENCY.”

– Man, Freshman, International Student “IT WENT A LOT FASTER THAN I WAS EXPECTING, AND THE CONVERSATIONS WERE REALLY GOOD.”

- Woman, Freshman, White, FAA

8

INTEGRITY2016-2017

78% Rated Integrity asExcellent/Good

WHAT STUDENTS SAID ABOUT INTEGRITY

HOW DID STUDENTS HEAR ABOUT INTEGRITY?

FACULTY/STAFF 27%

EMAIL 21%

ILC WEBSITE 35%

"The discussions really emphasizedthe point that ethical dilemmas

are complicated"

"I liked the critical thinkingabout the grey areas of ourlife"

"It went a lot faster than Iwas expecting, and the

conversations were good!"

"Integrity was thought-provoking!"

LEARNING OUTCOMES

88% 93% 85% 76%Able to identify personal

valuesDistinguish betweenethical dilemma &moral temptation

Understand impact ofvalues on decision

making

Able to recognizeunethical leadership

TOP THREE REASONS FOR ATTENDING

79% Improve leadership skills

69% Fulfill a James ScholarRequirement

63% To learn more about valuesand ethical leadership

FIRST TIMEATTENDEES

19%

RACE/ETHNICITYCLASS YEARGENDERINTERNATIONAL

n=180 Survey Participation Rate: 99.5%

63%

INVOLVEMENT

26%53%

Black - 3%Asian - 10%Latinx - 2%

Multi-Race- 7%White - 39%

Fresh: 29% Soph: 38% Junior: 17% Senior: 13%

Grad: 3%

26%of participants are in a

Social Fraternity /Sorority

Intersect: 2016-2017

Program Overview Intersect teaches skills in relationship-building, communication, and team development. The program reviews various

theories regarding effective teams and provides hands-on activities to explore group dynamics. The program ends with a

team challenge designed to enhance a student’s ability to work in a team. The curriculum draws upon the research of

Katzenbach & Smith (1999) and Johnson & Johnson (1982). Intersect is a 6-hour program, offered two times during the

2016-2017 academic year (9/24/16, 2/11/17) and once in the summer (7/30/16). A total of 227 students attended

Intersect, with a 96% survey response rate.

What are students learning? Students indicated that they were better able to work in teams and solve problems. Also, 89% found the program to be

a valuable learning experience and 94% indicated they would apply what they learned to their college experience.

Participants commented that the program had “many fun activities,” and found the program interactive and engaging to

their reason for attending. Students who attended Intersect were given a pre-post test to examine their learning gains.

Students showed statistically significant (p < .01) gains in all 9 learning outcomes including leadership efficacy, ability to

work in groups/team, and problem solving.

Key Learning Outcomes Intersect

Average

Intersect:

7/30/16

Intersect

9/24/16 Intersect:

2/11/17

I can identify common behaviors that cause resistance to teams. 97% 95% 99% 98%

I am able to work with others to solve a complex task. 95% 95% 94% 97%

I can recognize components of effective teamwork. 98% 98% 97% 99%

I am confident about my ability to work efficiently in teams. 91% 91% 87% 95%

I have foundational skills to build positive relationships with others. 95% 98% 95% 92%

I am able to organize a group’s task to accomplish a goal. 91% 95% 85% 93%

Additional Program Outcomes

My small group facilitator encouraged participation from all group

members. 92% NA 93% 91%

I would recommend Intersect to a friend. 88% 91% 84% 91%

I would attend another program offered by the ILC. 79% 88% 76% 74%

Overall, I found Intersect to be a valuable learning experience. 89% 93% 88% 86%

I will use what I learned today in my college life. 94% 95% 91% 94%

This experience made me a better leader. 86% 88% 81% 90%

I am confident leading others. 83% 88% 81% 78%

I consider myself a leader 82% 83% 84% 79%

Please rate your overall experience (Excellent and Great). 86% NA 83% 89%

“I REALLY LIKE THE TEAM CHALLENGE. ALTHOUGH I HAVE HAD A SIMILAR EXPERIENCE, IT’S ALWAYS DIFFERENT WHEN YOU WORK WITH OTHER PEOPLE, AND I LOVE HOW EVERYONE ENCOURAGES EACH OTHER WHEN TEAMS ARE [COMPETING].”

