Leadership Development Journala 1

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name:
Date Enrolled:
Date of Graduation:
Leadership Inventory Revised 8/30/2013
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD) at the
University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting Assistant
Director of the CSLD.
CONTENTS
ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included)
Center for Student Leadership Development Information
Minor Information
Developmental Model
ADVISING INFORMATION (students will include own documentation)
Tracking Sheet / Advising Updates
Syllabi of Minor Classes (Core and Electives)
Internship
o Guidelines
o Syllabus
o Mid-term
o Final
OUTCOMES
Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive Leadership, Critical
Thinking)
Targeted Classes
Experiences
Evidence
CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

Office: Memorial Union Room 210
Phone: (401) 874-2726
Fax: (401) 874-5317
CSLD Mission Statement

To enhance the mission of the University of Rhode Island, The Center for Student Leadership Development aims to:
Provide developmental opportunities for all students to become informed, inclusive, effective, and ethical leaders in the global marketplace through the implementation of learnercentered academic, experiential, and co-curricular programming.
Engage in research, assessment, and advancement in order to positively impact the expanding field of leadership studies.
CSLD Vision Statement
The URI Center for Student Leadership Development will promote dynamic strengths-based leadership development through multiple delivery methods to prepare students to be
competitive in the work place and global marketplace. The CSLD seeks to progress as innovators for experiential engagement and enriching assessment.
CSLD Values Statement
Grounded in the Social Change Model of Leadership Development (Higher Education Research Institute), Relational Leadership Model (Komivies, Lucas, & McMahon), and Servant
Leadership (Greenleaf), the URI Center for Student Leadership Development values:
Engaged and experiential learning through a constructivist approach
Inclusion, Social Justice, and Civic Engagement
Ethical and Value-based Leadership & Relationship Building
Innovative Assessment and Presentation Models
MINOR IN LEADERSHIP STUDIES

At URI, we are among only a handful of colleges and universities across the country that offers a Minor in Leadership Studies and one that is customized for each student. We utilize a
cross-disciplinary approach to leadership education designed to complement your academic studies. All courses utilize a variety of teaching methods but ultimately include some form of
experiential learning, practical application, and reflective learning. Employers, now more than ever, are seeking candidates with exceptional skills in the areas of interpersonal and group
management, problem solving, critical thinking and effective communication. We can help with all of the above.
GENERAL INFORMATION
Regardless of your major, you can minor in Leadership Studies.

Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of C or better must be earned in each graded course. At least 12 of the credits must be
earned at URI.
No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not apply to
students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken before the
internship and the capstone course.
Application for the minor must be filed in your academic deans office no later than the beginning of the final semester or term.
Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
CORE REQUIREMENTS- 9 Credits

Required Element
Introductory Course
3 credits
Internship
3 credits
Class options
HDF 190: FLITE
Only offered in spring for first-year students
HDF 290: Modern Leadership Issues
Offered Fall and Spring for sophomores & juniors
HDF 417: Leadership Internship
Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
internship experience for graded credit
or
or
Experience through Office of Experiential Learning & Community Engagement

or
Capstone
3 credits
Internship Class in Academic Major
The only time the major and minor can overlap
HDF 412: Historical, Multi-ethnic & Alternative Leadership
Offered only in the fall with preference given to seniors
COM 402: Leadership & Motivation
Offered in the spring and summer with Dr. Leatham
or
or
BUS 441: Leadership Skills Development

or
HPR 411/412: Honors Senior Seminar

Portfolio
1 credit
Notes
HDF 492: Leadership Minor Portfolio
Offered in the fall and spring with Dr. Cooper

Must be in Honors or have GPA of 3.3
Taken last spring semester of enrollment (some exceptions)
MINOR ELECTIVES-9 credits

*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US
BUS 341: Organizational Behavior
BUS 342: Human Resource Management
BUS 441: Leadership & Motivation (capstone option)
BUS 443: Organizational Design & Change
BUS 448: International Dimensions of Business
BUS 449: Entrepreneurship
COM 100: Communication Fundamentals
COM 202: Public Speaking
COM 402: Leadership and Motivation (capstone option)

COM 407: Political Communication
COM 415: The Ethics of Persuasion
COM 421: Advanced Interpersonal Communication
COM 422: Communication and Conflict
COM 441: Race, Politics and the Media
COM 450: Organizational Communication
COM 461/462: Managing Cultural Differences in Organizations
CSV 302: URI Community Service
HDF 416: Leadership in Organizations

HDF 417: Leadership Minor Internship
HDF 437: Law & Families in the U.S.
HDF 450: Introduction to Counseling
HPR 118: Honors Course in Speech Communications
HPR 203: The Prepared Mind
HPR 412: Honors Seminar (capstone option)
MSL 101: Introduction to Military Leadership
MSL 201: Leadership & Military History
COM 208: Argumentation and Debate

COM 210: Persuasion: The Rhetoric of Influence
COM 221: Interpersonal Communication
COM 250: Small Group Communication
COM 302: Advanced Public Speaking
COM 308: Advanced Argumentation
COM 322: Gender & Communication
COM 351: Oral Comm. in Business & the Professions
COM 361: Intercultural Communication
COM 383: Rhetorical Theory
COM 385: Communication and Social Influence
GWS 150: Introduction to Womens Studies

GWS 310: Race, Class, Sexuality in Womens Lives
GWS 350: International Womens Issues
HDF 190: FirstYear Leaders Inspired to Excellence (FLITE)
(introductory course option)
HDF 290: Modern Leadership Issues (introductory course option)
HDF 291: Rose Butler Browne Program Peer Mentoring Program
HDF 412: Historical, MultiEthnic, & Alternative Leadership
(capstone option)
HDF 413: Student Organization Leadership Consulting
HDF 414: Leadership for Activism and Social Change
HDF 415: FLITE Peer Leadership
MSL 201: Military Skills and History of Warfare

MSL 202: Leadership & Team Building
MSL 301: Leadership & Management
PEX 375: Women in Sport Contemporary Perspectives
PHL 212: Ethics
PSC 304: Introduction to Public Administration
PSC 369: Legislative Process and Public Policy
PSC 504: Ethics in Public Administration
SOC300/WMS350: Women and Work
THE 221: Stage Management
THE 341: Theater Management
BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT

Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
You need to have your own act together before you can lead others:
2. Lead Yourself
1. Know Yourself
Lead Others
P
R
O
G
R
E
S
S
Strengths
Weaknesses
Values
Needs
Styles
Learning
Teaching
Personality
Membership
Leadership
PROGRESS
Time management
Organization
Self care
Self discipline
Perseverance
Develop and maintain family,
interpersonal, and intimate relationships
Academic, social, personal goals and
objectives
P
R
O
G
R
E
S
S
RE-EVALUATE
former stages as you
progress
4. Develop and Refine

Skills
Leadership theory and

practice
Communication
Group Development
Inclusion
Citizen Activist Skills
Critical Thinking
Teaching and Programming
3. Broaden Your Perspectives

Understand others
PROGRESS
Hierarchy of needs
Racial, cultural, gender, sexual orientation,
religious, class, ability, etc. diversity and
commonalities
Power, privilege, oppression, liberation;
individual and institutional discrimination
OUTCOMES
In this section, you will track your progress toward the outcomes. Each class in the minor targets different outcomes; all of the classes list these
outcomes on the syllabi (the words goals or curriculum areas may be used instead). In many of our classes, the assignments can serve as your
evidence. Periodically, and not less than at the end of each semester, you should update your outcomes progress. In the additional experiences
column, name additional classes or experiences that contributed to you becoming proficient in that outcome. As the semesters pass, you will think of
things from recent semesters and semesters further in the past, or people or jobs, etc. in your past that also influenced your progress on that outcome.
Do not let that ambiguity upset you. Reflecting on development is not a linear process, but it does help to reflect often. In the descriptive notes
column, share insights about your growth, lack of progress, successes, stumbling blocks, etc. At the end of each section, you need to include evidence
that supports your development toward the outcomes. Copies of papers, grading sheets, evaluation lettersanything that shows that someone has
determined that you have demonstrated proficiency (or not, or are making progress). Make sure to keep electronic copies of all of your evidence to
include in your Portfolio.
Outcome Category: Self-Leadership

Outcome
Target class
Additional Experiences
Descriptive notes regarding learning and practice
Orientation Leader
A big lesson I learned about being autonomous and not needing approval came from me working as an
orientation leader this summer. With so many different leaders and all their different styles, sometimes it
was easy to fall into what other people were doing, even when it felt like it wasnt working for me. I
learned that I have my own style, and I could close off the opinions of others and just do me so that I
could grow my own leading strengths, and ultimately receive the best possible results for me. For
example there came a time at orientation when I felt I wasnt connecting well with my students, and one
of the orientation leaders pushed for me to use his way of getting close to the students. I thought the
method was very unprofessional and I decided to bypass his recommendation and work with different
strategies I came up with, such as doing a my favorite thing game to get the students to participate and
bond. HDF 290 further helped me see how I lead, and how I operate by helping me build on my strengths
and improve on my weaknesses.
Through my HDF 417 internship with Alison Jackson Frasier I was tasked with creating lesson plans in
order to teach my group of students different leadership theories, and facilitation tools. Whenever a new
class plan was to be made Allie would allow me full authority on the flow of the class as long as I ran it by
here before our class meeting. This allowed me to get creative with my class plans, and even change
pre-existing material slide shows in order to create a more dynamic and successful learning outcome for
the students. In turn this also allowed me to grow as a leader because I had to rely on my own skills as a
peer leader to make sure my students were getting the best lesson possible. This has also made me
more confident with my ability as an educator as well as a greater ability to operate without much
supervision.
See Evidence #: 11
A huge milestone in my life was attaining my black belt. It took ten years to even get to the point of taking
my test, and then six months of boot camp training, and then a four-day test. Over the six months I
trained to get my belt I had to research the history of my martial arts, reflect on my own accomplishments,
and answer twenty three essay questions and organize them into a binder, and journal about my six
month training period so I had a log of my journey. This took a lot of self-discipline to accomplish. With the
pressures of college application, and schoolwork my senior year making sure my log and my training was
being accomplished. I learned that with self-discipline I could balance my life and do what I need in order
to accomplish my goals.
Through my HDF 417 internship with Alison Jackson Frasier I was tasked with being very independent
and working with the students to ensure their success. This task involved creating lesson plans, leading a
class completely on my own, and setting up outside study session to help students with their
assignments. While this all seems very quick it was a tough time balancing all these responsibilities along
with my other school work and involvement. I had to learn to section off which responsibilities were most
important and had to stick to them and se them through. At times this caused a lot of stress, and lead me
to procrastinate, but when I found myself in that situation I would make a list of my responsibilities and
refocus myself in order to complete my tasks at hand and work my self-discipline. This has helped me in
turn become a stronger leader and educator because I have learned to refocus myself in order to stick
through my projects.
See Evidence #: 2 & 7 & 12
Something I have learned from being in college is the importance of separating emotions from
professional work. Which comes down to being able to manage emotions well. Whether it be in the
classroom setting or in an executive meeting with my board people will say things that will affect you
emotionally. At first I let these spurs of emotion bother me, but I came up with a few methods to control
myself. When I first start feeling my emotions rise I breathe and try to open my mind to see the
perspective of the person or thing causing my emotions to spike. This sometimes ends my issue,
1.
Student will demonstrate autonomy and a

minimized need for approval
2.
Student will demonstrate personal,

organizational, and academic examples
of self-discipline
HDF 290
Attaining my Black Belt
3.
Student will demonstrate the ability to

manage emotions
HDF 413
ZBT Executive Board

North Woods Challenge Course
HDF 290
4.
Student will demonstrate knowledge of

stress management methods
HDF 415
N/A
5.

