Outcomes & Evidence Progress Inventory : Leadership Development

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

Date Enrolled: Fall 2017
Date of Graduation: May 2021
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD)
at the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.
Leadership Inventory Revised 08/22/2017 1

CONTENTS
ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included)
● Center for Student Leadership Development Information
● Minor Information
● Developmental Model
ADVISING INFORMATION (students will include own documentation)

● Tracking Sheet / Advising Updates
● Syllabi of Minor Classes (Core and Electives)
● Internship
o Guidelines
o Syllabus
o Mid-term
o Final
OUTCOMES
● Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive Leadership,
Critical Thinking)
● Targeted Classes
● Experiences
● Evidence

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT
Office: Memorial Union Room 210 Phone: (401) 874-2726 Fax: (401) 874-5317
CSLD Mission Statement

To enhance the mission of the University of Rhode Island, The Center for Student Leadership Development aims to:
• Provide developmental opportunities for all students to become informed, inclusive, effective, and ethical leaders in the global marketplace through the implementation of
learner-centered academic, experiential, and co-curricular programming.
• Engage in research, assessment, and advancement in order to positively impact the expanding field of leadership studies.
CSLD Vision Statement

The URI Center for Student Leadership Development will promote dynamic strengths-based leadership development through multiple delivery methods to prepare students to be
competitive in the workplace and global marketplace. The CSLD seeks to progress as innovators for experiential engagement and enriching assessment.
CSLD Values Statement

Grounded in the Social Change Model of Leadership Development (Higher Education Research Institute), Relational Leadership Model (Komives, Lucas, & McMahon), and Servant
Leadership (Greenleaf), the URI Center for Student Leadership Development values:
• Engaged and experiential learning through a constructivist approach
• Inclusion, Social Justice, and Civic Engagement
• Ethical and Value-based Leadership & Relationship Building
• Innovative Assessment and Presentation Models
MINOR IN LEADERSHIP STUDIES

At URI, we are among only a handful of colleges and universities across the country that offers a Minor in Leadership Studies and one that is customized for each student. We
utilize a cross-disciplinary approach to leadership education designed to complement your academic studies. All courses utilize a variety of teaching methods but ultimately include
some form of experiential learning, practical application, and reflective learning. Employers, now more than ever, are seeking candidates with exceptional skills in the areas of
interpersonal and group management, problem solving, critical thinking and effective communication. We can help with all of the above.
GENERAL INFORMATION
● Regardless of your major, you can minor in Leadership Studies.
● Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
● Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of “C” or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
● No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
● Application for the minor must be filed in your academic dean’s office no later than the beginning of the final semester or term.
● Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors
Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
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
MINOR ELECTIVES-9 credits

*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Women’s Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Women’s Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: First‐Year Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport ‐ Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option) PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, Multi‐Ethnic, & Alternative Leadership 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
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

OUTCOMES
In this section, you will track your progress toward the outcomes. Each class in the minor targets different outcomes; all of the classes list these
outcomes on the syllabi (the words “goals” or “curriculum areas” may be used instead). In many of our classes, the assignments can serve as your
evidence. Periodically, and not less than at the end of each semester, you should update your outcomes progress. In the “additional experiences”
column, name additional classes or experiences that contributed to you becoming proficient in that outcome. As the semesters pass, you will think of
things from recent semesters and semesters further in the past, or people or jobs, etc. in your past that also influenced your progress on that outcome.
Do not let that ambiguity upset you. Reflecting on development is not a linear process, but it does help to reflect often. In the “descriptive notes”
column, share insights about your growth, lack of progress, successes, stumbling blocks, etc. At the end of each section, you need to include evidence
that supports your development toward the outcomes. Copies of papers, grading sheets, evaluation letters—anything that shows that someone has
determined that you have demonstrated proficiency (or not, or are making progress). Make sure to keep electronic copies of all of your evidence to
include in your Portfolio.

Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1 Student will demonstrate autonomy and a
minimized need for approval
2 Student will demonstrate personal, URI 101 At work, in my classes In URI 101, we learned about self-discipline and how to be successful coming into college. Self
organizational, and academic examples discipline is about your ability to manage your impulses for a long enough time to stay focused on what
of self-discipline needs to get done to successfully achieve your goal. In URI 101 we looked at steps to disciplining
yourself. They were; organize your ideas to focus on what it is you want to accomplish, figure out why
you want to accomplish that goal, get rid of all distractions, prioritize tasks in order of importance,
continually track your progress, and keep yourself accountable. I recently was offered a new position at
a summer camp in the town of Charlestown as the Leadership Director for the Counselor in Training
(CIT) Program. This job requires me to inspire brand new counselors into being the best employee for
the camp that they can be. Included in this job, I have to create schedules for each week that highlight
what leadership topics we will be covering. Being only eighteen years old, I haven’t had much
experience making weekly lesson plans. Through the information I have learned in URI 101, I now
know how I can tackle this major project. First, I will sit down and organize all of my paperwork to better
understand exactly what is being asked of me as the Leadership Director. Next, I will motivate myself
by considering the positive impact this program will have on the CIT’s. I will then eliminate all
distractions that may detract myself from the progress of task such as my cell phone and my dog.
After, I will prioritize the components of each lesson plan to help better organize my work. Throughout
all of this I will track my progress to make sure I am staying on track and will hold myself accountable
for any faults in my work. As this is an example of my personal self-discipline, I also self-discipline
myself when doing homework for classes, both organizationally and academically. I am currently using
these six steps to self-discipline to organize all of my end of year work so that I have a plan of what
needs to be done every day. I am extremely satisfied with how well this process has been going
because I not once have I felt stressed this semester. Last semester I made the mistake of not self-
disciplining myself and found myself overwhelmed and stressed by the end of the semester. This
semester I have actually had more work than last but haven’t felt the extreme stress that I had last
semester because of my self-disciplining techniques. Finally, I also use these techniques when doing
my homework because I find that it is beneficial to prioritize your work. When I prioritize, it gives me
much more motivation because I feel more organized and successful during the process. Overall, I feel
as though self-discipline is crucial to success and I am extremely happy that I was taught the
techniques in my URI 101 class. (SEE EVIDENCE #1)
Source: Sicinski, A. (2009). The Complete Guide on How to Develop Focused Self-Discipline.
Retrieved April 21, 2018, from https://blog.iqmatrix.com/self-discipline#.
3 Student will demonstrate the ability to URI 101 With friends and family, at work In URI 101, we learned about how to manage emotions in order to avoid conflict when joining new
manage emotions clubs or organizations. I personally related this to my interactions with friends and family because I
have always been an extremely emotional person so I wanted to learn how I can better myself when in
conflicts with those who I love. In class we looked at seven tips for managing emotions put out by
University of Colorado Boulder’s Conflict Research Consortium. The first tip they offer is to recognize
and understand both your emotions as well as the emotions of the person/people you are interacting
with. Although empathy isn’t one of my top strengths, I still resonate with it greatly because I have
always been in tune with the feelings of those around me so when managing my emotions I have to
remember to put myself into their shoes to see where they are coming from as well. Next, the
University suggests that you try and see where the emotions of both yourself and the other person are
coming from because many times emotions are the reaction of something the other person said so
recognizing that is important when managing emotions. Personally, I know that most of the times my
emotions are stemming from the other person’s reactions so it is crucial that I remember that the other
person may be feeling the same way. This in it of itself could resolve conflict immediately. The next tip
is something I relate with and use all of the time because I always express my emotions clearly. The
University suggests that you and the person you are communicating with talk directly about the feelings
that are present so that no miscommunication takes place. I have always been a firm believer in this
because there is no reason to hide behind feelings. More often than not, further conflict will present
itself as a result. Next, remember to use “I-messages” as opposed to “you-messages”. For example,
saying “I feel angry because…” rather than “you made me angry by…”. This is a great technique
because it avoids further conflict. In addition, the University suggests that although you may feel
different about something, you still acknowledge the other person’s emotions as legitimate instead of
viewing them as insignificant. Another tip is to not react emotionally to an emotional outburst, rather
understand and recognize their outburst through active listening techniques. If it is hard for you to
remain fairly calm during an emotional outburst, it is suggested that you step out of the room and
present yourself again when you can respectfully further the conversation. Finally, if managing
emotions is still a difficult task, the University recommends trying meditation techniques or deep
breathing exercises to calm down. Overall, I find all of these tips extremely beneficially especially since
I have a load of emotions all of the time. (SEE EVIDENCE #2)
Over the summer at work, the camp staff and I had to attend a training which included how to control
emotions when in tense moments with coworkers. The four stages of emotional management that we
discussed were, own the emotion, name the story, challenge the story, and find your primal story. To
begin, owning your emotions is important when working with others because there’s no way for you to
manage an emotion you don’t have. Taking responsibility of your actions, words, and emotions assists
in maintaining your credibility as a leader and co-worker. I enact this by being honest and upfront about
how I am feeling while remaining respectful to the person I am communicating with. Next, name the
story is how you explain your feelings to the person with whom you are talking with. When in a situation
with a coworker I make sure I communicate with them what led me to feel this way. It is helpful to have
a rational conversation with the person where you both listen to each other and hear out what they
have to say as well. This leads me to the next stage which is challenge the story. In this stage, one is
taking the other person’s story into account and questioning their own story. By considering how the
other person feels, one is able to see the bigger picture and draw a better conclusion about the
situation. In some instances, it may make sense to defend your case as opposed to the other person’s
but it is important to take time to let the other person speak. As a director at camp and as a leader, it is
extremely important that I consider the other person’s feelings as well as mine. I know from experience
that this is not always easy, especially if you’re as emotional and I am. Over the years, I’ve learned that
allowing your emotions to overcome your rationality will not help ease the situation. Considering how
someone else feels gives you the opportunity to step back and reflect on the bigger picture. Continuing
on to the final stage, finding your primal story, one must also consider past experiences that have
made them feel a certain way. It is common for people who learned certain behaviors and emotions at
a young age, still feel the same way when they’re older. As a leader, it is beneficial to understand
where your emotions stem from so you have ability to change or act on them in certain situations.
Reflecting back on the training, I’ve gained knowledge and insight into how I can better manage my
emotions to make the best out of all situations at work and as a leader. (SEE EVIDENCE #21)
Source: Managing Strong Emotions. (1998). Retrieved April 21, 2018, from
https://www.colorado.edu/conflict/peace/treatment/angermgt.htm.
Source: Grenny, J., David, S., Reitz, M., Chaskalson, M., & Chussil, M. (2017, May 03). 4 Ways to
Control Your Emotions in Tense Moments. Retrieved November 30, 2018, from
https://hbr.org/2016/12/4-ways-to-control-your-emotions-in-tense-moments
4 Student will demonstrate knowledge of URI 101 Doing homework for classes In URI 101, we took a look at five stress management methods listed by the American Psychological
stress management methods Association (APA). First was take a break from the stressor. I remember that when I was overloaded
by work at school, my mood would shift from being an upbeat positive person to depressed and
unhappy with life. This was always something I struggled with which would make me extremely upset
because when I would hit a low point, it would be extremely hard to climb back out of it. After learning
about these techniques, I now know how important it is to take a break for yourself. As childish as it
may sound, when I am overwhelmed, I take twenty minutes to color in my coloring book because it
truly allows me to destress and regain myself which then allows me to be more successful in my work.
In addition to taking breaks, APA suggests that you exercise because it benefits your mind as well as
your body. Exercising in between work will boost your energy level significantly making you more
successful. To add, simply smiling and laughing can relieve stress drastically. When people are
stressed, we tend to hold tension in our face through facial expressions so laughing and smiling can
truly relieve much of the pressure and stress that we are dealing with. In addition, taking time to talk
with friends or loved ones about your feelings is a great way to relieve stress. I refer to this as “venting”
and do this quite often with my parents and my friends. When I am overwhelmed with school work, I
will turn to my loved ones to vent and release all of my anger and emotions. This truly helps me
because it feels good to go back to your work knowing people were able to hear you out and listen.
Finally, the American Psychological Association recommends meditation and mindful prayer as a way
to relieve stress. Being mindful can help people gain new perspectives, develop self-compassion, and
forgiveness which can be extremely beneficial when stressed out. Overall, I haven’t been stressed over
the past few months due to the fact that I now practice some of these techniques every day. (SEE
EVIDENCE #3)
Source: Five Tips to Help Manage Stress. (2018). Retrieved April 21, 2018, from
http://www.apa.org/helpcenter/manage-stress.aspx
5 Student will demonstrate the ability to HIS 178 When studying for exams, in school Last semester in HIS 178, my professor noticed that everyone did poorly on the first exam so he took a
manage stress class to show us how to best prepare for the remaining exams. I found this extremely helpful because I
had all four of my first exams on the same day so I wanted to know how I could study better for the
next set of exams. After going over study techniques, I used my stress management techniques that I
learned in URI 101 to help me be more successful. First, I made sure I was taking breaks for myself. I
did this through coloring, singing, doodling, and exercise. I found that exercising was extremely useful
because I felt more energized when I went back to my work. In addition, I made sure to surround
myself with friends and family to ensure that I was getting my positive energy in for the day. I
personally believe that keeping a positive attitude throughout stressful times is extremely important
because it’s hard to climb out of a negative place once you’re there. In addition, I would turn to my
friends and family to vent and release any negative thoughts that I might of been experiencing. This is
beneficial because I personally feel as though you cannot be successful in your work if negative
thoughts are constantly filling your brain. Finally, I took time to evaluate my feelings and meditate. I
reminded myself that the tough times will pass and that right now school work is most important. Once
I got myself to a peaceful place, I meditated to release any lingering stress. After managing my stress, I
was successful on all of my remaining exams. (SEE EVIDENCE #4)
As a current sophomore, I have been able to continue to utilize old stress management techniques but
have also learned new techniques as well. To begin, the most effective way to manage my stress is to
plan ahead and prepare. In school, it can be easy to overwhelm yourself with work that is due. When I
look at my planner and see that I have two exams, one paper, and multiple assignments due all in one
week, I immediately think, “how am I possibly going to finish and do well?” Physically writing out what I
have due for classes, sometimes two weeks in advance, truly helps me relax and focus on what is due
at the current moment and focus on other assignments later. Leading me to my next point, prioritizing
work also helps relieve stress and it makes it easy to focus on one assignment at a time. Without
prioritizing, it’s easy to get disorganized and lose track of your game plan. After I’ve completed an
assignment, the best feeling is taking my red pen and crossing each assignment out as I go. Not only
does this relieve stress but it makes me so happy and motivates me to keep going. While all of these
techniques are extremely beneficial and truly help me in stressful times, I also continue to practice
taking time for myself and paying attention to my mental health. I’m a strong believer in prioritizing
yourself over school work. While of course your school work is extremely important, it is nothing when
compared to making sure you’re healthy and happy. Mental health can sometimes go unnoticed when
stressed out because you tend to focus more on your stressors and not on yourself, so it is a healthy
practice to take breaks and engage in activities that make you happy. Though I tend to have busy
weeks with school and work, I give myself time to do things that I enjoy. For example, on Wednesday
nights my best friends and I play in a volleyball league together. Giving myself a few hours out of my
week to focus on just volleyball and not worry about my stressors is extremely beneficial to my mental
health and my sanity. In addition, on Mondays both of my organizations meet in which I get to see all of
my friends and focus on two things that make me the happiest, leadership and service. Finally, the one
day of relaxation I give myself are Sundays. On sundays, I watch football all day with my dad and take
time to relax and give my mind a break. Football is one of my happy places and is something I look
forward to each week. Although simple, these three days of the week are what motivates me to keep
pushing through school work and helps to relieve any stress from school. Overall, when reflecting on
my stress management techniques, I believe that in just the course of one year, I have had significantly
less stress and truly have been so much happier. (SEE EVIDENCE #22)
Source: Source: Five Tips to Help Manage Stress. (2018). Retrieved April 21, 2018, from
http://www.apa.org/helpcenter/manage-stress.aspx
Source: Stress management: Examine your stress reaction. (2016, April 21). Retrieved December 1,
2018, from https://www.mayoclinic.org/healthy-lifestyle/stress-management/in-depth/stress-
management/art-20044289
6 Student will express a personal code of COM 100, HDF413 In my major (elementary education), In COM 100, we learned about ethics in communication and how it relates to being a good leader. We
leadership / membership ethics day to day talked about how ethical leadership plays a major role in the success of major corporations or even in
clubs on campus. Ethical leadership is demonstrating appropriate conduct though interpersonal
relationships and the promotion of such conduct to followers through communication and
empowerment. After learning about ethical leadership and its connection to my future as an elementary
education teacher, I made a personal code of leadership ethics. It is; as an aspiring elementary
education teacher, I must remain true to my word and my values, abide by the laws, rules, and
regulations of my school, community, and country, remain open to all walks of life and respect new
perspectives, and practice my skills of emotional management when communicating with others.
Kindness, love, honesty, perspective, and gratitude are at the core of my personal code of ethical
leadership because they are my core values. They are my foundation, which lend me the fortitude to
serve as an honorable, constructive, and competent leader, family member, partner, co-worker, and
friend, whom others can depend upon. (SEE EVIDENCE #5)
While I embody and fulfill my personal code of leadership ethics through teaching, I also believe I
engage in ethical leadership everyday. My personal code of leadership ethics is; through every day I
strive to be ethical, fair, and honest while always staying true to my values. Washington University in
St. Louis published an article on six tips to be more fair and ethical, all in which I agree with and enact
everyday. To begin, they mention making a more ethical workplace. The way I implement this in my life
is through always asking my team, friends, and coworkers to be their best selves and remain truthful
and honest. Next, they discuss awareness of self-serving bias. I believe that a very important part of
being ethical is remaining unbiased. When biased, it is easy to sway your opinion based on preexisting
beliefs. Although it can be difficult at times, I am always considering my bias when in a situation and
making sure my thoughts are not detrementing the task at hand. Continuing on, is the discussion of
ethical patient care. This suggestion does not directly pertain to me as it talks about over diagnosing
and over treating patients in a medical sense, but I feel as though I relate this to my life by always
assessing a situation before jumping in. Many times it’s easier to buy more, use more, or do more for
something rather than take the time to figure out exactly how much you need. The mentality of “better
safe than sorry” can sometimes detriment your credibility as a leader as it can be viewed as having a
‘laid back’ personality. Next, when considering fairness in ethical leadership, one should remember that
there are multiple ways to be fair. Separating things equally may work in some situations but may not
work the the people have different needs. This ties into the idea of equity rather than equality. Equity is
giving everyone what they need to be successful. Equality is treating everyone the same. Though
every day, I always consider what will work best for each person rather than just assuming that people
have the same needs. Leading into the next point, when making the ‘right’ decision, one must consider
all perspectives, biases, and options. As an ethical leader, I always make sure that my decision is the
one best fit for the entire situation and not just benefiting one group or one person. Overall, when
considering ethical leadership, you should understand that ethics can be tricky and in making
decisions, can be hard to please everyone. However, remaining true to yourself and your values will
help you to make the decision that you know is best and with that you are being an ethical leader.
(SEE EVIDENCE #23)
Source: Walumbwa, F. O., Mayer, D. M., Wang, P., Wang, H., Workman, K., & Christensen, A. L.
(2011). Linking Ethical Leadership to Employee Performance: The Roles of Leader-Member Exchange,
Self-Efficacy, and Organizational Identification. 2-32. Retrieved April 21, 2018, from
https://scholarship.sha.cornell.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&
article=1762&context=articles.
Source: Early, R. (2018, August 10). Six Tips: How to be more fair and ethical | The Source |
Washington University in St. Louis. Retrieved December 1, 2018, from
https://source.wustl.edu/2018/04/six-tips-how-to-be-more-fair-and-ethical/
7 Student will demonstrate practice of the
personal code of ethics
8 Student will express a personal values HDF190 Every single day, in my major In HDF190 we spent several classes learning and talking about our VIA values. My top five are
statement (Sources = VIA, values (elementary education) kindness, love, honesty, perspective, and gratitude. In taking this time to understand my values, I have
clarification exercises, etc.) composed a personal values statement. It is; when going through life, I will emphasize kindness
through equality and inclusion, I will spread my love and passion to those around me, I will remember
to always be honest with myself as well as those around me, I will go into every day considering a new
perspective, and I will continuously be thankful for all of the blessing life has given me. I know that
once I am an elementary school teacher, I will live by this statement everyday. To be an ethical leader,
one must never stray from their values. They must always hold themselves accountable for their
actions in regards to their values and must understand that they may work with people whose values
contradict those of their own. I will utilize my strengths of Context, Restorative, Developer,
Individualization, and Responsibility along side my values statement to insure that I am leading to the
best of my ability at all times. In remembering these aspects of being an ethical leader, I will abide by
personal value statement from this day forward. (SEE EVIDENCE #6)
Source: Your Character Strengths Profile. (2016). Retrieved April 21, 2018, from
https://www.viacharacter.org/survey/Surveys/Finished/6867973.
9 Student will demonstrate practice of the HDF 190 In my major (elementary education), In HDF 190, I was fortunate enough to learn about my VIA values. Understanding my values has been
personal values statement as a facilitator so beneficial because it allows me to go about life differently. My personal values statement is; when
going through life, I will emphasize kindness through equality and inclusion, I will spread my love and
passion to those around me, I will remember to always be honest with myself as well as those around
me, I will go into every day considering a new perspective, and I will continuously be thankful for all of
the blessing life has given me. As an aspiring elementary education teacher, I know I will be using my
personal values statement every single day. Bringing kindness into every single day is extremely
important because there is no reason to be mean in any situation. I also believe that creating an equal
and inclusive learning environment for my students is extremely important because no child should
ever be at a disadvantage compared to another student. Kindness also creates the necessary
nurturing and inclusive environment that elementary students need growing up. In addition, I will use
my love of teaching to convey passion to my students. I want my students to enjoy coming to class
everyday especially since I will most likely be the only teacher they see so I find that implementing love
into my classroom environment is crucial. Elementary schoolers are like sponges. They want to retain
anything and everything so sharing my knowledge through kindness and love is something I will stand
by as a teacher. To add, I believe that honesty is critical in building relationships, especially with
elementary school students, because they are still learning by example, and I would never want my
students to learn bad behavior through me. As a teacher I will make it my goal to educate my students
about honesty and remaining true to themselves no matter what anyone says. Challenging myself to
view ideas from different perspectives is something I find beneficial because it allows for you to expand
your horizons and learn from your colleagues. Being a teacher requires you to collaborate with other
faculty and staff to better the school and community so I will use my value of perspective to understand
where others are coming from and always consider the potential of their ideas. Finally, I will never take
any of my blessings for granted and will implement this mentality into my classroom so my students
grow up grateful for what they have. (SEE EVIDENCE #7)
Having experience as a facilitator, I believe I implement my values statement into every aspect of my
retreats. My values statement is; when going through life, I will emphasize kindness through equality
and inclusion, I will spread my love and passion to those around me, I will remember to always be
honest with myself as well as those around me, I will go into every day considering a new perspective,
and I will continuously be thankful for all of the blessing life has given me. To begin, in general when
working with people, it is extremely important and beneficial to be kind and consider every person in
the group. Implementing kindness is something I find so simple and so impactful when facilitating on a
retreat. As a facilitator, I demonstrate kindness through inclusivity by making sure all people feel
welcomed and comfortable all while remaining upbeat and positive. Continuing on, there will be times
where you will facilitate a retreat in which the group has little enthusiasm. To encourage all
participants, I ensure that I am conveying my passion and love for facilitation to try and inspire those
around me to get involved. While there may be times that even with passion participants do not involve
themselves, having enthusiasm for what you’re doing will make it more enjoyable for not only the group
but yourself as well. In addition, I believe a very important thing to keep in mind as a facilitator is to
remain ethical. Being honest with yourself and others goes a long way in maintaining credibility and
displays great character. Through honesty, I am able to instill trust in my participants that I not only
know what I’m doing but will be there for them at all times. When facilitating, you should always
consider your participants’ perspectives both mentally and physically. Taking people’s different beliefs,
perspectives, and opinions into account is important when facilitating because you should always know
where people are coming from and how to potentially alter or change things to fit their needs. This
goes along with physical perspective because you should constantly be moving around the room and
literally viewing the initiative from their perspective. In doing this, you have the ability to consider
potential consequences or elements that can be implemented. In addition, it is crucial that you are
always taking into account any limitations participants may have either physically or mentally and
altering an initiative or energizer to be as inclusive as possible. Finally, though simple, I find that I am
constantly considering all of the blessings I have in life and never taking them for granted. It is
extremely rewarding to have the opportunity to serve fellow students through my role as a facilitator
and after every retreat, I am reminded of how lucky I am to be able to help so many people, whether
big or small. (SEE EVIDENCE #24)
Source: Source: Your Character Strengths Profile. (2016). Retrieved April 21, 2018, from
https://www.viacharacter.org/survey/Surveys/Finished/6867973.
Source: Values in Action (VIA). (n.d.). Retrieved December 1, 2018, from
http://changingminds.org/explanations/values/via.htm
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
14 Student will show application of Maslow’s
theory to own life
theory of Superleadership by Manz &
Sims
16 Student will show application of Manz &
Sim’s theory to own life
17 Student will describe StrengthsQuest HDF190, HDF415 Leadership Institute, at work, as a In HDF190, we spent a few classes focusing on our five strengths from the Gallup Test. My top five
Signature Themes, shadow side of peer mentor were context, restorative, developer, individualization, and responsibility. These all are so fitting to who
Strengths and/or weaknesses, and I am as a person and recently I have realized how prevalent they have been in my life. For the past five
examples of application (Source = Gallup) years, I have dedicated my summers to being a camp counselor at my local town camp, working with
kids ages five through thirteen. As a camp counselor it is my responsibility to make sure every child is
safe and to make sure all things run smoothly. Responsibility is a strength I truly relate with because I
have always felt as someone who was more mature than my peers. When things went wrong or if
things got off task, I would be the first to find our way back to the goal we were trying to reach. My
restorative strength fits in as well because I find that I am at my best when noticing problems before
they occur and when working with others to see how we as a team can work around them. The two
strengths I see most in myself are developer and individualization. As a developer, I love to cultivate
the potential in others. At Leadership Institute, I loved being around others and sharing our
experiences and growing with each other. Building relationships is something I do pretty well, and a
key part of that is because I am intrigued by the unique qualities of my peers. I love getting to know
people on a more personal level because I believe that it not only makes me feel comfortable, but
allows for those around me to feel comfortable opening up. I feel as though by knowing my strengths I
can also utilize and build upon my weaknesses to strengthen my abilities all around. I loved learning
about my strengths because now I feel confident in knowing how I work in a group and how I lead
others. (SEE EVIDENCE #8)
In HDF415, I have seen each of my strengths put into action as a peer mentor. First, I utilized my
strength of context to not only learn from past peer mentors but also learn from my mistakes. I always
find myself using this as I find it important to make sure I am constantly growing and learning and not
staying stagnant. In addition, I use my strength of restorative to efficiently solve and work around
conflict. As a peer mentor, this was important because I needed to ensure that I was always prepared
for any issues the students may have. With my restorative strength, I am good at working through
conflict while making sure everyone is heard and I feel as though I definitely utilized this as a peer
mentor. I utilized my strength of developer by cultivating potential in each of my students. When I think
of my role as a peer mentor, this strength is the first to come to mind. From Day of Discovery to after

