Leadership Outcomes

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
Minor in Leadership Studies
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name: Shawn Chambers

Date Enrolled: Spring 2018
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.
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 Class options Notes

Element
Introductory HDF 190: FLITE Only offered in spring for first-year students
Course or
3 credits 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
3 credits or hours of documented internship experience for graded credit
Experience through Office of Experiential Learning &
Community Engagement
or The only time the major and minor can overlap
Internship Class in Academic Major
Capstone HDF 412: Historical, Multi-ethnic & Alternative Offered only in the fall with preference given to seniors
3 credits Leadership
or Offered in the spring and summer with Dr. Leatham
COM 402: Leadership & Motivation
or Offered in the fall and spring with Dr. Cooper
BUS 441: Leadership Skills Development
or
Must be in Honors or have GPA of 3.3
HPR 411/412: Honors Senior Seminar
Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit
MINOR ELECTIVES-9 credit *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 COM 402: Leadership and Motivation HDF 416: Leadership in Organizations
US (capstone option) HDF 417: Leadership Minor Internship
BUS 341: Organizational Behavior COM 407: Political Communication HDF 437: Law & Families in the U.S.
BUS 342: Human Resource COM 415: The Ethics of Persuasion HDF 450: Introduction to Counseling
Management COM 421: Advanced Interpersonal HPR 118: Honors Course in Speech
BUS 441: Leadership & Motivation Communication Communications
(capstone option) COM 422: Communication and HPR 203: The Prepared Mind
BUS 443: Organizational Design & Conflict HPR 412: Honors Seminar (capstone
Change COM 441: Race, Politics and the option)
BUS 448: International Dimensions of Media MSL 101: Introduction to Military
Business COM 450: Organizational Leadership
BUS 449: Entrepreneurship Communication MSL 201: Leadership & Military
COM 100: Communication COM 461/462: Managing Cultural History
Fundamentals Differences in Organizations MSL 201: Military Skills and History
COM 202: Public Speaking CSV 302: URI Community Service of Warfare
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s MSL 202: Leadership & Team
COM 210: Persuasion: The Rhetoric of Studies Building
Influence GWS 310: Race, Class, Sexuality in MSL 301: Leadership & Management
COM 221: Interpersonal Women’s Lives PEX 375: Women in Sport ‐
Communication GWS 350: International Women’s Contemporary Perspectives
COM 250: Small Group Issues PHL 212: Ethics
Communication HDF 190: First‐Year Leaders PSC 304: Introduction to Public
COM 302: Advanced Public Speaking Inspired to Excellence (FLITE) Administration
COM 308: Advanced Argumentation (introductory course option) PSC 369: Legislative Process and
COM 322: Gender & Communication HDF 290: Modern Leadership Issues Public Policy
COM 351: Oral Comm. in Business & (introductory course option) PSC 504: Ethics in Public
the Professions HDF 291: Rose Butler Browne Administration
COM 361: Intercultural Communication Program Peer Mentoring Program SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 412: Historical, Multi‐Ethnic, & THE 221: Stage Management
COM 385: Communication and Social Alternative Leadership (capstone THE 341: Theater Management
Influence option)
HDF 413: Student Organization
Leadership Consulting
HDF 414: Leadership for Activism
and Social Change
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:
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 Additional Descriptive notes regarding learning and practice
class Experiences
1. Student will HDF190 Work I remember as a wee lad when I was younger, I would always ask my parents for approval on what I’m doing. I
demonstrate HDF413 would always ask them whether I was doing my homework right or not, or if I could go ride my bike. Nowadays, I
autonomy and a still tell them what I’m doing, not because they ask, but because I know my mom likes knowing what I’m doing so
minimized need for she doesn’t need to be worried about me. I also try not to seek approval from others, but I catch myself doing it
approval occasionally. Usually I can feel myself doing it when I’m constantly asking them for help or advice or i feel like I’m
almost smothering them. When that happens, I try to take a step back and reevaluate what I’m doing and how I do it,
and how to change it for better in the future. I’ve also seen myself get more autonomous at my job, such as whenever
my boss would need a wrench or some screws, I’m able to fetch them with no problem. Also, whenever I’m working
with someone on changing a fitting for a pipe at work, I try to anticipate what tool they’ll need next and hand it to
them before they ask for it. I also repainted a whole room at work and hung up storage racks on the wall for piping
with little to no supervision from my boss or any of the other workers. We also spent time during work to go over
how factories operate, and how they improve how fast work gets done, specifically through the scope of “Lean”.
Lean is a manufacturing mindset that sets to identify and eliminate waste, usually through saving time. You can save
time by optimizing how a workstation is set up to limit the amount of time walking between stations or trying to find
tools that you need for a project. We were messing around with Legos and demonstrating inefficient assembly lines.
We had unequal workloads and couldn’t preassemble parts to just put onto the assembly. After a while we went and
talked about it and figured out a way so everyone has an equal amount of work and the assembly process was a lot
smoother. This then helped me during work because it gave me an explanation as to why we always grab all the tools
that we need before we start a job. This showed me how to be more efficient at work and how to maximize my time
working and minimize my wasted time, as well as having less need to ask my boss questions.
(Evidence #1: My work)
(Evidence #19: Lego plane)
2. Student will HDF190 SOLC During college, you’re basically on your own. No one is watching over you telling you to what to do or when to do
demonstrate personal, HDF413 Sailing it. You must keep track of your own work and important dates, so that’s why I bought a planner and use my calendar.
organizational, and With my planner, I would write down when assignments are due that aren’t the normal weekly homework
academic examples of assignments. I would write down project dates or extra credit assignments are due. I also use the calendar app on my
self-discipline phone to keep track of when I have facilitations for SOLC or regattas for sailing. I also use it to keep track of when I
have exams or friend’s birthdays.
(Evidence #2: My calendar app)
This year has been a year for me to learn more about being organized and on top of my assignments. During one
point in the year, I started to fall behind in work and not being on top of everything. This lack or organization “boiled
over” for me while I was walking into my physics class and wondering, “Why is everyone so quiet?” I then realized
we had an exam and that I completely forgot about it. When that happened, I left the class and downloaded the app
and made sure to keep track of everything on it. I put down everything from my exams to when I have meetings for
class. On top of that it helps me make sure I’m putting my work first and not getting distracted. That way I can keep
track of my exams and homework and don’t miss assignments or important due dates. I also stay on top of all my
duties for the URI Sailing Team, with making sure to have weekly meetings and keeping track of how they’re doing
both class wise and sailing wise, we also help them understand and reaffirm some of the things we talked about
during the meeting, such as writing letters to raise funds or sending the coach our schedules. When in this setting, I
have to make sure that I’m being unbiased to the team members present an being open and honest with them while
keeping a positive disposition. If I’m acting down, they reflect on it and won’t pay attention as much, so I need to
make sure I’m loud and keep everything clear and concise.
(Evidence #20: Google calendar)
3. Student will HDF190 SOLC In HDF190 and SOLC, there are moments in both that evoke emotion. In HDF190, we did an activity called
demonstrate the HDF413 ‘Community Building.” In Community Building, I had to manage emotions because of both the situation I was in
ability to manage with being the smallest group, and during the debrief. In the activity if we got too vocal or emotional, the “police”
emotions would throw us into jail or take resources away from us. I also had to manage my emotions when debriefing, because
when another group was trying to talk about us without being in our group and experiencing it, it made me a little
annoyed, but I knew they were just trying to contribute to the discussion. In SOLC, if we have a more troublesome
group in that they aren’t very interactive or not into the activities at all, you must manage your emotion and keep a
positive attitude.
Your participants can see and will pick up on your emotions and how you react to certain events or words during the
retreat. When you facilitate, even if you had the worst morning or a rough night, you need to make sure you put on a
happy and energetic front. If you are pessimistic and uninterested in what is going on, your group will realize that
and will lose interest and energy towards the rest of the retreat. They can also tell if you’re getting frustrated with
them and they could take it personally and then not want to participate for the rest of the initiative or retreat. As an
individual, I’m very expressive and a lot of my emotions are shown on my face. When I facilitate, I try to stay aware
f it and if I am annoyed, I try not to let it affect the other members of my team or the organization. However, I can
then use that knowledge of myself to try to give the participants hints by letting my face look concerned or confused
and hope one of them notices and tries to fix it. For example, when I’m facilitating Tubes, if one part isn’t correct,
I’ll let myself show confusion and look between the model and their diagram and wait for one of them to pick up on
it as well.
(Evidence #3: Leadership Instagram about Community Building)
(Evidence #21: Facial Expression Examples)
4. Student will HDF190 Sailing College can be stressful, both with classes and with your clubs. One way that I manage my stress is working out. If I
demonstrate ever feel really stressed, I’ll go to the gym and workout for a bit. Usually after doing that, I’ll feel calmer and more
knowledge of stress collected and felt like I had a good enough break to keep working. Another thing I’ll do is listen to music or talk to
management methods my friend, family, and teammates. During sailing, if the conditions are very rough, I get stressed out about falling in
and freezing. During times like that, I find it best to talk to the skipper about what they want me to do and for them to
give me heads up, so I can anticipate the next moves. If I get stressed about classes, usually calling my family or one
of my friends usually helps relieve a lot of the stress that I had built up.
(Evidence #4: Some workouts I do if I’m either in the gym or my room)
5. Student will HDF190 Sailing Whenever classes have exams coming up, I get more stressed out the closer it gets. Usually when I’m studying I’ll
demonstrate the HDF413 MTH142 take breaks to destress and decompress before I start going back into it. For example, I was stressing a lot for an
ability to manage PHY274 upcoming Calculus II exam that everyone said was the hardest Calculus exam you’ll take in college. During the time
stress leading up to the exam, I would review in my room or a study room and study until I felt myself get distracted. When
I felt that, I would then choose to either do some minor working out or listen to a song or two and decompress. After
I was done with that I would recollect myself and get back to studying. Another example of that was the last Physics
II exam I took, which was about a lot of material that we only had a short time to cover. I was stressing a lot for that,
but by using my distressing techniques, I was able to study properly for it. One way I deal with stress is
communicating, which is very important in sailing. During heavy wind days I would try to talk to the skipper as
much as possible and try to get as much information to them and out of them as I could. Everyone on the sailing team
is good about me not being very knowledgeable, and are instead very helpful and supportive, which always helps my
confidence and reduces the stress I feel during intense sailing conditions.
(Evidence #4)
In HDF413, I dealt with a lot of stress during one weekend. That one weekend I facilitated twice in one weekend,
once on Friday and once on Saturday. The first facilitation was for Rotaract, and the second was for T.H.R.I.V.E. I
was stressed for that weekend because it was a trial by fire for me, with it being my first time facilitating alone for
Rotaract, and two facilitations in a row is a lot for me. The way I managed the stress leading up to the weekend was
by talking to other more experienced facilitators and getting a better idea of what I need to do to be successful. My
main concern was debriefing, so I talked to Allie and a bunch of other more experienced facilitators about it. When
talking to Allie, she helped me work out what I should say or talk about for the debriefs during the Rotaract retreat,
but she then told me to not write anything for THRIVE, because THRIVE is known to be a more talkative and active
group. This helped me feel more confident about my facilitations coming up this weekend, as well as helped me get
better at my facilitations in general. This is one way I can manage my stress, talking through and understanding my
problems.
(Evidence #22: Rotaract agenda)
6. Student will express a

