Leadership Inventory - Devon Binion 2018

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name: Devon Binion

Date Enrolled: Fall 2017
Date of Graduation: Spring 2021
*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.  
Leadership Inventory Revised 08/22/2017 !1

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 competitive in the
work place and global marketplace. The CSLD seeks to progress as innovators for experiential engagement and enriching assessment.
CSLD Values Statement

Grounded in the Social Change Model of Leadership Development (Higher Education Research Institute), Relational Leadership Model (Komives, 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 dean’s 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 Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors
Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented internship
3 credits or experience for graded credit
Experience through Office of Experiential Learning & Community Engagement
or
Internship Class in Academic Major The only time the major and minor can overlap
Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar
Must be in Honors or have GPA of 3.3
Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit
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 COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Women’s Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Women’s Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: First-Year Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport - Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option) PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, Multi-Ethnic, & Alternative Leadership (capstone PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: FLITE Peer Leadership

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
▪ Time management
▪ Organization
1. Know Yourself ▪ Self care
▪ Self discipline
Lead Others ▪ Strengths ▪ Perseverance
▪ Weaknesses ▪ Develop and maintain family,
▪ Values PROGRESS interpersonal, and intimate relationships
▪ Needs ▪ Academic, social, personal goals and
P ▪ Styles objectives
R o Learning
O o Teaching
G o Personality P
R o Membership R
E o Leadership O
S G
S RE-EVALUATE R
former stages as E
you progress S
4. Develop and Refine S
Skills
▪ Leadership theory and

practice 3. Broaden Your Perspectives…
▪ Communication Understand others
▪ Group Development
▪ Inclusion ▪ Hierarchy of needs
▪ Citizen Activist Skills ▪ Racial, cultural, gender, sexual orientation,
Critical Thinking PROGRESS
▪ religious, class, ability, etc. diversity and
▪ Teaching and Programming 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 letters—anything that shows that someone has
determined that you have demonstrated proficiency (or not, or are making progress). Make sure to keep electronic copies of all of your evidence to
include in your Portfolio.
Outcome Category: Self-Leadership

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a

minimized need for approval

2. Student will demonstrate personal, HDF 190, URI 101 Gallup Strengths, VIA Values Balance is crucial in leading a happy, successful, and organized life. It’s also important to be self-
organizational, and academic examples of disciplined in order to accomplish daily tasks and to stay organized. When it comes to academics, I
self-discipline like to plan ahead and stay on top of the requirements that fall within my major and minors. Thanks to
Mark August, my URI 101 professor, I know that I have access to URI’s curriculum sheets, which
break down the academic requirements that must be fulfilled by the end of each semester depending
on one’s major/minor. This allows for me to stay organized and keep up with courses that I must take.
It would be so much easier for me to just fill my schedule with Communications classes, since I am a
Communications major, but I know that I must complete my General Education courses as soon as
possible, so I don’t have to worry about them later on. It’s extremely difficult to pay attention in classes
like International Political Science and Pre-Calculus because I’m not particularly passionate about
these topics, but I know that they’re requirements that I must fulfill in order to achieve my ultimate
goal, obtaining a Bachelor’s Degree. As an activator, I know that I have to get things done. I have to
study extremely hard for these classes because I’m not familiar with the material, I also meet
constantly with my professors and I’ve even visited the Academic Enhancement Center. It’s no secret
that college students can go out every day of the week if they really wanted to. My mom hasn't
followed me to the University of Rhode Island to tell me to study for my Econ exam instead of taking
the RIPTA to Providence. However, Judgement is one of my top VIA values and I know when it’s
appropriate to go out for the night or if I’d benefit better from a night at the library. At times it can be
extremely difficult, especially when all of my friends have significantly less homework than I do. Like I
said, I know why I’m here, my ultimate goal is to obtain a Bachelor’s Degree. For me, it’s worth it to
miss out on a night of partying in order to better myself academically. I’ll allow myself at least one night
a week to have fun with friends, in order to maintain my personal life and to give myself the break I’ve
earned after a week’s worth of hard work. I’ve definitely found an appropriate balance that allows for
me maintain a happy, successful, and organized life.
(Evidence 6)
3. Student will demonstrate the ability to HDF 190 Gallup Strengths It’s no secret that life can be complicated at times, and we all have to master the art of managing our
manage emotions emotions. Coming to college was extremely difficult for me. At home, I loved to hang out with my
friends, however I was super close with my parents and siblings. When my family dropped me off
during move in weekend, I could tell that my Mom came close to crying, but was trying to stay strong
to make this difficult transition a bit easier for me. During my first few weeks of college, I was having
mental breakdowns left and right. One night, it was so bad that I called my best friend, Briana, in a
dramatic state and begged for her to come pick me up. One coping mechanism I used was to ask
myself a very important question: Why am I here? I would constantly ask myself this question, but the
trick was that my response had to be positive. Some of these affirmations included: I will gain
independence, I am constantly surrounded by motivated students, and the opportunities at my
University are endless. The positive aspects of living on a college campus always outweighed the
negatives and that’s what helped me to manage my emotions and also to let myself enjoy the college
experience. Also, throughout my time in HDF 190, I learned my top five Gallup Strengths, which
helped me to strategically utilize them in a manner that balanced my personal, emotional, and
academic life. I was able to successfully complete my first semester of college, and obtained a 3.8
GPA.
(Evidence 9)
4. Student will demonstrate knowledge of

stress management methods

5. Student will demonstrate the ability to HDF 190 Gallup Strengths, VIA Values, College can be extremely stressful, especially as an involved student who has to balance classes,
manage stress Meditation Class (Offered at student organizations, and work. Learning my Gallup Strengths and VIA values in HDF 190 really
Fascitelli) helped me to recognize ways that I could balance my life and manage my stress. Having judgement
as one of my VIA Values, I know not to make any rash decisions, simply because of my stress. It’s
very easy to just give up when feeling overwhelmed by deadlines and upcoming exams or tests;
however, judgement allows for me to consider the positive aspects of being an involved full-time
college student, such as making friends, making impacts on my University through my involvement in
student organizations, and of course, obtaining a college degree. To me, it’s just not worth it to simply
quit when I’m stressed, because I know that this is an opportunity that not many people have. It’s true
that college can be stressful because there is a lot of work to be done, but as an Activator, I know that
I just have to do it. Getting work done is far less stressful than the thought of having to get work done.
When I feel stressed, I like to plan out my day and allow for leisure time in between completing tasks
or doing my homework assignments. For example, if I know that I have a lot of deadlines coming up
for several different classes, I’ll work on each assignment a little bit every day, since tackling one
assignment all at once can be overwhelming for me. Completing components of an assignment daily
is much more manageable for me. I like to attend Wednesday evening meditation classes at Fascitelli,
and those just allow me to clear my head and relieve stress. I always feel super relaxed after
meditation, so I’ll arrange my schedule in a way that allows for me to complete my portion of an
upcoming assignment before attending my mediation class; this way, I can enjoy meditation as well as
enjoying my clear mind for the rest of the day without having to worry about getting any work done.
I’ve found a system that works for me, and I think that it’s very important to use strengths as an aid in
relieving stress.
(Evidence 1)
6. Student will express a personal code of

leadership / membership ethics
7. Student will demonstrate practice of the

personal code of ethics

8. Student will express a personal values HDF 190 VIA Values After completing my VIA values assessment in HDF 190, I wasn’t at all surprised about my results. My
statement (Sources = VIA, values HDF 414 top five values are: Humor, Judgement, Love, Zest, and Appreciation of Beauty & Excellence. With
clarification exercises, etc.) these values in mind, my personal values statement is that diversity and inclusion are key in
gaining new perspectives. Humor is something that I’ve used for as long as I can remember. I get
such a kick out of seeing other people laugh, and knowing that it was me that caused it makes me feel
a sense of pride. I use humor to build relationships with others and to lighten the mood during a not so
light situation. When I’m introduced to a new person, I’ll always make a joke to break the ice, because
I absolutely hate awkward silence and a joke will usually get a conversation flowing. Judgement is a
value that has kept me from getting into any sticky situations. I will always examine every side of a
situation before jumping to any conclusions. I know that I’m over analytical, but I very rarely make
decisions that I regret. I truly value the relationships that I have built throughout my life, so it’s no
surprise that Love is my third VIA value. The relationships that I value the most are the close ones, in
which I feel that my feelings are being reciprocated. I find it extremely difficult to pursue relationships
with others who just don’t care for me as much as I care for them. I think it’s important to know that
you deserve respect from others and that it’s ok to remove yourself from unhealthy relations. I always
try to have a positive outlook on life. I genuinely look forward to waking up every day and I’m excited
to complete my daily tasks. Zest is a value that motivates me to be the best version of myself and to
live my life to my fullest ability. Every day is truly an adventure, regardless of the amount of tasks I’m
able to complete. I’ve been commended for my positive attitude and my ability to motivate others,
which makes me feel like I have a great impact on others. My fifth and final VIA value (of my top five)
is the Appreciation of Beauty & Excellence. I’m constantly taking note of my surroundings and the
people around me, while appreciating just how beautiful it all truly is. If I’m driving around town with
my friends on a beautiful day, I’m the one who sticks my head out of the window, while taking in the
heat from the sun like a warm embrace. Not only am I able to appreciate the beauty of nature, I’m also
capable of appreciating the beauty in others. As a leader, I think it’s important to be able to appreciate
the performances of others, and to acknowledge their success. In HDF 414, I had the opportunity to
execute my personal values statement. Not only have I re-evaluated my VIA Values in class, I
have also created a social change project focused on diversity and inclusion.
(Evidence 2)

