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LEADERSHIP

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

Name: Hailey Gagnon


Date Enrolled:
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


Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate HDF 290 This is something I am still working on, I like to know that I am doing what’s expected of me. To
autonomy and a minimized need me it doesn’t make sense to put time and effort into something unless I know I’m doing it
for approval correctly. In the past I’ve assured myself I’m doing it write by asking teachers or TA’s to look at
my work. What I have been trying to do is check in with instructors less and myself more so I
can give myself approval and know that I am doing it correctly. I made this change between the
last two papers for HDF 290. On my first paper I asked Cassie to read it and make sure it
seemed okay. On the second paper I didn’t reach out to others to get approval on my work, I
decided to check it with my old paper and see that it met all the requirements. I think it’s
important for me to be able to reduce my need for approval so that I can work more
autonomously and not need to check in with others.

(see evidence #1)

2. Student will demonstrate personal, URI 101 In the past I didn’t use a planner, but after hearing how helpful it was for others I developed
organizational, and academic several ways to keep track of my assignments. I have a “tasks” app that shows me when things
examples of self-discipline are due by date, this helps me see when things are due and what’s coming up. I have “sticky
notes” on my laptop screen where I have a note for each class, as well as a to-do list, and a list
for long term assignments. This helps me see what’s happening in what class and helps me to
plan when I should work on what assignment. Finally, my tasks and google calendar synch so
on my computer I can see everything I have going on each day. This helps me put all the pieces
together. Not having all of these lists would probably result in me forgetting assignments and
scrambling to try and do them.

(see evidence #2)

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3. Student will demonstrate the HDF 290 When I gave my speech for the education unit I was talking about something I’m really
ability to manage emotions passionate about; dogs. When I’m really passionate about something I tend to want to explain
more and talk more about it. Due to this I moved too slow through my presentation and didn’t
get through several slides. As soon as the red card went up my heart dropped because I knew
my grade would not be good. I don’t like getting low grades, especially on presentations
because it is so easy to make sure you have something. I felt really disappointed in myself and
wanted to breakdown and cry right there because i knew that one mistake would probably be
the different in me getting an A in the class. Even though I was very upset about doing poorly
on my presentation, I just took a few deep breaths and calmed myself down to watch my peers
do their presentation.

(see evidence # 3)

4. Student will demonstrate URI 101 Stress can have a lot of negative effects on the body. It’s referred to as the “silent killer” and is
knowledge of stress management capable of causing damage to your body anywhere from acne to higher risk of blood clots.
methods There is a lot that is recommended to reduce stress, these include breathing exercises,
meditating, physical exercise. Bad ways to manage stress would include drinking, using drugs.
In URI 101 we talked about stress management a little and brainstormed ways each of us
managed and relieved our stress.

(see evidence #4)


Stöppler, M. C., M.D. (n.d.). Stress Management Techniques: Get Tips to Improve Health.
Retrieved from
https://www.medicinenet.com/stress_management_techniques/article.htm#relaxation_techni
ques_and_meditation

5. Student will demonstrate the day to day life I try to prevent an overwhelming amount of stress by making sure to do something relaxing
ability to manage stress daily. I try to study in the 24 hour room during the day this way I can sit with my friends. By
doing this we typically spend at least some time laughing which relieves stress. I also watch
watch my favorite shows, do facemasks, take a hot shower, or exercise to relax. Watching
shows allows me to escape my mind for a while. Going to the gym allows me to get all my
stressful and anxious energy out of my body.

(See evidence #5)

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13. Student will show knowledge of the URI 101 Maslow’s hierarchy of needs can be expressed in a pyramid with 5 different levels. It begins at
“Hierarchy of Needs” theory by the bottom with physiological needs; the biological necessities required by the human body for
Maslow survival. These necessities, like food water and air, are things the body cannot function
without. These are considered the most important of all the needs, with all other needs
coming second until physiological needs are met. The next layer in the pyramid is safety needs.
This could be things such as stability, freedom from fear, protection from the elements, and
security. Love and belongingness needs are the third level of human needs. This is a need for
interpersonal relationships like friendships, intimate relationships, and family. The fourth level
is esteem needs which can be broken into two categories: esteem for oneself, and desire for
reputation/ respect from others. Esteem for oneself includes things like dignity, achievement,
and independence. The tip of the pyramid is self-actualization needs, you focusing on yourself.
This could be personal growth, realizing personal potential, and self-fulfillment; essentially
being what you are capable of being.