personal code of
leadership /
membership ethics
7. Student will HDF415 NWCC In HDF415, we hold the role of peer leader, and in such a position, we have “rules” which we should hold ourselves
demonstrate practice to when with the students. While these aren’t physical rules, such as ones on a contract, but they serve their purpose
of the personal code as to not reduce our credibility amongst our students or our peers. When in this position we need to know when to
of ethics draw the line with our students, both socially and academically. If we want our students to do well on their own, we
can’t keep feeding them the answers that they can find themselves. If we keep feeding them the answers, they will
start to rely on us and not do their own work. Along with that, we need to make sure we are maintaining our
credibility with our students as well. If a peer leader has a social media account that is rather personal, they should
maybe think about at least waiting till the end of the semester/class before letting a student following them. Along
with our credibility online, we should also maintain our credibility in the classroom by leading by example. What I
mean by this is to make sure to stay off our phones unless utterly necessary and to by paying attention while our
students talk. If we don’t pay attention to the students and stay on our phones, they will probably follow our lead and
do the same.
The code of ethics I follow in the classroom as a peer leader is both different, but similar to the code of ethics I hold
myself to at the North Woods Challenge Course (NWCC). At the NWCC, I maintain my credibility with the
participants by maintaining confidence and making sure to watch what I say and how I say it. While watching my
language occurs in both instances, at the NWCC it’s more of making sure I hit all the safety points for each element s
no one gets hurt. I also need to watch what I say there because of what I represent while I’m there. I should always
say gender neutral terms as to not offend anyone and to make sure I’m addressing all the participants in the group. I
need to remain confident while I’m facilitating at the NWCC because I need to uphold my own credibility while
there, and even if I mess up, I can fix it later during the activity rather than stumbling over my words trying to add
one thing. So even if the situations are different, I still hold myself to a code of ethics wherever I am.
(Evidence #34: Picture of the NWCC)
8. Student will express a HDF190 HDF415 In HDF190, we learned about our values. From my values I formed the statement “I will be open and honest with
personal values people and treat them the way I would like to be treated. I will appreciate the pieces that make everyone unique, and
statement (Sources = make sure that every group I’m in works and communicates as effectively as possible.” This statement directly
VIA, values corresponds with my top 5 values of Honesty, Kindness, Teamwork, Appreciation of Beauty and Excellence, and
clarification Leadership. When I talk and interact with other people, I always try to be honest and kind to everyone, because I try
exercises, etc.) to treat people the way I’d like to be treated. When in groups or interacting with groups, I try to make sure everyone
works together properly to their end goal, and if I need to, I can step up to lead the group. Finally, with the people I
interact with, I can look and appreciate the intricacies about what makes them who they are and appreciate those
parts.
In HDF415, I feel this statement more personally when interacting with my students. When the students ask me about
assignments, I’m honest with what they’re supposed to do and if I don’t have the answer for them off the top of my
head, I will ask and find the information for them. When greeting my students, I always try to greet them with
kindness and hopefully make their day better by doing so. I help my team stay cohesive with my value of Teamwork
and provide support when they need it. I also use my value of Leadership to give my students guidance when they
seem lost and give them just enough so they can find their way and keep going on their own. Finally, when choosing
my group, my value of Appreciation of Beauty and Excellence helped me see and appreciate what my students said
and helped me see all the unique qualities that make them.
(Evidence #35: Paper with all the Peer Leaders Top 5 Values)
9. Student will HDF415 In HDF415, I have a group of students that I coach through their first leadership experience. During this class, I try
demonstrate practice to hold myself to my values statement when interacting with the students. When my students ask me questions about
of the personal values an assignment or theory that we discussed in class, I try to give them the best answer I can, and If I can’t give them
statement the answer, I will try to find where they could go to find it for themselves. I also treat all my students with kindness
and respect, as I hope they would treat me with in return. The whole reason I chose my group is because they all
seemed to have a strength/value or two in common with me, but I wanted to see how they used it differently than I do.
I also use this knowledge of everyone being different to give them the challenge and support then need in order to
grow during their time as a student in HDF190. For a concrete example of this, there was a time during class where
students were unclear about what one of the discussion questions was asking. I reexplained it in my own words and
gave a small example of how I would do it. However, I made sure that they knew that my way isn’t the only way to
answer that question. I then let them discuss and jumped in on points that they made which I found interesting and
kept the group conversation going so they could all have a chance to speak and add how their strengths played into
each prompt/situation.
(Evidence #35: Top 5 Values)
10. Student will

demonstrate the
ability to lead a
project from start to
finish (follow-
through)
11. Student will describe

goals and objective
statements regarding
personal issues, career
issues, and
community issues
12. Student will show

evidence of goals and
objectives that were
planned and achieved
knowledge of the
“Hierarchy of Needs”
theory by Maslow

application of
Maslow’s theory to
own life

knowledge of the
theory of
Superleadership by
Manz & Sims

application of Manz
& Sim’s theory to
own life
17. Student will describe HDF190 SOLC In HDF190, we took a survey to find our strengths and my top 5 were Restorative, Developer, Harmony, Analytical
StrengthsQuest NWCC and Achiever. I use these strengths during SOLC and NWCC facilitations, especially when looking at the group as a
Signature Themes, HDF415 whole. I use my strengths to get them to get along and solve the problems they set out to solve, and with analyzing
shadow side of the group and looking for people who are leading too much in a group and not letting others interact in the activity.
Strengths and/or My strengths are Restorative, Developer, Harmony, Analytical, and Achiever. For me, Restorative and Harmony
weaknesses, and help me solve problems and get the group to cooperate, Developer and Achiever help me see the value in the groups
examples of and my friends and allow me to help them achieve their goals, and Analytical helps me see the best path to reach my
application (Source = goals. Individually, they all have different meanings, and their own ups and downs, as compared to when they work
Gallup) together. With Restorative, it helps me solve problems and improve, but it makes me be negative and focus on
weaknesses. With Developer, it shows I put my time and effort into people and grow them as people, but sometimes
I watch instead of act and spend too much time of people not worth the effort. With Harmony, I can see both sides of
a conversation and helps me facilitate, but it also contributes to me being indecisive and non-confrontational. With
Achiever, it helps me be able to have a strong work ethic and be able to work for long periods of time on one task if I
put my mind to it, but it doesn’t help because sometimes I can’t say no to a task and sometimes I’ll work so hard that
I burn myself out. With Analytical, it helps me think things through and plan ahead (especially with school and
engineering), but because of it, I usually ask too many questions and come off as rude or impersonal to other people.
In HDF415, as a Peer Leader, my top 5 Strengths connect in similar, but also different ways. I see my strength of
Restorative when I'm helping my students understand assignments and being able to work through and figure out what part
of it is tripping them up, so they can do the assignment to the best of their abilities. I see Developer come out whenever I
interact with the students in the class; I always try to encourage and build up the students whenever possible. I see
Harmony come out during any group discussion, so everyone has a chance to participate and contribute to the discussion. I
see analytical come out whenever we do an activity in class. I run through all the rules and roles before the activity, and I
make sure to keep referencing back to them during the activity, so everyone is participating and not. Finally, I see Achiever
come out whenever my students ask me a question. I try to get them the answer they need as fast as I can and be able to
"check off that box."
(Evidence #5: My Gallup Strengths from the website)