9. Student will demonstrate practice of the HDF 414 VIA Values After evaluating my VIA Values and considering my campus involvement, I have a good
personal values statement understanding of my personal values statement. My personal values statement is that diversity and
inclusion are key in gaining new perspectives. On campus, I am involved in a multicultural
organization called D.R.I.V.E. Our mission as an organization is to recruit multicultural students and to
promote diversity on campus. I currently serve on the organizations executive board as the Vice
President. This leadership role allows me to execute each of my value strengths as well. My top five
values are: Humor, Judgement, Love, Zest, and the Appreciation of Beauty & Excellence. Since I
facilitate weekly meetings, I am able to create the tone of each one, using my values in the process. I
like to keep weekly meetings lighthearted and fun, making jokes and brining smiles to the faces of
general members. I make sure to bring an enthusiastic attitude to the organization as well, whether it
be at fundraising events, organization retreats, or weekly meetings. I use humor and zest to achieve
this positive tone surrounding D.R.I.V.E. I genuinely love the organization and put a lot of effort into
planning events and creating fun activities for members to partake in. Using my value of judgment, I
measure whether a particular activity is a successful one and determine if its worth doing again in the
future. I value the relationships I have with each general member as well as the executive board and
the organization’s advisor. D.R.I.V.E. is an organization consisting of members from a variety of
different backgrounds. I appreciate the fact that this organization allows members to compare their
struggles, priorities, and values. Each time I attend a D.R.I.V.E. meeting, I can see my personal values
statement unfolding before my eyes. This incredibly diverse group of inclusive individuals constantly
gain new perspectives, as they share their own beliefs and inevitably attempt to understand those of
the other members. In HDF 414, I had the opportunity to utilize my personal values statement and
create a social change project. I created a mentorship program geared toward meeting the
professional, mental health, and academic needs of college students from disadvantaged
backgrounds.
(Evidence 18)

10. Student will demonstrate the ability to HDF 414 DRIVE Organization This semester, I had the privilege of creating a social change project that defined a solution to issues
lead a project from start to finish (follow- Activism Project faced by individuals belonging to a marginalized group. I created this project in my HDF 414 class,
through) Leadership for Activism and Social Change. I immediately knew that I wanted my project to focus on
issues diverse college students face. As a member of a multicultural organization overseen by the
Office of Undergraduate Admission, I was able to develop an understanding of the retention rates of
diverse students at the University of Rhode Island. The retention rate was not high by any means,
which led me to think that university was doing something wrong. At that moment, I knew that I wanted
to create a program for diverse college students that ensures that they do not fall through the cracks. I
mentioned my assignment to two students in my class who also had ideas to advocate for diverse
students through multicultural programs on campus. I proposed the idea that we each collaborate on
our final poster presentation. These students agreed to collaborate on this final assignment and we all
went our separate ways in order to find research components and create leadership campaigns that
would ultimately result in social change. We decided to check in with one another after we each
completed our research paper, so we could then discuss how to compile our poster presentation. My
first step was to conduct research about the performance and retention rates of college students from
disadvantaged backgrounds. I concluded that most of these students are unprepared to pursue higher
education, as they are less likely to meet college-readiness benchmarks. When looking for a solution
to this issue, I learned that campus involvement is extremely beneficial in providing college students
with crucial friendships and networking opportunities. After conducting interviews with both Caitlin
Cotter, Admission Officer at URI, and George Gallien, Director of URI Multicultural Student Services
Center, I concluded that student involvement does in fact have an extremely positive impact on the
lives of college students. Thankfully, I understood what inspires diverse college students to want to
continue their college education, but I did not forget that most of them feel unprepared to purse higher
education. This is when I decided to create a mentorship program geared toward college students
from disadvantaged backgrounds. These mentors would be devoted to meeting the professional
development, academic, and mental health needs of their students. After completing my research
paper, I met with my group in order to find a way for our campaigns to overlap in some way. We
realized that we each created a mentorship program in one way or another that catered solely to the
needs of diverse college students (mine being college students from disadvantaged backgrounds and
their’s being international students). My group members and I struggled to format our presentation in a
manner that highlighted only the crucial aspects of each of our campaigns. After discussing our ideas
and class presentation, however, we decided to create a poster that summarized our research
findings, interviews, sources cited, and a proposal resulting in social change. My group members and
I presented our research findings and leadership campaigns to a group of students and professors,
therefore putting our social change projects in motion.
(Evidence 20)

11. Student will describe goals and objective HDF 414 Open House Speech As a high school student who had been accepted to URI, I was a bit apprehensive about committing,
statements regarding personal issues, since I come from such a diverse town. I worried that I wouldn’t find a community of individuals who
career issues, and community issues come from similar backgrounds and share common beliefs as myself. My worries immediately
subsided when I got to campus. I was introduced to a diverse population of students as well as many
multicultural involvement opportunities. The students I met were extremely helpful and provided me
with a sense of community that I didn’t find at any other college I visited. One organization that
contributed to my rapid acclimation to the campus environment is the URI Tour Guiding team. This
team supplied me with a close group of friends and a sense of belonging. I’ve also been granted many
opportunities share my experiences with prospective students and families. In fact, I was selected to
speak at Open House this semester to present a day in my life as a student at the University of Rhode
Island on behalf of URI’s Office of Undergraduate Admission. I was thrilled that I could share my
experience with 200+ prospective students and families, but worried that I would have to alter my truth
since my apprehensions almost prevented me from committing. In HDF 414, I learned about the
importance of advocating for those who don’t necessarily have the resources to advocate for
themselves. It never occurred to me that other high school students may have similar struggles as
myself. As soon as I had this realization, I made it my priority to speak not only on behalf of the Office
of Undergraduate Admission, but also on behalf of the high school students who worry that they won’t
find a community of like-minded individuals as they pursue higher education. Before collaborating with
the Office of Admission to write my Open House speech, I made it my goal to tell my truth and share
the anxieties I felt about attending a predominantly white institution as a diverse individual. Thankfully,
I was able to share my true experience and spoke about the personal issues I faced. I encouraged the
crowd to immerse themselves in campus involvement, as student organizations are known to provide
strong communities of like-minded individuals.
(Evidence 21)

12. Student will show evidence of goals and HDF 190, COM 100 Tour Guiding From the moment I was introduced to the University of Rhode Island, I knew that I wanted to become
objectives that were planned and HDF 414 a tour guide. My first tour guide, Cairo, was so charismatic and it seemed like she knew almost
achieved everyone on campus. I was immediately fascinated by the tour guiding team and how they were all so
friendly and outgoing. I just knew that I had to apply once school started in the fall. As a
Communications major, I hoped that tour guiding would improve my public speaking skills and push
me outside of my comfort zone. So, I signed up for an interview on a Monday afternoon and didn’t
really know what to expect; there wasn’t much for me to plan for. When the interview first started, I
was extremely nervous and it was hard for me to speak since my voice was so shaky. I convinced
myself that I blew it, even though the other students in my interview had commended me for being so
quick on my feet and making an impression on the interviewers. To my surprise, I was invited back for
a second round interview. This was my chance to really make an impression, I had to get that job, and
as an activator, I put my goals into action. The great thing about the second round tour guide interview
is that you can actually prepare for it. I received four prompts about resources that we have here at
the university (Library, Talent Development Program, Women’s Center, and the Campus Store) and I
had to memorize facts about each, since I would be asked to give my spiel on one of these four
prompts. I studied so hard for this interview, probably harder than I had ever studied for any quiz or
exam. I knew that I had to go above and beyond just reciting one of the four resources, so I decided to
make them more personal, and talk about my own experiences with each resource. I had to build up a
lot of confidence for this interview, because I knew (and still know) that my fears and anxieties of
failing were my absolute detriment. When I was asked to talk about the Library during my second
round interview, I was ready. I hit every single point because I was so passionate about becoming a
tour guide and I had studied for so long. I used the public speaking skills that I learned in my COM
100 class to better my chances of getting this job. I also relied on my humor and zest, which are
actually my top two VIA values, to liven things up and make it much more personal than just reciting
the prompts verbatim. I was absolutely thrilled when decisions came out and I learned that I would be
a tour guide. This experience led to my understanding that I am a result-oriented individual. As I
reflect back to this time in my life, I can see how I utilized my activator strength, which I
learned the following semester in HDF 190. I put my goal of becoming a campus Tour Guide
into action as I studied for my second round interview and utilized my strengths and values. In
HDF 414, I learned about the importance of activism. Prior to my fall semester of sophomore
year, I was asked to speak on behalf of URI’s Office of Undergraduate Admission at Open
House and share a day in my life as a URI student with several prospective students and
families. I made it my goal to advocate for diverse students who worried about finding a
community on campus, since I had similar fears prior to committing to college myself. In the
future, I will continue to gather the information needed to accomplish my goals while
advocating for individuals who do not necessarily have the resources to advocate for
themselves.
(Evidence 3)
13. Student will show knowledge of the

