HDF 190: FLITE (FIRST-YEAR LEADERS INSPIRED TO EXCELLENCE)

URI MINOR IN LEADERSHIP STUDIES, CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

CORE REQUIREMENT FOR THE LEADERSHIP MINOR

LEARNING CONTRACT
Goal: To identify and utilize my Strengths in an organizational/interpersonal setting that
aligns with the mission, vision, values and sponsored programs and activities of URIs
Center for Student Leadership Development.

Activity: The activity I did for my Service Learning contract was North Woods
Challenge Course facilitator training, as well as one shadowing.

Evidence: A photo of me and the other facilitators in training inside the North Woods
Challenge Course building.

Annotation: The URI North Woods Challenge Course is located a mile north of URIs
main campus. The course includes a variation of both high and low elements, as well as a
climbing wall. Several times a week, groups such as sports teams, elementary school
classes, Greek life organizations, and student clubs visit North Woods to work on
communication strategies, problem solving, leadership development in order to come
together better as a team. During the weekend-long training and shadowing session, I
feel like I utilized my five strengths of Input, Individualization, Achiever, Learner, and
Significance.

I think I utilized my strengths of Input and Learner together while undergoing training to
be a challenge course facilitator. With Input as my number one strength, I identify as
inquisitive, someone who collects knowledge. I feel like this quality overlaps with my
love of learning, which drove my desire to become a challenge course facilitator. In total,
we learned how to facilitate nine low elements, which includes safety procedures, the
processes by which the activities are conducted, and debriefing techniques. As someone
who identifies with Input and Learner, gathering new skills is something that fascinates
me in terms of personal growth. I was very eager to learn how each element was used
and how the debriefing techniques could help a group become closer. I also saw this as
an opportunity to get more involved on campus, which is something I strive to do
throughout my time at URI.

Being a challenge course facilitator requires working closely with people of different age
groups and backgrounds, so I used my Individualization strength to focus on the
differences between individuals. Not only did I have to be conscious of my fellow
facilitators, but the groups we were guiding through the challenge course. During my
shadowing session, I worked with a group of URI tour guides. In order to build the best
relationships, I observed each person's style and motivation. Once I had an idea of how
each group member worked individually, I was able to assess how they would work
together as a team. Instead of paying too much attention to the structure and process by
which a team functions, I observed each persons individual strengths. This meant
suggesting certain hints while guiding my group if they werent quite successful on an
element or if they didnt immediately respond during debriefing.

During training, I had to co-facilitate an element in order to be evaluated, as well as lead

an activity so that everyone could get to know one another. My achiever strength drove
me to try to present more confidently than the day before and find my leadership voice.
I admired the way our coordinators were able to engage our group and make everyone
feel comfortable, so I very much wanted to reflect that during my evaluation. I knew that
achieving that mindset of controlling the group, attaining their attention, and being
confident in myself would not only benefit me during challenge course, but throughout
my career as a leader on campus.

With this skill set in mind, I am able to relate my Achiever strength with my Significance
strength. As a first year student in training among upperclassmen, I wanted to stand out
as a hard worker and as someone who was engaged with the material. I carefully read the
manual, answered questions when they were posed, and volunteered when volunteers
were asked for. For example, during debriefing, I made sure to always contribute a
thought or opinion I had. When the coordinators were demonstrating the trust fall
sequence, I volunteered to be a spotter and someone who was spotted.