(Evidence #5: Top 5 Strengths)
18. Student will describe HDF190 SOLC In the Leadership Institute, we took a survey on our leadership style, and mine was “Enabling Others to Act.” I use
personal leadership Leadership Institute this type of leadership style to help me convey the rules and instructions to the activities I do in SOLC. In HDF190, I
style and/or try to engage everyone in the group and try to have all their thoughts and opinions heard. I also try to ask questions to
personality style try to get an agreement out of the group or to get them talking about the topic at hand rather than side conversations.
including strengths When I facilitate, I can feel My strengths firing off, such as Harmony to get the group to work better together, or
and weaknesses and Developer during debriefs so I can try to help them improve themselves. When I was facilitating an initiative for
examples of SOLC, I found myself bouncing off my other facilitators trying to get a good direction to go for the activity. I also
application (Sources lead the debrief for the activity, but I found myself getting lost in the conversation and not being able to come up
= Leadership style with any good questions to use for the debrief. Thankfully I already talk to my team in case it happened, so I was
inventories, the L.P.I., able to get the other facilitators to cover and try to help me recover.
Type Focus (MBTI), (Evidence #6: The Leadership Institute 2017 where I learned about my style)
LAMP, DISC, and
other career
inventories, etc.)
Outcome Category: Leadership Theories

class Experiences
knowledge of the
“Authority and
Bureaucracy” theory
of leadership Weber

personal application
of the above theory
(Weber)

knowledge of the
“Scientific
Management” theory
of leadership by
Taylor

of the above theory
(Taylor)

knowledge of the
“Management by
Objectives” theory of
leadership by Drucker

of the above theory
(Drucker)

knowledge of “Theory
X and Theory Y”
theory of leadership
by MacGregor
of the above theory
(MacGregor)
27. Student will show HDF190 SOLC In HDF190, we learned about the Servant Leadership model. To be a Servant Leader is to act on a natural feeling, to
knowledge of the advocate and empower, and to grow as a person. The idea of Servant Leadership started around 600 B.C. and has
“Servant Leadership” continued till now. The idea of Servant Leadership really came about in the 1970’s, when Robert Greenleaf, where
theory of leadership he modernized it. After working for AT&T for 38 years, consulted for 25, then founded the Center for Applied
by Greenleaf Ethics. Some of the key points of Servant Leadership is that it’s an affair of the heart, not the head, and mutually
beneficial. It’s also made up of 10 characteristics; Listening, Empathy, Healing, Awareness, Persuasion,
Conceptualization, Foresight, Stewardship, Commitment to the Growth of People, and Building Community. In
SOLC, it’s a lot about developing others, both in the group and the individuals we’re facilitating. SOLC is also very
big on building community, because to me, SOLC is like one big family.
(Evidence #7: Servant Leadership handout)
28. Student will describe HDF190 MOP In HDF190, A representative of D.R.I.V.E., Dani, came to my FLITE class to talk about the MOP (Multicultural
personal application HDF413 Overnight Program). The whole point of the MOP was to volunteer our time to try to help diversify campus by
of the above theory getting more students that identify as multicultural to come to the University of Rhode Island as a first-year student.
(Greenleaf) We spent the whole day with the students, taking them to mock classes and doing activities like scavenger hunts
with them. This program relates back to the Servant Leadership theory because the whole day is spent with the
volunteers “Building Community” and “Committing to the Growth” of the prospective students. All the volunteers
tried their hardest to make sure all the prospective students were having fun and being involved in the activities that
were taking place. We spent time giving them tours and showing them the campus, showing them the dining hall
and how to navigate it, as well as an inside look at what living in a dorm is like. We also play games with them and
make sure they have a good time and want to come here as students in the upcoming year. I’m happy to say that
both of my students now go here as first year students and seem to be having a great time here.
(Evidence #8: Picture of me at MOP)
(Evidence #8: MOP picture)

knowledge of the
“Principle Centered
Leadership” theory by
Covey

of the above theory
(Covey)

knowledge of the “14
Points / TQM” theory
of leadership by
Deming

of the above theory
(Deming)
33. Student will show HDF415 In HDF415, we learned about Transformational leadership. Transformational leadership was coined by Sashkin,
knowledge of the and is distinguished by a leader working with other to identify change and then acting on that change. This model
“Visionary has four parts; Idealized Influence, Inspirational Motivation, Individualized Consideration, and Intellectual
Leadership” (now Stimulation. With Idealized Influence, it has to do with the old saying of “walking the talk,” meaning you act on
often cited as what you say. With Inspirational Motivation, it has to do with inspiring and motivating others to make change. With
“Transformational Individualized Consideration, it has to do with understanding who your other team members are, how they work and
Leadership”) theory how they feel. If you can give them what they need and show empathy, you can bring out their best efforts. With
by Sashkin Intellectual Stimulation, it has to do with using your emotional intelligence to inspire your team members. All of
these parts add up to leading towards being a transformational leader.
(Evidence #36: A picture of the model)
Chandrayan, P. (2017, December 17). To Be A Transformational Leader, You Don’t Always Need To Be Innovative,
You Just Need To Be… Retrieved from https://codeburst.io/to-be-a-transformational-leader-you-dont-always-need-
to-be-innovative-you-just-need-to-be-26d5f1cf6cf9
34. Student will describe HDF415 In HDF415, As a peer leader, we’re usually their first experience in the minor. In my group I have used this model
personal application throughout my time as their peer leader. I try to motive and inspire my group of students to do the best they can both
of the above theory inside and outside the classroom. I also try to use the information they shared with me during one on ones to help
(Sashkin) motivate them to share during group discussion and try to make sure they all share during these discussions,
because their perspectives are important. Also, during these discussions I try to keep prompting them with questions
that get them talking, so that way they all engage in a stimulating conversation that they can learn and grow from.
During class I try to lead by example, by remaining engaged in what the teacher at the time is saying and making
sure they’re all paying attention if something important is being said.
(Evidence #37: My groups top 5 strengths and values)
knowledge of the
“Individuals in
Organizations”
leadership theory by
Argyris

of the above theory
(Argyris)
37. Students will HDF 190 In HDF190, we learned about the “Four V’s” as a part of the Leadership Crest. The four V’s are Values, Vision,
demonstrate Voice, and Virtue. We use this when talking about ethical issues and how our strengths can help us fix these issues.
knowledge of the “4 Value is the core of our identities, Vision is the ability to frame our actions, Voice clears our vision to others in an
V’s” theory of authentic way, and Virtue is striving to do what’s right. These 4 V’s are connected by three other ideas, Polis,
leadership by Grace Renewal, and Service. Polis means to give our voice a vision, Renewal means to consider if our actions and voice
(Center for Ethical are congruent with our values/vision, and Service connects Vision and Values, and is revealed when our values are
Leadership) tested and tried.
Center for Ethical Leadership. (2007). The four –v model. Retrieved from
http://www.ethicalleadership.org/philosophies/ethical-leadership
(Evidence #9: Leadership Crest handout)
38. Student will describe HDF190 HDF415 In HDF190, in order to teach the FLITE students more about Ethical Leadership, we did an activity where each
personal application person was another identity and trying to get off the planet before it “blows up.” We could read as much or as little
of the above theory as we want from each identity. Most of us read everything off our identity and were completely truthful so we could
(Grace) make a good decision on who to save and who to let die (as morbid as that sounds). However, at the end, they had
everyone reveal who they were and read off their card, and it turned out that a person from our group lied about their
identity to save themselves. That made the rest of our group upset at the one person but made me realize that not
everyone is going to be truthful all the time.
In HDF415, I have used the 4-V’s to model my style of peer leadership. I understand what I value and what others
may value in me, and from there I use that knowledge to fuel my interactions with the students in FLITE. An example
of this is when talking to others, something I value is being open when speaking and being true to your word. For
vision, I used my values to format how I converse with the students and how I navigate talking and working with
them. With Voice, I am open when speaking with them, and usually prefaced a conversation with saying that, so I
am open with the students, so they’ll hopefully be open with me. And for Virtue, I make sure that I’m holding myself
to all of these pieces to make sure I’m being the most authentic leader that I can be.
Center for Ethical Leadership. (2007). The four –v model. Retrieved from
http://www.ethicalleadership.org/philosophies/ethical-leadership
(Evidence #10: Slip that Describes my identity for the activity)
(Evidence #38: 4 V’s Model)
39. Student will show HDF415 In HDF415, we learned about the Situational Leadership Model which was coined by Dr. Paul Hersey and Ken
knowledge of the Blanchard. The theory states that instead of using just one style, successful leaders should change their leadership
“Situational styles based on the maturity of the people they're leading and the details of the task. Using this theory, leaders
should be able to place emphasis on the task, and emphasis on the relationships with the people they're leading,
Leadership” theory by
depending on what's needed to get the job done successfully. The model has four parts; Facilitating/Counseling,
Hersey & Blanchard Selling/Coaching, Delegating, and Telling/Directing. For Facilitating/Counseling, it is a style of leadership that is
high in relationship and low in task leader behavior. This means that the leader share in the decision-making
process through two-way communication and facilitation from the leader. For Selling/Coaching, it is a style that is
high relational and high task leader behavior. This means that most of the direction is provided by the leader and
attempts two-way communication in a way to get people to “buy into” decisions that are made. For Delegating, this
style is low relationship and low task leader behavior. This means that this style is a lot of letting followers do their
own thing; the leader tells them their task and lets the flowers complete it however they see fit. For Telling/Directing
it is a style that is low in relationship and high in task leader behavior. This style is a lot of one-way communication
in which the leader defines roles and assigns people to them.
Hersey & Blanchard, (2019). Situational Leadership. Retrieved from https://www.situational.com/the-cls-

