Leadership Inventory

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name: Kiley McMahon
Date Enrolled: 2013
Date of Graduation: May 2017
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
learner-centered 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
enceitive 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

1.
Outcome
Target class
Additional Experiences
Student will demonstrate autonomy and a

minimized need for approval
HDF 290
Kappa Delta
J. Crew
Descriptive notes regarding learning and practice

In HDF 290 Ive learned that in order to be a good leader for others and myself it is always good to be
independent and self-governing. I have demonstrated this autonomy through my desire to join the new
sorority on campus despite other peoples opinions. I knew that taking on this new organization could
be a challenge, but I did it anyway. I have managed to break away from my other friends and did
something for myself. This independence that I have learned is also shown through my ability to pay for
part of my sorority dues and fees. I decided that I enjoy Kappa Delta so much that I will work and pay
for part of my sororities cost so that my father is not paying it all. I independently rushed Kappa Delta
despite other peoples opinions about sororities and I decided to do something for myself.
Demonstrating autonomy is always an important characteristic in leadership, since being a
leader sometimes means working on your own in order to attain the outcome you need. Once
you reach that outcome, there also isnt always someone around to pat you on the back and tell
you that you did a good job. Ive learned this independence through my position at J. Crew.
Working there for about three years now, I am given many tasks to do on my own without any
supervision. Part of my job as a sales associate includes making sales and working my best to
keep them high. Ill be placed at the front of the store, far from any management, and expected
to greet and assist each customer while selling as much as I can. After helping a customer, I
give my name to receive credit for the sale, something I am told to do. However, customers do
not always remember my name or care to give it when they check out. Sometimes I do not even
give my name simply because I forget. This can result in me not receiving credit for a sale even
if I had helped a customer for a whole hour, gone out of my way to find what they wanted, or
even made the highest sale of the day. This is something that I am used to at my job. Although I
found this very frustrating when I first started at J. Crew, Ive learned that I will not always
receive approval for my efforts and simply must deal with it. I have gotten used to this though,
and have learned to simply feel approval through the work I know I completed. I was asserted of
this quality of mine when I took a personality test at one of my sororitys workshops. My results
told me that I am mystique or a solo intellect behind-the-scenes, meaning I am loyal,
discreet, and do not seek appreciation for things that I do. This made me realize that my
minimized need for approval as well as my independence has only grown since starting my job.
2.
Student will demonstrate personal,

organizational, and academic examples
of self-discipline
HDF 290
CSV 302
Clifton StrengthsFinder
Greek 101 Mentoring
Kappa Delta SET Leader
See evidence # 1 &

With one of my strengths being Achiever I take great satisfaction from being busy and productive. This
can be an issue at times when I realize that I have taken on too many tasks. When this happens I need
great self-discipline to make sure that I do not slack off and that I get all of my work done. Instead of
letting myself panic, I take control and go somewhere where I will not be distracted. Ive learned that
this place is the third floor of the library where I can hide away and get all of my schoolwork done. I
organize which days I will be doing which assignments and take on each project one by one. The
library has become my arena of self-discipline because when I am there I know it is time to work. I
silent my cell phone, I disregard all social media, and remind myself that school is my priority.
First semester of junior year I took on much more than I am used to. On top of my already busy
schedule from Kappa Delta I took on the leadership role as a SET Leader in KD. This involves
mentoring all 60 new members, which includes mandatory attendance to every new member
Stage Meeting in addition to regular member meetings. On top of this role I also became a
Greek 101 Mentor, decided to take a Little, participate in PanHellenic events, and keep my part
time position at J Crew, all while balancing school work. As an Achiever I felt that I could handle
3.
4.
Student will demonstrate the ability to

manage emotions
Student will demonstrate knowledge of

stress management methods
HDF 290
Kappa Delta Recruitment
HDF 290
it all but I soon learned that this was all very difficult to manage. I had to really self-discipline
myself and manage my time wisely. I took full advantage of my planner, putting down every
meeting, Greek 101 session, Panhel event, Sisterhood event, work day, and assignment due
date. I made sure to color code to be as organized as possible and took the time to assure
everything was written down. This organization helped me plan in advance when was the best
time to study, which days I would be on campus for a while and would need to pack food, and
even what nights on the weekend I should stay in to make sure I had plenty of rest for my
upcoming days. That fall semester was my busiest semester at URI and took lots of selfdiscipline to keep up with everything but I am glad that I proved I could do it.
See evidence # 2 &
In HDF 290 Ive learned that sometimes emotions can get the best of you, but as a leader you must be
able to identify those motions and control them so that this does not happen. When Dan Graney came
into our class I was impressed by his ability to not let family issues get the best of him. Although he has
to deal with the struggle of watching his young daughter battle cancer, he still comes to work every day
and does his job, including speaking to our class about something so personal. I connected with his
ability to not let family issues hinder my own priorities such as school. I demonstrated this ability to
manage my emotions my entire freshman year at URI. I was dealing with the stress of my father being
deployed in Afghanistan while adjusting to a new school. Instead of using this as an excuse to slack off
and feel sad at times, I kept my emotions at bay when I had to and managed to make URIs Deans List
both semesters. I was proud of my ability to manage my emotions and keep motivated to succeed at
URI.
To elaborate on this outcome, I experienced another time in my life when it was important for
me to manage emotions so that they would not get in the way of something bigger. That time
was during this past sorority fall recruitment of 2015. It is very important to put your best self
forward during sorority recruitment, especially in my position as a conversationalist. This is
something that our Vice President of Recruitment is always stressing. Whether youve had a
bad day, are not feeling well, or just dont feel like being there, you must still manage to greet
each potential new member with a smile and friendly conversation. You are representing your
chapter every second of recruitment and letting outside emotions get in the way of a first
impression can send the wrong message. During recruitment I was going through a bad break
up on top of being sick. I felt far from my best but I did not let that get the best of me. I wanted
to show every girl how great Kappa Delta was. Regardless of how down I felt I made sure I
looked recruitment ready every day and kept positive with my sisters. I focused on great
conversation topics that I could use and focused all my energy on each girl I spoke with. During
breaks I ignored my phone and kept busy helping to clean up and prepare for the next round. I
did so well hiding how I was really feeling I had many sisters refer girls to talk to me because
they thought I would make them want KD even more. My efforts to manage my emotions paid
off when I was told after recruitment that I had recruited some of our best girls that fall. I now
have been chosen by our VP of membership to be a recruiter again next fall of 2016 after she
expressed to me how well of a job I had done.
See evidence # 3 &
As an achiever I have a great deal of stamina and I work hard. This is great for school but sometimes I
have too much on my plate and become very stressed when trying to balance, school, my job, and my
sorority. I have learned methods to manage my stress however so that I can keep up my hard work
without becoming too overwhelmed. I know that keeping an agenda and calendar helps me keep track
of all of my schoolwork and sorority events. I also know that going to the gym and working out helps
me blow off steam when I am feeling really stressed. I combine these two methods through my
calendar, where I can plan out my days and even check off days that I go to the gym. This way I am
more aware of how busy I am and can plan ahead when is a good time to work out and feel better.
Planning ahead with an agenda also helps me avoid procrastination, which is something that I have a
5.

manage stress
HDF 290
Learning yoga / meditation
6.
Student will express a personal code of

leadership / membership ethics
HDF 290
Kappa Delta
Clifton StrengthFinder
7.
Student will demonstrate practice of the

personal code of ethics
HDF 290
Kappa Delta Philanthropy KD

Confidence Week You Make Me
Smile Campaign
lot of issues with. When I dont procrastinate and feel that I am on track with my calendar I know that
these methods keep me from stressing out.
See Evidence # 4
When I have a lot going on at once, I become overwhelmed and stress out very easily. Part of this
stress is that I fear I will forget about something that I have to do or an event/ meeting that I must
attend. I am able to manage this stress by taking full advantage of the reminders on my iPhone. I use
my reminders religiously and as soon as I know I have something coming up or a task that I must do I
put it into my reminders. Doing this helps me manage my stress because I dont have to worry about
being forgetful since I know that my phone will remind me. I have my reminders set up on my laptop as
well so that in case anything happens to my cell phone my laptop serves as a back up. I always say
that I dont know where I would be without my reminders, but I do know I would be much more stressed
out without it.
See Evidence # 5
With my life becoming busier and my college courses becoming harder over the years, it has become
more crucial for me to manage stress. For myself, stress is something that I have not always handled
well. I tend to let my stress get to me to the point where it affects my personal life. I used to take it out
on other people like my family or friends or let it overwhelm me to the point that it got in the way of my
schoolwork. However, with my first semester of Senior year proving to be my hardest semester at URI
due to the difficult upper level courses I was taking, I decided to make a change. I have always eased
my stress through exercise but since I dont always have time to make it to the gym, I recently
discovered a new activity that also helps. Ive taken on yoga and meditation in order to practice
mindfulness. Yoga has helped my body recover faster after a tough workout. Mindfulness involves
simply being more aware of your thoughts, feelings, and actions. With this I am able to identity when I
am feeling stressed, what is causing it, and what I can do to ease it. Meditation helps me calm my
mind, which in turn clears my thoughts and allows me to be productive for the rest of my day without
stressing out. The emotional benefits of meditation include gaining a new perspective on stressful
situations, building skills to manage stress, increased self-awareness, focusing on the present, and
reducing negative emotions. Learning a practice that is opposite to exercise has given me the ability to
ease my stress through two different mediums. Ive learned that cultivating a quiet mind can actually
organize my thoughts and not let stress take over my life.
See Evidence #
Ethics was a topic that came up a great deal in HDF 290. I am glad that this class has made me
questions my own personal code of ethics as a leader and as a member as well. I have always had my
own moral principles such as valuing friends and family, always making the right decisions, and treating
people the way I want to be treated. This is seen through my strength of consistency. According to the
Clifton StrengthsFinder, people talented in consistency are keenly aware of the need to treat people the
same, setting up clear expectations and adhering to them. I demonstrate this strength greatly as a
member of Kappa Delta. In Kappa Delta we value our sisterhood and believe in mutual respect among
the sorority but outside of it as well. Ive learned to value my sisters but to also be just as open to
outside members. Kappa Delta values being well rounded. I demonstrate Kappa Delta virtues by
working hard academically but also succeeding socially, being involved in the community through our
philanthropy, and maintaining a positive image as a role model. My personal code of ethics has
become stronger since I joined Kappa Delta since we are expected to demonstrate these values
through every decision we make.
See Evidence # 6
I can say that Kappa Delta has helped me abide by my code of ethics but this can only be seen if Im
active in my beliefs. Since part of my code of ethics and to treat everyone equally and help out in the
community I enjoyed participating in Kappa Deltas KD Confidence Week. In Kappa Delta we are very
proud of our Confidence Coalition. Through this we believe in encouraging confidence in our members,
celebrating confidence in women, and encouraging confidence on URIs campus and in the community.
We did this during confidence week where we held different events each day on campus to help spread
confidence among students. I took great pride in participating in these events because I believe in
consistency and adhering to expectations. Since I believe in treating everyone equally I kept to my
ethics and made sure I participated in Confidence Week every second that I could. One of our
confidence week events was to set up a stand outside of the memorial union and hand out balloons
with confidence boosting messages on them. These messages were not only to boost confidence in
girls but to the guys on campus as well. We made sure every person who passed the table was given a
balloon and that they received a confidence-boosting message. It was a great feeling seeing people
smile and walk around campus with the balloons. I felt that we made a difference that day and
successful in demonstrating my personal code of ethics.
See Evidence # 7
8.
9.
10
.
11.
12
.
Student will express a personal values

statement
Student will demonstrate practice of the
personal values statement
lead a project from start to finish (followthrough)
Student will describe goals and objective

statements regarding personal issues,
career issues, and community issues
Student will show evidence of goals and
objectives that were planned and
achieved
COM 100
As a SET Leader in Kappa Delta one of my responsibilities was to choose and lead an entire
Stage Meeting with another SET Leader. My friend Jess and I chose Stage 3, educating new
members on responsibility. We were assigned this workshop in the spring during the end of the
school year but the actual Stage meeting wasnt happening until the fall. We could easily
procrastinate on this and wait until the last minute in September do it. However, I knew that
September would be an extremely busy month for me with recruitment, starting new classes,
and keeping up with my two mentoring positions. To avoid any stress, I decided that we would
do it over the summer when we had much more free time to do so. Since Jess and I live in two
different states we decided that we would work on it together over FaceTime. However, I pointed
out that it would be smart to take advantage of the time we still had to work on it in person and
proposed that we meet up the last week of school to brainstorm ideas. We did and ended up
developing an entire outline for how our workshop would go and what icebreaker we would do.
This way working on the rest over FaceTime would not make it difficult. I kept in contact with
our VP of Membership over the summer, keeping her updated with what we had planned. Jess
and I did as we planned and met over FaceTime in June to complete the presentation. I added
final touch ups and then submitted it to our VP of Membership. Before we knew it we were back
at school in the fall and had our Stage Meeting coming up. We were both extremely busy as
expected but luckily had our presentation already done. This was probably the first time I had
led a project without procrastinating but I was so happy that I had made us start and complete it
early for it saved us a lot of unnecessary stress. We led the Stage meeting with our wellprepared slide show and received many compliments after. Some even said that our
presentation was the most intriguing and fun out of the rest.
See Evidence #
HDF 290
HDF 412
Rushing Kappa Delta

