Marions Inventory 2019

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

Date Enrolled: Fall 2016
Date of Graduation: May 2020
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD) at the
University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting Assistant Director of the
CSLD.  
Leadership Inventory Revised 08/22/2017 !1

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

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

Office: Memorial Union Room 210 Phone: (401) 874-2726 Fax: (401) 874-5317
CSLD Mission Statement

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

The URI Center for Student Leadership Development will promote dynamic strengths-based leadership development through multiple delivery methods to prepare students to be competitive in the
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 internship
3 credits or 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 (capstone PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: FLITE Peer Leadership

BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
You need to have your own act together before you can lead others:
2. Lead Yourself
▪ Time management
▪ Organization
1. Know Yourself ▪ Self care
▪ Self discipline
Lead Others ▪ Strengths ▪ Perseverance
▪ Weaknesses ▪ Develop and maintain family,
▪ Values PROGRESS interpersonal, and intimate relationships
▪ Needs ▪ Academic, social, personal goals and
P ▪ Styles objectives
R o Learning
O o Teaching
G o Personality P
R o Membership R
E o Leadership O
S G
S RE-EVALUATE R
former stages as E
you progress S
4. Develop and Refine S
Skills
▪ Leadership theory and

practice 3. Broaden Your Perspectives…
▪ Communication Understand others
▪ Group Development
▪ Inclusion ▪ Hierarchy of needs
▪ Citizen Activist Skills ▪ Racial, cultural, gender, sexual orientation,
▪ Critical Thinking PROGRESS religious, class, ability, etc. diversity and
▪ Teaching and Programming commonalities
▪ Power, privilege, oppression, liberation;
individual and institutional discrimination

OUTCOMES
In this section, you will track your progress toward the outcomes. Each class in the minor targets different outcomes; all of the classes list these
outcomes on the syllabi (the words “goals” or “curriculum areas” may be used instead). In many of our classes, the assignments can serve as your
evidence. Periodically, and not less than at the end of each semester, you should update your outcomes progress. In the “additional experiences”
column, name additional classes or experiences that contributed to you becoming proficient in that outcome. As the semesters pass, you will think of
things from recent semesters and semesters further in the past, or people or jobs, etc. in your past that also influenced your progress on that outcome.
Do not let that ambiguity upset you. Reflecting on development is not a linear process, but it does help to reflect often. In the “descriptive notes”
column, share insights about your growth, lack of progress, successes, stumbling blocks, etc. At the end of each section, you need to include evidence
that supports your development toward the outcomes. Copies of papers, grading sheets, evaluation letters—anything that shows that someone has
determined that you have demonstrated proficiency (or not, or are making progress). Make sure to keep electronic copies of all of your evidence to
include in your Portfolio.
Outcomes for 415 are bolded and italicized
New for 412 (in green): Revised for 412 (in orange):
13. 12.
14. 17.
25. 18.
26. 142.
33. 74.
34. 131.
43.
44.
71.
72.
73.
81.
82.
92.
92.
96.
98.
99.
118.
130.

Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice

1. Student will demonstrate autonomy and a HDF 413 Employment at Harrington HUB As a first year student, I reflected quite often on the notion of being
minimized need for approval Harrington Mentoring Program
independent and headstrong not only as an aspiring leader, but as a
responsible young adult. Autonomy is, by definition, the freedom from
external control and influence, and not completely relying on others. I feel
like I have exemplified autonomy by going to a school that is 1,300 miles
away from my parents, as well as obtaining a job on campus in order to
start becoming self-sufficient. At the beginning of the spring semester, I
started my job at the Harrington HUB in Ranger Hall. Working there has
allowed me to familiarize myself with brand new skill sets such as working
with computers, film and sound equipment, and recording which students
borrow which pieces of equipment. Not only am I learning more, but I also
am making my own money, which I no longer have to ask my parents for.
After my first semester of working, I was qualified to train three new
employees and became eligible to work shifts alone, which was something
I was not able to do during my first few months on the job. I also earned a
raise that was equivalent to the amount that my older fellow coworkers
were making. Very soon I was able to pick up more hours alone and
gained my manager’s trust to access certain equipment that students my
age would normally be prohibited from using. While I still have a lot to
learn, I’ve been able to respond to questions and solve critical problems of
students and my coworkers without having to look to my manager for
answers or approval first. I feel like I’ve grown significantly since last
semester in terms of autonomy and reliability, and the new knowledge I’ve
gained has helped me achieve more goals in my coursework. Because of
the improvements in my film production classes, and my progress at work, I
was recognized by the Harrington School and selected to participate in
their mentoring program for the spring.
2. Student will demonstrate personal,

organizational, and academic examples of
self-discipline

3. Student will demonstrate the ability to HDF 413 Harrington HUB Even though my job is located on campus and I work primarily with students,
manage emotions
I am expected to maintain a level of professionalism during work. However,
the stresses of school and other external pressures can sometimes affect
my mood and how I present myself to students who come into the HUB, as
well as my coworkers. Being able to manage my emotions is a critical part
of my position as someone who deals with students, so I’ve tried to use
some different techniques to manage my emotions. Even with all my
classes, homework, and extracurricular activities, I’ve made it a point this
semester to eat three meals a day in order to regulate my metabolism and
keep my body and mind healthy. If I know that I will have work and class
back to back, I’ll make sure to pack a snack and a water bottle to tide me
over until I have free time to eat. I’ve also been making time to go to the
gym more regularly. Making exercise apart of my regular routine has helped
me feel accomplished and less stressed at the end of the day. It also allows
me to clear my mind for a few hours and focus on whatever activity I’m trying
to complete. Sometimes something as simple as just sitting for five minutes
before my shifts helps me transition from being in the frame of mind to be in
class, to going to the rush of work. This helps me practice being more
patient with the students and faculty members that I interact with, and has
definitely helped me get the best out of my work experience, which is
ultimately a learning experience.
4. Student will demonstrate knowledge of

