Mcdonagh Outcomes 2019

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name:
Date Enrolled:
Date of Graduation:
*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 F
ax: (401) 874-5317
CSLD Mission Statement

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

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

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

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

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 THE100 Off campus living My freshman fall semester I took theater 100 which was a class where we put on a short production of
minimized need for approval the TA’s choosing. For the class it was several different types of people who just needed an easy fine
arts credit. I personally wanted to take the class because throughout high school my friend had been a
part of theater and I always wanted to see what it was like to be an actor. The class was full of people
who I had no idea who they were and so the usual reaction would be to play it cool and act like I didn’t
care about the class like a majority of the other students did. Rather than that, I decided I wanted to go
out for being the lead of the play. I was outgoing and kind of quirky in order to separate myself from the
rest of the group not really caring what they thought about me. I didn’t feel like I needed to impress
anyone else in the class, besides the TA who was giving me the grade. I was still able to make some
friends in the class though, one of the shadow TA’s I know really well now and I also started talking
and becoming good friends. I chose to be myself and work toward getting a good grade rather than the
approval of the other students in class and still managed to make some good friends. Living off
campus with 3 other people has also been quite the experience. Having to buy my own food,
cook my own meals and making sure I have enough gas to get to class everyday have been
quite the shock to my responsibility. Usually I’ve just had to worry about homework and papers
outside of class, now I’m trying to clean the house and do schoolwork and making sure dinner
is all set for everyone, and that no one is too drunk to function. It helps that being in a house of
EMS volunteers if anything goes wrong medically we can handle things ourselves.
2. Student will demonstrate personal, During lent of my freshman year of college I actually decided to try to give something up for once. I
organizational, and academic examples promised myself to stop drinking fruity sugary drinks, I already didn’t drink soda so might as well try to
of self-discipline cut out some other sugar. Breakfast was easy because nothing really sugary goes well with breakfast
foods so I was already just drinking water. Lunch and dinner was a bit more of an adjustment because
I was either drinking pink lemonade or powerade for both of those meals. I just needed to remember
not get them daily until it because a habit and then I just didn’t think of getting anything other than
water. I managed to keep this up until lent was over and then some. I have record player in my room
that ill occasionally use for music. I keep all my vinyl in a milk crate under my bed. In order to keep
them organized I have them in alphabetical order starting with artist then by album name, this makes it
fantastically easy to find a record. Before I’ll take out another record to put on the player I put the other
one back just to keep everything in order. My freshman year I remember interacting with several
people and having them tell me that they skipped class at least once a week. I just couldn’t see myself
doing this because I was constantly in fear that if I missed a class that I would take me forever to catch
up with the rest of the class. It was because of this that I only missed one class my entire freshman
year which was in order to help finish the set of the play going on at the time. People would skip
because they didn’t feel like going or thy felt as though they were too sick, but I went in regardless of
how I felt or how little sleep I got the night before.
3. Student will demonstrate the ability to Once during high school I was at the division 1 southern Massachusetts sectional wrestling
manage emotions tournament wrestling at the 152 pound weight class for my high school. They day had progressed and
it came down to the final matches of the day, I had already lost one match so I was wrestling for 3rd
place against someone from Durfee high school in Fall River, Massachusetts. The match had started
and within 15 seconds I was on my back writhing in pain. My opponent had dropped me on the mat in
a way that twisted my spine to a point that it knocked the wind out of me and I was in so much pain I
couldn’t even move. For a moment I panicked, but I was able to pull myself together and started
checking to see if my appendages worked. Next thing I knew my dad and coaches were surrounding
me telling me to relax, followed shortly by the EMT on duty and the referee. I remember telling my dad
and the EMT that I could feel my fingers and wiggle my fingers and then next thing I heard was the
opponents coach say “He gets a point for screaming right?” because when I hit the mat and got twisted
I screamed because it was one of the most painful things I had experienced. The referee had some
very choice words for the coach and told him to go away. After a couple minutes later I was able to
stand up and shake my opponents and walk off the mat. It took a lot of control to stand there and look
him in the eye with respect and not explode with anger at my competitor for purposefully hurting me
like that, or his coach for making the comment he did.
4. Student will demonstrate knowledge of After spending a couple minutes on the internet I was able to find some key ways to manage stress by
stress management methods relaxing my body and mind. Some of the methods I found to relax my mind were doing something you
enjoy and to focus on the present moment. Taking that deeper, one way to focus on the present was to
meditate and to focus solely on things that are happening in the immediate like focusing on breathing
and not thinking about huge deadlines. Doing something you enjoy is another way to relax one’s mind
because you are in the moment experiencing something that doesn’t worry you and brings you
happiness. Doing something you like could be as simple as going to the movies, playing videogames
or even swimming at the beach. It’s one the simplest things we can do, but it is often overlooked
because we feel like we never have the time to do such trivial things. Another way to relieve stress is
to relax your body, this can be achieved through regular exercise. Going to the gym and completing a
regular routine can help bring up your mood and help stay in shape. Breathing exercises are more
specific way of relaxing one’s body and helping stay in the present moment.
Source: Stress Management-Ways to Relieve Stress. (n.d.). Retrieved April 27, 2016, from
http://www.webmd.com/balance/stress-management/stress-management-relieving-stress?page=1
5. Student will demonstrate the ability to Tootell aquatics During midterms of my freshman spring semester I was really stressed about the amount of tests that I
manage stress had that week as well as other assignments. One of my favorite things to do is go swimming, usually
after a really stressful week I like to go down to the pool at the Tootell aquatic center. I usually spend
around 2-3 hours just swimming around in the open pool and jumping off the diving board. I like to
spend a lot of the time under the water because of how calm and quiet it is. There isn’t any loud noise,
no bright lights, and no thoughts other than when I need to go up for another breath. It really gives me
time to clear my mind of anything negative or just to reflect on event that have just transpired in my life.
Though I don’t like to really dwell on my past, I do like to take the time to learn from my past mistakes
and decide whether something was really worth the stress and worry that came out of the situation.
Swimming for me is a great way of stress relief as long as I’m not confined to swimming endless laps
in one lane. It’s also a great way for me to stay in shape, which takes off a little more stress.
Something else that I’ve found in recently that helps my levels of stress is going to concerts.
Since coming to college my concert attendance has gone up drastically. I go see bands like
Saint Motel, Imagine Dragons, Twenty One Pilots, Bastille and Coldplay. The bands have really
helped me keep it together just by giving me something to listen to on the long walks across
campus, so to finally see them live and listen to their songs in person is just a great feeling that
just gets rid of my troubles for a little bit.
6. Student will express a personal code of One of the things that really bothers me is when people cheat. When you cheat at something you
leadership / membership ethics aren’t getting the full experience of being challenged. Skipping out on this experience to be challenge
will halt your progress and ability to learn and grow. I never want to miss out on an opportunity to grow
so I am more than willing to get a bad grade because I’d rather learn the subject again than pass on
something other than my own abilities.
7. Student will demonstrate practice of the BIO104 During my biology lab my spring semester of freshman year I had an experience with another student
personal code of ethics that was agitating me almost to my breaking point. We were conducting a lab where we had to go
around the room and record data. I was going around and I noticed one of the other students was
following me around and constantly looking over my shoulder. I realized he was copying everything I
was writing down without looking at the experiment himself. I tried to move around the room
sporadically in order to shake him but it was no good, my only option was to confront him directly about
it and at this point a was a bit upset that he had just been cheating off of me this whole time. Next time
I stopped to record data I noticed him right behind me I turned to him and told him that id really
appreciate if he’d stop hovering right over my shoulder and that he should probably do the work
himself. He stopped following me after that and I could continue to do my work in peace.
8. Student will express a personal values HDF190 In HDF 190 we took the VIA quiz in order to find out what our top values were. For my results I got
statement (Sources = VIA, values Love, Humor, Honesty, Kindness and Fairness. For me love is more than just something you share
clarification exercises, etc.) with your significant other it’s caring for others and wanting the best for them. I love my family, my
friends and even my neighbors. Humor is something that I literally can’t go without in my daily life. I
find life to be so dull if I can’t make a joke about something that went horribly wrong as I try to recover
from it. Honesty is really big when it comes to interacting with others for me because I’m always trying
to help others and if I’m unable to know the whole truth I can’t be much help. It really bothers me when
I trust people and they aren’t able to be honest with me making it so that they lose some of my trust.
Showing kindness is just something that I can’t avoid doing. Anyone I encounter I show them kindness
by holding the door for them letting go before me in line, the little things that can change someone’s
entire day. Fairness being my last top value does still majorly affect how I interact with people. Rather
than judge people on looks I give them the opportunity to talk to me so I can get to know them. When it
comes to running activities I really like to give everyone the same opportunity at taking the lead.
9. Student will demonstrate practice of the When I was in high school there was a dunkin donuts down the street from the school where a lot of
personal values statement students would go to get food after school if they had any events later in the evening and they didn’t
want to go home. One day when I was getting a donut there was a pretty sizable line of other students
behind me that weren’t paying much attention and just doing some shenanigans when a woman
walked in and hoped into line in front of me. She looked up for a second and realized all the people
she had just jumped in front of. She looked up and started to apologize to me but I told her not to worry
about it because she seemed like she was in more of a rush than any of us students were. When I got
to the counter the guy handed me a donut saying that the lady I let go in front of me bought it for me.
Going to show that if you’re kind and honest with people they will be grateful.
10 Student will demonstrate the ability to HDF190 For HDF190 we had to do a service learning project where we worked with an organization to help
lead a project from start to finish better the environment in our surrounding area. When the project started we had a little difficulty
. (follow-through) finding a day where everyone was available to work but we finally decided that April 10th would be our
best option. We had it planned that it would be the day that we could all do it, and we had a backup
day that a majority of people could do but not everyone. When the day came it turns out that a snow
storm had also come into the area preventing us from going to the beach and cleaning up. That day
we were frantically texting to see if we could get another day to do our work but it seemed like nothing
was working. When we got into class that Tuesday we came to the conclusion that going out and
serving the community wasn’t something that we would be able to plan and execute within the week
we had left before the project was due. We figured since we couldn’t physically do anything within the
time we had left we decided to switch gears and go a more hypothetical route. We decided to propose
a club that was focused around recycling and cleaning our campus community. We did some research
to find that our campus actually didn’t have club like the one we were thinking of. So we completely
came up with one that would fit with what we wanted to do. We divided the slide show up into parts for
everyone to work on. We made an informative video and a PowerPoint showed it to the class as our
presentation together.
11 Student will describe goals and objective When I was wrestling competitively a problem I was constantly experiencing was cutting weight. It was
statements regarding personal issues, an unhealthy habit that I got into around the end of middle school. I would wrestle in multiple layers of
. career issues, and community issues clothes when the room already had the heat turned up, I would spend hours spitting in a bottle and
even skip out on dinner the night before and breakfast the day of a match just to lose one or two
pounds in order to be able to compete at the weight class I wanted to. When I got to college I stopped
wrestling competitively because going to meets and tournaments was the reason I was cutting weight.
Rather than lose weight, it was my goal to keep what weight I had and maybe gain a pound or two to
make sure I wouldn’t get into the habit of trying to starve myself to stay at a certain weight. My career
path isn’t a clear one because of how broad my major of marine biology is. With so many different
fields to choose from like researching and aquaculture I can’t quite figure out one that fits my style.
One idea that I had was to go back to my high school and become a biology teacher and possibly help
others begin their leadership journey. Another option though is with a company known as Deep Water
Wind. They are trying to bring clean renewable energy to the united states by building wind farms off
the coast. Fossil fuel is a huge issue with the world and bringing more alternative clean energy to the
table would be able to improve our state of being. As a marine biologist I could work for Deep Water
Wind and help better communities like Block Island, the sight of their first offshore wind farm.
12 Student will show evidence of goals and HDF417 URI EMS When I first came to URI I had one clear goal for as far as extracurricular activities were concerned, I
objectives that were planned and wanted to join the volunteer emergency medical services corps. The process started on first night
. achieved where they had signups for interviews. When it finally came time for my interview the next week it was
a swelteringly hot day and I decided to wear a collared shirt and a tie in order to look professional. By
the time I got to the station all the way at the west side of campus my back as drenched but I made it
through my interview officially landing myself a spot as a recruit. As a recruit we have to finish training
for certain skills within certain time frames over the course of either 30, 60 or 90 days. It was a long
process that required me to spend several full weekends at the station just to get the skills done in
time. One time I lost my sheet with all my signatures, just a day before the deadline for certain skills. I
was able to push through and finish them all and reach the point of where I could graduate. The next
semester I was sworn into the corps as a general corpsman and now serve the campus as a first
responder.
Starting this semester, I had a broken leg that left me unable to do most things that I could
normally do. I had signed up for a fairly difficult fall semester usually only giving myself 15
minutes between most of my classes. One of the options that disability services gave me was
to take a semester off so that I wouldn’t have to worry about school work during my healing
process. I almost got angry at that suggestion, that I couldn’t handle school work and have my
mobility slightly reduced. I set out to prove to myself and others that I could handle normal
activities even though I was not at my full strength. I knew I had my HDF417 internship this
semester and that the class that I was being the TA for wouldn’t be offered in the spring and if I
were to take the semester off it would be a missed opportunity. I set the goal for myself that not
only would I continue going to school this semester even with my added challenge, but I would
be no less useful and would try and do it with as little help from others. Within a week of my
semester starting I had my cast off and but I was still using crutches to get around. Within 7
weeks of my surgery I was driving, walking around the room and going to physical therapy.
Now sitting at the end of the semester looking back and seeing where I was, needing help to
get around everywhere to where I am now being able to climb most of the walls at the challenge
course I’m very happy with my progress with my injury and having been able to complete this
semester at school.
13 Student will show knowledge of the HDF190 During the HDF 190 retreat we learned about Maslow’s theory “the hierarchy of needs”. This theory
“Hierarchy of Needs” theory by Maslow was developed by looking at people like Einstein, Eleanora Roosevelt and Fredrick Douglas because
. Maslow believed that a mature theory one must study mature individuals. The theory states that the
human mind will focus on getting its basic needs first before focusing on other things that may not be
as important for survival. The first step in the hierarchy of needs is physiological needs. These needs
are food, water, shelter and clothing. The next set of needs are safety needs. If someone is in an
experience where there is war going on or abuse this need isn’t being met. These safety needs also
include personal security, financial security, health and wellness, and a safety net if something were to
happen to hurt you. The next set of needs is the need for love and belonging. This includes friendship,
intimacy and family. People desire friendship and don’t want to be alone because if this need isn’t met
it can lead to depression and anxiety. The next step in the hierarchy is esteem. As humans we need to
feel respected and accepted by others in a group. We also must have our own self esteem too this is
often more pressing for a person rather than others accepting who they are. The last step in the
hierarchy is self-actualization when someone reaches this need they realize what their full potential is
and they start to strive for that goal. This step can only be achieved when someone has mastered all
the other steps and levels of the hierarchy.