“Hierarchy of Needs” theory by Maslow
14. Student will show application of Maslow’s

theory to own life
15. Student will show knowledge of the theory

of Superleadership by Manz & Sims
16. Student will show application of Manz &

Sim’s theory to own life

17. Student will describe StrengthsQuest HDF 414 Gallup Strengths This spring, HDF 190 introduced me to my Gallup Strengths. According to the Gallup StrengthsQuest
Signature Themes, shadow side of HDF 190 Finder, my top strengths are Winning Others Over, Communication, Empathy, Strategic, and Activator.
Strengths and/or weaknesses, and In class, we worked to understand how these strengths have impacted our personal identities. In HDF
examples of application (Source = Gallup) 414, my classmates and I were encouraged to consider the shadow side these strengths possess and
how they can sometimes function as weaknesses. Winning Others Over influences my love for
interacting with new people and my need to establish a positive reputation. At times, however, I let
people’s perception of me weigh far too heavy on my shoulders. If I worry that a certain individual
dislikes me, I tend to overcompensate and work to disprove their negative perception. I have even
gone as so far as to ask that certain person’s friends if there are steps I can take to achieve said
person’s acceptance. Being a strategic individual also has its downsides. I often describe my strategic
strength as my ability to easily identify relevant patterns associated with completing daily tasks or
solving issues. On the flip side, this strength is the root of my overthinking. I tend to be indecisive and
constantly worry that I’m making the wrong decision. I frequently dwell on the inevitable
consequences that ensue after each decision I make. I can definitely attribute my anxieties to my
strategic tendencies as well. For example, I laid awake the entire night before my second round
orientation interview this year. I was nervous that I didn’t have the correct approach to the answers of
the potential questions that would be asked of me the following day. In fact, as an activator, I put a
great deal of pressure on myself to reach my goal of becoming an Orientation Leader, which ultimately
intensified my anxieties of underperforming in the interview and receiving a rejection e-mail. At this
point in time, I am unable to identify the shadow side that my communication and empathy strengths
possess, however, I am not naive to the fact that these strengths may function as potential
weaknesses.
(Evidence 19)

18. Student will describe personal leadership HDF 414 Gallup Strengths When thinking about my leadership style, I often refer back to my strengths. According to the Gallup
style and/or personality style including URI Campus Tour Guides StrengthsQuest Finder, my top strengths are Winning Others Over, Communication, Empathy,
strengths and weaknesses and examples URI 101 Strategic, and Activator. HDF 414 has helped me to better understand my leadership style, as we
of application (Sources = Leadership style TypeFocus spend much time re-evaluating our Gallup Strengths. Although my strengths fall under three different
inventories, the L.P.I., Type Focus (MBTI), categories, (those being Influencing, Relationship Building, and Strategic Thinking) I identify most with
LAMP, DISC, and other career the influencing style of leadership. I contribute this identification to the fact that three of my top five
inventories, etc.) strengths fall under the influencing category. I immediately think of my first leadership position on the
Tour Guiding team, which was the Tour Manager position. As Tour Manager, I am responsible for
managing multiple tour guides, organizing groups of prospective students to be sent on tour, and
documenting daily tour data. As a sophomore student, I was immediately concerned that I wouldn’t be
taken seriously by my upperclassmen co-workers. I wanted to be received in a positive manner and
hoped to establish a positive reputation for myself through this position. This is a relevant example of
my winning others over strength impacting my identity as a Tour Manager. I also relied heavily on my
communication skills and activator strength with this position. The night before each shift, I sent a text
reminding each Tour Guide that they were scheduled to give a tour at either 10am, 12:30 or 2pm the
following day. I also notified them as to where they should report to begin and end each tour, therefore
executing my communication skills. Instead of talking about documenting daily tour data and saving it
for the last possible second, I made sure to document this data whenever I had a moment to spare. I
can’t recall a moment in which I was not interacting with a visitor, managing a tour guide, logging tour
data, or restocking the Welcome Center with essential admissions material. As an activator, it’s almost
impossible for me to spend time talking about accomplishing daily tasks rather than actually
accomplishing them. I first discovered the results of my TypeFocus analysis in my URI 101 class,
which led to my realization that I am an ENTP; this stands for extroverted, intuition, think, perceiver. I
am a quick thinker with a flexible mind and tend to thrive in busy environments. ENTP’s are known to
create a communication style that is charming and entertaining yet informative; I definitely resonate
with this communication style. This ultimately led to my success in managing an environment such as
the Higgins Welcome Center on a Saturday, where 800+ prospective students and families are looking
to go on a campus tour.
(Evidence 22)
Outcome Category: Leadership Theories


“Authority and Bureaucracy” theory of
leadership Weber
20. Student will describe personal application

of the above theory (Weber)

“Scientific Management” theory of
leadership by Taylor

of the above theory (Taylor)

“Management by Objectives” theory of
leadership by Drucker

of the above theory (Drucker)
25. Student will show knowledge of “Theory

X and Theory Y” theory of leadership by
MacGregor

of the above theory (MacGregor)

27. Student will show knowledge of the HDF 190 Servant Leadership Speech, HDF The “Servant Leadership” theory derives from one’s natural feeling of wanting to serve. A Servant-
“Servant Leadership” theory of leadership HDF 414 190 Course Handbook Leader is a servant first and makes the conscious decision to lead others. In HDF 190, I learned abut
by Greenleaf this model in depth. In HDF 414, I learned to apply the theories of this model in order to create a
social change project. I also learned about the association between the “Servant Leadership”
theory and theories related to change agency. A change agent helps to transform an
organization upon the basis of development and organization effectiveness. Becoming a
change agent includes understanding the ten characteristics of a servant-leader. The ten
characteristics explain how these leaders contribute to the “Servant Leadership” theory as well.
Listening, Empathy, and Healing are three of the ten characteristics of a servant-leader and fall into
the “Servant” dimension of this theory. Listening is an extremely important characteristic for a servant-
leader to have. This theory has a lot to do with the will of the group, so listening receptively will help to
clarify the group’s motive. The servant-leader aims to empathize with the members of their group. It’s
no secret that each group contains a diverse mix of individuals with unique values and opinions;
understanding and accepting these individuals will allow for the group to achieve their goal more
effectively. Unhealthy relationships between group members can be inevitable, considering the
significant differences in opinion each group member may have.The healing ability of a servant-leader
is a powerful force for transformation and integration, since a good servant-leader should help those
he/she comes into contact with. Stewardship, Commitment to the Growth of People, and Building
Community are the characteristics of a servant-leader that fall under the “Servant” and “Leader”
dimensions of this theory. Stewardship is a commitment to serving the needs of others. Trusting the
members of a group and their abilities to effectively serve others is definitely a characteristic of an
excellent servant-leader. Recognizing the tremendous responsibilities of each member of a group/
organization and committing to their growth is also imperative for a servant-leader. A servant-leader
also recognizes the importance of building a better community for those who work within a failed
institution. This leader knows that it’s not impossible for true community to be created within these
institutions. Awareness, Persuasion, Conceptualization, and Foresight are the last four characteristics
of servant-leadership and all fall under the “Leader” dimension of this theory. Awareness helps a
servant-leader to understand issues involving ethics, power, and values within a given group/
organization. Not only does awareness of the values of group members make a servant-leader great,
self-awareness also strengthens this leader. Persuasion is another important characteristic for
servant-leaders to have. Coercing members of an organization to complete specific tasks can be
extremely overbearing, which is why servant-leaders should convince, rather than force, their
members to get the job done. Conceptualization deals with the idea that servant-leaders nurture their
strengths and values in order to achieve their goals. A servant-leader, unlike a traditional leader, will
stretch their thinking to conceptualize an ultimate goal for their self and other group members.
Foresight is the tenth and final characteristic of a servant-leader. This leader is one who has the ability
to recognize the lessons from the past, the realities of the present, and the consequences of future
decisions. This ability to see the bigger picture is extremely important for any servant-leader. Although
some leaders may identify with only a few of the characteristics, all ten make a well rounded servant-
leader.
Greenleaf, R. K. (2008). The Servant as Leader. Westfield: The Greenleaf Center for Servant
Leadership.
(Evidence 8)

28. Student will describe personal application HDF 190 Multicultural Overnight Program I personally resonate with the Servant Leadership theory over the others. I was fortunate enough to be
of the above theory (Greenleaf) elected as the Secretary of DRIVE for the Spring 2018 semester. Our mission is to Diversify the
University of Rhode Island’s campus, and we do so through our main event which is called the
Multicultural Overnight Program. This is a program that allows prospective students to attend a class,
eat in the dining halls, and even spend a night in the residential halls. I was super excited to host a
student overnight for this event, since this program is why I chose to come to URI. I got the
opportunity to host two students for this event, but unfortunately, one of them was not willing to
participate in any of the activities and wouldn’t even speak to his fellow prospective students. I tried
as best as I could to persuade him to engage himself and listened to him when he constantly
shut me down. The easiest thing for me to do would’ve been to just give up, and to leave my student
with another overnight host. However, I did empathize with my student. Perhaps he came from a
super small town and was just shy by nature. I’m aware that it’s difficult to change your entire
mindset in just one day. Commitment to the growth of people is a characteristic of this theory that
reminded me of my role as a servant-leader. I knew that I’d be able to stay by his side, and encourage
him to participate in the activities we had organized for the students prior to the event. I wanted so
badly to contribute to his healing, which is why I encouraged him to enjoy the activities which
were designed for allowing people like him to break out of their shell and gain new
perspectives. Although we didn’t necessarily have a major breakthrough, my student made it through
the night without calling his parents to pick him up. He even asked some questions about college
while we were eating dinner. I had quite the opposite situation with the other student I hosted. This
student was everything I could've asked for and more. He participated in all of the activities, he asked
the hosts and volunteers questions about URI, and even made some great bonds with the other
prospective students. I was happy that he was having a great time, but since he was so social, he
wanted to hang out with the other students all night. I was drained from the long day of activities and I
had to wake up extremely early the following day to participate in Welcome Day. Again, it would have
been very easy for me to tell him that we both had to wake up early the next day, but I remembered
how cool it was to spend the night at a college campus as a high school student. At my MOP, I was up
all night hanging out with the college volunteers and the other high school students. I had such a great
time because it was an amazing experience and I didn't want to take that away from my student. I
watched as he had the time of his life, and I couldn’t be happier. I practiced stewardship in this
moment, which is the commitment to the needs of others. He needed to experience the event without
my control or influence. I also wanted to bring everyone together and attempt to re-build the
community I experienced when I first attended the Multicultural Overnight Program. Foresight
helped me to sit back and allow my student to enjoy himself. I know that the MOP is a
traditionally enjoyable experience and I wanted that reality to prevail in that particular moment
as well as in years to come. I conceptualized a future where the MOP is a campus-wide event
that every student wants to be apart of. By setting my feelings aside and allowing my student
to enjoy himself, I truly felt like I was contributing to the incredible future I envisioned. The
following morning, on our way up to breakfast, he told me that he had a great time and that URI had
moved up on his list of colleges. That’s what made it all worth it for me. As a servant-leader, you are a
servant first and a leader second. I feel that I was an efficient and successful servant-leader on the
night of the MOP.
(Evidence 10)