difference/situational-leadership-what-we-do/
(Evidence #39: Picture of Model)

of the above theory
(Hersey & Blanchard)
41. Student will show HDF190 In HDF190, we learned about “The Relational Model.” Relational Leadership is a relational process of people
knowledge of the attempting to accomplish change or make a difference together to benefit the common good. The model values
“Relational ethical and inclusive practices, and “Knowing, Being, and Doing. “Knowing refers to knowing yourself and how
Leadership” model by other people view things different than you, being means you must be ethical, caring, and inclusive, and Doing
Komives, McMahon refers to being socially responsible and congruent. Relational leadership also focuses on five primary components;
& Lucas “Inclusive, Empowering, Purposeful, Ethical, and Process-oriented.” Purposeful means to be committed to a goal or
activity, Inclusive means understanding and valuing diversity in views, Empowering means to claim your own ideas
and to share it with others, Ethical means to lead morally with values and standards in mind, and Process-Oriented
means to be intentional with how your group operates.
Komives, S, Lucas, N., & McMahon, T. (1998). Exploring Leadership for College Students What Want to Make A
Difference. San Francisco: Jossey-Bass. (68-72).
(Evidence #11: Relational Leadership handout)
42. Student will describe HDF190 SOLC In HDF190, we did an activity that had four elements; the Senior Member (who has been in the group the longest
personal application HDF413 and is the most respected, but isn’t open for change), the Newbie (who brings new ideas but the other members
of the above theory ignore their ideas), the Antagonist (who has been around for a while and wants to stir up trouble), and finally the
(Komives et al) Star (who is liked by everyone and doesn’t think the same as everyone else, and also tends to get ignored as well).
My group discussed how we wanted to spend an afternoon together and how we would decide where to go and
when. We discussed what we wanted to do in our roles and eventually came to a compromise on what we wanted to
do as a group, considering everyone’s ideas and opinions. I’ve also seen this theory at work in SOLC when we have
planning meetings for retreats. The lead for that retreat will discuss the groups wants and needs and will take the
facilitators strengths and experience into account when planning for the upcoming retreat. For example, when
planning the Rotaract retreat, my team and I discussed what activities we all liked and considered the level of
experience of all the facilitators. We also paired activities that required more energy and enthusiasm to facilitators
who we knew where more energetic than others, such as putting Isabelle on Screaming Toes. This goes back to
knowing how you facilitate and where you excel, so then you can let people who are a better fit for the activity do it
while allowing you to prepare for the rest of the activities. Planning retreats and facilitations can be summed up as
process oriented, or as we call it “trust the process.” I say this because we do everything for a reason and help the
groups get everything they need out of it, so trusting in the agenda, as well as trusting in the group to get what they
need to get out of it, is the essence of facilitating.
No matter what role I'm in (facilitating, peer leader, or day-to-day life), I'm constantly using this model both consciously
and subconsciously. I always try to empower and encourage the people around me to do everything they can to the fullest.
I also commit fully to every goal or activity that I do, and make sure that everything in the group is impacting in a positive
manner. At the same time, I always try to be inclusive of all the members of the group and make sure they're all engaged.,
and make sure that the decisions that group makes are ethical and make sense for the whole group, not just a few members.
The model also has another part, which is encompassed by "Knowing, Being, and Doing." I have learned so much about
who I am and how I react to my surroundings and different situations, which empowers me to be more open and inclusive
with others. From there I can act in more socially responsible ways, and work to be a stronger member of my community.
For example, when we were discussing the social change model, I kept prompting and challenging my group to expand
upon their ideas and how they can turn their ideas into social change, and how they can make sure it’s an ethical option.
(Evidence #12: Slide from the PowerPoint that described the activity)
(Evidence #22: Rotaract retreat)
43. Student will show HDF415 In HDF415, I learned about Constructivism, which is a basic theory about how people learn. In this method, people
knowledge of the are thought to construct their own understanding and knowledge of the world, through both experiencing things and
concept of reflecting on those experiences. Constructivism is applied to classrooms, in which the curriculum emphasizes big
constructivism concepts, emphasizing the pursuit of student questions and interests, the materials include primary sources of
material and manipulative materials, the learning is interactive, building on what the student already knows, and
Teachers have dialogue with students, helping students construct their own knowledge. The teacher’s role is
interactive, rooted in negotiation, and assessments includes student works, observations, and points of view, as well
as tests. process is as important as product, and knowledge is seen as dynamic, ever changing with our experiences.
The students in these classrooms are active learners, with a knowledge of how to learn and how to reflect and
integrate the information they learn.
Educational Broadcasting Corporation. (2004). Constructivism as a paradigm for teaching and learning. Retrieved
from http://www.thirteen.org/edonline/concept2class/constructivism/index.html
(Evidence #40: Picture of model)
44. Students will describe SOLC In SOLC, I’ve used the idea of Constructivism when facilitating for groups. With constructivism, it’s all about
personal examples of actively learning and learning from the initiatives. When doing initiatives, the people participating in these create
implementing their own ideas from these activities and can then apply it back to their organizations. They can then reassess their
constructivism own knowledge from these experiences and be able to bring it back in order to improve their organization. The
activities focus on big ideas and then go towards specific parts of it. It’s also highly interactive and is a dialog the
whole time between other participants and the facilitator. The facilitator is also always moving and interacting with
other participants or facilitators and help the groups work through the activities and debriefs.
Educational Broadcasting Corporation. (2004). Constructivism as a paradigm for teaching and learning. Retrieved
from http://www.thirteen.org/edonline/concept2class/constructivism/index.html
(Evidence #41: Solc Agenda)
45. Student will HDF413 Kolb’s Experiential Learning Model has four parts to it; “Concrete Experience, Reflective Observation, Abstract
demonstrate Conceptualization, and Active Experimentation”. With “Concrete Experience,” it can be described as the word
knowledge of the feeling. When talking to a group, it’s paying attention to any feelings they express, such as scared or frustrated, and
Experiential Learning building upon it and trying to bring something out of it. With “Reflective Observation,” it can be described as
Model (Kolb) watching, both with how the group noticed or interacted with an obstacle or a setback or talking about how you
noticed a group interact with the activity. With “Abstract Conceptualization” it can be described as “thinking,”
specifically with what they have described already. If the group brings up that they saw certain group members
struggling more or that one way was easier than the other, you can bring that up and see how they can improve on
that. Finally, “Active Experimentation” can be described as doing. After the group finished talking about Abstract
Conceptualization, you can then talk about how they can implement this into their organization or in the next
activity. If they talk about how they want to plan better, ask they how they can take that idea into the next activity,
or how they can implement planning into creating programs on campus for students.
(Evidence #23: Kolb’s Experiential Learning Model)
46. Student will describe HDF413 Kolb’s Experiential Learning Model has four parts to it; “Concrete Experience, Reflective Observation, Abstract
personal application Conceptualization, and Active Experimentation”. I can relate this model to an experience I had facilitating last year
of the Experiential for SOLC, specifically my first real time trying to debrief an activity. Once the activity was finished, which is the
Learning Model Concrete Experience part, we all sat in the group and started with “So, what happened” which relates back to the
(Kolb) Reflective Observation part of the model. At this point, my lack of experience started to catch up and I started to not
be able to think of another question, but thankfully I had other capable facilitators with me, who then started to get
them to try about what they said happened with questions like “How did doing that activity make you feel?” which
then made the participants reflect on the Reflective Observation part as well. Finally, they asked “How can you take
this back to your Organization?” which then goes into the Abstract Conceptualization part of the Model. This
experience helped solidify to me how import Kolb’s model is when debriefing activities, and how much more I need
to work on debriefing.
Another example is when I was facilitating for the Rotaract Retreat, when I was debriefing the first activity, Space
Invaders, I started with asking each of the roles, Invader and Defender, how it felt to be in that role, either
blindfolded or not. After some discussion I brought up how they talked about feeling like trapped or encouraged.
After going into that I heard more about something that could lead into accountability, which Dak wanted me to go
into. I then got them to try to think about how they could hold all the members accountable and how they could
implement it into getting members to show up to more meetings and events that Rotaract wants to run.
(Evidence #24: Kolb’s Question Examples)
47. Student will show HDF190 In HDF190, we talked about the Social Change Model with Melissa Camba-Kelsay. She described social change as
knowledge of the collaborative and complex, and that it addresses the root of the problems at hand. There are Seven C’s for Change,
“Social Change “Consciousness of Self, Congruence, Commitment, Collaboration, Common Purpose, Controversy with Civility, and
Model of Leadership Citizenship.” Citizenship calls for individuals to see themselves as part of a larger group, Collaboration calls for the
Development” by group to work together, Common purpose calls for the group to collectively work toward the same goal,
Astin et al Controversy with Civility means that disagreements are going to happen in a group but allow for the arguments to be
constructive rather than destructive, Consciousness of Self means to be aware of your personal values and beliefs,
Congruence means to act upon what you say, and Commitment means to follow through with what you said. These
Seven C’s help groups look at their idea of social change and see if it’s social change and not something they feel is
social change.
Higher Education Research Institute. (1996). A social change model of leadership development (Version III). Los
Angeles: University of California Los Angeles Higher Education Research Institute
Komives, S.R., Wagner, W., & Associates. (2009). Leadership for a better world: Understanding the social change
model of leadership development. San Francisco: Jossey-Bass.
(Evidence #13: Picture of the “Seven C’s”)
48. Student will describe HDF190 Special Olympics In our small groups in HDF190, we were discussing what we should do to for our social change assignment. As we
personal application Polar Plunge were discussing, I started to bring it back to the model and ask, “is this this actual social change? Or is this
of the above theory something we just think is easy?” Going through the process of raising money and getting everyone in the group to
(Astin et al) do research and participate was a lot of work, but also very fun. We were able to collaborate on our idea and work
towards a common purpose of raising awareness for the Special Olympics of Rhode Island. When we started
looking for ideas, we had to continuously think about the Social Change Model. Once we decided on our idea, we
reached out and were telling friends and family about it to try to hopefully pass it onto their friends and family,
starting a spiderweb of awareness to go eventually go back to the Special Olympics. Then when it came time, we
had members of our group participate in the Polar Plunge and help raise more awareness and inspire more people to
get involved.
(Evidence #14: Picture of some of our group members getting ready to plunge)
49. Students will

