Student Learning and Development Outcomes
Understands that leadership is a process rather than a position; Acknowledges that leadership is relationship-oriented; Understands that everyone has a leadership capacity and that styles vary; Engages in the leadership process; Is identified by others as a capable leader; Relates insights to the application of the leadership process; Recognizes the ethical components of leadership; Acknowledges that leadership behaviors depend upon context; Articulates leadership philosophy as it evolves; Comprehends and responds to group dynamics; Encourages group members to be engaged in serving the group; Engages in community building; Challenges inappropriate authority.
Meaningful Interpersonal Relationships
Develops and maintains satisfying interpersonal relationships; Establishes mutually rewarding relationships with students, faculty and staff members, friends, and colleagues; Listens to and reflects upon others’ points of view; Treats others with respect.
Works cooperatively with others; Seeks the involvement of others; Seeks feedback from others; Contributes to achievement of a group goal; Contributes as an active member of an organization; Exhibits effective listening skills.
Understands and participates in relevant governance systems; Understands, abides by, and participates in the development, maintenance, and/or orderly change of community, social, and legal standards or norms; Appropriately challenges the unfair, unjust, or uncivil behavior of other individuals or groups; Participates in service/volunteer activities and understands the importance of civic engagement.
Writes and speaks coherently and effectively; Writes and speaks after reflection; Able to influence others through writing, speaking or artistic expression; Effectively articulates abstract ideas; Uses appropriate syntax; Makes presentations or gives performances.
Shows self-respect and respect for others; Initiates actions towards achievement of goals; Takes reasonable risks; Demonstrates assertive behavior; Functions without need for constant reassurance from others.
Articulates personal skills and abilities; Makes decisions and acts in congruence with personal values; Acknowledges personal strengths and weaknesses; Articulates rationale for personal behavior; Seeks feedback from others; Learns from past experiences.
Articulates personal values; Acts in congruence with personal values; Makes decisions that reflect personal values; Demonstrates willingness to scrutinize personal beliefs and values; Identifies personal, work, and lifestyle values and explains how they influence decision- making.
Satisfying and Productive Lifestyles
Achieves balance between education, work, and unstructured free time; Articulates and meets goals for work, leisure, and education; Overcomes obstacles that hamper goal achievement; Functions on the basis of personal identity, ethical, spiritual, and moral values; Articulates long-term goals and objectives.
Understands one’s own identity and culture; Seeks involvement with people different from oneself; Seeks involvement in diverse interests; Implements multicultural programs; Articulates the advantages and challenges of a diverse society; Appropriately challenges the abusive use of stereotypes by others; Understands the impact of diversity on one’s own society.
Exhibits self-reliant behaviors; Functions autonomously; Exhibits ability to function interdependently; Accepts supervision as needed; Manages time effectively.
Produces personal and educational goal statements; Employs critical thinking in problem solving; Uses complex information from a variety of sources including personal experience and observation to form a decision or opinion; Applies previously understood information and concepts to a new situation or setting; Expresses appreciation for literature, the fine arts, mathematics, sciences, and social sciences; Makes connections between campus involvement and curricular studies.
Personal and Educational Goals
Sets, articulates, and pursues individual goals; Articulates personal and educational goals and objectives; Uses personal and educational goals to guide decisions; Understands the effect of one’s personal and educational goals on others; Obtains a degree or credential.
Articulates career choices based on assessment of interests, values, skills, and abilities; Documents knowledge, skills, and accomplishments resulting from education, work, organization, community service, and volunteer experiences; Makes the connections between classroom and out-of-classroom learning; Can construct a resume incorporating skills and accomplishments including skills gained from co-curricular involvement; Articulates the characteristics of a preferred work environment; Comprehends the world of work; Takes steps to initiate a job search or seek advanced education.
Chooses behaviors and environments that promote health and reduce risk; Articulates the relationship between health and wellness and accomplishing life-long goals; Exhibits behaviors that advance a healthy community.
Develops and articulates personal belief system; Seeks to understand the belief systems of others; Understands the role of spirituality in personal and group values and behaviors.
The tools utilized to achieve the goals and objectives of the Academy are:
- Self-Assessment and Reflection
- Skill Building
- Problem Solving
- Community Involvement/Service
- Public Policy
- Intercultural Issues
- Service Learning and Servant Leadership
- Cultural Activities
- Student Leadership of Programs
- Targeted Training and Development
- Student Recognition
- Scholarship Development
- Transcript and Portfolio Development
- Capstone Experiences
*The “CUNY Star” is based on the work of the City University of New York (CUNY) Leadership Development Council (LDC) Committee on Best Practices and Curriculum Development in cooperation with the CUNY Leadership Academy (later named the Ernesto Malave Leadership Academy) and facilitator Catherine Wong (Boston College).
The model was built upon general concepts of Critical Pedagogy, Multicultural Education, Culturally Responsive Pedagogy, and a leadership development model presented by the Higher Education Research Institute (1996), in A Social Change Model of Leadership Development: Guidebook version III. College Park, MD: National Clearinghouse for Leadership Programs.
Additional input and feedback was provided by the 2008-09 CUNY Leadership Academy Fellows. Work continues on assessment and curricular modules. The Model was unanimously endorsed by the CUNY Leadership Development Council (LDC) on March 20, 2009. http://www.cuny.edu/site/mla/about/cuny-star.html