Connect with Your I-LEAD® Family Virtually!

I-LEAD® Family Reunion | July 26, 6 p.m. Eastern

Gather with you I-LEAD® Family! Alumni and past facilitators will meet to connect, share memories, and just have fun.

RSVP Now

Virtual Knot

Share a photo of yourself and a sign you've created answering one or all of the following questions:

  • What is your favorite I-LEAD® memory?
  • Why do you love I-LEAD®?
  • How has I-LEAD® impacted you as a leader?

Post and tag ACUI on InstagramFacebook, and Twitter. Use the hashtags #ILEAD20 and #virtualknot and see what others have posted.

About I-LEAD®

As an institute, I-LEAD® offers a comprehensive curriculum experienced by all participants through a living-learning experience.

All sessions offer hands-on experiential activities and significant discussion time to address individual concerns. Large group sessions are used to deliver fundamental curriculum topics. Small group meetings are held to process activities through discussion, to practice applying concepts, and to build community through teambuilding and sharing. Individual reflection sessions also occur each day to make the learning experience more personal for each participant.

Learning Outcomes

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.

 

Leadership
  • 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. 
  • Be self-aware as an individual, as a leader, and as a group member through self-assessment and evaluation tools and group work. 
  • Understand the importance of collaborative relationships among individuals and groups, and learn to diffuse difficult situations through their knowledge of problem-solving methods and techniques.
  • 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.
Communication
  • Exchange information effectively through verbal and nonverbal symbols and behaviors. 
  • Be able to build confidence in expressing their thoughts in clear and appropriate manners. 
  • Relate to different interpersonal communication styles through an understanding of leadership theories and practices. 
  • 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. 
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.
Other Learning Outcomes
  • Foster a healthy community on their campus. 
  • Articulate the importance of personal balance and wellness. 
  • 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.