stress management methods
5. Student will demonstrate the ability to

manage stress
6. Student will express a personal code of

leadership / membership ethics

7. Student will demonstrate practice of the HDF 413, HDF 415 Safe Zone Training My personal code of ethics is to take care of myself before I try to take care of
personal code of ethics other people. Being a leader means having a responsibility of being capable of
dealing with a very diverse group of people in terms of age, functionality, and
experience. While I know I can’t be my best self 100%, I’ve learned to recognize
when I need to take a step back and recharge before I try to help anyone else. As
a full-time student with a part-time job, as well as memberships in several
organizations, I know how much I can and can’t handle. If I push myself too hard,
then I may negatively affect the people around me. If I need some time to
bounce if I’m sick or overwhelmed, I’ll take a while for myself. I know that I can
make a more positive and a more effective impact if I’m in a better frame of
mind.
As an activist, my personal code of ethics is the notion that education enables
growth. If we open ourselves up to learning from others, even if their viewpoints
are not the same as ours, we can accomplish and grow exponentially. After all, it
is the different strengths and backgrounds of a group that allow them to function
and move forward. If we were all the same, we would never be able to reach our
goals due to our limited experiences and points of view. I challenge myself to
learn from others, even if their beliefs are not the same as mine. As a leader and
as an individual, I try to carry myself as someone who is open-minded and
accepting, but at times it can be difficult if something that I care about very
deeply is met with an opposing point of view. On the flip side of that, I do my
best to practice patience when explaining what I know to others, because I know
that we have different levels of experience, rather than becoming frustrated.
I’ve found myself practicing this code especially during Safe Zone Training. Safe
Zone Training is a two hour workshop designed to increase awareness, knowledge,
and support of the LGBTQA+ community and issues, as well as build a visible
support network of allies. This training is offered to students, staff, faculty, as
well as people who aren’t affiliated with the school. Because the trainees are
comprised of so many different people of varying age groups, gender, race,
sexuality, etc. there are varying levels of knowledge and experience. For
example, we were discussing saying our pronouns when we introduce ourselves
and how that should be integrated and normalized within a classroom
environment. One teacher in attendance consistently expressed that she thought
that it was unnecessary, so the training facilitator opened up the floor to the
trainees. I spoke up and told her that identifying our preferred pronouns allows
students who use gender-inclusive pronouns (such as they, them, theirs) to feel
validated and accepted because most professors assume that their students fall
within the gender binary. This also allows students who don’t identify with the
pronouns on their transcript to decide how they want to be referred to as.
Afterwards that teacher thanked me for speaking up and explaining because she
had never considered those possibilities. I believe she was more inclined to listen
to me because I relayed my experience patiently, rather than getting heated and
expecting her to understand a scenario that was out of her frame of knowledge.

8. Student will express a personal values HDF 415. HDF 414 VIA I hold my personal values very close to me. I know these qualities are indicative how I carry
statement (Sources = VIA, values myself, how I treat others, and how I lead, so in sum they are the characteristics that define
clarification exercises, etc.) the best me. That being said, I know that in certain situations of stress or hardship I may
not be my best self, but remembering that I carry these qualities that are unique to me,
because I’m unique, helps me stay grounded and remember my personal goals in life. The
values statement that I live by is that if we want to promote the progress of the world, we
must first promote the progress of others. I believe this can be accomplished by the notion
that education enables growth, and that growth enables empowerment. The top 5 VIA
strengths that help me recognize this statement are bravery, love, kindness, teamwork, and
perseverance. Bravery has allowed me to feel more connected to myself as an activist.
The way I connect to this value is knowing that I’m the type of person who stands up for
what I believe in and that I’m not afraid to say what’s on my mind, even with I’m in the
minority. I’m not afraid to push back if I think that someone’s words or actions aren’t ethical,
but I always try to respond to differing viewpoints with love and kindness. If someone isn't
as open-minded as I am, I try to facilitate a conversation that gives us both a platform on
which to speak our minds and hear each other out. When I was younger, I used to respond
angrily if someone’s morals didn’t align with mine without giving them the benefit of the
doubt. Now I've learned to be more inclusive and discuss differing viewpoints in a way that
allows each person to feel respected and listened to, if they’re willing to reciprocate. This
ties in with my value of teamwork, because more often than not, any type of group is
comprised of different people with different ideas. If I’m not willing to accept others for their
standpoint, how can I expect someone else to accept me for mine? Lastly, I use
perseverance if I notice that someone in a group I’m working with, whether it be as a peer or
as their leader, is more closed off from the rest of us. I acknowledge that some people have
a harder time relating and opening up to others, so in order to create a positive impact on
the way they experience our group dynamic, I try to engage them in any way I can, even if I
have to go to great strides in order to do so. I think my personal values statement
correlates perfectly with HDF 414. My project is all about educating others concerning
issues about which I am passionate, specifically the visibility of young transgender people.
For my project I compared and contrasted the accessibility to mental health resources for
trans people at high schools and colleges. Though acceptance of the LGBTQ+ community
is growing, our current administration has inflicted multiple attacks upon the community,
which have negatively affected other people’s perceptions of trans people—namely
children. Although most of the people in our class have been very kind toward my partner
and I regarding our topic, not everyone completely understands. Sometimes we are afraid
to ask questions about things that we don’t quite comprehend for fear of appearing ignorant.
However, because the course has afforded us opportunities to review each other’s topics in
order to gain feedback, not only have we been able to give and receive constructive
criticism, but also inquire about the different projects. This platform has allowed me to
educate my peers about my community and why I am so passionate about it. Through
openly communicating with one another about why we love what we’re researching, each
one of us has been able to grow through education.

9. Student will demonstrate practice of the HDF 415, HDF 414 VIA, Day of Discovery, Group My personal values statement is that education enables growth, and that growth enables
personal values statement Development, Active Listening empowerment. I feel like I exemplify this concept with my top five value strengths: bravery, love,
kindness, teamwork, and perseverance. In terms of peer mentorship, I think an example of me
demonstrating this concept was at the Day of Discovery when I really got to know my FLITE group for
the first time. Day of Discovery is a day-long retreat that occurs at the beginning of the semester right
after FLITE groups have been chosen. The idea is that the group will enter the Forming stage of
Tuckman’s Group Development theory and become used to the idea of working with and alongside
one another. During the retreat we present the students with name games and energizers to make
them feel more comfortable in their environment, as well as initiatives that provide them with the
opportunity to work together. However another crucial component of Day of Discovery is our
discussions about what make a team different. I facilitated a conversation with my group members
about gender, sexual orientation, race, and social class, and asked them all to highlight on a timeline
at what age they remember becoming aware of these concepts, and again at what age they gained a
better understanding of them. This conversation was very important because some of them may not
have been exposed to discussions of students with different backgrounds. I knew it would push some
of them out of their comfort zones, and hopefully into their growth zones. Bravery allowed me to start
off the conversation by speaking my truth about what it means to be queer and grow up in the Deep
South. By being vulnerable with them I was able to set the tone. However I also provided challenge
and support with my values of love and kindness. I enforced the concept that the students, while they
should still enter with an open mind, could also share as little or as much as they wanted to about the
identities we were discussing because they were quite personal. I incorporated teamwork into the
discussion by defining the tools of active listening, which is imperative in order for any group to
accomplish their goals. I stressed the significance of making one’s group members feel listened to
and respected, and how we can reflect that with body language, words of affirmation, and eye contact.
Finally I utilized perseverance through asking debriefing questions that would keep the students
engaged and willing to participate in the discussion. Since it was their first time as a group, most of
them were tentative to speak up, but I was determined to hear a little bit from all of them and guide
them into a frame of mind that they may not have had before.
My value of love inspires me to help and advocate for my community, and definitely drove
me to select this topic for the project. I use my value of kindness to respond to people who
might not understand my topic immediately and challenge my reasons for researching it.
LGBTQ+ rights are something I’ve always been extremely passionate about, even before I
came out. Not everyone has the frame of mind, nor the experience that I've had to
understand, but when my group partner and I were met with skeptical questions, I
responded positively to encourage acceptance.
Tuckman, B. (1965) Developmental Sequence in Small Groups. Psychological Bulletin, 63, 384-399.