our final adjourning celebration, my focus has always been on my students and how I can encourage
them to be their best selves. To see my students succeed and come out happier at the end of things,
makes all of my work worth it. Continuing on, I was able to utilize my strength of individualization by
being able to unite a group of eight first-years. I knew going in that each student was unique from one
another so I needed to brainstorm how I could bring together this diverse group. In the end, a unique
group of first-years that once seemed very distant became a group of unique first-years who ended up
being best friends. Finally, I definitely utilized responsibility as I had multiple things to be aware of as a
student in HDF415 but also as I had eight other students to mentor. The shadow side to my
responsibility strength is that I can sometimes over-commit myself. I saw this come out as a peer
leader at the beginning of the semester when trying to help each student with all of their questions. I
found myself giving a good amount of feedback on outcomes, speech outlines, and papers when I
could’ve had them wait and answer their own questions. Tying developer and responsibility together, I
definitely over-committed myself because I thought it was my responsibility to make sure my students
were succeeding. What I soon realized was that, to see my students grow, they needed to learn to be
independent from me and answer their own questions. While I was more than happy to help them, I
found myself over-committing and giving my students too much support. (SEE EVIDENCE #41)
Source: Your Signature Themes. (2012). 1-4. Retrieved January 30, 2018, from
https://gx.gallup.com/services/pdf?v=pdfGeneration.prince.7.0.binPath.
18 Student will describe personal leadership HDF190, HDF413 As a coach, working in group In HDF 190, we learned about our strengths as leaders and have considered these strengths with
style and/or personality style including projects, as a facilitator every activity and lesson that we do. In knowing my strengths, I have really been able to find my true
strengths and weaknesses and examples leading style, and though I have more to learn, I feel more confident in being a leader than I was
of application (Sources = Leadership style before. I believe that as a leader, I lead with my heart. I value personal connections in everything I do,
inventories, the L.P.I., Type Focus whether I’m just working on a group project or if it’s as a coach. My strengths individualization and
(MBTI), LAMP, DISC, and other career developer really key in on my leadership style because it is important to me to find the connection
inventories, etc.) between the group as well as motivate people to work to their best potential. As a middle school
volleyball coach, I definitely lead with my heart. Although for some coaches, the goal is to win it all, I
value the team aspect of the game more. During practice my goal is to see them improve on one skill
that we worked on as well as see them enjoy themselves and have fun with their teammates. As
someone who has been on multiple different volleyball teams, some successful some not, I found that
the teams I value most to this day are the ones where we grew to become a family. I know personally
that when I lead in a group I am focused on building strong relationships as well as reaching the end
goal successfully. A great example of this is when working with a group in college. In college, it can be
hard for some people to work in groups due to the fact that most of the time we’ve never met each
other. As an individualizer, I enjoy getting to know others right off the bat. Building relationships quickly
can be extremely beneficial because it allows for my group members to feel comfortable and it breaks
away any awkwardness that may still be there. Making the first conversation also is helpful for the
people who aren’t as outgoing as others may be. Removing barriers when in a group is one of the
ways I like to lead because I want everyone to feel as though they are on the same level as well as
create a more inclusive environment. Although I may have many strengths, I also have my
weaknesses. These being communication and focus. I feel as though sometimes I struggle with good
communication skills. For example, I feel as though there are times where I talk too much and don’t
make time to listen to others. I feel as though I am a good listener but not as often as I should be. I
believe that there are times where I should just sit back and listen rather than talk and this is something
I have been building upon as a leader. I also believe that I have a hard time focusing on the goal that is
ahead. As a leader I need to be disciplined and I need to understand that there are times to goof
around and times to get the work done. Finding that balance is something I am working on. Overall,
with my strengths and weaknesses at hand, I believe that I lead effectively and always lead with my
heart. (SEE EVIDENCE #9)