“Principle Centered Leadership” theory by
Covey

of the above theory (Covey)

31. Student will show knowledge of the “14
Points / TQM” theory of leadership by
Deming

of the above theory (Deming)

“Visionary Leadership” (now often cited
as “Transformational Leadership”) theory
by Sashkin

of the above theory (Sashkin)

“Individuals in Organizations” leadership
theory by Argyris

of the above theory (Argyris)
37. Students will demonstrate knowledge of HDF 190 Leadership Crest, 4V Model I learned in HDF 190 that Grace’s 4V theory of leadership is a framework that explains how our
the “4 V’s” theory of leadership by Grace internal values shape our external actions and can be broken down into four main components:
(Center for Ethical Leadership) Values, Vision, Virtue, and Voice. The first V stands for Values, which are the core of our identities.
The next V stands for Vision, which is the ability to frame our actions. The third V stands for Voice.
Using one’s voice is the process by which we articulate our vision to others in order to motivate them
to take action. The fourth and final V stands for Virtue, which is essentially the way that we practice
what we preach. Virtuous behavior can be described as taking action and doing what is right based on
our values. There are also three components of this theory that help to explain the relationship
between each V that make our ultimate vision a reality. Service is what connects visions to values.
Any type of service that someone does reveals a lot about their values and the vision that led them to
this service. Polis is the root of the word, “politics”, and most of the public acts we partake in are
inherently political. We are engaged in politics as we give voice to our vision, which ultimately makes
these visions a reality. The last component of this theory is Renewal. This is the way that we make
sure our voice resonates with the values and vision that our voice stems from.
Grace. (1990). 4V Model of Ethical Leadership.
(Evidence 4)
38. Student will describe personal application HDF 190 Leadership Crest, 4V Model Prior to Robert Vincent lecturing our HDF 190 class about the Leadership Crest, I knew nothing about
of the above theory (Grace) it. I now know that it’s based off of Grace’s 4 V’s model. The 4 V’s are, Values, Vision, Virtue, and
Voice. My top values are Humor and Zest, which fall under the Virtues of Courage and
Transcendence. Robert then asked us to create a vision, it could be anything we wished we could
change or make an impact on. We were also asked to use our values to create a voice, which is a
way that we could make this change or impact happen. My vision is that the students of URI find a
better way to unite with one another. Sometimes, college can feel a little bit cliquey, and dividing
ourselves into categories just seems counterproductive. I would love to use my voice, and to spread
my values of humor and zest to the entire student body. I think using humor is a great way to break
the ice and to get to know new people; zest allows for people to have a positive energy and to be
enthusiastic about living their lives. I feel like positivity is the key to making a difference, and if our
students were more enthusiastic, perhaps they’d want to collaborate with one another more often. I
think that using your values is a great way to make a difference and to achieve your goals.
(Evidence 4)
“Situational Leadership” theory by Hersey
& Blanchard

of the above theory (Hersey & Blanchard)
41. Student will show knowledge of the HDF 190 Relational Leadership Grid (from The Relational Model of Leadership is compromised of five main points, those being: inclusive,
“Relational Leadership” model by resources) empowering, ethical, purposeful, and process. It’s extremely important to be inclusive when practicing
Komives, McMahon & Lucas DRIVE Committee this model. Throughout our lives, we will work with individuals from all walks of life and different
backgrounds than ours. Understanding and valuing the diversity we find ourselves in is crucial, our
group members should feel comfortable with contributing and sharing their ideas. Involving group
members from all backgrounds is also important for generating new and fresh ideas. We should be
aware of the strengths of our group members, because they may excel in the areas that we don’t. Our
group members may not feel comfortable with sharing their ideas, which is why we should empower
them by encouraging members to actively engage and get involved. It’s imperative to expect success,
and communicate to our group members that no idea is a bad one. When we empower ourselves, we
can trust our capabilities as leaders, and therefore have the ability to empower those around us.
When following the Relational Model of Leadership, it’s crucial to lead by example. An ethical leader is
typically the most successful when communicating with their group members, especially those of
diverse backgrounds. It’s important to think of some moral principles, or the ways in which we will act/
behave in certain situations, and to follow these principles. I’ve mentioned that we’ll be working with
individuals from different backgrounds than ours, so there will be some inevitable differences of
opinion. It’s important to resolve the issues that stem from these differences and to find a vision that
works not only for you, but also those around you. This can be done with the implementation of a
group contract, which is just a way for members of a group to be purposeful and agree upon rules,
roles, and a common goal. However, completing all goals isn’t the most important part of the Relation
Model of Leadership, it’s how you complete these goals. Being intentional in every compromise and
every conclusion made in a group, as well as being aware of the process itself and the impact this
process has on the group’s work is crucial in the Relational Model of Leadership. This is a holistic
process, so we can’t just reach our goals without knowing how we got there as a group.
Komives, S, Lucas, N., & McMahon, T. (1998).
(Evidence 7)

of the above theory (Komives et al)
43. Student will show knowledge of the HDF 190 Constructivism PDF (Sakai) I learned in HDF 190 that constructivism is a theory that deals with how people learn and how they
concept of constructivism build their own understandings. We’ve all had different experiences in the past that formulate our
current process of thinking. This explains why any two people can hear the same exact information,
but will still process that information differently. The constructivist theory deals with the idea that
knowledge isn’t necessarily true or false, it’s judged in terms of whether this knowledge works or not,
considering each individual’s diverse upbringing. A constructivist leader understands their group
members by asking questions and expressing their thoughts in different terms. This allows for a lack
of confusion, since any group can have a diverse mix of individuals.
(Evidence 11)
44. Students will describe personal examples

of implementing constructivism

the Experiential Learning Model (Kolb)

of the Experiential Learning Model (Kolb)
47. Student will show knowledge of the HDF 190 Social Change Model of The Social Change Model of Leadership addresses the root causes of a given problem/issue, it is
“Social Change Model of Leadership HDF 414 Leadership Development collaborative, and isn’t always easy to do. I first learned about the many aspects of this model in
Development” by Astin et al HDF 190. This model is based upon some common assumptions. A few of these assumptions are:
leadership is collaborative and socially responsible as it impacts change on behalf of others,
community service is an important aspect of leadership, and everyone can play a role in making the
world a better place. There are 7 C’s for change in this model which can be broken into three types of
values (those being Society/Community, Group, and Individual Values. Citizenship is the first “C” and
falls under Society/Community Values. Citizenship is one’s ability to see themselves as part of a larger
whole (part of a community, a society, etc.). Group Values consists of: Collaboration, Common
Purpose, and Controversy with Civility. Collaboration is one's ability to work with others, while sharing
accountability and responsibility. It’s important to understand that the multiple talents embraced while
collaborating with others help to generate creative solutions for any problem/issue. Common Purpose
can be described as collective values and vision. Having a common purpose will allow for any group
to create social change more effectively, since everyone within the group has a common goal to
reach. Controversy with Civility are the inevitable disagreements and disputes that ensue within a
group. This is an important aspect of the Social Change Model, since it allows for differences in
opinion to be heard and considered. The last three of the seven “C’s” are Consciousness of Self,
Congruence, and Commitment which all fall under Individual Values. Consciousness of self is
essentially mindfulness and one’s awareness of their values and personal beliefs. This mindfulness
allows for people to create social change that they’re passionate about and can resonate with.
Congruence is all about sticking to core values and walking the talk. Social change isn’t simply talking
about an issue we wish to resolve, putting these words to action and finding a group of people who
are willing to work to resolve this issue is how we create social change. It’s important to commit to our
values and involve ourselves in demonstrations that will create social change. Commitment can be
described as our “follow through” ability, since we must take action to effectively create social change.
In HDF 414, I was able to put this model to the test first hand, since I was responsible for
creating a social change project.
Camba-Kelsay, M. J. (2018). Overview of the social change model of leadership development
(Evidence 12)