- Woman, Sophomore

“I REALLY LIKED ALL OF THE HANDS ON ACTIVITIES. THEY WERE FUN AND MADE THE TIME GO BY QUICKLY.” – Man, Senior

“I LIKED THAT WE HAD A CHANCE TO IMMEDIATELY APPLY THE LEADERSHIP SKILLS WE LEARNED IN LECTURES WITH THE GROUP CHALLENGE.

- Woman, Freshman

10

2016 - 2017Intersect

88%would recommendIntersect to a friend

OVERALL EXPERIENCE

227attendees over 3 sessions

9Significant learning gains in 9 areas including

efficacy, teamwork, and problem solving

LEARNING OUTCOMES

can recognize components ofeffective teamwork

are more confident abouttheir  ability to work  in teams

98% 97% 91%able to work with others to

solve a complex task

95%can identify common behaviorsthat cause resistance to teams

of participants learned aboutthe program from a

faculty/staff memberFound Intersect to be a valuable

learning experience

To improveleadership skills

TOP REASON FORATTENDING

24%

First time attendees67% 89%

MISC.

<1%

RACE/ETHNICITY

64% 36%

INTERNATIONAL GENDER

21%Junior

26%Soph. 22%

Senior

4%Grad

CAMPUS

<1%Native-Hawiian

DEMOGRAPHICS

INTERSECT

3%8%5%

3%  9%9%

15%17%45%36%

Multi-Race

White

LatinxBlack

Asian-American

n=200  response rate =97%

25%

Freshman27%

CLASS YEAR

Imprint: 2016-2017

Program Overview At Imprint, students cultivate skills to manage transition and learn how to develop and maintain personal and

professional networks. Alumni from a variety of professional backgrounds facilitate the program. Students engage in

activities designed to enhance their networking ability and have the opportunity to network with the alumni. The

curriculum draws upon the research of Block (2003), Heath & Heath (2010), and MacKay (1997). Imprint was a 6 hour

program, offered once during the 2016-2017 academic year (2/25/17). A total of 218 students attended and 95%

completed the post-program assessment*.

What are students learning? Students indicated that they learned skills in networking, personal branding, and managing personal change. 90% found

the program to be a valuable learning experience and 91% indicated they would use what they learned. Students

commented that they found networking with alumni to be very valuable and learned how to create their own brand.

Students indicated they felt more comfortable networking and more prepared for job interviews.

Key Learning Outcomes Imprint

2/27/17

I learned strategies to manage personal transition. 89%

I learned skills to build network of peers, mentors, and coaches. 96%

I am better able to manage change in my life. 79%

I can identify my personal brand. 82%

Additional Program Outcomes

My small group facilitator encouraged participation from all group members. 93%

I would recommend Imprint to a friend. 84%

I would attend another program offered by the ILC. 80%

Overall, I found Imprint to be a valuable learning experience. 90%

I will use what I learned today in my college life. 91%

This experience made me a better leader. 79%

Please rate your overall experience (Excellent and Great). 86%

* Greek Imprint was not included in these numbers.

“I LEARNED HOW TO ACT AT INTERVIEW, AND IMPRINT MADE ME PAY ATTENTION TO MY NETWORK.” - Woman, Freshman

“I LOVED THE OPPORTUNITIES WE HAD TO SPEAK TO THE ALUMNI COACHES THEMSELVES, THIS IS WHERE I LEARNED MOST. WHETHER WE WERE HEARING OUR COACHES' EXPERIENCES OR NETWORKING.” – Woman, Sophomore “IMPRINT MADE THE DIFFICULT AND VAGUE CONCEPT OF NETWORKING A MUCH MORE CONCRETE AND OBTAINABLE CONCEPT.”