(See evidence #13)

Mcleod, S. (2018, May 21). Maslow's Hierarchy of Needs. Retrieved from


https://www.simplypsychology.org/maslow.html

17. Student will describe HDF 290 My top 5 StrengthsQuests characteristics are futuristic, focus, individualization, achiever, and
StrengthsQuest Signature Themes, competition. Being futuristic means I’m fascinated by the future and always looking ahead. I
shadow side of Strengths and/or see visions of what I can be and what I can do and I want it all, it inspires me to be my best.
weaknesses, and examples of Focus is a little similar to futuristic, this strength is described as asking yourself “where am I
application (Source = Gallup) headed?” each day. Without goals, it’s hard for me to be motivated. I hate anything that sets
me back or makes me feel like I won’t achieve each of my goals. Having individualization as one
of my top traits means I am interested and good at picking out unique qualities of individuals.
This theme predicts that I am good at creating groups and knowing who will fit well together.
So far I know I’m good at doing this with dogs, but I want to see if I’m at good at it with people.
Those with achiever as one of their top traits have a need for achievement. I always need to
feel like I am doing things as well as I can and achieve as much as possible. Having competition
as one of my traits means that I always strive to always win first place. I always measure my
performance against others, especially academically my thoughts are if somebody else was
able to get a certain grade, i should be pushing myself to be as good or better.

(See evidence #17)


Clifton Strengths. (n.d.). Learn What the 34 CliftonStrengths Themes Mean | Gallup. Retrieved
from https://www.gallupstrengthscenter.com/home/en-us/cliftonstrengths-themes-domains

Outcome Category: Leadership Theories


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Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
19. Student will show knowledge of HDF 290 Bureaucracy aims to maintain uniformity, its an organisational structure that includes rules,
the “Authority and Bureaucracy” standardardized processes , divisions of responsibilities and labour, and clear hierarchies.
theory of leadership Weber There are six bureaucratic management principles; task specialisation, hierarchical of
authority, formal selection, rules and requirements, impersonal relationships between
employees, and career orientation.

There are three different types of authority; traditional authority, rational-legal authority,
and charismatic authority. Traditional authority rests on the belief that traditions are
sacred. the result is gerontocracy, and patriarchalism. This means older people are in
charge and their a clear order of power.
(see evidence #19)

Authority (Weber). (n.d.). Retrieved from


http://faculty.babson.edu/krollag/org_site/encyclop/authority.html

Mulder, P. (2018, November 05). Bureaucratic Theory definition by Max Weber. Retrieved
from https://www.toolshero.com/management/bureaucratic-theory-weber/

21. Student will show knowledge of HDF 290 There are four principles of scientific management known at Taylorism. the first is to use
the “Scientific Management” the scientific method to replace habits and common sense. Using the scientific method to
theory of leadership by Taylor study work will help determine how to do a task in the most efficient way. The second is to
use workers capabilities and motivations to match them to a job and train them to do the
jobs at maximum efficiency. To make sure workers are performing the most efficient ways
of doing tasks, monitor their performance and provide feedback. Finally, distribute work
between managers and workers so that the manager may dedicate more time to planning
and training while workers carry out their tasks efficiently.