48. Student will describe personal application HDF 414 Activism Project In HDF 414, I created a social change project called the Multicultural Mentorship Program
of the above theory (Astin et al) for college students from disadvantaged backgrounds struggling to adjust to the campus
environment. This was a collaborative project, as I worked within a group for my final
presentation and relied on professional interviews with two faculty members at the
University of Rhode Island. My goal was to impact change on behalf of students from
disadvantaged backgrounds who otherwise did not have the resources to succeed in the
college environment. I found that community service and campus involvement is not only
an important aspect of leadership, but also the key to engage my target group and increase
their retention rates beyond their freshman year. As I completed this project, I noticed
examples of each of the 7 C’s work their way into the project development process.
Citizenship is one’s ability to see themselves as part of a larger whole. This was an easy goal
for me to achieve as I, myself, fit into my target group. I am a college student from a
disadvantaged background and I didn’t necessarily feel prepared to pursue higher education.
I used to be self-conscious about my college-readiness and mental struggles, but completing
this project proved that I am not alone. I am a part of a larger community that can truly
benefit from a program like the one I’ve created. I collaborated with Caitlin Cotter from the
Office of Undergraduate Admission and George Gallien, the director of the Multicultural
Student Services Center to understand the impact that campus involvement has on the
success of my target group. I also collaborated with my group partners to create our poster
presentation and pitch our leadership campaign to the class. My partners and I had a
common purpose, which was to advocate for diverse students and promote acceptance
through multicultural programs on campus. Within my group, controversy with civility was
inevitable. We struggled to create a plan for the format of our poster presentation. We
wanted each of our research findings to fit on the poster equally, but ultimately had to
compromise since there wasn’t enough room. Consciousness of self was present throughout
the development of my social change project. I value diversity and inclusion and am
passionate about creating a college environment that caters to the needs of students who
would benefit the most from said help. I practiced congruence by working to create a
leadership campaign. I created a proposal that solves the issues faced by students from
disadvantaged backgrounds. The multicultural mentors are skilled in academic tutoring and
life coaching and are committed to meeting the professional development, mental health,
and academic needs of their students. I was committed to this project throughout the
semester. It took countless hours at the library, two interviews, and several meet-ups with
my group members but I was ultimately satisfied with the social change project I created.
(Evidence 29)
49. Students will demonstrate knowledge of

the “Leadership Identity Development
Model” by Komives et al
50. Students will describe personal

application of the above theory. (Komives
et al)
51. Students will demonstrate knowledge of

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
by Dansereau, Graen & Haga; Graen &
Cashman; Graen

of the above theory (Dansereau, Graen &
Haga; Graen & Cashman; Graen)

Leadership Substitutes Theory

of the above theory

Models of leader emergence
66. 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
69. Student will demonstrate how cultural

anthropology / paradigms relate to
leadership
70. Student will describe personal example

of using cultural anthropology /
paradigms as a leader
71. Student will demonstrate knowledge of HDF 414 Cycles of Socialization Handout The Cycles of Socialization explain why we play certain roles and how we are affected by oppression.
the “Cycles of Socialization” (Harro) In HDF 414, I was able to understand this theory in depth. The model consists of three arrows, three
theory and its uses in leadership circles, and a core center. Haro argues that we are born into a world that has already been socialized
and that our parents are our first real connection to the outside world. This is called the first
socialization. In this socialization, people that we know and trust teach us about our place in this
world, especially things like our first concepts of gender and racial identity. Not only do we receive
socializations from our parents, but also from institutions and culture. Institutions (like school and
churches) and cultural factors (like song lyrics and media) provide us with messages about who we
should be, how we should act, and what we should wear on a daily basis. Haro calls these particular
messages enforcements. Enforcements remind us of our place in this world, reinforcing the status quo
and keeping the social system in place. Some people benefit from the social privileges that their
enforcements may create and feel a sense of power. These positions can be classified as agents. On
the other hand, some people feel that the identities they are dealt, via enforcements, seem unfair and
don’t experience the same sense of power that agents do. These positions are classified as targets,
which are the focus of stereotypes and discrimination. Socialization is the basis upon which each
individual’s role in this world is assigned.
Haro, B. (1998) Cycle of Socialization. Readings for Diversity and Social Justice (2000) New York, NY:
Routledge
(Evidence 23)

72. Students will demonstrate personal HDF 414 Cycles of Socialization Handout After learning about the Cycles of Socialization in HDF 414, I can easily pinpoint the socializations in
application of the “Cycles of my life. My parents have instilled in me my perceptions of gender, racial identity, and sexuality.
Socialization” (Harro) Growing up in an extremely liberal household, I never experienced examples of prejudice or
stereotyping towards others. My parents were extremely educational and often broke down concepts
of sexuality, especially since I was seemingly in touch with my feminine side as a child. My mom
always told me that she would love me no matter what and I was encouraged to be myself. At
institutions like school, however, it was a completely different story. I was constantly teased for my
high pitched voice and my tendency to spend my time with girl friends rather than guy friends. “Are
you gay?” became a common conversation starter for the other children. I have to admit, they did
make me quite insecure about my mannerisms, which did impact my behavior over the next few
years. At school, I tried to speak in the deepest voice possible and made several efforts to befriend
the boys in my classes. Cultural factors impacted me in a completely different way, however. I
watched shows like Ellen and Oprah where qualities like self-love and self-expression were glorified. I
often turned to youtube, watching coming out videos and being my true self in the comfort of my own
home. At school, I received negative enforcements toward my not-so masculine behavior, while I
didn’t receive many enforcements at all while playing with my cousins or dancing and singing in my
bedroom at home. I felt like a target at school, since I wasn't fond of the enforcements I was dealt
with. My positive experience at home ultimately led to my inevitable coming out of the closet to my
close friends and family. I was met with positive enforcements and decided to openly come out as gay
to everyone. At school, I was met with an abundance of unexpected positive enforcements, which I
didn’t really understand. I eventually learned to just be grateful that the targeting had subsided and I
was enthusiastic about my “new life”. The Cycle of Socialization helps me to understand why I play my
current role in this world as well as the affects that discrimination had on my development.
(Evidence 23)
73. Student will demonstrate knowledge of HDF 414 Cycles of Liberation Handout In HDF 414, I was introduced to the Cycles of Liberation which describe the understanding of the
the “Cycles of Liberation” (Harro) theory existence of established roles and oppression as well as one’s desire to break these norms. The first
and its uses in leadership step is waking up, which is marked by a significant incident or evolutionary process. This is when we
first realize where something that used to make sense to us no longer makes sense. Getting ready is
characterized by rebuilding ourselves and our world view based on our newfound perspectives. In this
phase, we let go of dismantling information, such as stereotypes and ignorance, as we prepare to
reach out. As we reach out, we move out of ourselves and seek new experiences and exposure. This
phase of the model informs us as to how our new worldview will be met by others. We then work with
others to build a new community. This community consists of people “like us” for support and people
“different from us” for gaining and understanding new coalitions. Coalescing is characterized by
organizing, action planning, and raising awareness in order to break social norms and oppressions we
realize no longer make sense. We then move into action and begin to transform the system of
oppression we refuse to support. This marks our transition into the creating change phase. In this
phase, we are looking to create a new culture and must take risks in the process. Once we have
achieved the change we desire, it’s important to maintain it. This change must be strengthened and
integrated into daily life in order to succeed. We can also celebrate successful change efforts in this
phase. At the core of the cycle of liberation are qualities that are strengthened with each phase we
encounter. These include qualities such as self-love, hope, and balance. Balance will be key in
engaging in this cycle of liberation, as we transition from our initial to new perspectives.
(Evidence 24)

74. Student will demonstrate personal HDF 414 Cycles of Liberation Handout In HDF 414, I learned about the Cycles of Liberation, which reminded me of my wake up moment. On
application of the “Cycles of campus, my involvement focuses on improving the diversity and inclusion of the University of Rhode
Liberation” (Harro) Island. My waking up moment occurred when I first arrived to campus for the first semester of my first
year. I couldn’t help but notice how the campus lacked the cultural representation so prevalent in my
hometown of Stratford, CT. I then let go of my initial thought that most of the United States is diverse. I
had absolutely no idea how segregated some areas can be. I then reached out to several
upperclassmen and asked them if they noticed how predominantly white our institution truly is. Some
said that they were used to it, as their hometowns lacked cultural diversity, while others were as
baffled as I was. When I built my community, I surrounded myself with students like myself, who so
preciously value the beauty that cultural diversity creates as well as students who were different from
myself. These students questioned my desire to diversify campus and helped me to build a strong
argument. I was passionate (and still am) about creating a diverse environment because they are
crucial in creating new perspectives and ideas. In the coalescing phase, I joined D.R.I.V.E., a
multicultural organization dedicated to promoting a diversity on campus as well as recruiting diverse
students. In this organization we plan an event called the multicultural overnight program, which gives
multicultural seniors in high school the opportunity to experience campus. I created change by
volunteering at this program and hosting a student overnight. I introduced this student to the D.R.I.V.E.
organization and the importance of our mission. I interacted with several diverse students and
expressed how I found my own community within the organization and how it’s possible for them to do
the same. I maintain this change by frequently checking in with the students that committed to URI
after attending the overnight program. I acted as a resource for them if they ever needed help
adjusting to the campus lifestyle.
(Evidence 24)

the “Configuration of Power” (Franklin)
and its relationship to leadership
76. Student will demonstrate personal

application of the “Configuration of
Power” (Franklin)

racial identity development (Cross &
Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)

application of model(s) of racial identity
development above

models related to gender / identity /
gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)

application of model(s) of gender identity
above

additional social identity development
model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;
Johnstone; Gibson; Forber-Pratt &
Aragon; etc.)
82 Student will demonstrate personal