- Imprint Participant

12

IMPRINT2017

84%would

recommendImprint to a

friend

WHAT STUDENTSLIKED BEST

RECOMMENDATIONSFOR IMPROVEMENT

Engaging with Alumni

Developing Networking Skills

Sharing Personal Stories

Shorten Length

More Time to Network with Alumni & Students

Clarify and Stregthen Program Content

Learnedstrategies tomanage personaltransition

89% Learnedskills tobuild anetwork

96%Better ableto managechange

80% Can identify apersonalbrand

82%

Learning Outcomes

Primary Reasons for Attending82%: Improve Leadership Skills

64%: Learn more about personal strengths and values

41%: Leadership Certi�cate

Top Marketing Channels42%: Website

30%: Email/Listserve

19%: Faculty/Staff

17%: Peers

36%International Students

51%First-Time i-ProgramAttendees

70%Women

Men 27%Transgender .5%

CountriesRepresented:China, India,

Indonesia, Japan,Malaysia, Mexico,

and Pakistan

International: White: Asian American: Black: Latinx: Multiracial: Amer. Indian/Alaska Nat. :

36% 32% 18% 6% 4% 3% 0%

22% 45% 15% 5% 9% 3% <1%

RACE/ETHNICITYImprint           Campus

CLASS YEAR

Freshmen: 27%Sophomore: 22%

Junior: 21% Senior: 23%

Grad: 6%

Leadership RSO Fraternity/Sorority Student Govternment Minor in Leadership Living Learning Comm.

41% 26% 15% 4% 4% 1%

CAMPUSINVOLVEMENT

218: Participants 208: Survey Respondents

95%: Response Rate

Leadership Certificate: 2016-2017

Program Overview The Leadership Certificate Program is designed to provide students with a customized experience to develop leadership

skills that integrates leadership education, reflection, and experience over multiple semesters. Students are expected to

meet certain requirements both in and out of the classroom. Certificate students are matched with a Leadership Coach

to mentor them throughout their journey. The program culminates with the creation of a Leadership ePortfolio that

documents their leadership growth. A total of 329 participated in the program during the 2016-2017 academic year and

57 completed their certificate. What are students learning?

Students indicated they had learning gains in numerous leadership competencies areas including self-knowledge and

communication skills. All respondents indicated that the experience made them a better leader and 93% were able to

make connections between academic coursework and co-curricular leadership experiences. Qualitatively, many students

commented on the importance of reflection in improving their skills, interacting with their coach, and attending i-

programs.

Key Learning Outcomes Certificate

I have a better understanding of myself. 100%

I am better able to work in a team or group environment. 98%

I was able to develop skills to lead change. 99%

I am more effective at building community. 100%

I was able to improve my communication skills. 100%

Additional Program Outcomes

This experience helped me become a better leader. 100%

The leadership certificate has helped me prepare for my future career. 98%

I would recommend the leadership certificate to a friend. 100%

Working with my leadership coach was beneficial in the development of my leadership experiences. 83%

I was able to make connections between the Leadership Certificate and my academic coursework. 93%

The Leadership Certificate has helped me feel more confident when practicing leadership. 100%

“I GAINED A LOT FROM MY RELATIONSHIP WITH MY COACH, SHE IS BEEN A MENTOR FOR ME THROUGHOUT AND PLANS TO CONTINUE THE RELATIONSHIP.”

– Anonymous Certificate Completer

“THIS PROGRAM WAS VERY HELPFUL IN PULLING TOGETHER ALL OF MY EXPERIENCES AND PROCESSING THEM IN USEFUL, MARKETABLE WAYS.” –Anonymous Certificate Completer “THE I-PROGRAMS WERE THE MOST BENEFICIAL COMPONENT OF THE PROGRAM. THEY OFFERED HANDS-ON APPROACHES TO IDENTIFYING WHAT LEADERSHIP IS AND IT WAS VERY INSIGHTFUL.”

– Anonymous Certificate Completer

14

OVERALL EXPERIENCE

WHAT STUDENTSLIKED BEST

Active Studentsi-Programs

Leadership Coach Self-Reflection

Final ePortfolio Cohort Lead Mentor

2016-2017Leadership Certificate

100%Would recommend theCertificate to a friend 329

Completers57

LEARNING OUTCOMES

Have a betterunderstanding of self

Made connections betweentheir academic coursework

and the Certificate

Became more effective atbuilding community

from e-mail/listserve

from faculty/staff

Average Length tocompletion

What was your primary reason for completing the Certificate?

