Professional Documents
Culture Documents
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
*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.
OUTCOMES
● Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive
Leadership, Critical Thinking)
● Targeted Classes
● Experiences
● Evidence
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.
Leadership Inventory Revised 08/22/2017 3
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors
Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
3 credits or internship experience for graded credit
Experience through Office of Experiential Learning & Community Engagement
or
Internship Class in Academic Major The only time the major and minor can overlap
Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar Must be in Honors or have GPA of 3.3
Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit
AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Women’s Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Women’s Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: First‐Year Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport ‐ Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option) PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, Multi‐Ethnic, & Alternative Leadership PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication (capstone option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: FLITE Peer Leadership
Leadership Inventory Revised 08/22/2017 4
Leadership Inventory Revised 08/22/2017 5
BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
You need to have your own act together before you can lead others:
2. Lead Yourself
Time management
Organization
1. Know Yourself
Self care
Lead Others Self discipline
Strengths Perseverance
Weaknesses Develop and maintain family,
Values PROGRESS
interpersonal, and intimate relationships
P Needs Academic, social, personal goals and
Styles objectives
R
Learning
O Teaching
G P
Personality
R Membership R
E Leadership O
S G
S RE-EVALUATE R
E
former stages
Develop and S
as you progress S
Refine
Skills
3. Broaden Your Perspectives…
Leadership theory and
practice Understand others
Communication
Group Development Hierarchy of needs
Inclusion PROGRESS Racial, cultural, gender, sexual orientation,
Citizen Activist Skills religious, class, ability, etc. diversity and
Critical Thinking commonalities
Teaching and Programming Power, privilege, oppression, liberation;
individual and institutional discrimination
SEE EVIDENCE #4
5. Student will demonstrate the ability to BUS111 Personal Life During my first semester at URI I was in BUS111 which is an introductory calculus class for all
manage stress business majors. The first couple of weeks of college were hectic, I had no idea if I wanted to continue
being a business major and did not feel like I was going to do well, I had bad grades in the class and
actually got a 60 on my first exam in that class. I did not have many stress relievers to help me get
through the hectic time, but then I figured out how to calm myself and step away from what I was
dealing with and it allowed for me to figure what I need to do when I am dealing with stressful courses.
To manage the stress I was under I actually learned how to mix music and use music software to allow
myself to occupy my mind and release any negative vibes I have built up during a certain period of
time. Through my organizations as well I have been able to step away for a bit and clear my mind,
especially when final exam season comes along it allows for me to realize that an exam should not
break my mental health and I can work through anything I have going on.
SEE EVIDENCE # 5
6. Student will express a personal code of HDF 190
leadership / membership ethics
7. Student will demonstrate practice of the HDF 190
personal code of ethics
SEE EVIDENCE # 8
9. Student will demonstrate practice of the HDF 190 In my personal life In HDF 190 I was able to learn about my top values through the VIA test. My personal values
personal values statement statement that I created from my values is, ““Through times of distress I will use my kindness and
positivity to cope with whatever I have going on. I will use my curiosity to find the answers to help me
serve as better leader. With bravery, I will only speak with truth and stand up for others. I will use my
creativity to find answers to the problems I know I can solve. And at the end of the day I will find humor
in whatever situation it is.” Within my life I have been through a lot of distress and trauma in all reality.
The one event in particular that I relate this statement to most is that at the end of my senior year of
high school I was sexually assaulted. I used to just wipe the thought of the event out of my head but
through college I have learned to cope with what had happened to me and to learn more about
advocacy and sexual assault prevention. During my first semester of college I saw that through the
trauma I could be kind and positive and use my bravery to help others share their stories and start my
own healing process. I also have used my creativity to seek ways of how I can learn more about the
statistics of college sexual assault and present new ways to prevent it from happening to my friends,
family and even strangers. Lastly, when I am feeling down or have flashbacks I use my humor to calm
myself down and center myself and find that life is more than one tragic event and how it does not
define myself as a person or define my future.
SEE EVIDENCE #9
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
13 Student will show knowledge of the
“Hierarchy of Needs” theory by Maslow
.
Leadership Inventory Revised 08/22/2017 9
14 Student will show application of Maslow’s
theory to own life
.
15 Student will show knowledge of the
theory of Superleadership by Manz &
. Sims
16 Student will show application of Manz &
Sim’s theory to own life
.