When considering my strengths I feel as though I have much to offer as a facilitator. My top five
strengths are context, restorative, developer, individualization, and responsibility. Context is defined as
understanding the present by researching its history. How I connect this to my life is through learning
from experiences. There’s a saying that “you learn new things everyday” and as a facilitator, I utilize
this strength to help me build upon skills and learn from both myself and those that I work with to make
sure I am working to the best of my abilities. My restorative strength fits in as well because I find that I
am at my best when noticing problems before they occur and when working with others to see how we
as a team can work around them. I utilize my restorative strength as a facilitator by working together
with my fellow consultants as well as the people I am facilitating to recognize and avoid conflict before
it occurs. As a developer, I love to cultivate the potential in others. To see people succeed and grow as
an individual brings me such joy. When working with others, I constantly find myself encouraging my
peers and helping them to succeed in all categories which I believe benefits me greatly as a facilitator.
As an individualizer, I love getting to know people on a more personal level because I believe that it not
only makes me feel comfortable, but allows for those around me to feel comfortable as well. I utilize
this as a facilitator by getting to know each group that I facilitate which will allow for a more welcoming
and comforting environment. Finally, I find that I am an extremely responsible person which I will use to
my benefit as a facilitator. Tying into the ethical component of the Relational Leadership Model, I
recognize how important it is to own up to your mistakes and take responsibility for any and all actions.
This also means that as a facilitator, I will be responsible for all tasks at hand and make sure they get
done correctly and promptly. (SEE EVIDENCE #25)
Source: Your Signature Themes. (2012). 1-4. Retrieved January 30, 2018, from
https://gx.gallup.com/services/pdf?v=pdfGeneration.prince.7.0.binPath.
Source: CliftonStrengths Results. (n.d.). Retrieved November 21, 2018, from

https://www.gallupstrengthscenter.com/dashboard/gsc/csf
Outcome Category: Leadership Theories
“Authority and Bureaucracy” theory of
leadership Weber
20 Student will describe personal application
of the above theory (Weber)
“Scientific Management” theory of
leadership by Taylor
of the above theory (Taylor)
“Management by Objectives” theory of
leadership by Drucker
of the above theory (Drucker)
25 Student will show knowledge of “Theory
X and Theory Y” theory of leadership by
MacGregor