Kappa Delta PACE Chair
Summer Study Abroad - Spain
I talk a lot about my sorority Kappa Delta because it was a challenge for me to take on but I am now
extremely proud that I took on that challenge. Since Kappa Delta first founded the brand new Theta
Theta chapter here at URI in the spring of 2014, I knew that I wanted to join. I set a goal the moment I
spoke to girls in the sorority that I was going to rush and that Kappa Delta would be my first choice.
Despite negative attitudes that I received from others, I still decided to follow through with fall rush at
URI. I ran into my first obstacle before the school year even began when I realized that HDF 290 had a
mandatory retreat planned on the same day as the first round of rush. I knew I had set my goal to rush
however, so instead of letting this discourage me I emailed the lovely Allison Jackson-Frasier far in
advance to make sure that I could follow through with my plan and unfortunately miss this retreat. I am
grateful that Allison was understanding and even impressed by my ability to inform her so far in
advance. After getting over this obstacle I continued through the long days of rush and kept my goal to
join Kappa Delta no matter how many times others tried to discourage me. I planned out my
schoolwork to make sure I had the time to participate in rush and gave my best impression in each
interview. My goal seemed to become more of a reality with each day, as the girls in Kappa Delta got to
know me better and appreciate my desire to join. My objective was achieved when I received I bid from
Kappa Delta. I was so happy that I kept true to my goal that I had set back in spring of 2014 and
worked through the obstacles to earn a bid!
Planning goals and working to achieve them is something that I find very important, especially
for leadership. It is so important to me I want to elaborate with more experience in this outcome.
When my position as a SET Leader in KD was coming to an end I knew I wanted to take on
another appointed officer position. PACE Chair had always intrigued me and when the former
PACE Chair expressed to me during recruitment that she thought I would be perfect for the
position I decided to apply. I had great ideas for this position that I really wanted to implement.
After applying for the position I was excited to hear that I was elected. My first task as the new
PACE Chair was to email our VP of Operations my goals for the upcoming semester. Some of
these goals included; educating our new members on what PACE is, why it is important, and
how to have good PACE. I also wanted to make PACE workshops more exciting for the chapter,
and implement a reward approach that would motivate girls to work on their PACE. This reward
system involved bringing back PACE princess, a fun award that goes out to a different girl each
week that represents good PACE. I also made up a brand new idea to create small beauty
goodie bags to hand out at chapter. They would go out to that weeks PACE princess as well as
five girls who I felt dressed exceedingly well for our monthly formal chapters. I was able to
receive a small budget from our treasurer to buy the materials for these goodie bags. Although
it was not something I had to do, I wanted to, and I ended up receiving great feedback from the
chapter on my efforts. Many girls loved my new reward system as well as the workshops that I
held for the chapter. I definitely felt that I made each sister more enthusiastic about PACE and
intrigued in my workshops. I know I did a good job because girls even posted in our KD
Facebook group, letting me know how well I did. I also noticed an improvement in the chapters
overall PACE. This made me feel confident about my position and satisfied with how well I
achieved each goal I had set at the beginning of the semester.
See Evidence # 8 &
Throughout my college career I have set many goals, some of which were achieved and some that I
am still working on. One goal that I always had coming into college was to study abroad. I always told
myself that if I didnt study abroad I would regret it. I wanted to experience living in another country
where I would be fully immersed into the culture and language. After visiting my sister when she was
studying abroad in Spain my senior year of high school, I fell in love. I enjoyed my time there but the
ten days werent enough. I told myself that I had to go back. Ever since then I wanted to study abroad
in Spain and wouldnt let anything stop me. I encountered some obstacles though. Taking on positions
in my sorority made it difficult for me to leave an entire semester. I also loved school so much I couldnt
imagine missing out on an entire four months. However, I stuck to the goal that I set as a senior in high
school and applied for the URI summer study abroad program. This was perfect as I wouldnt miss a
semester at school but still got to study in another country. I was so happy when I was accepted into
the program. I was proud of myself for taking on the challenge of living in a foreign country for a month
and achieving my goal.
See Evidence #
13
.
14
Student will show knowledge of the

Hierarchy of Needs theory by Maslow
Student will show application of Maslows
theory to own life
.
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 290
HDF 412
StrengthsQuest
TypeFocus
Kappa Delta Philanthropy Violets
Superfund
Retaking Strengthquest
In HDF 290 we took tests to evaluate our personal strengths and weaknesses as well as leadership
style. I was surprised to see how well my results described who I am and enjoyed them very much
since I always struggle to describe myself and identify my strengths. The StrengthsFinder identified my
top five dominant themes as Restorative, Achiever, Significance, Futuristic, and Consistency, all of
which are spot on. As restorative I love to solve problems and remedy those that would not have been
fixed without me. As an achiever I always have to accomplish something no matter how small in order
to feel good about myself. Through Significance I can never settle for mediocre. I want to be
recognized for success and be around others who are the same. If someone is not credible or driven to
become successful then I push him or her away. As someone who is futuristic I enjoy envisioning the
future and let that energize me. My fifth trait, consistency, shows that I enjoy balance and believe in
treating everyone the same so that each person can prove his or her worth.
Through TypeFocus, my code resulted in INFP. This says that I am more introverted than extroverted
which has always been a weakness of mine and can sometimes make it hard for me to open up when
necessary for leadership positions. However, this is something that I continue to improve on. The N in
my code stands for intuitive which is true because I always go with what feels right rather than what I
am told. My results also explain that people who are intuitive are creative which is a trait that I have
always held. The F means that I make decisions according to feeling rather than logic. This fits me
because I always think about the impact that a decision will have. P stands for perceiving rather than
judging. This states that I want my life to be open to new experiences, post-poning decisions. This can
be a strength of mine because I am more open and welcoming to trying new things.
I have many examples of how my strengths and weaknesses have been applied but a recent example
of how I applied my strengths as an achiever, being restorative, and using my significance theme was
during Philanthropy week this past November. Kappa Delta was raising money for Dan Graneys
daughter, Violet, who is battling cancer at only 5 months old. Each girl was only required to raise a
minimum of $10 but my restorative theme factored in and I thought that if I raised more money I could
help with her medical bills even more. As an achiever I have a great deal of stamina so instead of
creating a fundraising page for Violet, donating my $10 and leaving it, I worked to have as many people
visit my page to donate as possible. I shared my page on Facebook and actively contacted family and
friends, kindly asking them to take a look at it. I then pushed family members to share it so it got
around. My significance theme took part in my project as well when I felt the need to make a big
impact. Basing the project on the influence it would have on my organization and the people around me
I decided this task had great significance, which served for even more motivation. After my strengths
took control of this fundraiser I ended up raising the most money out of my entire sorority! Coming out
on top with $470 raised from my fundraising page alone, I was able to successfully apply my strengths
and feel great about the difference that I made for Kappa Delta as well as Dan Graneys family. We
ended the week by winning Philanthropy week as well, which satisfied my achiever themefor now.
See Evidence # 9
Ive grown over the past three years since I first started the leadership studies minor. With this growth I
know that my personal leadership style has changed as well. That is why I decided to reassess my
strengths this semester to see how Ive changed. After taking the StrengthsQuest assessment all over
again this turned out to be true. I lost my strengths of Consistency and Futuristic but gained Learner
and Activator. I also kept my Significance, Restorative, and Achiever strengths, which I was happy
about. Looking back, I think that I lost my Consistency strength from what Ive learned in my leadership
experience. With Consistency I used to believe in treating everyone the same. Although I still do
believe in equality, Ive learned through my experiences that every person is different and therefore
learns differently. With this in mind I believe it is more important to adapt to each individuals needs and
learning style. This means letting the independent people be and giving those who need help more
guidance. Therefore, treating everyone equally would not benefit the group as well. As to losing my
Futuristic strength, I was somewhat sad about this. I think I lost this theme because Ive learned to
focus more on the present this past year. I used to always look ahead to the future but it made me
realize that I was missing what was happening now. I still think about the future but Ive learned that the
present is what forms our future.
As to my new strengths, I feel that they fit me very well for who I have become throughout this minor
and through my years at URI. I have gained the Learner strength, which means that I have a great
desire to learn and want to continuously improve. I feel that this matches me well for I have developed
a love for learning throughout college. I love that you can never run out of things to learn, which keeps
me going. Ive also gained the Activator strength, which I also dont mind for it means that I can make
things happen by turning thoughts into action. This is true because I can be impatient when all I want is
action. Ive also developed a love for being proactive and getting things done. My three other strengths
of Significance, Restorative and Achiever have stayed with me. Ive always enjoyed Significance
because I am independent and want to be recognized. I also enjoy being around successful people
because they motivate me, so this theme still fits me well. With Restorative I am adept at dealing with
problems. I am good at figuring out what is wrong and resolving it. I think that this is a theme that will
never leave me for I love fixing an issue right away. For instance, If I have an argument with a friend it
isnt long until I need to talk it out and make it better. Finally, my Achiever theme has always been my
blessing and my curse. With this strength I have a great deal of stamina and work hard. However, I
take great satisfaction from being busy and productive, which can lead me to taking on too much at
once and stressing myself out. Overall, my new and old strengths have shown how much Ive grown
over the years. Im proud of the progress that Ive made and look forward to seeing how my strengths
may change again a few years from now.
See Evidence #
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Student will show knowledge of the theory

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

Outcome
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20
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21
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Target class
HDF 290
J. Crew
Frederick Winslow Taylors Scientific Management Theory is a theory of management that analyzes
and synthesizes workflows. Most of its themes are still important parts of management today including
analysis, synthesis, logic, rationality, work ethic, efficiency, elimination of waste, and standardization of
best practices. The theory is based off of four principles which I have seen in action at my job as a
sales associate at J Crew.
The first principle is to replace rule-of-thumb work methods with methods based on scientific study of
the tasks. I have seen this at J Crew where my managers are constantly keeping an eye on our daily
and hourly sales. We are constantly changing our sale methods depending on what we think will make
the highest number that day. Rule-of-thumb work methods such as simply increasing customer service

Authority and Bureaucracy theory of
leadership Weber
Student will describe personal application
of the above theory (Weber)
Scientific Management theory of
leadership by Taylor
of the above theory (Taylor)
or having more sales are not always the answer and my managers will push different methods upon
employees. This includes taking more time getting to know the customer better or offering a J Crew
card to receive discounts instead of a promotion. When studying sales, we choose the tasks that
brought upon the highest number, not what is expected.
The second principle is to scientifically select, train, and develop each worker rather than passively
leaving them to train themselves. Training at J Crew is definitely not passive and workers are
specifically chosen and trained to do certain jobs. As a sales associate you are first put on the sales
floor for customer service, usually first with someone who will train you in everything. Then when youre
ready you are eventually put into the sections towards the front of the store, which include higher traffic
and will work alone, expected to keep up your sales. Once your customer service is well developed,
you will be moved up to register where you are again carefully trained.
Taylors third principle is to cooperate with the workers to ensure that the scientifically developed
methods are being followed. Managers make sure that the chosen sale methods of the day are
followed by keeping an eye on our customer service and testing associates on what promotions are
currently being offered. They will cooperate with us by helping us practice different methods such as
how to approach a customer or how to assist to specific needs.
The fourth principle that I have witnessed at J Crew is to divide work nearly equally between managers
and workers. This is especially true as I always find myself working side by side with managers.
Managers may have slightly more responsibility but our tasks are similar. I may be working at the
register or fitting room with a manager and the work is divided equally.
Overall J Crews methods definitely replicate Taylors Scientific Theory.
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23
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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
HDF 290
HDF 412
Social psychologist Douglas MacGregor developed Theory X and Theory Y as two contrasting theories
on human motivation and management. The theories state that a managers behavior is affected by his
or her perceptions of what motivates his or her team members. According to the theory, if you believe
that your team dislikes work, you will use an authoritarian management style. However, If you assume
that employees enjoy doing a good job, you will use a more participative style. To elaborate, Theory X
assumes that employees are naturally unmotivated, therefore management must actively intervene to
get things done. This involves control, force, and supervision at every step. Unless a worker is enticed,
they will have no incentive to work. X-type organizations tend to be top heavy with centralized control.
On the other hand, Theory Y is de-centralized and assumes that employees enjoy work, are selfmotivated, creative, and enjoy great responsibility. Workers do not need much direction and consider
work as a natural part of life. Y-type organizations tend to be more widely applicable. The people at
lower levels of power are still involved in decision-making and are given more responsibility.
The, B. (n.d.). Theory X and Theory Y: Understanding Team Member Motivation. Retrieved December 9, 2016, from
https://www.mindtools.com/pages/article/newLDR_74.htm
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of the above theory (MacGregor)
HDF 290
HDF 412
J. Crew
See Evidence #
Different people prefer different approaches when it comes to their work. Some prefer more control and
direction in the workplace while others desire more freedom to use their own creativity and construct
their own work. However, some prefer both, including myself. I have personally applied MacGregors
Theory X and Theory Y at my old job at J. Crew. When I first started working there I preferred Theory X
because I was unfamiliar with my duties and still had to learn. Therefore, I wanted more supervision
and control. When I followed exact directions I knew that I was doing the job right. However, after
working at J. Crew for a few years I began to desire more of a Theory Y approach. Once I was familiar
with my job I wanted freedom to make my own decisions and use my creativity. I was confident in my
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Servant Leadership theory of leadership
by Greenleaf
ability to do my job well without exact instruction. I loved the responsibility of setting up an entire
display on my own or running the fitting room without any help. My confidence even led me to pick up
more shifts at work and enjoy my job. This experience helped me learn that receiving guidance in the
beginning is not a bad thing but once you become independent, you realize what you are capable of.
See Evidence #
Servant Leadership is a leadership theory that advocates a leaders primary motivation and role as
service to others. The leader or servant then transforms him or herself into a leader by focusing on the
primary needs of others and the organization. This includes acknowledging others perspectives, giving
them support to meet their goals, involving them in decisions, and building a sense of community within
ones team. A servant-leader is someone who joins a club, community, or movement with the only goal
of serving others to make a difference. They do not join in order to lead the group or enhance their
rsum. There are ten important characteristics of servant leaders:
1. Listening Give people your full attention, avoid interrupting, give feedback.
2. Empathy Put your viewpoint aside, value others perspectives, have an open mind
3. Healing Support people both mentally and physically. Assure that they have the knowledge,
support, and resources they need to do their jobs, and have a healthy workplace.
4. Awareness Acknowledge your own emotions and behavior. Consider how they affect the people
around you and align with your values.
5. Persuasion Encourage people to take action and aim to build a consensus to support decisions.
6. Conceptualization The ability to see the bigger picture. Make it clear how peoples roles tie in
with the teams long-term objectives. Stay motivated to achieve more distant goals.
7. Foresight Predict whats likely to happen in the future by learning from past experiences.
8. Stewardship Take responsibility for the actions and performance of your team.
9. Commitment to the growth of people Learn the personal goals of each team member and
assign projects or responsibilities that will help them achieve.
10. Building Community Provide opportunities for people to interact, design your workspace to
encourage people to chat, remind them that their work contributes to the organizations success.
HDF 412
Servant Leadership: Putting Your Team First, and Yourself Second. (n.d.). Retrieved December 10, 2016, from
https://www.mindtools.com/pages/article/servant-leadership.htm
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of the above theory (Greenleaf)
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29
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30