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

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)
53. Student will

demonstrate
knowledge of
behavior theories of
leadership from
Michigan and Ohio
State
of the above theories
(Michigan & Ohio
State)
55. Student will

demonstrate
knowledge of
Charismatic
leadership

of the above theory
57. Student will

demonstrate
knowledge of
contingency approach
to leadership by
Fiedler

of the above theory
(Fiedler)
59. Student will

demonstrate
knowledge of Path-
Goal theory by House

of the above theory
(House)
61. Student will
demonstrate
knowledge of Leader
Member Exchange
(LMX) theory by
Dansereau, Graen &
Haga; Graen &
Cashman; Graen

of the above theory
(Dansereau, Graen &
Haga; Graen &
Cashman; Graen)
63. Student will

demonstrate
knowledge of
Leadership
Substitutes Theory

of the above theory
65. Student will

demonstrate
knowledge of Models
of leader emergence

the impact of traits on
leadership emergence
and performance
67. Student will
demonstrate
knowledge of Chaos
approach to leadership
by Wheatley

of the above theory
(Wheatley)
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

class Experiences
69. Student will HDF415 In HDF415, we learned about cultural anthropology. Cultural anthropology is the studies of human science and
demonstrate how culture. It has to do with how different societies interact with each other and how different cultures are similar and
cultural anthropology different to other cultures. When we learned about this model, our instructor showed us an iceberg that represents
/ paradigms relate to culture, because an iceberg is only one-tenth out of the water, you cannot see nine-tenths of it, which is the same
leadership with culture. There are visible parts of culture (such as food, music, art, language, architecture, etc.) and non-
visible parts of culture (such as body language, values, work ethic, feelings, customs, etc.). these are important to
keep in mind when dealing with people who come from different backgrounds than you, so you don’t say anything to
offend anyone down or shut them out. In order to be a good leader, you must be inclusive of other people’s
perspectives and backgrounds, as so everyone feels like they are a part of the group.
Handwerker, W. Penn. (2016) What Is Cultural Anthropology?. Retrieved from

https://www.nps.gov/orgs/1209/what-is-cultural-anthropology.htm
(Evidence #42: Cultural Anthropology handout)

personal example of
using cultural
anthropology /
paradigms as a leader
71. Student will HDF415 In HDF415, we learned about the Cycles of Socialization, which was coined by Bobbie Harro. This model has 6
demonstrate parts to it; the Beginning, First Socialization, Institutional and Cultural Socialization, Enforcements, Results, and
knowledge of the Actions/Direction for Change. The Beginning is what boxes we check when we are born, such as race, gender,
“Cycles of socio-economic status, etc. The First Socialization is what the people around us say, such as family members. They
Socialization” (Harro) shape our concepts and perceptions of self and the norms we should follow. Institutional and Cultural Socialization
theory and its uses in have to do with what the environments like school and work tell us to admire and what to avoid. They teach us
leadership concepts as to what each sex should want to do; i.e. boys should like building and girls should like dolls.
Enforcements is what messages and rules are enforced by the social norms that are told to us by our institutions.
Results is how the systematic learning is affecting the individuals involved. This also has to do with how groups are
oppressed by the system and how some people live complicit in the society. After this we go to Actions and a
Direction for Change, which are two sides of the same coin. After learning about everything encapsulated in the
model, you can make two choices, becoming complicit and letting the system continue to circle, or breaking away
and trying to change or disrupt the cycle.
Bobbi Harro (2000). The Cycle of Socialization. Retrieved from https://www.unr.edu/Documents/student-

services/student-services/Harro%20Cycle%20of%20Socialization%20and%20Liberation.pdf
72. Students will HDF415 In HDF415, we learned about this model and had discussions about each part and how it relates to real life
demonstrate personal situations. The main idea that came into my head during this time was the idea how our country treats people that
application of the identify as African American. Our country treats African American people poorly from birth. They get born into
“Cycles of statistically worse conditions than the more privileged. Then while they grow up, they see their family and
Socialization” (Harro) community members treated poorly by the system and the enforcers, such as police. Then when they get to school,
they get labeled as the problem child sooner than most children and are more likely to be punished severely for
their actions. From there they will more likely be tried as an adult for minor crimes and be racially profiled my
police and school systems. From there they learn about how the system is stacked against them and can either
accept it and try to do nothing or break away from the norm and try to change the system.
Bobbi Harro (2000). The Cycle of Socialization. Retrieved from https://www.unr.edu/Documents/student-

services/student-services/Harro%20Cycle%20of%20Socialization%20and%20Liberation.pdf
73. Student will

demonstrate
knowledge of the
“Cycles of Liberation”
(Harro) theory and its
uses in leadership
74. Student will
demonstrate personal
application of the
“Cycles of Liberation”
(Harro)
75. Student will

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

application of the
“Configuration of
Power” (Franklin)
77. Student will

demonstrate
knowledge of racial
identity development
(Cross & Fhagen-
Smith; Rowe, Bennett
& Atkinson; Ferdman
& Gallegos; Kim;
Horse; Renn etc.)
78. Student will

application of
model(s) of racial
above
79. Student will
demonstrate
knowledge of models
related to gender /
identity / gender
(Lev; Bussey; Bussey
& Bandura; Bilodeau;
Gilligan; Belenky et
al; etc.)
80. Student will

application of
model(s) of gender
identity above
81. Student will

demonstrate
knowledge of
additional social
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
application of
additional social
model(s) above
83. Students will
demonstrate
knowledge of
McIntosh’s theory of
privilege and its
relationship to
leadership
84. Student will

application of
McIntosh’s theory

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.)