of the above theory (MacGregor)
27 Student will show knowledge of the HDF190, HDF413 As a camp counselor, in my major In HDF190, we spent a few classes learning about Greenleaf’s Servant Leadership model. Servant
“Servant Leadership” theory of leadership leadership, “emphasizes increased service to others, a holistic approach to work, promoting a sense of
by Greenleaf community, and the sharing of power in decision making” (Spears, 2005). Servant leadership also
emphasizes the idea of “servant first”. To be a servant leader, one must embody characteristics of both
a servant and a leader. Within this model are ten characteristics. They are, listening, empathy, healing,
awareness, persuasion, conceptualization, foresight, stewardship, commitment to people, and building
community. To begin, when working with others, leaders must remember to take time to listen to those
who they are serving. They must be receptive and active listeners to what is being said and not said.
Listening also refers to staying in tune with your inner self to understand your motives and keep your
values in mind. Empathy refers to the ability to connect with the people you are serving. As a servant
leader, it is important to understand who you are serving and truly put yourself in their shoes. Empathy
allows you to build a deeper connection with those you are serving and makes them feel more
comfortable. In addition, healing in servant leadership is the idea that as a servant to your community,
you have the ability to heal those who may have broken spirits. To help make whole again can be a
hard task but servant leaders have the experience and ability to do so in communities that may need it
more than ever. Awareness refers to the ability to view any situation from a more integrated standpoint.
Being able to learn and grow from experiences manifests this idea of awareness which allows for one
to understand issues involving ethics and values from a more holistic position. Another characteristic
that servant leaders embody is persuasion. Within persuasion is the idea that servant leaders are
skilled at bringing consensus within groups. Persuasion is not meant to be distasteful or disheartening
but rather empowering within a group. In addition to persuasion is conceptualization. This means that
servant leaders have the ability to look past present day activities and see the bigger picture. They can
connect with the people they are serving through conceptualization because having your eyes set on a
larger goal can be very inspiring and motivational. Similarly, foresight is the ability a servant leader has
that allows them to understand the lessons of the past, the realities of the present, and the potential
consequence a decision may have in the future. I relate to this component deeply because of my
restorative strength. With my restorative strength, I can recognize problems before the occur and come
to a solution for that problem quickly. I use both foresight and restorative as a summer camp counselor
because it is my responsibility to manage problems and act accordingly at all times. Stewardship is
harder to define but can be viewed as conducting or managing something entrusted in one’s care. In
my eyes, I interpret this as servant leaders managing a service project while keeping the person they
are serving the focus the entire time. One of the last components is commitment to people. This is my
favorite of the ten components because I believe I relate with it most. As an aspiring teacher and
someone who has always been a “people person”, I find that keeping a constant commitment to
people, whether it be in service or just within friend groups, is the most important component of my life.
To dedicate yourself to the well-being of others truly shows just how determined you are to make a
different in someone else’s life. That to me is true servant leadership. Lastly, building community
means bringing together those who you served as one to create a community in which they can all
grow from. It’s important for servant leaders to recognize this because many times communities that
need help really aren’t communities at all, so it is worth it to build the foundation for a preexisting or
even a new one. Reflecting on the ten components, we can organize them into three groups that
determine which characteristics are found in a servant, leader, and a combination of both. Servants
encompass listening, healing, and empathy. As a servant, you are dedicating yourself to the people.
These three specifically are unique to a servant because they demonstrate a servant’s ability to
resonate and connect with people on a deeper level. Without listening, healing, and empathy, one
lacks the skills needed to effectively serve people. Continuing on, awareness, persuasion,
conceptualization, and foresight are all characteristics that encompass a leader. Leaders must be able
to think ahead to know where to direct their followers. These characteristics are unique to a leader
because it highlights their ability to rally a group behind a common goal. Finally, stewardship,
commitment to people, and building community all embody both a servant and a leader. Commitment
to people highlights the servant, building community showcases the leader, and stewardship brings the
two together to create a true servant leader. As a servant leader, one has the ability to unite people
through service and with this can encompass all ten components of Greenleaf’s Servant Leadership
model. Whether you maintain all or one, we all are capable of serving those around us. (SEE
EVIDENCE #10 & #26)
Source: Spears, L. C. (2005). The Understanding and Practice of Servant Leadership. 1-8. Retrieved
April 9, 2018, from
https://www.regent.edu/acad/global/publications/sl_proceedings/2005/spears_practice.pdf.
Source: Komives, S. R., Lucas, N., & McMahon, T. R. (2013). Exploring leadership: For college
students who want to make a difference. San Francisco: Jossey-Bass.
28 Student will describe personal application HDF190 As a future teacher, as a general In HDF190 we learned about servant leadership and the ten components that go along with the model.
of the above theory (Greenleaf) member in Rotaract They are, listening, healing, awareness, empathy, persuasion, conceptualization, foresight,
stewardship, building community, and commitment to people. I relate all of these components to my
major, elementary education, because every teacher is a servant leader. To begin, teachers need to
have very good listening skills. Teachers tend to be someone that students feel comfortable turning to
so being able to listen actively and take in all that their students are saying is extremely important.
They also should be able to take criticism and feedback from their students, administration, and
community to make sure that they are fulfilling the needs of those around them. In addition, teachers
can easily be considered a healer. Healing is important for teaching because they often take on the
parental role for many students, especially in inner city schools. Naturally having the desire to take
care of their students is something all teachers should have. Most kids don’t come from loving homes
so it is important to remember to always be there for them and make sure they are okay. Next,
awareness is a crucial component of being a teacher because they must be aware at all times and
always be on top of things. Whether it’s having classroom management under control or noticing that a
student isn’t having a good day, all teachers should always be on top of their game. To add, one of the
most important components to me is empathy because I believe no matter your career or situation in
life, it is necessary to always consider where someone else may be coming from. I personally have the
ability to empathize with people and find that this allows me to make closer connections with the
people I meet. I am always making sure that those around me are being heard and their feelings are
being taken into consideration and that is definitely something I will continue to do as a teacher.
Persuasion is a component that I don’t resonate as much with because I feel like there is a somewhat
negative connotation to it. Although, with that being said, I do feel as though it is necessary as a
teacher to positively persuade your students to do work and succeed through motivation techniques. In
addition, I find that it is important for teachers to have conceptualization because it allows for them to
consider the present day and future activities and view them as a bigger picture. This makes for a more
organized school year and helps the students learn better. Similarly, having foresight allows one to
understand the past, consider the present, and recognize the potential consequences a decision may
have in the future. I believe this is extremely important as a teacher because teachers are responsible
for all of their actions so it is crucial that they always consider any consequences that could possible
occur. To add, stewardship in teaching can be viewed as keeping the students at the center of your
focus and attention at all times. Making sure that you’re always putting in 110% everyday. I personally
believe that the last two components, building community and commitment to people, are the two most
important and relevant components of being a teacher. Building community is a major part of being a
teacher because you play a huge role in and out of school. It is a teacher’s job to make parents feel
comfortable with sending their kids to school each day and also to be knowledgeable of what is going
on in the community that you work for. Finally, commitment to people is definitely the component I feel
relates most with teaching. As a teacher, you aspire to see your students grow and develop. As a
developer, I see the potential in others and make it my goal to help them reach their full potential. I
know that when I am a teacher one day, my students will always be my priority and I will use the
servant leadership model to aid me in my work. (SEE EVIDENCE #11)
Though I connect Servant Leadership to my major of elementary education, I also connect it to the
service club I am involved in, Rotaract. To begin, I utilize the component listening by listening to those
who I am serving before making assumptions about what they may need. This aspect is important as a
servant leader because when serving others, it is important to remember that you are there to assist
them in what they ask of you, not help or fix what they already have. A servant leader must also
consider how an individual or group feels about the current situation and determine their course of
action from there. Similarly, I enact the component awareness by going into every service project with
an open mind and no preconceptions. Being aware of who you are serving can help when going about
a service project. When considering myself as a servant leader, I view healing as not a necessary
given but a potential outcome of when we serve our communities. Servant leaders have the ability to
heal an individual, group, or community and that is one of the best feelings in the world. It is important
to remember though as a servant leader, not everyone will have the same experience or feelings
towards your service. I feel fortunate to know that the majority of the people we have served through
Rotaract have all been very thankful for our time. It is a wonderful feeling to know we have made
someone’s day just through our service. In addition, something I feel as though I embody every day but
especially as a servant leader is empathy. Through empathy, I have the ability to connect with others
on a deeper level and feel what they are feeling. In Rotaract when on different service trips, I always
put myself if the shoes of others. This not only allows me to serve the individuals better but allows for a
more genuine connection and experience with those individuals. Building off of empathy is
stewardship. Although this may sometimes be harder to understand, it can be seen as keeping the
focus of the service project to the people and not straying from that idea. Rotaract is a wonderful
example of stewardship as our motto is “service above self” in which we truly put the needs of others
over our own. With that being said, Rotaract also has a strong commitment to people which is another
component of Servant Leadership. Personally, I feel as though being committed to people is one of the
key factors of service and being a servant leader because without the people, there would be no one to
serve. Through one’s commitment to people, you are able to build community and foster hope in
others. In Rotaract’s case, we are not only able to help build community for the people we are serving
but also build a community on campus of people who are dedicated to serving others. I find that feeling
of community both inside and outside of our club really moving because it shows that there are people
who value friendship and connections enough to work together to maintain a harmonious group. In
addition to building community is persuasion. Although persuasion tends to have a negative
connotation, servant leaders bring out the good in it by bringing consensus within a group. This
consensus can be seen through rallying a group to strive for the best or even simply deciding on which
service project to take part in. Servant leaders have the ability to rally a group behind a good cause
and can inspire others along the way. This relates to the component conceptualization.
Conceptualization is the ability to see the bigger picture in things that may seem small or insignificant. I
believe our president Dakota does a wonderful job at showing us just how much of an impact our work
can have on a group or individual. For example, Rotaract held a Buy One More event where we
canned outside of Belmont Market asking shoppers to buy one more of an item to be donated to the
Johnny Cake Center in Peacedale for the holidays. Dakota explained to us that while some people
may see this as simple or insignificant, it actually has a major impact on the lives of others during the
holiday season and can bring so much joy to those people. I admire Dakota’s ability to conceptualize
because it helps puts things into perspective and shows us how much our service can benefit others.
Finally, the tenth component of Servant Leadership is foresight. Foresight is the ability a servant leader
has that allows them to understand the lessons of the past, the realities of the present, and the
potential consequence a decision may have in the future. I embody foresight as a servant leader
through my two strengths of context and restorative. Through context, I always consider situations from
the past to ensure the present outcome runs smoothly. In addition, I utilize my strength of restorative
by knowing how something may result due to a certain action as well as by acting on problems before
they occur. Overall, as a servant leader and through my service club Rotaract, I believe I embody all
ten components of Servant Leadership. Each of these components are extremely beneficial when
serving others and show your ability to put others before yourself, whether in your organization or in
your service projects. (SEE EVIDENCE #27)
Source: Spears, L. C. (2005). The Understanding and Practice of Servant Leadership. 1-8. Retrieved
April 9, 2018, from
https://www.regent.edu/acad/global/publications/sl_proceedings/2005/spears_practice.pdf.
students who want to make a difference. San Francisco: Jossey-Bass.:
“Principle Centered Leadership” theory
by Covey
of the above theory (Covey)
31 Student will show knowledge of the “14
Points / TQM” theory of leadership by
Deming
of the above theory (Deming)
33 Student will show knowledge of the HDF415 In HDF415, Nicole taught us about transformational leadership. Transformational leadership is seen
“Visionary Leadership” (now often cited when leaders and followers work hand in hand to advance to a higher level of morality and motivation.
as “Transformational Leadership”) theory Transformational leaders, through the strength of their vision and personality, are able to inspire
by Sashkin followers to change expectations, perceptions, and motivations to work towards a common goal. Unlike
in the transactional approach, transformational leadership creates valuable and positive change in the
followers with the end goal of developing followers into leaders and is not based on a “give and take”
relationship. Within this model are four I’s that encompass what it means to be a transformational
leader. The first “I” is Idealized Influence which allows leaders to be a role model to create high ethical
behavior, instill pride, and gain respect and trust within a group. Idealized Influence is important as it
allows for respect and trust to be built within a group. The next “I” is Inspirational Motivation which is
when the leader articulates a vision that is appealing and inspiring to their followers. Leading with
inspirational motivation challenges followers to be held to high standards, communicate optimism
about future goals, and provide meaning for the task at hand. Continuing on, the third “I” is
Individualized Consideration which is when the leader attends to each follower's needs, acts as a
mentor or coach to the follower, and listens to the follower's concerns and needs. The leader gives
empathy and support, keeps communication open, and makes the needs of individuals a priority. I feel
the strongest connection to this aspect of the model as I am constantly considering others when in a
leadership position and doing my best to empower them to be their best selves. Finally, Intellectual
Stimulation is when the leader challenges assumptions, takes risks, and seeks followers' ideas.
Overall, transformational leadership enhances motivation, morale and performance of followers
through these four “I’s” and is essential to making positive change. (SEE EVIDENCE #42)
Source: Chandrayan, P. (2017, December 16). To Be A Transformational Leader, You Don't Always
Need To Be Innovative, You Just Need To Be Emotionally Intelligent! 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 personal application HDF415 As a peer mentor After learning about transformational leadership in HDF415, I realized as a peer mentor I have
of the above theory (Sashkin) embodied the characteristics needed to lead in a transformational way. When the semester began and
I met the first-year students, I made sure I established a strong sense of respect and trust through
Idealized Influence. In utilizing this, I was able to set the standard for the rest of the semester and
receive the same energy and respect that I gave them, in return. Continuing on, when we got together
with our small groups at the Day of Discovery, I wanted to inspire and motivate them to succeed, not
only in this class, but in their other classes and organizations. I shared my story as a leader to inspire
them to seek new opportunities and positive change as young leaders. In addition, throughout the
entire semester, I made sure I was always considering their individualized needs and working with
them to ensure their success in the class. Combining my strengths of individualization and developer
truly highlight Individualized Consideration. When leading a group, I take pride in noticing each
person’s individual differences and strive to cultivate the potential in others. As a peer mentor, I saw
myself doing this when meeting in my one-on-one’s as I was reaching out to each person to ensure
that they felt accounted for and had what they needed to be successful for the rest of the semester.
Finally, being a peer mentor has allowed me to experience Intellectual Stimulation first hand as I have
have taken opportunities to follow in the footsteps of my students rather than lead them down a specific
path. I have given them opportunities to ask questions and challenge me which has allowed me to
grow as a leader. Being a peer mentor has given me the first hand experience to learn what it takes to
be a mentor and coach for others and be transformational in my style of leading rather than be
transactional and authoritarian. This experience has been extremely beneficial and overall humbling.
(SEE EVIDENCE #43)
Source: Chandrayan, P. (2017, December 16). To Be A Transformational Leader, You Don't Always
Need To Be Innovative, You Just Need To Be Emotionally Intelligent! Retrieved from
https://codeburst.io/to-be-a-transformational-leader-you-dont-always-need-to-be-innovative-you-just-
need-to-be-26d5f1cf6cf9
“Individuals in Organizations” leadership
theory by Argyris
of the above theory (Argyris)
37 Students will demonstrate knowledge of HDF190 In school, in theater In HDF190, Robert Vincent taught us about ethical leadership and how we as leaders must follow our
the “4 V’s” theory of leadership by Grace individual values and stay true to them no matter what the circumstance is. To help one determine how
(Center for Ethical Leadership) internal and external factors combine for the “common good”, Dr. Bill Grace created the Four V’s
Model. The four v’s are values, vision, voice and virtue. Using this model, one must begin by identifying
their core values, to then carry out their vision and voice that vision in an authentic manner, all while
practicing virtuous behaviour. Your values are what you live by everyday. If you don’t lead through your
values, you are not leading ethically. I use my values everyday, especially in school. College can be
hard for some people to adjust to, but if you stick true to who you are and what you believe in, making
friends and opening up will come easier than expected. When coming into my freshman year, sticking
to my values allowed me to feel more confident than before and allowed me to blossom. In addition,
though I have always had many visions, one that I was extremely passionate about was when I was a
senior in high school. As an active member of my theater department, I was deeply involved in the
process of getting a new stage. The stage that we used for musicals, concerts, and assemblies was
falling apart with each passing day and was becoming extremely dangerous to use. As a senior, a few
of my fellow classmates and I voiced our opinions about the deteriorating stage and scheduled a
meeting with our superintendent. After giving our thoughts as well as suggesting ideas for a new stage,
the superintendent got back to us and said that the school committee and town council approved our
idea of rebuilding our auditorium and the works for this project would begin over the course of the next
few years. By using my voice and staying true to my values, my vision was able to heard by the
superintendent and was even a success. This could not have happened if it wasn’t for my virtuous
behavior when speaking to the superintendent. (SEE EVIDENCE #12)
Source: Cooper, P. (2014). The Four V's of Ethical Leadership. Retrieved February 20, 2018, from
http://sites.psu.edu/leadership/2014/04/27/the-four-vs-of-ethical-leadership/
38 Student will describe personal application HDF190 As an aspiring elementary education In class we completed a worksheet that gave space to fill out our own Four V’s Model. After completing
of the above theory (Grace) teacher, as a peer mentor my VIA values test, I received kindness as my number one strength and I believe that is extremely
fitting as to who I am as a person. For my entire life I have wanted only good for the people around me,
even strangers. I try my best to do at least one random act of kindness at least once a day, whether
that be holding the door for someone, smiling at people who walk by, or extending a helping hand to
someone who may need it. I use kindness as the way to find my vision, my vision being that I hope to
one day end gun violence in America. With the recent attack in Parkland, FL, it has come to my
attention just how bad the current gun laws are in the United States. As an education major and
someone who has always thought of school as my happy place, it frightens me to think that schools
are becoming more and more of a target for mass shootings. It is heartbreaking thinking about all of
the lives we have lost over the past two decades, specifically the last eight years. I understand that
there are so many complicated discussions that go with ending gun violence, but it is becoming
ridiculous to watch more and more innocent lives be lost and the American government do nothing
about it. Once I am an educator, I will make sure I advocate for the lives that have been lost and
organize petitions in support of creating stricter gun laws in America. This is an issue that is near to my
heart, so although at times my passion may want to overrun my values, I will remember to keep
kindness in the front of my mind. This may seem like a big task, but with my knowledge of the Four V’s
Model and understanding to stay true to my values and lead ethically, I believe I could have great
success in the future. (SEE EVIDENCE #13)
As a peer mentor, I was able to utilize the Four V’s theory as a way to practice ethical leadership. To
begin, throughout the semester I utilized each of my five values which allowed me to lead ethically.
Similar to the Congruence aspect of the Social Change Model, I believe it is extremely important to
remain authentic and genuine. If you don’t stay true to your values, you aren’t being ethical because
you’re not sticking to what matters most to you. With my five values driving me to be the best peer
mentor I could be, I was able to find my vision. My vision was to have each student succeed both
academically and socially within the class. The path I took to achieve this was to remain as a constant
support system for my students and allow them to thrive individually and as a group. This was my
voice. My voice can be reflected in the actions I took as a peer mentor. It is what helped me articulate
my vision and see success within my students. To see my students succeed, I had to do something. I
couldn’t just wait for success to happen, I needed to put my idea into action through my voice. While
my values drive me every day, my virtue of humanity is what drives me to see a project through. As a
leader, I am always making people my priority. People are what drive me to succeed as I never want to
disappoint or anger anybody. As a peer mentor, I used humanity to carry out my vision and reach my
goal of seeing every student succeed both academically and socially. I made it my goal to help the
students in any way I could as well as foster a welcoming and comfortable environment for them to
grow together and become lasting friends. I carried out my vision using my voice with my values in
mind but more importantly through my virtue of humanity to, in the end, see my students happy and
successful. (SEE EVIDENCE #44)
Source: Cooper, P. (2014). The Four V's of Ethical Leadership. Retrieved February 20, 2018, from
http://sites.psu.edu/leadership/2014/04/27/the-four-vs-of-ethical-leadership/
“Situational Leadership” theory by Hersey
& Blanchard
of the above theory (Hersey & Blanchard)
41 Student will show knowledge of the HDF190 Volleyball team, in my classes, as a In HDF190, we spent a few classes learning about the Relational Leadership Model. This model helps
“Relational Leadership” model by coach us better understand how we lead within a group. There are five components to the Relational
Komives, McMahon & Lucas Leadership Model. These being; inclusion, empowerment, purposeful, ethical, and process-oriented.
As a leader, it is important to always use these components as they will make for better connections
with the group or organization you are working with. First, inclusion means that all members and their
ideas are taken into account and not judged because of a difference in opinion. It is important to
remember that not everyone will believe in the same thing and that is okay. In addition, empowering
means that each group member is lifting each other up and reassuring them. Without empowerment,
there would be no support between the group which would make it difficult to instill trust in your group
members. Included in this is the idea of empowering yourself and never doubting yourself. Purposeful
is important because it means that each member has an individual purpose in completing the common
goal which will motivate them to work together to complete that goal. The idea of collaboration is
related to this component as well. One of the components I find most meaningful and impactful when
working with a group is ethical because staying true to your word and acting responsibly when working
in a group is crucial. This allows for a sense of trust within the group and makes for success. Finally,
process-oriented basically brings all of the components together because it is how a group acts
together as well as how they accomplish the goal they are working towards. Overall, when using these
five components, it is important to remember your knowing, being, and doing. Knowing relates to your
understanding of your personal values, being pertains to your actual beliefs, and doing relates to how
you follow through with your actions. Leaders who lead through relationship building or specifically the
Relational Leadership Model often are focused on the group’s well being as well as each individual’s
own success. I feel as though I relate to this because of my strength individualization. I know that when
I work with a group whether it be on my volleyball team or just in classes I always try to get to know
everyone personally and find how we as a group can work best together. As a volleyball coach for a
local middle school team, I always make sure I am considering the five components of this model, and
I feel as though so far it has definitely benefited our team as a whole. (SEE EVIDENCE #14)
Source: Komives, S. R. (2006). The Relational Leadership Model. 3-114. Retrieved April 21, 2018,
from http://www.mu.uri.edu/leadership/pdfs/relationalleadership.pdf
42 Student will describe personal application HDF190, HDF413 As a volleyball coach, in SOLC In HDF190, we spent time learning about the Relational Leadership Model. This model has five
of the above theory (Komives et al) components, inclusion, ethical, purposeful, process-oriented, and empowerment. I find myself using
these most as a coach. I have the privilege to coach a local middle school volleyball team and ever
since we learned about this model I have made sure to implement these components in my practices
and teach my students about the model as well. When working with fourth and fifth graders, I need to
show them what being on a team is all about, and I do so by teaching them about inclusion and
empowerment. Once we can understand what these two words mean, I show them how we can use
them during practice and in games. As a team, we practice inclusion by making sure no one is being
left out and empowerment by always using words of encouragement and lifting up a friend when they
are down. When thinking about purposeful, I remember wondering why these fourth and fifth graders
were interested in playing volleyball in the first place. So I asked them just that. Just about every one of
my students said they were interested in the sport and wanted to spend time with their friends. Not one
of them said they wanted to win games, so I knew that my purpose would be to orient practice around
having fun. Off the bat I explained to the team what ethical means and we all agreed that it means to
never lie and always be honest with their friends and their coach. I lead ethically by always sticking true
to my values no matter what circumstance. Finally, process-oriented is how we as a team work
together and complete our goal of working on skills while having fun. Overall, I use these five
components everyday as a coach and although my students may not know exactly what the Relational
Leadership Model is, I feel as though I have been able to teach my students about what it means to
lead as a team. (SEE EVIDENCE #15)
As a general member of SOLC, I find myself constantly utilizing the Relational Leadership Model as a
facilitator. There are five components to the Relational Leadership Model. These being; inclusion,
empowerment, purposeful, ethical, and process-oriented. Inclusion means that all members and their
ideas are taken into account and not judged due to a difference in opinion. When facilitating a group, it
is important to remember that not everyone will be on the same skill level, learning level, or even
comfort level. To ensure that all members of a group are able to share the same experience, a
facilitator must be accepting to all differences and must be able to incorporate different methods of
learning to accommodate all. In addition, empowering means that not only is each group member lifting
each other up and reassuring everyone, but also that the facilitator is doing the same thing. As a
facilitator, I find it extremely important to keep a positive and light-hearted atmosphere to allow
everyone to feel welcomed and comforted. Without empowerment, there would be no support between
a group which would make it difficult to instill trust in your group members. No matter the case, every
person in a group should feel support and trust from every member. Purposeful is important because it
means that each member of the organization that you are working with has an individual purpose in
completing the common goal. This allows for the group stay motivated and work together towards their
common goal. One of the components I find most meaningful and impactful when working with a group
is ethical. Staying true to your word and acting responsibly when working in a group can change the
way individuals feel about you and builds a sense of trust. This is crucial as a facilitator because
honesty, reliability, and trust all impact how a group responds to your actions. Finally, process-oriented
brings all of the components together. It is how a group acts together as well as how they accomplish
the goal they are working towards. When reflecting on my experiences as a facilitator, I get an
overwhelming feeling of joy to see the group take key aspects of the initiative away and see how it all
relates back to their organization. Overall, when using these five components, it is important to
remember your knowing, being, and doing. Knowing relates to your understanding of your personal
values, being pertains to your actual beliefs, and doing relates to how you follow through with your
actions. Leaders who lead through relationship building or specifically the Relational Leadership Model
often are focused on the group’s well being as well as each individual’s own success. As a facilitator, I
find myself using this model because of my love for other people as well as my desire to provide the
best experience for groups. (SEE EVIDENCE #28)
Source: Komives, S. R. (2006). The Relational Leadership Model. 3-114. Retrieved April 21, 2018,
from http://www.mu.uri.edu/leadership/pdfs/relationalleadership.pdf
concept of constructivism
44 Students will describe personal examples
of implementing constructivism
45 Student will demonstrate knowledge of HDF 413 When learning new information David Kolb’s model of Experiential Learning describes how how we learn new information and develop
the Experiential Learning Model (Kolb) our leadership skills. Kolb says that the way you come about new information is through concrete
experiences, or “feelings”, in which you experience something first hand that you would like to build
more upon. To process what you’ve just experienced, you then go through the reflective observation,
or “watching”, phase to make meaning and reflect on what you just did. After reflecting is the abstract
conceptualization phase where one goes into deeper thought on the experience and considers if what
they’ve experienced would be similar for someone else. This is also known as the “thinking” phase.
Finally, once you’ve considered what it means to you and, perhaps, what it would mean for someone
else, you then put your new ideas and thoughts into reality through active experimentation, or “doing”
(Komives). Within this cycle of learning, Kolb includes four different learning styles that combine
different aspects of this model. These are accommodating, diverging, converging, and assimilating. To
begin, accommodating is a combination of the concrete experience and active experimentation aspects
of this model or, feeling and doing. People who learn through accomodation use other people's
analysis and prefer to take a practical, experiential approach. Next, diverging is the combination of
concrete experience and reflective observation or, feeling and watching. People who learn through
diverging are able to look at things from different perspectives and prefer to watch rather than do. In
addition, converging is a combination of the abstract conceptualization and active experimentation
aspects of this model or, thinking and doing. People with a converging learning style like to experiment
with new ideas, to simulate, and to work with practical applications. Finally, assimilation is the unique
combination of abstract conceptualization and reflective observation or, thinking and watching. People
who learn through assimilation prefer readings, exploring analytical models, and having time to think
things through. Kolb’s model of Experiential Learning acts as a never-ending cycle where, essentially,
the process of learning continues on forever. (SEE EVIDENCE #29)
46 Student will describe personal application HDF413, HDF415 Leadership Institute, day to day, as When I attended the Leadership Institute, I gained a concrete experience that made me reflect on my
of the Experiential Learning Model (Kolb) a peer mentor current actions. During the open group discussion that we had with the peer leaders, Nana asked us
how we personally manage our emotions when dealing with other people. She gave the example that
you’re walking to class and someone bumps into you and knocks the books you were holding on the
ground without turning around or helping. After discussing what we would do in that situation, Nana
explained to us that you truly never know why someone may act the way they do. It may be because
they’re just not a friendly person but more often than not you’ll find that there are other things going on
in someone’s life that makes them act in certain ways. During this discussion, I reflected on my
observations and realized that a lot more good can come when you don’t take everything personally.
I’ve come to learn that it is extremely beneficially and will impact your life greatly if you don’t take things
personally all of the time. Through abstract conceptualization, I decided that I would get in the habit of
not judging others for their actions. Now, before I react to others, I consider their feelings before my
own which showcases how put my thoughts into action through active experimentation. This is a great
example the Kolb’s model because I was a part of a discussion that made me reflect on my actions
and change the way I acted. I asked myself, “what does this mean?”, “why does this matter?”, “how
can I change my actions in the future?” and “how can I inspire those around me to reconsider their
actions?”. Reflecting on my experience at the Leadership Institute, I can see how I have grown as a
leader and now with my knowledge of the Kolb’s model for Experiential Learning, I see how I have
utilized this model in its entirety. (SEE EVIDENCE #30)
As a peer leader, I have seen Kolb’s Experiential Learning Model in action many times through the
various debriefs we as facilitators had to lead. After the Social Change activity, Mass Pass, we broke
off into small groups to debrief what had just happened. Ryan and I’s groups had a really great debrief
regarding the questions, “What?” “So What?” and “Now What?” I first asked the groups what the
activity was, what they did when faced with a challenge, and how they utilized their strengths and
values. The group had a very good conversation regarding how they utilized their strengths as a group
to overcome challenges as well as how they were able to work together with other groups. After we
had a discussion about what they just did, we moved on to ask them what this all means. Without
specifically stating parts of the Social Change Model, Ryan and I were able to get them thinking about
how this activity related to the model. The group at one point was facilitating their own debrief by
continuing to bounce ideas off of one another and get closer and closer to realizing that they could
relate all seven C’s of social change to the activity. I remember when they all had their “ah ha” moment
that that super fun activity they just participated in was directly related to the model they just learned in
class. It was really cool to see them understand the “So What?” part of Kolb’s. Finally, once they put all
the puzzle pieces together, I asked them how they could see themselves using what they just learned
from this activity in class and when partaking in social change. This brought everything full circle and
they were able to see how their experience in the activity could relate directly to the Social Change
Model. (SEE EVIDENCE #45)
47 Student will show knowledge of the HDF190 In HDF190, I learned about the Social Change Model. This model focuses on three values; individual,
“Social Change Model of Leadership group, and society/community. Within this model are seven C’s in which all of them fall under one of
Development” by Astin et al the three values; Consciousness of Self, Congruence, Commitment, Collaboration, Common Purpose,
Controversy with Civility, and Citizenship. Under individual values there is Consciousness of Self,
Congruence, and Commitment. First, Consciousness of Self means to be aware of personal beliefs,
values, attitudes, and emotions that motivate one to take action. Congruence refers to thinking, feeling,
and behaving with consistency, genuineness, authenticity, and honesty towards others. The last
individual value, Commitment, is demonstrated by significant involvement and investment of one’s time
and emotional passion. Continuing on, the three group values are Collaboration, Common Purpose,
and Controversy with Civility. To begin, Collaboration means you’re working together, sharing
responsibility, authority, and accountability to achieve your common goal. Common Purpose is
collective aims, vision, and values within a group. Lastly, Controversy with Civility says that
disagreements are inevitable and allows for differences of opinions to be heard. Finally, in the
society/community values, there is only one C and it is Citizenship. Citizenship calls for individuals to
see themselves as apart of a larger whole. The Social Change Model’s overarching goal is to create
positive and lasting change. When looking at the seven C’s and the three values, Change is the
primary goal that drives individuals and groups to implement the C’s. That is why it is sometimes
considered the eighth C in this model. Overall, the C that I relate the most with would be Congruence. I
feel as though it is important to always be your authentic self and be genuine with your actions and
words. One of my top values is honesty and I believe it drives me as a leader to never stray from my
values and always present myself with authenticity. (SEE EVIDENCE #46)
Source: Komives, S.R., Wagner, W., & Associates. (2009). Leadership for a better world:
Understanding the social change model of leadership development. San Francisco: Jossey-Bass.
48 Student will describe personal application HDF190 On my ASB trip In HDF190, we learned about the Social Change Model. Over this past spring break, I took part in an
of the above theory (Astin et al) Alternative Spring Break (ASB) trip around Rhode Island. On one of our last days, my group and I
travelled outside of Rhode Island to Mattapoisett Massachusetts to help serve the Buzzard’s Bay
Coalition. This is where I saw the Social Change Model in action. To begin, I saw myself utilizing each
of the C’s that fall under individual values. I utilized Consciousness of Self by making sure I was always
considering my beliefs and values as a way to motivate myself to help cultivate change. Seeing as we
were clipping away invasive species a majority of the time, I had to remind myself that this small
difference will help create a substantial amount of change for the environment of Buzzard’s Bay. In
addition, I utilized Congruence by remaining authentic to myself, my group, and the people we were
serving which helped foster a more genuine and comfortable environment to create change. I also
utilized Commitment by being committed to both the group activity, serving Buzzard’s Bay, as well as
its intended outcomes, maintaining and clean and healthy environment. Throughout the week and
during my time at the Bay, I fully committed myself to the people we were serving. In addition, after
spending time cleaning and maintaining the environment and seeing the enormous and positive
impacts it has, I have become extremely passionate and dedicated to doing my part to continue
cleaning as much of the earth as I can. Continuing on, I saw my group embody and use each of the
group values. First, my group utilized Collaboration throughout our entire trip by working together in a
common effort. Our collaboration multiplied our group’s effectiveness by thriving on the multiple talents
and perspectives of each group member. We utilized Common Purpose by working together through
shared aims and values to help cultivate change. At Buzzard’s Bay and throughout the week, all of the
members of my group shared a vision and participated actively to articulate the purpose and goals of
the project at hand. In addition, my group utilized Controversy with Civility when we had any conflict
within the group. We did so by hearing out everybody’s differing opinions while remaining respectful
and civil. Finally, my group utilized Citizenship by recognizing that with every organization or group we
serve, we are always apart of a larger whole who are all working together to create positive change.
Through ASB, both myself and the collaborative group became connected to the community and the