17 Student will describe StrengthsQuest HDF 190 In HDF 190 one of the first assignments that we had to complete was our StrengthsQuest test. My
Signature Themes, shadow side of results that I had gotten were Ideation, Adaptability, WOO, Communication and Empathy. Ideation is
. Strengths and/or weaknesses, and the ability to create and always wanting to come up with new ideas, “People especially talented in the
examples of application (Source = Gallup) Ideation theme are fascinated by ideas. They are able to find connections between seemingly
disparate phenomena.”. A shadow side to this strength is sometimes my ideas are outside of the box
and do not read well for others. I use this strength on a daily basis for business ideas and
choreography ideas. Adaptability is be able to think quickly on your feet and changing your approach
to a problem, “People especially talented in the Adaptability theme prefer to “go with the flow.” They
tend to be “now” people who take things as they come and discover the future one day at a time.”, I
have been told by many people that I do not stick to plans well and I am a go with the flow type of
person which could be considered a shadow side to this strength as well. WOO aka Winning Others
Over is the ability to create connections easily and being able to be very persuasive, “People especially
talented in the Woo theme love the challenge of meeting new people and winning them over. They
derive satisfaction from breaking the ice and making a connection with another person.” A shadow side
to this strength is sometimes making other feel pressured to get out of their comfort zone and being
“extra”, I am a total people person type of guy who loves to love and get to know the hearts of others
rather than just the outside of a person. Communication is the ability to convey words and getting your
point across, “People especially talented in the Communication theme generally find it easy to put their
thoughts into words. They are good conversationalists and presenters.” A shadow side to this strength
is sometimes over using my communication and not using my listening skills enough. I like to talk,
there is no denying that, I like being the center of attention sometimes and like being known that I am
heard. I use communication as much as my ideation strength and would say that these two together
are the best ways I can describe myself to others. Lastly, Empathy is the ability to seek understanding,
“People especially talented in the Empathy theme can sense the feelings of other people by imagining
themselves in others’ lives or others’ situations.”, I believe that everyone should be able to be
compassionate about certain situations, however a shadow side to this strength is that you cannot truly
understand something unless you have been through it themselves. I like to see myself as a person
who can help people get back on their feet in times of need and apply my empathy to everyday
matters. Overall my top strengths combined sum me up as person and I was not really surprised by my
results in the slightest, I am excited that I can bring these strengths into every aspect of my life and use
them as a stepping stone in my college career.
Learn What the 34 CliftonStrengths Themes Mean | Gallup. (n.d.). Retrieved March 6, 2019, from
https://www.gallupstrengthscenter.com/home/en-us/cliftonstrengths-themes-domains
SEE EVIDENCE # 17
18 Student will describe personal leadership URI 101 In URI 101 my class had taken the Type Focus assessment. My results were ENFP. Which means I
style and/or personality style including am extroverted, intuitive, a feeler, and perceiver. I am very outgoing but with that being said
. strengths and weaknesses and examples extroversion has its dark side which includes making people feel uncomfortable at times and stepping
of application (Sources = Leadership style on people’s toes because of how outgoing one may be. As an intuitive person I try find a deeper
inventories, the L.P.I., Type Focus meaning of an experience. From the Type Focus website it says that being intuitive, “gives them a "big
picture" outlook on life and they tend to become creative and innovative.” which I can then relate to my
Leadership Inventory Revised 08/22/2017 10
(MBTI), LAMP, DISC, and other career Gallup Strength of Ideation. Again a shadow side to this is that sometimes my ideas are so out of the
inventories, etc.) box that many people will doubt them at first and will not see them as feasible. With the feeling ability,
“People with a preference for feeling make decisions based on their own personal values. This often
means taking into account the impact that decision will have on someone's life. Because they treat
everyone individually, they tend to become empathetic and compassionate.” and this as a whole just
makes me know that going off of a gut instinct is not always a good thing but is mandatory because if
you do not feel safe in a situation you get out of it. Lastly with the perceiver ability I like to try new
things all the time and be spontaneous. With that being said the shadow side to this is that I can never
stick to hard core plans and always like to change what I am doing.
SEE EVIDENCE # 18
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
19 Student will show knowledge of the
“Authority and Bureaucracy” theory of
. leadership Weber
20 Student will describe personal application
of the above theory (Weber)
.
21 Student will show knowledge of the
“Scientific Management” theory of
. leadership by Taylor
22 Student will describe personal application
of the above theory (Taylor)
.
23 Student will show knowledge of the
“Management by Objectives” theory of
. leadership by Drucker
24 Student will describe personal application
of the above theory (Drucker)
.
25 Student will show knowledge of “Theory
X and Theory Y” theory of leadership by
. MacGregor
26 Student will describe personal application
of the above theory (MacGregor)
.
27 Student will show knowledge of the HDF190 In HDF 190 we have been taught the theory of servant leadership by Robert Greenleaf. The premise of
“Servant Leadership” theory of leadership servant leadership is based upon 10 characteristics which are: listening, empathy, healing, awareness,
. by Greenleaf persuasion, conceptualization, foresight, stewardship, commitment to people, and building community.