knowledge of
effective leadership as
it relates to change
agency

personal examples of
being a change agent
89 Student will
demonstrate
knowledge of the
“Model of
Intercultural
Sensitivity” by
Bennett and its uses in
leadership
90. Students will

application of the
“Model of
Intercultural
Sensitivity” by
Bennett
91. Student will

demonstrate
knowledge of the ally
Action Continuum by
Griffin & Harro
92 Student will
application of the
Action Continuum by
Griffin & Harro
knowledge of the
Multicultural
Organizational
Development Model
(Jackson)

of the Multicultural
Organizational
Development Model
(Jackson)

knowledge of the
Multicultural Change
Intervention Matrix
(Pope)

of the Multicultural
Change Intervention
Matrix
97. Student will create a HDF415 As a Peer Leader in HDF415, I live by my own code of inclusion; “Everyone who is at my ‘table’ should feel
personal code of welcomed and seen. It’s not true inclusion if someone is left out or overshadowed.” I try to live by this in my
inclusive leadership everyday life by including individuals when I can, but I especially follow this code when I’m a Peer Leader. In this
position, I try my hardest to give everyone in my group a chance to speak and try to bring them out of their comfort
zone and get them to participate and learn. Also, I try to not have one group member overwhelm the group and
“rule” over the rest of my group, even though my students are all rather respectful when it comes to discussions. I
also try to keep this code whenever I’m having a talk with a few individuals. I always try to give everyone a chance
to speak their minds on an issue, so we get everyone’s opinions, and if there’s on individual not speaking, I try to
reengage them into the conversation. Even when I’m speaking, I make sure I don’t overshadow people or cut other
people off, so everyone has a chance to speak. I also try to remember what I represent and watch what I say,
because I don’t want to say anything to trigger another person and cause them to shut down and no longer feel a
part of the group.
(Evidence #44: Inclusion Picture)
Outcome Category: Critical Thinking
class Experiences
98. Student will show HDF190 SOLC In HDF190, I’ve learned a lot about what a leader is and isn’t. I learned that a leader is someone who leads from
knowledge of within the group, not from the front. That leaders aren’t always the strongest people or the smartest, but usually the
principles of critical most reasonable for the task. Leaders shouldn’t shoulder all the weight of a task upon themselves, but help spread it
thinking and fallacies equally amongst the group so everyone has something to do and no one is overwhelmed. A good leader is usually
(logic is used in this the face of the group, but isn’t always seen, they work from behind the scenes to make sure that everything runs
minor) smoothly. They also try to involve everyone in the group and try to keep morale high. I get most of these ideas
about leaders and leadership from SOLC and their E-board. They are the face, but usually spend their time helping
and running the club from the background.
(Evidence #15: Instagram Post of the SOLC E-Board)
99. Student will

demonstrate
proficiency of critical
thinking

knowledge of
metaphorical analysis
to critically analyze
self and leadership
situations
101. Student will

demonstrate
proficiency of
metaphorical analysis
to critically analyze
self and leadership
situations
knowledge of at least
five decision making
methods

having used five
decision making
methods

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/statistica
l skills) and
responsibilities
(global, diversity &
inclusion or civic
knowledge)
107. Student will

demonstrate
knowledge of
leadership that is used
in crisis (i.e., James &
Wooten; Garvin;
Covey; Frohman;
Lalonde; Schoenberg;
Joni; Braden et al;
etc.)

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

class Experiences
109. Student will HDF190 In HDF190, we learned about what active listening is. We learned it’s asking questions and trying to
demonstrate HDF413 make it shown that were paying attention, either by our actions or other little confirmation words. You
knowledge of also must listen to listen, rather than to listen to respond. What I mean by that is instead of listening to a
active listening conversation and thinking of only how respond, listen to the conversation and internalize what they’re
techniques saying before you ask questions or make comments to further the conversation. An example of a good
question is to ask a question basically summarizing what they said to show you're listening during a
discussion. It’s also important to keep an open body language, no crossed arms or slumped shoulders,
rather sitting up straight and having arms at your side and not fiddling with your hands. You should also
readjust your positioning if it’s causing you to seem disinterested, as well as making sure you’re on the
same level as the individual talking. This makes it so they’re not talking down to you and you’re not
talking down to them, making you two equals and as such allowing conversation to flow more openly. If
there is a difference in heights when talking, it’ll usually cause a shift in power, either with the person
talking ending with too much/little power and making them feel uncomfortable. Another Part you
should remember is when someone is talking, you should keep a comfortable amount of eye contact, as
well as not always responding in words. If someone is going off on a tangent, instead of interrupting
them, you can nod your head to show you’re listening and paying attention to what they’re saying.
(Evidence #16: One of my teammates notes to me from the HDF190 Retreat where she used active
listening)
(Evidence #25: Active Listening Picture)
110. Student will HDF190 SOLC In HDF190, we learned about active listening, which I have to use when facilitating in SOLC. In
describe HDF413 URI Sailing Team HDF190, if the group is sharing ideas or speaking in front of the class, I try to make eye contact and nod
examples of HDF415 my head to show I’m paying attention. If I’m taking part of a debrief for an activity, I need to show that
using active I’m actively listening to what the person is saying do they don’t get discouraged and not want to talk or
listening skills participate anymore. The participants reflect the facilitators energy, meaning if the facilitator isn’t
paying attention to the group, they won’t want to pay attention to the rest of the retreat. It also helps to
practice active listening all the time, such as in class. If the teacher sees you paying attention and asking
questions, you’ll usually get more out of the class.
(Evidence #17: An agenda from SOLC where it shows that I’m one of the Facilitators and must use
active listening)
In HDF413, we spend more time practicing and facilitating, so we need to use active listening
techniques more. The more time you spend facilitating, the more obvious it becomes how important it
is. If your head is deep in the retreat agenda or your phone during a retreat, you’re going to lose
credibility with your participants. There were times where I’ve tried to contribute to a group
conversation and been completely ignored or not acknowledged. In those situations, I usually repeat
what I said, even if the person/people respond with “I heard you the first time.” It’s also important in
sailing especially because communication is so important. While sailing, you need to keep in constant
communication with the other person in your boat both during and after the race. During the race you
should be looking outside the boat and communicating verbally, but after the race and recapping what
went well/didn’t go well, you need to show you’re paying attention, either by nodding or just
acknowledging what they say. There’s also time where the coach is yelling something at you, and in
order to help the information pass smoother, showing that you’re listening and acknowledging what they
said helps make both your life and their lives easier.
(Evidence #26: Skip Email with Crew + Skipper Pairs)
In HDF415, there are a lot of open group discussions that are facilitated by the peer leaders. When this
happens, the peer leaders need to make sure they’re paying attention and actively listening to what their
students are saying. If we’re not actively listening during these group discussions, the students will see
our lack of participation in the discussion and with get disinterested in adding to the conversation. One
example of me using active listening is when my group was discussing social change. When they were
talking about social change and trying to define what social change is, I was making sure to constantly
engage the students and trying to get them to all share their points. While they were sharing, I would
prompt them to go deeper with ideas, so that way we were getting to the root of social change.
(Evidence #45: Active listening from Day of Discovery)
111. Student will

demonstrate
knowledge of
functions of
group
communicatio
n by Hirokawa
112. Student will

describe
personal
application of
functions of
group
communicatio
n (Hirokawa)
113. Student will
show
knowledge of
techniques
regarding
giving and
accepting of
feedback
114. Student will HDF415 URI Sailing team In HDF415, we spend time to do one on one’s with our students regarding how school and how the class
describe is going. During those one on one’s, a student might give us feedback on the class or on the group, and
examples of how they think they might improve it. In those situations, we need to seriously hold onto and consider
giving and what they say, considering each year the class changes a little and we need to help the teachers make
accepting changes for the better. This also allows the peer leaders to give the students advice or information on
feedback. resources in order to do the best they can at the university. Another thing we do in the class is grade some
of our students’ outcomes. This is a great example of letting the peer leaders give the students a chance to
have feedback on if they’re doing outcomes correctly or not.
On the URI Sailing Team, I hold the position of “Freshman Coordinator,” and in this position we help the
first years on the sailing team have the resources and information they need to acclimate to college, as
well as be there to allow recruits for the sailing team to properly navigate their stays. Most of our time is
spent talking to other people on the team who have leadership positions like us or talking to the first
years. When I talk to first years that I trust to give honest answers, one way or another the conversation
will lead to what I can do for them to improve either the position, or their experience during their first
semester. With this information, I will then have a conversation with one of the captains and pass the
information along, as well as get feedback as to how they think we’re doing in our position, and how we
can improve.
(Evidence #46: Picture of me email proving the position)
115. Student will