application of additional social identity
development model(s) above
83. Students will demonstrate knowledge of HDF 414 McIntosh’s theory of Privilege In HDF 414, I was introduced to Peggy McIntosh’s 1988 theory of privilege. She argued that privilege
McIntosh’s theory of privilege and its should be taken into account when dealing with issues of gender, race, and sexuality in the United
relationship to leadership States. With this theory in mind, we must all attempt to recognize our own privilege and how it can
affect others. We should also open our eyes to the underlying examples of privilege that happen daily,
in addition to blatant acts of racism, sexism, and homophobia as it can be just as damaging. Privilege
is a deep-rooted issue that is especially damaging to individuals belonging to marginalized groups in
the United States. McIntosh believes that most of these individuals are set up to fail in this country, as
many opportunities are often granted to the privileged. This unfortunate reality is why we should hold
privilege to the same standard as we do with gender, race, and sexuality.
(Evidence 26)
84. Student will demonstrate personal HDF 414 McIntosh’s theory of Privilege Prior to reading McIntosh’s theory of privilege, I never considered myself to be a privileged individual. I
application of McIntosh’s theory grew up in a suburb outside of Bridgeport, CT, which is known for it’s high crime and poverty rates.
This suburb is extremely diverse and I actually live just a few short minutes away from a housing
project. I come from a middle class family of color, my mother being Puerto Rican and my father being
mixed race, identifying as half African American and half Italian American. In high school, I was the
only person in my senior class to not have their own car. While on the topic of high school, I also
realized during my senior year that I identify as a gay man. With this information in mind, I didn’t even
entertain the idea that I could possibly be privileged myself. In fact, I would blame the ignorance I
encountered or overheard on white privilege. After taking HDF 414 and reading McIntosh’s theory of
privilege, I have re-evaluated my initial consideration. I think that I used to overlook underlying
examples of privilege, since I shifted my attention to blatant acts of racism, sexism, and homophobia. I
also tend overlook the privilege I receive as a cisgender male. I’ve never had to worry about
discrimination upon the basis of my gender identity or gender expression. I’ve also never worried that I
would be sexually objectified as a man. These are issues and fears that many trans people and
women face on a daily basis that I never think twice about. It’s important to think about the underlying
examples of privilege we overlook on a daily basis. McIntosh’s theory of privilege has opened my eyes
and I will no longer forget to consider the discrimination that each and every person faces.
(Evidence 27)
85. Student will describe the differences and

similarities of individual and institutional
oppression and relationships to
leadership (Source = Three Dimensional
Matrix of Oppression)
86 Student will demonstrate knowledge of

relevant laws and policies related to
issues of equity and its relationship to
leadership (i.e., Title IX, Affirmative
Action, Protected Classes, etc.)
87. Student will show knowledge of effective HDF 414 Becoming a Change Agent Change Agency is a concept I learned through my time in HDF 414. Anyone can become a change
leadership as it relates to change agency (Reading) agent, once they come to terms with their own abilities. An individual can become a change agent
when they recognize that they can serve as a leader and possess characteristics such as optimism,
empathy, and self-awareness. This individual must also reach self-efficacy and group-efficacy. Self-
efficacy derives from an individual’s understanding and confidence in their abilities as a leader. It
allows the now leader to feel a sense of enthusiasm toward their abilities. Group-efficacy ensues and
can be described as a leader’s ability to empower their group members. Group members begin to feel
confident in their abilities and are now in a position to utilize these abilities to create change. Change
agents are devoted to creating change while inspiring the members of their group along the way.
(Evidence 28)
88. Student will describe personal examples HDF 414 Activism Project I truly felt like a change agent as I created a social change project in HDF 414. I recognized my ability
of being a change agent Gallup Strengths to serve as a leader after re-visiting my Gallup Strengths. According to Gallup StrengthsQuest Finder,
my top strengths are Winning Others Over, Communication, Empathy, Strategic, and Activator. I used
my communication skills to reach out to two students in my class, who shared a common purpose for
their projects as myself. I asked if they would be willing to collaborate on our final poster presentation
and they agreed. I was optimistic about working with my group members and was empathetic toward
their limited ability, as I too am a college student and understand how hectic our schedules can be. I
was enthusiastic and hopeful that I would find the time to meet with my partners to discuss our final
poster presentation. At this point in my project’s development, I reached self-efficacy in my personal
development. I was also confident about my solution to the issues faced by the marginalized group I
was serving, college students from disadvantaged backgrounds. I created a mentorship program
that’s committed to meeting the professional development, mental health, and academic needs of
eligible students. After conducting research, it was clear to me that these students are essentially set
up to fail in a college environment. Their public education did not prepare them to pursue higher
education, as they are less likely to meet college-readiness benchmarks. These students are also
proven to report high levels of distress during their freshman year of college. Since my group’s
overarching goal was to advocate for diverse students and promote acceptance through multicultural
organizations on campus, I was determined to empower my group members. At this point, I reached
group-efficacy in my personal development. I constantly reached out to my group members toward the
date of our final presentation and was committed to perfecting our leadership campaign. I treated this
presentation like a true business proposal, since I believe that my social change project is capable of
becoming a real program. Once it was all said and done, I felt so accomplished and proud of the work
my partners and I completed as change agents.
(Evidence 29)
89 Student will demonstrate knowledge of

the “Model of Intercultural Sensitivity” by
Bennett and its uses in leadership
90. Students will demonstrate personal

application of the “Model of Intercultural
Sensitivity” by Bennett

the ally Action Continuum by Griffin &
Harro
92 Student will demonstrate personal

application of the Action Continuum by
Griffin & Harro

Multicultural Organizational Development
Model (Jackson)
94. Student will show personal application of

the Multicultural Organizational
Development Model (Jackson)

Multicultural Change Intervention Matrix
(Pope)
96. Student will show personal application of

the Multicultural Change Intervention
Matrix
97. Student will create a personal code of HDF 190 Gallup Strengths, Active Listening After taking part in the Day of Discovery for my HDF 190 class at the beginning of the semester and
inclusive leadership Model (Day of Discovery) learning my Gallup Strengths, I was able to learn a few things about inclusive leadership. At our Day
of Discovery, we learned more specifically about the Active Listening Model and its techniques. There
are five main components to the Active Listening Model: Encouraging, Restating Basic Ideas,
Reflecting Feelings, Clarifying, and Summarizing. At first, it seemed like a lot to take in, but when I
practiced these techniques for the first time, I noticed how much of an impact they made on my daily
conversations. As a leader, it’s extremely important to give your undivided attention to your group
members and to give value to each of their ideas. The fact that empathy is one of my top strengths
allows for me to genuinely practice these active listening techniques. As a leader, I will take the time to
encourage the members of my group and restate their basic ideas, just so they know that I’m listening
attentively. Also, as someone who empathizes for others, I genuinely want people to feel that their
ideas are valued and I want to hear what people have to say. I want each and every person in my
group/organization to feel comfortable sharing their experiences with me. When we practiced these
techniques on the Day of Discovery, it was a really great way to bond with the members of my group.
When each member shared their stories about their identity (more specifically: sexuality, socio-
economic statues, and gender identity), I could tell that Marion, our peer leader, was genuinely
interested in what each of us had to say. She asked us questions about these experiences and it was
obvious that her attention was directed toward us only. I’d like to utilize my strength of empathy as a
leader in order to enhance the techniques of this model. I personally feel that the Active Listening
Model is the basis upon which inclusive leadership is founded. Providing a space for group
members to share their experiences and ideas without interruption in turn supplies these
members with an inclusive and open environment to share whatever they’re comfortable with.
Allowing others to speak openly, free from the threat of interruption or invalidation is how I
plan to practice inclusive leadership in the future.
(Evidence 1)
Outcome Category: Critical Thinking
98. Student will show knowledge of principles

of critical thinking and fallacies (logic is
used in this minor)

102. Student will show knowledge of at least five
decision making methods
103. Student will describe personal examples of

having used five decision making methods
104. Student will show knowledge of at least five

problem solving / conflict management
methods, as well as understanding the
roots of conflicts

having used five problem solving / conflict
management
106. Student will demonstrate the ability

to synthesize multiple knowledge
perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)

leadership that is used in crisis (i.e., James
& Wooten; Garvin; Covey; Frohman;
Lalonde; Schoenberg; Joni; Braden et al;
etc.)
108. Student will describe examples of

leadership in crisis situations (i.e.,
application of James & Wooten; Garvin;
Covey; Frohman; Lalonde; Schoenberg;
Joni; Braden et al; etc.)
Outcome Category: Interpersonal and Organizational Concepts & Skills