(see evidence #21)


Mind Tools. (n.d.). Frederick Taylor and Scientific Management. Retrieved from
https://www.mindtools.com/pages/article/newTMM_Taylor.htm

23. Student will show knowledge of HDF 290 The management by objectives theory involves setting goals that both management and
the “Management by Objectives” workers have decided together or agreed on. The ideology behind this is that if the workers
theory of leadership by Drucker agree on/ have a say in the ultimate goal, that they will be more inclined to work towards
that objective. This theory works more as a tool than an overall solution to handle all
problems.When using management by objectives there are typically five main steps to put
it into practice. The first if to determine the company or group objectives. The next step is
to take the objectives and translate them to the employees using the acronym SMART
(specific, measurable, acceptable, realistic, time-bound) as helper. The third step is to set
individual objectives to encourage the employees participation. Monitoring employees is
step four. The final, fifth step, is to evaluate and reward employees for their work and
provide feedback on what was achieved.

(see evidence #23)


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Hayes, A. (2019, March 25). Management By Objectives (MBO) Definition. Retrieved from
https://www.investopedia.com/terms/m/management-by-objectives.asp

24. Student will describe personal Delta Epsilon Mu One thing the eboard and chairs of my fraternity really wanted to change this semester was
application of the above theory member attendance at events. As the new education chair one way I tried to do this was by
(Drucker applying the management by objectives theory and having the members vote to choose
things like the topics and date of the events. By doing this members were able to choose
check all four aspects were the days that work for them as well as deciding what the booths would be about. I’m also
applied trying to bring study groups back to our organization. I wasn’t in the fraternity when they
had study groups before, but I know people didn’t like how they were done. My strategy for
this is to put out an anonymous forum so members can tell me what they want to get out
of study groups and what they don’t want to happen.

(see evidence #24)

25. Student will show knowledge of HDF 290 Theory X assumes humans don't like working and will attempt to avoid it and that because
“Theory X and Theory Y” theory of this they need to be coerced or made to work hard. Claims people do not like
of leadership by MacGregor responsibility and the average worker wants to be directed and need security. It’s an
authoritarian management style applied to efficient large scale operations such as mass
manufacturing production workers. Theory Y assumes that work is natural and that humans
use the same amount of energy at work as in their private lives. Due to it being assumed
people are motivated they will direct themselves to work towards aims of the organization.
They will accept and naturally seek responsibility as well as use their resourcefulness to
solve problems. This is a participative management style and is best applied to professional
services.

(See evidence #25)

Value Based Management.net. (2010). Theory X theory Y – McGregor. Retrieved from


http://www.valuebasedmanagement.net/methods_mcgregor_theory_X_Y.html

27. Student will show knowledge of HDF 290


the “Servant Leadership” theory Servant leadership is based on the idea some people want to serve first rather than be
of leadership by Greenleaf served. Servant leaders have 10 important characteristics; listening empathy, healing,
awareness, persuasion, conceptualization, foresight, stewardship, commitment to the
growth of people, and building community. Listening means giving your full attention to
somebody when they are speaking. Improve listening by noticing body language, not
interrupting, and giving feedback to what they’ve said. Being empathetic means to briefly
put aside your viewpoint, value the perspectives of others, and be open minded when
approaching situations. Healing refers to emotional health and being supportive of others
mentally and physically. To be self aware means you are able to acknowledge your
strengths and weaknesses, being open to feedback, managing your emotions, and
considering how your actions may influence or affect other people. Being persuasive means
to encourage others to take action, this may help in getting everyone to support decisions.

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Conceptualization is being able to see past day-to-day realities and see the bigger picture.
Learning from events in the past and being able to predict what may happen in the future is
having foresight. Your accountability for the things that happen in your organization, and
leading by example to show the values you want from others is your stewardship.
Commitment to the growth of people includes commitment to the development, both
personal and professional, of others. Lastly, you can give opportunities for workers to
interact with each other, therefor building a sense of community. Implementing these 10
characteristics can help in developing servant leadership and having more engaged
employees.