14 Student will show application of Maslow’s HDF190 When I first came to URI my first step was to find my dorm room to establish where I’d be living for the
theory to own life next 9 months. I set up my room and got some food and water stashed away in my refrigerator in case
. I got hungry while sitting in my room. I had some money in my wallet and I knew the campus was safe
because I must have walked by about 3 or 4 blue light boxes on my way to the memorial union. Once I
arrived at the union I went to the lounge in order to meet my new friends that I’d be sharing the
experience of the leadership institute. I knew that we’d be able to bond and really get to know each
other in just three days and I’d be setting myself up with people to hang out with for the rest of the
year. From the large group of people I met at institute I filtered out the ones that made me feel really
accepted. It was with these people I felt the most comfortable and could really enjoy myself and grow.
Now after being in the FLITE class I have learned what my strengths are and how I can best use them
to help others and what my true potential is as a leader on this campus.
15 Student will show knowledge of the
theory of Superleadership by Manz &
. Sims
16 Student will show application of Manz &
Sim’s theory to own life
.
17 Student will describe StrengthsQuest HDF 412 For HDF 412 I retook my gallup strengths to see how over the past 4 years I've developed. After
Signature Themes, shadow side of retaking it my top strengths are adaptability, includer, self-assurance, arranger and maximizer.
. Strengths and/or weaknesses, and Adaptability has been my top strength since I first took the assessment and has been the easiest to
examples of application (Source = Gallup) identify with. Adaptability is a very “go with the flow” mentality, addressing problems as they come up
and not really worrying about the future. It allows for constant change and flow to fit a situation whether
it be serious or lighthearted. The shadow side to this strength however is that things tend to get put off
to the last minute and detailed plans aren’t really made. I often see myself using this strength while
facilitating, groups sometimes will complete a challenge quicker than expected and we’re left with extra
time. Rather than just sit around and wait for the next element to free up, or just give them the same
challenge again I like to think on my feet by using another activity or change the element in a way that
will produce a greater challenge and use the remaining time. Includer, my second top strength, is
another one that was previous top 5. People with this strength constantly bring others into groups
asking for input or just help make them part of the task at hand. Bringing an element of tolerance and
acceptance to any group they are in. The shadow side of this strength tends to focus on everyone
being the same rather than individualizing people. During the group dialogues this semester I often
asked every member of the group if they had anything to add on the subject before I let us move onto
the next topic, because I didn’t want anyone to feel like they didn’t have a voice in the matter. People
who have self-assurance have a strong confidence in their abilities and judgement. They have the
confidence to take on new challenges and that they will be able to overcome any problem that comes
their way. The shadow side to this however often leads to stubbornness and being set in one’s ways,
willing to change because of what others think. Just this past May I took a trip to Mount Washington
with friends from middle school, it was a last minute kind of thing so I didn’t bother to properly tell my
parents about it. On when about 30 minutes away from the hotel my mom called me frantic telling me
not to do the hike because she didn’t think I’d be able to do it having broken my leg less than 9 months
prior. I told her I was confident in my abilities and used it as a test to prove to myself and others where
I was at in my recovery. Arrangers tend to organize things in a way that makes most sense to them in
order to be as productive as they possibly can. Working best in situations that are constantly changing
and unexpected creating an order and the best outcome. The shadow side is that sometimes
arragners are distracted by making the best possible way to do it rather than just getting the task done.
Over the summer I worked on the challenge course and in the office sorting out several projects, one
of which was redoing the ropes log. I used my arranger strength to make an excel sheet that would
show the all the necessary information. I managed to catch a couple slip ups in our system that ended
up with a couple miscounts for the amount of climbs just by moving the data into a different format.
Lastly maximizers tend to see the potential in others and want to help bring that out. They also
recognize people's strengths and build teams that accentuate individual’s strengths. A shadow side to
this strength however like arranger is that they are often striving for perfect and trying to find the best
possible solution to the problem rather than just doing it. One way I’ve used maximizer is by playing off
of a fellow facilitators strengths of strategic to make a plan for our presentation ahead of time, but
when other groups used the same activity as us. My fellow facilitator started to panic but I was able to
use my adaptability to change our framing in order to better reflect our theme of inclusion and make
the challenge of the activity different.
18 Student will describe personal leadership HDF190 Leadership institute In HDF-190 we took the Strengthsquest and I found that my leadership style really revolves around
style and/or personality style including building relationships with others. My number one strength I had was adaptability, when I first read this
. strengths and weaknesses and examples I started to think about how it described my previous actions. I would often find myself in situations
of application (Sources = Leadership style such as wrestling where I could be happy and joking and then when I had to get on the mat and
inventories, the L.P.I., Type Focus wrestle I had to be completely serious. I’ve had people from my wrestling team tell me it’s like I’m two
(MBTI), LAMP, DISC, and other career completely different people outside a match and during one. More recently, I was spending time with
inventories, etc.) some of my friends having a good time, when we heard a crash outside the window within the minute I
had realized that a car had just crashed and something switched in my head and I ran outside to help
whoever was in trouble. However people like me who are adaptable tend to “go with the flow” while a
strength can also be a weakness. Usually I have no plans whatsoever and I tend to get things done
last minute making not only myself a little stressed but also sometimes others frustrated. My second
strength was being a relator because of this I find it easy to relate to people on a personal level. I like
to make deep connections with people and really get to know them. Sometimes I feel as though I
overstep my boundary as a professional when it comes to trying to relate to others while on duty at
EMS. My next strength I got was includer, for me this means that if someone isn’t being included in a
group or activity I will migrate towards them and try to help them make their way into the group. I can’t
stand people being by themselves so more often than not I’ll go over and talk to them myself.
Communication is something else I excel at and is another one of my tops strengths. I really know how
to use my words and how to express feelings and emotions to others in person. My only weakness
with communication is that over mediums such as text and email I’m not as good because I can’t read
into what other people are saying well. My final strength was connectedness, this means I can see
how things are connected easily. Usually I see how things are connected and the reasons as to why
things are happening and how they affect other. The only problem is when things aren’t connected I
could spend countless hours looking for a connection when there really might not be one.
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 The last theory we learned in HDF 190 was Robert Greenleaf’s theory of servant leadership. In his
“Servant Leadership” theory of theory of servant leadership Greenleaf starts off by saying that “The servant-leader is a servant first”.
. leadership by Greenleaf The theory states that a servant leader must want to serve the people whom they are working with
rather than leading them in the traditional sense. When someone is being led by a servant leader they
should show signs that they are improving through interactions by becoming healthier, wiser and more
autonomous. There are 10 characteristics that a servant leader must display in order to effectively lead
someone. The first characteristic Greenleaf described was listening. It says that rather than trying to
take charge and make decisions and talk about everything a servant leader should take a step back
and listen to what others have to say. This can not only help others grow but the leader can also take
what they hear and reflect on what was said in order to grow themselves. Another trait that is important
and goes very well with listening is empathy. This connects to people on a personal level and letting
them know that what makes them unique really helps them grow and become more autonomous.
Healing is the next characteristic of the model. When using the previous two characteristics it’s very
possible to heal others and their relationships making them whole once more. A servant leader must
be aware of not only their surroundings but also of who they are as a person. Without knowing who
you are as a leader you cannot lead others and help them find themselves. One must also be aware of
any ethic issues that may also affect the situation the leader is in. Rather than take a position of power
and try to force something as an absolute a servant leader will try to convince their peers that what
they are doing is right rather than just enforce. If you want to get something done you must have the
ability to conceptualize and plan. This isn’t very short term single goal oriented this is slightly bigger
picture. However they must have some foresight and must see how their actions can affect others in
the future from their past experiences. A Servant-leader must also take stewardship in the greater
good of society. It is trusted in their hands that they will do what is right. When you see someone who
is a servant leader they are committed to the betterment and growth of the people they are serving.
They want to see improvement regardless of how large or small. This could be a like encouraging
others to take leadership roles themselves. Finally the last characteristic is building community. He
wants to see the group he is working with come together and become closer as a community and
develop better relationships with each other.
28 Student will describe personal application HDF190 URI EMS As a member of the University of Rhode Island Emergency Medical Services I’m acting as a servant
of the above theory (Greenleaf) HDF417 Ambulance Driver leader. When I first joined I did it because I knew it would be helping other and wouldn’t be affecting
. me in any positive way. I wanted to serve the campus even if I knew I wouldn’t get a thank you.
Reflecting back on my experiences one call particularly sticks out in my mind when thinking of servant
leadership. One day we had been called to the police station for a suicidal male who needed to be
transported to South County hospital. When we got him in the back of the ambulance he was calm and
started talking to us asking us questions, after a little bit things started getting deeper in conversation
as we asked him as to why he wanted to commit suicide. We didn’t talk all three of the crew in the
back with him just listened, only letting him know that we could be trusted and that he wouldn’t get in
any trouble for what he would say. This was an experience that I couldn’t relate to at all, I’ve never felt
the need to commit suicide, there were also other aspects of him that I couldn’t relate to, but I was
understanding and didn’t judge him for what he thought or did. After talking to him for a little bit we
could see his mood was improving as if just talking to us about everything was helping and healing him
a little bit. I had to be aware of things I was saying to him though because I didn’t want to ask him
things that would overstep my professional boundaries and also to be sure that my body language was
as sincere as I was actually being because I tend to be a little more laid back. There was one point
where he hesitated to tell us something because he was afraid of what the consequence would be if
we told the wrong people. We had to assure him that anything he said to us wouldn’t be told to the
police and that we could be trusted. As a member of the corps of URI EMS it is my job to take care of
the community and see that they feel safe and comfortable in the ambulance I’ve been trusted by them
to help improve their lives. I like to think that every encounter I have helps people grow on campus and
improve their decision. I plan to take my involvement farther by becoming a full EMT and being able to
further help others. Now a driver for the ambulance I’ve been able to help fill timeslots that would
usually have been left empty or other students would have had to respond to from their classes. Since
doing this I’ve made other people in the Corp’s lives easier, I have also had the opportunity to help
more students in need by getting them to the hospital in a fast and safe manner. The only downside
being that I’ve missed a couple classes because it myself.