10. Student will demonstrate the ability to HDF 414 Social Change Project In HDF 414, we worked all semester on a projects that concentrated on social change and topics
lead a project from start to finish (follow- about which were are passionate. For this project I chose to focus on mental health resources and
through) their accessibility toward the LGBTQ+ community, specifically young trans people. Trans people are
far more likely than their cis peers to suffer from mental health disorders, and consequently are at a
higher risk to commit suicide. In order to become more well-versed on how mental health impacts on
the LGBTQ population, I researched scholarly articles written about the topic. In addition, I collected
information from resources like the Human Rights Campaign 2018 Youth Report and the Trevor
Project. I also reached out to the LGBT Center at URI, and an activism group at Mississippi State
University called Spectrum to learn more about their organizations and the resources that they offer to
members of the LGBTQ+ community. I asked each of these organizations a series of questions in
order to learn more about them and what their resources offer. These questions greatly helped in
guiding my research and learning more about what these resources have to offer to the LGBTQ+
community. Once my partner and I gathered information, we discovered that there are local resources
for trans people, but that they are mostly concentrated in northern Rhode Island and only available to
adults. To counter this we designed programs that we'd like to see implemented in high schools
around southern Rhode Island that promote the visibility of trans students and educating staff, faculty,
and other students about LGBTQ+ issues.

11. Student will describe goals and objective HDF 413, HDF 414 HDF 190 Servant Leadership In HDF190, we gave speeches about servant leadership and how we can
statements regarding personal issues, Speech, HDF 414 Social Change
career issues, and community issues Project relate the components outlined by this theory to our strengths and majors. In
my speech, I outlined how my top value is Bravery, and the way that I
interpret this value is that I am passionate about giving a voice to issues that
I care about, even if I am faced with opposition. I spoke about how as a film
major, I hope to use film media as a platform to express my ideas and raise
awareness to topics that I’m passionate about. I’m specifically interested in
the representation of gender and sexual identities, and it’s a goal of mine to
accomplish a wider variety of representation through art. Oftentimes people
lash out from an intolerant frame of mind because of the unfamiliarity of
certain issues. Because of the negative stigmas that surround these issues,
some people do not feel motivated to recognize and acknowledge different
perspectives other than to what they have been exposed to. I strongly
believe in enabling others to grow using education through a medium that's
easier to understand. Going through this minor, as well as a being Film
major, has inspired me to become a documentary filmmaker so I can tell
people’s stories. I want people to be comfortable with the spectrum of
different sexual and gender identities. With the rise of individuals who have
access to devices, I think I can accomplish making an impact on people who
feel uneducated or confused.
In HDF 414 , I had the opportunity to conduct research about the LGBTQ+
community, for which I am an avid activist. My goal was to explore a
combination of interviews and published articles on results from research
conducted on identifying as transgender, and the impact that it may have on
a young person’s mental health. Being a globally marginalized group, the
trans community is no stranger to bias and oftentimes persecution, as they
are deprived of basic human protections in several parts of the country. That
being said, I wanted my project to analyze the accessibility of mental health
resources in southern Rhode Island, specifically toward transgender people
in between the ages of 13-22.

12. Student will show evidence of goals and HDF 412 Social Change Project In HDF 414, I wanted my social change project to explore the accessibility of mental health resources
objectives that were planned and HDF 414 for LGBTQ+ students, specifically trans people. In order to gain a better understanding, my partner
achieved FLM 445 and I researched scholarly articles written about the topic. In addition, we collected information from
resources like the Human Rights Campaign 2018 Youth Report and the Trevor Project. I also reached
out to Youth Pride RI through email, The National Alliance on Mental Illness (NAMI), the LGBT Center
at URI, and an activism group at Mississippi State University called Spectrum to learn more about
their organizations and the resources that they offer to members of the LGBTQ+ community. We
asked each of these organizations a series of questions in order to learn more about them and what
their resources offer. Doing a project about this community means a lot to both my partner and I
because we have backgrounds in it, so we know how marginalized yet different every person's
experience is. We discussed how we both wished that we'd had programs in our high schools to
promote education and visibility within the queer community. With this in mind, we outlined programs
and tips that high school around the area could implement in coordination with some of the student
organizations on the URI campus. During our second to last meeting, we presented our pitch to peers
and local members of the community in the hopes that we would be able to maybe go further with this
project beyond class.
This semester in FLM 445 I had the opportunity to produce the senior thesis film of one of my
friends, a process that lasted the duration of the semester. The film, which incorporates
narrative themes about mother-daughter relationships, reproductive rights, and the hardships
of motherhood, was very personal to both the director and her producers, so we were
determined to make the film illustrate those themes to the best of our abilities. Our goals for
this project were fundraising, hiring actors, securing locations, shooting over one weekend,
hiring talent to score the film, and editing before the date of the final screening. Our
fundraising goal was $2,500, which we were thankfully not only able to achieve, but surpass.
Many members of the crew worked together to create a short promotional video explaining our
story and the logistics required to complete the project. Hiring actors was one of the more
difficult tasks because it sometimes required us to work with difficult people. Not every
applicant responded immediately, followed direction, adhered to their original schedules, and
sometimes they presented last minute terms with which we had to comply on the spot.
Securing locations was also difficult because it required constant communication and many
phone calls to track down the right people. We also found backup locations just in case our
original plans fell through. Next we spent over a week creating a shooting schedule that
worked with each schedule of our actors, who were all traveling from out of state to perform in
our project. We had to keep the shorter days in mind knowing that we had scenes to shoot
outside, as well as alternatives in case something were to come up and disturb the schedule.
Finally once shooting ended, we commenced the post-production process, scheduling
meetings every week among the producers, editors, and director in order to keep the project
on track, as well as maintaining constant communication about our stylistic preferences and
expectations of the final result. The film is now complete and will screen for an audience for
the very first time, and will then hopefully be submitted to be in festivals so our message has a
wider platform.