society and were able to see that change doesn’t just stop at the small group but goes much further
into society. (SEE EVIDENCE #47)
Source: Komives, S.R., Wagner, W., & Associates. (2009). Leadership for a better world:
Understanding the social change model of leadership development. San Francisco: Jossey-Bass.
49 Students will demonstrate knowledge of
the “Leadership Identity Development
Model” by Komives et al
50 Students will describe personal
application of the above theory. (Komives
et al)
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)
Charismatic leadership
of the above theory
contingency approach to leadership by
Fiedler
of the above theory (Fiedler)
Path-Goal theory by House
of the above theory (House)
Leader Member Exchange (LMX) theory
by Dansereau, Graen & Haga; Graen &
Cashman; Graen
of the above theory (Dansereau, Graen &
Haga; Graen & Cashman; Graen)
Leadership Substitutes Theory
of the above theory
Models of leader emergence

66 Student will describe the impact of traits
on leadership emergence and
performance
Chaos approach to leadership by
Wheatley
of the above theory (Wheatley)
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

69 Student will demonstrate how cultural
anthropology / paradigms relate to
leadership
70 Student will describe personal example
of using cultural anthropology /
paradigms as a leader
71 Student will demonstrate knowledge of HDF415 In HDF 415 we learned the Cycle of Socialization theory by Bobbie Harro. We learned that our
the “Cycles of Socialization” (Harro) socialization starts when we are born. At this point in our lives, there are no judgements, no blame, no
theory and its uses in leadership consciousness. Due to the little to no information we have, there are also no biases, stereotypes or
prejudices. It is not until our first socialization that we begin forming ideas. These ideas are taught by
parents, teachers, and relatives who shape our expectations, norms, and ways of living. This not only
shapes our opinions but also our actions and behaviors. Through this socialization, we realize that
there are different cultures, practices, languages, and patterns of thought than we are used to. This is
known as the institutional and cultural socialization. During this phase, our preconceived ideas and
biases are either reinforced or challenged by messages from institutions, media, schools, and even
song lyrics. Due to the fact that we have been socialized by family and mentors from a very young age,
these ideas and biases can be extremely hard for us to abandon. This is due to enforcements like
privileged enforcements, empowerment enforcements, or stigmatized enforcements. Those who go
against these enforcements or societal rules are known as outcasts and “troublemakers” and draw
attention to the fact that they are “different”. This allows members of agent, or privileged, groups to give
reasoning as to why these “troublemakers” are marginalized in the first place. This results in anger,
guilt, violence, and ignorance. However, there are two ways in which people can go from here. They
can either choose to direct change by taking a stand, educating, or advocating for others, or they can
do nothing and stay in their comfortable and practical lane. Finally, at the core of this cycle are our
fears, insecurities, and ignorance that prevent us from continuing on through the cycle. From the start,
we are taught that challenging the status quo is wrong. Having this idea ingrained in the back of our
mind makes it difficult to challenge the system. But that is something that we must push through to
make change and break the norms. (SEE EVIDENCE #48)
Source: Harro, B. (n.d.). The Cycle of Socialization, 15-21. Retrieved April 24, 2019, from
https://www.unr.edu/Documents/student-services/student-services/Harro Cycle of Socialization and
Liberation.pdf.
72 Students will demonstrate personal HDF415 EDC250 After learning about the Cycle of Socialization in HDF415, I can apply this theory to EDC250 where I
application of the “Cycles of spent a semester observing a high school class in Central Falls Rhode Island. Growing up in
Socialization” (Harro) Narragansett Rhode Island, I wasn’t exposed to much diversity at all and my parents always warned
me about the dangers of cities like Providence, Pawtucket, and Central Falls. Having the idea that
cities are dangerous led me to believe that the people who grow up there are also dangerous. These
ideas were constantly reinforced by the media, television, and even at school. These outlets constantly
portrayed cities as dirty, poor, and unsafe. Whether it be through a TV show or from news stories, my
socialization was being reinforced over and over again, keeping me in this pattern of thought. When I
grew up and started to expand my horizons and formulate my own ideas, I began to feel guilty about
my past preconceptions. After learning about all of the social and economic issues that can lead a city
to be “dangerous” or “poor”, I wondered why I still felt uncomfortable going into cities. It wasn’t because
of ignorance but rather the fear and insecurity that was instilled in me from a young age. When I found
out I had to observe a classroom in an inner-city high school for my EDC250 class, I was concerned as
to what it would be like and how the students were going to act. Eventually, I was placed at Central
Falls High School. All my life I had heard how dangerous this city was, how much crime there was, and
how most people live under the poverty line. In all honesty, I was scared to go. My ignorance made me
genuinely scared to even drive into the city due to my idea that it was an unsafe area. After putting
putting all thoughts and walking down the streets of Central Falls week after week, I learned that there
was nothing to be scared about. The students were incredible and welcomed me with open arms every
day. The city I once thought was so intimidating became a huge and meaningful part of my life where I
actually felt comfortable to drive to and walk around. After realizing my ignorance to this situation, I
decided to make a change within myself and raise consciousness to the things the city has to offer
rather than to the many misconceptions it may have. I reframed my ideas and broke away from the
socialization I had known my whole life. (SEE EVIDENCE #49)
Source: Harro, B. (n.d.). The Cycle of Socialization, 15-21. Retrieved April 24, 2019, from
https://www.unr.edu/Documents/student-services/student-services/Harro Cycle of Socialization and
Liberation.pdf.
the “Cycles of Liberation” (Harro) theory
and its uses in leadership
74 Student will demonstrate personal
application of the “Cycles of Liberation”
(Harro)
the “Configuration of Power” (Franklin)
and its relationship to leadership
application of the “Configuration of
Power” (Franklin)
racial identity development (Cross &
Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)
application of model(s) of racial identity
development above
models related to gender / identity /
gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
application of model(s) of gender identity
above

additional social identity development
model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;
Johnstone; Gibson; Forber-Pratt &
Aragon; etc.)
application of additional social identity
development model(s) above
McIntosh’s theory of privilege and its
relationship to leadership
application of McIntosh’s theory
85 Student will describe the differences and
similarities of individual and institutional
oppression and relationships to
leadership (Source = Three Dimensional
Matrix of Oppression)
relevant laws and policies related to
issues of equity and its relationship to
leadership (i.e., Title IX, Affirmative
Action, Protected Classes, etc.)
87 Student will show knowledge of effective
leadership as it relates to change agency
88 Student will describe personal examples
of being a change agent
89 Student will demonstrate knowledge of HDF413 As a future educator The Developmental Model of Intercultural Sensitivity is a six-stage model that reflects on how people
the “Model of Intercultural Sensitivity” by move through different stages of diverse cultural exposure. Stage one of this model is Denial of
Bennett and its uses in leadership Difference. During this stage, people are in denial of cultural differences and are unable to experience
any kind of variance in cultures other than slight differences in their own culture. The next stage is
Defense against Difference. In this stage, people who are beginning to experience different cultures
become defensive of their own culture and values and have an “us/them” mentality. Stage three is
known as the Minimization of Difference. At this point in the model, people recognize the common
humanity between all cultures, minimizing the gap between different cultures. The next stage is
Acceptance of Difference. This is the point where people experience different cultures in context and
begin to accept those who are different. Once someone accepts different cultures, they begin to adapt
and embrace these differences, Adaptation of Difference. During this stage, people apply their
acceptance of difference which becomes their best reference for when they actually interact with
people of a different culture. Finally, Integration of Difference is the stage in which a person does not
define themselves as a part of one specific culture. This usually refers to people who are bicultural or
multicultural. By reaching the sixth stage of the Developmental Model of Intercultural Sensitivity, we as
a society can create a more inclusive and empathetic environment. Being able to understand and listen
to others while respecting different views is a simple concept that would truly create more peace on
earth. I believe at this point in my life and for the majority of my life I have been in the Adaptation of
Difference stage because I don’t identify with multiple cultures but I am accepting and embracing of
any and all cultures. (SEE EVIDENCE #31)

students who want to make a difference (3rd ed.). San Francisco: Jossey-Bass.
90 Students will demonstrate personal HDF413 As a future educator Thinking to my life after college, I believe working in an inner city school or a diverse community will
application of the “Model of Intercultural allow me to grow in regards to my cultural competence. As of right now I feel as though I am in the fifth
Sensitivity” by Bennett stage of the Developmental Model of Intercultural Sensitivity, Adaptation of Difference. I embrace and
admire the various differences in other people and enact this through my strength of Individualization.
Through Individualization, I can connect a group of people together by showcasing how their different
strengths and values, together, can result in beautiful success. I like to believe that, although I didn’t
grow up in a culturally diverse community, I am knowledgeable of the adversity people of different
cultures face and can easily empathize with them. However, there is always room to grow. In
dedicating my time to children in diverse communities and embracing their variety of cultures and
ethnicities, I believe I have the ability to reach the final stage of the Developmental Model of
Intercultural Sensitivity. The sixth stage of this model is Integration of Difference. In this stage, a
person does not define themselves as a part of one specific culture. In my life, I view this as not limiting
myself to only one culture but rather embodying and embracing all cultures. Once I’m out of college, I
plan on teaching in a diverse community in Rhode Island. I’ve had experience observing a classroom
in Central Falls where I was able to experience new cultures right in the classroom. Although I will be
working with students in elementary school who may not fully understand the importance of respecting
and embracing different cultures, my hope as a teacher is to embrace each of my students’ cultures
and celebrate their unique differences. The more experience I have in diverse communities, the more
culturally competent I can become allowing me to progress further into the sixth stage. My goal as a
future educator is to create a welcoming and comforting environment for my students and show them
that everyone has the ability to embrace cultures whether directly apart of them or not. If my students
could take one thing with them once the school year ends, I would want them to leave with open minds
and positive growth mindsets and know that everyone, regardless of race, gender, or culture, should
be treated with love and kindness. I intend of doing this through sharing my love and showcasing my
ability to embrace all cultures, as seen in the sixth stage of the Developmental Model of Intercultural
Sensitivity. (SEE EVIDENCE #32)
the ally Action Continuum by Griffin &
Harro
application of the Action Continuum by
Griffin & Harro
Multicultural Organizational Development
Model (Jackson)
94 Student will show personal application of
the Multicultural Organizational
Development Model (Jackson)
Multicultural Change Intervention Matrix
(Pope)
96 Student will show personal application of
the Multicultural Change Intervention
Matrix

97 Student will create a personal code of EDC 250, HDF413 In my major (elementary education), In EDC250, I was placed into a high school in Central Falls Rhode Island to observe a teacher in a
inclusive leadership as a leader and individual diverse setting. Through this experience I have seen inclusive leadership first hand which has allowed
me to write a personal code of inclusive leadership that I will use in my future career as an elementary
education teacher. My personal code of inclusive leadership is; one of the most important challenges in
education is to create and nurture inclusive environments that support learning for all students, in
which I will do as a future educator. The degree to which students can be well educated is directly
correlated to a system of personnel preparation that results in a qualified workforce so that every
students has highly skilled and competent teachers and administrators. Within this is the idea that
teachers understand what inclusion means and implements inclusion in their classroom everyday. The
No Child Left Behind Act of 2002 (NCLB) is a great example of how the government is making efforts
to give all students, no matter what racial or ethnic background, an equal opportunity to succeed. In my
experience at Central Falls High School, I have seen many instances of inclusion and empowerment. I
believe empowerment is an important factor of inclusive leadership because as a leader it is important
to always empower those around you. I also believe that within inclusive leadership it is important to
remember to use the component of the Servant Leadership Model, empathy, to truly connect with
others on a much deeper level. Overall, I find that all leaders must be inclusive leaders. No matter what
your career or what you are leading, the inclusion of those around you will make you more credible and
more likeable and will allow for better relationships over all. Personally, in education, I will use my
personal code of inclusive leadership because there should not be a day that goes by where teachers
are not creating an inclusive environment for their students. (SEE EVIDENCE #16)
Although I still stand by and follow my personal code of inclusive leadership, I feel as though there are
other ways than just through my major in which I can encompass and encourage inclusive leadership.
My new personal code of inclusive leadership is; through every day embrace others with respect,
equity, and love. Though simple, this statement signifies an understanding and embracement of
diversity. There is a famous quote by Jimi Hendrix that states, "if the power of love overcomes the love
of power the world will be at peace". This quote has spoken volumes to me ever since I was in middle
school and it has been my motivation in life to continue making strides to spread more love and less
greed. I believe that as an individual on this planet, it does absolutely no harm to be kind to others. As
a leader, I am always considering the people I am working with or for. Tying in my responsibility
strength, I feel as though it is my responsibility to make others feel included and comfortable when in
my presence. I enact this through welcoming all perspectives, mindsets, and beliefs while making sure
each individual is respected for those beliefs and opinions. Inclusive leadership should be embraced by
every individual every day. Whether in a leadership position or not, embracing diversity and differences
while in a group allows for all people to succeed, grow, and feel comfortable. Finally, equity is also
important as a leader because it ensures that all people involved are given equal opportunities to
succeed. Overall, through my personal code of inclusive leadership, I will always respect others for
their beliefs regardless of if they differ from my own, I will treat others with equity to create equal
opportunities for success and growth, and exude love everyday, because there’s never too much love
in this world. (SEE EVIDENCE #33)
Source: Garrison-Wade, D., Sobel, D., & Fulmer, C. L. (2007). Inclusive Leadership: Preparing
Principles for the Role that Awaits Them. 19, 117-132. Retrieved April 21, 2018, from
https://files.eric.ed.gov/fulltext/EJ819953.pdf.

