annual outcomes report socet leel ton leel sel leel … · 2018. 1. 9. · the strenghtsquest...
TRANSCRIPT
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
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ANNUAL OUTCOMES REPORT2016-2017
217.333.0604
Illini Union, Room 290
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
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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