13. Student will show knowledge of the HDF 412 N/A In HDF 412 we learned about Maslow’s Hierarchy of Needs, which is a theory that illustrates a
“Hierarchy of Needs” theory by hierarchy of what are considered to be the five basic human needs. These five levels can be
Maslow regarded as a pyramid and are significant because they drive human behavior. The base of the
pyramid outlines the most basic needs, which are physiological, and are comprised of water, food and
shelter, clothing, and sleep. Because they make up the foundation of the pyramid, they must be
satisfied first. Above physiological needs are safety needs, which are composed of personal security,
employment, and health care. While these needs are often dependent upon others, they are rooted on
a more individual scale. Following these levels are psychological needs, which is our human
dependency upon others; in other words, the need to feel love and belonging, and an intimacy with
other human beings. These needs can be fulfilled by friendship, family, romantic relationships, and the
connections we build with our communities. The next structure of the pyramid are esteem needs,
which are composed of respect, self-esteem, recognition, and strength. These needs are reliant upon
our abilities to be self-assured by our own talents and skills, as well as receiving that validity from
others. Finally, at the top of the pyramid, is self-actualization, or achieving one's own personal goals
and potential. The last level motivates us to be productive and creative for our own personal
development, inspiring us to be better versions of ourselves for the sake of growth.
Maslow, A. H. (1943). A theory of human motivation. Psychological review,50(4), 370.
14. Student will show application of HDF 412 This past semester I have had to reprioritize my needs and think about how my identity as a student
Maslow’s theory to own life has been affecting my mental health, and vice versa. I am confident in the first three levels of the
hierarchy and their presence in my life. I always have food and water, as well as a house, a bed to
sleep in, and clothes to keep me warm. In terms of safety needs, I have been employed consistently
for the past four years with sufficient health care (at least for the purposes in which I have needed it so
far). And in regards to psychological needs, I have stable relationships with my friends, family, and
romantic partner. Not only are my close relationships healthy, but those of my coworkers, boss,
classmates, and instructors. However this semester has been particularly arduous in terms of my
esteem needs. I've had to make decisions between going to work versus going to Health Services,
which interferes with my safety needs because I lose hours. Because my self esteem has been
declining, Being recently diagnosed with depression and disordered eating, I've been finding it difficult
to fulfill my esteem needs, as well as my self-actualization needs. Self-actualization for me is so
intertwined with my identity as a student, and as I’ve become less able to complete my schoolwork,
my personal motivation to execute my goals has declined. Though it sometimes forces me to miss
class or work, I've tried to improve by going to therapy every week, as well as meet regularly with a
nutritionist to adopt healthier and more sustainable eating habits. I've reached out to the instructors
that I feel like have not been receiving my full attention in class, and I've given myself permission to
ask for help and to not be ashamed by that. In order to become the best version of myself and keep
growing I've made sure to keep the balance of each of these levels intact, which sometimes means
taking away from one component for a little while to give more to another.
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 Gallup StrengthsQuest, FLM 445 As I’ve grown throughout my college career in this minor, I’ve developed a deeper understanding and
Signature Themes, shadow side of HDF 415 appreciation for the strengths that I received as test results almost a year and a half ago. While these
Strengths and/or weaknesses, and strengths are very dear to me, and have helped guide me to achieve my goals both academically and
examples of application (Source = Gallup) personally, I’ve also come to recognize the shadow side of them, and how they can sometimes
function as weaknesses. According to the Gallup StrengthsQuest Finder, my top strengths are Input,
Individualization, Learner, Achiever, and Significance. The two strengths I've noticed that definitely
have possess an occasional shadow side are Achiever and Significance. I find that Achiever is at the
root of my drive. I constantly strive to accomplish my goals, no matter how big or small they are, and
I thrive off feeling productive and knowing that I got the job done. However, I can sometimes embody
this strength to a fault. Sometimes I become hyper-focused on certain assignments that I practice
very unhealthy habits, such as not getting enough sleep, neglecting to eat, and upsetting the balance
by pushing off other work. If I’m set on accomplishing something, then I will, but it can also be at my
expense. The way I define Significance is that I always want my voice to be heard. I want to be
recognized as an individual and as someone who stands out. As a result, I do not often shy away
when people ask questions during class or when volunteers are needed for activities and retreats. In
my college career I definitely want to become more involved and acknowledged for the organizations
that I am a part of. I believe like Achiever, this strength also contributes to my drive. However, this
also means that I take on a lot of responsibilities and have a hard time saying no. Whenever my
coworkers need coverage for work, I’ll take on extra shifts. If my students want to meet and have me
look over their coursework, I’ll prioritize them over myself. I’m a crew member for several student
films, which is of course an exceptional learning experience, but also means that I may be stretching
myself too thin.
As aforementioned, I care a lot about advocacy and equal representation, especially in the
media. As a film major, I am passionate about creating content for, about, and starring queer
people because growing up, I wasn't able to relate to any of the characters on TV or in films.
Last semester I had the opportunity to write and direct my own short film for FLM 445, the
advanced film production course. It was the first major film project that I was leading and I
devoted all my time to it the first few months of the semester. My strengths of input and
individualization allowed me to focus on my cast and crew, as well as the character
development within the script. My achiever strength, while it was my driving force to complete
the project, also made me so focused on the film that I neglected myself and my other classes.
I definitely was not taking care of myself during the weeks leading up to shooting and during
production, and I put forth the bare minimum of work toward my other classes.