My time in my internship as a TA for HDF413 has been an experience of servant leadership. I
knew a few of the students well because we were in the same grade, went to the same institute
and had been in the same HDF190 class together, but others I was just meeting them for the
first time or I had one or two interactions with them the year before. Since I had known some of
them from before I tried to take more of a servant leader role than one where I just told them
what they had to do. I encouraged them to find their own answers and supported them when
they had trouble with situations like that. Some of the students had trouble with my fellow TAs
and their actions with regards to the class. I would often be the middleman and express some
of these concerns to the teaching staff, while also trying to explain to the students as to why
the other TAs may have done what they did. Another great part of the service experience was
being able to get to know the students that I didn’t already. We had scheduled one on one
meetings with our students. Some of them it was quick and not much too it, others were much
more willing to talk, and we were able to get to know each other better. I was able to address
any and all concerns that they had about the minor or just HDF413. Rather than lead from the
front this experience was one of service and helping the students grow and learn to become
better leaders and gain the facilitation skills they needed.
“Principle Centered Leadership” theory
. by Covey
of the above theory (Covey)
.
31 Student will show knowledge of the “14
Points / TQM” theory of leadership by
. Deming
of the above theory (Deming)
.
“Visionary Leadership” (now often cited
. as “Transformational Leadership”) theory
by Sashkin
of the above theory (Sashkin)
.
“Individuals in Organizations” leadership
. theory by Argyris
of the above theory (Argyris)
.
37 Students will demonstrate knowledge of HDF190 In HDF 190 we learned the 4-Vs model of ethical leadership which is a general framework to guide us
the “4 V’s” theory of leadership by Grace to bring our internal beliefs and values closer to our external behaviors or actions for the purpose of
. (Center for Ethical Leadership) furthering the common good. The first V of the model is values, It starts with an understanding of one’s
personal values and personal commitment to them. When we understand these it allows us to let them
shape our actions. The second V is vision, which is the ability to frame our actions, especially when it
comes to serving others. The third V is voice which is articulating ones vision in a way that others can
understand and are motivated to help. The fourth V is virtue which is understanding that if we practice
doing the right thing we become virtuous which brings us to the common good. There are three other
elements to the theory which are key to developing ethical leadership. The first element is Service
which connects vision and values, this implies that when we use our values while serving we leave our
vision with those who we have served. The second element is polis which is the root of the word
politics when we give voice to our vision through our actions we are engaging in politics. And the last
element is renewal which connects voice back to values because every now and then we need to
break from action in order to make sure our values and vision are still within the same realm
38 Student will describe personal application HDF190 We learned out top values in HDF 190 by taking the VIA test, after taking this test I learned my top five
of the above theory (Grace) values are love, humor, honesty, kindness and fairness. After reflecting on these values I realized how
. much they play into my everyday life and how I interact with my friends. I had a group of friends who
ended up having to separate because two certain individuals couldn’t get along because of the past
they had together. I spent time with the part of the group that was guys because they seemed to be
taking the situation a little harder than the rest. I wanted to help him get better and possibly help fix the
relationship between him and the others. I let him know that he was loved and he could count on me
for anything. There were situations where he was interacting with the others that I had to tell him
wasn’t alright and was possibly causing some problems, but I also gave him the benefit of the doubt in
say that it wasn’t entirely his fault. Constantly id be trying to cheer him up by cracking jokes and trying
to make the situation seem a lot lighter than it actually was. I now realize that I can’t really fix the
situation and bring the group back to the common good the way I have been going about it by trying to
incorporate all my values, rather I should just try to focus one value like honesty or fairness in a
situation like this one.
“Situational Leadership” theory by
. Hersey & Blanchard
of the above theory (Hersey &
. Blanchard)
41 Student will show knowledge of the HDF190 In HDF 190 we learned the relational leadership model which focuses on the relationships between
“Relational Leadership” model by participants who are trying to create purposeful change. In this model leaders are seen as inclusive,
. Komives, McMahon & Lucas empowering, purposeful, ethical and process oriented. There are 3 principles for the relational
leadership model they are knowing, being and doing. When knowing you must know yourself how
changes occur and how others view things differently. When being you must be ethical, principled,
open, caring and inclusive. While doing you must act responsible, consistently and congruently as a
participant in a community and on your commitments and passions. For each trait there are specific
things that a relational leader must know, be and do. As someone who uses inclusive they must know
themselves and others while believing that everyone can make a difference and shows skill in listening
to others. Someone who is empowering must know what power is and how to empower others while
believing that contributions from others are valued and sought after while showing skill in affirming
others. A purposeful leader must understand how things change while believing that having a good
hopeful attitude helps everyone while showing skills in making meaning for tasks. For someone who is
ethical they must understand the development of people’s values and believe that actions that benefit
others are preferred over actions for self-gain while being proficient in confronting others on
inappropriate behavior. Finally the last trait of being process oriented is someone who understands
community and believes that the process is just as important as the outcome and is very good at
collaborating with others.
42 Student will describe personal application COM100 In my com-100 class we were assigned a group project to work on for the next two weeks. One day we
of the above theory (Komives et al) were working and shooting ideas back and forth as to how we want to go about tackling the subject
. and how we want to portray it. I noticed how I acted followed very closely to the relational leadership
model. I found myself really open to the ideas of other members of the group and really considering
and trying to understand their train of thought. When someone gave some really good insight I often
found myself giving them words of encouragement and supporting their ideas. The whole process
would be way too much for one person to plan and execute proficiently.
concept of constructivism
.
44 Students will describe personal examples
of implementing constructivism
.
45 Student will demonstrate knowledge of HDF413 SOLC,NWCC The Kolb’s model of experiential learning has four main parts to it starting at “what” then “so what”
the Experiential Learning Model (Kolb) HDF417 followed by “now what” and then goes to the “action” phase. The “what” phase of the Kolb’s model
. addresses the problem by asking what is going on, or what was going on. The second phase of “so
what” asks what the significance of the problem was and how it came to become such. During this
phase people will do research into how things happen in regards to the problem. “Now what” is the part
of experiential learning that people start to plan for the future. It takes a look at possible options and
solutions for the problem brought up in the “what” part of the model. Finally the “action” is when people
act upon the plan that they came up with during the “now what” phase of the model. Since the model
follows a circular fashion the next step after “action” would be “what”. Groups or individuals acting
encounter another problem start the process of thinking and learning all over again.
Upon teaching this method in HDF413 there are other parts to the model. Between the concrete
experience of “doing” and the reflective observation of “what” there is a part called diverging.
This is where people often discover the why of a situation that they were in. Between the
reflective observation and the “so what” of abstract conceptualization there is assimilation
where people figure out what is there to know about an experience. Between the Abstract
conceptualization and the Active experimentation or “now what” there is Converging where
people discover the relevance of a situation. Finally between the active experimentation and the
concrete experience is accommodating where we find out what would happen if I did x or y.
46 Student will describe personal application HDF190 SOLC While on the challenge course we base our debriefing questions on the Kolb’s model of experiential
of the Experiential Learning Model (Kolb) HDF417 NWCC learning. When groups finish activities we often start off by asking them “what happened?” asking them
. to explain the experience that they just went through. We also ask them how they felt about the
activity, trying to get a consensus on what was going through their heads. When they get the basic
idea of what happened and what they were doing together, we star asking them questions that are
from the “so what” phase of the model. Questions like “what went well?”, “what didn’t go well?”
because it gets the group considering the problem they encountered and how they handled it. Usually
the last question we ask groups is “how will you bring this back to your organization?’ because we
want to get them thinking about what they can do now that they have encountered the problem and
how they can fix it by themselves when they don’t have us to guide them. Now we may have caused
the problem on the challenge course but it can be very similar to problems created during meetings
and they need to be able to solve it themselves.
With my internship I was assigned to give a quick overview of the Kolb’s model of experiential
learning and show how it could be applied from a facilitator standpoint. I went through the
model explaining how each part could be used to facilitate debriefs when working with groups.
We start with the concrete experience being the activity that we just did and possibly any
added challenges that we might have thrown in. Next we ask participants to reflect on what
they observed usually asking them what just happened and have them give a recount of the
activity and how it went. Did they argue, did they perform well throughout the entire activity,
was everyone’s voice heard? After that we usually ask participants to explain the answers they
gave for the “what” questions and have them move into the abstract conceptualization phase.
We really want to prod them to figure out what was the main cause of the issues that came up
during the activity. If I’m having trouble with this I usually do a one word whip to get a feeling or
emotion out of everyone in the group and have people with standout words explain why they
felt that way. Finally, once we get out of the group what we want we ask them how that can now
take that with them and apply it in the future to their organization.
47 Student will show knowledge of the HDF190 In HDF one of the models of leadership we learned was the social change model of leadership by
“Social Change Model of Leadership Astin et al. Social change is inclusive and promotes knowledge, change, social justice, and equality.
. Development” by Astin et al The model takes place at three different levels known as individual, group and society. The individual
level focuses on the development of characteristics of one’s self such as awareness, values and
personal qualities. The group level focuses on the collaboration of the group and how they interact with
each other. On the social level the model focuses on bringing change for the common good. There are
seven values that are closely related to the social change model and they are known as the seven C’s
of social change. The seven values are Consciousness of self, congruence, commitment,
collaboration, common purpose, controversy with civility, and citizenship when these values are
applied we can bring around the eighth C of the model, change. Consciousness of self, congruence
and commitment are the three values that fall under the individual values it means to be know one’s
self, to demonstrate you are true to your word and values and that you are willing to work for
something you believe in. Collaboration, common purpose and controversy with civility are group
values and citizenship is a society values. Someone who is an agent of change must understand that
change is a process and that there will be resistance at every level and how to overcome these
resistances. They should have positive perceptions on change and be comfortable with things being
ambiguous because it won’t be always clear so they should be patient and willing to step outside their
comfort zone and start growing. They must also show the ability to change the system and create a
sense of what they are doing is urgent by sharing their vision clearly because it is going to be risky to
make a difference.
48 Student will describe personal application HDF190 For the service leadership project we did in HDF 190 we had to adapt our project from a physical
of the above theory (Astin et al) project to a theoretical project. We theoretically wanted to create a club that would make a difference
. to the environment and change how we as a community act. We created a plan that was to help
reduce plastics on campus in order to help preserve the environment. Everyone in the group was
confident that this was something we believed in and would be able to act on these beliefs. We
committed to making this our project and decided to make it as if we were pitching the club to the
student government in hopes of starting it as a new club. We all worked together collaborating on our
presentation to make sure it was done in time and well. We knew what the end goal was that we all
wanted to get a good grade, and prove that what we were hypothetically proposing was something
doable and would make a positive impact on the campus community. We decided that any challenges
and problems that we would face with the group such as getting people to join could be handled easily
by give people fun incentives to help the cause and to improve their campus. It really gave me a sense
of being like we actually making this group and having worked on something so well put together really
gave me the feeling of being part of something.
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 HDF412 In HDF 412 we learned Harro’s cycle of socialization starts when we are born. We don’t get to choose
the “Cycles of Socialization” (Harro) where in the world we start whether its social class or race, but we also aren’t aware of these
. theory and its uses in leadership differences at this time so it’s not really a problem. Then we start to be socialized by our families with
the first socialization. Our families are the ones who teach us how to act and what we should do in
social situations. It’s because of this that we think interpersonally and intrapersonally in certain ways.
In this stage though parents can’t really be blamed because they might not be critically thinking about
what they’re saying because it’s all they know and how they were raised. Once we start going to
school we start to see institutional and cultural socialization start to take effect. These are more in
depth ways to think about things like who is weird at school and what’s acceptable ways to treat them.
People often who don’t suffer from certain social rules don’t tend to notice them or why they are wrong
in this stage. These often reinforce differences and may be slight or major discriminations.Well why not
challenge these messages and go against the status quo? Because the system rewards those that
don’t think independently and just stick to what they are socialized to think. If you do go against the
social status you are seen as a troublemaker and will probably be socially outcast. The result of this is
anger within targeted identities and possibly guilt from out agent identities. If we don’t change how we
act as agents and challenge the system we help perpetuate the cycle. So we have to take action and
challenge the cycle before our circle of comfort gets smaller than the circle of discomfort. We challenge
the system and we can bring more people to a place of understanding how it works and that it needs to
change. Helping others unlearn biases and letting them know it's ok to not follow the social status quo.
72 Students will demonstrate personal High school, middle school Growing up I had the typical cycle of socialization with a few outlier exceptions. My mom’s best friend
application of the “Cycles of was a lesbian who had a child on her own, my aunt was a lesbian as well and I had 3 adopted cousins
. Socialization” (Harro) because of that, my other cousin was adopted and is black, but I didn’t think of any of these things as
different or othered. When my aunt got married my parents tell me that I was very expressive about not
wanting to go to their wedding, they thought “oh no he hates gay people” but when they asked why it
was because I didn’t want to see people kissing, woo crisis about discrimination averted. Then middle
school came along typical gotta have the new fashion and style to be cool years, man those were
rough, I was pretty far into the cycle saying some bad stuff because it was “funny” and reinforced some
bad standards. Wasn’t till high school did I start to see some of the bad standards I was setting for
myself and seeing the harm the system I was falling into was causing. During high school however you
would think the setting would be cause for more reinforcement, but in fact the institution recognized
their power and tried to fight the system as much as they could. At an all boys catholic school religious
views were all openly accepted and considered, though it was still only catholic holidays that were
given off by the school. We didn’t have to act all tough around each other and let ourselves be
vulnerable. Now as someone who recognizes the problem with how we are socialized i tend to find
myself taking small actions against it. I don’t have the tools and i'm not really in a place to take large
actions, but I try to get people to see the problems in some of the things that they tend to say and do.
73 Student will demonstrate knowledge of HDF412 In HDF412 when we learned about the socialization and oppression we finished it off by looking at
the “Cycles of Liberation” (Harro) theory Harro’s cycle of liberation. The cycle starts by waking up or when someone starts to feel a change in
. and its uses in leadership who they are as a person. When we wake up then we have to get ready, this usually challenges us to
look at ourselves and our ideas to see what needs to be challenged. We may need to educate
ourselves to the issue at hand and dismantle any bias, discrimination, and limiting behaviors we might
hold onto. From there we reach out to find experiences that are different from ones that we’ve had. It’s
a way to test out how others will react to our new world views and opinions we now hold. From here we
can build community, both within our own identities and those who don't share any with us. We build
community within our own identities to help gain support for our new ideas and views. We also need to
seek out targeted groups to get a better understanding, because changing our own role doesn’t
instantly fix the problem, all roles must have a part. When we see the benefit in working with one
another we can finally coalesce and find strength together. Working together is going to get more done
and we can start creating change. As a coalition we can create new standards and social norms the
break the system of oppression. People from agent and target identities might come together to ask a
company to protect everyone regardless of some identity group. From making change we have to
maintain that change and make sure that it’s working as intended. Are people still being treated
unfairly? then it needs to go back to the drawing board and make sure there aren’t any loopholes for
people to fall through the cracks.
74 Student will demonstrate personal FLITE peer mentor At this point in my life I want to put myself in the coalescing stage of the cycle of liberation. I
application of the “Cycles of Liberation” recognized the problems with my thinking back in high school and have been learning since then, but it
. (Harro) wasn't until I got to college here that I was really able to take my learning to the next level and start
having those conversation with people in marginalized groups. I knew that microaggressions were a
thing, and I knew to avoid them with a vague idea of what could be a microaggression, but I didn’t
quite understand why they were considered such. I was able to talk to my friend and get to the root of
why the phrase “where are you from” stung so much for someone else, when I proudly spout my irish
roots. She let me know it was about creating a feeling of welcoming and that the question implies that
you don’t belong, even if you’ve been raised your entire life in the area. When I was a FLITE peer
mentor I wanted to create a group that would have different ideas and backgrounds and be able to
challenge each others thinking. My fellow peer mentors called me out saying “Dan you can't have
every person of color in the class.” I just wanted to make a group where we could all learn from and
challenge each other as much as we could, but I was a little too zealous about it at first.
75 Student will demonstrate knowledge of HDF412 In HDF412 we talked about the configuration of power. At the center of power is the economics and
the “Configuration of Power” (Franklin) who controls the wealth. Who employs others and controls resources? Outside of wealth is the politics,
. and its relationship to leadership they deal with the issue of power and protecting economic interests. Often they create conflicts to
distract the population from the real root of the social problems. Outside of that is Bureaucratic
management that helps protect the politics. These are police forces and prisons made to keep others
in line. The fourth circle of power is who controls the symbols and popular culture. this trains people to
uphold the status quo and what they are supposed to do learned in school and from the TV. outside of
these circles are those marginalized groups LGBT+, people of color, and anything counter culture.
When they ask questions it creates a challenge to the system which is generally frowned upon.
76 Student will demonstrate personal
application of the “Configuration of
. Power” (Franklin)
racial identity development (Cross &
. Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)
application of model(s) of racial identity
. development above