(see evidence #27)

Mind Tools. (n.d.). Servant Leadership Putting Your Team First, and Yourself Second.
Retrieved from https://www.mindtools.com/pages/article/servant-leadership.htm

35. Student will show knowledge of HDF 290


the “Individuals in Organizations” This theory follows a loop model that represents how our actions are guided. There are
leadership theory by Argyris three main elements to this model; governing variables, action strategies, and
consequences. Your governing variables are your values you are trying to maintain. Any
situation could result in a shift in these variables. These are connected to your action
strategies; your strategies to maintain your values. The strategies you choose to use will
have consequences, whether you intended them to happen or not. Single-loop learning
would involve changing your action strategy only, in order to get certain consequences.
Double-loop learning would involve adjusting the governing variables so that as they
change so do your action strategies and consequences.

(See evidence #35)

Anderson, L. (2014, August 19). Argyris and Schön’s theory on congruence and learning.
Retrieved from http://www.aral.com.au/resources/argyris.html

37. Students will demonstrate HDF 290


knowledge of the “4 V’s” theory For the 4 V’s model of leadership you must first identify your core values in order to achieve
of leadership by Grace (Center ethical leadership. Service is then used to test your values and reveal your vision. What you
for Ethical Leadership) want to see happen is your vision, this should frame your actions and widen your
perspective. Polis is how vision is communicated to others through your voice.How you get
your vision from your mind to everybody else's is your voice. Be consistent with your visions
and values so that your intent is not altered through your voice. Renewal connects your
voice to your values, this is when you make sure your actions reflect your values. Doing the
right thing, or your virtue, is the glue that links your values, vision, and voice together. It is
fundamental to the 4 V’s model.

(See evidence #37)

Center For Ethical Leadership. (n.d.). Concepts and Philosophies. Retrieved from
http://www.ethicalleadership.org/concepts-and-philosophies.html

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39. Student will show knowledge of HDF 290
the “Situational Leadership” Situational leadership is different than some other leadership theories in that the leader
theory by Hersey & Blanchard can incorporate many techniques to best for the environment of the workplace. There are
two main concepts when looking at situational leadership; the leadership style used and the
level of development of those following. There are four styles of leadership for situational
leadership labeled S1-S4. S1 is telling leaders, in which communication is often one side.
The leader gives instruction and guidance, and they expect other to follow. S2 is selling,
instead of simply telling people what to do, they try to sell their ideas to gain cooperation of
others. S3 is participating leaders, they participate in the decision making process, but leave
the final decision to employees. S4 is delegating, these leaders provide minimum input, but
overall they let others do the work. There are four types of development levels when
considering employees. Low competence: high commitment, Some competence: low
commitment, high competence: variable commitment, and high competence: high
commitment. Each of these development levels should also be paired with a maturity level.
There are four of these leves; M1 would work best with the telling style (S1) and indicated a
lower maturity level. M4 is the highest maturity level and would pair well with S4 which is
delegating.

(see evidence #39)

St. Thomas University. (2014, November 25). What is Situational Leadership? How Flexibility
Leads to Success. Retrieved from https://online.stu.edu/articles/education/what-is-
situational-leadership.aspx#definition

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41. Student will show knowledge of HDF 290
the “Relational Leadership” Relational leadership is a process in which people work together trying to accomplish
model by Komives, McMahon & change for the common good. It values being ethical and inclusivity, relationships are they
Lucas key component to being a successful relational leader. There are five main components to
the relational leadership model; empowering, inclusive, purposeful, process-oriented, and
ethical. To be empowering means promoting self leadership, practicing renewal, and
encouraging others. Empowering people should have knowledge of the impact of power
and self esteem, and believe that everybody has something to offer, power and decision
making should be shared, and that the contributions of others should be values. To be
inclusive means to engage in civil conversation, building cohabitations, and listening. Beliefs
should include seeing the value in people's differences, that everybody can make a
difference, and fairness and quality are important. Inclusiveness should also include
knowledge of citizenship, organizational culture, as well as self and others. Being purposeful
includes having a positive, optimistic attitude, as well as a belief that a difference can be
made by groups, organizations, or individuals. People who have a strength in being
purposeful may include being good at tasks including envisioning, involving others in
processes, identifying goals, and giving meaning to the task. To be ethical is to be driven by
your values and morals. Being ethical includes the beliefs that socially responsible behavior
should be encouraged, and that actions that benefit others should be preferred over those
performed for personal gain. Knowledge of ethical decision making, and value development
may be useful to implement being ethical to tasks like confronting inappropriate behavior
in others, and identifying issues that may require and ethical decision to be made. To be
process- oriented means to be good at tasks like collaboration, reflecting, engaging in
confrontations in a civil manner, and making meaning. Process-oriented individuals should
carry the beliefs that process and outcome are equally important, trust the process and
good things will come, as well as knowledge about community, systems perspective, and
group processes. Combining these five elements leads to a relational approach to
accomplishing a positive change.