Principle Centered Leadership theory
by Covey
of the above theory (Covey)
Student will show knowledge of the 14
Points / TQM theory of leadership by
HDF 412
HDF 290
Greek 101 Mentoring
See Evidence #
Servant Leadership is a selfless leadership style that I was not aware I had practiced before learning it.
Servant leaders join their chosen cause with the sole purpose of helping others to create improvement.
They do not expect anything in return. I personally practiced servant leadership when I offered to serve
as a Greek 101 mentor for my second year in a row this past Fall. The class was short mentors and
needed volunteers so that the program could succeed. I originally took on the position as a mentor due
to my own bad experience with Greek 101. My mentor was unfriendly and unhelpful so I wanted to be a
great mentor in return. However, when I took on this position for a second time, I was not receiving
class credit like before, or any compensation for that matter. I was primarily focused on my service to
others. By acknowledging the perspectives of my students, providing them with support, and building a
sense of community, I became a leader. Being a leader was not my primary focus as simply helping out
the program and the classes was. However, voluntarily taking on this position for a second time felt
right and taught me that service is a reward in itself.
See Evidence #
In HDF 290 my leadership theory presentation was on William Edwards Demings 14 key principles.
These principles were offered to managers as a strategy to make their business more effective. His
Deming
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of the above theory (Deming)
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Visionary Leadership (now often cited
as Transformational Leadership) theory
by Sashkin
of the above theory (Sashkin)
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34
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35

Individuals in Organizations leadership
theory by Argyris
of the above theory (Argyris)
HDF 290
COM 210
points are found in his book Out of the Crisis, published in 1982. Demings 14 points are
1. Create a constant purpose toward improvement
2. Adopt a new philosophy
3. Stop dependence on inspections to achieve quality
4. Use a single supplier for any one item
5. Improve constantly and forever
6. Institute training on the job
7. Implement leadership
8. Eliminate fear
9. Break down barriers between departments
10. Eliminate unclear slogans
11. Eliminate management by objectives
12. Remove barriers that rob pride of workmanship
13. Implement education and self-improvement
14. Make the transformation everyones job
Demings points do not tell us how to implement change, but they tell us what change. The challenge is
to apply these points to companies and team. They focus on great quality, great work, and taking pride
in that work. Applying them will allow a team or business to always be working towards improvement
and enabling everyone to work together without fear or intimidating positions.
See Evidence # 10
Ive learned that Demings 14 points mainly focus on starting with great quality from the very beginning
to avoid later problems. This includes putting more effort into a project when it is first started but ends
up paying off in the end when fewer improvements need to be made. I agree with this theory as a lot of
success has been made in the business world with companies such as Toyota, who have applied
Demings theory for total quality management. I have personally applied this theory to recent projects
such as my final ad campaign for my COM 210 persuasion class. Our final group project was to create
an ad campaign, which included a small advertisement at the end. Being a small portion of the project,
all the groups decided to use their iPhones to shoot their ads. However, applying Demings theory of
good quality from start to finish, I adopted a new philosophy and decided to use my experience as a
film minor to make our advertisement as best as possible. Instead of relying on a cell phone I insisted
that we use an XF100 camera that I could obtain from the film department. I instituted training by
explaining how to use the camera to my group although I did all the filming. This made everyone
involved though and let him or her voice their opinions on the film. Understanding the camera better
eliminated fear in my group as well for those who felt intimated by the equipment we were using and
allowed us to implement education and self-improvement in our group. For the assignment, I had to
take more of my time and effort to rent out the camera as well as take my free time to edit the footage
on real production software, but it was worth it in the end. Our project came out much nicer than all of
the other groups and the advertisements quality was fantastic. We received an A on our final and it was
all due to applying Demings theory of total quality management.
See Evidence # 11
.
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Students will demonstrate knowledge of

the 4 Vs theory of leadership by Grace
(Center for Ethical Leadership)
HDF 412
The 4-V Model of Ethical Leadership works as a framework that aligns the internal factors, like values
and beliefs, with the external factors, like behaviors and actions, in service of advancing the common
good. The model consists of four main components, or the four Vs: Values, Vision, Voice, and Virtue.
Values to develop ethical leadership, the leader needs to first understand his or her individual core
values
Vision the ability for the leader to incorporate his or her actions within the frame of what ought to be
Voice to articulate the vision to others so that they can be motivated to action
Virtue The common good is fostered by leaders through virtuous behavior & striving to do what is
right.
There are three additional key elements to ethical leadership: Service, Polis, and Renewal
Service connects vision to values. When values are tested through service, the vision is often
revealed
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
https://culchey13.wordpress.com/2014/03/18/theme-4%EF%BC%9Aanalysis-of-4-v-model-of-ethical-leadership/
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of the above theory (Grace)
HDF 412
38
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Situational Leadership theory by Hersey
& Blanchard
HDF 412
See Evidence #
The 4-V model by Grace shows that leaders who wish to make a difference must make an inner
journey of integrity and then an outer commitment to the common good. Beginning with the inner
journey, individuals discover their core values, identify a vision by which the world could be different,
and then seek their personal voice to express their vision. I feel that this process connects well with my
experience as PACE Chair for my sorority. As PACE Chair it was my duty to encourage good personal
presence, positive attitude, communication, and the means for evolving our world. In order to make a
difference in this position I first identified my core values. As PACE Chair I wanted to be involved,
approachable, and credible. Next, my vision was to make PACE an exciting topic for the girls and also
a goal that they desired. Then I expressed my vision of PACE to the chapter by finding my voice. I held
interactive workshops for the chapter that changed how everyone viewed PACE and myself. I wanted
them to understand the significance of PACE for the chapter and also be able to trust my ideas.
Through my values, vision, and voice I then moved to an outer commitment of living and behaving in
ways that serve the common good. I always made sure that my actions aligned with the values that I
preached and that I used my voice only to better the chapter. Through this experience I realized that a
leader cannot make a positive impact without understanding their own values and vision along with the
impact of their voice. By first understanding and improving myself, I was then able to improve others.
See Evidence #
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: High Task, Low relationship focus Leaders tell their people what to do and how to do it.
Followers need direction but little concern is placed on the relationship between leader and follower.
S2 Selling: High Task, High Relationship focus The follower is high functioning and rather than
demanding them to do something leaders provide information and direction with more communication.
The leader sells their idea 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.
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of the above theory (Hersey & Blanchard)
HDF 413
40
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Relational Leadership model by
Komives, McMahon & Lucas
HDF 290
41
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of the above theory (Komives et al)
HDF 290
SOLC
Kappa Delta confidence week

Paint Fundraiser
CSV302
Greek 101 Mentoring
S4 Delegating/ Observing: Low task/ Low relationship focus. Followers have the skills and motivation
necessary to perform a task. The leader gives more responsibilities to their followers while keeping a
distant eye and is less involved.
See Evidence #
The Situational Leadership model is great for its flexibility as it has different leadership styles
depending on whom the leader is working with. This is very helpful since no two followers are the
same. Ive learned that this model can be easily applied to my experience as a leadership consultant
since every retreat is a different experience. Some groups are very independent, needing little
guidance and support from the leader. Other groups can be the opposite, needing more direction and
provided support. For instance, in SOLC retreats Ive noticed that when participants have done the
activity at hand before, they are very confident in their ability and prefer a delegating leadership style.
With this they dont want any direction from the leader to prove that they can complete the task.
However, a participant may be in between when they understand the activity but need support to
complete it. Here they require more of a participating style, where the leader works with the team while
focusing less on direction. I feel that SOLC has well trained us consultants on application of this theory
because we practice different activities with different types of people. I learned in last years HDF 413
retreat during the activity moon walk that maturity levels varied, calling for different leadership styles
with each person. Some easily completed the task while others, like myself, needed more guidance
since we had never played before. This learning experience taught me that leadership is different for
everyone and if a leader can adapt their style to the group at hand, then they have succeeded.
See Evidence #
Relational Leadership focuses on the belief that leadership is a relational and ethical process of people
together attempting to accomplish positive change. There are five major parts to this model;
empowering, purposeful, process-oriented, inclusive, and ethical. Empowering entails encouraging
members to actively engage and get involved. Purposeful means committing to a common goal or
activity. Being process-oriented is being aware of the way a group interacts and the impact it has on
the groups work. Being inclusive means understanding, valuing, and engaging all aspects of diversity.
Finally, ethical means being guided by a system of moral principles.
I have personally applied the Relational Leadership model when I helped coordinate a fundraiser as
part of Kappa Deltas Confidence Week which teamed up with the Sigma Alpha Epsilon fraternity. I
helped our Philanthropy Chair conduct a paint fundraiser on the quad that let people pay $1 to throw
paint balloons at a kappa delta sister or SAE brother. The funds were used to go towards our two
philanthropies, Girls Scouts of America and PCAA. This fundraiser used aspects of the relational
leadership model as it involved two Greek organizations coming together to accomplish positive
change in a relational and ethical process. We were empowering, encouraging all Kappa Deltas to be
involved even if it meant stopping by the fundraiser for ten minutes. We also empowered students
passing by on the quad to take part and donate $1. This fundraiser was purposeful as it was committed
to raising money for a good cause. We were process-oriented because we were aware that Kappa
Delta members interact with SAE and each other very well so it would provide positivity and success
for the groups work. This activity was inclusive because it engaged everyone on the URI quad and was
also ethical because it was guided by Kappa Delta principles to raise money for our community.
I have also practiced relational leadership through my experience as a Greek 101 Mentor. This
theory is about putting people first and coming together to make a difference that will benefit
the common good. My CSV302 class did this by working together each week to discuss the
leadership skills needed for this position and to create lesson plans that we felt would make the
best impact on our students. We followed the five different components of this model to make
sure we led the best Greek 101 classes that we could. First, my partner and I were inclusive as
we valued the differences among our students. I knew that they would have different point of
views coming from different chapters on campus along with being new to college. We let these
differences fuel conversation in class instead of causing disagreement. Next, I was empowering
42
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concept of constructivism
HDF 290
43
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Students will describe personal examples

of implementing constructivism
HDF 290
Guest Speaker Melissa Impett
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experiential learning in leadership
development (Kolb)
HDF 413
N/A
with my students, promoting self-leadership by encouraging them to show the Greek