manage stress
HDF 413
ZBT Executive Board, SOLC, FLITE

Peer Leader, Civility Mentor
6.
Student will express a personal code of

leadership / membership ethics
HDF 417
because I realize that there is no point to get emotional. If the problem is worse I try to convince myself
that I must be above the situation and let those around me come up to me, because I am being a good
example. When these methods dont work I have a healthy vent session with my friends, and have a bit
of fun to alleviate my tension, and restart my day.
To elaborate on this outcome a bit further I would like to talk about a time when I need to manage my
emotions to create the best outcome for my fraternity and me. This semester my fraternity faced the
problem of apathy. Many members were not showing up to events and our president tried his hardest to
motivate them to go. A few of my brothers, including myself decided to call out the fraternity via our
Facebook group and my post was taken down for being to negative. My president began texting me and
we got into a heated argument that seeped outside the realm of a 1 on 1 text. At this moment in time my
anger was flaring and I knew it was preventing me from making credible and well thought out points. I
had to take a step back, go for a walk, turn off my phone, and verbally process with a close friend, before
I could revisit the conversation. When I did I was able to listen to my presidents opinion and why he
thought it was inappropriate, and then I was able to better formalize a rebuttal and present my points.
This helped calm both my frustration and my presidents frustration and we were able to jointly come
together and use Challenge and Support to motivate our brothers to start showing up to important events.
See Evidence #:
Stress is a common for most adults due to the high expectations of the world around them. School, work,
drama, and other factors increase the level of stress in the lives of millions of adults around the world.
When left untreated or unalleviated stress can cause health and social issues. That is why healthy stress
management methods are necessary tools for adults to have. Everyone manages stress in different
ways. Ways I have found work well with handling stress are working out, taking a nap, taking a personal
day, writing down the stressors, removing excess stressors, and facing the problems head on. Working
out helps the body naturally relieve stress by secreting hormones (endorphins) into the blood stream,
which cause the body to relax and stimulates happy emotions. Taking a nap naturally recharges the body
and the mind giving the body more energy to deal with the excess stressors, also releases hormones that
help the body naturally handle stress. Taking a personal day gives someone the time to unwind and focus
on him or she rather than the stressors around them, which can help someone, sort out the necessary
from the unnecessary, which tends to unstressed people. Writing down stressors has a similar effect by
showing the necessary stressors from the unnecessary. Removing stressors is the easiest way to relieve
stress, because the person no longer needs to worry about things previously stressing them out. Lastly
facing the stressors head on is how many people face stress. This gives them a feeling of
accomplishment and motivation, which propel the person to achieve more.
See Evidence #: 26
My second semester of sophomore year of college has been the biggest whirlwind I have ever had to
endure in my life. I was put on the ZBT executive board, I was in SOLC, a FLITE peer leader, and a
Civility mentor among many other experiences I was taking part in, and my classes. I was constantly
under a mountain of stress, and I had to manage it to avoid drowning. I found my release in a. managing
my time very well and b. taking time to myself. For the time management I learned it in every facet of my
involvement I found that if I could section of what I needed to do and when I needed to do it I could easily
cut a huge amount of stress from my life. There are times when the stress built and I had to find my
release. In high school I would go to my karate school and hit the bag for the day and release my stress,
but in college I found that taking road trips to Newport, or the beach would take my mind off the stress
and help me center and focus myself so that I could move forward and tackle the stress creators in my
life.
See Evidence #: 27
As a leadership studies student I believe that there is a certain code of ethics that every leader and
member of an organization should follow in order to be successful and remain credible. This code of
ethics should be followed, but should evolve as the leader grows and learns more. My own personal code
of ethics is that a leader and member of an organization should strive to help grow and mature the
projects they work in, be it people, a project, or an entire organization. This growth should be achieved by
7.
Student will demonstrate practice of the

personal code of ethics
HDF 417
HDF 413
8.
Student will express a personal values

statement
HDF 417
9.
Student will demonstrate practice of the

personal values statement
HDF 417
Peer-Mentoring
10
.

lead a project from start to finish (followthrough)
HDF 415
Learning Contract
realizing the boundaries set up by both parties in order to ensure growth without losing the aspect of
maturity and respect. I have seen this most with my work as a peer mentor where I am tasked with
building personal connections with a variety of different individuals without exceeding the envelope and
losing credibility as a leader by doing so. I believe this line is different for each group and individual and
that a good leader should try trial and error in order to find that initial line, and then work with it to perfect
it and get to the point where I can grow with those whom I am leading.
See Example:
In my two different experiences of being a peer mentor I had to learn about following a certain code of
ethics, this code of ethics had to due with student-teacher boundaries and maintaining a professional
relationship with colleagues and the students in order to maximize the learning. This has helped me
shape my own personal code of ethics when working as a peer mentor. I believe that when working with
peers one should always be mature and understanding, striving to build bonds with their meentes without
crossing the fine line of appropriate and inappropriate behaviors. I first had to put into practice my own
code of ethics when I was a FLITE peer leader for my HDF 413 class. Coming into the class I had many
different connections with my students, which at first caused me to struggle with how close I could get to
the line of being inappropriate, and after some trial and error, I felt I was truly able to find a good middle
ground. Soon after I accepted the position of SOLC intern, which again had me working with my peers as
a peer leader, I found with this experience that with older students comes a bit more temptation to break
my code of ethics .
See Example:
I believe all leaders in order to be successful should have a personal values statement. My personal
values statement is partial based off of the Values in Action assessment I took as a sophomore. I value
inclusive leadership in leaders who strive to work with a large and diverse group of people. I value the
hard work and perseverance people put into the things they are passionate about. I value the hunger for
knowledge that people have when they want to better themselves. I value those who use social change
leadership to improve the world for everybody, rather than just themselves. I value those who embrace
their weaknesses and work on their strengths, and always have a positive outlook on life. I value those
who realistically can view the world around them, but realize that they can mold their lives and create the
change they want to see in their lives. I value those who value others.
I believe that a leaders personal values statement is present in every single facet of involvement they do.
For me I see my value statement come out most when I am either facilitating a retreat or being a peermentor. I like to see my students exhibit the values I hold dear to my heart so in order to bring that out in
them I am constantly working to wear my values on my sleeve and show my students and the groups I
work with how those values will assist them in life. One piece of my values statement is I value those who
value others and I feel my natural affinity to helping others grow and devolve is a direct look at how my
values statement is a part of my life.
See Example:
When taking HDF 415 I learned of a project called the learning contract. This projects main goal is to
apply yours strengths and values to a project of your choice, that influences, and or relates to the
leadership minor. Many of my peers in class had already done such a project, but to me it was foreign. I
started this assignment by brainstorming potential projects. I thought of creating a new club on this
campus to function as leadership tutors for Greek letter organizations, and my other option was a
leadership blog that would be built by posts from students in the leadership minor, most importantly the
FLITE students. I decided to go with the later because it was a project that I could finish by the end of the
semester, but then reopen and continue to add to for as long as the CSLD wanted to keep it up for. I
began this project by getting my students to record a segment on the servant leadership model by
Greenleaf. I then posted by own tid-bit introducing the concept, and the project itself. To add more breath
to the project I supplemented the core material with posts from outside sources about leadership, and
other theories and models so students could use the blog to ultimately learn more about the minor, and
the theories they didnt get the chance to learn in class. Students continue to add more to the site
everyday, and Im happy to see it become a useful tool for the minor, and for my learning.
11.
Student will describe goals and objective

statements regarding personal issues,
career issues, and community issues
HDF 417
N/A
12
.
Student will show evidence of goals and

objectives that were planned and
achieved
HDF 417
13
.
Student will show knowledge of the