(see evidence #41)

The Follett Student Leadership Center. (n.d.). The Relational Model. Retrieved from
https://www.uta.edu/leadership/about/approach.php

43. Student will show knowledge of HDF 290


the concept of constructivism
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The concept of constructivism is that individuals build their own understanding of the world
through their experiences and interpretations of those experiences. It encourages trying to
apply real world problem solving techniques. To apply this method, you don’t simply give
away the solution to a problem. You try to help them use the knowledge they already have
to figure it out for themselves. The goal of constructivism is to teach people how to learn
and become expert learners, integrate new information, and reflect on experiences. Instead
of the teacher simply giving their knowledge to students, they use their knowledge to help
students construct their own knowledge. This method teaches students how to learn and
solve problems independently using their own knowledge instead of passively being told
information

(see evidence #43)

Educational Broadcasting Corporation. (2004). What is constructivism? Retrieved from


https://www.thirteen.org/edonline/concept2class/constructivism/index.html

44. Students will describe personal AVS 343


examples of implementing applied animal
constructivism behavior My professor utilized constructivism very often in my applied animal course.
Almost every class we would need to come up with solutions we hadn’t talked about yet or
just learned. We would also complete in class activities that taught us how to solve
behavioral issues on our own instead of waiting for a specific answer provided by the
teacher. One of these activities involved us splitting into groups of four and reading 20
primary articles studying feather pecking in chickens. We were told feather pecking was a
concerning event happening in the poultry business, and despite a lot of research continued
to be an issue. We were instructed to read our articles and apply them to our four
questions (ontogeny, phylogeny, mechanism, and adaptive significance) to discover why
feather pecking occurs and what potential solutions for this could be. Reflecting back, this
activity greatly improved by ability to read and understand primary research articles
quickly, as well as being able to apply my knowledge from the class to trying to figure out
an issue I hadn’t heard of before. This activity also taught us how to solve a problem and
come up with a solution ourselves instead of memorizing a cause and solution taught to us.

(See evidence #44)

47. Student will show knowledge of HDF 290 The social change model of leadership consists of three groups of values; individual, group,
the “Social Change Model of and community, that influence each other and consists of the 7 C’s. The goals of this model
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Leadership Development” by are to enhance learning and personal development, and to open the door for positive social
Astin et al change. Individual values consist of the first three C’s; consciousness of self and others,
congruence, and commitment. To be conscious of self and others means being consciously
aware of the values, beliefs, and emotions that motivate action to be taken. Congruence is
being consistent and authentic in your thinking, feeling, and deeply-held beliefs.
Commitment refers to “the psychic energy that motivates the individual to serve and that
drives the collective effort”. It’s directed towards group activity as well as the outcomes
wanted; it implies intensity, duration, and passion. The group values refer to the next three
C’s; collaboration, common purpose, and controversy with civility. Working with others in a
common effort is collaboration. Each individual is empowered most through collaboration
when a “division of labor” is present.The shared aims and values that are being worked
towards is the common purpose. This is best achieved when all members share a same
vision and actively participate in communicating the goals and purposes of the group.
Controversy with civility recognizes that differences in opinions is unavoidable, but they
should be dealt with in an open and civil environment. Openness to hear others views,
respect for others, and restraint in criticizing others views is implied by civility. The societal/
community values house the final C; citizenship. Citizenship is when the individual and the
collaborative group become connected to the community. Citizenship is considered good
when it recognizes effective democracy consists of individual responsibility and individual
rights.