Outcome Category: Critical Thinking
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
metaphorical analysis to critically analyze
self and leadership situations
102 Student will show knowledge of at least five URI 101 With friends and family, at work In URI 101, we learned about how to make decisions to help us when entering clubs or groups on
decision making methods campus. We took a look at eight that were outlined by the University of Minnesota. They were; the
coin toss method, decision by authority without consultation, decision by authority after consultation,
decision by expert, average of group member opinion, minority decision, majority decision, and
consensus. To begin, the coin toss method is by far the quickest and easiest decision-making method
but tends to be exclusive and can result in problems because of the uncertainty of it. I personally have
used this method multiple times with my friends and family when deciding simple things such as
where to eat or what movie to watch but this method tends not to be the best method for major group
decisions. Next is decision by authority without consultation. This method is good for routine decisions
where an opinion is not necessarily needed or for crisis situations where a decision is needed without
much time to consult, but when used for major decisions within groups, it can cause resentment within
the group and may possibly make other members have little motivation or commitment to the task. On
the other hand, decision by authority after consultation tends to be a better decision-making method.
When using this method, there is more group interaction and discussion which can build more
motivation since the members had a say in the decision. But, this method also means that the
authoritative figure may be getting more biased information as opposed to unbiased information which
may not be in the best interest of the group. The next method we learned about was the decision by
expert method. This method works well when the group may not be as educated on the issue and
need some guidance but this can also cause conflict within the group because of the lack of say in the
final decision. Average of group member opinion can be harder to implement because it’s difficult to
get an average of something that isn’t numbers but it can be useful for simple, routine decisions such
as how long to spend at the gym. A decision-making method that tends to not be very popular is
minority decision. This method is beneficial when delegation to a smaller group is necessary or when
the rest of the group lacks the skills or information necessary to make a decision. Minority decision on
the other hand doesn’t take advantage of the resources of most group members. Similarly, majority
decision does not take into account every member’s opinion and can leave the minority upset but it is
a good method to use when the majority can handle implementation without minority involvement.
This is seen as a legitimate method in democracy, especially here in the United States. Finally,
consensus is the last decision-making method we learned about. Consensus is a great method
because it produces a high quality decision since everyone is being heard equally and is extremely
useful for serious, important, complex decisions that affect a lot of people. The only downside to this
method is that it can take a great deal of time and energy when in large groups because it involves
getting everyone to sit down and discuss. What I like most about consensus is the equality aspect of it
because other methods tend to lean one way or the other and don’t incorporate the entire group. I
also like it because it can be used for something as simple as at work when the group is deciding
who’s going to take the first break of the day. (SEE EVIDENCE #17)
Source: Typical Methods of Group Decision Making. (n.d.). Retrieved April 18, 2018, from
http://www.minneapolismn.gov/www/groups/public/@ncr/documents/webcontent/convert_274389.pdf
103 Student will describe personal examples of URI 101 With friends and family, in chorus, in After learning about eight different decision-making methods in URI 101, I thought about how I have
having used five decision making methods class, at work used each one in my life. Although I haven’t used decision by an expert or average of group member
opinion, I have used the coin toss method, decision by authority without consultation, decision by
authority after consultation, minority opinion, majority opinion, and consensus. To begin, I have used
the coin toss method multiple times in my life to decide on something that isn’t reaching a decision.
For example, recently my friend and I were out and about and couldn’t decide on where to get dinner
so we flipped a coin and when it landed on heads, we decided to go to my favorite restaurant as
opposed to hers. In my senior year of high school I was the chorus manager so that meant I was
responsible of running class if the teacher was ever out. One day our teacher was stuck in traffic so I
started to run class without discussing things with my classmates and it felt exactly like the method
decision by authority without consultation. I didn’t like how it felt to make a decision without hearing
from my classmates so I decided to talk to them all about which songs we wanted to start with by
using the method decision by authority after consultation. I now know that if I am ever in an
authoritative position again, I will not make any decisions without hearing from the entire group. Next,
I’ve been apart of a minority decision here at school in my COM 100 class when our teacher decided
to do a social experiment to see if the majority of the class would vote one way or the other. The
entire class had to close their eyes and vote whether we did group work for the rest of the class or
lecture. After both questions were asked, our teacher told us that we would be lecturing for the rest of
class which confused everyone because we all figured most of the class would want to do group
work. But she had explained that the majority did vote for group work but she was basing our decision
on the minority decision which was to lecture. Our teacher explained to us that when people of a
minority group are forced to do something they don’t agree with it can be extremely frustrating, just
like how the majority of the class was upset that we had to sit through lecture for the rest of class.
This taught me a really cool lesson that deciding on something based on only a few people’s opinion
is not always effective and can cause conflict within a group. At work as a camp counselor, I have
been apart of multiple decisions made based upon the majority. For example, over the summer, my
coworkers and I needed to decide on whether or not to take the campers to the beach or not. It
needed to be quick because we had to make sure the parents knew to bring bathing suits for the kids
or not so we all took a vote and the majority of us decided that we would go to the beach. This is a
very simple example but majority decisions are used all the time in government, specifically
democracies. I’ve also used the decision-making method consensus in HDF190 when my small group
was deciding which social change presentation we should attend. (SEE EVIDENCE #18)
Source: Typical Methods of Group Decision Making. (n.d.). Retrieved April 18, 2018, from
http://www.minneapolismn.gov/www/groups/public/@ncr/documents/webcontent/convert_274389.pdf
104 Student will show knowledge of at least five COM221 In interpersonal relationships In COM221, or Interpersonal Communication, we learned about the roots of conflict and five different
problem solving / conflict management conflict management styles; competing, avoiding, accommodating, compromising, and collaborating.
methods, as well as understanding the When discussing interpersonal conflict, it is important to consider the roots of conflict. While conflict is
roots of conflicts viewed differently among different genders and cultures, some interpersonal conflict begins with
personality differences, ineffective leadership, lack of openness, physical and emotional stress, and
differences in values. To begin, the first conflict management style is competing which is an “I win,
you lose” situation. The competing style of conflict management shows great concern for your own
needs, but little concern for the other person involved. People who manage conflict in this way feel as
though as long as their needs are met, the situation and conflict have been dealt with effectively.
Overall, this situation tends to be one of the less effective ways of dealing with conflict. One situation
where competing may be necessary and effective is as a lawyer as their job requires them to defend
and fight for their case. Continuing on, the avoiding style is an “I lose, you lose” situation where
neither party resolves the issue. The avoider in this situation doesn’t allow for communication,
changes the subject when it is brought up, and generally withdraws from the scene when the conflict
is trying to be resolved. Using this style typically suggests that you may be unconcerned with the
issue at hand and for the other person’s emotions and feelings. While there are situations where
avoiding may be necessary, this style typically results in more conflict as nothing has been resolved.
The accommodating style is an “I lose, you win” situation where the person sacrifices their own needs
for the sake of the other person. People with harmony as their top strength may feel they use this
style of conflict management a lot. The main purpose in using this style is to maintain peace within the
relationship but over time, people may realize that, while the other person’s needs were met, your
own feelings and needs have not yet been dealt with. Although not the case for every situation,
accommodating may only result in temporary harmony within a relationship. Next, compromising is an
“I win and lose, you win and lose” situation. In this style, there is some concern for your own needs
but also concern for the other person’s needs. Compromising typically means both parties have had a
say in the issue and can both agree to sacrifice a little to accommodate the other person’s needs. The
last conflict management style is collaborating which is an “I win, you win” situation. While this is the
most ideal of all conflict management techniques, it is sometimes the hardest to achieve in
relationships. This style considers the needs of both individuals and is seen as successful when both
parties get what they need out of the resolution. Collaboration is always the most ideal but many
times can never be met as some interpersonal relationships are far too different to find common
ground, which is not necessarily a bad thing. Overall, while all five techniques have both positive and
negative attributes, it is important to consider both the good and the bad implications they can have
on interpersonal relationships and in what situations to avoid or embrace them. (SEE EVIDENCE
#50)
Source: DeVito, J. A. (2016). The Interpersonal Communication Book (14th ed.). Harlow, Essex,
England: Pearson.
105 Student will describe personal examples of COM221 As a co-facilitator, in my In COM221 I had the opportunity to evaluate my past conflict management techniques and compare
having used five problem solving / conflict interpersonal relationships them to the five that we learned in class; competing, avoiding, accommodating, compromising, and
management collaborating. Competing is hard for me to determine a time I truly felt I used it in the sense that I felt
successful in the end as I typically do not like to put other people’s feelings under the rug. Competing,
which is an “I win, you lose” situation, to me seems like an elementary way of resolving conflict as it
puts superiority of one person’s feelings over the other’s. I may have used this style of conflict
management when I was younger or in a less serious situation, like an argument over where to go to
dinner, but my restorative strength makes me want to work through issues and have full
communication on both sides so all people involved are accounted for. Building off of this, I tend to
avoid the avoiding style of conflict management as I enjoy working through conflict and find it very
beneficial for my inner peace as well as for the harmony within the relationship. Avoiding is an “I lose,
you lose” situation where one person avoids confrontation and doesn’t communicate with the other
person. An example of when I may use this style is as a co-facilitator. When working together with
another facilitator, it is important to establish credibility within one another, remain professional, and
work together in harmony. If a conflict came up in a retreat, I would use the avoiding style of conflict
management to ensure that the rest of the retreat goes smoothly regardless of any interpersonal
conflict between myself and my fellow co-facilitator. The next conflict management style is
accommodating which is considered an “I lose, you win” situation. I have definitely seen myself use
this situation before in interpersonal relationships to avoid more conflict. While it may not be the best
way to resolve conflict, it is effective if one person in the relationship is willing to adhere to the other
person’s needs. I tend to use this with my friends as most of the time the root of the conflict is
something meaningless that honestly won’t affect or hurt me if I accommodate to the other person’s
needs. This isn’t my preferred style of conflict management but it can be helpful in certain situations.
Continuing on, collaborating is the ideal conflict management style as it is an “I win, you win” situation
but, unfortunately it is sometimes hard to achieve. When in a conflict with friends, family, or peers, I
am always trying to work towards achieving an “I win, you win” situation because it means both sides
of the party have gotten what they want and/or need. Finally, compromising, which is an “I win and
lose, you win and lose” situation, tends to be my most commonly used conflict management style.
When in a conflict, regardless of how upset I am over something, I always try to hear out the other
person and work towards finding common ground where we can both be happy. Collaborating can be
unrealistic in some situations, so coming to a compromise where both people “win and lose” tends to
be a much more realistic outcome and easier to achieve. As I have grown over the years, I have
realized how important conflict management is and how impactful it can be on interpersonal
relationships. When I was younger, I had a very hard time working through conflict and would tend to
cause more conflict by avoiding the situation. Now, I know that working through conflict is one of my
top strengths as a leader and I take pride in knowing that I am always willing and ready to work things
out. (SEE EVIDENCE #51)
Source: DeVito, J. A. (2016). The Interpersonal Communication Book (14th ed.). Harlow, Essex,
England: Pearson.
106 Student will demonstrate the ability
to synthesize multiple knowledge
perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)
leadership that is used in crisis (i.e., James
& Wooten; Garvin; Covey; Frohman;
Lalonde; Schoenberg; Joni; Braden et al;
etc.)
108 Student will describe examples of
leadership in crisis situations (i.e.,
application of James & Wooten; Garvin;
Covey; Frohman; Lalonde; Schoenberg;
Joni; Braden et al; etc.)
Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
109 Student will demonstrate knowledge of HDF190, In class, in one-on-one As a first-year in HDF190, we learned about active listening skills at our Day of Discovery. This year in
active listening techniques HDF415 conversations, as a peer mentor HDF415, I was able to further my knowledge of active listening as a peer mentor. To be an effective
active listener, one must encourage the speaker, restate ideas, reflect feelings, clarify, and summarize.
First, in a classroom environment where there is communication from the professor and classmates, it
is extremely important to encourage the person speaking. This can be seen through head nods and
messages like "uh-huh" or "I see". These are ways to encourage the person to continue talking, keep

yourself engaged, and maintain conversation. In addition, in interpersonal dialogue with friends or at
school, restating basic ideas shows your understanding of what the person is saying, discloses a grasp
of the facts, and checks your interpretation of the situation. As someone who values one-on-one
conversations, I always make sure that I am fully understanding what the person is saying to me so
that facts don’t get confused. I feel as though my restorative strength comes into play through active
listening because I like to make sure that conflict is avoided at all times and that if conflict does arise, I
can understand where exactly things went wrong. Continuing on, reflecting your feelings shows that
you are fully present and aware of how the person feels and shows that you are engaged and care
about the person with whom you are speaking with. When working with people, this is extremely
important because you should be aware of and respect the feelings of others and be able to
communicate feelings back. To add, clarifying information goes leaps and bounds when working with
people in a work or classroom environment. Whether the conversation is with a teacher or a best
friend, it is always important to clarify to ensure that you understand the message they are trying to
convey. Finally, summarizing brings each component together to encourage the speaker, restate
ideas, reflect feelings, and clarify information. Summarizing is a great tool to use when working with a
group of people to ensure all members understand the information that was discussed. Becoming an
active listener will improve your overall performance in both work and classroom environments
because it makes you aware of not only the speaker's thoughts and feelings but also your own
thoughts and feelings. I utilized active listening during my one-on-one meetings with my FLITE
students. I encouraged my students when they were talking, made sure I understood what they were
saying by clarifying and restating their thoughts, and further, reflected my feelings based on what they
had to say. This was extremely beneficial going through these meetings as it allowed me to fully
understand where they are at in the class and how I can be of help to them in the future. (SEE
EVIDENCE #52)
Source: Issa, J. (n.d.). Top Four Active Listening Techniques. Retrieved on February 5th 2018 from
https://www.onlinepsychologydegrees.com/articles/active-listening-techniques/
110 Student will describe examples of using HDF415 COM221, as a peer mentor In COM221, interpersonal communication, we were paired up and given a pretend situation between
active listening skills two people in which we had to demonstrate our knowledge of active listening. The situation my partner
and I were given was, “Your friend was a participant in a game show competing for $150,000. They
were eliminated right before the grand prize but still won $20,000. They’re extremely upset and said
the $150,000 would’ve helped them with so much. How do you respond?”. When coming up with a
response to present to the class, I thought back to the five components of active listening that we
learned about in HDF190 and HDF415. When presenting to my class, I encouraged my partner when
he was acting as the friend by nodding and projecting interest in what he was saying. I then clarified by
restating his thoughts into my own words to fully understand the message he was trying to convey. He
showed that he appreciated this as it demonstrated that I was listening to everything he had to say.
Before inputting my feelings, I decided to summarize all of the information that he said to gather my
own thoughts and create a basis for how I would reflect my feelings without hurting his feelings. After
hearing his thoughts about not winning the $150,000, I reflected my personal feelings and told him that
winning $20,000 is an accomplishment in itself and that it’ll still help with many things. Although this
was a pretend situation in my COM221 class, I utilize active listening every day and especially as a
peer mentor. Active listening plays a major role in being a peer mentor as I need to be aware of my
students, what is going on in their lives, and how I can help them. Especially during my one-on-one
meetings, I had to be actively listening to what they were saying and asking of me. I feel as though this
goes without saying as my purpose of being a peer mentor is to be there for them when needed and
help them with any struggles they may be having in FLITE. Being an active listener also helps
strengthen my restorative and responsibility strengths as it allows me to be more aware of people's
feelings and everything that is going on around me. From this experience, I have learned how
important being an active listener is and how it can change the trust that is formed in interpersonal

relationships. Overall, I utilize active listening to establish trust with my FLITE students as well as to
show others that I care about what they have to say. (SEE EVIDENCE #53)
Source: Issa, J. (n.d.). Top Four Active Listening Techniques. Retrieved on February 5th 2018 from
https://www.onlinepsychologydegrees.com/articles/active-listening-techniques/
functions of group communication by
Hirokawa
of functions of group communication
(Hirokawa)
113 Student will show knowledge of techniques
regarding giving and accepting of feedback
114 Student will describe examples of giving
and accepting feedback.
115 Student will show knowledge of the 7D
coaching model (Knott)
application of the 7D Model (Knott)
117 Student will show knowledge of elements
of a Crucial Conversation and steps to
maintain dialogue and move to action
(Patterson, McMillian & Switzler)
118 Student will describe examples of
engaging in a Crucial Conversation
facilitation techniques
120 Student will demonstrate proficiency of HDF413 SOLC, as a peer leader Although I’ve only been apart of SOLC for one semester, I believe my facilitation skills and techniques
facilitation techniques have grown leaps and bounds since the beginning of the school year. Through both SOLC and
HDF413, I have had the opportunity to learn from my fellow peer leaders and develop my own style of
facilitation. To begin, as a facilitator I utilize challenge and support to ensure that the participants are
gaining what they should from the experience while also feeling comfortable along the way. Challenge
and support generates active participation throughout the room but keeps a sense of safety present as
well. Having this balance in a room allows for participants to feel able to step out of their comfort zone
if willing but also ensures that they can take a step back too. Leading into my next facilitation technique
is the idea of challenge by choice. As a facilitator I believe it is extremely important to maintain a
comfortable environment for each participant. Explaining that at the beginning of a retreat or an
initiative is something I stand by and will do in every retreat I facilitate on. I believe each participant
should take out as much as they can from their retreat but forcing someone to do something they are
not comfortable with will not help that case either. In addition, I believe I utilize creativity to foster
excitement and fun within my initiatives. For example, during the Rhody Ridiculousness retreat, I was
able to get creative with my initiative, Brain Buckets. When facilitating, I could see that the group was
doing very well even with consequences so I decided to challenge them to see how fast they could
complete the initiative. I then challenged them again by seeing if they could beat their first time. The
participants really enjoyed this as it gave them something exciting to work towards. To add, my
adaptability when facilitating is extremely beneficial because you never know how a group may
perform. Being able to adjust last minute to a group’s needs while remaining calm and comfortable
helps maintain credibility within the group and also keeps the flow of the retreat going. Being adaptable
keeps me on my toes but at the same time allows me to relax because I’m comfortable and confident
in myself as a facilitator. (SEE EVIDENCE #34)