Hierarchy of Needs theory by Maslow
HDF 417
PSY 113 & COM 202
14
.
Student will show application of Maslows

theory to own life
HDF 417
COM 202
See Evidence #: 28
I believe a strong leader must always have goals they are striving to accomplish. These goals can be
centered around personal issues, career issues, and community issues. As a student and a peer-mentor I
constantly deal with all three of these issues. Personally I tasked myself to be open minded and positive,
always seeking growth where I expect it and where I least expect it. This is to ensure that I am always
progressing and becoming a better version of myself. Currently for my career goals I am focusing on
boosting my GPA and taking the classes that will make me more appealing for grad school. Which also
leads to another career goal of mine, figuring out what I want to do after I leave the college bubble and
enter the real world. Finally I deal with community issues, and have a few goals revolving around them.
My goal for the community or at least those I consider my community I would love to see them live and
work towards their passions. If I can inspire my community to find a passion and put their all into it I feel
as thought as a society we would see monumentus growth, and progression as a people. I also have a
goal to make the community more inclusive and open-minded so that no one feels discriminated against
and as a progressive people we are the ones that the world looks to for guidance and a positive direction.
See Example:
When I decided I wanted to take part in this internship course I decided I wanted to accomplish four main
goals. These goals are as followed my goals for this internship were to educate my students and prepare
them to lead and facilitate a retreat, to get my students to a spot where they are comfortable reaching out
to me, create strong class plans that convey information well to my students, and to work well with high
education staff in order to learn the tricks of the trade. In order to make sure I went through and
accomplished these goals I sat down and created a syllabus with my supervisor, Alison Jackson Frasier,
then I created lesson plans that I felt would help the students really absorb the useful information being
presented. By the end of my time with my students each of the 16 had facilitated two or more retreats
successfully, and were no longer intimidated of asking me questions, and giving their work for revision
before handing it in. To me that was the greatest goal achieved. I believe the entire experience was a
testament of success and a completion of all objectives.
See Example:
Maslows Hierarchy of Needs is a theory that has been discussed and used in many of my classes. I first
learned about Maslows Hierarchy of needs in my PSY 113 class my freshman year of college, but didnt
fully understand and use this theory until I started studying peer-mentoring and the art of persuasion.
Maslows Hierarchy of Needs is a 5-tier pyramid the lowest having to do with physiological needs and the
top having to do with growth. In order to accomplish influence in behavior the bottom tiers must be
satisfied before the top. Below I will write out the theory from top to bottom.
Self-Actualization: This is the top of the pyramid and has to do with the individuals highest potential and
what a person can accomplish. This provides the area for most change depending on the potential of the
individual
Esteem: This section of the pyramid is about respect, and the power respect has on an individual. When
someone is respected they have more power and can accomplish more.
Love/ Belonging: The middle tier is about making personal connections and feeling loved and belonged.
This goes back to a tribal and genetic need to feel companionship on any level. Being kind and feeling
loved and giving love is the root of influence.
Safety: This is tier is directly above Physiological needs and it has to involve keeping the body safe. By
safe it means having a rough over ones head, being warm, feeling out of harms way. Without safety
someone cant move forward onto the other needs.
Physiological Needs: This section of the pyramid is the bottom of the pyramid and focuses on making
sure the individuals health needs are fulfilled. Without the human body being maintained nothing else can
be done until it is brought back to full health.
Maslows Hierarchy of Needs as Ive realized is used in a variety of ways. I first started learning to apply
this theory in my public speaking; in COM 202 we learned that appealing to the needs presented in the
theory allows an individual to influence those they are speaking to because naturally they are attracted to
fulfilling their needs. This then lead me to my HDF 417 experience as an SOLC intern. When speaking to
15
.
Student will describe personal leadership

style and/or personality style including
strengths and weaknesses and examples
of application (Sources = Leadership style
inventories, the L.P.I., StrengthsQuest,
Type Focus (MBTI), LAMP, and other
career inventories, etc.)
HDF 415
FLITE Peer Leader/ HDF 412
the class I started playing into their needs in order to really persuade them to absorb and implement the
information I was presenting. For example when discussing retreats I played into the esteem appeal
when I would tell them that the groups that came through would respect them and they would have a lot
of influence over their growth and success. I also brought up that through retreats they could in turn
become the best version of themselves, which was playing into the self-actualization appeals. I have also
started to implement these appeals when facilitating retreats by bringing up love and respect and the
potential to grow to become the best group they can be as a catalyst for change and influence within the
retreat.
See Example:
I have always felt like I had a good idea of how I lead others. I tend to be very relational when I lead, I
love to get to know those around me, and In my group, so to better work with them and become an
effective team. I feel this helps those Im leading understand me, and encourages them to help me
accomplish the group goals. After taking leadership courses I learned my Gallup strengths, my top five
are Woo, Communication, Positivity, Strategic, and Relator. After learning what they all meant and
understanding how I used them, I had a much better understanding of how I lead groups. In HDF 415 I
was made a FLITE peer leader, and worked with ten students, helping them grow. I had to lead this group
of completely different leaders, and that is when I realized how my strengths came into play. I would first
use my WOO to get to know everyone and make them open up a little bit using my communication and
positivity strengths, Once they started to open up I used my relator to get to know them, and what makes
them unique and special. This helped me delegate tasks to them, and helped me realize where they
needed to grow, and what I could do to help them. This strategy was the way that I lead, and it has
helped me grow many bright students, into bright campus and community leaders.
In HDF 412 I retook my StrengthsQuest assessment and received a brand new top five strengths.
Communication
WOO
Strategic
Arranger
Adaptability
In my future I hope to go to graduate school and attain a masters degree in Public Relations with a focus
on leadership consulting, and then move into a career where I can perform some leadership consulting to
large companies and groups. While some of the strengths are new to me, having just retaken them, I
have carefully realized how each of these strengths will be an important asset in my future career. Firstly
my communication strength is may be one of the most useful strengths in my top five for any career field.
The ability of effectively putting ones thoughts into words is a valuable skill, and when focusing on
leadership consulting I must be able to convey what I need from the group Im consulting, and my fellow
facilitators in order for the consultation to be successful. If facilitators or myself dont understand what
concepts the group need to understand than the group will never progress and the consultation will fail. In
the consulting world another valuable skill is being able to meet a variety of new people and be able to
break the ice with them so to make connections. My WOO strength does this for me; I am satisfied and
make it s a mission to get to know people, and have them feel comfortable in me. I like to transfer my
energy and excitement into them so they buy into what I am giving to them, so that they take ownership,
and ultimately leave feeling as though they learned through the experience. My strategic strength is the
template that ties all my other strengths together, and what ties them to my future career. Everyone has
things they are good at, and have skills that make doing their jobs easier/ more effective, but what allows
for these strengths and skilled to be effective is timing and strategic usage. Knowing when to use my
WOO, and when to communicate different concepts is an important step to being a successful consultant,
to much WOO or communicating a concept at the wrong time could set back the group, a good strategy
is always important. As a consultant I would many times work with a team of other facilitators who have
strengths in many different areas, my arranger ability would help me place and create the most effective
jobs for my fellow facilitators so that those being consulted would be getting the best results. In the
planning process my arranger strength would help me figure out what elements/ tools would be best used
to help the group understand the concepts, and grow to the level they want to be at. My adaptability
strength, my favorite strength, is in my opinion my most valuable strength to have. In my future career I
will be working with a variety of different groups, each with their own sets of moving parts, and each with
its own set of issues that they want to work on. Being adaptable when working with these groups allows
me to change the plan with a moments notice so that the consulting experience has the highest chance
for success, an example would be a group with twenty members growing to fifty members, and my team
having to change the plan to include everyone, and still have it be as effective as possible.
While each of my strengths have their chance to be assets they also present a shadow side to
my future career. While communicating can be done effectively and efficiently with my communication
skill, the way I may be conveying my message may make sense to me, or even part of the group, there is
a possibility that it isnt being understood by many in the group; which in the world of consulting is a
weakness. WOO has its own downside when it comes to the potential of dealing with individuals who
feel uncomfortable with high energy, and meeting new people, which can cause people to close up. This
presents an issue with consulting because in order to learn and make connections active participation is
necessary. The down side to strategic is the spontaneous nature of consulting, each group comes with its
own problems that are present before and during their consultation; if I depend to much on strategy then I
may lose the ability to connect and convey the appropriate messages to the group. The same goes with
my arranger strength seeing as they play off of each other very well. Lastly my adaptabilities downside is
not always having a set plan and depending on the ability to change what is needed to be successful.
See Evidence #: 29
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Student will show knowledge of the theory

of Super leadership by Manz & Sims
Student will show application of Manz &
Sims theory to own life
Outcome Category: Leadership Theories

Outcome
Target class
The Scientific management theory is said to boost happiness, efficiency, and revenue. This theory is
based of four main principles; Replace rule-of-thumb work methods with methods based on a scientific
study of the tasks; Scientifically select, train, and developed methods are being followed; Cooperate
with the workers to ensure that the scientifically developed methods are being followed; Divide work
nearly equally between managers and workers, so that the managers apply scientific management
principles to planning the work and the workers actually perform the tasks. These principles explain
themselves and reduce the amount of people that need to work on a project, because the people who
were hired are being trained well, and the workload is also being put on the managers.
See Evidence#: 14
At my families restaurant Spring Restaurant we deal with predominately Portuguese-speaking
customers who dont speak much English. When we have to hire someone new we opt to go for the
person who can do the job best. When I left we had to search for someone who could speak both
Portuguese and English and be able to do all the physical work that comes with working 8-hour shits of
lifting heavy trays back and forth. We interviewed many people and had to make sure we had someone
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Authority and Bureaucracy theory of
leadership Weber
Student will describe personal application
of the above theory (Weber)
Scientific Management theory of
leadership by Taylor
HDF 290
N/A
21
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of the above theory (Taylor)
HDF 290
Spring Restaurant
who could balance all the tasks and could actually speak both English and Portuguese so that they
could accommodate to the needs of the customers. Finally we found a man named Renato who was
young and able bodied willing to start learning more English. We hired him and the restaurant was able
to function without any extra hand, even on very busy holidays.
I wanted to revisit this outcome specifically because of the concept of crucial conversation that I
learned in HDF 412. A crucial conversation is an important dialogue between two or more people
where everyone holds some stake in the important of the subject matter. The conversation is had to
yield results or clarify a situation. In this case of the scientific management theory efficiency is the key
and at times it may need a crucial conversation to obtain those results. If the best fit for the job begins
to lose interest or other things are happening in their lives that is preventing efficient work behaviors
than the boss may have to pull that work aside and have a crucial conversation to figure out the next
step, create a game plan, and help set the employee straight. It may even be used to fire said
employee so to open the spot for someone more trained or someone who could be better trained.
See Evidence#: 10
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Management by Objectives theory of
leadership by Drucker
of the above theory (Drucker)
Student will show knowledge of Theory
X and Theory Y theory of leadership by
MacGregor
of the above theory (MacGregor)
Servant Leadership theory of leadership
by Greenleaf
HDF 415
N/A
The servant leadership model makes being a servant the first priority because it is a natural feeling,
which brings out the leadership in the individual. The model is structured in a Venn diagram with one
circle being Servant and the Other Circle being Leader with the combination of both being the
overlapping middle piece. Within each circle is 3-4 of the 10 different components of the model/.
Within the Servant circle the components are:
Listening Which is listening to the needs and will of the person or group so to better understand
them. Also listening to your own inner voice to set yourself on the right path.
Empathy Understanding the person or group so to accommodate to everyones unique and special
personality and attitude.
Healing Is the ability to heal oneself and their relationships with others. Which in turn becomes a
powerful tool for change.
Within the Leadership Circle the components are:
Awareness Provides a more holistic view for the leader. Allows further site in issues that stem from
power, ethics, and values.
Persuasion A powerful tool used by the leader to influence others to view a situation or goal in a way
that aligns with the leaders perspective.
Conceptualization The ability to look at a situation from a long-term lens, but does require a balance
of the short-term goal lens in order to stay functioning.
Foresight The ability to learn from the past, and predict the outcome of a project.
Within the overlap the components are:
Stewardship Breaking the work so everyone, not just the leader, or a select few are involved. This
helps with ownership of ones work, and boosts will of a group.
Commitment to people The leader is deeply involved and intuitive with the growth of their group. The
leader assumes the role of the nurturer of the group, and ultimately makes the group stronger.
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of the above theory (Greenleaf)
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Principle Centered Leadership theory
by Covey
of the above theory (Covey)
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HDF 415
FLITE Peer Leader
HDF 415
N/A
Building Community Creating a sense of common ground in a community. This could be as simple as
a community coming together to accomplish a goal together.
See Evidence #: 30
Servant leadership was not a theory I completely understood right away when I learned it. I was
confused at the fact that one had to be a servant before they began to lead, but once I began relating
the theory to my life I saw exactly how this theory has come into play with me. The most powerful
experience I have with Servant leadership is being a FLITE peer leader. Looking back on my decision
to be a FLITE peer leader I didnt care about the credits, I just wanted to help the first year leaders
grow, and love the minor like I do. In FLITE I was given ten students of which I personally mentored,
and had the pleasure of working with. Quickly I realized that my students were all different, and had
their own assortment of strengths and needs. I had to listen to their needs, and understand them so I
could start helping them grow. When my students really started to emerge as leaders I had to
constantly be on the look out for those who were falling off the track or losing sight of the end goal. I did
one on ones with all my students and made sure they were doing well physically, mentally, and
emotionally and that they were still excited about being in class, and that their assignments were not
getting the best of them. This helped alleviate many of their worries, and allowed them to work together
on their group projects more efficiently, because that stress was removed.
See Evidence #: 31
Student will show knowledge of the 14