18. Student will describe personal leadership HDF 413, HDF 412 HDF190 Being able to recognize and put a label on my individual style as a leader allowed for me to think more clearly about how
style and/or personality style including Harrington HUB I carry myself, as well as develop my strengths. In HDF190, I took the Gallup’s Strength Finder test, as well as VIA, and
strengths and weaknesses and examples URI 101 received information about my strengths and values that have made the path to finding what I’m passionate about much
clearer. According to the Gallup results, my top five strengths are Input, Learner, Individualization, Achiever, and
of application (Sources = Leadership style Gallup Strengths
Significance. What sets me apart from many of my peers is that these strengths all fall under different categories, and
inventories, the L.P.I., Type Focus (MBTI), VIA that I’m not predominantly prone to being an influencer, executor, strategic thinker, or relationship builder. Rather, I
LAMP, DISC, and other career TypeFocus encompass a bit of each in my leadership style. While I enjoy having these strengths to guide me through my
inventories, etc.) experience as a leader, I recognize that these five words do not strictly define who I am and that the way in which we
execute our strengths is flexible.
An example of my Learner strength is how this semester I declared a second major in addition to my minor. I have so
many interests that I would love to learn more about and apply to my life. This goes well with my job at the Media
Equipment Center, which is very hands-on and requires me to be proficient with all kinds of film equipment. Although
being an Achiever can often induce stress, I find that it is the root of my drive. I constantly strive to accomplish my goals,
no matter how big or small they are. I thrive off feeling productive and efficient, as well as knowing that I am getting the
job done. As an identifier of Input, I know that I enjoy collecting information. I enjoy studying new theories and models
that are introduced in HDF413 and using them to shape my leadership style. I know that the people I encounter in SOLC
and CSLD—teachers, facilitators, and participants—have much to offer in terms of diversity. With Individualization, I am
intrigued by the unique qualities of each person, and I like to focus on the differences among individuals because it is
those differences that make them work together as a group. Significance, like Achiever, drives me to become involved
and speak up. I always want my voice to be heard and I want to be recognized as an individual who stands out.
My TypeFocus results, which I received in URI101, correlate well with my top strengths. I learned that I am ENTJ,
which stands for extravert, intuition, thinker, and judgment. I function best when I am around other people, and I feel
the most comfortable and efficient when I am working in a group. I feel the most secure with myself when I feel
accomplished.
My VIA values help guide where I invest my time and leadership. They are bravery, love, perseverance, teamwork, and
kindness. It is my values that help me feel grounded and connected to the people that I work with. My love, teamwork,
and kindness have let me easily build relationships with every sort of individual that I interact with, including students,
peers, teachers, and classmates. My perseverance corresponds perfectly to my Achiever strength and inspires me to
stay determined when I’m faced with something difficult. Bravery has allowed me to feel more connected to myself as
an activist, and knowing that I’m the type of person who stands up for what I believe in and that I’m not afraid to say
what’s on my mind, even with I’m in the minority.
I am first and foremost an artist, with filmmaking being the career path toward which I am working. There are many
different roles on a film set that are necessary to execute a project, each with corresponding technical and organizational
skill sets. Though every department is different, each must communicate efficiently in order to produce a film. I use Input
to learn from those other departments on set and expand upon my knowledge of their roles. I love collecting information
about the equipment such as how it’s assembled, how it’s used, in which scenes, and why it works stylistically with the
director’s vision. However, production can be very fast paced, so getting to learn from each department may feel like a
distraction because there’s so much to do. Individualization is important to me because it allows me to recognize the
unique qualities and strengths of different people. This is particularly useful when I’m casting for a role and need to sift
through several auditions. I want to know why the character resonates with each actor, understand their motivation, and
pinpoint why I think they’d be a good fit for the film. I exercise the same value when I’m hiring my crew. Not only do I care
a lot about each member’s personal strengths as individuals, but how they’d work coherently as one team. My third
strength, Achiever, is the main drive when I’m trying to accomplish a project. The roles I take on the most on set are
director or producer, so my job is to make sure that our team stays on task and gets the media that we need in order to
move on to the next scene. Production will oftentimes go very early into the next day, so I like to set smaller goals during
the shooting process to feel a sense of accomplishment if I know our crew is facing a long day. Even if we need to
consolidate a few shots or adjust dialogue to get what we need and move on, I know that everything that needs to get
done will get done. This strength can sometimes be very challenging because the ways that I motivate myself may not be
the correct ways to motivate others. Each crew member needs different things, so pushing us to finish may not always be
the best choice for everyone. My Learner strength goes hand in hand with Input. I love to acquire new skill sets, and I’m
fascinated by a different technique on every new set that I’m on. There are so many aspects of filmmaking that I admire so
much, and one of them is that I always feel like I leave the set with a new piece of information. Ultimately my desire to
make films is rooted in my passion for activism. In the same way that I like to learn about the technical components of
filmmaking, I love to learn about different social issues so I can use my platform to spread awareness about them. I want
to enact positive change on other people’s lives, which leads me to my fifth strength, Significance. Through my art, I want
to know that my voice is being heard by being actively involved in the communities for which I strive to advocate. I want
to have made a significant impact on the people around me by speaking up and creating awareness.
 
 
  Leadership Inventory Revised 08/22/2017 !20
Outcome Category: Leadership Theories
19. Student will show knowledge of the

“Authority and Bureaucracy” theory of
leadership Weber
20. Student will describe personal application

of the above theory (Weber)

“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 HDF 412 N/A In HDF 412, we learned about MacGregor’s Theory X and Theory Y, which are two styles of
“Theory X and Theory Y” theory of leadership that describe authoritarian and participative management respectively. Both theories are
leadership by MacGregor critical in their ability to help us understand and motivate our team members, and the way that our
actions impact the performance of our team. Theory X is defined by a more strict and hands-on
approach to leading a group, particularly in a way that micromanages. This style of management
assumes that workers dislike their work, avoid their responsibilities, need constant direction, and
aren't passionate about their work, ultimately requiring supervision through every step. According to
MacGregor, workplaces that implement a Theory X style rarely delegate authority and control remains
firmly central. In contrast, Theory Y managers have a more positive and optimistic view of their team
members and use a decentralized, participative management style. There is more trust between
managers and their workers, who have greater responsibilities because they are encouraged by their
superiors to develop their skills. This type of management assumes that workers are more involved in
the decision making process, are self-motivated by the tasks they are given, seek and accept
responsibilities while needing little direction, and view work as challenging and fulfilling.
Value Based Management.net. (2010). Theory X theory Y – McGregor. Retrieved from http://
www.valuebasedmanagement.net/methods_mcgregor_theory_X_Y.html

26. Student will describe personal HDF 412 Gallup Strengths Since beginning college, I have had two main jobs, each of which have managers that correspond to
application of the above theory the respective traits of Theory X and Theory Y. The job I held with Manager X was at a candy store on
(MacGregor) Cape Cod and very much represented the characteristics of an authoritarian style. Though it was a
simple summer job, my main motivation was the fear of being reprimanded by my boss. Constructive
criticism is undoubtedly important in every field, Manager X used it to call us to action, without striking
a balance of offering encouragement. Every time he entered my section, he felt the need to
micromanage what I was doing, even if I was engaged with a customer. I couldn't say that I was
extremely passionate about working in a candy store, but I held my performance as an employee and
my developing skills in customer service in a high regard because I identify heavily with my Achiever
strength and putting 100% into the responsibilities to which I commit. If a certain task hadn't been
completed yet, Manager X assumed it was because we were too lazy to do it. Sometimes when I was
with a customer, he would step in and completely take over the interaction because he thought that he
could do it better. At times he would become overwhelmed if the store was particularly busy and yell at
me while I was on shift, but would never address his behavior later, and instead compensate by being
overly nice. My constant fear of discrepancies at work and that impact outweighed my personal
motivation to be a better employee. In contrast, the job that I have had at URI’s Media Equipment
Center since freshman year has been insurmountably rewarding, which I heavily contribute to my
manager’s Theory Y approach. Though Manager Y is a lot older than my other team members and I, I
rarely feel like we are working under him but rather working with him. I often feel like we are included
in the decisions that he makes at work and takes our personal experiences into account when he
creates policies. It is evident that our growth as employees and technicians is equally as valuable to
him as the way that he runs our workplace. His work ethic, instructional approach, and helpful attitude
inspire me put forth my best performance every day. Many of the responsibilities that we have allow us
to use out creative talents, both in aesthetics around the workplace and in problem-solving
techniques. He constantly utilizes verbal encouragements to create a positive work environment, and I
can only hope that as his Team Leader that I am implementing the same execution.