The most important thing to note about this theory is that you are serving others not helping, or fixing
There is a key difference between the three, as stated by Remen in her article, “Helping, fixing and
serving represent three different ways of seeing life. When you help, you see life as weak. When you
fix, you see life as broken. When you serve, you see life as whole. Fixing and helping may be the work
of the ego, and service the work of the soul.” To serve means to seek understanding and empathize
Leadership Inventory Revised 08/22/2017 11
with others, and to see the future and create long term goals of how to build a better community.
Service in itself is one of the most important things in the human life cycle. As stated before the ten
characteristics can be broken down into three different categories. The servant category entails
listening, empathy, healing and awareness. Within these 4 characteristics is how we build relationships
and become the servant first. Listening and empathy go hand in hand, with listening you are able to
learn more about circumstances a person or community are going through. With empathy you develop
an understanding which then leads to awareness and how to teach others about how to serve others.
Healing comes into play when all of these are met, when one knows they are being heard rather than
listened to their hearts will become full again. On the flip side the leadership category contains
persuasion, conceptualization and foresight which are future oriented. All three allow for strategic
thinking and going through the motions of planning out what the best way to serve someone is.
Persuasion and conceptualization contain ways of how to gain consensus and brainstorm. Foresight
allows for leaders to see into the future and dive into the longtime repercussions after one has been
served. Stewardship, commitment to people, and building community fall into the combined category.
Stewardship allows for ownership of what one does for a community and on a greater scale the world.
As stated by Greenleaf, “It also emphasizes the use of openness and persuasion, rather than control.”
Commitment to people allows for nurturing and promising to be there for one’s in need. Lastly the most
important aspect of servant leadership is building community. When a group of people serve it creates
a sense of camaraderie between the people being served as well as those who are serving and it is
one of the most amazing things when you know you have touched someone’s life by doing a simple
thing like holding the door or by letting someone know that you are there for them and create new and
strong connections everyday. With these ten characteristics combined we can see a servant leader
come to fruition and inspire others to lead in a way that makes people realize that a leader is not
someone who always is first, but is in reality someone who goes last.
Greenleaf, R. K. (1991). The servant as leader. Indianapolis, IN: Robert K. Greenleaf Center.
Remen, R. N. (n.d.). Helping, Fixing or Serving? Retrieved February 27, 2019, from
https://www.uc.edu/content/dam/uc/honors/docs/communityengagement/HelpingFixingServing.pdf
Greenleaf, R. K. (1991). The servant as leader. Indianapolis, IN: Robert K. Greenleaf Center.
Leadership Inventory Revised 08/22/2017 12
SEE EVIDENCE #28
29 Student will show knowledge of the
“Principle Centered Leadership” theory
. by Covey
30 Student will describe personal application
of the above theory (Covey)
.
31 Student will show knowledge of the “14
Points / TQM” theory of leadership by
. Deming
32 Student will describe personal application
of the above theory (Deming)
.
33 Student will show knowledge of the
“Visionary Leadership” (now often cited
. as “Transformational Leadership”) theory
by Sashkin
34 Student will describe personal application
of the above theory (Sashkin)
.
35 Student will show knowledge of the
“Individuals in Organizations” leadership
. theory by Argyris
36 Student will describe personal application
of the above theory (Argyris)
.
37 Students will demonstrate knowledge of HDF 190 In HDF 190 we had learned about the 4 V’s theory of leadership by Grace. The 4-V Model of Ethical
the “4 V’s” theory of leadership by Grace Leadership is a umbrella theory that combines the “inner beliefs and values” of a person with the
. (Center for Ethical Leadership) “external behaviors and actions” for the purpose of creating positive change and integrating one’s
being to show others how to be an ethical leader. The model was created by Dr. Bill Grace, he used
his own leadership research and personal faith and ethics to create the foundation of the 4-V’s. The 4-
V’s of the theory are values, vision, voice and virtue. Values are the core of our identities,” we begin
the process of integrating our unique values with our choices on all levels of our personal and civic
lives”. With vision we guide ourselves to figure out the picture of life and what things truly means
through things like service and self development. We use our voices to shape our vision of the world
and share our thoughts as to why things are the way they are. In essence when we practice what we
preach we use our virtue and connect all 4 V’s together and an ethical leader tends to asks
themselves “How are my values, vision, and voice in keeping with the common good?” Through the 4
V’s we see the heart of leadership through ethics, compassion and the empathy that all of us contain.
Center for Ethical Leadership. (2007). The four –v model. Retrieved from
http://www.ethicalleadership.org/philosophies/ethical-leadership
Center for Ethical Leadership. (2007). The four –v model. Retrieved from
http://www.ethicalleadership.org/philosophies/ethical-leadership
Komives, S, Lucas, N., & McMahon, T. (1998). Exploring Leadership for College Students What Want
to Make A
Difference. San Francisco: Jossey-Bass. (68-72).