show
knowledge of
the 7D
coaching
model (Knott)
116. Student will

demonstrate
personal
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
119. Student will HDF190 SOLC In SOLC and NWCC, I’m surrounded by so many leaders who all have their strengths and weaknesses
demonstrate HDF413 NWCC as leaders. Some Facilitation techniques that I picked up during my time there this year include silencing
knowledge of leaders in a group without singling them out, be adaptable during retreats, using inclusive language
facilitation always, and trying to keep everyone in the group engaged. If there’s one person in the group who’s
techniques obviously telling people how to do the activity, you should find a way to silence them without singling
them out in front of the group, that helps other people speak up and add their opinions and insight. You
should also try to include active listening techniques during activities to keep people involved during the
retreats. There’s also responding to a question that’ll give away the trick to the activity with “Do you
want me to repeat the rules?”
(Evidence #18: The SOLC agenda for URI S.A.V.E.S.)
In HDF413 we go more in depth about facilitation techniques and theories. Facilitating has to do with
allowing groups to work in an environment where they can either work through their difficulties or just
learn more about each other. When you facilitate, you have a to make sure to keep the environment open
and inclusive, involving everyone in some way, and using active listening techniques. When you’re
facilitating, you need to make sure you’re keeping a watchful eye on yourself and the participants. You
need to make sure you hit the rules and safety points you want to hit, as well as make sure the
participants aren’t being too aggressive to each other. However, conflict is a part of facilitating, you just
don’t want that to escalate to the point where people are verbally assaulting each other and possibly for
real fighting. During the activities, you have the power to jump in at any time and add/change around
the rules. By doing this, you can expose them to new ideas and concepts, such lack of the ability to
communicate, dealing with diffability, and having new people lead the group. These can all help in
going to the debrief and allowing them to get what they set to get out of the program. There’s also the
choice of having an active or passive role when facilitating, and hat varies by group. Some groups need
some extra help or guidance to get through it, while other can figure it out by themselves after you
explain only the rules.
(Evidence #27: Rachel’s PowerPoint)
120. Student will HDF413 SOLC When you’re facilitating in groups such as SOLC or NWCC, you need to use your experience to make
demonstrate NWCC the most out of every moment. When I facilitate, I try to give a rather barebones outline of the activity
proficiency of HDF415 and then adjust as the group goes through the activity. For example, with Whale Watch, you can say
facilitation three touches and the group needs to reset to see if they figure out the idea of standing on one side of the
techniques board and letting everyone on. You can then have them do it again with different partners and say if
they leave it on the ground, it counts as three touches and you need to do it over again. You can also
adjust the activity as you do it. When I did Leadership Landmines with THRIVE, As I went through and
gradually upped the difficulty after each round, I started to see areas where people hit objects more than
often, so I went through and removed the object and moved the pieces around so that the space isn’t just
empty. Another important technique is when members of your group ask clarification questions that turn
out to lead to a rule you missed, you can either work it into your facilitation once they finish talking or
add it the next round. For example, I did this with Balloon Trolley during the Rotaract retreat. When
someone asked if they could touch their other group members, I let them do it in the beginning, but
before they got to the end, I added that they couldn’t hold onto each other anymore, and had them turn
around.
(Evidence #34: Balloon trolley picture)
In HDF415, one of the roles of the Peer Leaders is to run activities in order to allow the students to
develop a more concrete example of the unit being presented at the time. For example, Jason and I had
to do an activity for the Social Change Model. For this model, we did Mass Pass, which is an activity
that relies heavily on framing the activity correctly. If you frame the activity incorrectly and make the
rules too strict, they won’t work together, and if you give them too many answers, they’ll figure out the
activity in the first round. During the framing, I did an attention grabber in the form of “Clap once if
you can hear me” which got them to all listen while Allie and I framed the activity. After we finished the
main framing, we both went around to answer questions while the groups planned how to do the
activity. During the activity, I was continuously walking around and talking to the other peer leaders
and facilitators and see how they were doing or if they see anything going on. After the first round, we
answered more questions during their planning time, and then repeated the activity with more success.
(Evidence #47: Handout from one of the activities)
121. Student will HDF190 SOLC In SOLC and NWCC, I’ve been around lots of great debriefers. Some techniques I picked up are “Rose
demonstrate HDF413 NWCC Stem Thorn,” “Airplane,” Active Listening, asking feeling questions, and asking more why and how
knowledge of questions. So, with “Rose Stem Thorn” and “Airplane,” you use those to figure out how the group felt
de-briefing and to help ease your way into the Kolb's theory. Rose means “what went well?”, Stem means “what
techniques could’ve gone better?”, and Thorn means “what didn’t go well?”. With Airplane, there are three parts
Pilot, Passenger, and Cargo. Pilot are the leaders, Passengers are the followers but still had some
individuality, and Cargo are the people who were moved around without any say to it. These techniques
help factor into the rest of the debrief, where you should be asking feeling questions (How did this make
you feel? Why did this happen? I heard someone say this, why did they say that?). This all factors into
you making sure you’re practicing active listening techniques, so the group feels more inclined to stay
active.
(Evidence #18)
In HDF413, we learn about a debriefing theory commonly called Kolb’s. With this theory it goes
through the idea of how to walk the group through debriefs and get what they need to get out of the
program. Kolb’s model starts by asking the simple question, “What happened?” This allows the group to
reflect on how they got through the activity. You can then ask, “What went well/ What could’ve gone
better?” This opens the conversation to try to isolate certain words or topics to get the debrief
conversation moving in the direction you want it to go in. after that you can start picking apart their
conversation and wording to isolate the goal of the retreat. After you talk about a couple of topics, you
then want them to try to figure out ways to bring these topics and ideas into the next activity or their
organization. You want to make sure their goals aren’t fluff and lofty, you want concrete ideas. For
example, instead of “I want to increase communication in the org,” you can try to lead them towards
saying something like “I want to engage less engaged members in the discussions for the activities.”
(Evidence #23: Kolb’s Diagram)
122. Student will HDF413 SOLC In SOLC and NWCC, when we do activities or elements, we debrief the activity afterwards to make
demonstrate NWCC sure that the group gets the most they can after the activity. When I was a shadow-lead for the Musically
proficiency of HDF415 Inclined retreat, I used Kolb’s and thumbmometer to debrief the activity. I started with Kolb’s to try to
de-briefing get them going with how they were feeling with the activity, Act or React. I quickly realized that a lot of
techniques them weren’t participating, so I decided to do thumbmometer to get everyone involved in the activity
more. After that, I then started going through the motions of Kolb’s, where I asked what happened, why
it happened, how does it make you feel, and how can you bring this to the next activity. Some
interesting answers I got was when I was talking about how the rounds felt, one of the rounds I had it, so
they interacted with each other as if they got the solo, so they went and were almost like rubbing it into
the other groups face. They then realized after that round was done that, they did that and felt bad
because they knew that they would never do that to one another. Another method I used was during the
Rotaract retreat, I used feeling cards to get the group to share how the felt after the activity. It was quite
effective because it allowed the group members to get a ford to formulate their experience around, so it
made it easier for them to put it into words when sharing.
(Evidence #24: Kolb’s Questions)
In HDF415, the Peer Leaders have activities that wee do in order to help the students understand the
units that we teach. After each activity, we have to debrief with either our small group, or with two
groups combined. During this time, the peer leaders have questions, and will lead the debrief based
upon these questions we’ve been given. However, with most groups, if you only rely on the given
questions, the debrief will get done very fast and the students might not get a lot out of it. In these
situations, it’s helpful to start with a way to gauge how the group feels (thumbmometer, rose stem thorn,
etc..) and then go into the given questions. While you’re doing the questions, you can also debrief
normally and add extra pieces to help the students understand and allow all the students to see each
other perspectives.
(Evidence #48: A debrief handout from an activity)
123. Student will

demonstrate
knowledge of
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
126. Student will

describe
personal
application of
organizational
analysis using
the four
frames of
organizations,
and breaking
the frame /
reframing
(Bolman and
Deal)
127. Student will HDF413 SOLC In HDF413 we went over making an agenda for a retreat, from everything from the introductions all the
show way to the closing activity. With most agendas for retreats, we start with looking at what the groups
knowledge of goals are for this retreat and the group size. Knowing these two you can plan the proper initiatives to hit
organizing the goals they wanted to hit, as well as choosing activities that work for that group. You don’t want to
meetings / plan activities that require more people than you have for that group, as well as you don’t want to
setting choose an activity that gets too hectic (in a bad way) for that size group. You can also plan activities
agendas / and based on previous retreats and their feedback, such as how engaged the group is or how well they know
leading each other.
meetings (Evidence #28: Big Agenda Picture)
128. Student will HDF413 SOLC` In SOLC we make agendas for each retreat. For the THRIVE retreat we met a couple days before the
describe retreat date, but most retreats meet a week or two before the retreat date. With THRIVE retreat, the team
personal was Sward as the lead, Bri and I as facilitators, and Robert as a shadow. When planning, Sward talked to
examples of the contact for the retreat and asked how accurate the number of group members was for the retreat. We
organizing were informed that the group was going to be towards the lower side, and so we went with activities that
meetings / can hold for the minimum size. They wanted to “integrate members and do tone setting for the org,” so
setting we did activities such as Leadership Landmines and Tubes, which we can do with the minimum, as well
agendas / as works great for their goals. The other activities, such as Snowball Fight, worked well for trying to
leading help them get to know each other better. We went through multiple “drafts” of the agenda, where we
meetings had to switch which energizer and name game we were doing. We originally had “Clap, Jump, Spin,
Run” but then we realized that because the group is so small, that the group would quickly get out of the
circle, considering the activity keeps adding an extra person to the center after each run. We also were
discussing between “Bumpity-Bump-Bump” and “fist bump” but then one of our group members came
up with “Spookity-Spook-Spook” (because this retreat took place around Halloween) and our team was
sold.
(Evidence #29: Rotaract Activities)
129. Student will