community their best self and take on council positions in their chapters. I used the purposeful
component by identifying goals for my group and helping them envision what opportunities
Greek life will bring to them in years to come. I helped them be optimistic about their chapter
goals and own personal goals that they can achieve. Some even saw themselves as a Greek
101 mentor in the future. I made sure to be ethical in my mentoring, driven by values and good
leadership standards. This included being responsible and reliable to my students, showing up
every week prepared for class. I also showed that I was trustworthy, expressing my care for
them as a mentor and letting them know that they could come to me with any concern. Finally, I
made sure that my class was process-oriented by working together. I facilitated icebreakers to
make them more comfortable with each other and be able to connect as a whole. We
collaborated in group discussion, made meaning out of every topic we discussed, and made
sure to reflect in the end. I know that my class left our last meeting feeling like a community
because they were much more comfortable and closer with each other. My use of relational
leadership created a great mentoring atmosphere and after seeing my students now start to
take on leadership roles in Greek life, I know I made an impact.
See Evidence # 12
One of our first classes in HDF 290 included a discussion on constructivism and how it is used in the
leadership minor. Constructivism is not a standard path of teaching and learning and does not include
the expected image of what a classroom should look like. Constructivism is different but different in a
good way. In this method people are thought to construct their own understanding and knowledge of
the world, through both experiencing things and reflecting on those experiences. Once we learn
something new it can either change our previous beliefs or we can make a rational decision to discard
the new knowledge as irrelevant or unimportant to us. Either way, we are the creators of our own
knowledge in this theory.
Ive implemented constructivism throughout HDF 290 with every theory or idea we have discussed. I
took it upon myself to consider every topic and decide if I wish to use it and believe in it or if I find it
unimportant for the future. I used constructivism to change my personal belief on the significance of
college majors when Melissa Impett of Nutrition Dynamix came to speak to our class. Melissa spoke
about her time at URI as a fashion major, minoring in leadership. Interestingly enough, she went on to
open a small business after graduating from URI involving not her fashion major but using only her
leadership minor to pursue a nutrition business. The difference between a fashion major and career in
nutrition surprised me. I found this very interesting because I am always stressing the importance of my
college major, worrying that if I dont major in exactly what I want to do then I wont be able to follow the
right career path. However, Melissa is proof that if you decide to change your career path later on in
life, you do not necessarily have to have majored in that specific vocation. I used constructivism to let
her story change my opinion on the significance of a college major and the amount of control it will
have over my future. I now believe that a college major does not define your life. After deciding to not
stress so much over my major I was able to be transferred out of URIs University College and into the
College of Arts and Science, where I am officially declared a Communication Studies Major. I was first
nervous about how official this sounded, but Melissas story helped me feel confident in my major and
my future, leading me to stick with my major.
See Evidence # 13
The process of experiential learning in leadership development usually focuses on learning
styles. Kolb created a model of experiential learning based on four styles. They are
Accommodating, Diverging, Assimilating, and Converging. These four styles are figured out by
looking at ones Perception Continuum and Processing Continuum. In Perception Continuum a
person looks at how they think about things. This could be Concrete Experience (feeling) or on
the other side of the continuum, Abstract Conceptualization (thinking). Aside from the
Perception Continuum is the Processing Continuum, or how we do things. This can be either
Active Experimentation (doing) or reflective Observation (watching). Once an individual
45
.

of experiential learning in leadership
development (Kolb)
HDF 413
CSV 302
46
.

Social Change Model of Leadership
Development by Astin et al
HDF 412
Greek 101 Mentoring
understands both continuums they will find the learning style that matches them. The style of
Accommodating includes Concrete Experience and Active Experimentation, also known as feel
and do. Diverging incorporates Concrete Experience and Reflective Observation or feel and
watch. Assimilating includes Reflective Observation and Abstract Conceptualization or to think
and watch. Finally comes Converging, which incorporates Abstract Conceptualization and
Active Experimentation, known as think and do.
See Evidence #
Kolbs model of Experiential Learning focuses on the learning process of individuals. I find it
helpful that it gives four learning styles but also uses different combinations of each to identify
unique approaches to learning. This makes it adaptable to any experience a person may have
as well as helps identify what it is that they did or did not do to improve. This model relates to a
leadership experience I had last semester as a Greek 101 mentor when I was mentoring new
members of Greek life. My class of Greek 101 mentors prepared to work as leaders reviewing
leadership styles and the topics that would be discussed. After studying Kolbs model, I feel
that the only way to really know what I was doing and how to improve as a mentor I had to first
use the Accommodating style. I had the concrete experience of mentoring and then used active
experimentation by just doing what we had learned to do in class. I did not know what to expect
because every group of students is different and I also was not sure how my partner and I
would interact. Therefore, I needed the initial experience before I could make significant
changes. Once we had our first Greek 101 session (or concrete experience) I understood my
partner better and we both used reflective observation to consider what went well and what
could be improved upon. We knew that our first session was very quiet and although we used
an icebreaker to make them more comfortable, we clearly had to do more to make them open
up. We did know that we worked well as partners and our outgoing voices and ability to push
along discussion was very helpful. Using abstract conceptualization, we thought of ways to
improve in our next class. We thought of another icebreaker to use to bring the class together
and another activity that would make conversation flow easily among our students, not just
between my partner and I. This brought us back to Active Experimentation or doing. In our next
session we were able to use the new techniques we came up with from our initial experience
and found that our class slowly become more cohesive. More people began to talk and we felt
that our students began to enjoy the class more. Kolbs model of Experiential Learning helped
me understand my experience as a Greek 101 mentor in a much clearer light.
See Evidence #
The Social Change Model is inclusive as it is designed to enhance the development of leadership
qualities in all participants who want to make a change, whether they hold a formal leadership position
or not. It promotes a process that is inclusive and actively engages all who wish to contribute. A key
concept of this model is that leadership is a process. It also has two primary goals: to enhance student
learning and development with greater self-knowledge and leadership competence, and to facilitate
positive social change at the institution or in the community. The model examines leadership
development from three different perspectives: the individual, the group, and society. Within these
levels there are 7 critical values or the 7 Cs.
The Social Change Model is broken down like so:
Group Values:
Collaboration Working with others, empowering self & the group
Common Purpose The common aim and/or values of the group, which help inspire hard work
Controversy With Civility Difference in opinions & the ability to work past them in a civil manner
Individual Values:
Consciousness of Self Self-awareness, knowing ones own goals, values, opinions, stance
Congruence Consistency in thought, emotions, & actions
Commitment The ability to stick to a task, fueling effort
Societal Values:
Citizenship Where the group and the project are connected to the community
This model also has a final and eighth C which is Change
Change The hub of the model and the ultimate goal of the creative process of leadership; to
make a better world and a better society for others and ourselves.
"The Social Change Model of Leadership Development." The Social Change Model of Leadership Development |
Central Michigan University. N.p., n.d. Web. 11 Dec. 2016.
See Evidence #
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of the above theory (Astin et al)
the Leadership Identity Development
Model by Komives et al
Students will describe personal
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
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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
68
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69
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70
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Student will demonstrate how cultural

anthropology / paradigms relate to
leadership
Student will describe personal example
of using cultural anthropology /
paradigms as a leader
the Cycles of Socialization (Harro)
theory and its uses in leadership
71
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Students will demonstrate personal

application of the Cycles of
Socialization (Harro)
Target class
HDF 412
HDF 412
Roberta Harros Cycle of Socialization theory explains that we are born into a specific set of social
identities, which predispose us to unequal roles in the system of oppression. The theory uses a model
of four circles and three arrows to explain how we as individuals are socialized to our own social
identities. It also shows how we can break the cycle and take control of our own lives.
Circle #1 The Beginning: Our identities are given to us at birth with no choice, it is outside of our
control. We fall into two groups: dominant or subordinate. Norms are built around dominant groups
characteristics. This includes men, whites, middle & upper class, abled people, middle aged, and
heterosexuals. Target groups include women, racially oppressed groups, LGBTQ community, disabled
people, elders, youth, and the poor. You are lucky to be born in dominant groups and unlucky to be
born into subordinate groups.
Arrow #1 First Socialization: We are socialized by the people we love & trust the most from birth.
We are exposed to a strong set of rules, roles, and assumptions that cannot help but shape our sense
of the world and ourselves.
Circle #2 Institutional & Cultural Socialization: We start participating in school, church, sports,
work, etc. and the rules and roles of socialization are enforced. We receive even more messages of
how to act and think. If we are members of the groups that benefit from this system, we may not notice
that they arent fair. If we are members of the subordinate groups that are penalized by the system, we
may have constant feeling of discomfort.
Arrow #2 Enforcements: Those who think independently and challenge the status quo are
scrutinized, blamed for the problem in society, and seen as troublemakers. People who conform are
rewarded for following the status quo, therefore left alone because they arent disturbing the cycle.
Circle #3 Results: By participating in our target roles, we are reinforcing stereotypes & adding to the
cycle. Harro calls this internalized oppression because we are our own oppressors. Taking a look at
our agent identities, we may feel guilt from our unearned privilege, oppressive acts, or obliviousness to
this problem. If we do not break the cycle of oppression, we keep it going.
Arrow #3 Actions: By taking no action we have failed to realize that we have become participants
just by doing nothing. Do we break the cycle and make positive change or conform and follow our
social norms?
Circle #4 The Core: We do not act because we are blocked by fear, insecurity, or ignorance. We are
often lost and unsure of how to become a positive agent of change to the issues we now see.
Identity Development Module II
See Evidence #
After viewing my own personal path through Harros Cycle of Socialization I have become more aware
of the privileges that I was given as well as the social injustices that I was not exposed to until coming
to college. A community for whom I would like to operate in solidarity with is the LGBTQ community.
Through my life I have received messages both unconsciously and consciously about LGBTQ people
that I can now identify. However, I am thankful that they did not instill prejudice in me about this
community and I can now become an ally to them. My experience through this cycle of socialization is
as follows.
The Beginning: During this first stage I was born into the world with no choice of my identity. I was
72
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the Cycles of Liberation (Harro) theory
and its uses in leadership
HDF 412
nave, born without guilt or prejudice, and I didnt yet have any biases or stereotypes.
First Socialization: According to the first arrow in Harros cycle, I was immediately socialized by my
family and parents on day one. I was taught the role to be a straight girl, given toys, clothes, any
belongings meant for girls. I was put in dresses and taught that the sex I would be attracted to is boys. I
unconsciously conformed to these views since I was not old enough to think for myself. I was never
taught much about what it means to be LGBTQ or exposed to the community.
Institutional & Cultural Socialization: I was bombarded with messages in my community on
conscious and unconscious levels. From school, church, the legal system, television and movies, even
song lyrics, I was shown a norm. Gay marriage was illegal, my religious classes only talked about
men and women being together, and songs I heard were about a boy loving a girl. These institutions
shaped my views but I am thankful that they never instilled prejudice in me. Although other sexualities
were hidden from me for some time, I eventually learned what they were and was able to form my own
opinion.
Enforcement: I was rewarded for good behavior and punished for what was considered bad. I was
praised for being pretty, dressing nice, or for talking to a nice boy. I would be looked at differently and
even made fun of if I showed any interest in girls. Even at one time in my life I went through a tom boy
stage where I went against social norms. I enjoyed skateboarding, hung out with boys, and refused to
wear pink. I was questioned for this behavior, as it was not the way I was supposed to act. I grew out
of this stage but Harros cycle shows that the enforcements that I was taught result in feelings of anger,
guilt, self-hatred, etc. However, the backlash that I avoided by conforming back to the status quo is still
reality for members of the LGBTQ community. They are oppressed and shamed for being themselves.
Results: Just by doing nothing about this, we are still participants in this oppression. Ive had very
close friends who are members of the LGBTQ community but this does not make me innocent.
Directions for Action: This cycle has a life of its own and it will continue on unless we interrupt it.
Doing nothing is the easier choice but it creates no change. I always thought it was easier to simply
support my friends who are homosexual but this is not enough. I must show that I am a student ally to
all members of the LGBTQ community and my Safe Zone training was a start to this.
See Evidence #
Roberta Harros Cycle of Liberation theory consists of a four arrow, four-circle model that is used to
lead individuals to some degree of liberation from oppression, regardless of their roles. 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. This is when things that once made sense to us start to not make sense
anymore. 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 begin 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 begin 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 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,
which we do to gain understanding and build alliance. 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 fortified
our resolution 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 restoring, strengthening, monitoring, and modifying as well as
celebrating the successes of change, 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 gained/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.
https://www.ohrd.wisc.edu/Home/Portals/0/Leadership%20at%20Lunch/The%20Cycle%20of%20Liberation.pdf
73
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Student will demonstrate personal

application of the Cycles of Liberation
(Harro)
HDF 412
Socialization and Liberation

