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Countries Represented in the Hostos Student Leadership Academy

Albania
Algeria
Antigua
Argentina
Azerbaijan
Bangladesh
Benin
Bolivia
Brazil
Burkina Faso
Cameroon
Canada
Chad
China
Columbia
Congo RDC
Cuba
Czechoslovakia
Dominican Republic
Ecuador
Egypt
El Salvador
England
France
Gabon
Ghana
Guatemala
Guinea
Guyana
Haiti
Holland/Denmark
Honduras
Iraq
Israel
Ivory Coast
Jamaica
Japan
Jordan
Korea
Lebanon
Mali
Malta
Mexico
Montserrat
Morocco
Nepal
Nicaragua
Nigeria
Panama
Peru
Philippines
Poland
Portugal
Puerto Rico
Romania
Senegal
Sierra Leone
St. Kitts
St. Lucia
St. Martian
The United States of America
Tibet
Togo
Trinidad and Tobago
Uganda
Venezuela
Vietnam
Yemen
Zimbabwe


Student Leadership Academy
Developing Leaders for a Changing World


To download flyers, click here
PDF

NOTICE

Hostos Leadership Academy logo

“Men are like stars; some generate their own light while others reflect the brilliance they receive.”
                                         José Julián Martí Pérez

Eugenia María de Hostos (1839 to 1903) embodied the qualities of a leader: He was a great patriot, an educator, a reformer, a public advocate, and a staunch supporter of women’s rights and the abolition of slavery and oppression throughout the world.

Student Leadership Academy members and alumni truly embody the spirit of Hostos Community College’s namesake. Academy members come from every continent.  They develop advanced leadership abilities while honing their individual and collective talents, broadening their world views, and learning to devote their heads, hands and hearts to acts of voluntary service in their local, regional and world communities.

The Leadership Academy creates and coordinates college-wide academic and co-curricular activities that prepare students to be effective global citizens who are engaged in transforming their communities through scholarship, work and volunteer service. Taking into account the diverse backgrounds of Hostos students, the Leadership Academy offers multiple access points.

Students may have a formal relationship with the Academy by enrolling in one of its five programs: the Student Ambassador Program, the Students Orientation Services (SOS) Team Program, the Emerging Leaders Program, the Hostos Athletic Leaders Organization (HALO), or the Volunteer Corps. They may also choose a less formal relationship with the Academy by participating in programs offered to the entire Hostos student body.

The Leadership Academy works in coordination with the Global Scholars Program, the Honors Program, the Student Government Association, the Phi Theta Kappa Honors Society and other campus groups, clubs and organizations, as well as within the academic disciplines, to develop leadership initiatives and host workshops and training sessions to promote leadership techniques and ideals in the larger Hostos community. The Hostos Leadership Academy also works in coordination with the CUNY Leadership Academy to routinely enhance and develop programming and activities for students throughout the CUNY system, or on other CUNY campuses.

Click the links below for descriptions of the five Student Leadership Academy Programs:

Hostos Student Leadership Academy Slideshow - Spring 2011

Location
Student Leadership Academy
450 Grand Concourse, Rm. C-392
Bronx, New York 10451
(718) 518-6541
Email: StudentLeadershipAcademy@hostos.
cuny.edu

Jason Libfeld
Jason Libfeld,
Student Leadership Coordinator
Email: jlibfeld@hostos.cuny.edu

Student Leadership Academy Calendar
Related Links:

Boren Awards: Scholarships and Fellowships for undergraduate and graduate study abroad

Buick Achievers Scholarship Program

Campus Leadership Development and Programming

Catalogs

Hispanic Heritage Quiz Show

Kaplan Leadership Program

Leadership Advisory Council

Leadership Awards and Recognition

Leadership Q and A

National Conference on Ethics in America at West Point

New York State Model Senate Session Project Participants

Phi Theta Kappa (PTK)

POINT SystemPDF

SCHOLARSHIP AND AWARDS

STOCS Application and Eligibility Criteria

Student Government Association (SGA)

Student Government Association and Club Officials

Student Leadership Alumni Board

Winter workshop Series

Young Latinas Leadership Institute 2013 ScholarshipPDF Deadline: Oct 1.


Honor Oath

I Pledge...
to be honest,
And have the courage to hold
Myself accountable for
My actions;
And in that spirit,
I promise never to betray
My integrity,
My character
and the trust of
The college community.

Student Learning and Development Outcomes

Leadership Development
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.

Collaboration
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.

Social Responsibility
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.

Effective Communication
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.

Enhanced Self-Esteem
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.

Self-Appraisal
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.

Clarified Values
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.

Appreciating Diversity
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.

Independence
Exhibits self-reliant behaviors; Functions autonomously; Exhibits ability to function interdependently; Accepts supervision as needed; Manages time effectively.

Intellectual Growth
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.

Career Choices
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.

Healthy Behavior
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.

Spiritual Awareness       
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
  • Mentoring
  • 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