show
knowledge of
Parliamentary
Procedure
130. Student will

show
knowledge of
techniques for
working with
difficult
people
131. Student will

describe
personal
examples of
using
techniques to
work
effectively
with difficult
people
132. Student will HDF413 In HDF413, we went learned about Tuckman’s Stages of Group Development. Tuckman’s Model is
show made up of five parts; Forming, Storming, Norming, Performing, and Adjourning. Forming is when the
knowledge of group comes together to meet a common goal or purpose. It’s classified by clarifying roles, establishing
the stages of a timeline, and assigning tasks. Storming is when the group members start to communicate and try to get
group to the end goal, but still view themselves as individuals, so fighting may occur. It’s classified by
development communication and collaboration, as well as negotiation of ideas and resolving conflict in the group.
(Tuckman/Tuc Norming is when the people in the group start to feel part of the team and start see how to get to the end
kman & goal. It’s characterized by reflecting on the group process, trial and error, and learning from trial and
Jensen, Bennis error. Preforming is when the team works in an open environment where the most import part is
or others) reaching the goal, rather than who’s in charge. It’s characterized by similar parts to Norming, such as
experimenting and learning from their failures. Finally, Adjourning is when the team assesses how they
did to implementing their plans and recognizing the member contributions. It’s classified by reviewing
what happened during the project, evaluating the members and the team, and looking at the lessons they
may have learned. While these are the stages of group development, not all groups go through these
stages linearly. Most groups will continually bounce between stages or stay in one stage for a long time.
Most groups spend most of the time in storming and norming/preforming, and bounce between them as
they work towards the goal. One reason why they spend a lot of time in storming is when they try to
skip stages, such as they skip forming and try to go right to preforming. When they do that, they have no
definite roles and the group doesn’t have a clear leader, leading to confusion.
(Evidence #30: Tuckman Diagram)
133. Student will
describe
personal
examples of
group
development
in use
(Tuckman/Tuc
kman &
Jensen, Bennis
or others).
134. Student will

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

describe
personal
examples of
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
137. Student will

describe
personal
examples of
membership
skills in use
138. Student will HDF413 Early in HDF413, we went over Sanford’s theory of Challenge and Support and how it pertains to
show facilitating. Sanford’s Theory is defined by three parts; Challenge, Support, and Readiness. The idea of
knowledge of Challenge and Support go back to the idea of the three zones, the Comfort Zone, Panic Zone, and Growth
the Challenge Zone. The Comfort Zone comes from when you’re in a place that you’re comfortable with and aren’t
and Support challenged by at all, so you don’t grow as a person. An example of this could be something along the lines
theory by of a D1 basketball player playing with a local elementary school team. The Panic Zone comes about when
Sanford, and you’re challenged so much that you basically shut down, causing you to not learn anything or grow. This
its relationship can happen in situations such as telling someone who is afraid of heights and water to do the high dive at the
to Mackal Pool. Last, but not least, we have the Growth Zone which comes from being in a nice middle
organizations ground of challenge and support, where you can learn to grow as a person. There then comes an extra part
that most people miss, Readiness. This part is important because you can give someone the perfect amount
of challenge and support, but if they’re not ready to do it, they won’t be able to. You can relate this back to
something along the lines of someone trying to teach rocket science to a group of elementary school
children and then expecting them to understand and hold onto everything you said other than that one video
you had of a rocket taking off. So, you need a mix of all three parts in order to help someone go into their
growth zone and grow as a person.
(Evidence #31: Challenge vs Support Graph)
139. Student will HDF413 NWCC At the NWCC, we really drive in the idea of challenge and support for the participants. During the
describe URI Sailing Team introduction to a program, we talk about how if there’s an element that you’re not comfortable doing
personal that your facilitators can find some way to accommodate you for it. An example of this is if we’re doing
examples of a program where we use the spider web wall, we try to get the group to learn and practice spotting, and
using the once we feel confident with that, we then move onto “Wind in the Willows” and “Levitation,” and see
theory of how they handle these activities. These activities are great examples of challenge by choice because
Challenge and they offer different levels of challenge for every person. You can have the most challenge and support
Support by going into the middle or being levitated, you can have some challenge by being the inner group and
(Sanford) directly supporting the individual, or you can still help support by being a second round of support and
supporting the supporters. I also see the idea of challenge and support sometime on the sailing team. The
whole idea of sailing for me is getting comfortable being uncomfortable, both with the conditions and
with the people we sail with. However, certain days the conditions are too much for people and the
coach recognizes that and helps put people in conditions that are most suited for them. The sailors
themselves can always talk to the coach and not sail one day if they don’t feel comfortable with it,
especially in the spring semester considering the cold water is especially dangerous.
(Evidence #32: Levitation Picture)
140. Student will

show
knowledge of
the
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)
143. Student will

describe
personal
examples of
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 HDF415 In order to become a Peer Leader for HDF190, all candidates need to be a part of an interview process in
describe order to be chosen. Before going into this interview, I made sure to dress properly in order to leave a
personal good example on the interviewees. I wasn’t going to show up to the interview in ripped jeans and a t-shirt;
examples of instead I showed up in a collared shirt and nice pants. For our interview specifically, the interviews were
preparing for done in pairs. With my partner, I made sure I wasn’t dominating the conversation and answering every
and being question as soon as they finished. At the same time, I made sure to give good answers to all the questions
interviewed they asked us. When they asked us hard questions, I made sure to relate the answer to my strengths and
what I’m good at, rather than just a cookie cutter answer of what they would want to hear.
(Evidence #49: Email showing the interview schedule)
146. Student will
show
knowledge of
effective
collaboration /
coalition
building
(Sources:
Cilente/Komiv
es et al; NCBI;
etc.)
147. Student will

describe
personal
examples of
working in
collaboratives/
coalitions
148. Student will

demonstrate
knowledge of
techniques to
communicate
and engage in
difficult
dialogues
related to
diversity and
inclusion.
149. Student will

demonstrate
proficiency in
communicatin
g 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
153. Student will

describe
personal
examples of
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
155. Student will

describe
personal
examples of
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
159. Student will HDF415 HDF190 In HDF415, as a peer leader, we need to be mentors for our students, rather than coaches. We’re not
describe there only during class time or for that semester, we’re there beyond the class if they ever need us. Along
personal with that, HDF190 is their first class in the minor, so it’s our job to provide the opportunities for them to
examples of all succeed in this class and later in the minor, from making sure they write their outcomes correctly, to
mentoring and seeing if they can make a website. During my time as a student in HDF190, my peer leader was there for
being me whenever I needed them (at a reasonable hour). Along with that, they were able to provide clear
mentored answers for my questions about the class or the assignment in terms that made it so I can go off and do it
on my own now that I had that explanation. They were also there to help in little ways, such as providing
rides for our service project or reminding us when we had to go to a different room for class. Along with
that, they remained a transformational leader who still helps me grow to this day.
(Evidence #50: Paper that talks about mentoring/coaching)
160. Student will

describe
principles of
effective peer
leadership, as
well as
problems
particular to
peer leadership
161. Student will HDF413 NWCC URI In SOLC/NWCC we have times where we are facilitating, and we have our peers in the group, or vice
describe Sailing Team versa. When we’re group members, we must try to act like every other member, even if we’ve seen
personal Retreat every activity that we’re going to do. For example, When I was a participant during the URI Sailing
examples Retreat on the challenge course, I was in a group with Dani. I had to make sure I wasn’t overstepping
related to my boundaries as a participant and making all the activities go faster than normal. I was trying to stay
being a peer silent and et the group decide for themselves what they want to do, and if I heard a good way to go
leader and about it, I spoke up in support of the idea. I tired not to just shout out how to do every activity and ruin
being led by the experience for everyone else, as well as make Dani’s life harder by making her come up with more
peers ideas for the elements. I also was trying to not facilitate from inside, with trying to not repeat the rules
for the other members of the group so they could try to find the loopholes that make the activity easy.
(Evidence #33: URI Sailing Retreat Email I Sent Out)

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Leadership Outcomes

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LEADERSHIP

Name: Shawn Chambers

ADVISING INFORMATION (students will include own documentation)

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

Minor in Leadership Studies

CORE REQUIREMENTS- 9 Credits

Required Class options Notes

Outcome Category: Self-Leadership

6. Student will express a

10. Student will

11. Student will describe

12. Student will show

14. Student will show

15. Student will show

16. Student will show

(Evidence #5: My Gallup Strengths from the website)

Outcome Category: Leadership Theories

20. Student will describe

21. Student will show

22. Student will describe

23. Student will show

24. Student will describe

25. Student will show

29. Student will show

30. Student will describe

31. Student will show

32. Student will describe

36. Student will describe

Hersey & Blanchard, (2019). Situational Leadership. Retrieved from https://www.situational.com/the-cls-

40. Student will describe

49. Students will

50. Students will describe

51. Students will

52. Student will describe

53. Student will

55. Student will

56. Student will describe

57. Student will

58. Student will describe

59. Student will

60. Student will describe

62. Student will describe

63. Student will

64. Student will describe

65. Student will

66. Student will describe

68. Student will describe

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

Outcome Target Additional Descriptive notes regarding learning and practice

Handwerker, W. Penn. (2016) What Is Cultural Anthropology?. Retrieved from

70. Student will describe

Bobbi Harro (2000). The Cycle of Socialization. Retrieved from https://www.unr.edu/Documents/student-

Bobbi Harro (2000). The Cycle of Socialization. Retrieved from https://www.unr.edu/Documents/student-

73. Student will

75. Student will

76. Student will

77. Student will

78. Student will

80. Student will

81. Student will

84. Student will