Module II
See Evidence #
Now that I have been exposed to many more aspects of societal oppression I have now begun taking
the steps to progress through Harros Cycle of Liberation:
Waking up: My waking up was my first year in college. I met so many new people from different
backgrounds than I, who were of different races, ethnicities, religions, and sexual orientations. These
people challenged my own views and I realized that the background I came from was very small
compared to the rest of the world. Although some of these views were an awakening for me, I also
started to come across views that I disagreed with. I met people who held homophobic views or people
who just didnt understand the LGBTQ community. I would hear people speaking badly about the co-ed
bathrooms in Adams Hall, where the old Gender and Sexuality Center used to be. This made me
realize that the high school I had come from was much more accepting than I had realized. I had best
friends who were gay but I never thought anything of it until now. These people clearly didnt share
similar views to me and this was my cognitive dissonance.
Getting Ready: During this stage I began breaking down what I thought I knew and rebuilding it with
what I should know. I believe I did this best by taking some leadership classes as well as gender and
women studies classes. These courses really challenged the way I thought. Although I never thought
anything bad about the LGBTQ community, they showed me the oppression that happens towards
them and what I can do myself to prevent it. I realized that the people that I met who held these
negative beliefs were the oppressors and that I should use my voice to correct them. I always thought
that since I had friends in the LGBTQ community I was not a part of the problem but by letting
oppression happen, I was.
Reaching Out: In this stage I had to begin practicing my new outlook and see how people would react.
I now felt the need to correct and challenge those who spoke badly about the LGBTQ community, in
hope that they would realize that it was oppressive. I also began to share new information that I was
learning with my friends and family. Although I feel that I could have participated in this stage more
aggressively, I did what I was comfortable with at the time. Still, I had no problem calling others out if I
didnt like what they were saying. Here I was pushing past silence and into action.
Building Community: I feel as though this is the stage in the cycle that I am currently residing in. This
stage is interpersonal as it involves interacting more closely with those around us in order to create
change. I began dialogue with people similar to I in order to compare views, experiences, and
strategies for dealing with our experiences. I realized that I had friends with similar views to I, who were
also disappointed with some of the oppressive opinions that they were exposed to in college. This was
refreshing to hear, as I wasnt the only one feeling these differences. I also spoke with those different
from me in order to gain understanding. I think that this involves people who share opposite viewpoints
from I as well as those who are a part of the LGBTQ community. I realized that those who share
opposite viewpoints from I came from very different backgrounds where such behavior was considered
normal. For instance, when someone used the word fag, this is very offensive to members of the
LGBTQ community while other people use it without even thinking twice. I realized that some of these
people were simply not educated well enough on the topic and didnt realize that certain actions or
words can be offensive. While talking to members of the LGBTQ community I learned that this was
something that they were used to, but still wanted to improve.
I gained understanding through this process but I believe I have not yet taken action into the next 3
sections of the model. However, the other stages of the cycle will soon come to me now that Ive taken
a deeper look into what exactly I need to do in order to be a change agent (Harro, n.d.).
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75
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the Configuration of Power (Franklin)
and its relationship to leadership
application of the Configuration of
Power (Franklin)
76
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racial identity development via the Cross,
Helms or other models (Ferdman &
Gallegos; Kim; Horse; Wijeyesinghe etc.)
application of model(s) of racial identity
development above
McIntoshs theory of privilege and its
relationship to leadership
application of McIntoshs theory
77
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84
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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
Student will create a personal code of
inclusive leadership
the Model of Intercultural Sensitivity by
Bennett and its uses in leadership
HDF 412
The Developmental Model of Intercultural Sensitivity describes the perspectives and behaviors of
people when put in the face of cultural difference. The model outlines a continuum of increasing
cultural awareness, understanding, and adjustment. This chart of personal growth includes
ethnocentric stages and ethnorelative stages and is designed as followed:
Ethnocentric Stages:
Ethnocentrism assumes that the worldview of ones culture is central to all reality.
Denial inability to see or understand cultural differences
Defense ones own culture is experienced as the only good one (us / them)
Minimization differences are acknowledged but defined as relatively unimportant compared to the
similarities
Ethnorelative Stages:
Ethnorelativism supposes that cultures can only be understood relative to one another, and that
particular behavior can only be understood within a cultural context.
Acceptance recognition & appreciation of cultural differences in behavior and values in cultural
context
Adaptation ones worldview is expanded to include constructs from other worldviews
Integration internalized multiple frames of reference or worldviews; ability to move in and out of
different cultural worldviews seamlessly
See Evidence #
https://www.aacu.org/sites/default/files/files/global16/CS13WDMIS.pdf
85
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Students will demonstrate personal

application of the Model of Intercultural
Sensitivity by Bennett
HDF 412
86
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the ally Action Continuum by Griffin &
Harro
HDF 412
URI Study Abroad - Spain
Bennetts Developmental Model of Intercultural Sensitivity was created as a framework to explain the
reactions of people to cultural difference. After learning this model I can now apply it to myself in order
to better understand my own perspective on cultural difference. I used to fall most closely to the
Minimization stage of cultural difference for I acknowledged differences but saw them as less important
compared to similarities between cultures. I saw all humans as equal and assumed that elements of
my own cultural worldview are experienced as universal. This limited view of mine changed however,
when I studied abroad in Spain this past summer. I lived in the old town of Salamanca where the
majority of people spoke only Spanish and the culture was old-fashioned. I had to adapt to the
language barrier along with the Spanish norms, manners, and behavior. Doing this was not easy and
was actually really frustrating at first. I was hand washing my clothes, eating food that I wasnt used to,
had no transportation except my own two feet, and couldnt use my cell phone. However, I soon
realized that the Spanish culture is different but something that I could learn from. I began to adapt to
their simple way of life and began to enjoy it. Living there made me recognize the fact that my own
culture is just one of a number of equal worldviews, putting me now at the Acceptance stage of
Bennetts model. My study abroad experience opened my mind to other cultures besides my own and I
developed a respect for their differences that I will always look back on.
See Evidence #
The Action Continuum can be used as a self-assessment tool to help identify adversary behavior vs.
ally characteristics when it comes to achieving social justice. The continuum ranges from behavior
that works against social justice, thus making one an oppressor, to behavior that works towards social
justice. Once a person can identify where they stand on the continuum they can change their behavior
to improve and move further towards social justice. It is a good tool to test ones awareness,
knowledge, skills, and social action. The Action Continuum is described as follows:
Actively Participating Telling oppressive jokes, putting down people, intentionally avoiding target
group members, discriminating, physically or verbally harassing.
Denying Enabling oppression by denying that target group members are oppressed. Does not
actively oppress, but denying colludes with oppression.
Recognizing, No Action Aware of oppressive actions by self or others & their harmful effects, but
takes no action to stop this behavior. Inaction is the result of fear, lack of information, or confusion.
Recognizing, Action Aware of oppression, recognizes oppressive actions of self and others, but
takes no action to stop it.
Educating Self Taking actions to learn more about oppression, experiences, and heritage of target
group members by reading, attending workshops, seminars, cultural events, participating in
discussions, joining organizations or groups that oppose oppression, attending social action and
change events.
Educating Others Moving beyond only educating self to questions and dialogue with others too.
Rather than only stopping oppressive comments or behaviors, also engaging people in discussion to
share why you object to a comment or action.
Supporting, Encouraging Supporting others who speak out against oppression or who are working
to be more inclusive of target group members by backing up others who speak out, forming an allies
group, joining a coalition group.
Initiating, Preventing Working to change individual and institutional actions & policies that
discriminate against target group members, planning educational programs or other events, working
for passage of legislation that protects target group members from discrimination, being explicit
about making sure target group members are full participants in organizations or groups.
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application of the Action Continuum by
Griffin & Harro
HDF 412
URI Safe Zone Training
See Evidence #
The Action Continuum is a great self-assessment tool that helped me understand where I personally
stand when it comes to moving towards social justice. It also helped me understand which steps I can
now make to improve myself and do my part in achieving social justice for target groups. In Module II
of HDF 412 we discussed privilege and action, in which we were asked to consider a dominant social
identity that we have. Considering this social identity, we then had to place ourselves where we felt we
are on the Action Continuum and discuss why. As a member of the heterosexual identity group, I
personally placed myself on the recognizing part of the continuum between no action and action. I
feel that this is where I fall because I do not tell oppressive jokes, intentionally avoid target group
members, discriminate, harass, or deny that target group members are oppressed (Griffin & Harro,
1997). However, I cannot place myself so far on the continuum to say that I actively join organizations
that oppose oppression, form ally groups, or work to change actions and policies that discriminate.
With this in mind I can improve my efforts towards social justice. One way in which I have already done
this was when I became Safe Zone trained in HDF 413 by a leader from URIs Gender and Sexuality
Center. In this training I learned how to become an ally and support to diverse communities on campus.
This was one step that I made to move along the Action Continuum but I still have a long way to go.
However, I learned from this experience that even though I may not be where I would like to be, there
are no obstacles blocking me from taking action and supporting other groups.
See Evidence #
Outcome Category: Critical Thinking
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Outcome
Target class
Student will show knowledge of principles

of critical thinking (logic is used in this
HDF 412

Critical thinking is the analysis and evaluation of an issue in order to form a judgment. This is important
in leadership, as there are plenty of times when a leader must evaluate a specific issue, argument, or
minor)
89
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Student will demonstrate proficiency of

critical thinking
90
.
91
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92
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93
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94
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Student will show knowledge of

metaphorical analysis to critically analyze
self and leadership situations
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
HDF 412
2016 Presidential Debate
flaw in order to better the situation at hand. However, if that leader lacks critical thinking skills then they
may not form the best judgment, thus not leading them to the best outcome. Some principles of critical
thinking that a leader could learn in order to assure that theyre following a reasoned approach are
logical fallacies. Fallacies are errors in reasoning. When a leader can recognize these errors they can
make better decisions. The fallacies of reasoning are as follows:
Hasty Generalization A conclusion based on flimsy evidence
Begging the Question Assumes the point that needs to be proved; arguing in a circle
Complex Question A question that leads to no correct answer. Both yes/no confirm the question.
Ad Hominem Attacks a particular person rather than the issue under consideration
False Analogy An invalid comparison between two items. Assuming that if two people are alike in
some ways they must be alike in others.
Slippery Slope The assumption that an initial action will inevitably lead to a series of disastrous
actions ending in catastrophe
Prejudice Forming judgments before facts are known. May involve a negative, irrational opinion
someone holds about a group/object.
Group Think Suppressing disagreement to conform to the groups collective ideas
(Caputo et al. Critical Thinking and Interpersonal Communication)
See Evidence #
Keeping aware of logical fallacies, or structural errors in argument and reasoning, is a strong tactic to
proficient critical thinking. After learning these in HDF 412 I kept them in mind while watching the 2016
presidential debates. This helped me analyze each candidates argument as I noticed illogical
reasoning that was not supported by proper evidence. I especially found some fallacies of reasoning
Donald Trumps presented content. The first question of the debate asked both candidates what they
would do to create the kinds of jobs that will lead to more money for American workers. Trump poorly
answered this question stating that America is losing jobs and companies to trade deals with other
countries. He stated that a friend of his told him about plants that are being built in Mexico. This was a
Hasty Generalization as he drew a conclusion based on very flimsy evidence from a friend. Instead of
explaining his own plan to create jobs and higher income, he just blamed other countries for stealing
U.S companies using poor evidence. If he provided strong evidence with specific numbers of exactly
how many companies the U.S has lost then this argument would have been stronger. He also should
have explained why this matters to income inequality and what he will do to fix it. Overall, using the
logical fallacies improved my critical thinking capabilities and allowed me to watch this years
presidential debate with a better eye.
See Evidence #
95
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96
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97
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98
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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
Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome
99.
100
.
101
.
102
.
103
.
104
.
105
.
106
.
Target class
HDF 413
SOLC Sigma Kappa Retreat

Greek 101 Mentoring Fall 16
The first retreat that I assisted in was the Sigma Kappa retreat. In this retreat Mia and I worked
under Phyllis, who was one of the facilitators. Although I was a shadower for this retreat, Phyllis
allowed for Mia and I to facilitate whenever we felt comfortable or wanted to. There were also a
few instances where Phyllis had left the room and I was forced to facilitate in order to keep the
activity at hand running. I ended up facilitating part of the value chain activity as well as the
trolleys activity, but I only de-briefed trolleys. During the trolleys activity Phyllis left towards the
end, leaving me to facilitate. At first I wasnt sure what to do because the girls were almost done

active listening techniques
Student will describe examples of using
active listening skills
functions of group communication by
Hirokawa
of functions of group communication
(Hirokawa)
Student will show knowledge of techniques
regarding giving and accepting of feedback
Student will describe examples of giving
and accepting feedback.
facilitation and de-briefing techniques
facilitation and de-briefing techniques
and I wasnt sure if they would listen to me. Instead of just waiting for them to finish, I decided
to go for it and keep it interesting by silencing a few girls. They listened and pushed through to
the finish line with the help of the girls who could still talk. Phyllis came back just in time to debrief but I jumped in when she couldnt touch upon the ending since she wasnt there. I asked if
the girls who were doing most of the talking were girls who usually take control in their sorority.
They all agreed but then liked how different it was when I silenced the girls who talked the most.
This started a good conversation about power in their sorority and I was happy that I asked it.
See Evidence #
After learning efficient facilitation and de-briefing techniques from HDF 413 I was able to apply them to
my second experience as a Greek 101 Mentor this past Fall. Im glad that I was given this opportunity
since my leadership knowledge has grown from the previous year and I could now put them into
practice. I decided to facilitate the Cinnabon game for a second time this year in my Greek 101 class.
However, Ive learned that not all games are appropriate at all times, including cinnabon. Since this
game involves members standing in a close proximity, I realized that this isnt the best game for the
very first class. The members arent familiar with each other yet so this game can be uncomfortable for
some. Therefore, I facilitated different icebreakers during the first session such as fun name games
where members could stay in their seats and feel comfortable. I then waited until the second session to
facilitate the cinnabon game. It was perfect since an icebreaker was still appropriate but the class now
knew each other. I also realized that this game is more fun when one of the mentors plays. Last year,
my partner and I simply watched from the outside, instructing the game. This year I had my partner
play while I facilitated from the outside. My partner got to bond with the class while I maintained control
of the activity. I found that this facilitation worked a lot better than last years. I then used my de-briefing
techniques to ask the class what they learned when it was all over. This formed a discussion and made
the class realize what they got out of playing Cinnabon. Overall, my new knowledge led to an even
better Greek 101 experience that Im glad I had the opportunity to practice.
See Evidence #
108
.
109
.
110.