(See evidence #47)


Central Michigan University. (n.d.). The Social Change Model of Leadership

Development. Retrieved from

https://www.cmich.edu/ess/ResLife/Leadership_Opportunities/Leadership_Camp/

Pages/Social_Change.aspx

48. Student will describe personal HDF 290 I applied this leadership theory by suggesting how to apply it to a real life situation in my
application of the above theory inclusion case study paper. In my paper I described what each of the 7 C’s of leadership
(Astin et al) (consciousness of self and others, congruence, commitment,collaboration, common
purpose, controversy with civility, and citizenship) as well as the three different categories
of values that these C’s fall into which were individual, group, and societal/ community
values. For example, consciousness of self and others is being aware of others values beliefs
and emotions, I explained that to apply this to their workplace this could be done by talking
to working one on one and encouraging employees to get to know each other.

(See evidence #48)

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

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
86 Student will demonstrate knowledge HDF 290 Some relevant laws and policies related to equity and inclusivity are Title IX, affirmative
of relevant laws and policies related action, and the equal pay act. Title IX is a federal law that makes is illegal to discriminate
to issues of equity and its against somebody on the basis of sex. This applies to all federally funded education
relationship to leadership (i.e., Title programs or activities, including sports. Affirmative action states that employers who have
IX, Affirmative Action, Protected written affirmative action programs are required to implement them. This means utilizing
Classes, etc.) women, minorities, and people with disabilities who are qualified and includes training
programs, outreach efforts, and any other positive steps that may be necessary or useful.
The equal pay act requires that employees receive equal pay for equal work and prohibits
discrimination of pay based on gender. It says that differences in pay are justified when
there's also difference in merit, seniority, and work performance. If there is unequal pay on
the basis of gender, it will need to be fixed by increasing the lower wage to match that of
the higher one. You cannot decrease a workers pay in order to gain equality, can only raise
others.

(See evidence #86)


U.S. Department of Labor. (n.d.). Affirmative Action. Retrieved from
https://www.dol.gov/general/topic/hiring/affirmativeact

U.S.Equal Employment Opportunity Commission. (n.d.). Facts About Equal Pay and
Compensation Discrimination. Retrieved from https://www.eeoc.gov/eeoc/publications/fs-
epa.cfm

United States Department of Justice. (2015, August 07). Overview Of Title IX Of The
Education Amendments Of 1972, 20 U.S.C. A§ 1681 Et. Seq. Retrieved from
https://www.justice.gov/crt/overview-title-ix-education-amendments-1972-20-usc-1681-
et-seq

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Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
109. Student will demonstrate knowledge HDF 290
of active listening techniques There are many different tips and techniques to improve active listening techniques. One
tip is to repeat the words somebody is saying in your head so you can stay focused and your
brain won’t wander. Active listening can be summarized into five different steps; pay
attention, show that you’re listening, provide feedback, defer judgement, respond
appropriately. In order to effectively pay attention one should look at the speaker, observe
body language, and do not start mentally coming up with a response before they finish
speaking. To show that you are listening you can nod occasionally, smile,keep your body
language open, and maybe include small verbal comments to let the person talking know
that they are being heard. Our own personal biases can sort of distort what we are hearing,
to avoid this it may be useful to provide feedback and reflect on what they speaker is
saying, and ask questions. You may do this by paraphrasing, asking clarifying questions, or
periodically summarizing the comments made by the speaker. In order to be a successful
active listener it’s important to not interrupt the speaker with counter arguments and allow
them to finish making their point before asking questions. Not doing this can make the
speaker feel frustrated and give them the impression you aren’t listening. Attacking the
speaker with counter argument will not add anything to the conversation. Instead you can
respond appropriately by being honest, respectful, and treating the speaker how you feel
they want to be treated. Being an active listener can make a difference not only in how well
you are comprehending what is being said, but also making the speaker feel their
information is appreciated and worth talking about.