Improve Leadership Skills68% To prepare for a career

and/or grad school To get connected with a coach/mentor

22%10%

Results above taken from Certificate Completer Evaluation(n = 38, Survey Participation Rate = 67%)

100% 97% 95% 92%Felt the Leadership

Certificate helped preparethem for their future career

3.3 semesters

GENDER

74%26%

Multi-Race8%

Demographics from 2016-2017 Leadership Certificate participants, as of July 1 2017 (n = 329), pulled from Banner

37%

INTERNATIONAL RACE/ETHNICITYCOLLEGE

29%White

18%Asian

International

37%6%Black

2%Latinx12% - Engineering

14% - DGS

36% - LAS

19% - Business

Workshops: 2016-2017

Program Overview The Illinois Leadership Center’s workshops assist students in developing their leadership capacity in the areas of

communication, teamwork, motivation, conflict management, and strategic planning. The hour-long workshops review a

variety of concepts, skills, and strategies to help deal with the challenges that leaders often encounter. Students are

taught to develop, articulate, process, and practice the ways in which they can effectively work through these sometimes

difficult areas; not only as leaders but as members of RSO’s and their communities. A total of 2,304 students attended,

98 workshops were offered, and 30% completed the program assessment.

What are students learning? Overall, students that participated in the workshops indicated that they had learning gains in communication, teamwork,

motivation, conflict management, and strategic planning (87% average). Also, 73% thought the sessions enabled them to

become better leaders and 87% indicated they would use what they learned in their leadership rolls, classes, and work.

Numerous participants noted that the workshops allowed them to think critically as leaders. Students likewise

commented that they had gained new knowledge from the visual presentations in the workshops. A student

commented, “It is important to understand your values to create a mission. The TED talk definitely helped me

understand this.” Also, 98% of respondents indicated that they were satisfied with the facilitator of their workshop.

“ [I LEARNED] BEING A LEADER SOMETIMES REQUIRES ONE TO STEP BACK AND WATCH THE GROUP MAKE A MISTAKE SO THAT THOSE EXPERIENCES CAN HELP MAKE THE GROUP BETTER.”

- Teamwork Participants

Key Learning Outcomes Conflict

Management Communication

Strategic

Planning

Teamwork Motivation

I found it this to be a valuable learning

experience? 89% 89% 89% 86% 85%

How satisfied were you with the facilitator of

the program? 96% 96% 94% 99% 99%

This experience helped me become a better

leader? 73% 73% 72% 69% 74%

I plan to apply what I learned today in my

RSO, class, or work group? 88% 88% 83% 88% 85%

I would recommend this workshop to other

groups/organizations you are a part of? 92% 92% 96% 97% 96%

“I LEARNED THAT GOALS HAVE TO BE ATTIANBLE AND SPECIFIC IN ORDER TO SERVE A USEFUL PURPOSE IN MY LIFE.” -Strategic Planning Participants

“ALWAYS KNOW YOUR WHY AND BE ABLE TO EFFECTVIELY COMMUNICATE THAT REASON WITH THE PEOPLE AROUND YOU.” - Motivation Participants “ALTHOUGH WHEN YOU FIRST THINK OF CONFLICTS YOU USUALLY TRY TO AVOID THEM; HOWEVER SOME CONFLICTS DON’T HAVE TO BE BAD AND CAN BE CONSTRUCTIVE.” -Conflict Management Participants

16

The Institute® by LeaderShape® is a nationally renowned six-day program designedto teach students skills related to leading with integrity, creating a vision, and learningthe importance of developing meaningful relationships.

THE INSTITUTEby LeaderShape

January 2017

R

R

63 attendees100%

97%

would recommend TheInstitute to others  

felt The Institute was avaluable experience to

develop leadershipcapacity.

• Increased clarification of personal values • Ability to engage in active listening • Enhanced understanding of self • Increased leadership efficacy • Vision mapping and goal setting skills • Increased resilience • Stronger ability to collaborate • Deeper understanding of privilege

Participants Reported:

"The time we spent outlining our visions was themost valuable tangible experience and I thinkwe're all leaving here with a plan of action."

- Participant from College of ACES

GENDER ACADEMIC COLLEGE

AsianBlackLatinxInternationalWhiteUnknown

11%24%16%6%

29%15%

15%5%9%

24%44%

FA16 CampusInstitute

RACE/ETHNICITY

Women 65% n=41

Men 35% n=22

LAS - 17

ACES - 12

AHS - 11

COB - 7

ENG - 6

FAA - 3 MEDIA - 3 SW - 3 EDU - 1n=63, 100% response rate

# of students per college