Being a peer mentor has allowed me to develop many skills that I knew I had but was never super
confident in. First, I have been able to work on my facilitation skills that I first learned in HDF413. At the
Day of Discovery, I had the opportunity to facilitate Where the Wind Blows to a group of over 60
students. This was a special experience because for many of the students as well as myself and my
fellow peer mentors, it was our first time getting to know each other. When facilitating this, I made sure
to keep an upbeat and positive attitude to allow for comfortability within the group. In addition, I co-
facilitated a much bigger initiative for our group development activity. This was a unique experience
because it was an activity that had only been done a few times and Maddi and I had to plan out the
entire activity from scratch. Before class, Maddi, Allie, and I sat down and wrote out rules, debrief
questions, and figured out how Maddi and I were going to co-facilitate it. Once in the activity, I
explained the goal, the rules, as well as the points system. Through my framing, I made sure to
elaborate on the idea of challenge by choice and explained to the group that they can designate
specific roles if need be if someone was uncomfortable doing something. In addition, when considering
challenge and support, I definitely challenged the students by limiting the amount support I offered. I
knew that they were ready and able to take on the challenge and I knew that they would gain the most
from the activity if they worked through it on their own as a group. Overall, through these two activities,
I was able to utilize and build upon my skills as a facilitator which has made me more confident in my
abilities as a facilitator. (SEE EVIDENCE #54)
Source: Gaffney, G. (2000). Facilitation. Retrieved November 30, 2018, from

https://infodesign.com.au/wp-content/uploads/Facilitation.pdf
121 Student will demonstrate knowledge of de-
briefing techniques
122 Student will demonstrate proficiency of de- HDF413 SOLC, as a facilitator At our fall retreat for SOLC, we learned about different ways one can frame a debrief. Of the ones we
briefing techniques discussed, I have been able to utilize feeling cards, one word whip, and the Kolb’s Model of
Experiential Learning. To begin, feelings cards are extremely beneficial when facilitating a low energy
group with little participation. After laying out the feelings cards on the floor, I would ask every
participant to pick up a card that they thought best described how they felt during the initiative. Next, I
would ask participants to share their cards and explain to the group why they picked it. This debriefing
technique is effective as it makes it easier for participants to come up with thoughts and ideas to share
with the group. Another quick and effective debriefing technique is one word whip. I was able to utilize
this technique at the Rhody Ridiculousness retreat. I personally enjoy this debrief because it allows
every person in the group a chance to speak and is easy to build off of. Once every person has said a
word, I ask if anyone would like to share why they chose their word. This usually allows for new ideas
to flow between the group and leads into a good discussion for the rest of the debrief. Finally, one of
the best ways to bring things full circle for the group is to utilize the Kolb’s Model. The Kolb’s Model is
composed of four key ideas but when debriefing, we focus on three questions. The first is “what?”.
When framing a debrief, I always begin by asking them what just happened, what were their feelings,
and what skills did they use to succeed. Typically, I allow discussion to flow until I feel as though they
can move into the next question which is, “so what?”. Within this I relate the initiative back to their club
or organization by asking questions such as, “considering the challenges you faced and how you
overcame them, how can you use this knowledge to benefit your organization?” and “with the entire
initiative in mind, what does this all mean for your organization?”. Once they’ve made the connection, I
ask, “now what?”. Through this question, I ask them what goals can they set to take back to their
organization and how they will ensure they are implementing those goals once they leave the retreat.
Beginning with debrief techniques such as feelings cards and one word whip, facilitators are able to
create a great foundation for the Kolb’s Model. I’m extremely glad we took time at our fall retreat to
discuss these different techniques because it made me feel more confident going into my first debrief
and kept me stress free throughout. (SEE EVIDENCE #35)

framing based on psychology and its use
in group facilitation
framing based on psychology and its use
in group facilitation
125 Student will demonstrate knowledge the HDF413 Through different organizations In HDF413, Melissa Camba-Kelsay came in to teach us about reframing and the four frames of
four frames of organizations, and the organizations by Bolman and Deal. According to Bolman and Deal, “Reframing is a powerful tool for
meaning of reframing by Bolman and Deal gaining clarity, regaining balance, generating new options, and finding strategies that make a
difference” (page 22). Through reframing and specifically the four frames of organizations,
organizations can find out through what frame they work best. The four frames are structural, human
resource, political, and symbolic. To begin, the structural frame focuses on the goals of the
organization and tends to be straight-forward in it implementation. Often you will see this frame in
organizations that follow and work through a strict hierarchy of positions. Bolman and Deal continue on
to say that organizations will work best in this frame when rationality prevails over personal
preferences and needs. They also state that, in the structural frame, problems will arise in the
presence of structural deficiencies and can be resolved through restructuring. Continuing on, the
human resource frame has a heavy focus on the people of the organization. It follows the idea that
organizations need the people to function and build ideas and people need organizations for
community and opportunities. Through this frame, organizations must tailor to the needs of the people
and the people must work allow for success. Next, through the political frame, power is the focus.
Bolman and Deal highlight the fact that organizations are coalitions of diverse individuals meaning they
work for the goal they are trying to accomplish not the people. Organizations who follow a political
frame center its values around conflict and power. Finally, the symbolic frame is much different than
the rest as it’s frame is more seen through the organization’s culture rather than its positions or goals.
Through this frame what is most important is not what has happened but rather what it means.
Organizations who run through a symbolic frame typically have some sort of chant or saying and are
heavily focused on what each different member will take out of being apart of said organization.
Overall, each frame has potential to benefit various kinds of organizations but only through reframing
will a group truly know what works best for them. (SEE EVIDENCE #36)
Source: Bolman, L. G. & Deal, T. E. (2013). Retrieved November 26, 2018. Reframing organizations:
Artistry, choice & leadership. (5th ed.). San Francisco: Jossey-Bass.
126 Student will describe personal application HDF413 CSLD, Rotaract, SOLC, in the US Through both of my organizations, around campus, and in governmental organizations, I can see how
of organizational analysis using the four government different groups follow the four frames of organizations based on their specific needs. To begin, the
frames of organizations, and breaking the Center for Student Leadership Development follows the structural frame in that it has a hierarchy of
frame / reframing (Bolman and Deal) positions starting with the president of the University and going down to the graduate interns. This
highlights the structural frame because there is a clear layout of the positions but does not necessarily
focus on how much power each position holds, as the political frame would. This works well for most
schools or centers on campus as it is easier to divide work and responsibilities. While CSLD mainly
follows the structural frame, they also “break the frame” by following the human resource frame at
times to show their appreciation for the people they work with. Breaking the frame can be viewed as
redefining the organization you are in and is considered a necessity in reframing. Reframing is finding
new ways to manage and run an organization by following a different frame of organization. Without
breaking the frame reframing would be impossible. Through giving more meaning to an organization
and focusing attention on the people, CSLD showcases their ability to break the frame and consider
new perspectives when needed. Continuing on, a common example of a political frame is seen quite
literally in political organizations such as the three branches of government in the United States. While
there is a balance of power among these three branches, power is the overarching theme within each
branch. Without power in these groups it would be hard to establish credibility and complete the
important tasks that are at hand. On the other hand, both of the clubs I am involved in on campus
follow the human resource and symbolic frames of organizations. In SOLC, as well as in CSLD, there
is a focus on the people rather than positions or power. The human resource frame considers the
people’s needs and incorporates those into the success of the organization which is shown through
both SOLC and CSLD. In regards to the symbolic frame, SOLC dedicates time to our “Good Vibes Jar”
which signifies our desire to create more meaning to each of our meetings and all of our retreats.
Similarly, throughout all of CSLD, we have a our “lead big, we do” saying that creates a sense of unity
among the leadership community. In addition, my club rotaract follows the human resource frame by
giving the members a say in future service projects as well as considering the needs of each member.
One of our meetings towards the beginning of the semester was breaking off into smaller groups based
on service interests and hearing from each member about project ideas they would like to see us do.
Rotaract centers its values and mission around the members which allows for a very welcoming and
inclusive environment. To add, the symbolic frame is seen in Rotaract through our Happy Bucks chant
which creates a sense of unity among the group and gives us something we can all rally behind.
Overall, while all uniquely different, each group, organization, or governmental body follows one of the
frames of organization based on their needs and what works best. (SEE EVIDENCE #37)
Source: Bolman, L. G. & Deal, T. E. (2013). Reframing organizations: Artistry, choice & leadership. (5th
ed.). San Francisco: Jossey-Bass.
127 Student will show knowledge of organizing HDF415 Peer mentoring, one-on-one In HDF415, we were required to hold one-on-one meetings with our students. Through this, I have built
meetings / setting agendas / and leading meetings on my knowledge of effectively organizing and leading meetings. The first step in organizing a meeting
meetings is to articulate to yourself what the purpose of the meeting is. Taking this step moving forward helps to
ensure that all necessary steps are met in order to achieve the goal. Next, it is important to figure out
and make a list of who your meeting will be for. In my case with peer mentoring, I didn’t have to go out
of my way to figure this out as we knew ahead of time that the meetings were for our students. Once
you understand the purpose of the meeting as well as who will be attending, it’s important to go over
how the meeting should be organized to best accomplish the purpose. One-on-one meetings should be
centered around the individual you are meeting with so not every meeting will be the same in the way it
is structured. Regardless, the structuring should have the greatest impact on the individual to focus on
the meeting’s objective and allow the individual to grow and learn. Next, review your schedule and set
aside time for your meeting. Along with this, consider how much time is necessary to achieve the goal
of your meeting as well as choose a location that will allow for both yourself and the individual to focus.
Finally, confirm with each person that the date and time still work at least day before the meeting to
ensure everyone remembers and can make it to the meeting. Once in the meeting, the first step in
leading effectively is to be on time and end on time. Not only does this help build your credibility as a
leader but also shows your respect for the people you are working with. In addition, make sure each
individual has a fair chance of expressing ideas and opinions. Specifically with one-on-one meetings,
it’s important that the person gets all the time they need to discuss any issues they may be facing or
ask questions. Finally, at the end of the meeting, summarize all points that were discussed and allow
time for any final comments, questions, or thoughts. (SEE EVIDENCE #55)
Source: Rebori, M. K. (n.d.). How to Organize and Run Effective Meetings. Retrieved March 20, 2019,
from https://www.unce.unr.edu/publications/files/cd/other/fs9729.pdf
128 Student will describe personal examples of HDF415 Peer mentoring, one-on-one In HDF415, each peer mentor is required to schedule, arrange, and lead one-on-one meetings with
organizing meetings / setting agendas / meetings their students. The first step I took in scheduling my one-on-one’s was to articulate what the goal of my
leading meetings one-on-one meetings were. I decided that the goal was to check in with each student and hear how
they are doing in the class as well as complete the Wheel Guide that Robert provided us in class. In
addition, I decided on how much time I felt was necessary to have a successful one-on-one in which I
decided a half an hour was enough. To add, I also decided on where to hold my meetings in which i
chose the 24-hour room of the library as it is a good meeting spot and free from major distractions.
After organizing times and meeting places, I created a Doodle survey for my students to fill out. I found
success in this process as almost every one of my students immediately signed up for a time. I was a
little nervous I would have trouble with my students signing up but in the end only had one student not
sign up for a time where I eventually just met with him before class. Finally, the last step I took in
planning my meetings was to consider how I wanted to structure the meetings so that each student got
as much out of it as possible. I began each meeting with the Wheel Guide to have the students
visualize where they are in regards to each characteristic. Once we discussed and completed the
Wheel Guide, I then went into questions to see where they are at in the class and finally, allowed them
to ask me questions. I found this to be a good structure but made sure to adjust it if I felt as though a
student may not benefit from it. From this experience I have learned the importance of being prepared
and organized for meetings and how it helps establish credibility as a leader. Overall, when in my
meetings, I made sure to allow each student to express themselves and find comfort in talking with me.
I feel as though I was very successful in my organizational and leadership styles when completing my
one-on-one’s. (SEE EVIDENCE #56)
Source: Rebori, M. K. (n.d.). How to Organize and Run Effective Meetings. Retrieved March 20, 2019,
from https://www.unce.unr.edu/publications/files/cd/other/fs9729.pdf
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 show knowledge of the stages HDF190 Leadership Institute, volleyball, in In HDF190, Alison Jackson Frasier taught us Tuckman’s Stages of Group Development. The first stage
of group development (Tuckman/Tuckman classes is forming. In forming, individuals aren’t clear on what to do yet. In other words, nobody really knows
& Jensen, Bennis or others) each other yet so there isn’t much talking going on or any group chemistry at this point. In addition,
because of this lack of group chemistry, there is no trust within the group yet. Forming tends to be the
most awkward stage in group development but I remember at the Leadership Institute, every peer
leader and coordinator went out of their way to make the first group interaction fun and enjoyable. The
second stage is storming. In storming, roles and responsibilities become articulated but there is still
little team spirit. Storming tends to be a bit chaotic because people are pushing for a position of power.
When captains were being chosen for my high school volleyball team, we definitely saw the chaos that
is storming. Every senior was determined to gain that position of power, but once the week was over
everything calmed down and things fell into the norming stage. Norming is known to be the “calm after
the storm” because success begins to occur and appreciation and trust are built. Most groups enjoy
norming because leaders figure out their positions and feedback is well-received and objective. The
next stage is performing. During performing, team members feel highly motivated and there is high
trust in everyone. The group as a whole feels more confident in each other and the group mentality has
shifted from “I” to “we”. Finally, adjourning is the final stage in group development. It is the final
assessment and it is when the group recognizes each other for their contributions. This is my favorite
stage when working on group projects in class because I enjoy being able to celebrate our work as well
as reflect on the relationships we build along the way. (SEE EVIDENCE #19)
Source: Five Stages of Group Development. (n.d.). Retrieved February 20, 2018, from
https://med.fsu.edu/uploads/files/FacultyDevelopment_GroupDevelopment.pdf.
133 Student will describe personal examples of HDF190, Leadership Institute, volleyball, I loved learning about the Tuckman’s Stages of Group Development because our in class discussion
group development in use HDF413 chorus, theater, in classes, during was so interesting and it helped me better understand the process behind the dredded group projects.
(Tuckman/Tuckman & Jensen, Bennis or facilitation When I think about the first stage, forming, I think about that first day at the Leadership Institute when
others). everybody was sitting in their designated groups waiting for someone to give us a hint as to what
exactly we would be doing next. Things felt awkward between the group and conversation felt forced.
Luckily, once the ball got rolling, those awkward individuals who I felt no connection to, ended up
becoming some of my best friends. On the other hand, I can vividly remember my volleyball team,
specifically the seniors, go through the storming stage, and let me add that it was not a pretty sight.
During tryouts, the coaches informed all of the seniors that there would be a team vote on who will be
captain. After that short five minute conversation, my fellow seniors and I did everything it took to prove
to the underclassmen that we were the best fit for the captain position. This period of storming brought
out all of our true colors, maybe in more bad ways than it did good. But after they announced captains,
the storming stage moved into the norming stage and the gym felt like all of the tension had been
washed away. When the seniors could finally come together and respect the captain’s position of
power, trust was restored and we started to become a successful team again. An event where I have
experienced the performing stage would definitely be in chorus. In chorus there never really seems to
be an storming or norming stage because everyone is always open to the we vs. I mentality. I loved
chorus for that exact reason because it never felt like a competition between anyone, everyone always
trusted each other and were motivated to sing well as a whole. Finally for adjourning, I can think of
many experiences I have had where it is time to celebrate accomplishments, but the Leadership
Institute is one that I constantly think about due to the friendships we had built in the end. The last
activity we did at Institute was called “Reach Out and Touch” where our two peer leaders chose a few
people to go around and hug someone based on the statement that was said (i.e. “hug someone if they
made an impact on you at Institute”). When I think of adjourning I think of which groups have had the
biggest impact on me and although I can think of a ton of different examples, this activity at the
Leadership Institute truly made me realize how far we as a group had come from that very first day in
the Union. The Leadership Institute only lasted a few days which goes to show how incredible our
group development truly was. As someone who is dominant in relationship building, I find that I enjoy
forming the most because I love getting to know people, but I also believe that I enjoy adjourning too
because I love to celebrate everyone’s group accomplishments and see how far we have come
together. (SEE EVIDENCE #20)
During my co-facilitation retreat, I saw Rhody Ridiculousness go through Tuckman’s Five Stages of
Group Development. The five stages are forming, storming, norming, performing, and adjourning.
Forming is when the group is establishing relationships and getting to know one another. Although I am
unsure of how close the group was before our retreat, forming was seen during introductions, Hog Call,
and even the Full Values Contract. Throughout these energizers and initiatives, I was able to see the
group build new connections and relationships. During storming, roles and responsibilities become
articulated but tends to be a bit chaotic because people are pushing for a position of power. This was
seen at the beginning of Brain Buckets when the group was struggling to come to an agreement on
who would be doing what. There were a few voices taking charge and some getting pushed aside but
once the group was able to hear everyone’s opinions, the group moved to norming. Norming is where
the group figures out positions and feedback is well-received. After a few rounds of Brain Buckets, I
could see the group figuring out what worked best to get the job done. Once I gave them the
opportunity to do a speed round with no consequences, they still decided to keep the talking at a
minimum because they saw how effective it was before. Next is performing which is quite literally when
the group performs and where more trust is established. This was seen mainly through the rest of the
initiative where they were successful many times. Finally, adjourning is when the group celebrates and
recognizes their accomplishments. This was best seen through the debrief where we reflected on the
group’s performance as a whole. In this stage, the group was able to reflect on their experience and
discuss challenges and successes that came with each round. Being able to see Rhody
Ridiculousness go through Tuckman’s stages was a really unique experience that has benefited me as
a facilitator. Moving forward, I now have experience working with a group that moved through
Tuckman’s which will allow me to recognize when other groups may also be going through the five
stages. (SEE EVIDENCE #38)