models related to gender / identity /
. gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
application of model(s) of gender identity
. above
81 Student will demonstrate knowledge of HDF412 In HDF412 I learned about the unifying model of sexuality. In the Unifying Model of Sexuality from
additional social identity development Dillon et al everyone start in a stage known as compulsory heterosexuality. This stage is where
. model(s): Sexual ID, Faith & Spirituality, individuals are assumed to be heterosexual from birth because it is the social norm to do so. For some
Disability, Social Class (Dillon et al; who adopt this as their sexuality they might realize it is a thing because they don’t have the want or the
Fowler; Parks; Astin et al; Peek; Smith; need to explore any further beyond what society has taught them. Once someone leaves this stage
Johnstone; Gibson; Forber-Pratt & and is aware of the idea that there are often other sexualities that are more common than originally
Aragon; etc.) thought, it is hard to return to a state where you aren’t as socially aware making the transition out of
this stage a permanent one. Once they leave this stage however there are several ways the person
could go with the development of their sexuality. The person could go from compulsory heterosexuality
to deepening and commitment, active experimentation or diffusion. Within these 3 stages individuals
can move freely and fluidly between them, but in order to get to the next stage of synthesis individuals
must be coming from deepening and commitment. In active experimentation individuals question
heteronormativity and the aspects that come with it. They may explore same-sex or other-sex related
thoughts, emotions and attractions. This isn’t strictly for LGB identities however, heterosexuals can go
through their own exploration of their identity questioning the norms of race, ethnicity, religion, physical
ability and such. Individuals can also explore different ways of expressing their identity. This stage also
has an aspect of no commitment to it, individuals are actively exploring outside of a committed
relationship. As to where diffusion individuals are not actively exploring their identity and are not
committed in a relationship. There are two types attitudes of diffusion, diffused diffusion and carefree
diffusion. Carefree diffusion they aren't actively seeking out any sort of experimentation or commitment
and are okay with that. While diffused diffusion might be distressed that they aren’t able to find the
commitments they long after and might be fueled by insecurity. Even though one might not be
committed or actively experimenting this stage acknowledges the problems with compulsory
heterosexuality. Deepening and commitment involves moving toward meeting needs that have to do
with sexual identity, preferences and other values. Most LGB identities move to this stage from active
exploration, but any identity that comes from this stage has fought with heteronormativity and the ideas
of compulsory heterosexuality and their anti-LGB nature. People can leave this stage to enter or
reenter diffusion or active experimentation. Alternatively they could leave from deepening and
commitment to synthesis. Here individuals understand their personal and group identities and how
attitudes toward dominant and minority sexualities all fit into their idea of sexuality. This concept is fluid
and self-made so it is constantly being changed with new information. Individuals can move from the
synthesis stage back to diffusion or active experimentation to adjust their view. However individuals
who move straight from compulsory heterosexuality to deepening and commitment to synthesis might
not have realized the problems with compulsory heterosexuality and may not fully be able to
synthesize due to their lack of experience and narrow perspective, where’s others who did actively
experiment would be able to acknowledge their heterosexual privilege.
82 Student will demonstrate personal As much as I feel my parents and upbringing was fairly liberal and progressive the Unifying Model of
application of additional social identity Sexual Identity Development proposed by Dillon et al does manage to work to describe my
development model(s) above development to where I am now. All the way back in pre-k I had a “girlfriend” and our parents joked
about us getting married when we were older, this passed and so did my elementary school “girlfriend”.
I’m sure that at the time my parents didn’t actually expect me to marry either of these girls and to have
an actual relationship for that long, but rather it was a product of the compulsory heterosexuality. I had
influences of other sexualitites in my life and it wasn’t the only thing I knew growing up, soon after its
legalization in 2004 my aunt got married to her first wife, one of my mother’s closest friends is a
lesbian and had a son a couple years younger than me and even one of her coworkers she met back
when she was starting her own business have all been part of my experience in showing me that
heterosexuality isn’t the only option out there. I guess at a young age I started to subconsciously
challenge the compulsory heterosexuallity but it wasn’t until around high school did I really start to
consciously challenge it and move into the diffusion stage. I started to think about what I wanted and
where I wanted to end up, I used my resources to expand my view and generally become more
informed about sexuality and how fluid it could be. I remember hearing actor Josh Hutcherson talk
about how he considered himself “heteroflexible” and open to the idea of having new experiences,
learning about this was my first step in not identifying as straight. It wasn’t until after high school that I
really started to move into the active experimentation stage. Coming to college was a fresh start and I
was meeting people who had no idea of who I was and had no preconceived notions about me. I felt
like it was a perfect opportunity for me to start experimenting and learn more about who I wanted to
become. Since freshman year I’ve entered the deepening and commitment stage about 4 times
expanding on where I stand with my orientation. From there I’ve moved back and forth between
diffusion and active experimentation depending on my situation, like when I broke my leg I knew that I
would be stuck in diffusion for a while. I think I have hit the synthesis stage a couple times after
deepening and commitment but it was just to be sent back to the diffusion and active experimentation
stages, realizing that what I had wasn't satisfying some part of my identity. After learning about the
Universal Model of Sexual Identity Development I was able to see a point in my life where I did go
through each stage, and appreciate that by being universal even someone who is heterosexual could
apply this model to their identity.
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
.
the “Model of Intercultural Sensitivity” by
Bennett and its uses in leadership