27. Student will show knowledge of the HDF 414 Servant Leadership Model In HDF 414, we studied the Servant Leadership model, a theory that Robert
“Servant Leadership” theory of leadership Greenleaf first introduced in 1970. He stated that “[Servant leadership] begins
by Greenleaf
with the natural feeling that one wants to serve, to serve first. The conscious
choice brings one to aspire to lead.” This model outlines ten different components
that guide leaders to put others before themselves.
The first element of this theory is the ability to Listen. Leaders are, of course,
valued for their communication skills, and by demonstrating that they are able to
listen to what is being said, as well as being able to reflect, one can begin to grow
as a servant leader. Leaders also need to practice Empathy. Through trying to
understand one another and being patient, a connection of acceptance can be
established. Another quality of servant leadership is Healing, which is
transformative in relationships. Oftentimes we come across people who are
discouraged, and servant leaders recognize that they have a chance to improve
the lives of those they come into contact with. Another quality of this model is
Awareness. This means being conscious of oneself, one’s behavior, and one’s
impact on others. The fifth characteristic of servant leadership is Persuasion.
This quality especially helps distinguish servant leadership from the traditional
authoritarian model, because rather than relying on one’s positional authority, the
leader relies on persuasion and one’s ability to convince. Because servant
leadership oftentimes benefits people and situations that are in need, it's
important for leaders to demonstrate Conceptualization—in other words, to
imagine the bigger picture beyond our own day-to-day realities.
Closely related to Conceptualization is Foresight, the ability to foresee the likely
outcome of a situation. Leaders can use Foresight in order to understand lessons
and mistakes from the past. The quality that assumes a commitment to serving
others is Stewardship. This characteristic embodies each leader's commitment to
the task and utilizes openness and persuasion, rather than control. Going off of
commitment to the task, Commitment to the Growth of People is extremely
valuable because it not only celebrates the work that has been accomplished, but
the personal growth of the team members. Finally, Building Community is what
results from the adherence to this model. As Greenleaf put it, “All that is needed
to rebuild community is…each servant-leader demonstrating his or her unlimited
liability for a quite specific community-related group.” All of these components
take the powerful strengths of a leader and incorporate them with the relational
strengths of a servant to create the foundation of servant leadership and what a
servant leader stands for.
The servant as leader. Indianapolis, IN: Robert K. Greenleaf

28. Student will describe personal application HDF 414 HDF 190, SOLC I can apply this theory of Servant Leadership to the retreats that are run through
of the above theory (Greenleaf) SOLC and through my responsibilities as a leader to assist organizations on
campus that need bonding or team-building experiences. I first learned about the
Greenleaf Theory of Servant Leadership in FLITE and its ten different components.
The first category of elements includes listening, empathy, healing, awareness,
persuasion, conceptualization, foresight, stewardship, commitment to the growth of
people, and building community. I use listening and empathy to better understand
why the group has requested the retreat in the first place. What has motivated them
to ask for guidance and what do they want to improve on? When a certain activity
induces stress within the group, I can use the healing component to help settle
things and lead the conversation back to a constructive topic. The second category
within the Servant Leadership Model includes awareness, persuasion,
conceptualization, and foresight. I use these components when planning retreats
for organization. I need to be aware of the needs of the organization, as well as
their ability and functionality that will affect how they complete tasks. With these
factors in mind, I use foresight to try to plan how an activity may carry out and the
debrief that will follow; this allows me to better prepare myself, my team, and the
organization for the retreat. As for persuasion and conceptualization, these are
useful when trying to inspire a group to share a vision or idea. As a facilitator, it’s
my job to step back and let the group decide for themselves what the objective of
an activity or retreat is, and to let them come to their own conclusions. As leaders,
we help them conceptualize what the point of each activity and retreat is, and in a
way we persuade them to realize that these are elements of their team dynamic
that they can apply to their organization in the future. The final dimension of servant
leadership is the combination of servants and leaders, and consists of the elements
of stewardship, commitment to people, and building community. These all play into
the big picture of how SOLC encompasses Servant Leadership. Our organization is
dedicated to the campus and the organizations that exist on it, so we have a huge
commitment to people who are involved. The members of SOLC believe in the
potential of all the people on campus and that they can improve themselves, their
groups, and their university. Stewardship relates to SOLC because many activities
prompt members to open up to others and become vulnerable with one another, so
as a result we must create an open, welcoming, and trusting environment. Finally, I
apply Servant Leadership through SOLC with building community. The ultimate
goal of SOLC is to bring the campus closer as a whole community and to help
create bonds within organizations and the members in them in order to enable
growth.

“Principle Centered Leadership” theory by
Covey

of the above theory (Covey)
31. Student will show knowledge of the “14

Points / TQM” theory of leadership by
Deming

of the above theory (Deming)
33. Student will show knowledge of the HDF 412 N/A In HDF 412, we studied Sashkin’s theory of Transformational Leadership. Unlike some of the other
“Visionary Leadership” (now often theories we have studied thus far, Transformational leadership is more of an overarching concept of
cited as “Transformational inspiring positive change within a group, rather than a concrete model with different steps and
Leadership”) theory by Sashkin components. Transformational leadership is defined as a leadership approach that inspires change
individually and systemically. In its most effective form, it increases the drive, morale, and
performance of followers through several different techniques. These techniques include connecting
the follower’s sense of identity and self to the mission and the collective identity of the organization to
which the participant belongs. They also include being a role model for followers that inspire them,
and challenging them to accept more ownership for their work. Additionally, the theory requires the
leader to understand the individual strengths and weaknesses of their followers, so the leader can
delegate tasks that both challenge and compliment them.
Sashkin, M., & Sashkin, M. G. (2003). Leadership that matters. San Francisco: Berrett-Koehler.
34. Student will describe personal HDF 412 N/A I spend most of my time on campus working at the Media Equipment Center in Ranger Hall. Being the
application of the above theory Team Leader, I oversee a staff of ten, as well as interact with a wide variety of students and faculty on
(Sashkin) a daily basis. Over the couple years, I have had the privilege to try to cultivate what I consider to be
not only a space for learning, but a safe space for different ideas and identities, both social and
creative. The staff that I lead are all peers, most of whom are younger than myself. I make it a
personal goal every day to check in with each of them individually. Sometimes this ranges from a
quick chat to a deeper conversation, but it's a priority of mine to ensure that I’m supporting their
growth and wellbeing, and that their place of work encourages it, rather than diminishes it. I strive to
lead by example, so instead of just telling them exactly what I expect of them in meetings, I model it
so they know that I not only have expectations for them, but for myself, and I want them to hold me
accountable as they would hold each other accountable. I try to delegate tasks in a way that
challenges each of them, but also tie into their individual strengths. I maintain morality by clearly
explaining the our policies to our patrons, but also by knowing how to listen when things go wrong.