Source: Five Stages of Group Development. (n.d.). Retrieved February 20, 2018, from
https://med.fsu.edu/uploads/files/FacultyDevelopment_GroupDevelopment.pdf.
134 Student will show knowledge of group
roles and how they contribute to group
dynamics (Johnson & Johnson; Benne &
Sheats; Knowles & Knowles; etc.)
group roles and how they contribute to
group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)
memberships skills in groups
membership skills in use
138 Student will show knowledge of the HDF413 Teaching a child to ride a bike In HDF413, we discussed Sanford’s Theory of Challenge and Support. The essence of this theory
Challenge and Support theory by Sanford, believes that a student or individual develops through simultaneously being challenged and supported.
and its relationship to organizations The idea is that with the right amount of challenge and support, one will grow and succeed. If too much
challenge is provided, the individual will easily get frustrated and likely end up giving up. On the other
hand, if too much support is provided, the individual will not learn and will have trouble performing on
their own. With a generous balance of both, individuals have the opportunity to thrive and feel good
about their success, which creates a positive reinforcement of their hard work. An example of
challenge and support can be seen through the lense of a parent. When your children get to the age
where they can start performing tasks on their own, the implementation of challenge and support
becomes relevant. Consider you’re teaching a child to ride a bike. It would not make sense to place
them on a two wheeled bike and expect them to go anywhere. At this point, the child would grow
frustrated for not being able to move. On the other hand, if you only provide them with training wheels
and hold on to the handles for them the entire way, they will not learn how to maneuver the bike on
their own. A perfect balance would be to provide training wheels but allow them to learn how to steer
and pedal. With this balance of challenge and support, the child can grow confident enough to try and
ride without training wheels. Having a balance of challenge and support is comforting but also
empowering for an individual. It gives them the chance to experience success and failure but in the end
through the highs and lows, they can feel good about the outcome. (SEE EVIDENCE #39)
Source: Academic Advising Resources. (n.d.). Retrieved December 1, 2018, from

https://sites.miis.edu/academicadvisingresources/theories/sanford-challenge-support/
139 Student will describe personal examples of HDF413, As a facilitator, as an aspiring After learning about the theory of Challenge and Support in HDF413, l now have the ability to
using the theory of Challenge and Support EDC312, elementary education teacher, as a implement this into both facilitation and teaching. A crucial part of being a successful facilitator is
(Sanford) HDF415 peer mentor, on NWCC knowing how to balance challenge and support. When facilitating a retreat one must consider every
participant’s ability level as well as if the group is high functioning or low functioning. With a low
functioning group, much more support is needed. When facilitating, I make sure I am allowing the
group to challenge themselves but if I see that more support is needed, I will alter the initiative to allow
for more success. On the other hand, if the group is very high functioning and having great success on
an initiative, I will alter it to see if they can have success when faced with challenge. Continuing on, a
facilitator must always analyze who is in the group and if there seems to be any limitations within the
group. If I feel as though there may be a person with a certain limitation, I will always provide the group
the option to give one person “special powers” to give any extra support than may be needed. As a
future educator, challenge and support will be implemented in my class room every day. Especially
when teaching young children, balancing challenge and support is crucial. Within this is the idea of
scaffolding. Scaffolding is the support you provide a child, or individual, when working towards
achieving a specific goal. In EDC312, we discussed how scaffolding is based off of needs and can vary
from student to student. While it is important that teachers provide the support a child needs to learn
and succeed, scaffolding also highlights the idea of stepping back when the child is able to learn
independently. Once out of college and teaching in an elementary school, I will utilize challenge and
support by providing my students the support they need to grow while also challenging them to
succeed independently. With my knowledge of the theory Challenge and Support, I have the skills
needed to be both a successful facilitator and teacher and can continue my life goal of helping others
grow and succeed. (SEE EVIDENCE #40)
This semester, Spring 2019, I gained new experiences as both a peer mentor and facilitator on the
North Woods Challenge Course (NWCC). In both of these experiences, I was able to utilize Sandford’s
theory of Challenge and Support. As a peer mentor, providing the appropriate amount of challenge and
support plays a major role in the progress and independence students gain throughout the semester. I
quickly learned the challenge that comes with implementing challenge and support. At the beginning of
the semester I gave my students a lot of support due to the fact that it was the beginning of the
semester. If I challenged them off the bat to figure things out of their own, it would’ve set a harsh and
unfriendly tone for the rest of the semester. Starting out the semester supporting my students was a
good decision on my part because if they were faced with challenge, they would have been
discouraged moving forward in the semester. On the other hand, once the semester continued on, I
needed to ease back on the amount of support I provided my students so that they would begin to work
independently. Providing too much support wouldn’t challenge them to think independently and gain
confidence working on their own. In addition, when I was trained to be a facilitator on the NWCC, I
learned the importance of implementing challenge and support for the participants. Similar to as a peer
mentor, providing too much challenge makes success hard to achieve which would in turn frustrate the
participants when trying to complete their task at hand. On the other hand, providing too much support
doesn’t give participants the chance to work through the problem at hand and learn from their
mistakes. Through these two experiences, I have learned the importance of basing challenge and
support off of the needs and skill level of the participants/group. (SEE EVIDENCE #57)
Source: Academic Advising Resources. (n.d.). Retrieved December 1, 2018, from

https://sites.miis.edu/academicadvisingresources/theories/sanford-challenge-support/
construction / elements of informative and
persuasive speeches
141 Student will demonstrate proficiency in
informative and persuasive public speaking
142 Student will show knowledge of planning
and conducting interviews (as the
interviewer)
planning and conducting interviews (as the
interviewer)
144 Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)
145 Student will describe personal examples of ASB, peer mentor, School of Over the course of just a few months I have had multiple interviews in which I used multiple different
preparing for and being interviewed Education, peer leader techniques to prepare. The first were my interviews for Alternative Spring Break. Honestly, I felt pretty
comfortable going into the group interview so I didn’t do anything to prepare but once I had my one-on-
one interviews with the trip leaders, I asked myself potential questions that I thought they may ask and
made sure I went over exactly what I wanted to say. Continuing on, for my peer mentor interview it was
required to prepare a power point based on requirements both Allie and Robert provided. To help me
feel ready, I practiced what I wanted to say over and over both with and without notecards and
considered questions that I thought they might ask me. Practicing my presentation was extremely
beneficial in preparing for my peer mentor interview and is one of the main reasons I feel I was
successful. In addition, I had one of the biggest interviews of my college career this semester and that
was my School of Education interview. To prepare for this, I attended an information session held by
the School of Ed that went over what to expect in the interview process. Attending this eased my
nerves as I was able to understand exactly what they were expecting from us and see potential
questions they may ask me. For my interview to be a peer leader, I have been preparing with my friend
Lindsay as we are both going out for the position. Providing feedback when asking each other
questions or going over what we may say helps so much as it allows for us to gain insight from another
person. Finally, one technique that I have learned to use when being interviewed is to simply be your
honest and authentic self. I have found that it completely settles any and all nerves that I may have
going in. When being interviewed, it is so important to relax and show them who you are because in
the end, if you give off a persona that is not who you are and they accept you, then you will never truly
be able to be yourself in that position. Similarly, if you show them who you are and they don’t accept or
hire you, then you know that those people may not have been the right fit for you anyway. I feel as
though regardless of whether the outcome of the interview is good or bad, knowing that you gave it
your all and were genuine throughout is what matters the most. (SEE EVIDENCE #58)
Source: Preparing for Interviews. (n.d.). Retrieved March 17, 2019, from
https://careerservices.princeton.edu/undergraduate-students/interviews-offers/preparing-interviews
collaboration / coalition building (Sources:
Cilente/Komives et al; NCBI; etc.)
working in collaboratives/coalitions
techniques to communicate and engage in
difficult dialogues related to diversity and
inclusion.
149 Student will demonstrate proficiency in
communicating and engaging in difficult
dialogues related to diversity and inclusion.
150 Student will describe ways to maintain
accountability in leadership / member
relationships
related to maintaining accountability as a
leader
152 Student will describe ways to build
relationships between leaders and
members
building relationships with members as a
leader
154 Student will describe how credibility
applies to leadership, as well as the
characteristics and skills of a credible
leader

building, maintaining, and repairing his/her
own credibility as a leader
156 Student will describe ethical standards in
influence
157 Student will describe influence applies to
leadership
158 Student will describe principles of effective HDF415 As a peer mentor Over this past semester, I have had the wonderful opportunity of serving as a peer mentor for HDF190.
mentoring, as well as problems particular Our role as peer mentors can be defined as formal mentoring as our main goal was to create, build,
to the mentoring relationship and maintain relationships with our mentees. According to the American Psychological Association
(APA), there are six main characteristics that make for effective formal mentoring. To begin, there has
to be established objectives within the program in which you are mentoring. The objectives lay out
exactly what the goal is for the mentees as well as for the mentors. In HDF415, this was seen at our
first meeting in December when we discussed goals for the semester as well as expectations from both
us and the students. Next, the APA states selecting participants as another characteristic for effective
peer mentoring. This is an important to the effectiveness of mentoring as it ensures that both the
mentors and mentees that are selected are aware of expectations. Continuing on, matching mentors
and mentees is an extremely important part of effective peer mentoring. The American Psychological
Association states, “programs that solicit important matching criteria from both parties are more likely
to initiate successful mentorships” (Henderson-Daniel, 9). In HDF415, we took into account the
strengths and values of the students in our section before choosing our groups. Now, at the end of the
semester, I can confidently say that my fellow peer mentors and I were successful in choosing groups
based off of strengths. Throughout the semester, it was extremely cool to see each group mend, work
together, and play off of each other’s differing strengths to find success in this class. Being able to
select our mentees allowed for, not only allowed for their success in the class but also success in
building strong and genuine relationships among their fellow peers. In addition, training mentors places
an important role in the effectiveness of peer mentoring. In HDF415, we had a designated meeting
time to go over what was expected of us for the next week as well as how to be an effective mentor for
our students. This can be viewed as our “training” as it prepared us for our role of peer mentor as well
as what our instructors expected of us for the following week. Within these meetings were where we
established guidelines for meetings with our students, which is another characteristics outlined by the
APA. While the majority of our meetings with our groups were during class, we did have to schedule
one-on-one meetings with our students and could make follow ups depending on individual needs.
Finally, it is important to outline a goal-setting process within peer mentoring to establish achievable
goals within the group. At both Day of Discovery and in one-on-one meetings, I established both group
and individual goals that I could hold my students accountable to through the rest of the semester.
While these six characteristics all go into effective peer mentoring, there are also some problems that
lie within peer mentoring. If the bounds of the relationship are not clearly understood and established, a
mentee may be overly dependent on a mentor, asking for constant help rather than working out their
own problems. On the other hand, mentors should not use or exploit their mentees to boast, nor should
they take credit for the mentee’s work. In addition, issues regarding the separation of professional
relationships with personal relationships can easily detriment a mentor-mentee relationship. Aside from
issues regarding relationship rules, there also may be problems when a mentor or mentee is having
performance issues and don’t perform to the expectations of the other. Overall, problems within
mentoring can be minimized from the beginning when both parties have clear expectations of what the
professional relationship can do and what it should not do. (SEE EVIDENCE #59)
Source: Henderson-Daniel, J. (2006). Introduction to Mentoring: A Guide for Mentors and Mentees. 4-
18. Retrieved April 23, 2019.
159 Student will describe personal examples of HDF415 As a peer mentor for HDF190 This semester, Spring 2019, I have had the opportunity to serve as a peer mentor for the first-year
mentoring and being mentored class, HDF190. Throughout this semester, I have held one-on-one meetings with my students,
provided feedback on outcomes, answered questions, provided both academic and emotional support,
as well as facilitated multiple debriefs to encourage experiential learning. Through my one-on-one
meetings, I had the opportunity to check in with my students, see where they are at in the class, as well
as discuss any concerns they may have as the semester continued on. This was a great aspect of my
experience as a peer mentor as I feel it allowed my students to feel more comfortable with me as well
as get a better sense of our mentor-mentee relationship. In addition, while they took a great amount of
time to read through, I thoroughly enjoyed giving feedback on their outcomes and resumes. Coming
into this position, my goal in the end was for my students to feel successful and feel like I was a good
support system through the semester. As a developer, I love to see others succeed and I love even
more when I can help be apart of that success and growth. While it was just a small part of this
semester, it truly was so enjoyable being able to help my students succeed through giving feedback on
their work. To add, through the semester I feel as though I learned how to successfully provide the
necessary amount of challenge and support for my students. At the beginning of the semester, I
provided a lot of support for my students by answering all of their questions and reminding them of
homework assignments and due dates. As the semester drew on, I began to let them answer each
other’s questions and rely on each other for information about class. I feel as though as a mentor,
specifically in my role for HDF190, it is important to challenge your mentees to gain independence as it
will help them in future classes when they don’t have a peer mentor to rely on. Continuing on, through
my role as a peer mentor, I had the opportunity to provide both academic and emotional support for my
students. I am a huge people person and always support the people with whom I make relationships
with so I wanted to define my role off the bat and explain to my students that I would be there for them
in school and out of school. As I mentioned previously, I enjoyed being able to provide support for my
students through giving feedback on outcomes, but I also enjoyed seeing the relationships we built
over the semester and seeing how some of them really looked up to me as a peer mentor. Finally, I
was able to encourage experiential learning and bring theories to life through various activities
facilitated by myself and my fellow peer mentors. While the activities were enjoyable, my students
always gained so much from the debriefs, whether full group or small group. This was extremely cool
to see because I remember as a student in HDF190, the debriefs helped me better understand the
theories so I’m glad my students also took a lot out of the debriefs. Aside from being a peer mentor, I
was also able to be mentored by both Allie and Robert in the class HDF415. In this class both
instructors helped myself and my fellow peer mentors learn what it takes to be a peer mentor, how to
give feedback, how to set up activities so that the students see the relationship between the theory,
how to be a peer coach, and how to give the right amount of challenge and support for our students. All
of these things that we learned in HDF415 have led me to become the peer mentor that I am today and
without Allie and Robert helping and being a mentor for us along the way, this semester would not
have been as successful as it was. (SEE EVIDENCE #60)
Source: Henderson-Daniel, J. (2006). Introduction to Mentoring: A Guide for Mentors and Mentees. 4-
18. Retrieved April 23, 2019.
160 Student will describe principles of effective
peer leadership, as well as problems
particular to peer leadership
related to being a peer leader and being
led by peers

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LEADERSHIP

Name: Felicity Smith

Leadership Inventory Revised 08/22/2017 1

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 08/22/2017 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

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Source: CliftonStrengths Results. (n.d.). Retrieved November 21, 2018, from

Outcome Category: Leadership Theories

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

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Outcome Category: Interpersonal and Organizational Concepts & Skills

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Source: Gaffney, G. (2000). Facilitation. Retrieved November 30, 2018, from

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Source: Academic Advising Resources. (n.d.). Retrieved December 1, 2018, from

Source: Academic Advising Resources. (n.d.). Retrieved December 1, 2018, from

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