Points / TQM theory of leadership by
Deming
of the above theory (Deming)
Visionary Leadership (now often cited
as Transformational Leadership) theory
by Sashkin
of the above theory (Sashkin)
Individuals in Organizations leadership
theory by Argyris
of the above theory (Argyris)
Students will demonstrate knowledge of
the 4 Vs theory of leadership by Grace
(Center for Ethical Leadership)
The 4-V model by Dr. Grace is a framework that aligns the internal beliefs and values with the external
behaviors and actions for the purpose for advancing the common good. The model consists of 4 main
components, the four vs. The first is values ethical leadership begins with an understanding and
commitment to our individual core values. By first discovering the values at the core of our identities,
we begin the process of integrating our unique values with our choices on all levels of our personal and
civic lives. The second V is, Vision vision is the ability to frame out actions, and particularly in
service to others, within a real picture or what ought to be. The third V is Voice claiming our voice is
the process of articulating our vision to others in an authentic and convincing way that animates and
motivates them to action. The final and fourth V is Virtue Understanding that we become what we
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of the above theory (Grace)
HDF 417
SOLC
38
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Situational Leadership theory by Hersey
& Blanchard
HDF 417
N/A
39
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of the above theory (Hersey & Blanchard)
HDF 417
SOLC and Zeta Beta Tau

Recruitment
practice; we foster virtue by practicing virtuous behavior and striving to do what is right and good. In
this way, we develop the character of virtue particular; virtue stands for the common good. (Dr. Grace)
There are also three additional elements Service, Polis, and Renewal.
Service connects vision and values by challenging ones values through service in hopes latent vision
is awakened.
Polis Giving voice to vision, thus creating politics.
Renewal As voice and values reconnect we reflect and decide if our voice is matching our vision and
values.
See Evidence #: 32
The four V model by Dr. Grace is all about creating change by first going through an inner journey. I
believe this had a lot to do with my time as an intern for HDF 417. The main goal of my internship was
to train a crop of sixteen new leadership consultants in the skills and leadership theories necessary to
run and facilitate a leadership development retreat. Part of being a consultant is knowing the change
you want to see in the organization and knowing the change the organization wants to see in itself, and
helping them get their by assisting them in making the necessary connections to make the change.
While the four v model is the basis of a leadership development retreat it is also a basis of peer
mentoring. When I started the semester I had to reflect on myself and what I thought being a consultant
meant. To me a consultant meant being open, trustworthy, honest, and positive. Now that I had my
values I had to envision where I wanted my students by the end of the semester. I wanted my students
to be able to comfortably step up and instill the values they saw fit into the organization they were
working with, as long as it fit into what their needs were. Then came the part of teaching them, my
voice was me standing in front of the class and presenting the information so that everyone could
absorb it and use it to better themselves. All together I realized in the process of creating the class I
wanted I also grew and became a stronger leader, pushing my values and beliefs so to instill growth all
around me.
See Example:
The situational leadership model by Hersey and Blanchard is a leadership theory that suggests leaders
should adjust their style based on how ready and willing the follower is to perform required tasks. There
are four different styles each having to do with how much or how little task focus and relationship focus
is needed for each task. The four styles are as followed:
S1 Telling/ Directing: High Task, Low relationship focus. This style is used when the followers need
direction but little concern is placed on the relationship between leader and follower.
S2 Selling/ Coaching: High Task, High Relationship focus. This style is used when the follower is high
functioning and rather than demanding them do something this style focuses on listening and advising
the followers and selling them new methods to accomplish their tasks.
S3 Participating/ Supporting: Low task/ High Relationship focus. This style focuses on those who
have the skills to perform a task but have little motivation to do so. In this style the leader listens and
supports the follower thus motivating them to work.
S4 Delegating/ Observing: Low task/ Low relationship focus. This style deals with followers with the
skills and motivation necessary to perform a task. In this style the leader gives different jobs to their
followers and keeps a distant eye on them praising them sparingly.
See Example:
When first learning about the situational leadership theory I quickly saw how easily it correlates with
peer mentoring and leadership consulting. The first time I truly saw situational leadership play a role in
my life was when I started facilitating leadership retreats. I realized I was constantly working my group
in different ways depending on the people I was leading. For some groups of facilitators it was easy to
delegate tasks such as my group for the Sigma Delta Tau retreats, but other groups such as the Chi
Omega retreat I was Telling and Directing more so than the other styles. When I began peer mentoring
especially during my HDF 417 internship I realized that teaching is similar to consulting. Each student
learns a different way, and works a different way, and it all depends on the task and the day that the
40
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Relational Leadership model by
Komives, McMahon & Lucas
HDF 415
N/A
41
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of the above theory (Komives et al)
HDF 415
Challenge Course
student is working on. I found that during the course of a class I was switching between different styles
to interact with different students. For example my students with prior mentoring experience had to be
coached or delegated rather than directed because they had the prior skills to perform the tasks. While
some newer students either needed to be directed or supported because of the overwhelming nature of
being a consultant. While it seems basic I found this became more complex especially when my
experienced students were showing that they needed support or direction and vice-versa. I further want
to explore the uses of situational leadership and its effect on consulting and mentoring.
See Example:
The relational leadership model focuses on the relationship among participants the model is consisted
of 5 different components; inclusive, empowering, purposeful, ethical, and process-oriented. Each is
broken up into three sections Knowing (knowledge/understanding), Being (Believing that), and Doing
(Skills in).
Inclusive is an understanding of self and others, citizenship, frames and multiple realities,
worldviews, and organizational cultures. It believes that differences in people are valuable, fairness and
equality are important, everyone can make a difference, need to conceptualize groups and
organizations as web-like structure. Have skills in developing talents, listening, building coalitions, and
framing/ re-framing, engaging in civil discourse.
Empowering Has knowledge of power, empowerment, impact of power on policies and procedures,
and self-esteem. Believes that everyone has something to offer, concern for the growth and
development of others is necessary and important, contributions of others are solicited and valued;
power, information, and decision making are shared willingly. Have skills in gatekeeping, sharing
information, learning at individual and team levels, encouraging or affirming others, building capacity
for others, promoting self-leadership, and practicing renewal.
Purposeful Knowledge of change of process and models, role of mission and vision. Believes that
an attitude that is hopeful, positive, and optimistic helps everyone; individuals, groups and
organizations can make a difference. Have skills in identifying goals, envisioning, making meaning,
thinking creatively, involving others in the vision building process.
Ethical Knowledge in development of values, influence of system on justice and care, models of
valuing of self and others, decision making. Believe in socially responsible behavior is encouraged in
all people, character development happens through participation in groups and organizations, high
standards of behavior for each person helps everyone, actions which benefit others are preferred over
actions pursued for self-gain. Have skills in behaving congruently, trusting others and being trustworthy,
being reliable and responsible, acting courageously, identifying issues as needing an ethical design,
confronting inappropriate behavior in others.
Process-Oriented Knowledge in community, group process, relational aspects of leadership, and
systems perspective. Believes that process is as important as outcome, effort of a high quality is to be
encouraged, good things happen when people trust the process. Have skills I collaboration, reflecting,
making meaning, challenging, engaging in civil confrontation, learning, and giving and receiving
feedback.
See Evidence #: 33
The relational leadership model, that was taught to me in HDF 415, is one of my favorite models,
because it involves knowing the individuals you are leading, and using that knowledge to empower
them, and help them grow as a leader. I see this theory come out a lot on the North Woods Challenge
course. When facilitating a retreat for the challenge course the leader must be inclusive of everyone,
there will be people whos biggest challenge is getting out of the car and into the mud, and there are
others who will be trying to swing from tree to tree. The differences dont stop there, but as always the
leader must be respectful and inclusive towards all of those participating. The entire challenge course
is process-oriented and is done to help the group work together, bond, learn about one another, and
grow as a group. This is done by challenging them with many obstacles that all serve a purpose, and
help the group gain a particular piece of knowledge they may have not had or had been using before.
While they are going through these obstacles, groups tend to storm, and the leader must be there to
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concept of constructivism
HDF 417
N/A
43
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Students will describe personal examples