Komives, S, Lucas, N., & McMahon, T. (1998). Exploring Leadership for College Students What Want
to Make A
Difference. San Francisco: Jossey-Bass. (68-72).
SEE EVIDENCE # 42
43 Student will show knowledge of the HDF 190 In HDF 190 I had learned about the concept of constructivism. The theory states that “people are
concept of constructivism thought to construct their own understanding and knowledge of the world, through both experiencing
. things and reflecting on those experiences.” Constructivism is very interesting in the sense that through
the processing of new information that we as humans connect it to our own experiences and prior
knowledge. While this is happening we can change our perspectives and either deem things true or
false and even decide if information is relevant or irrelevant to ourselves and keep or discard the new
information. From a handout in class the constructivist learning experience tends to focus on three
main components which are “the desire for students to become active and expert learners, the
knowledge of HOW to learn and reflection and the ability to integrate new information.” As leaders we
continue to change and develop our own leadership skills and constantly use constructivism to figure
out what works for oneself and what does not. It is an important skill to have to continue to change up
current thoughts and adapt to new challenges given and pursue new questions that need to be
answered at some point.
Education Broadcasting Corporation. (2004). Constructivism as a paradigm for teaching and learning.
Retrieved
Education Broadcasting Corporation. (2004). Constructivism as a paradigm for teaching and learning.
Retrieved
Higher Education Research Institute (HERI). (1996). A social change model of leadership
development: Guidebook version III. College Park, MD: National Clearinghouse for Leadership
Programs
Higher Education Research Institute (HERI). (1996). A social change model of leadership
development: Guidebook version III. College Park, MD: National Clearinghouse for Leadership
Programs
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
69 Student will demonstrate how cultural
anthropology / paradigms relate to
. leadership
70 Student will describe personal example
of using cultural anthropology /
. paradigms as a leader
71 Student will demonstrate knowledge of
the “Cycles of Socialization” (Harro)
. theory and its uses in leadership
72 Students will demonstrate personal
application of the “Cycles of
. Socialization” (Harro)
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 demonstrate personal
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 demonstrate personal
application of model(s) of racial identity
. development above
79 Student will demonstrate knowledge of
models related to gender / identity /
. gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
80 Student will demonstrate personal
application of model(s) of gender identity
. above
81 Student will demonstrate knowledge of
additional social identity development
. model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
98. Student will show knowledge of principles
of critical thinking and fallacies (logic is
used in this minor)
99. Student will demonstrate proficiency of
critical thinking
100 Student will show 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
102 Student will show knowledge of at least five
decision making methods
.
103 Student will describe personal examples of
having used five decision making methods
.
104 Student will show knowledge of at least five
problem solving / conflict management
. methods, as well as understanding the
roots of conflicts
105 Student will describe personal examples of
having used five problem solving / conflict
. management
106 Student will demonstrate the ability
to synthesize multiple knowledge
. perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)
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.)
108 Student will describe examples of
leadership in crisis situations (i.e.,
. application of James & Wooten; Garvin;
Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
109 Student will demonstrate knowledge of
active listening techniques
.
110 Student will describe examples of using
active listening skills
.
111 Student will demonstrate knowledge of
functions of group communication by
. Hirokawa
112 Student will describe personal application
of functions of group communication
. (Hirokawa)
113 Student will show knowledge of techniques COM 100 In COM 100 one of the big topics that the class talked about was how to provide feedback and criticism
regarding giving and accepting of feedback properly. My professor had told the class from the beginning that it is all in the way you say something.
. Your tone and use of the words always matter when trying to provide feedback. When someone asks
for advice or guidance you do not want to be rude and discouraged one’s ideas. Instead of blatantly
saying you do not like an idea, use your words to empower and provide at least three good things
about what the person said and then focus in and help find a clearer purpose for the parts you do not
agree with. When you turn something down super fast, most of the time the person whose idea it was
will either turn a person completely off from participating in a discussion or being a part of the group
setting entirely. There is a difference between being brutally honest and being impeccable with your
words and how you can help with developing someone’s thoughts or ideas.
114 Student will describe examples of giving COM 100 In COM 100, when I was developing my last speech for class, the students had to bounce ideas off of
and accepting feedback. one another to see if their motives for their speech were clear and if they had a concise vision on how
. they were going to get their points across. When developing my group speech we as a collective
decided to do ours on water pollution. I told my fellow classmates about different types of water
pollution we could cover in the speech such as trash island, oil pollutants, even URI’s own campus
pollution, etc. There was one person in particular who did not like my ideas and gave me feedback of
the ideas not being clear but after much discussion and persuasion we went forward with the idea and
continuously kept giving subjects to bring up to each other and working together to get to the common
goal of getting a good grade on our final project. Through the process of giving positive feedback and
criticism there was a sense of clarity and allowed for the group to progress further than we had
expected.