framing and breaking the frame
framing and breaking the frame
Student will show knowledge of organizing
meetings / setting agendas / and leading
meetings
organizing meetings / setting agendas /
leading meetings
HDF 413
As PACE Chair for my sorority, one of my biggest responsibilities is holding monthly

workshops for our chapter on the four aspects of PACE. They are Personal Presence, Attitude,
Communication, and Enlarging Our World. These workshops are important because they
educate our members on how to represent Kappa Delta well in every aspect. Before a workshop
I must meet with our Vice President of Membership about a month in advance. In our meeting
we discuss what I will be talking about, brainstorm intriguing ways to present the topic to the
chapter, and then create a specific plan. This plan usually includes one or two activities I will
do, how I will get everyone involved, and the main points I will cover. After the meeting I set my
own agenda laying everything out for the workshop, part by part. I start with an intro, create a
powerpoint for the meat of the presentation, and then conclude on a positive note. I then lead
the meeting after the scheduled chapter. A specific workshop I did recently was based on the A
in PACE, which is attitude. I met with our VP-ME and created an agenda. In my agenda I planned
to begin with an intriguing intro that included asking the chapter questions about our overall
attitude to facilitate conversation. I then planned a powerpoint that would outline the
importance of keeping a positive attitude in and out of our sorority, and then planned to
conclude on a positive note with a sisterhood shout out. The workshop went extremely well due
to my preparation and I received many compliments on my public speaking skills.
See Evidence #
111.
112.
113.
114.
115.
116.
117.
118.
119.

Parliamentary Procedure
Student will show knowledge of techniques
for working with difficult people
using techniques to work effectively with
difficult people
Student will show knowledge of the stages
of group development (Tuckman, Bennis or
others)
group development in use (Tuckman,
Bennis or others).
Student will show knowledge of group
dynamics and group roles
group dynamics and group roles
memberships skills in groups

membership skills in use
HDF 290
HDF 290
HDF 412
Kappa Delta new member exam

Philanthropy events
Effective membership skills allow groups to function the best to their ability as each member knows
their role and plays their part as expected. To be an effective member one must be committed to their
group and want the best for their group. This includes knowing your groups ideals, goals, expectations,
and work ethic so that you can mirror all and help your group grow. Learning the mission statement,
creed, principles, or constitution of your group can do this so that each decision you make abides by
these expectations. A group is only as strong as their weakest member, so every member must work
the best to their ability in order for the group to succeed. An effective member believes in the growth
and success of their group and is willing to put in the effort necessary in order for that happen.
As a member of Kappa Delta I have to implement membership skills into everything I do because I am
always representing the sorority, wherever I am or through whatever it is I am doing. As a member I am
expected to be a good role model and positive image for my sorority. I am always embodying Kappa
Delta ideals to make sure I am an effective member who brings value to the group. Part of putting my
membership skills to use was to first learn all of Kappa Deltas principles and expectations before I was
initiated. I made sure to learn everything important to Kappa Delta including our mission statement, our
creed, our purpose, our object and so on. I demonstrated good membership skills when I was tested on
this information and aced my new member exam scoring a 99. Knowing these values allows me to
always be demonstrating them in every decision I make. This include always respecting myself and
others, having an open mind, being a true friend, working hard in school, participating in community
service, and to always keep improving. I have also demonstrated membership skills by making sure I
participate in Kappa Delta philanthropy and am always supporting the sorority because I believe in our
success and potential to succeed even further.
See Evidence # 14
In HDF 412 we were all placed into small groups that we worked with for the entire semester. In order
for our group to work together cohesively and successfully we had to practice good membership skills.
Since we are all graduating seniors with hectic schedules, it was really difficult to find a time when we
all could meet. We had to communicate with one another what days and times we were available even
if it was just for an hour. Some of us would even change our plans around so that we were able to have
meetings where every member was present. We created a Facebook Messenger group chat where we
all could communicate with one another. Here, we planned meeting times, asked and answered
questions about class assignments, and would notify the whole group when we would be missing class
or couldnt make a meeting. If someone was sick, we kept them updated with what they missed in class
and would know ahead of time that they wouldnt be there. Overall, we communicated very well with
120
.

Challenge and Support theory by Sanford,
and its relationship to organizations
HDF 413
121
.

using the theory of Challenge and Support
(Sanford)
HDF 413
FLM 110
SET Leader
each other and never left someone in the dark. Good membership skills include involvement,
communication, cooperation, and making sacrifices. We all demonstrated these skills this semester
and I was happy to see our small group succeed.
See Evidence #
Sanfords Challenge and Support Theory is based on maximizing the growth of an individual or group
by incorporating the appropriate balance of challenge and support. This means not overwhelming the
individual or group with too much challenge because this could lead to a shut down, or set back in
growth. The participants will feel as though it is impossible to accomplish and could quit trying. On the
other side of the spectrum, too much support will prevent the student from learning what they need to
grow and develop. With not enough challenge they will feel as though they dont have to put in any
effort or need to step out of their comfort zones. Too much support can ultimately cause laziness and a
setback in growth. A third factor to this model is the element of readiness. With this in mind, an
individual cannot grow until they are physically or psychologically ready to grow. Overall, when the
challenge and support are balanced correctly and the student is ready, they are forced to step out of
their comfort zone for growth while being guided and supported to the right amount. Their goals are
attainable but not without having to put in the work to accomplish them. This causes a spike in growth,
and improvement in efficiency.
See Evidence #
Sanfords theory of challenge and support is all about creating a balance in order for a person
to succeed. They need a little challenge in order for them to struggle and learn but also some
support so that they dont completely fail and give up. A personal example of this theory for me
is when I took my first film production class sophomore year. It was the first time I was taking a
hands-on film class where I had to learn how to use film equipment that I had never used before
and learn to use it well enough to create actual movies and clips. This class was definitely a
challenge for me since my only experience with making a movie was using my parents home
video camera. I felt extremely overwhelmed by all the new equipment I had to learn including
the editing software, Final Cut Pro. I knew however, that I really wanted to learn it so I stuck with
the challenge. My support in this class came from the two TAs who were extremely helpful and
basically became my saving grace that semester. They taught me how to use everything step by
step with the right patience but also knew when to step away and make me do it on my own. At
first I would freak out and explain I still didnt know what I was doing. But then I would calm
down, give it a try myself, and after failing a few times I would realize that I actually did know
how to use the equipment at hand. Without the TAs I wouldnt have learned how to use
anything because I would definitely become too frustrated and give up, they were my support.
But they also werent afraid to step back and leave me alone with the film equipment, my
challenge. Overall, I received the right amount of challenge and support in this class until the
end of the semester when I finally had the skills to shoot and edit my own movie. I proudly
finished with an A- in the class.
See Evidence #
Ive found that Sanfords Challenge and Support Theory is really important when teaching a group or
individual. Another example of putting this theory to use was during my experience as a Kappa Delta
SET Leader. Serving on the Sisterhood Enrichment Team entailed mentoring our 60 new members.
With the newest pledge class coming in, the other SET Leaders, our VP of membership education, and
I all knew that they would need a lot of guidance. However, we also wanted them to understand their
place in the sorority as new members that were not even initiated yet. They had a lot to learn including
our Kappa Delta values, expectations, and rules of membership. At first our VP-ME wanted to be hard
on them. She wanted to use more challenge than support in order to gain respect as an elder. This
meant werent going to hold their hands through the new member process for they had to prove that
they were in Kappa Delta for the right reasons. I understood where she was coming from but I also
didnt want to scare the new members away. I agreed with the VP-ME that we werent going to baby
122
.

construction / elements of informative and
persuasive speeches
HDF 290
HDF 290 Informative Presentation
123
.
Student will demonstrate proficiency in

informative and persuasive public speaking
HDF 290
COM 202
HDF 290 Informative Presentation

COM 202 Public Speaking class
the new members but we had to show some support as well. We had to show them that we were there
when they needed help but we werent going to do everything for them. We agreed and ended up using
a balance of challenge of support to let our new members learn. We held them accountable for all
member expectations but also took into account that they were new. This resulted in high attendance
from the new members at all events and meetings along with respect and trust in us as the mentors. I
learned that guidance along with some tough love created the perfect new member program.
See Evidence #
In HDF 290 we all had to construct informative or persuasive speeches on a topic that we hold a strong
opinion on. I hold a strong passion for nutrition and therefore decided to discuss my view on URIs
dining services. Working on this speech taught me that if you are not passionate about your topic then
it will not be good. The audience wants to hear your passion because if it is important to you then that
will make it intriguing for them. To first construct an informative or persuasive speech you need a
grabbing introduction to make your audience listen. Building credibility so that they will believe you and
relating to the audience so that they feel more involved will do this. Once you have their attention you
want to preview main points so that they can follow along and make sure you use clear transitions
between each topic. Starting off with the history or background of your topic always gives the audience
a good foundation to start with. Throughout the speech, you should discuss many aspects of your topic
from leaders involved, legal, moral and ethical issues, to decision making and other views or actions
taken on your topic. Also a conclusion must be used to summarize your main points and end on an
interesting note, such as explaining what they should take away from your speech.
I hold a strong passion for nutrition and have held a strong opinion on how URIs dining halls provide
for students ever since I first came here. Using this topic for my informative speech in HDF 290 turned
out challenging at first since Dining Service laws are difficult to research, which I did not expect.
However, because I am so passionate about this topic I stuck with it and did not let my difficulties with
research discourage me. I was able to relate my topic to URI, which made my speech very relatable for
the students in my class. I began by providing some background on URIs dining service, the
organization of their services, and issues that they can improve on. I developed credibility in URI with
information on how long they have been around as well as the leaders involved in their services. I
explained the issues in URIs dining halls such as legal issues they face and what moral and ethical
issues they face. This includes abiding by allergy acts and honesty about their food sources. I then
connected the dining halls structure to Demings Total Quality Management since URI does a good job
in investing in the quality of their dining services to avoid future issues. I wrapped up by informing other
views from students such as dining hall hours, their no take-out policy, the unlimited unhealthy options,
and even provided statistics on eating disorders in colleges to explain why URI should educate
students on healthy eating. I informed with this presentation but also made sure my audience would be
interested. Although I ran short on time with this assignment, I ended up receiving an 85 and was very
satisfied with my presentation.
I also hold a strong passion for exercise. I believe that every individual should work out but
most importantly, be informed on its powerful health benefits. Since any persuasive speech
should be on a topic that the speaker is passionate about, I chose exercise as my persuasive
speech topic in my COM 202 public speaking class. Most people do not know that there are
different benefits to different exercises and that some can actually be more beneficial than
others. That is why I decided to give a speech persuading my audience to see weight lifting as a
more beneficial workout than cardio and to consider incorporating it into their exercise routine
if they do not already. I first grabbed my audiences attention by asking them to raise their hand
if they work out regularly. I then asked them to keep their hand raised if they incorporate weight
training into their regular workout regimen. This caught the attention of those who weight train
but also made those who do not more self-aware. I then stated my thesis that weight training is
more beneficial than cardio and should be incorporated into every persons exercise routine. I
gave a preview of my two main points to give the audience an idea of what I was going to
124
.
Student will show knowledge of planning

and conducting interviews (as the
interviewer)
HDF 290
SB/LP/CS Leadership Presentation
125
.

planning and conducting interviews (as the
interviewer)
HDF 290
SB/LP/CS Leadership Presentation