of implementing constructivism
HDF 417
Peer-Mentoring
44
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experiential learning in leadership
development (Kolb)
HDF 413
N/A
45
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of experiential learning in leadership
development (Kolb)
HDF 413
SOLC
empower then, and help them empower each other so that the obstacle isnt as dreadful as it seems,
and that they are able to completely accomplish the task, while still taking away the lessons. This
process is a very intimate and relational way to help groups grow, and gain skills that they may have
not had or may have not been using prior to the retreat.
See Evidence #: 34
Constructivism is a leadership theory based on observation and scientific study about how people
learn. Its main points are experiences and reflecting on those experiences to gain knowledge. We then
challenge any knew experiences by reflecting it with past ideals and knowledge we already have. This
can lead to a change in opinion or belief. This is done by asking questions, exploring what we know,
and assessing what we know. In a classroom setting constructivism plays off of Kolbs experiential
learning model, where the students are given activities that have them actively learning through
experiments, and real life situations. A constructivist teacher will never give a student the answer to a
problem, but rather help them reflect their new knowledge with their past experiences, allowing the
student to find the right path on their own. Which then leads into a reflective piece after the student has
accomplished the task.
See Example:
Constructivism is a concept that I have grown to love through peer-mentoring. I dont believe it is right
to ever just give someone the answer when there is room for them to grow by exploring for the answer.
While peer mentoring for the HDF 417 internship course part of my task was teaching the students how
to create a retreat agenda for different types of groups depending on their needs. While I could have
just shown them 4-5 different agendas plans I decided to split them into groups and give them sheets
with a summary of the group they would be working with. I would then tell them to create a class plan
for the group and be ready to explain why they chose what they chose. While they did this I would
answer questions to help guide them to the right path, but never giving it to them, and then after we
talked about why they chose their path, what would have happened if we chose another, are there
more ways to plan the agenda. Which prompted them to ask questions I could answer.
See Example:
Kolbs theory of Experiential learning is a four based learning cycle. This cycle shows the different ways
a learner will learn and how exactly they get there. The Model also presents four learning styles, which
appear depending on where the learner is at in the learning cycle. The four bases of the learning cycle
are:
Concrete Experience (CE) A new experience is uncovered
Reflective Observation (RO) This is where experiences and understanding clash and differences
are seen.
Abstract Conceptualization (AC) This brings about new ideas or a change in pre-existing ideas due
to reflection.
Active Experimentation (AE) The learned applies their new knowledge to the world, and observes
its effect.
The movement between the four cycles if facilitated by four different learning styles.
Diverging CE/ RO Those who are diverging see situations from many different viewpoints, and they
are big watches rather than doers.
Assimilating AC/ RO Believe in Ideas and Concepts and seek a logical approach for tasks.
Converging AC/ AE Learns how to fix a problem, and uses what they learn in practical life.
Accommodating CE/ AE Tend to take experiential approaches at learning, and must do before they
learn anything.
See Evidence #: 35
When I joined SOLC I started learning how to facilitate retreats. The basic information was easy to
conceptualize but it wasnt till my first retreat that I was able to see what a retreat actually looked like.
This new experience was exciting because I was learning how to actually run a retreat, while being
actively engaged in the active retreat. I was able to see the difference in what we were told in class and
what actually happens when retreats are going full swing. When the retreat agenda got a big wonky
46
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Social Change Model of Leadership
Development by Astin et al
HDF 415
N/A
because we had people not show up, I was able to take my knowledge from class, my past
experiences, and my new found experiences and put them together to create some new ideas to keep
the women of ATD challenged. I decided on blind folding them, and silencing some of them, something
I was never really comfortable with doing. I watched as the women of ATD struggled and then worked
as a team to accomplish their goals, and leave the retreat with new skills, just like I did.
See Evidence #: 36
The social change model affects the root of problems, it must be worked upon by all parties, and its
effects can be long lasting and positive. The model is based off of its seven Cs; consciousness of self,
Congruence, Commitment, collaboration, Common Purpose, Controversy with civility, and citizenship.
Those 7 Cs are grouped into three circles which are; group, individual, and society.
In the Group circle there are:
Collaboration Working with others, which empowers self and those in the group
Common Purpose The common aim and or values of the group. Which help inspire hard work, and a
desire to succeed.
Controversy With civility Difference in opinions and the ability to work past them in a civil manner
In the Individual Circle there are:
Consciousness of Self Awareness of self, knowing your own goals, values, opinions, and stance
Congruence Consistency in thought, emotions, and actions.
Commitment The ability to stick to a task which fuels effort.
In the Societal Circle there is:
Citizenship Where the group and the project are connected to the community.
47
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of the above theory (Astin et al)
48
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49

the Leadership Identity Development
Model by Komives et al
Students will describe personal
HDF 415
Zeta Beta Tau
This model also has a final and eight C which is Change

Change It is the Hub of the model and the ultimate goal one aspire to when trying to make social
change.
Each of these is affected by a change agent, a person who has the will and drive to make a positive
change, and ultimately drives the model.
See Evidence #: 37
The social change model focuses on changing the idea of a group from one perspective to what the
leader believes is a more positive perspective. This can be as small as an in group rule being changed,
to a major movement happening in the world such as gay rights. Within my small bubble of URI I
constantly face giant social changes, but the ones I feel the most are the ones that happen in the
groups around me. In my fraternity we have instilled a strict sober rush policy. Absolutely no drinking,
smoking, or doing drugs with any of our potential members is tolerated, and we pride ourselves on
getting to know our potential brothers sober. Since losing our house, brothers have felt that maybe
loosening the restrictions will keep us competitive with other fraternities on campus. I was presented
with an issue i looked back to my morals and knew I wanted to keep sober rush as strict as ever, and I
knew that If I flopped my ideas around to much I wouldnt be credible as a leader. So I stuck with my
guns and instead wanted to work with the members who were worried about recruitment being stunted.
They were able to work together with me and we were able to avoid breaking our standards, this in turn
brought the brotherhood closer, and created a change in the brotherhood, they no longer openly cared
about the sober rush, and were happy the guys that were coming to us were quality, and would make
the fraternity proud.
See Evidence #: 38
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application of the above theory. (Komives

et al)
the Strengths-Development Model by
Hulme et al
of the above theory (Hulme et al)
behavior theories of leadership from
Michigan and Ohio State
of the above theories (Michigan & Ohio
State)
Charismatic leadership
of the above theory
contingency approach to leadership by
Fiedler
of the above theory (Fiedler)
Path-Goal theory by House
of the above theory (House)
Leader Member Exchange (LMX) theory
of the above theory
Leadership Substitutes Theory
of the above theory
Models of leader emergence
Student will describe the impact of traits
on leadership emergence and
performance
Chaos approach to leadership by
Wheatley
of the above theory (Wheatley)
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

Outcome
Target class
68
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Student will demonstrate how cultural

anthropology / paradigms relate to
leadership
HDF 412
69
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Student will describe personal example

of using cultural anthropology /
paradigms as a leader
HDF 412
Comedy Show
70
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the Cycles of Socialization (Harro)
theory and its uses in leadership
HDF 412
N/A

Anthropology is the study of humankind and this semester during Module II we were assigned to track
behaviors of people. We had to observe the impact of the behavior on other people, on the topic, on
the group, and on the discussion. By noticing these behaviors we had to report them to the class
without any judgments, assumptions, or interpretation. To help track we were given the following
questions:
What differences are present in the group? Kinds and numbers.
Who is talking? Who is silent?
Who initiates?
Who is outside the group ignored discounted?
Who interrupts whom?
Who has eye contact with whom?
Who is silent and seems to be filled with feelings?
Who seems to be shutting down or zoning out?
Who is being talked about common themes or topics by different group identity?
What group patterns do you see?
These questions set us up to observe with no judgments and were able to see only the facts anywhere
we went. We could track at meetings, in classes, out at the bar, family events, etc. Anywhere there
were group dynamics tracking was acceptable.
See Evidence #:
When setting up my comedy show for the Childrens Miracle Network I met with the head comedian
multiple times to explain the demographic of the show, what I expected from him, and what he
expected from me and the audience. I told the comedian that I wanted him to give me his best R rated
show that would appeal to college students. He told me he would provide the right comedians for the
job and promised the jokes would be the best Id ever heard. Fast forward to the night of the show and
I sat and listened to the jokes. I tracked that the comedians (all three were men, one was a man of
color) focused their set on the male audience. Very rarely making jokes to appeal to the female
audience. I tracked that the female audience members did not receive the jokes by the first two
comedians well, but received the last comedian (male of color) very well. I also tracked that the last
comedians jokes were the least gender focused. It is almost as if the head comedian heard fraternity
comedy show and attempted to appeal to the humor without acknowledging the presence of other
audience members.
See Evidence #;
Roberta Harros Cycle of Socialization Theory created in 1982 used a 4 circles and three-arrow model
to explain how we as individuals are socialized to our own social identities and the identities of others.
As well as show how we can break the cycle and take control of our own lives.
Circle #1 The Beginning: This circle states that socialization begins before we are born. When we
come out of the womb we are assigned our gender, race, culture, age, etc. We are also born into a
world with its own social constructs about how our identities are to be looked at and treated, this can
both be positive and negative. This circle also highlights the existence or dominant/ agent groups
whom have more power than other groups. Some of the identities that fit into this group are as
followed; Men, White People, heterosexuals, etc. You are lucky to be born into dominant/ agent groups
but unlucky to be born in subordinate/ target groups/
Arrow #1 First Socialization: The first arrow of the model begins our socialization and it starts with
the influence of our loved ones and the ones we trust the most. This is where we as individuals begin
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Students will demonstrate personal