109. Student will demonstrate knowledge of HDF 190, COM Day of Discovery, Active Listening Active listening techniques can be used in any conversation. These techniques help to ensure that
active listening techniques 100 Model both participants in a given conversation are heard and understood. I learned in HDF 190 that there
are five steps within the active listening model: Encouraging, Restating Basic Ideas, Reflecting
Feelings, Clarifying, and Summarizing. It’s important to encourage others to continue talking. Using a
positive tone of voice and staying unbiased while others are speaking also helps to encourage the
speaker. Examples of what to say during this step are, “I see…” and “That’s interesting…” The next
step is to restate basic ideas. Restating basic ideas let’s a listener know that they’re being understood.
This step also allows for the listener to check their meaning and interpretation of the speaker’s words.
For example, saying, “If I understand, your idea is…” is essentially restating a basic idea. Next, it’s
important to reflect the feelings of the speaker. This step can be done by empathizing with the speaker
and helping them to evaluate their feelings, and saying something like, “You feel that…” Clarifying is
the next step of the active listening model and occurs when the listener asks the speaker specific
questions and in return receives additional facts from the speaker. For example, the listener would
ask, “Can your clarify that?” The final step of this model is summarizing. Summarizing is drawing all
ideas and facts of a conversation together in order to create bias for continued discussion. An
example of summarizing is saying something like, “If I understand you, you feel this way about…”
Using all of these steps will allow for any listener to effectively and actively participate in a
conversation.
(1990). Penn State University’s Center for Conflict Management Mediation Handbook.
(Evidence 5)
110. Student will describe examples of using HDF 190 Day of Discovery, Active Listening At our Day of Discovery, my group members and I really got to know one another. Obviously, in order
active listening skills Model to get to know someone, personal stories will be exchanged and it’s important to listen actively and to
show respect to those who are speaking. The active listening model can be broken down into five
steps: Encouraging, Restating Basic Ideas, Reflecting Feelings, Clarifying, and Summarizing. Prior to
arrival at the retreat, we were all asked to bring in a tangible item that had a story attached to it. When
we broke into our groups with our peer leaders, we went around and showcased our items and shared
our stories. Everyone had an interesting story to tell and this allowed for me to get to know each
person a little bit better. I learned a lot about active listening that day and I decided that I would use
my active listening skills in every conversation that I would have for the rest of the day. When my
friend told me about his day while I was at the retreat, I made sure to encourage him throughout his
story. I nodded my head and would say things like “…right, I see, that’s fun…” I then proceeded to
restate his ideas. So when he told me that he didn't complete an assignment that was due the day
before, I asked, “Oh, so you’re saying that you forgot to do the assignment before the due date?” He
then reassured me that I was hearing him correctly and continued on about his day. When he told me
about his breakfast, he seemed pretty upset that they had closed the omelet station prior to his arrival
at the dining hall. I said, “You were pretty annoyed that they closed the omelet station before you got
there, huh?” He said yes, and I could tell that he was excited to finish telling me about his day,
because I was assuring him that I was in fact listening. He told me that he went to the movies with his
friend but he rolled his eyes when he told me the name of the movie. I asked him to clarify, and he
responded by telling me that he wasn’t happy to spend $12, since it wasn’t that great of a movie.
When he finished telling me about his day, I made sure to summarize the events of the story, and to
relay that back to him, just so he knew that I was listening actively from the beginning to the end. I
definitely have used this model since the Leadership Retreat because it makes others feel good when
they know that they’re being heard, and they’re also more enthusiastic while talking to me.
(Evidence 5)

functions of group communication by
Hirokawa

114. Student will describe examples of giving HDF 190, COM Tour Guiding As a URI campus Tour Guide, we go through two and a half months of rigorous training. We’re
and accepting feedback. 100 expected to know so much information about the University, such as its population, important
deadlines, and in depth descriptions of each of the eight colleges as well as their accreditations. What
makes it so difficult is that we begin to give mock tours only three weeks into the training process.
Mock tours are essentially one on one tours with our individual trainers, where we are graded on
every fact we either hit or miss. Our trainers will also give feedback and suggest ways that we can
improve our tours, or even our public speaking skills in general. In the beginning of the training
process, I had difficulty with refraining from using filler words, such as um and like. My trainer, Renee,
recommended that I just slow down and take time to breathe. She said that I don’t have to consistently
spew out information from the start of the tour to the end; I should take time to pause and breathe
instead of filling that break with a filler word. I listened to her advice and took the time to collect my
thoughts and breathe, which ultimately made my tour more cohesive and bettered my public speaking
skills.
Similarly, in my COM 100 class, we would constantly give speeches. After each speech, my professor,
Mark August, would ask that we write down the aspects of each speech that we liked as well as ways
that we thought everyone could improve. He would pick on two or three people after each classmate
presented, and asked that we shared our comments on their speeches. I always made sure to give
feedback without being overbearing. I would say two or three positive aspects of each speech and
provide one suggestion for improvement in the middle, this way I was complimenting what was done
well while still explaining how there was room for improvement. I was able to give feedback to my
fellow classmates, and in the end, we all grew as public speakers because of it.
(Evidence 13)
115. Student will show knowledge of the 7D

coaching model (Knott)

application of the 7D Model (Knott)
117. Student will show knowledge of elements

of a Crucial Conversation and steps to
maintain dialogue and move to action
(Patterson, McMillian & Switzler)
118. Student will describe examples of

engaging in a Crucial Conversation

facilitation techniques
120. Student will demonstrate proficiency of

facilitation techniques
121. Student will demonstrate knowledge of de-

briefing techniques
122. Student will demonstrate proficiency of de-

briefing techniques

framing based on psychology and its use in
group facilitation

124. Student will demonstrate proficiency of
framing based on psychology and its use
in group facilitation
125. Student will demonstrate knowledge the

four frames of organizations, and the
meaning of reframing by Bolman and Deal

of organizational analysis using the four
frames of organizations, and breaking the
frame / reframing (Bolman and Deal)
127. Student will show knowledge of organizing

meetings / setting agendas / and leading
meetings
128. Student will describe personal examples of HDF 190 DRIVE Organization This semester, I ran for and was granted the position of DRIVE Secretary, which is a multicultural
organizing meetings / setting agendas / student organization at my University that works with admissions to diversify campus. DRIVE stands
leading meetings for: Diversifying, Recruiting, Inspiring, Volunteering, and Educating. We host one major event, called
the Multicultural Overnight Program, that allows for prospective students who have identified
themselves as diverse on the Common Application to visit the campus, eat in the dining hall, spend
the night in a residence hall, and experience this University first hand. In order for these students to
spend the night in the residence halls, we need to find hosts they can stay with. Obviously, it’s
important that we don’t have prospective students spending the night in a residence hall with just
anyone who signs up, which is why we organized a Mandatory Host Meeting for the hosts to attend.
This meeting was important since we explained the rules that ensue with hosting a high school
student. For example, hosts are not allowed to take their students off campus, prospective students
are not allowed to spend the night with anyone other than their hosts, and they’re obviously not
allowed to drink alcohol or have any involvement with illegal substances. We decided to hold this
meeting in atrium two of the Memorial Union from 6:30PM-8:30PM on Thursday March 29, 2018. As
secretary, it’s my responsibility to send out e-mails and run the social media page. I sent out a few e-
mails in the days prior to the Mandatory Host Meeting, reminding those who have signed up to be
hosts to attend the meeting. I also posted several reminders on the DRIVE Instagram account to
ensure that the host’s were informed. The members of e-board, along with our advisor, created the
agenda for the night of the meeting. DRIVE members were set to arrive at atrium 2 for 6:15PM to help
set up while overnight hosts arrived at 6:30PM. All hosts received a folder that contained a contract
stating that they would oblige by the rules along with an agenda for the day of the MOP (Multicultural
Overnight Program). The rest of the night consisted of presentations given by DRIVE members. I was
responsible for going over the agenda for the day of the MOP. I explained where our hosts should be
at each point throughout the day as well as what they should be doing with the prospective students. I
opened the floor to any questions so there would be no confusion about the responsibilities of the
overnight hosts. I was able to play a major role in organizing the Mandatory Host Meeting as well as
setting the agenda for this meeting. I was also able to facilitate a portion of the meeting as I spoke
about the order of events on the day of the Multicultural Overnight Program.
(Evidence 14)
129. Student will show knowledge of

Parliamentary Procedure
130. Student will show knowledge of techniques

for working with difficult people

using techniques to work effectively with
difficult people
132. Student will show knowledge of the stages HDF 190 Tuckman’s Stages of Group In HDF 190, we learned about every aspect of the Social Change Model. Tuckman’s stages of group
of group development (Tuckman/Tuckman Development Presentation in Class development are a major component of this model. There are five stages of group development:
& Jensen, Bennis or others) Forming, Storming, Norming, Performing, and Adjourning. These five stages explain the process of
group development in its entirety (including positive and negative aspects). Forming is the beginning
of this process. It’s the period of time when members of the group do not have a clear vision and are
unsure of the tasks they have been assigned. Group members have yet to form relationships with one
another so there is a lack of trust between them. In this stage of group development, learning is
essential as people aren’t quite committed to the group or its motives. Storming is what ensues next.
This is when group members begin to communicate with one another and roles and responsibilities
are assigned. This is a very competitive stage of group development since smaller alliances begin to
form. These alliances begin to form as this stage is bombarded with personal attacks and anxiety
about responsibilities. Success finally occurs at the third stage of development, norming. Any hidden
agendas from the prior stages are brought forward and trust begins to build. Confidence and feedback
are high, so team commitment is ultimately gained. Team members check themselves in this stage as
they reinforce responsibilities and the team leader reinforces behavior and expectations. Performing is
the next stage of development and team members are completely motivated. They begin to have an
objective outlook on their motives and responsibilities and individuals want what’s best for the team.
Support and pride are at an all time high within the group and team performance is superior. Group
members aren’t afraid to have confrontations/ differences in opinion, since they know that creative
outcomes will ensue. The fifth and final stage of group development is adjourning. This is a reflection
period for any group. Members will list the things that could have been done better and each
individual’s responsibilities/actions are recognized as the whole team celebrates on a job well done.
These are the stages that make up the development of any group. It’s important to hit every single
stage of group development, as they result in positive efforts in the long run.
B W Tuckman (1965), ‘Developmental Sequence in Small Groups’, Psychological Bulletin 63.
(Evidence 15)