90 Students will demonstrate personal
application of the “Model of Intercultural
. Sensitivity” by Bennett
91 Student will demonstrate knowledge of The action continuum moves from left to right from supporting oppression to confronting it. It starts with
the ally Action Continuum by Griffin & actively participating, which takes the form of telling oppressive jokes, bullying members of targeted
. Harro identities and discriminating against target groups. To the right of that we have denying, here folks
actively ignore that this stuff is happening and choose to not care about it all together. To the right of
that is recognition without action, where individuals see that the oppression is harmful but don't take
action out of fear, confusion or just lack of knowledge. After that comes recognition with action, where
they see the harmful actions and move against it to try and stop it. Now on the side closer to
confronting oppression individuals start educating themselves. Here they learn more about the root of
the problem and take action to join groups and create social change. After educating themselves
people can educate others, engage in conversations about what is wrong about oppression and why
you object. to the right of that is to support and encourage others to speak out about oppression and
working to be more inclusive. Finally the farthest right action is initiating or preventing. Here allies start
to work to change institutional or individual's actions and preventing discrimination against target
identities and making sure that the are active participants in organizations and not just there as the the
diversity chip.
92 Student will demonstrate personal When i started off high school i found myself leaving the actively participating stage of the continuum
application of the Action Continuum by and moving toward the recognition without action. I knew it wasn't great, but I wasn't about to stand up
Griffin & Harro and speak out at a brand new school where i don’t know anyone. As i got to college i slid closer and
closer to educating myself, but i didn’t have all the resources to be confident in speaking out entirely.
As i got to college i now had this door of diversity opened up for me where i could ask individuals and
learn so much more than just from my experiences alone. I’m able to use positions of power that I hold
to educate and encourage others to become better advocates. I haven’t had super much experience
encouraging others but I have been able to push some people to change their way of thinking about
how we treat diversity in our workplace, while still having my own ideas challenged and growing from
that. I hope to get to a place where I can initiate change to prevent discrimination, but at the moment i
don’t feel like I am in a place where I can rightfully say I am experienced enough to be at the forefront
of I problem I haven’t directly faced.
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
inclusive leadership
.

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
101 Student will demonstrate proficiency of
metaphorical analysis to critically analyze
. self and leadership situations
102 Student will show knowledge of at least I go through a list of questions before I make a choice and whether or not I should do this action. Is it
five decision making methods going to hurt myself? Is the action going to bring physical or emotional harm to myself or will i be fine
. with my action? Is the action going to physically or emotionally harm someone else? I try not to harm
others as much as I can both physically and emotionally. Is it something that is in line with my values?
Does this action make sense with my character or am I going to regret my actions later? How do I
benefit from this decision? Is it going to be a negative impact or am I going to gain something by
choosing this action. Is someone else gaining something from my action? Am i being manipulated
into doing something for someone else’s selfish gain? Finally is it going to be fun? or am I doing
something because i was told to do it.
103 Student will describe personal examples of When I went climbing mount washington for the first time the path we wanted to take was closed, but
having used five decision making methods we didn’t want to give up and just go home. We wanted to figure out another way to get to the top and
. we saw some boulders that looked like they could be scaled to get to the top. It ran through my head
was everyone going to be able to do this? Was everyone going to be safe? Will we get where we
want to be? What if something does happen? Ultimately we decided on climbing up the boulders and
about halfway up we started having doubts about the route that we were taking, but rather than trying
to go back the way we came, we figured it would be safer to keep climbing than trying to go back
down. We made sure that everyone was moving safely and not taking any greater risks than
necessary. We managed to reach our goal safely and continued the climb to the peak.
104 Student will show knowledge of at least
five problem solving / conflict management
. methods, as well as understanding the
roots of conflicts
105 Student will describe personal examples of This past year a couple of my friends that go to a different school decided that they were going to live
having used five problem solving / conflict together. It seemed like they were going to have a good time because they had been such good
. management friends beforehand. Sadly they both had things about each other that were non-negotiables to the
other. Often I would talk to both of them and they would vent out their problems with each other to me
rather than going at each other's throats head on. I’d offer suggestions to both of them on how they
could handle their problems with the other person. They tried those suggestions but nothing really
stuck, they understood but it was still getting on their nerves. Next I tried giving them suggestions
they could make to each other in a kind way to help them communicate their grievances with each
other. Again that didn’t really work so I then tried to talk to them both giving them feedback about
what they are doing poorly with the situation because coming from a third party the suggestions
might stick better. The problems still stuck around and weren’t getting any better, one of my friend
suggested that he just move out of the dorm and find a new place to live during the spring. I figured
that might be the best option if neither one of them is willing to change their behavior to accommodate
for the other person’s grievances. I think they can be friends, they just need to not be living in such
close proximity to one another.
106 Student will demonstrate the ability When I went to Puerto Rico for an ASB trip it was like a dream come true. Here I was in this natural
to synthesize multiple knowledge environment surrounded by beauty and people that i had so much to learn from. One of our days of
. perspectives (course work), competencies service we went to an organization called para la naturaleza where we worked to help maintain the
(communication, writing, information natural environment. I was geeking out because it was taking the service I learned from my
literacy or mathematical/statistical skills) leadership minor and mashed it together with the science I learned from my marine affairs major. We
and responsibilities (global, diversity & stood on top of the hill that the nature reserve was on and I was able to point out to my group
inclusion or civic knowledge) members how the different parts of the coast behaved solely on the action of the waves. I told them
how it was important to keep reefs intact in order to maintain the beaches and prevent coastal
erosion. It was an awesome experience to use some of the natural sciences I had learned and apply
them to the service I was doing.
107 Student will demonstrate knowledge of HDF417 SOLC When we had a situation where there was a medical emergency during one of our programs
leadership that is used in crisis (i.e., James for SOLC there was a little confusion as to what should have been done and who should have
. & Wooten; Garvin; Covey; Frohman; been contacted. The next meeting, we went over the chain of command and who should be
Lalonde; Schoenberg; Joni; Braden et al; informed about what is going on in case of an emergency during a program. We decided that if
etc.) it is a general member that they get their lead involved in the situation and that they should be
the one handling it from there the only exception being anyone who has any medical
experience. From there the next person/people that should be contacted should be the
emergency medical services in order to get the injury or medical crisis under control. From
there once the situation is handled by them, the next person that should be informed is Allie to
let her know what happened and what is going on. From there once the situation is handled go
about the retreat as normal and then at the end debrief with all the facilitators what happened
during the retreat. This process is very similar to a simplified chain of command that most
EMS and firefighting organizations use when they encounter a crisis such as a mass casualty
incident.
108 Student will describe examples of Health Services car crash (fall Fall semester of my freshman year there was a car crash outside of health services which was cause
leadership in crisis situations (i.e., 2015) by the driver of the car having a heart attack. That night I was sitting in a lounge on the north side of
. application of James & Wooten; Garvin; browning hall when I heard the crash. At first I thought it was the trash truck collecting trash because
Covey; Frohman; Lalonde; Schoenberg; it sounded very similar. Moments later I heard someone outside yelling expletives and I knew
Joni; Braden et al; etc.) something wasn’t right and that I need to see what was going on. I ran out the door to see a crowd of
people standing in front of health services. When I got to the crowd I saw the car crashed perched on
the stone wall. I told turned to one girl who seemed to also have a clear head at the time and had her
help me clear the area and give me space to see if there was anything I could do to help the man.
One girl was also screaming to get him out of the car because she thought it was going to explode at
the time and I had to direct someone to get her clear of the scene and calm her down. I shouted to
several other individuals to call the University of Rhode Island emergency hotline and others to call
911. I my next thought was to check if the man was still alive so I reached into the car and felt to see
if he still had a pulse. I tried checking for one in his wrist but couldn’t find one there I checked his neck
and felt a very weak pulse. Knowing he had just been in a head on collision I knew that the chances
of him having a neck injury I decided to not move him until further help arrived. When the first two
police officers showed up on scene I informed them of the situation and they were able to get him out
of the car and start CPR. At that point I realized there wasn’t much else I could do and decided to let
them take control of the scene. Looking back at the situation I could have possibly done more to help
the patient, if I had the level of confidence in my skills that I have now. Ultimately the man survived
due to the work of the on duty EMS crew and the police officers who arrived on scene shortly after I
did my initial patient assessment.
When I broke my leg, the situation turned from a fun day at a water park to a problem that I
needed to solve in the best way in order to minimize permanent damage to myself. I had
jumped onto an inflatable and landed funny and broke my lower tibia and upper fibula. When I
landed I tried to move only to be stopped by an immense pain. I rolled onto my side and yelled
up to the lifeguard telling him that I was pretty sure I broke my leg. The first thing he yelled
back down at me was “I told you to land on your butt”, I told him that shouldn’t not be the first
thing he says to someone when they break a bone then started telling him what he should do
next. He was freaking out and yelling while I had to keep my cool and talked him through what
he should be trying to do next. Within a couple minutes the head lifeguard came over to the
area I was floating, and he was much calmer and collected. We both agreed that I shouldn’t
move until the structure I was on was deflated. I told him to have someone get a splint ready
for when I get out of the water and to call the ambulance. They managed to get me off the raft
and onto a backboard to help carry me out of the water, when they got me to the shore an off
duty firefighter helped lift me out and onto the dock. From there the lifeguards brought me
over to a picnic table where I was able to sit up and asses my leg. I stayed much calmer than
one would have thought throughout the whole experience and helped the lifeguards on duty
manage the situation to the best of my ability. When the ambulance did arrive, I knew what
they were going to ask and was probably one of their most helpful patients. I had taken the
lead for an injury
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 HDF 190 we learned about how to actively listen to others on our day of discovery. We got a little
active listening techniques sheet that told us to keep an open mind to what others have to say. Don’t always sit there trying to
. think about what you’re going to say next rather just take in what they are saying now. Make sure that
you affirm the person that you are listening and make sure your body language is open and accepting
to what the person is saying. Ask clarifying questions to make sure you understand what the person’s
intent is and you’re getting the whole picture.
110 Student will describe examples of using NWCC A major part of being a facilitator is being is debriefing and making sure the group is getting something
active listening skills out of the fun activities. Part of running a successful debrief is being able to actively listen. When
. groups respond to my prompts I want to make sure that they are getting what they need to out of an
activity and their answers really illustrate that. I usually ask the question of why is it important to use
the skills that they did during an activity elsewhere in life, depending on their answer I can ask follow
up questions that change the flow of the conversation in order to direct them where they need to go. I
tend to face the group and make direct eye contact with the person speaking so that they know what
they are saying is being heard. Sometimes I’ll even reiterate what they say just to make sure other
people get the message they were trying to say.
functions of group communication by
. Hirokawa
of functions of group communication
. (Hirokawa)

113 Student will show knowledge of techniques HDF413 NWCC A method of receiving feedback is to set up an evaluation form for people to fill out at the end of an
regarding giving and accepting of feedback HDF417 SOLC activity. When set up correctly these forms can get the information you are directly looking for
. feedback on, or they could help you improve something that you didn’t really know needed
improvement. Not all feedback however needs to state problems however. Saying thing that were
great about an activity, project or retreat can be just as good feedback as comments about what didn’t
work at all about them.
One form of feedback I received from my internship is having a more experience person in the
field watch you perform and how you handle certain situations. This person can give
constructive feedback from watching you work and then give you what works best or better
from their own experiences in the field. They can give their specific examples of what to do or
avoid or more general direction in which one person should go.
114 Student will describe examples of giving HDF413 NWCC After working on the Colleges Against Cancer retreat with Sam and Jordan we sat down in the
and accepting feedback. HDF417 SOLC Challenge Course barn and talked about everything that we did. Since Jordan and I were much newer
. at facilitating than Sam was he questioned us to get us thinking about our facilitation performance. He
asked me why I chose the Human Knot as an activity to use with the group. Since it is a very easy
activity and he thought I had the skill to do something better for teambuilding than that. At the time my
activity inventory was a bit more limited, but since then I’ve tried to improve on that so that I don’t have
to use such surface level activities. This semester with my internship I had to get evaluated by my
supervisor on how I was doing in the TA position. It asked what areas I could use improvement
on and where I was doing well in the position. While also in the position I had the opportunity to
give feedback on student’s outcomes to make sure they were ready and up to the expectations
of the teacher. With feedback for outcomes they need to be given good feedback in order to
improve them because “this sucks” and “do better” aren’t very constructive. I usually tell them
where I thought it was good then maybe point out areas where they could possibly improve like
saying that they covered the basics of it, but they need to go into more depth.
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 Over the summer I ended a long relationship with someone who was just starting their URI experience.
engaging in a Crucial Conversation Things weren’t going anywhere and I was tired of playing games. My ending wasn’t the best, it was
. sudden and kinda came out of nowhere. We didn’t talk for the rest of the summer and I knew I’d see
him again in the fall when school started back up. When I did finally see him again he looked like he
was in a panic and wasn’t holding it together well. He then texted me a couple days later asking if we
could talk. I wanted to make sure he was doing things for the right reason so i outright asked him what
he hoped to get out of having a conversation face to face. I didn’t want it to be a screaming match, I
didn’t want it to be him begging to have me back. Thankfully we were able to have an adult
conversation about how I handled things poorly, but why I chose to end things the way I did. I felt like
he was able to get a better understanding of what I was thinking, why I was able to see the hurt that I
had caused. We also decided to set some barriers between us so that our past relationship wouldn’t
interfere with his experience going forward, rather his own actions would set how people would see
him.