application of the Cycles of
Socialization (Harro)
HDF 412
Becoming an ally/ Module II
to learn the norms and rules that we must follow, what roles we play in society, what we should expect
in the future, and what we should aspire to do. This step is both intrapersonal and interpersonal. It is
important not to blame our loved ones for the views we have because they themselves are only giving
to us what was given to them, and are trying to raise us to the best of their ability.
Circle #2 Institutional and Culture Socialization: In this stage of our socialization the sources by
which we learn our socialization are multiplied. These sources can be school, sports teams, medical
facilities, places of worship, etc. We receive even more messages about how we should be, who we
should look up, what rules to follow, what roles to play, what to believe, what assumptions to make,
and what to think. We also learn who gets preferential treatment and how unfair some of the social
constructs are for other identity groups.
Arrow #2 Enforcements: This arrow highlights the reasons as to why no one ever speaks up
against the status quo. Those who think independently and challenge the status quo are made fun of
and looked at as troublemakers just looking to start problems. Those who conform are looked at as
team players and rewarded for following the status quo.
Circle #3 Results: This step of the cycle is where all the past socializing comes together and the
individual going through the cycle starts feeling the toll of the cycle. This toll may come with guilt, high
levels of stress, dehumanization, hopelessness, disempowerment, self-destructive behaviors, low selfesteem, frustration, and mistrust.
Arrow #3 Actions: In this arrow of the cycle we realize what we should do with our new found
enlightenment, do we break the cycle and move towards making positive change, or we do conform
and follow into our stereotype and social norms.
Circle #4 Center of the Circle: In this part of the cycle it explains we are often blocked from action
by fear and insecurity. It blinds us and we often are lost and unsure how to become a positive agent of
change for the issues we see. It is to be noted that often times the change and hope find their way to
the surface and change is made.
See Evidence #;
Since coming to college and experiencing many different cultures and seeing many different social
injustices I would like to become an ally to the black community. To best describe my path I would like
to use Harros cycle of socialization (Harro, n.d.) to dissect that messages I was receiving both
consciously and unconsciously at different points in my life.
The beginning: As the model suggests during this first stage I was nave, born without guilt
or prejudice. Limited in the information I had, if I had any at all. I didnt have any biases or
any stereotypes.
First Socialization: This stage was a bit trickier for me and still affects me to this day. In
this stage my parents, teachers, relatives, close friends, etc. really molded my
understanding of people of other cultures. Seeing as both sides of my family were
immigrants I never really heard anything negative on either side unconsciously or
consciously about those of other cultures, but my parents and grandparents did have a lot
to say about individuals of color, especially black individuals. While my parents never
pushed me to hate, be scared, or dislike people of color, they often preyed upon their old
world stereotypes. I remember my dad calling them lazy, saying you cant really trust them,
blaming them for crime and problems in the community. My mother was much more tame
and pushed to accept, but given the right circumstances her prejudices would come out. My
grandparents were very similar I could often hear it in their tone when speaking that they
werent particularly friendly with black individuals, but never violent. In this stage I was
never physically kept away from people of color and often spent a lot of time with them
given that I geographically was located in a densely populated black community.
Institutional and Cultural Socialization: This part of Harros cycle was a bit more positive
for me. In this stage I was getting messages from church, school, media, literature,
television, and the legal system. I grew up going to catholic school for seven years so my
enforcement from church and school was mixed. Going to school in Fall River, MA there
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the Cycles of Liberation (Harro) theory
and its uses in leadership
HDF 412
were many students of color so I grew up getting to know them and their culture and I
gained a deep appreciation for people of color. Media, literature, television on the other
hand were a bit different because it was very mixed. On some ends I was receiving very
powerful positive messages about people of color. They were revolutionizing the world with
their culture, gaining political strength, and becoming large media icons. In another light
people of color were often depicted as thugs, criminals, and people not meant to fit in the
political landscape. In this stage I gained a very positive view on people of color and it
began to turn around the initial views my family was instilling in me.
Enforcement: I partly combined this arrow with the above stage. While the messages I
received were mixed the societal norms of colored individuals was reinforced in both
negative and positive ways.
Results: The result of these past stages has formed a weird aura between people of color
and myself. I often get anxious when Im around them because I am scared to offend them
because I know the societal norms and I know I wasnt raised or exposed to the most
positive views so I dont want to risk saying the wrong thing. I also find myself unaware of
what I could do to be an ally to them.
Directions for change/ Actions: In this final arrow for change we have to decide what
direction we take next. At first I thought it was easier for myself to avoid the situation, but
then I came to college and learned the extent to the oppression that people of color. I have
then decided to take a stand and work with students of color to show them they have
student allies, and that I am available to stand with them. I also actively support multicultural groups and the strides they take to make change on the college campus. (Harro,
n.d.)
See Evidence #;
Roberta Harros Cycle of Liberation theory created in 1982 consists of a four arrow, four-circle model
that in its essence is used to instruct individuals on how to make a dent in the big problem that is
oppression. This cycle can be viewed as a continuation of the Harros Cycle of Socialization model.
Arrow #1 Waking Up: The Waking up section of the model is the instance or instances where we
create cognitive dissonance, which is when things that one made sense to us start not making sense
to us. We start seeing how the worlds social constructs play a role in how people interact with one
another, and if its a good thing or a bad thing.
Circle #1 Getting Ready: During this step of the model we being to deconstruct then reconstruct our
thoughts and beliefs. This is usually done by introspection, education, and consciousness raising. We
first look within ourselves to see which beliefs, attitudes, and behaviors must be changed. Then we
educate ourselves by talking to others, reading, and really researching the issue. We being to
challenge our conscious viewing of the world, so to better combat the issue. This also involves
dismantling past beliefs.
Arrow #2 Reaching Out: In this step of the model we begin to practice using our new information
and outlook. In this stage individuals start sharing their new views with other people and will voice their
disapproval when things are done/ said that they disagree with. This step of the model pushes people
past silence and into action.
Circle #2 Building Community: This stage of the model is about how we value others and how we
interact with them on a regular basis. It is based off of two parts dialogue with people who are like us
and the second piece is having dialogue with those different from us. We start dialogue with people
similar to us so to compare experiences, and strategies for dealing with those experiences. This step
often happens unconsciously first and then evolves into a conscious effort. It also may confirm that
others want to make the same changes as us and we feel refreshed and inspired. The second step
talking to those different from us, we do this to gain understand and build coalition. This part is
important because books and theories often arent as insightful or as impactful as a first hand source
that can provide context.
Arrow #3 Coalescing: This step is the first step of action. We have already joined allies, and
73
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Student will demonstrate personal