133. Student will describe personal examples of HDF 190 Social Change Project/Presentation The members of my FLITE group and I were assigned a Social Change Project in my HDF 190 class.
group development in use (Tuckman/ We were tasked with attending an event that resulted in any form of positive social change. During the
Tuckman & Jensen, Bennis or others). forming stage of my group’s development, we weren’t necessarily aware of what was assigned to us.
We knew that we had to attend an event so we first tried to find a time that would work for all of us.
We visited Feinstein’s Experience and volunteering opportunities website to find an event to register
for. The only one that worked for all of us was an event called, “Walk a Mile in her Shoes” which raised
awareness for the victims of sexual assault and domestic violence. At this point in time, my group
members and I weren’t super close, so I was unsure of whether or not we would be able to
successfully complete this project. However, we all decided to register for this event since it was the
only one we could all attend. Things got a bit tricky in the storming stage of my group’s development.
One of my group members previously suggested that we start a new social change effort at the
University. An old friend of hers unfortunately passed away from a rare disease, and she wanted to
raise awareness for it. She told us that if we didn’t think it would work, that she would totally
understand if we’d rather participate in the Walk a Mile in her Shoes event. The rest of the group
decided that this new project seemed like a difficult task we couldn’t quite commit to. It was hard
enough for all of us to find a date that worked for everyone, so creating and organizing a new project
was a responsibility we weren’t ready to take on. When we expressed this to the member of our group
who proposed it, she wasn’t happy. She reassured us that she would do all of the organizing and that
our only responsibility was to show up. We explained that it wouldn’t be fair if we couldn’t contribute to
the project and we realized that sexual assault was a relevant issue for us to speak about, since it’s so
prevalent on college campuses. We ultimately decided to participate in the Walk a Mile in her Shoes
event. Although she wasn’t happy with that decision, it was best for the group overall and she did say
that she would understand if we didn't feel comfortable participating in her event. We were finally able
to agree and commit to this particular event in the norming stage of development. We grew closer as
a team and felt more comfortable sharing our opinions. We didn’t necessarily have a group leader, but
we all made sure to remind each other of the event itself and we even designated a time after class to
discuss the event and the things to look out for while we attended. We also assigned roles for the
essay we had to complete about the event we were to attend as well as the Social Change Model in
general. We all woke up and met each other on the day of the event during the performing stage of
development. We walked to the quad together and participated in the march. One of my group
members decided to take pictures of us performing to include in our presentation. We all walked the
mile and headed to the Multicultural Student Services Center where we debriefed. We all listened
carefully as SOAR (the organization the coordinated this event) explained their mission statement. Me
and my group members realized that we didn’t quite understand their mission, so a few of us decided
to go up to the representatives of SOAR once debriefing was over, so we had a better idea of what
their organization was all about. We set up two times to meet after the event so we could start working
on our presentation to the class. We met once after class and once in the library where we did a run
through of the presentation. We also reminded each other to dress in business casual attire on the
day of the presentation, so we wouldn’t lose points for inappropriate clothing. We attended class on
the day of presentations, and presented our experience to our classmates. Adjourning ensued as our
classmates clapped, and our peer leader, Marion, congratulated us on a job well done. We all made
sure to thank each other for our hard work and participation. It was nice to receive recognition after we
spent so long deciding on an event and creating the presentation. Regardless of the conflict that arose
in the storming stage of our group’s development, it was a rewarding experience. We realized as a
group that we could have ran through our presentation a few more times, since we did end presenting
beyond our twelve minute restriction. In the end, I enjoyed creating social change at my University,
and I hope to create more on a wider scale.
(Evidence 16)

134. Student will show knowledge of group roles
and how they contribute to group dynamics
(Johnson & Johnson; Benne & Sheats;
Knowles & Knowles; etc.)

group roles and how they contribute to
group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)
136. Student will show knowledge of effective

memberships skills in groups

membership skills in use

Challenge and Support theory by Sanford,
and its relationship to organizations

using the theory of Challenge and Support
(Sanford)

construction / elements of informative and
persuasive speeches
141. Student will demonstrate proficiency in

informative and persuasive public speaking
142. Student will show knowledge of planning

and conducting interviews (as the
interviewer)

planning and conducting interviews (as the
interviewer)
144. Student will show knowledge of preparing

for and effective answers in interviews (as
the interviewee)

145. Student will describe personal examples of HDF 190 Tour Guiding, Orientation I was lucky enough to be selected out of a pool of 450 students to be one of fifty Tour Guides at the
preparing for and being interviewed University of Rhode Island. I also managed to be one of seventy-five students to receive a second
round interview for the Orientation Leader position. Although I didn’t end up becoming an Orientation
Leader, I was proud to receive this second round interview since 350 students applied. Both of these
opportunities had two rounds of interviews before being granted or denied the position. The first round
interviews for both positions were very similar. For Tour Guiding and Orientation, applicants weren't
told to prepare for anything. We were only told to dress in business casual attire, since it was in fact
an interview. I think that the first round of interviews were just a way for the current members of each
team to get a sense of the applicant’s personalities and their involvement on campus. For example,
the first round for Tour Guiding was a group interview; I was asked for my name, major, and hometown
as well as my involvement on campus. We were also prompted with a word and were told to tell a
story on that word; it didn’t have to be true. My word was ostrich and I made sure to keep speaking for
as long as I could. I wanted to avoid long pauses because I knew that the interviewers were looking
for applicants who could think on their toes. My first round interview for Orientation was very similar.
We were broken up into small groups of five and there were three sessions of workshops to take part
in. One of these workshops was called fishbowl, where the other applicants and I sat in a circle and
passed a bowl filled with tiny sheets of paper around. Each sheet of paper had a prompt that we had
to answer. I remember getting prompts like: “A new game called Calvinball was just released, how is it
played and what are it’s rules?” My technique was to just tell a story without long pauses and also to
make the interviewers laugh, since it’s a personality-based job. Like I said, I received second round
interviews for both jobs. For Tour Guiding, I was given information about four spots around campus
and was told to learn the facts about all of them. On the day of the second round group interview,
each applicant was prompted with one of the four spots, and we were told to stand up and speak
about that spot as if we were on tour. I made sure that I knew every piece of information provided to
me; I also made sure to have a personal story about each spot, since a personal tour is more
memorable. I was asked to speak about the library, so I talked about our New Makerspace, the Media
Resource Center, and the fact that our library has a one-two-three quiet system. I then spoke about
my preference of the first floor over the others, since everyone is working collaboratively and that’s
how I prefer to study. Obviously, I made sure to add some humor into my personal story. For the
second round individual Orientation interview, I was asked to create a thirty second commercial about
URI. I knew that I had to stand out so I decided that I was going to perform my commercial live. I
created a rap about the University to Cardi B’s “Bodak Yellow,” which I thought was pretty funny. I
don’t regret my decision to create this “commercial” at all. I know that the Orientation Leader position
is extremely selective, and I don’t know if I could’ve done more. Although I only received one of the
two positions I applied for, it was a learning experience nonetheless and I was grateful for the
opportunity.
(Evidence 17)
146. Student will show knowledge of effective

collaboration / coalition building (Sources:
Cilente/Komives et al; NCBI; etc.)

working in collaboratives/coalitions

techniques to communicate and engage in
difficult dialogues related to diversity and
inclusion.

149. Student will demonstrate proficiency in
communicating and engaging in difficult
dialogues related to diversity and inclusion.
150. Student will describe ways to maintain

accountability in leadership / member
relationships
151. Student will describe personal examples

related to maintaining accountability as a
leader
152. Student will describe ways to build

relationships between leaders and
members

building relationships with members as a
leader
154. Student will describe how credibility applies

to leadership, as well as the characteristics
and skills of a credible leader

building, maintaining, and repairing his/her
own credibility as a leader
156. Student will describe ethical standards in

influence
157. Student will describe influence applies to

leadership
158. Student will describe principles of effective

mentoring, as well as problems particular
to the mentoring relationship

mentoring and being mentored
160. Student will describe principles of effective

peer leadership, as well as problems
particular to peer leadership
161. Student will describe personal examples

related to being a peer leader and being
led by peers


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LEADERSHIP

Name: Devon Binion

Leadership Inventory Revised 08/22/2017 !1

ADVISING INFORMATION (students will include own documentation)

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

Leadership Inventory Revised 08/22/2017 !3

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 08/22/2017 !4

Leadership Inventory Revised 08/22/2017 !5

▪ Leadership theory and

Leadership Inventory Revised 08/22/2017 !6

Outcome Category: Self-Leadership

1. Student will demonstrate autonomy and a

Leadership Inventory Revised 08/22/2017 !7

4. Student will demonstrate knowledge of

Leadership Inventory Revised 08/22/2017 !8

6. Student will express a personal code of

7. Student will demonstrate practice of the

Leadership Inventory Revised 08/22/2017 !9

Leadership Inventory Revised 08/22/2017 !10

Leadership Inventory Revised 08/22/2017 !11

Leadership Inventory Revised 08/22/2017 !12

Leadership Inventory Revised 08/22/2017 !13

13. Student will show knowledge of the

14. Student will show application of Maslow’s

15. Student will show knowledge of the theory

16. Student will show application of Manz &

Leadership Inventory Revised 08/22/2017 !14

Leadership Inventory Revised 08/22/2017 !15

Outcome Category: Leadership Theories

19. Student will show knowledge of the

20. Student will describe personal application

21. Student will show knowledge of the

22. Student will describe personal application

23. Student will show knowledge of the

Leadership Inventory Revised 08/22/2017 !16

25. Student will show knowledge of “Theory

26. Student will describe personal application

Leadership Inventory Revised 08/22/2017 !17

Leadership Inventory Revised 08/22/2017 !18

29. Student will show knowledge of the

30. Student will describe personal application

Leadership Inventory Revised 08/22/2017 !19

32. Student will describe personal application

33. Student will show knowledge of the

34. Student will describe personal application

35. Student will show knowledge of the

36. Student will describe personal application

40. Student will describe personal application

42. Student will describe personal application

44. Students will describe personal examples

45. Student will demonstrate knowledge of

Leadership Inventory Revised 08/22/2017 !21

Leadership Inventory Revised 08/22/2017 !22

49. Students will demonstrate knowledge of

50. Students will describe personal

51. Students will demonstrate knowledge of

Leadership Inventory Revised 08/22/2017 !23

53. Student will demonstrate knowledge of