119 Student will demonstrate knowledge of HDF413 NWCC When facilitating an activity such as whale watch one must be very clear with the instructions. Whale
facilitation techniques HDF417 SOLC watch in an activity where a group tries to get everyone on a large rectangular platform that is set on a
. beam like a seesaw. The group must get everyone on by using the 4 “doors” or sides of platform the
trick is once a door is used it cannot be used until every other door has been used. In order to facilitate
this activity one must first inform the group of all safety hazards that may pertain to it. This usually
starts when approaching the activity when the facilitator asks the participants not to touch the platform
until instructed to do so. For whale watch you can prevent people from stepping on it by stepping on it
yourself and using as a place to explain the activity. When explaining one must be explicitly clear as to
what the rules for the activity are because there may be purposeful loopholes for the group to pick up
on. When the activity has started it’s smart to pay close attention to the group in case there is an
inappropriate behavior that could be potentially dangers to participants. Rules that aren’t safety related
can be enforced at varying levels depending on several different factors such as the group’s level of
functionality or even the weather.Something we stressed a lot during the internship this year was
when facilitating and debriefing it is important to make sure that your voice is heard as little as
possible. To get the most out of the experience it is important that we as facilitators don’t just
tell the group what they should get out of the experience, but they should come to that
conclusion in their own words. We don’t want to coddle them because then we run the risk of
them not getting anything out of it
120 Student will demonstrate proficiency of HDF413 NWCC I was able to facilitate a retreat put on by SOLC for the URI Ghost Hunting Team. When on the retreat
facilitation techniques HDF417 SOLC I was facilitating an activity called the amazing maze. The activity has the participants go through a
. grid taped out on the floor in a particular order varying in difficulty depending on how high functioning
the group is. When I started the activity I had a grid of 3 by 4 with a total of about 9 steps to get
through the maze. I explained the rules to the group and how that if they stepped on the wrong tile they
would be sent to the end of the line and that the maze did not change shape if they got one wrong.
Within a minute the group had gotten through 6 of the 9 steps and we still had 30 minutes left in the
time allotted for the activity so I had to extend the maze by another 6 or so steps. Part of the way
through I also silenced a majority of the members of the group in order to give a bit more of a
challenge and then blindfolded another member. Several members of the group became frustrated and
started trying to communicate through stomping and others seemed to be unengaged with the activity.
I decided to pause the activity for a moment a do an intervention called stoplight where the group
compares things they were doing to a stoplight red being things that need to stop, yellow are things
that needed improvement and greens were things that were good and needed to keep happening. The
group agreed that those who could speak were doing a good job of guiding others, however those who
couldn’t shouldn’t stomp around just because they couldn’t talk. Soon after the talk the group finished
the maze with ease.
This semester I took more leads than normal facilitations dude to my less than active nature.
When our team felt weak or that they didn’t know what to say I would often jump in and take
over the debrief or activity. I managed to get the group to talk about the problems they were
having with their group dynamics and working as a team. Other times I suggested that a
facilitator do a certain activity or game that they weren’t familiar with, and when the facilitator
finished explaining the rules they would ask if they missed anything I would make sure that
they didn’t miss anything important without discrediting them. If there was something that I
thought they missed but didn’t jeopardize the integrity or safety of the activity I would pull the
facilitator aside for a second to ask if they meant to leave out that rule in order to frame it
differently.
121 Student will demonstrate knowledge of HDF413 NWCC When the activity is complete it is best to debrief the group with a variety of different techniques, my
de-briefing techniques HDF417 SOLC favorite to use is the airplane method. With this you poll the group and ask them which part of the
. airplane they felt like they were in the activity. This can be restricted to pilot passenger or luggage, or
the facilitator could leave it open for groups to come up with some creative responses like “a misfired
engine” or “the cart that the flight attendants push”. When everyone has gone through you can go back
to certain individuals and ask them why they felt they deserved the role they gave themselves. Another
technique that is commonly used is asking the questions “what went well?” “What didn’t go well?” “Why
did/didn’t that work?” when groups respond to these you can encourage them to take what they said
deeper and really make progress with them. Another great debriefing technique is to use Kolb’s
learning model as basis for the questions you ask the group. Start with questions that ask the “what”
then get into detail with the “so what” and then finish with asking them “now what?” and this often helps
them realize what action they need to take on their own when they leave.Other ways to debrief
activities include bringing out props or processing cards so that people don’t have to strain
themselves to find the words that they are looking for during a debrief, rather they can just pick
up a card that says how they are feeling and we can discuss the reasons behind that.
122 Student will demonstrate proficiency of HDF413 NWCC For the debriefing activity I decided to use the airplane method and a series of cards to have the group
de-briefing techniques SOLC explain how they felt about the activity and their overall experience with the retreat. We had a lot of
. creative answers from the group some people said they were a misfiring engine, others said that they
just felt like the cart that the flight attendant pushed around the entire flight. Though most people
couldn’t talk and we set it up so that those who didn’t speak much earlier during the day were the ones
who could talk most said they took a passive role and even those with a position of power because
they could talk in the activity felt as though they never really took a lead role. When on the cards most
people had positive messaged and feelings toward the day but certain people had a slight negative
message and I asked them to go deeper in order to help the group better understand what the problem
is and how it could be bettered when returning to their club.
123 Student will demonstrate knowledge of HDF413 NWCC When leading activities it often helps to frame them in a ways that aren’t realistic in order to help the
framing based on psychology and its use SOLC group realize why there are consequences for certain actions. These frames make it easier for the
. in group facilitation group to understand their task and can make the experience more fun than just swinging on a rope
from one place to another. The frame can also be used to make the group do something again while
still making it feel like a different objective for the same task. They are also a good way to start the
transition from activity to debrief.
124 Student will demonstrate proficiency of HDF413 NWCC While working on the challenge course one of my favorite activities to frame is nitro. During this activity
framing based on psychology and its use SOLC participants must swing from a rope from one island to another without touching the group between
. in group facilitation them. One way that I like to frame the activity is that they are on an island that is sinking and they need
to move people off of the island in order to stop it from sinking into crocodile infested waters. Each
island has a certain amount of people that it can hold without sinking and participants must have the
right combination of people on each island to prevent them all from sinking into the water. If someone
touched the water a crocodile will eat one of their limbs. Now this doesn’t actually affect the person’s
ability to use their limbs for safety reason, but I usually use this as an opportunity to mute the group
saying that they’re all now in shock from seeing someone lose a limb to a crocodile and can’t talk.
However, if there are people in the group who have blindfolds on, they’re still able to talk because they
didn’t see the person lose a limb. When the island reach their correct combination I tell the groups that
they’ve been save and can all return to the mainland in order to talk to about their experience.
125 Student will demonstrate knowledge the
four frames of organizations, and the
. meaning of reframing by Bolman and Deal
of organizational analysis using the four
. frames of organizations, and breaking the
frame / reframing (Bolman and Deal)

