The learning outcomes for Reed College leadership programs include goals in the following six core areas:

Effective Civil Communication

Program participants will

• increase self-awareness regarding how they are perceived by others and will recognize the usefulness of receiving feedback for continued personal development;
• improve their public speaking skills;
• explore intercultural communication, including effective communication with different groups of people and instruction on how to contextualize communication;
• practice facilitation skills in a variety of situations.

Collaboration

Program participants will

• apply team-building techniques and be able to nurture members’ unique skills in order to create effective teams;
• understand the importance of fostering cooperation between students, staff, and faculty in order to build a guiding coalition that can manage change processes;
• demonstrate true collaboration, which involves shared goals and interdependence as a means to accomplish goals and facilitate the group decision-making process.

Consciousness of self 

Program participants will

• examine, define, preserve, and live their core values;
• reflect on and examine their own identities and cultures; consider how their identities and cultures interact with others’; and recognize that identity and culture impact their experiences as leaders;
• set action-oriented goals;
• recognize when individual effort is not sufficient to reach goals and when to seek help from others;
• take opportunities to step out of their comfort zones, challenge themselves, and achieve healthy growth, but learn when to step back for rest and reflection.  

Leadership Development

Program participants will

• illustrate the importance of creating initiatives for social change, both in a leadership role and as a group member;
• recognize the value and benefits of seeking guidance from mentors and also of acting as a mentor for younger group members.
• interact with others in a way that is inclusive and demonstrates cultural competency;
• state their personal definitions of leadership;
• articulate the value of collaboration and the importance of helping younger group members prepare for positional roles in their groups;
• identify their individual values, personality styles, and goals, and discern how these might interact with others’ values, personality styles, and goals;
• apply the Social Change Model concepts as they consider what type of meaningful work they might pursue after graduation.

Personal balance and respect

Program participants will

• examine, describe, set, and maintain respectful boundaries in their personal and professional relationships;
• identify and describe Reed’s “stress culture” and create and maintain healthy personal habits to successfully navigate it;
• reflect on and describe their actions; recognize the impact their actions have on others; and take responsibility for the impact their actions have on others;
• purposefully integrate healthy personal habits into their daily lives in a way that promotes overall balance and wellness. 

Social responsibility 

Program participants will

• create sustainable change in their communities;
• develop a personal definition of ethical citizenship and demonstrate the significance of civic engagement and service;
• explore the impact of power, privilege, and oppression on leadership, including how systems of oppression affect an individual’s ability to access resources, work effectively in groups, and create positive change within their communities;
• illustrate understanding of the concepts of pluralism and inclusion, and the connections between these concepts and the academic mission of Reed.