application of the Cycles of Liberation
(Harro)
HDF 412
Becoming an ally/ Module II
fortified our resolve so now we move to interrupt the oppressive system. In this stage we may plan
actions, lobby, do fund raising, educate, and motivate members of the public. We realize more can be
done in coalition rather than in solidarity, thus voices get louder and movements tend to be more
effective. A full interruption of the status quo.
Circle #3 Creating Change: This is the step where our assumptions, structures, rules, and roles
have shifted drastically from the status quo. Partnerships are created amongst other groups,
organizations, and systems that we are apart of. It also means stepping up as a leader of this
movement and taking more risks. This step is overall guiding others to change their views, and create
new systems in place that empower and support the changes we are working for. Nothing is the same
after this step since a change in the system has occurred.
Arrow #4 Maintaining: This stage is included because no change to an entire system is ever
perfect. Much of the time new structures, assumptions, roles, and rules arent all inclusive or may not
be at their best. This step is about debugging, strengthened, monitored, and modified. As well as
celebrate the successes of change and what is working and what continues to improve.
Circle #4 Core: The core represents the qualities we exhibit through the cycle. Some of these
qualities are present when we begin the model, but many are also gain/ grow throughout each step,
and each connection we make. Liberation focuses on love, creating a balance, developing
competence, being committed to change, and showing passion and compassion towards others.
See Evidence #;
In this piece I would like to talk about the steps I am taking to progress through Harros cycle of
liberation (Harro, n.d.).
Waking up: My wake up call was my first year in college. During my first year of college I
met some amazing people of all different races, religions, ethnicities, and sexual
orientations. These people sped up my already evolving view of the world around me and it
was a real intrapersonal change. While I didnt think I was ever coming from a place of hate
or dislike meeting such an inspiring group of people of color helped me contest some of the
views my parents had imprinted on me. I was always told people of color were lazy and
trouble makers, but at college I met people of color who were some of the hardest working
most trustworthy people in the world. That situation as my cognitive dissonance.
Getting Ready: During this stage which I believe Im still partly in I began breaking down
what I thought I knew and replacing it what I should know. I believe I did this best by taking
some leadership studies classes, but most importantly my rhetoric of hate speech class. In
these classes I was able to explore the origin of some of the opinions my parents imprinted
on me. I was also able to delve a little deeper into the struggles that people of color face on
a daily basis around the world, and I realized I came from a very privileged area where
acceptance was more popular than hate.
Reaching Out: During the reaching out phase I have to put up my new world view against
others and see how they will take them. For myself I feel that I have only brushed lightly on
this stage before moving to the next one. The only thing I feel I have done was actively try
to work with multi-cultural organizations on the challenge course. During these retreats I
find myself tracking the dialogue the members are having with each other, and the bits of
dialogue I have with the group when we are walking from activity to activity or on down
time. I see what their triggers are, and what the line is, and where my worldviews can be
contested.
Building Community: I feel as though this is the stage in the cycle that I am currently
residing in. This stage is an interpersonal change. The values of others change in the
perspective of the individual going through the cycle. Its a two part cycle first is talking with
people who are like me to gain support, and then the second part is to talk to people
different from me to build greater understanding a coalition. I believe I have done the first
part of this by first reaching out to people like Alison Jackson Frasier, Caitie Runyon, and
others who I know share similar world views, but can also help contest my worlds views and
help give me some more perspective. For those who are different for me I look at people
like Luckson, Lydia, Larry, and some of my other friends of color who help bring me some
new understanding. Before them I didnt really understand the struggle that people of color
go through, and what the difference of equality and justice. They helped guide me to what
needs to change systematically to help bring true equality and fairness to society.
I believe the other stages of the cycle will come soon to me because I have now taken a deeper look
into what exactly I need to do to be a change agent (Harro, n.d.).
See Evidence #:
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the Configuration of Power (Franklin)
and its relationship to leadership
application of the Configuration of
Power (Franklin)
racial identity development via the Cross,
Helms or other models (Ferdman &
Gallegos; Kim; Horse; Wijeyesinghe etc.)
77
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application of model(s) of racial identity
development above
HDF 412
HDF 412
The Sexual Identity model by Vivian Cass, developed in 1979, is a theory that takes a look at the
development of the sexual orientation of gay and lesbian individuals. The theory is split into 6 different
stages. It is important to note that this model does not cover Bi-sexual individuals and Transgender
individuals. It also does not take into account race, age, religion, culture, ability, and some other
identities. It is also important to remember that while the stages are sequential in nature, that doesnt
mean that individuals dont revisit these stages at different points in their life. Here are the six stages of
the Cass model.
1. Identity Confusion: During this stage the individuals begin to experience gay and lesbian
thoughts. May be confused and experience turmoil. May begin to experiment sexually and
emotionally with a partner of the same gender. May reject these feelings and create
excuses for them. Adversely the individual may begin to accept their sexuality.
2. Identity Comparison: In this stage individuals accept the possibility of being gay or
lesbian. Examines what this realization may mean in the broader sense and may even
began to self-alienate and become isolated. Some individuals may even give up things
because of their orientation, or convince themselves that its only a phase.
3. Identity Tolerance: During this stage the individual begins to embrace their sexuality. They
seek out other gay and lesbian identifiers to alleviate the feeling of isolation and loneliness.
May explore their sexuality a bit more with different roles, and overall gain more of a
commitment to their sexuality.
4. Identity Acceptance: The individual attaches positive connotations to their sexuality. They
move from a place of tolerance to a place of acceptance. Begin to distance themselves
from heterosexuals, and begin to feel more comfortable in crowds whom identify as gay and
lesbian.
5. Identity Pride: The individual takes a very extreme approach to sexuality. They divide the
world into heterosexual and homosexual, tell the world about their sexuality, and deeply
immerse themselves in the gay and lesbian culture. Believes heterosexual culture to almost
be bad, or unsupportive of their lifestyle.
6. Identity Synthesis: The last step in the sequence. Individual integrates their sexuality into
their other aspects of self. Which makes it only one piece of the self rather than the entirety
of it. Still harbors negative feelings of heterosexism, but doesnt allow that to control them or
their actions. (Cass, 1996)
See Evidence #;
I wrote a reflection piece of Casss Model of Sexual Identity and compared it to my personal sexual
identity situation, the reflection is as followed. I choose this model to write about because I identify as a
bisexual cisgender male. Upon reading the first couple of sentences that make up the preface of the
model I learned that the model was created specifically for gay and lesbian and not bisexual
individuals regardless I wanted to stick with it because I dont believe the experiences differ much
between the sexual identities. When reading stage one of the model I could very closely identify with
what it was describing. I remember as a kid feeling different from the children around me, and I always
believed them to be sexual. It wasnt until middle school that I began to feel turmoil, and began to deny
my feelings. In high school I believe I went through the next few phases of comparison, tolerance, and
then acceptance. As the model explains it all came in stages. I began surrounding myself with
individuals who either identified as gay, lesbian, bisexual, or questioning and I began to see the larger
meaning of my situation. I believe the stages of comparison, tolerance, and acceptance came very
quickly one after another, and I very quickly felt comfortable in my own skin. Which is where I seem to
find a difference between the model and myself. The model describes a sense of dislike towards the
hetero community. I myself never felt I was distant from the heterosexual community or that I had any
negative thoughts about them.
The fourth piece of the model pride is a step I believe I skipped or never truly subscribed to. I have
never been the kind of person to parade around with a rainbow flag and actively fight for the rights of
the LGBTQ community. Nor do I believe I delved deep into the gay and lesbian culture. Which to me
may speak to the fact that I never felt a distance between my heterosexual friends and myself. I do feel
however that I did hit the sixth stage of synthesis. I accepted who I was and it became part of me, but
a very nonchalant part of me. It wasnt the first, second, or even third part of myself that I ever used to
describe me; I dont even think it makes it into the top ten. While this could be a product of me trying to
follow the model as a bisexual cisgender male, it may also be my specific experience. I do believe that
this model could be improved if it was rewritten to include bisexual men and women. It could also
improve by removing the pieces of heterophobia since from my experience not many gay and lesbian
individuals fear or distance themselves from their heterosexual brothers and sisters. I would say if it
were on a 100% scale this model would match maybe 75% of me if not a little less. It is a great model
that can give a very bare bones look at gay and lesbian sexuality development, but I wouldnt say that
it accurately describes the experience of most gay and lesbian individuals.
See Evidence #;
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McIntoshs theory of privilege and its
relationship to leadership
application of McIntoshs theory
Student will describe the differences and
similarities of individual and institutional
oppression and relationships to
leadership
Student will show knowledge of effective
leadership as it relates to change agency
Student will describe personal examples
of being a change agent
HDF 413
FLITE Peer Leader/ HDF 412
A change agent is person who has the understanding, motivation, and skills to create a positive
change. There are many change agents in the world, the people close to you, your family, the people
you respect, and especially those who mentor you. I feel as though I have been a change agent by
being a FLITE peer. As a FLITE peer leader I was able to work with my class and instill in them my
knowledge and wisdom and the experiences Ive had in my life so far. I did this in hopes that they
would pull from my experiences, and use them learn and grow as leaders. I focused a lot on the
servant leadership model when working with them. I wanted to help them all become servant leaders
so that eventually they too could pass on their wisdom and experiences to the next generation of
leaders.
Based on some more teachings and reflection I believe a change agent is an individual who has been
awoken to a particular issue, minor or major issue, which they want to change. At that point the
individuals inform themselves on the issue, reaches out to reinforce their new outlook and gain new
perspective. This is where they then utilize their new outlook, new information, community, and their
83
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Student will create a personal code of

inclusive leadership
84
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85
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86
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87
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the Model of Intercultural Sensitivity by
Bennett and its uses in leadership
Students will demonstrate personal
application of the Model of Intercultural
Sensitivity by Bennett
the ally Action Continuum by Griffin &
Harro
application of the Action Continuum by
Griffin & Harro
HDF 413
Day of Discovery/ HDF 412
privileges as a powerful tool to help implement the change they wish to see. The change could be as
small as changing the signs on a bathroom from unisex to all gender restroom, or as large as creating
systems and structures that battle the inequality that some students face. An instance when I was a
change agent was when I went back home for thanksgiving break and decided to educate my family
on issues such as race and immigration that they either did not know enough about, or had a very
negative connotation of. Instead of jumping to violence I walked them through what I believe and what
I believe should the attitude towards the situation, and while I may not have changed everyones mind I
like to believe I impacted at least a few.
See Evidence #: 39
I believe that progressive leaders in our world must have a handful of characteristics that set them up
to be change agents for society. The crowning jewel of these characteristics is being inclusive.
Inclusivity allows all people to be given a chance to lead, and be lead. Which optimizes the growth of
society, thus creating a stronger community of leaders. When leaders are inclusive discussion on
difficult topics such as socio economic status, gender, race, and sexual orientation become
progressive talks of change, and mending the world and its faults. I believe inclusive leadership should
be a constant goal that the leaders in our world should strive to achieve.
I further believe that a leader striving to work on his or her inclusivity should learn what their privileges
are, and once they are discovered the leadership should use their privileges as tools for positive
change. Such as speaking up when actions or words that are said by others disagree with our
opinions, and reaching out groups that are not as privileged so to learn more about them and become
an ally to those people. A leader should constantly be watching for times when their strengths, skills,
influence, and privilege can be used to help the greater community.
See Evidence #: 40
Outcome Category: Critical Thinking
88.
Outcome
Target class
Student will show knowledge of principles

of critical thinking (logic is used in this
minor)
HDF 412

An aspect of critical thinking I believe is important to aware of are fallacies of logic. Fallacies are
common errors in reasoning that will undermine the logic of your argument. Fallacies can be either
illegitimate arguments or irrelevant points, and are often identified because they lack evidence that
supports their claim (Purdue). These fallacies come in different forms as I will note below:
Slippery Slope This fallacy claims that if A happens then over time throw small steps B, C,
DZ will happen. Thus to prevent Z from happening A must also not happen.
Hasty Generalization This fallacy rushes to a conclusion without sufficient evidence. An

example would be On the first day of class you say this class is going to suck.
Post hoc ergo propter hoc This fallacy assumes that if A happens after B than B is the
cause of A
89.
Student will demonstrate proficiency of

critical thinking
HDF 413
SOLC/ Leadership Intern
Genetic Fallacy This fallacy claims that the origins of a person, idea, institute, or theory
determine its character, nature, or worth
Begging the Claim The conclusion that the writer should prove is validated within the
claim.
Circular Argument This fallacy states that the speaker restates the argument rather than
actually proving it.
Either/ or This fallacy oversimplifies an argument by reducing it to a two-sided choice.
Ad Hominem This fallacy is an attack on a person or character rather than the persons
opinions or the argument itself.
Ad populum This is an emotional appeal that speaks to positive (such as patriotism,

religion, democracy) or negative (such as terrorism or fascism) concepts rather than the real
issue at hand.
Red Herring This is a diversionary tactic that avoids the key issues, often by avoiding
opposing arguments rather than addressing them.
Straw Man This move oversimplifies an opponent's viewpoint and then attacks that hollow
argument.
Moral Equivalence This fallacy compares minor misdeeds with major atrocities.
All information found the Purdue website see evidence for citation
See Evidence #:
SOLC is a group that facilitates retreats for a variety of student groups that are dealing with a variety of
different issues. Its goal is to use the retreat to alleviate some of the issues, and push the group
towards a good direction. Before these retreats are actually even done, the group of facilitators running
the retreat get together and create the agenda based on what the contactor says are the issues. The
social sorority Alpha Xi Delta came to SOLC with issues pertaining to communication between their
executive board and general members, and overall storming between the sisters. The SOLC group sat
down together with a notepad and went to work creating the agenda. When thinking of how to start the
retreat I quickly pulled on my fraternity experience and knew that a great way to start the day was a
game of People to People because being in such a large group it becomes difficult to get to know
everyone, and sometimes basic small connections are looked over, and sometimes those small
connections are all a group needs to get closer. We as a group also decided that the executive
members should also be separated and put into different rooms so that they dont stick to each other.
We also felt like we had to separate the group as a whole so we decided to use the game banana split
to separate the groups into five different groups. In these groups they would do their value contracts
and run them over with each other, and see how they can help each other get what they want from
their sisterhood. We also planned on playing helium hoop and silencing the exec members so that they
had to listen to the opinions of everyone there, hopefully teaching them to value one another. After
helium hoop we would reconvene and end by explain each groups value contracts and debriefing on
how they are similar, and how they can help each other create a strong sisterhood. Thus we thought of
and created an agenda that would deal with the issues Alpha Xi Delta presented us with.
I would like to further elaborate on this outcome and write about fallacies of logic, and their presence in
the 2015 Democratic debate. I watched the Democratic presidential debate (YouTube, 2015) and
focused in on my candidate of choice, Bernie Sanders. This would be my report to him if I were
advising his presidential campaign. Dear Senator Sanders, after carefully watching the democratic
debate I was able to pick out a few times you used a fallacy of reasoning so to prove a point. Firstly
you said that American people are sick and tired about hearing about your damn emails in regards to
Hillary Clintons, email scandal. This is a hasty generalization because you cant possibly know what
the vast majority of people in this country think about those emails, and a scandal could be a deciding
factor for which they back as a presidential candidate. Secondly you brought up climate change as
being a real thing that will lead to an inhabitable country, and immediate action needs to be taken to
stop it. To me this appears as a slippery slope, mostly because you didnt provide evidence, or use a
credible source to back this statement up. It can be said that many things in this world are leading to an
uninhabitable planet, not just climate change. While I believe there is some validity in both statements I
believe it is important to back up each statement with evidence, or a credible source such as a poll.
While I believe you are doing well and mainly staying away from fallacies of reason using a few more
facts that really win over the American people may shift the outcome of the election.
See Evidence #: 41
90.
91.
92.
93.
94.
95.
96.
97.
98.
Student will show knowledge of