127 Student will show knowledge of organizing HDF413 SOLC The key to any successful retreat is proper planning and making sure you have everything you need.
meetings / setting agendas / and leading HDF417 In order to run a retreat through SOLC we get a team of people who want to volunteer and are
. meetings available that day. From there the lead contacts the facilitators to schedule a planning meeting that
most of the staff will be able to attend. At this time it is also important to contact the group requesting
the retreat in order to confirm the date, time and location of the retreat. Next at the planning meeting
facilitators come together to decide which activities they want to do with the group based on the need
of the group. The lead will put the plan on paper, emailing the agenda to the group and Ali for record
purposes. The final part of organizing a retreat is to fill out the proper paperwork and filing it all in the
proper place at the end of the retreat.
Another key part of meetings is delegating tasks and splitting up the responsibility. This
ensures that everyone will have something to do, and that everything will get done smoothly
and efficiently. When planning a retreat we often try to have everyone do something whether it
be the full value contract, energizer or initiative. It is also smart to plan ahead for the next
meeting so that way you know what you need to cover between now and then.
128 Student will describe personal examples of HDF413 SOLC While taking HDF413 I had the opportunity to lead a retreat for the group Musically Inclined. I decided
organizing meetings / setting agendas / HDF417 to take the lead as soon I saw it on the agenda while getting a few others to help me run it. I had 2
. leading meetings facilitators and one shadow originally, but when it came closer to the time of the retreat I had another
member of SOLC ask me if it would be alright if he switched off of another retreat and join mine. I said
sure and ended up with 3 other facilitators and a shadow. Next order of business was to contact
Musically Inclined and let them know that we were looking forward to working with them on November
20th in the Union Ballroom. After that I messaged my facilitators asking when they could meet up and
we settled on meeting the Thursday before the retreat. We made a schedule by looking through
previous resource manuals and finding activities that were very low risk and high team building to meet
the group’s needs of wanting to strengthen friendships between new and old members. We even
decided that for the group’s full value contract that we wanted to make it in the shape of a music
stanza with the notes being their values. The retreat went off without a hitch and the group responded
well to our plan. When it was over my facilitators and I went through the evaluations and I filled out the
post retreat paperwork and filed it all away.
Part of my internship we had weekly meetings before class so that we could figure out who was
handling which part of the content. We would start delegate task by who we all agreed would be
able to deliver the content effectively. When deciding who would conduct the one on one
meetings with which students we did a draft style selection with arguments as to why we
wanted those students. It was determined that the oldest TA would take anyone who was the in
the same grade or older as me and our third TA. From there her and I used our past
relationships with each student to determine who we each should meet with.
129 Student will show knowledge of
Parliamentary Procedure
.
130 Student will show knowledge of techniques Sometimes when working with difficult people it is important to make sure that they understand that
for working with difficult people they aren’t always going to get the attention that they want. People tend to cause problems just to be
. the center of attention and not giving them that attention is one way to make sure that they don’t feel
gratified for behaving in a certain way. Reminding the whole group of certain expectations that they are
held to is one way to make sure you get your point across without giving the person the individual
attention that they want. Similarly if they don’t want attention drawn to them like that, it could shut them
down to call them out on their and they could disengage all together from the group.
131 Student will describe personal examples of NWCC Working on the NWCC I joined the same year as a student from another school, the first person we’ve
using techniques to work effectively with ever had working for us. To say he was a difficult person to work with is certainly not a false statement.
. difficult people Often he was loud and boisterous while stepping on other facilitators toes often. He would call
participants out for not sticking to the standards that we would keep only our facilitators to like using
gender neutral terms. Often I would make sure that he understood the boundaries that we had as
facilitators together and where he should and shouldn’t speak up during my activities. Too often had I
heard of him taking over someone else’s activity because of one tiny mistake that they made. He
would constantly make the same “he doesn’t even go here” joke every time during introductions, so I
suggested to him that if someone else wanted to make the joke they could, but not to say it himself in
order to save time. He would always bring donuts which was nice and always put me in a more willing
to work with him kind of mood.
132 Student will show knowledge of the stages HDF190 NWCC In HDF 190 we learned about Tuckman’s theory of group development as part of our small groups.
of group development (Tuckman/Tuckman HDF413 SOLC The theory entails that every group of people that come together for any span of time go through 5
. & Jensen, Bennis or others) HDF417 stages as they try to complete the task. The first stage is forming, during this stage the group comes
together and get to know each other. Their focus is on the task which they might not even know what
the full objective is, however the mentality of the group usually is very individual still not quite thinking
as a team. The next phase is storming, during this phase personalities in the group can clash and
people might get into arguments. This is actually very common to happen when a group forms
because people don’t always agree to what others have to say, and some people might want to
dominate the group on their own. The next phase is norming, in this stage disagreements are being
resolved and people are starting to put up with others quirks. This can be dangerous because
sometimes instead of presenting controversial ideas that could push the group forward to the finish
they might be too worried about causing another conflict. The next stage is performing, in this stage
people have clear goals and knowledge. People are now performing on their own being able to make
decisions that help the group progress toward completing the task. Finally the last phase is known as
adjourning which is when the group has accomplished the goal and is packing up and going their own
way. While the model has an order in which it is presented, groups can jump around the model from
norming to storming to performing right back into storming. The only thing that is concrete about the
models order is that it starts with forming and ends with adjourning.
We taught this theory to the class in my internship with emphasis that the group may not get
through all the stages of group development. They may already have gone through their
storming phase prior to coming to our programs, they may never leave the storming phase, or
they may go through all of them in a very short amount of time making each successive activity
easier. We also emphasized about how we try and get the group through the process, but if we
can’t manage to get them through with the time we have, at least give them the tools to get
through every stage on their own.
133 Student will describe personal examples of HDF190 NWCC In HDF 190 we had an activity where we had to build the tallest tower we could using tape, spaghetti,
group development in use HDF413 SOLC string, and a marshmallow. It was one of the first tasks we had as a group so we didn’t really know
. (Tuckman/Tuckman & Jensen, Bennis or HDF417 how we worked as a group quite yet so we were still forming. So we came together in class that day
others). and we were given the task. We didn’t have one solid idea of how to build the tower, people were
taking materials and decided to start building their design while others were trying to draw out their
own design. There was some arguing and a little bit of hostility, but this is storming at its finest. As the
time progressed and peoples prototypes had failed we came to the realization that there was one
method that could work better than the rest and that other groups were trying to build grand structures
that we knew would fail this is when we started norming. The we figure that if we just have something
that was freestanding at least a foot off the table we would be able to at least compete, so we all
started working toward one design that we knew would be able to stand on its own this was our
performing stage. In the end I’m not sure what place we came in but we were happy to have at least
have had a structure that was standing and we were able to compete as a team. We came out of the
experience with a better understanding of how we perform as a team and how to build a structure out
of spaghetti, tape and marshmallows. The activity ended in a debrief explaining the Tuckman theory of
group development this was the adjourning for the activity. Similarly we went over the model in
HDF413 toward the end of the semester. It was visible in our group dynamic during class meetings
and working on projects when I group would get into a storming phase. Depending on the project this
phase was either around for a couple minutes or carried all the way until right before our presentation.
Then it was nice to have our adjourning retreat at the challenge course and climbing the wall, because
it just allowed us all to relax as a team and encourage each other.
As part of the teaching process for Tuckman’s model we had our class do magic carpet ride as
an activity to really bring out the five stages of the model. The group immediately went into
storming mode that day and had trouble making any real progress throughout the process. As
we got to the end they had started to norm and figure out their roles but we ran out of time
before they were really able to start performing. We got them into the adjourning phase and
talked about why things went the way that they did. We debriefed not only the activity but also
the content of Tuckman’s model of group development.
134 Student will show knowledge of group HDF417 The group roles we covered in class were the information seeker, opinion seeker, opinion giver,
roles and how they contribute to group summarizer, clarifier, encourager, gatekeeper, mediator and follower. The information seeker
. dynamics (Johnson & Johnson; Benne & often looks to find more facts because they know the group cannot move on with the
Sheats; Knowles & Knowles; etc.) information they have been given to start. Opinion seekers are aware of when the group needs
more insight into the problem. Opinion givers share their ideas so that the group may benefit
from a different view. Summarizers condense everything into a more manageable way to make
it clear. Clarifiers explain ideas in new ways so that others in the group may understand them.
Gatekeepers invite others to share their ideas if they haven’t already, while the encourager
empowers those that have shared. Mediators try to minimize the conflict between all the group
members. Followers tend to support others in their actions or ideas.
135 Student will describe personal examples of HDF417 In the class we had them participate in a structure building activity where someone who was
group roles and how they contribute to blindfolded could only build the structure with instructions from the rest of the group. We
. group dynamics (Johnson & Johnson; watched them take on roles and as the activity progressed my fellow TAs, the teacher and I all
Benne & Sheats; Knowles & Knowles; etc.) commented on who was taking on what roles. For our debrief of the activity we had the
students assign themselves and each other a role in the group. We asked the students who
was asking clarifying questions, or giving clarifying statements, who sought to get opinions or
ideas from everyone and who just followed along.
136 Student will show knowledge of effective Being in a group it’s important to be an active member said group. If you claim to be a member of
memberships skills in groups something but don’t make an effort to show up to meetings than it’s like there isn’t any point at all.
. Talking to other members of the group and communicating ideas is also a big deal when it comes to
being an effective member. If you do show up but don’t share any ideas on the work, you might as well
not show up. Make sure that your values align with the groups, working with people towards a
common goal can be good, but if your ideals don't line up it is going to be difficult to reach that goal
with that group of people.
137 Student will describe personal examples of When starting my capstone project we had set the groundwork for a group contract to hold each other
membership skills in use accountable for our project. We wanted to make sure that there was a time that we all could meet with
. our video editor on a weekly basis so we set up a time that everyone would have free, Occasionally we
would have conflicts with one or two people but we took those as acceptable mishaps. Another part of
our contract was to make sure that we all wanted the same kind of grade, that we were going to be
putting in the effort to make a video that was worth an A rather than having some people put in B or C
level effort. Finally we made sure to put in the contract that we would encourage others to speak and
share ideas and thoughts on what we were doing and the direction we were going, if someone thought
it wasn't the right way, we might course correct or explain why the rest of us felt it was the best course
of action.
138 Student will show knowledge of the HDF413 NWCC For the challenge course we often use a theory known as Sanford’s challenge and support theory.
Challenge and Support theory by Sanford, HDF417 SOLC They theory states that in order for an individual to grow they must have a healthy balance of
. and its relationship to organizations challenge and support in the activity that they are doing. Too much challenge and the individual may
get frustrated and just stop trying. If the individual is given too much support they will never truly
understand the concept and won’t grow from the experience. Sanford also has included a third
element to this theory known as readiness. This other element basically states that a person must be
ready to grow physically or psychologically. This is saying that you wouldn’t try to teach calculus to a
preschooler. The theory doesn’t say that you will never fail, but there will be tough times where the
individual will need to be supported because the challenge was too much to handle just yet.
Sometimes failure is necessary for people to grow, and the support comes after the initial challenge
that cause them to fail. If you succeed at everything, you might not get everything out of the activity
you were meant to. Another element we covered this semester in my internship was readiness,
this factor starts people off at different points of the challenge and support graph. Some people
might be readier than others and can start with a higher challenge than others, while others
might not be as ready and have to start with the bare minimum challenge in order to start
growth.
139 Student will describe personal examples of HDF413 NWCC While training for the challenge course we had to facilitate a group that was made up of veteran
using the theory of Challenge and Support HDF417 SOLC facilitators. Going into the day I knew that it was going to be rough because we needed to be tested on
. (Sanford) our facilitation skills. The veterans had been through some very different groups throughout their time
as facilitators so they were acting as some people they had experienced themselves first hand. My
activity was the first on the list so I didn’t quite have an idea what to expect from the group. Walking up
to the activity I was about 10 feet in front the group in hopes to get to the activity before anyone else
could but one individuals sprinted past me and jumped onto it as soon he saw it. That was my first
indication on how rough things were going to be. My facilitation partner and I managed to get the group
back under control but there was several safety concerns that kept coming up throughout the activity
and I had to ask one individual to sit out. Looking at it now this wasn’t the best method to handle the
situation, because it made the participant feel left out and disengaged with the activity. If I could do it
over I would have tried to make the individual involved somehow with the activity without having them
on the platform. When we finished the activity and debriefing it I felt miserable and like I had failed
horribly. When we finished with the debriefing the group broke their character and gave us feedback.
They told us what we did well and other things that we could improve on it was really good because
this kind of feedback let me know anything I missed an need to be more vigilant about next time I’m
working the course. I felt much better after this and as if I had gain the skills necessary to properly
facilitate.
For our adjourning retreat this semester we went to the challenge course to climb the wall. Here
we were able to observe challenge and support in a much more obvious way than in the
classroom. When belaying we had students that didn’t really want to go on the wall and others
that couldn’t wait to climb as many walls as they could. Some were readier and wanted to start
off on the harder wall and climb all the way to the top. Others wanted asked to come down after
going up 8 feet on the easy wall. As a class we challenged them to go higher, while giving them
the support that they needed to continue by telling them the best hand and foot holds to go for.
Some students didn’t even want to get on the wall because they knew that they weren’t ready
for that kind of challenge yet.
140 Student will show knowledge of the In a persuasive and informative speech you want to be able to convince the audience that everyone
construction / elements of informative and has something to gain from taking your side. You want to convince them that what you have to say is
. persuasive speeches interesting because if you just tell people that they’re stupid, wrong or evil they probably aren’t going to
want to listen to you. If you appeal to humor and ridiculousness of the situation it might take away
some credibility to yourself if done poorly. Credibility is key if you want people to trust what you are
saying is true and the better option.
141 Student will demonstrate proficiency in Part of elections for SOLC was to give a speech in order to try and persuade people to vote for you
informative and persuasive public one way or another. I used my experience with the organization at the time to try and convince other
. speaking that this role would be a good fit for myself after 3 years of being part of the organization. I figured that
it was my next step in growth with the organization after having been the teaching assistant for the
facilitation class and having even more facilitation experience outside of the organization. Though i
probably did a poor job of speaking to the members of the organization in convincing them on how i
could help them grow and gain new experience rather than just making it seem like and opportunity for
myself.
142 Student will show knowledge of planning In order to get a good interview you have to give the person the right idea of what they are coming into
and conducting interviews (as the as far as questions that might be asked and what kind of interview it is going to be. Someone who is
. interviewer) going to be interviewed for TV is going to know what they’re going to be asked ahead of time so that
they can make cohesive statements that aren’t just ramblings. A job interview is going to have a vague
idea of what the company wants to hire so they’re going to try and have some stories that make them
seem hireable to that person.
143 Student will describe personal examples of MAF 410 As part of my MAF 410 capstone class we had to make a video that told a story. We had to interview
planning and conducting interviews (as the experts in the field in order to get the narrative we wanted to tell. We started with a central theme that
. interviewer) we wanted to talk about with our interviewees. We wanted to talk about getting the public involved and
educated with conservation in narragansett bay. We had made a list of questions for each interviewee
that we think we could use to help tell our story. Both of our interviewees came from different aspects
of the field that had different expertise so we had to navigate the information that we wanted
differently. Our first interview went really well and as we interviewed we asked questions to expand on
certain ideas that we didn’t think of at first. Our second interview didn’t have as many spontaneous
questions because we knew what we wanted to hear from them.
144 Student will show knowledge of preparing HDF417 To be prepared for the interview it is in the best interest to do research on the position being
for and effective answers in interviews (as applied for and the company being applied to. Often times interviewers will ask what they know
. the interviewee) about the position or at least what you think the position is and they might even ask what you
the history of the company. It is also a good idea to dress in a manner that the interviewer will
think you are professional and the perfect fit for the job. Another important skill is to have a
resume handy, particularly one that is tailored to the job being applied for, if it is a job in the
service industry maybe put your jobs as a waiter or ones where you handled money as
opposed to all the classes you took on biology.
145 Student will describe personal examples of HDF417 Prior to my interview to be a FLITE peer mentor I was given an idea as to what kind of
preparing for and being interviewed questions I was going to be asked by what they asked me to prepare for the interview. I was
. told to make a powerpoint answering why I would be a good fit for this position and why now. I
also made sure I had questions for the interviewers that would help me if I did get the position. I
asked what several of the processes of being a peer mentor were and how the past peer
mentors had handled them.
146 Student will show knowledge of effective
collaboration / coalition building (Sources:
. Cilente/Komives et al; NCBI; etc.)
147 Student will describe personal examples of
working in collaboratives/coalitions
.
techniques to communicate and engage in
. difficult dialogues related to diversity and
inclusion.
149 Student will demonstrate proficiency in I had a conversation with my friend on microaggressions this semester in order to help clarify what the
communicating and engaging in difficult root of the problem was rather than just understanding that they are bad and should be avoided. I told
. dialogues related to diversity and inclusion. her as someone who has never experienced the same kind of anger when asked “where are you from”
that I was a little confused at the root of the microaggression. I wasn't trying to fight the idea that it is a
microaggression, but rather understand because I am very adamant about my Irish heritage and talk
about it all the time. She explained that even if you live in a place all your life as a person of color
people will prod you asking “where are you from?” as if you don’t belong in that area. It’s almost like a
nice way of saying go back to where you came from, not to mention all the stereotyping comments that
come after.

