As part of developing the Greater Expectation's Proposal, the team
envisioned a pathway for RIT students from entry to graduation. This
pathway was brought to life by mapping one possible combination of
experiences by a fictitious student we named Michelle. This pathway through
RIT includes curricular and co-curricular experiences across an entire
undergraduate career that are interconnected and complementary. Many unique
combinations would certainly exist but the ultimate vision was that ALL
students would experience this type of integrated, innovative, and
To follow Michelle on her journey, click along this timeline, which starts
before her freshman year and ends at graduation.
Michelle receives her Experience RIT package in the mail. The Experience RIT project, with its problem solving and interactive components connects
Michelle to her Discovery instructor and faculty. Michelle looks forward to participating in RIT Orientation.
At Orientation Michelle builds connections to other students and RIT. Michelle is excited to learn that she solved the Experience RIT puzzle. At the
traditional Tiger Walk, Michelle feels welcomed and proud to be a Tiger.
In her Discovery Class Michelle continues to develop relationships, with her classmates, instructor, and faculty. She works with her peers and learns
about RIT culture, resources, and success strategies to support her at RIT. Michelle enjoyed the class, How to Register for Winter Quarter, that was
facilitated by her Peer Mentor.
During an individual meeting with her Discovery instructor, Michelle considers a preliminary Pathway to guide her RIT career. Michelle would like to
study abroad, learn more about activism and social justice. Her Discovery instructor suggests clubs, programs, and resources that focus on her areas of interest.
In Michelle's Discovery class, one of her assignments is to develop an ePortfolio. She posts a draft of her Pathway. They also discuss the University Arts and
Sciences requirements. Michelle's interest is piqued by the social justice theme and the writing skills she will develop in Writing Across the Curriculum and
writing intensive classes.
Michelle and a few friends from her Discovery class form a
calculus study group.
Michelle goes to a meeting of the RIT Social Action Group
and decides to join.
In Michelle's Innovation class, she is assigned to a multidisciplinary team. Their project is to improve access for students with disabilities on campus. The
team's solutions are exhibited on campus and they win a spot at Imagine RIT. In addition, while working at the Innovation Center, Michelle connects with her
faculty. For example, she learns that her professor regularly travels to Costa Rica as part of a research team.
Due to an Early Alert, Michelle, as well as her advisor and Discovery instructor, realize she is struggling in Writing Seminar. They refer her to the Writing Center
for help. Michelle also decides to take advantage of Supplemental Instruction in a challenging course she is enrolled in.
Michelle begins to prepare for her study abroad experience by taking a Spanish class, and a political science class called, Politics in the Developing World.
Michelle also joins the Study Abroad Living and Learning Community housed in Global Village.
Michelle becomes the president of the RIT Social Action Group. She uses this experience as the basis for an Experiential Leadership class. Michelle documents this
in her ePortfolio.
During the summer of her sophomore year, Michelle studies abroad in Costa Rica. She writes an essay reflecting on her time in Costa Rica, which she adds to her ePortfolio.
Michelle continues to take electives in University Arts and Sciences and in her Program. She takes a writing intensive course in her major and secures a 3rd and 4th
year co-op. She also registers for a Content-based Learning Community, with a focus on making change in local government.
To complete her Senior Capstone Project, Michelle collaborates with students from a variety of majors. The team is invited to present their work at Imagine RIT. Michelle also
puts the final touches on her ePortfolio. She enjoys discussing it with potential employers-they are impressed with her career preparation, as well as her co-curricular experiences.
Characteristics of an RIT Graduate
Possesses entrepreneurial spirit and skills
Positioned for life-long learning
Engaged in adaptable, flexible career
Proud of self and RIT
Earned meaningful degree
Prepared for work in global society
Confident in abilities