(see evidence #109)

Mind Tools. (n.d.). Active Listening Hear What People are Really Saying. Retrieved from
https://www.mindtools.com/CommSkll/ActiveListening.htm

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110. Student will describe examples of AVS 343
using active listening skills I have been working on active listening skills for a long time. I have ADHD which can make it
difficult to sometimes focus at all, my brain goes to a totally different spot and I can appear
to be listening while in my own world in my head. Applying some tips and techniques
associated with active listening helps me to at time have a strong active presence in the
class. I have noticed that when applying active listening skills in class teachers notice, and
seem to appreciate it. One day my brain was in a particularly focused state of mind and
allowed me to really fully apply active listening in my applied animal behavior class. During
the lecture I actively read the slides and focused on what my teacher was saying. I repeated
what he was saying in my head, thinking about how these concepts were supposed to fit
together. I showed I was actively listening to my teacher by nodding when he looked to the
class to make sure we were understanding. I provided a lot of feedback throughout the
class because I was really understanding the material and was able to understand the
answers he was looking for. A lot of times in class he’ll ask questions and nobody has any
idea what the answer is, or we’re missing the main point/bigger picture. On the particular
day I really applied my active listening skills there were questions others could not answer
but after reflecting on what he said and how he said somethings I was able to pick out the
solution. If i became confused at a point during the lecture I decided to defer judgement
and wait for him to finish making his points, sure enough what I didn’t understand was
explained in a later slide. Applying active listening really helped me in this class.

(see evidence #110)

114. Student will describe examples of WRT 104 Part of being able to receive an A in WRT 104 is to complete a peer review badge. While
giving and accepting feedback. Writing taking a voice recording, classmate presented to me what they did, their target audience
and other general info. I then gave them constructive feedback about their work. Examples
of constructive feedback would be “I really liked your intro paragraph because it highlighted
your main points but you lacked this in your conclusion.”. The requirements were to give
our overall impression, note how and where the piece is effective for the audience, where it
may fall short of meeting the needs of the audience, how the author's purpose is achieved,
where the authors needs may not be met, and specific feedback on anything that could be
improved. These reviews were important in helping to make our badges better.

(See evidence #114)


Maker Comp. (2018, August 22). Peer Review. Retrieved from
https://makercomp.wordpress.com/portfolio/peer-review/

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140. Student will show knowledge of the HDF 290 When somebody gives an informative speech their main purpose to to educate their
construction / elements of informative audience about a topic, or how to complete a task. The goal of an informative speech is to
and persuasive speeches have the audience walk away with new useful knowledge of the topic. Informative
speeches should be organized in a logical manner so it’s clear when transitioning from one
point to the next. It may also be useful to use examples or visual aids to help the audience
understand the topic better. In a persuasive speech the author has a particular point of
view on a topic that they want to audience to accept. This type of speech uses both logical
and emotional appeals. The logical aspect shows why the perspective must be true because
it seems to make sense. The emotional aspect makes the audience feel a particular about
the persuasive argument. It will be easier to persuade an audience you know some
information about than one you know nothing about. Informative speeches and to educate
their audience, persuasive speeches aim to get the audience to accept a specific point of
view.

(see evidence #140)

VanBaren, J. (2019, January 10). Characteristics of Informative Speeches. Retrieved from


https://penandthepad.com/characteristics-informative-speeches-8632923.html

Wilson, T. (2014, September 19). The 6 Elements of a Persuasive Speech. Retrieved from
https://www.myrkothum.com/persuasive-speech/

141. Student will demonstrate proficiency HDF 290 With two of my classmates we presented what we had learned about the difference
in informative and persuasive public between persuasive and informative speeches. We also gave specific examples of what
speaking each type of speech would look like. A member of our group talked about URI, giving
specific facts about the university. This was us providing an example of an informative
speech as the speaker included a specific subject (URI) and then educated the class about
this. He tried to present his information in a way that would get them to remember the
information. He then discussed the whether a standard car was better to drive than an
automatic. This was an example of persuasive speech because he used both logical and
emotional appeals by saying “a standard is proven to be more fuel efficient” which would
be logical and “nobody drives a standard anymore” as an emotional appeal.