150 Student will describe ways to maintain HDF417 One way to set accountability is to set deadlines for each other. When we set
accountability in leadership / member deadlines it gives a clear timeline of when everyone expects things to get done. If
. relationships things aren’t done we can hold the person accountable for their actions, or lack
thereof. If the deadlines aren't met trust can be lost and the final product of the work
could suffer. Another way to maintain accountability is to assign specific tasks to
certain people. This way the work is divided equally and can often be tailors to ones
strengths. Doing this puts people in a position where it is easy for them to do the
work and they’re more likely to do it. Even with deadlines and assigned tasks
sometimes it is good to just check in on other group members to see how they are
doing with their work. This keeps them honest and will let you know where they
stand with the task.
151 Student will describe personal examples HDF417 For part of my internship we had divided the students amongst the 3 TAs to make
related to maintaining accountability as a sure that they were getting the help that they needed. Part of this involved giving
. leader feedback on drafts of their outcomes and meeting with students one on one. With
this work we had certain deadlines set so that the feedback and mentorship was
coming at the appropriate time and not too late. For one of my students it was
difficult to get a meeting with them between their busy schedule and my lack of
mobility and not being able to drive myself freely to campus. Eventually we were
able to get a meeting on one of the last days, I had to stop by his office hours in the
20 minutes between when my class ended and my ride came to pick me up. I was
willing to do what it took to make sure that I met my deadline and didn’t leave my
student out to dry. We also had to give feedback for the students on their outcomes.
These were done within a week of them handing them in because we wanted them
to be able to process the feedback and put it to use with another assignment shorty
after.
152 Student will describe ways to build
relationships between leaders and
. members
153 Student will describe personal examples of HDF417 SOLC With the fall of 2017 we saw a large increase in new members to SOLC from just
building relationships with members as a about every group. Many of the sophomores who had just finished FLITE the
. leader previous semester were now going out on campus and trying to put into practice
what they learned and others were first year students fresh out of the leadership
institute not knowing what this whole leadership thing was. I was excited to work
with all these new members and wanted to get to know them all. At our all training
retreat i took it upon myself to get to know as many people as I could. During the
retreat we ran a couple getting to know you activities, usually these barely get
deeper than surface level but with SOLC we tend to get deep and really get to know
our fellow members. Even though I was one of the TAs and lead facilitators for the
year I wanted to build relationships with the new members because I knew sooner
or later I would have them on a retreat with me. I wanted to get to know them and
build their trust before we started working on retreats together. Later that night we
had a campfire where we opened discussion for everyone to share their story and
we could all get to know each other with greater depth like a breaking boundaries
activity.
154 Student will describe how credibility HDF417 SOLC Credibility is vital to ones career especially in leadership. Without credibility people
applies to leadership, as well as the NWCC might not listen to you or question your authority all together. Being a credible
. characteristics and skills of a credible leader creates a level of trust within the workplace that makes sure others are
leader comfortable that you know what you are doing. A credible leader is someone who is
confident in their skill set, because if you aren’t sure about yourself and your skills,
how can others be confident about what you can do. Another characteristic of a
credible leader is being impeccable to one’s word. If you start lying and not
fulfilling promises people aren’t going to take you serious with anything you do.
Another thing one can do to build one’s credibility is expressing your experiences.
When introducing yourself you can state your credentials to make people
understand your knowledge of the subject with any past experiences you’ve had.
We learned these techniques for establishing credibility while working on the
challenge course and in SOLC because we need the groups to believe in the work
we are doing.
155 Student will describe personal examples of HDF417 NWCC We start off every challenge course and SOLC retreat by introducing our facilitators
building, maintaining, and repairing his/her SOLC for the retreat. Depending on our facilitation team we adjust what exactly what we
. own credibility as a leader say for our introductions. If we have a relatively new crew to facilitating we tend to
not say how long we have been working as part of SOLC or the challenge course. If
we have a facilitation group that is composed of mostly underclassmen we tend to
avoid saying what grade we are in. Groups can take this information and make a
judgement that could affect the rest of our time on the retreat. If the group is mostly
upperclassmen they might hear that the facilitation team is mostly freshmen and
then completely disregard their authority for the duration of the retreat. Likewise if
the retreat is all brand new facilitators the group might disregard them all together
not taking anything serious. I’ve had several situations where we addressed out
facilitation team prior to the retreat to say “ok this is what were are going to do for
introductions, don’t say your age or how long you've been doing this” because we
knew that the group could give us trouble ahead of time.
156 Student will describe ethical standards in
influence
.
157 Student will describe influence applies to
leadership
.
158 Student will describe principles of effective HDF417 Throughout my internship I learned that to be an effective peer mentor one must
mentoring, as well as problems particular have a great understanding of challenge and support. If a peer mentor doesn’t
. to the mentoring relationship challenge mentees they won’t be able to learn and grow from their experiences. If
they aren’t given enough support and too much challenge they might start to panic
and shut down. We don’t want to give the students the answers to their problems
but we don’t want them to suffer from the challenge. This balance can be difficult to
reach at first and might be a little uncomfortable. Every mentor wants to see their
students succeed but if coddled to much they will never really reach it. It can be
scary to give them too much challenge because no mentor wants to see their
students fail. A good way to gage where the student are at and what they need is to
meet with them and ask them their opinion of the course so far.
159 Student will describe personal examples of HDF417 During my internship I met with several of the students in one on one meetings to
mentoring and being mentored check in on them and to see if they needed any help with anything. I had some
. students that said that everything was going well for them and that they didn’t
really feel like they needed any help and the meeting was over in 10 minutes. While
others we sat and talked for at least an hour about the class and what they needed.
Through this experience I was able to adapt to my students needs giving support to
those who needed it and relax a bit for those who didn’t need it. Another time was
one day during class we had a workshop day where students could work on their
outcomes or website and ask any questions as they came up. I had several students
ask 20 questions while other just took the time to silently work on their own not
asking for any help.
160 Student will describe principles of effective HDF413 SOLC When leading peers it is important to keep in mind what the end goal is. Regardless of what way that
peer leadership, as well as problems HDF417 someone is leading a group it’s important that everything is manages so nothing gets in the way of
. particular to peer leadership reaching the end goals. Sometimes as a peer leader you will have to work with people you have very
close relationships, and you can’t let anything in that relationship such as arguments or favoritism
affect how you lead them or the group to the end goal. Other times friends in groups you are trying to
lead may try to take advantage of knowing you for their own benefit, but if handled poorly might take
away from their experience and end up not reaching the goal for them. Part of peer leadership is
knowing where to draw the line and being able to set boundaries. When in the classroom
someone is going to act differently than outside of said classroom. It is important to keep those
two lives separate from one another when it comes to peer leadership. Setting these
boundaries will make sure that students learn experiences aren’t hampered in any way. If the
boundaries of mentor and student aren’t set and upheld things could get complicated in and
outside of the classroom. Even with these boundaries set up one’s actions outside the
classroom with their peers might alter their reputation and make it harder to be taken seriously
or respected.
161 Student will describe personal examples HDF413 SOLC While being a lead for the Musically Inclined retreat we had two members of SOLC and good friends of
related to being a peer leader and being HDF417 mine who were participants on the retreat. Now I’ve heard about experiences where participants on
. led by peers retreats knew their facilitators and just completely disregarded their instructions because they knew the
facilitator, taking away a lot from their experience. This wasn’t something I was too worried about while
working with Musically Inclined because the people I knew were in SOLC and understood what they
needed to do and how to act. When interacting with the group I didn’t act like I didn’t know the two, or
like they didn’t exist, but I treated them like they were a normal participant. Something that helped with
this was doing activities that neither SOLC member had done before in my case blanket volleyball, or
an activity that didn’t have a solution that was better than the rest like human knot. The next Monday in
the meeting we asked the two members that were participating in the retreat how they thought it went
and what could have done better. This feedback helped give me some ideas on how to improve myself
later on future retreats.
During my internship I was the TA for HDF413 a class that several of my friends were just then
taking. It had its moments of awkward situations of not quite knowing what role I should be
taking. I was at a party one time and I had one of my friend ask a question about homework that
was due that monday. I told them that I wasn’t in “TA mode” so it wasn’t the time to ask that
and to wait until we weren’t a party. Another concern that was raised when we started that
class was that some of the students might not take myself seriously as an authority figure so
we had a 5th year student as one of the other TAs to help incase this ever happened. With
these boundaries effectively set I feel like I was able to grow both as a mentor and as a friend to
my peers. I got to know my peers through one on one meetings and helping them expand on
their leadership knowledge.

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LEADERSHIP

Leadership Inventory Revised 08/22/2017 1

ADVISING INFORMATION ​(students will include own documentation)

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

Leadership Inventory Revised 08/22/2017 3

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 08/22/2017 4

Leadership Inventory Revised 08/22/2017 5

Outcome Category: Self-Leadership

Leadership Inventory Revised 08/22/2017 10

Outcome Category: Leadership Theories

Leadership Inventory Revised 08/22/2017 19

Leadership Inventory Revised 08/22/2017 21

Leadership Inventory Revised 08/22/2017 23

Leadership Inventory Revised 08/22/2017 24

Outcome Category: Interpersonal and Organizational Concepts & Skills

Leadership Inventory Revised 08/22/2017 27

Leadership Inventory Revised 08/22/2017 28

Leadership Inventory Revised 08/22/2017 30

Leadership Inventory Revised 08/22/2017 35

Leadership Inventory Revised 08/22/2017 38

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ADVISING INFORMATION (students will include own documentation)