“Individuals in Organizations” leadership
theory by Argyris

of the above theory (Argyris)

37. Students will demonstrate knowledge of HDF 190 4 Vs Handout In my HDF190 class, we learned about the 4 V’s of Ethical Leadership. The
the “4 V’s” theory of leadership by Grace VIA
(Center for Ethical Leadership) 4 V’s stand for Values, Vision, Voice, and Virtue. The Values component
means that an ethical leader has an understanding of their own core values.
By discovering one’s values, a leader can start to incorporate them into
their decision-making as well as their individual leadership style. This is why
we complete the VIA test when we begin the minor so that we will have a
better understanding of our strengths and ourselves. Vision means that a
leader has the ability to see and frame their actions, and the actions of
others. If you have a good understanding of your values, then you can utilize
them to carry out your vision, and obtain the tools you need to do it. Voice
means that a leader is able to speak up about their vision in a realistic and
persuasive manner that motivates others to participate. An ethical leader
needs to be authentic and true to themselves, so by having a vision and
knowing their values, they can use their voice to be authentic, speak up, and
inspire others to share that vision. Finally, Virtue reflects the notion that we
practice what we want others to do. Those who are virtuous are those who
“practice what they preach,” meaning that they understand their values,
vision, and how to use their voice to effective work to achieve what’s best for
the common good.
Center for Ethical Leadership (n.d.) “Ethical Leadership” Retrieved from:
http://www.ethicalleadership.org/concepts-and-philosophies.html

38. Student will describe personal application HDF 415 Safe Zone Training In HDF190, we discussed what it means to exemplify “ethical leadership”
of the above theory (Grace) HDF 190
by studying Dr. Bill Grace’s 4 Vs Model. This model encompasses the
traits a leader should have with an emphasis on exacting change. The 4
Vs focus on four main points: values, vision, voice and virtue. Using this
methodology, we talked about how to identify and integrate our core
values (VIA) in order to carry out our vision in service to others, as well
as voice that vision in a persuasive manner, all the while practicing
virtuous behavior.
During our discussion, we each wrote down a flaw in the world we wish
we could fix. For this exercise, I chose lack of acceptance and open-
mindedness in our society. We then wrote down one core value we
thought could help us demonstrate the problem we wanted to fix. I chose
bravery because to me, it means speaking up and staying true to your
beliefs, even if you’re in the minority. Then, using our voice, we wrote
down a slogan we thought captured the essence of the message we were
trying to convey, as well as a virtue we thought could help us convey this
message. I wrote down “Don’t preach to love thy neighbor if your love is
selective” and said that temperance could help me spread my message.
I’ve been able to personally apply this theory during Safe Zone Training.
As aforementioned (#7) I explained the importance of saying our
preferred pronouns when introducing ourselves, especially in a classroom
setting. Through values, I knew I wanted to speak up because it is
important to me that everyone feels included and validated. Whenever I
introduce myself to a group of students as a mentor, facilitator, etc. I
clarify that I use she/her/hers so that everyone else knows that I
acknowledge different gender identities. I had a vision that this teacher
would hopefully understand the importance of using pronouns in order to
create an accepting environment. I used my voice to speak up when I
noticed that she seemed confused about why clarifying pronouns was
important and I realized that she didn’t have the same frame of mind that I
did. I practiced virtue by being patient with her, rather than becoming
frustrated that she didn’t immediately grasp the concept because I knew
that our experiences were different.
Center for Ethical Leadership (n.d.) “Ethical Leadership” Retrieved from:
http://www.ethicalleadership.org/concepts-and-philosophies.html

“Situational Leadership” theory by Hersey
& Blanchard

of the above theory (Hersey & Blanchard)

41. Student will show knowledge of the 413 N/A The Relational Leadership model encompasses several different themes
“Relational Leadership” model by
Komives, McMahon & Lucas surrounding leadership, while simultaneously relating back to what I believe
is the most important aspect to leadership: how we interact with
others. There are five main points that compose the Relational Leadership
Model. The first component of the Relational Leadership Model
is purposeful. Having a purpose allows us, as well as others, to expand our
knowledge and understand each of our individual roles as leaders. The
second component of the Relational Leadership Model is inclusive. To be
inclusive means to provide a safe, trusting environment in which everyone in
the group feels valued and safe. It is of the utmost importance as a leader to
allow for a space that each and every one of your team members will be
comfortable in. The third component of this model is empowering, which
means it is vital to stress the ideology that each member had something to
offer. Inclusivity encourages the leader to recognize that the differences
among individuals are valuable--rather than letting them divide us, we
should celebrate them. Essentially, everyone should be given a platform on
which to share their ideas, and in order to affect this, the group members
must practice active listening. The fourth component of this model
is ethical. In order to mentor and a leader, it is essential to act as a model
and for the leader to reflect what they want to see in the group they are
working with. That being said, this component can be exercised through
confronting certain behavior that is negatively affecting the group,
understanding one’s responsibility to work with the group and to follow it
through, expecting high standards, and putting the benefit of the group
above any personal gain that can be derived from the activity. Lastly, the
final component outlined in the Relational Leadership Model is process-
oriented. This is where a sense of community is heavily highlighted as well
as how the group works together to achieve (or not achieve) their goal. The
notion that the process is as important as the outcome is especially
important for the purpose of analyzing mistakes or victories, and through
discussion, the group can make meaning of the challenge and the thought
process that went into approaching it.