(see evidence #141)

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142. Student will show knowledge of WRT 104 The first step in planning an interview is preparation. You want to know a little about their
planning and conducting interviews writng background in order to effectively interview them. Before interviewing the person you
(as the interviewer) should come up with your list of questions. Think about what you want to know, why it
matters, and how its useful for whatever you are conducting the interview for. Having an
open and curious mind will show the person your interviewing that you are genuinely
interested. If conducting an interview verbally, it may be helpful to use LGC style of active
listening. This stands for listening, questioning, and carifying. This can help you get the very
best and clearest information from your subject. If interviewing somebody in person, you
should be conscious of your body language. This may be referred to as “embodied
listening”, and involving smiling, slightly leaning towards them, and not your head to show
you’re interested.You can also try mirroring in which you may mimic facial expressions to
show empathy or sympathy. The questions you ask are probably the most important part of
the interviewing process. Closed ended questions can be answered with a simple yes or no,
and may not get you a lot of useful information. Open ended questions leave more room
for explanation and addition details. After asking questions you may need to clarify, you
may not have understood a term they used, or it may just not be clear as to what they point
they were trying to get across was.

(see evidence #142)


Maker Comp. (2018, January 12). Interviewing. Retrieved from
https://makercomp.wordpress.com/resources/conducting-research/2415-2/
143. Student will describe personal HDF 290 I interview one of my bosses and role models Dr. Melissa Magnuson. I have known her
examples of planning and conducting since I was in elementary school on swim team with her daughter, I began working for her
interviews (as the interviewer) WRT 104 at one of her vet hospitals when I was 16. Yet I still didn’t really know much about her, so I
was excited to have the opportunity to interview her and learn more about how she got to
where she is today. I came up with 13 open ended questions for Dr. Magnuson to answer. I
prepared for this interview by looking at the rubric to see what requirements I needed to
make and wrote questions based on that, and also thought about what I personally wanted
to ask her about. After coming up with my list of questions I emailed her to ask if she would
be interested in answering my questions. After reading her responses I determined I didn’t
need to follow up with any clarifying questions as she answered them all pretty thoroughly.
Due to this being conducted over email instead of in person I did not have the opportunity
to apply listening body language skills. I had to do something similar for a writing class. For
this interview it was done over the phone instead of over email so I had more opportunities
to ask more clarifying questions and follow up question as well as hear their tone of voice.

(See evidence #143)

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144. Student will show knowledge of Delta Epsilon Mu There are several recommended tips for when preparing for an interview. The first is to
preparing for and effective answers in have examples ready to back up any information about yourself to back it up. The next is to
interviews (as the interviewee) be clear and concise, you don’t want to focus on one thing for too long and keep talking
without the interviewing being able to ask the next question. You can also open up the
conversation and make sure your answer covers the information the interviewer was trying
to get.

(see evidence #144)

Neece, M. (n.d.). Response Strategies for Interview Questions. Retrieved from


https://www.monster.com/career-advice/article/response-strategies-interview-questions

145. Student will describe personal Delta Epsilon Mu In order to decide who would get a bid for our fraternity eboard interviews potential
examples of preparing for and being members. I remember being very nervous for this for this interview because I meant a lot to
interviewed me to be able to join this fraternity. To prepare for this I wrote down questions that I
thought they might ask me and came up with different ways to answer each question. I
looked up commonly asked interview questions online to help me with anything I may not
have thought of on my own. This was useful because it helped me realize I had forgetting to
practice my most hated question; “tell me about yourself”. I am very bad at talking about
myself in a professional setting without being sure if I'm bragging or selling myself short.
Thinking of this ahead of time and practicing helped me tremendously. I think this really
helped me with my interview because I was able to be really confident when giving all my
answers. I kept my answers short and concise so that they could continue to ask more
questions and learn about me. I opened up the conversation by asking if I answered their
question well enough for some questions.

(See evidence #145)

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