Journey to Leadership at RIT: Lessons from Tennis Club, Psychology Abroad, and Innovative Teams

Leadership is a skill I developed step by step during my undergraduate years at the Rochester Institute of Technology. Each experience, from managing a large student organization to studying leadership psychology abroad, shaped how I understand and practice leading others. This journey taught me how to recognize individual strengths, adapt to different perspectives, and guide teams toward shared goals.

RIT Tennis Club Practice

Leading the RIT Tennis Club

One of the most defining leadership roles I held was as president of RIT’s Tennis Club. Leading over 100 members was both a challenge and an opportunity to grow. The club was diverse, with players ranging from beginners to highly competitive athletes. My role required balancing the needs of all members while keeping the club active and engaged.

I learned early that leadership is not about doing everything myself but about building a team that works well together. I organized committees for events, practice schedules, and outreach. By identifying members’ strengths—whether in event planning, coaching, or communication—I delegated tasks effectively. This approach kept members motivated and allowed the club to thrive.

One example was when we planned a regional tournament. Our USTA coordinator figured out the logistics, while others focused on marketing and player recruitment. This division of labor made the event successful and strengthened the club’s reputation on campus.

New Perspectives from Psychology of Leadership in Copenhagen

Studying abroad in Copenhagen gave me a fresh perspective on leadership through a course on the psychology of leadership. This class explored how cultural differences affect leadership styles and team dynamics. It challenged my assumptions and expanded my understanding of what it means to lead.

The course emphasized emotional intelligence, communication styles, and motivation techniques that vary across cultures. For instance, I learned that some cultures value direct feedback, while others prefer a more indirect approach. This insight helped me become more adaptable and sensitive to different team members’ needs.

Living and learning in a new environment also pushed me to practice leadership outside the classroom. I collaborated with international students on projects, applying what I learned about group dynamics and conflict resolution. These experiences deepened my ability to lead diverse teams with empathy and clarity.

Applying Leadership in Student Projects

Throughout my time at RIT, I took part in many student projects that required leadership. These projects were often interdisciplinary, involving classmates with different skills and backgrounds. Leading these teams taught me how to identify individual strengths quickly and use them to the team’s advantage.

For example, in a software development project, I noticed one teammate had strong coding skills but was shy about speaking up. I encouraged them to take charge of technical decisions while I handled client communication. This balance allowed the team to deliver a high-quality product on time.

I also learned the importance of clear goals and regular check-ins. Setting expectations early and maintaining open communication helped prevent misunderstandings and kept everyone aligned. These habits made the projects smoother and more productive.

Earning the Leading Innovative Teams Certificate

To formalize my leadership skills, I completed the Leading Innovative Teams certificate program. This program focused on practical strategies for guiding teams through creative problem-solving and change. It reinforced many lessons I had learned through experience and added new tools for managing innovation.

The certificate emphasized fostering a culture where team members feel safe to share ideas and take risks. I practiced techniques for encouraging brainstorming, managing conflicts constructively, and maintaining focus on goals. These skills are essential for any leader aiming to build strong, forward-thinking teams.

What Leadership Means to Me Now

Looking back, my leadership journey at RIT was shaped by a mix of hands-on experience and academic learning. Leading the Tennis Club taught me how to manage large groups and delegate effectively. The psychology course in Copenhagen expanded my understanding of cultural and emotional factors in leadership. Student projects gave me practical ways to apply these lessons by recognizing and using people’s strengths. The certificate program helped me develop a mindset for leading teams through innovation.

These experiences combined to build my confidence and ability to lead in different settings. I now approach leadership as a continuous learning process that requires listening, adapting, and supporting others.