Nutrition Interview
discuss. After this, I dove into the body of my first main point that weight training burns calories
more efficiently than cardio. I gave a specific example of the calorie burn that can come from
weight training to help the audience understand how it works. This helped them apply it to
themselves, making it seem more desirable. In the body of my second main point I explained
that weight training provides the most substantial benefits to ones body. These include
changing ones body composition for the better and improving strength and agility. I again
explained how this works with examples and used real life study results to back up my
information. Since the main motive behind exercise is to improve ones body I knew that this
would make weight training more appealing to the audience. I then stated that weight lifting
even just twice a week could make a huge difference, making it seem reasonable and
achievable. I then concluded by summarizing what I talked about so that the audience would
remember my main important points. I reminded everyone of the weight classes offered at URI
so that they know it easy to try and finished by related it to myself. I stated that I love weight
lifting and that it has helped me make amazing changes to the way I look and feel. Ending by
relating it to me, an average college student, I showed my audience that anyone can weight lift
and experience its benefits. Giving real life examples, impressive facts, and strong evidence, I
felt that my audience definitely left with a more positive outlook on weight lifting and agreed
that anyone wanting to improve their body should try it.
See evidence # 15 &
In HDF 290 we were to plan and conduct interviews of a small business owner, a local politician, or a
community service leader. This project was a great challenge for me as the original person whom I was
supposed to interview did not work out and I had to interview my moms boss last minute. I was
originally supposed to interview CT Senator Beth Bye due to some lucky connections from my sister.
Although I did not end up interviewing her due to unfortunate circumstances and the fact that she was
extremely hard to get a hold of, my preparation for the interview shows my knowledge of planning and
conducting interviews very well. I was nervous at first to contact a Senator but managed to do so
anyway as well as keep a professional appearance as best as I know how to. I emailed Beth Bye
explaining whom I was and what exactly I wanted to interview her about. I explained the purpose of my
leadership class and why she was such a great fit for my assignment. I made sure she would see
enough of a reason to give me time out of her hectic schedule for an interview. Luckily, she responded
back with her personal phone number, which Im sure she is careful to give out. I researched her
thoroughly, from her background of where she is from, to information on her elections, to what her
positions as a leader currently entails. I prepared a thorough document of questions for her, which I
then emailed to her in case she wanted to prepare answers in advance. I made sure to ask questions
that went along with our class rubric but also tailored the questions specifically to her. The document
included broad questions about her such as where she is from, what her education background looks
like, and when she first became interested in politics. I then developed more personal questions about
her personal philosophy, who she looks up to, and where she finds inspiration and motivation. I then
got into leadership questions regarding her position as Senator such as what changes she has made,
what challenges she has overcome, how she makes decisions and solves problems, as well as her
goals for the future. I was proud of my preparation for this interview and my ability to contact such a
significant person. Although the interview fell through, my preparation for this assignment is something
that I will always use as an example to follow for future interviews.
See Evidence # 16
A personal example of planning and conducting an interview that I have is the interview for our HDF
290 SB/LP/CS presentation that I actually ended up doing after my Beth Bye interview sadly fell
through. After preparing so much for my interview with Senator Beth Bye I was crushed when I realized
that I was going to have to find and interview a different leader with very short time notice. I knew
however, that problems come up and when I am faced with a challenge I must show how well I can
overcome it instead of letting it get the best of me. I took control and after contacting multiple people I
got a hold of my mothers boss, DMD Debra Blattman. I was upset to not be interviewing someone as
exciting as a CT Senator but was very grateful that Blattman would give me her time. I planned out new
questions for her, while following the rubric and again tailoring them to her position. I asked her
questions regarding her background such as where she grew up and why she wanted to go into
dentistry. I asked about her personal philosophy, what motivates her, who her mentors are, and to give
me any advice. I then asked questions about her business such as short-term and long-term goals
along with changes over time. I asked about her leadership style, what issues she faces as a leader,
and how she makes decisions. I finished the interview with questions about her contributions to the
community and what she has learned over time, which I enjoyed hearing about. I interviewed her via
phone so it was a challenge to listen to her talk while making sure I wrote all her answers down and
wrote them down correctly. The interview turned out great though and I was able to thank her for her
time and put together a thorough presentation on her experience as a leader in the medical field.
Although I had to plan this interview very quickly and conduct it last minute, I was able to pull myself
and my presentation together without any sign that it was not my original project. I am proud of my
ability to bounce back from the failure of my Beth Bye interview and am now more confident in my
ability create an exceptional presentation under an unexpected time constraint. I now know that I can
plan and conduct a solid interview no matter the pressure I am under.
See Evidence # 17
126
.
Student will show knowledge of preparing

for and effective answers in interviews (as
the interviewee)
HDF 290
Kappa Delta Interview for SET

Leader Position
127
HDF 290
Kappa Delta Interview for SET
Another personal example of planning and conducting an interview was a project that I was assigned
this semester in my nutrition class, NFS 394. After learning about nutrition throughout the life cycle this
semester, I was to apply my knowledge to a real life example. I had to interview a pregnant woman,
getting information on her pregnancy and how it has been for her, along with conducting an entire
analysis of her diet. This was difficult for me since I didnt know too many pregnant women nor did I
have any experience doing a full 24-hour recall of a persons diet. I reached out to a Kappa Delta alum
who was pretty far into her pregnancy. Luckily, she agreed to the interview to help me with my project.
We decided FaceTime was the best option since she now lives in Massachusetts. To prepare for the
interview I had questions laid out along with a food survey for her. I decided that letting her look at this
information beforehand would allow her to prepare and for the interview to go smoothly. She luckily
agreed to this as well. I sent her the information and interviewed her over FaceTime the next day. Since
we were both already prepared, the interview only took a half hour and was very easy. This was great
considering we both have busy schedules. I got all of the information I needed and thanked her for her
help. The efficiency of this interview led me to put together an excellent project that I received an A on. I
learned that proper preparation leads to conducting a perfect interview without the added stress.
See Evidence #
In order to present in HDF 290 we develop organized, clear speaking outlines so that we are prepared.
Speaking outlines in this class are created any way we would like which I enjoyed compared to my
COM 100 course which demanded very specific speaking outlines to be developed even though the
outline used may not work for some students. I would always create a speaking outline for HDF with
bulleted points of what I would say but without full sentences to avoid reading directly off of my paper.
This always helped me feel very prepared so when I went out for a position in Kappa Delta that called
for an interview, I decided to create my own speaking outline for the interview. I did not have this outline
out during my interview but creating it beforehand and rehearsing how I would answer potential
questions made me much more confident and relaxed for my interview. To prepare for the interview I
asked girls what they had been asked in their interview along with brainstorming questions that I
thought they might ask. I simply wrote these down in the notes on my iPhone and then wrote down the
best answers I could think of. I then rehearsed the answers in my head up until it was time for my
interview. This preparation helped a great deal since I did great in my interview from start to finish and
answered every question without hesitation. I know that I answered the questions effectively because I
ended up getting the position!
See Evidence # 18
In HDF 290 we presented a lot in front of the class and discussed how to present ourselves as best as
preparing for and being interviewed
Leader position
possible. This included dressing well for the part and speaking clearly and confidently. I was able to
take this advice into recent interviews that I have had this semester. One of my most important
interviews was my interview to be a Kappa Delta SET leader. This was a position that was very
important for me to obtain. I knew I had to present my best self in this interview since lot of girls were
going out for the position, which only held eight spots out of our 160 members. I prepared for my
interview by explaining why I wanted this position in my application and what advantages I could
provide. I was able to use my effort towards the leadership minor as a great reason for why I can be a
mentor to our new members. I took the feedback from my HDF presentations such as to make sure I
speak clearly, not play with my jewelry, which can be distracting, and to dress appropriately. I found
myself dressing how I would for a presentation in HDF 290 and developing somewhat of a speaking
outline in my notes to prepare what I would say in this interview. I decided I would use my minor in
leadership as an advantage to this position and my ability to communicate and present confidently. I
also pointed out my strengths as an achiever, which entails being a hard worker as well as consistency,
which includes treating everyone equally. Treating all new members the same would be important if I
had this position. After applying what Ive learned in HDF I was able to ace this interview and got the
position!
See Evidence # 19
Another personal example that I have of preparing for and being interviewed was when I recently
interviewed for a public relations internship this semester. I went into applying for this position with
confidence for I knew that I had all of the credentials that they were looking for. I sent in a detailed
application that I was very proud of, including a perfect cover letter. Thanks to our cover letter and
resume workshop in HDF 413 I was very prepared to apply. After receiving an email back saying that I
seemed like a great fit for the position, I scheduled an interview. I knew that I had to prepare for this in
order to put my best foot forward. I researched the company to make sure that I knew everything about
them and what it was that made me want to intern for them. I also used some career advice from the
website WayUp, a job and internship site for students and employers. Their site has some great
information to prepare for an interview such as what type of questions to prepare for and how to
answer them. This was really helpful and allowed me to step into my interview with self-confidence.
Although I am still waiting to hear back, I felt that I prepared to the best of my ability resulting in an
interview that I left very happy with.
See Evidence #
128
.
129
.

collaboration / coalition building
working in collaboratives/coalitions
HDF 290
Kappa Delta International Girls Day
HDF 413
Nearly Naked Mile
A coalition is defined as a group of people or groups who have joined together for a common purpose. I
have worked in a coalition with my sorority. Kappa Delta founded its own international movement
called the Confidence Coalition which every chapter takes part in. The coalitions purpose is to help
women and girls embrace their unique qualities and realize their dreams. We spread this movement
through KD Confidence Week as well as through International Girls day, which is held on November
14th. For this national Kappa Delta holiday this past November my sorority combined our Girl Scouts of
America philanthropy and spent a day with brownie troop 105 at Cedar Crest Elementary School. We
worked in our confidence coalition by encouraging confidence in the young girls. This included asking
the brownies why they loved being a girl and making them feel happy and confident in themselves.
Working in this coalition gives me great satisfaction because encouraging confidence in girls when they
are young is very important.
A collaborative is conducted when two or more parties work together in order to achieve or do
something. I have worked in many collaboratives throughout my college career, thanks to Greek
life and the involvement that it offers. An example of a collaborative that I was involved in this
past Fall of 2015 was participating in the Nearly Naked Mile. It is a run that demonstrates the
challenges faced by more than 4,000 homeless people across Rhode Island who do not have
appropriate clothing for cooler temperatures in the Fall and Winter. I donated clothing along
with participating in the run. What was so great about this event is it involved members from
every chapter on campus as well as members from other student clubs and organizations on
campus. We were all from different organizations but came together for a common purpose, to
raise awareness and donate clothing to those in need. It was a great feeling to work with so
many diverse organizations. My involvement was such a success, a picture of my sorority and I
even made the front page of the Narragansett Times.
See Evidence # 20 &
130
.
131
.
132
.
133
.

Intercultural communication considerations
134
.
Student will describe ways to build

relationships between leaders and
members
Student will demonstrate proficiency in

intercultural communication
Student will describe ways to maintain
accountability in leadership / member
relationships
related to maintaining accountability as a
leader
CSV 302
Kappa Delta Appointed Officer

Position
HDF 290
Kappa Delta sisterhood events
CSV 302
Greek 101 Mentoring
As a leader in my sorority I hold many responsibilities. One of these responsibilities is to

maintain involvement and attendance to all Kappa Delta meetings and events. Our biggest
event of the year is our philanthropy event, the Kappa Delta Shamrock Slam. It is a basketball
tournament held at the URI gym right around the time of March Madness. The event raises
money for Prevent Child Abuse America and is mandatory for all Kappa Delta members.
Unfortunately this years Shamrock Slam was on the same day as my 21st birthday and my
parents had planned a day in Newport for me to celebrate. I was lucky enough to be excused
from the event for my birthday but felt guilty that I would not be at my sororitys biggest event
of the year. We spend so much time preparing for this event I decided to help out in every
aspect I could to make up for my absence. As an appointed officer in KD I know that I am looked
up to as a role model from many of the younger girls. To maintain my accountability as a leader
I helped run the Shamrock booth in the Memorial Union every day that I was available. I posted
about the booth on my Instagram account to spread the word and recruit people to sign up. I
also brought the banners to the booth every day it was running and made a post on our KD
Facebook Group reminding girls to have good PACE while working the booth. I wanted to make
sure that girls represented us well and that the booths were a success. Although I was not
attending the event I did not let this be an excuse to not help out. I maintained accountability as
a leader and showed that I was still involved regardless of my attendance.
See Evidence #
Building relationships between leaders and members is very important to make sure that leadership
lasts. Members want to be able to look up to leaders and take their advice but this becomes limited
when a member is a follower and nothing more. Developing interpersonal relationships is what
cultivates trust, respect, and understanding between a leader and their member. When a relationship is
formed that leader will be able to lead even better in the members best interest and the member will
want to respect and imitate the leader even more. This is something that my sorority practices through
sisterhood events. Sisterhood events, such as our apple-picking event that took place this past fall, are
planned so that girls in Kappa Delta can bond and become closer. They are a great help since
developing relationships with 160 different girls can be very difficult to do on your own. Not only are
these events planned to bond sisters though, but to bond leaders on council with members. Our council
always stresses the fact that they are our sisters too and that we shouldnt be afraid of having close
friendships with them just because they are our leaders. Using these events to bond leaders with KD
members allows council to improve their leadership and members to improve their following.
Working as a Greek 101 Mentor this past fall, I knew that it was important for me to build
relationships between my class, my partner Nick, and myself. As their mentors, Nick and I
135
.

building relationships with members as a
leader
CSV 302
136
.
Student will describe how credibility applies

to leadership, as well as the characteristics
and skills of a credible leader
HDF 290
137
.

building, maintaining, and repairing his/her
own credibility as a leader
HDF 290
Preparation to be a Kappa Delta