metaphorical analysis to critically analyze
self and leadership situations
Student will demonstrate proficiency of
metaphorical analysis to critically analyze
self and leadership situations
Student will show knowledge of at least five
decision making methods
Student will describe personal examples of

having used five decision making methods
Student will show knowledge of at least five
problem solving / conflict management
methods, as well as understanding the
roots of conflicts
Student will describe personal examples of
having used five problem solving / conflict
management methods (if student has been
trained in mediation, that information goes
here)
Student will describe what it means to
analyze, criticize, synthesize and utilize
information as a leader
leadership that is used in crisis
Student will describe examples of
leadership in crisis situations
HDF 290
N/A
HDF 412
N/A
HDF 415
Self-Defense
Making decisions doesnt always come easy to many people. There are many different ways to make
decisions, some of these ways are; Flip a Coin, Eeny meeny miny moe, draw from a hat, pro and con
list, and voting. Flipping a coin is a very basic way to make a decision you simply use your thumb to
flick a coin in the air and designate heads or tails to a certain outcome. The side the coin lands on will
be the outcome you choose. Eeny meeny miny moe is a method that stems from childhood the user
simply sings the eny meeny miny moe song as they constantly move their finger from one decision to
the other back and forth, and when the song is over which ever decision the finger is on will be the final
decision. Draw from a hat is a very unbiased way to make a decision because the decisions are written
on pieces of paper, folded, and put in a hat. The participant then reaches into the hat grabs a piece of
paper and the decision on that paper is the final decision. A pro and con list is a more complex way of
making a decision because the participant makes a list of all the positives for each decision and then a
list off all the negatives for each decision and then compares to see which has the more beneficial
outcome. Voting is a method that requires more than one participant to be effective. Each decision is
brought up and discussed and then each participant votes on which they believe is the better option.
Whichever one has the most votes is the final decision.
See Evidence#: 23
I feel some leaders show their full potential when they are put in situations that force their skills out of
them; sometimes these situations are crisis situations. I find my crisis leadership comes out best when
Im teaching self-defense or helping people with their self-defense issues. This year I was approach by
a friend who wanted to be taught self-defense on a one on one setting. They specifically wanted to be
taught how to defend themselves against chokes. Upon further talking I found out she was worried
about her ex-boyfriend because he had physically assaulted her in the past. She was going back home
and was told that he was being violent, and had brought her up in conversation lately. I had to think
quickly I now had someones life in my hands, do I teach her and send her off, or do I try to get her to
get help, or do I try both? The thoughts where endless. I decided to make some compromises, I talked
to Jenn longa director of civility at URI and she gave me advice to handle the situation. I also taught my
friend self-defense, but for the price of her having to report any physical or negative confrontations with
anyone from home who may cause her harm. I also tried convincing her to talk to people before going
home so people knew that she was dealing with things, and they could step up and help her if she
needed.
Upon taking HDF 412 and focusing on crisis leadership I have come to realize that my knowledge of
leadership in crisis has changed. While my above reflection does well with explain my own personalindividual crisis I would rather like to focus on a larger scale crisis. I recently had the opportunity to
dissect the Hurricane Sandy crisis by using James and Wootens model of leadership in crisis.
1. Signal Detection--Anticipated the hurricane days in advance
2. Preparation/Prevention--Residents evacuate
3. Damage Control/Containment--Necessary precautions for houses, involves waiting for the
storm to pass
4. Business Recovery--crisis managers work to reassure stakeholders that things will be
back to normal soon, improve current policies, short and long-term recovery efforts
(Government leaders instead of business leaders)
5. Learning--to prevent damage and deaths for natural disasters in the future in a financially
efficient way; can learn from previous hurricanes, but infrastructures differ from place to
place
See Evidence #: 42
Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome
Target
class
99.

active listening techniques
HDF 417
100
.
Student will describe examples of using

active listening skills
HDF 290 & HDF

417
Self-Defense Class
SOLC
101
.
102
.
103
.

functions of group communication by
Hirokawa
of functions of group communication
(Hirokawa)
Student will show knowledge of
techniques regarding giving and accepting
of feedback
HDF 290
N/A

When communicating society tends to believe the more you talk the better you are at
communicating, but through the study of communication you learn that most of communicating is
done by listening. Many believe that if you hear someone that you are listening, but listening is much
more of an active skill rather than a passive skill. In order to become a better active listener you
must strive to not just listen to everything the person is saying, but also understand they entire
message they are trying to convey, and that means paying extreme attention to the other party.
There are five steps to become a better active listener:
Pay Attention: Dont form rebuttals, look at the speaker directly, avoid the environmental noise,
listen to body language
Show that you are listening: nod, smile, small verbal comments, and look inviting with body
language
Provide Feedback: Reflect on what they are saying, summarize the speakers comments
occasionally
Defer Judgment: Dont interrupt with counter arguments, and allow the speaker to finish their points
Respond Appropriately: be open and honest in your response, assert opinions respectfully, and
treat the person like you would want to be treated.
When I teach a self-defense class I start off with very basic self defense moves and progressively
move up in difficulty. The advanced techniques I teach have to be watched very intensely, and
everyone learning has to listen carefully to my instructions while performing them at the same time.
If they dont listen someone can end up hurt. When I taught Chi Omega self defense I teach a
technique called the cobra, which involves intricate wrist work. Since its hard to see I had to verbally
walk the group of 50 women through each move, and keep them all from hurting one another. I must
be activity listening to the group as well as teaching to see if anyone is having issues with the
technique or if anyone has questions so that I can help them with their issues before they become
harmful.
While facilitating a retreat it is important to constantly be listening to the group to figure out what the
group needs in terms of challenge and support and where they are in their group development. Such
as Alpha Tau Delta doing teepee shuffle. I heard them throw around how easy it was, and I
suggested we blind folded some, and muted some so that the challenge was increased.
While this is my second revision of this outcome I have come to the agreement that when writing this
outcome before my view on active listening was a bit underdeveloped. Since becoming an intern for
Alison Jackson Frasier Ive had to work with a new crop of 16 students. These students had very
different needs than other courses Ive peer mentored for. One of my goals this time around was to
make myself available for my students, and have them comfortable enough to ask me questions and
advice. This meant being a good active listener and having them really trust in my credibility. I had to
make sure I was always carrying a positive demeanor and even when I would rather stay home,
appear that I wanted to help. I would always look my students in the eyes, be honest and open with
them, listen to everything they said, and opened up to them to show I was there for them. This
prompted many of late night phone calls, and random questions during the end of semester rush,
but it showed me they trusted me and believe I am someone worth listening to.
See Evidence#: 13
A leader should constantly be looking to improve him or her self. One way a leader grows is by
accepting and giving feedback. Techniques for accepting feedback are being open to criticism,
putting up boundaries, being accepting, and looking towards the future. A leader needs to first be
open to getting feedback and hearing things they may not want to hear. Putting up boundaries is
important because it tells people how much feedback the leader wants, and how in-depth they want
the feedback. The leader must accept the feedback they get and make it easy for the person giving
them feedback to actually give them the feedback they are asking for. The leader must also look to
the future this means using the feedback to improve and grow. Giving feedback can be just as
difficult as attaining feedback. Techniques for giving feedback are praising the good, show what

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LEADERSHIP

Leadership Inventory Revised 8/30/2013

Leadership Inventory Revised 8/30/2013

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

Phone: (401) 874-2726

Fax: (401) 874-5317

CSLD Mission Statement

MINOR IN LEADERSHIP STUDIES

Regardless of your major, you can minor in Leadership Studies.

CORE REQUIREMENTS- 9 Credits

Only offered in spring for first-year students

HDF 290: Modern Leadership Issues

Offered Fall and Spring for sophomores & juniors

HDF 417: Leadership Internship

Experience through Office of Experiential Learning & Community Engagement

Internship Class in Academic Major

The only time the major and minor can overlap

HDF 412: Historical, Multi-ethnic & Alternative Leadership

Offered only in the fall with preference given to seniors

COM 402: Leadership & Motivation

Offered in the spring and summer with Dr. Leatham

BUS 441: Leadership Skills Development

HPR 411/412: Honors Senior Seminar

HDF 492: Leadership Minor Portfolio

Offered in the fall and spring with Dr. Cooper

MINOR ELECTIVES-9 credits

COM 402: Leadership and Motivation (capstone option)

HDF 416: Leadership in Organizations

COM 208: Argumentation and Debate

GWS 150: Introduction to Womens Studies

MSL 201: Military Skills and History of Warfare

Leadership Inventory Revised 8/30/2013

BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT

4. Develop and Refine

Leadership theory and

3. Broaden Your Perspectives

Outcome Category: Self-Leadership

Descriptive notes regarding learning and practice

Student will demonstrate autonomy and a

Student will demonstrate personal,

Attaining my Black Belt

Student will demonstrate the ability to

ZBT Executive Board

Student will demonstrate knowledge of

Student will demonstrate the ability to

ZBT Executive Board, SOLC, FLITE

Student will express a personal code of

Student will demonstrate practice of the

Student will express a personal values

Student will demonstrate practice of the

Student will demonstrate the ability to

Student will describe goals and objective

Student will show evidence of goals and

Student will show knowledge of the

PSY 113 & COM 202

Student will show application of Maslows

Student will describe personal leadership

FLITE Peer Leader/ HDF 412

Student will show knowledge of the theory

Outcome Category: Leadership Theories

Descriptive notes regarding learning and practice

Student will show knowledge of the