SET Leader
needed them to trust and respect us to be sure that they would take our advice and lessons
seriously. Building a relationship with my class would also allow me to know them better and be
able to lead them in the right direction. Nick and I made sure to start off on the right foot in our
very first class meeting. We made sure to let them know that everything we talk about is private
and that they could come to us for anything. We gave out our phone numbers in case anyone
wanted to contact us privately with any concern they had. We did fun ice breakers that let
everyone learns special characteristics about one another such as the cinnabon game. We
also did a fun activity where we had them all write down an anonymous question on a piece of
paper that we would read aloud and answer honestly. We wanted them to know that they could
trust us. We werent afraid to have serious conversations with them but also made sure to end
each class on a positive note. I made sure that they felt comfortable and even brought candy to
each session that we implemented into activities to make them fun. We did a great job of
building our relationship with our mentees as they began to ask us more personal questions
and let us know that they enjoyed our class. Some even followed me on social media after our
last class because they had felt so connected with us and didnt want to lose contact. Overall, it
was a great experience and allowed me to become closer with many new Greek life members.
See Evidence # 21 &
As a Kappa Delta SET Leader I was a part of the Sisterhood Enhancement Team, working
alongside our VP of Membership to mentor and educate all 60 of our new members. Each SET
Leader is assigned a smaller group of 6 girls that we mentor, work with, and occasionally meet
with to help them better acclimate into the sorority and into college life as well. It was my job to
build relationships with these girls not only because they were our new members but also
because it was very important that they could trust and confide in me. I built these relationships
by learning their names, scheduling days to meet up with them, getting dinner with them, and
even added them on appropriate social media to keep up with what each other was doing. I had
my whole SET group exchange phone numbers and let them know they could reach out to me
for anything. I also created a group message with them where I would send them reminders of
meetings and responsibilities since I know how overwhelming a new members schedule can be
at first. Over time they became more comfortable with me our interpersonal relationships grew. I
even connected with one of the girls in my SET Group so well that we later became Big and
Little. I was so happy to know that she wanted me as her Big in Kappa Delta. I felt satisfied with
my efforts to build my relationships with the new members and my Little as well.
See Evidence #
In HDF 290 we discussed many different aspects to being a great leader. Through these discussions I
have been able to develop my own concept of what that is. A leader is someone who has made a
difference or encourages and guides others to make a difference. In order for this to happen however,
a leader must be someone that people want to listen to. This requires credibility. Credibility is defined
as the quality of being trusted and believed in. If a leader does not hold credibility, it will be difficult for
them to gain followers. A credible leader is trustworthy, intelligent, influential, hard working, determined,
courageous, yet humble. They are someone who is respected and a person that others wish to
replicate. A credible leader is able to make a difference and mentor others in their best interest. They
are able express their ideas and values clearly but are open to others opinions. When I think of a
credible leader I think of a well-rounded person because in order to be trusted and believed in they
must be an understanding person who is approachable but also still manage to be on top. Only a wellrounded person can be both.
After taking HDF 290 and really thinking about what type of person I believe a credible leader is, I must
now apply these characteristics to myself as I take on leadership positions. Since I have taken on the
position as a SET Leader in Kappa Delta, I have already had to make some changes to myself in order
to be more credible. Being a SET Leader means that I will be working by the side of our VP of
Appointed Officer Excellence Award
Membership this coming fall of 2015 to mentor new members and acclimate them to the sorority. Since
I will be a leader for these girls and serve as a model for them to look up to it is crucial that I am a
credible person to them. I must be someone that these girls wish to be like and replicate. In order to be
credible I have already had to clean out my social media since studying a persons Instagram or
Facebook page is a common method used today to learn who a person is and what theyre about. I
cannot have any sort of inappropriate imagery or wording on my social media because I have to be a
role model of what an active Kappa Delta member looks like. This has also included keeping mindful of
my personal presence and of the decisions that I make. Maintaining a credible image on social media
has led me to not only make sure that my pages are clean but I have also made changes to my privacy
making everything private such as my Instagram page. That way I can control what people see.
Another leadership position that I had to build and maintain credibility in is serving as Kappa
Deltas PACE Chair. This entails holding workshops for the chapter to educate them on
respectful and appropriate, dress, presence, attitude, language, social media and involvement.
Before I was even PACE Chair I was asked to speak during a recruitment workshop. Our former
PACE Chair asked me to give beauty tips to help girls look pace for recruitment. She said that
I was the perfect person for this because I always look presentable. The workshop went great
and I had no idea that so many girls saw me as a role model for PACE. This gave me to
confidence to take on the position as the next PACE Chair. However, with this position I must
practice what I preach. Although I was elected this position because council felt that I have
good PACE, I still became more aware of this image that people have of me and wanted to
maintain it. I made some adjustments to myself, making sure that I always look presentable for
meetings, Chapter, workshops, and events. I also double checked my social media and became
more aware of my attitude and involvement. Doing the recruitment workshop and making these
minor adjustments made a huge difference and built my credibility as PACE Chair. Girls now
see me as an example for what PACE is and I must maintain that.
See Evidence # 22 &
138
.
Student will describe ethical standards in

influence
HDF 290
CSV 302
Kappa Delta Academic Excellence

Greek 101 Mentoring
After serving as Kappa Deltas PACE Chair for an entire year I built and maintained credibility to the
best of my ability. I was always committed to my position and followed through with the goals that I set.
I planned and led workshops for the entire chapter, reminding them of the important aspects of PACE
for events like recruitment. I also made sure that these workshops were fun and enjoyable. On top of
that I always set an example of PACE, by staying involved, maintaining good communication and
personal presence, and kept my social media clean. I never missed a meeting and attended all events
that I could, always showing my effort. Everything that I did as PACE Chair maintained my credibility as
a proficient appointed officer in Kappa Delta. I stayed true to my position till the end and it ended up
paying off when I was given the Appointed Officer Excellence Award this Fall. It felt great knowing that
out of all of the appointed officers in our chapter, our council thought that I did the best job. This also
helped build my credibility as a leader for the years to come. I was proud of my efforts and happy to
won an award for the first time in my life.
See Evidence #
In HDF 290 Ive learned that as a leader, you will have a lot of influence on others so making sure that
influence is always positive and ethical is important. The leaders or women on council in Kappa Delta
have shown me what positive influence as a leader is and has made me better as a result. Our council
believes in academic success, which we enforce with the expectation to keep above a 2.6 GPA among
our members. This has never been an issue for me but it has made me realize that Kappa Delta
leaders use their influence positively. They can easily take away any advantages I have received from
the sorority such as fun events like formals or socials. By threatening to take away any benefit from
Kappa Delta if we find ourselves on academic bad standing, I know that these women are simply
looking out for my best interest. We even have an Academic Excellence Chair that enforces academic
success among our sorority. This has shown me that it is okay to stay in on the weekends when I have
a lot of schoolwork to do, because my social life comes second. Kappa Deltas influence on me
academically has helped me keep my ethical standards high and my GPA higher.
In CSV 302 we learned that staying ethical in our influence was very important. Mentoring
younger members of Greek life is exciting but we must keep in mind that they look up to us.
This means that they will take everything we say seriously including the lessons we taught and
the advice that we preached. Staying true to this, I taught my class ethical decisions that they
should make in college and was not afraid to discuss the hard topics. I taught them that
representing Greek life is important so always making decisions that reflected their values is a
must. These ethical lessons included treating everyone with respect, keeping school as their
top priority, and making smart decisions. We covered the hard topics such as no drugs or
alcohol and no hazing. We discussed the so what? of these decisions such as consequences
that can come about when they do not stick to their morals. We also covered University policies
and what can happen when they are broken. I was aware of the influence that I would have on
these kids since I had been through Greek 101 myself. I wanted to make sure that everything I
taught abided by my own morals. Staying true to these ethical standards in my role as a mentor
definitely taught my students that they are capable of making their own decisions regardless of
peer pressure and that is extremely important as a member of Greek life.
See evidence # 23 &
139
.
140
.
Student will describe influence applies to

leadership
Student will describe principles of effective
mentoring, as well as problems particular
to the mentoring relationship
HDF 290
Kappa Delta Big/Little
141
.

mentoring and being mentored
CSV 302
Greek 101 Mentoring

Mentoring is something that I will soon experience as a SET Leader next fall, but until then most of my
experience with mentoring is of being mentored. Mentoring is a significant part of being a leader but
must be done correctly since mentors can have a major impact on their followers. Mentoring should
always be done in the mentees best interest. Effective mentoring includes providing emotional support,
encouragement, as well as educating their mentee and even challenging them. The purpose of a
mentor is to make a person better and help them along the way. There can be issues with the
mentoring relationship as well. This includes not getting along, agreeing, or respecting one another.
Sometimes they may get along too well, blurring the lines between elder and friend. To get along, a
mentor and their mentee must have a mutual understanding and usually hold similar beliefs and goals.
This works in Big/Little relationships in Greek life since you most likely hold similar beliefs and goals
with the majority of your sorority or fraternity so your Big should as well. I have experienced an
interesting mentoring relationship with my Big in Kappa Delta. Since I rushed late as a sophomore I
knew there was a possibility that my Big could possibly be the same age as me. I didnt like the idea
of being mentored by someone my age or potentially even younger than me and wanted a junior as my
Big very badly. However, when I got along with a sophomore in my sorority really well, I decided that it
might not be that bad to have a big my age. My big did end up being Krissy who is a sophomore and
only older than me by a few months. It was a challenge to keep a mentoring relationship since we were
becoming close friends. I was worried that it wouldnt work. A mentor is defined as a wise and trusted
elder. Krissy is definitely not my elder so I like to think that we have instead challenged this definition as
Ive learned to look up to her as a mentor but still become close friends as well.
See Evidence # 24
As a Greek 101 mentor and Kappa Delta SET Leader I have had multiple experiences serving as
a mentor that I enjoyed very much. As a Greek 101 Mentor I had the opportunity to mentor new
members of Greek life from all different chapters at URI. I helped them prepare for their new
involvement answering any questions they had about certain responsibilities, how they can get
involved, and what to expect throughout their time in Greek life. I was also responsible for
covering tough topics that they had to be aware of. This included hazing, alcohol abuse, and
sexual assault on college campuses. I made sure they felt comfortable coming to me with any
concern and I had to be prepared for any topic that could come up. As a SET Leader my
mentoring was more personal and involved. Since I was mentoring our own new members of
Kappa Delta, these girls were considered my sisters. My job was to become as close with them
as possible, teach them everything about Kappa Delta, help them get involved, and make sure
that they felt accepted into our sisterhood. I also had to serve as a role model all the time since I
was seeing them everywhere from campus, to meetings, to even nights out on the weekend. I
had to be a big sister to them and let them know that they could rely on me for anything. A time
that I was mentored was during my first semester in college in URI 101. My mentor was very
friendly and approachable. He taught us all the ropes of college from keeping up with
academics to becoming more involved. He pushed us to challenge ourselves and be the best
students we could be. He was even the person who influenced me to join the leadership minor.
Overall, my experiences as a mentor and being mentored have been very positive.
See Evidence #
142
.
143
.
Student will describe principles of effective

peer leadership, as well as problems
particular to peer leadership
related to being a peer leader and being
led by peers
144
.
145
.
Student will describe the four frames of

organizations by Bolman and Deal
of organizational analysis using the four
frames of organizations (Bolman and Deal)
HDF 413
SOLC
A personal example of being led by peers for me is in SOLC. This has been my first semester in
SOLC and although I have experience in leadership positions I was not familiar with being a
peer facilitator. In this class I had to rely on my peers in SOLC meetings as well as peers from
our HDF413 class to show me the ropes. Although some are even younger than me they have
more experience in facilitating and became my mentor. They helped me in my first retreat
explaining what to do and how to do it. They pointed out things that worked and things that
didnt and taught me the activities that we do. They helped me out so much, showing me what
facilitating is all about as well as giving me the confidence to do it myself.
A personal example of being a peer leader is my position as PACE Chair. I teach the girls in my
sorority about PACE and how to maintain it. PACE is having good personal presence, attitude,
communication, and enlarging our world. This position entails holding workshops and checking
girls pace during chapter, important events, and recruitment. This means that, as an expert
on PACE, I must lead girls who are younger and older than me, even some of my best friends.
Although it can be tough at times when I have to ask a girl who I consider a friend to fix
something about their PACE, it is something I have to do. I manage to lead my friends in way
which they respect my position but dont get offended by it either.
See Evidence #

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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

Student will demonstrate autonomy and a

Descriptive notes regarding learning and practice

Student will demonstrate personal,

See evidence # 1 &

Student will demonstrate the ability to

Student will demonstrate knowledge of

Student will demonstrate the ability to

Learning yoga / meditation

Student will express a personal code of

Student will demonstrate practice of the

Kappa Delta Philanthropy KD

Student will express a personal values

Student will describe goals and objective

Kappa Delta SET Leader

Rushing Kappa Delta

Student will show knowledge of the

Student will describe personal leadership

Student will show knowledge of the theory

Outcome Category: Leadership Theories

Descriptive notes regarding learning and practice

Student will show knowledge of the

Student will show knowledge of the

Student will describe personal application

Student will show knowledge of the

Student will describe personal application

Student will show knowledge of the