42. Student will describe personal application HDF 412 SOLC There are five main points that compose the Relational Leadership Model, all of which I think align with the
of the above theory (Komives et al) HDF 412 missions and actions of our Student Organization Leadership Consultants. The first component of the
Relational Leadership Model is purposeful. By promoting and actively publicizing workshops, we are
conveying a common purpose to bring groups together. During retreats, the facilitators are also equipped
with a “can do” attitude and commitment to the task at hand. Another way SOLC makes their purpose
known is through identifying goals, creative thinking, and of course involving others in the vision-building
process, which is accomplished through a values contract. The second component of the Relational
Leadership Model is inclusive. For this element, it is important for the facilitators to be familiar with their
strengths and values because inclusivity relies on knowing oneself in order to understand others. Because
one of the goals of SOLC is to help student leaders learn and practice leadership with peers through
participation in different activities, it is important to identify the factors that contribute to a group’s willingness
and ability to partake in an initiative. To carry out this idea, the facilitator needs to make sure that they are
giving a platform for individual to speak their mind and properly frame the activity using inclusive
language. This is when the importance of active listening skills can be impressed upon as well as the notion
that everyone can make a difference if they are given the chance. The third component of this model
is empowering, which I believe is represented through teaching organizational and developmental theories
in order to enhance efficiency, as well as to enable organizations to develop and define their group goal. In
order to empower a group, it is vital to stress the ideology that each member had something to offer. This
element can especially be recognized during planning time and debriefs when it is the goal of the facilitator
to get everyone to share their thoughts and allow their group to acknowledge everyone’s contributions
during an activity or discussion. The fourth component of this model is ethical. In order to mentor and
counsel with student groups, it is essential for the facilitator to act as a model and reflect what they want to
see in the group they are working with. That being said, this component can be exercised through
confronting certain behavior that is negatively affecting the group, understanding one’s responsibility to work
with the group and to follow it through, expecting high standards, and putting the benefit of the group above
any personal gain that can be derived from the activity. Although each facilitation is a learning experience, it
is ultimately about the group that is participating in it—not the facilitator. Lastly, the final component outlined
in the Relational Leadership Model is process-oriented. Each retreat and activity has a specific purpose,
and therefore emphasizes the process that yielded those results. This is where a sense of community is
heavily highlighted as well as how the group worked together to achieve (or not achieve) their goal. The
notion that the process is as important as the outcome is especially important for the purpose of debriefing,
and through discussion, the group can make meaning of the challenge and the thought process that went
into approaching it. This is where collaborations are acknowledged as well as the giving and receiving of
feedback. Because while the end goal is an obvious mark of the group’s functionality, the real progress can
be evaluated by studying the steps they took to complete the challenge.
Another way that I’ve been able to apply the Relational Leadership Model, as well as analyze the
issues that may arise in regards to it, is through my work as a filmmaker on set. One of the
difficulties that I can foresee while using this theory on set is staying process- oriented as well as
motivating everyone to empower one another. Oftentimes our shooting days run non-stop over
twelve to fourteen hours, and it’s easy to feel frustrated when a shot isn’t
coming out the way we had intended or if we are running behind schedule. Though there is a lesson
to be learned during each step throughout production, progress is measured tangibly; therefore it’s
easy to quantify how much we have gotten done, or need to get done. When thinking about all the
shots we haven’t achieved yet, tempers can run high and blame can be easily assigned in the heat
of the moment. One of the ways that I’ve learned to resolve these issues is by setting small goals for
our crew during shooting so that we don’t become overwhelmed by the bigger shots that we haven’t
achieved yet. I try to speak personally with each member of the crew and check in frequently so that
they know that I care about their wellbeing and not just the final project. I try to lead by example by
being a positive presence on set and showing appreciation where it’s needed so that others are
encouraged to learn from each other.

43. Student will show knowledge of the HDF 412 In HDF 412 we learned about constructivism, which is a theory about how people learn, and
concept of constructivism encourages others to construct their own understanding and knowledge of the world, through both
experience and reflection. When we have the opportunity to gain new knowledge, we process that
knowledge in a context of what we already know, who we are, and our own unique experiences.
Therefore, our new ideas are subject to change what we previously believe to be true, or alternatively
make a decision to throw out the new knowledge we have as irrelevant. The constructivist learning
experience encourages students to become active and expert learners, the knowledge of how to
learn, as well as reflection and the ability to integrate and apply new information (much like
outcomes). In contrast to a traditional classroom, which adheres to a strict curriculum, assess
students through testing with definitive answers, and affords the teacher's role as that of an
authoritative one, a constructivist classroom is much different. An instructor who values constructivism
will emphasize big concepts, beginning with the whole theory and expanding it into different parts.
They will ask that students work primarily in groups in order to learn from one another, be more
interactive than authoritative, and create an open dialogue surrounding the course material.
Constructivism as a paradigm for teaching and learning. Retrieved January 25, 2007, from
http://www.thirteen.org/edonline/concept2class/contructivism/index.html
44. Students will describe personal HDF 412 Tracking In HDF 412, we studied constructivism and its differences to a traditional classroom, and the best
examples of implementing example I can think of to describe a course based in constructivism is HDF 412. One of the main
constructivism characteristics of this concept is the instructor’s emphasis on working in groups. In HDF 412, we did
group work almost every day, whether with our assigned small groups, which allowed us to work
closely with almost every other student throughout the semester, or with our neighbors. We were also
given specific tools on how to learn, the most notable being Tracking. This concept prompted us to be
more aware in our surroundings and take mental notes of the individual social differences that
comprised the groups we engage in. Each day at the beginning of class, the instructors would ask the
class whether they had done any Tracking and explain their findings. At the beginning of the course
we also created a group contract, which allowed the students to be upfront about their expectations of
their peers, but also of our teachers. We established a mutual understanding, laying the ground for a
more interactive classroom, rather than an authoritative one. Being taught to analyze the theories we
learned in relation our own lives suggests that the material being taught can be applied in several
different ways, and not just one fixed answer. Our work in groups also helped us to ask questions,
explore, research and constantly reassess what we know and don’t know with the help of our peers.
This class helped us answer our own questions by making us think critically, and ultimately granted us
the freedom to create our own understandings and opinions of the material.

45. Student will demonstrate knowledge of HDF 413 N/A David Kolb’s Model of Experiential Learning explores the ideology that one can learn by
the Experiential Learning Model (Kolb) doing, and that through experience, we can integrate new approaches into our practice of
leadership. There are four main components to this theory, the first being concrete
experience. This experience is what introduces us to the rest of the cycle. The second
component is reflective observation. In order to learn from experience, reflection is
essential in order to derive meaning from it. The process of reflection might highlight what
went well, and what could have been executed better. More often than not, there are
mistakes to learn from that will ultimately advance our knowledge and grasp of the
experience. The third component of the Experiential Learning Model is abstract
conceptualization. By analyzing the way we think as well as the meaning that is drawn from
reflecting, we can generate new understandings of ourselves and our practices that
augment the way we work. The final component is active experimentation. This last step is
where we put our actions to the test and evaluate the validity and implications of our new
understandings. We ask ourselves how we can apply our new understanding and what
happens as a result of our adaptations.
(1981; Kolb & Kolb, 2005)

46. Student will describe personal application HDF 413, HDF 415 Leadership Institute 2017 This summer I served as a Leadership Institute Peer Leader preceding the 2017-2018 academic year.
of the Experiential Learning Model (Kolb) The 4 Agreements This program is offered to first year students who demonstrated leadership potential in high school,
Peer Mentor and who are also interested in becoming active members of the URI community. As Peer Leaders, we
helped teach the students about communication, trust, interpersonal relationships, and personal risk-
taking as they participated in a series of games and problem-solving initiatives. In addition, we helped
guide the students to work together to examine issues of multiculturalism, inclusion, civic and
community participation. As Peer Leaders, we carried out series of discussions throughout the
weekend, a couple of which surrounded the 4 Agreements. These 4 Agreements were rules that were
implemented during Institute: 1) Be Impeccable With Your Word 2) Don’t Take Anything Personally 3)
Don’t Make Assumptions 4) Always Do Your Best. The first night with the students we sat down with
random groups from different teams to talk about them. The concrete experience for me as a leader
during this instance consisted of me introducing myself and allowing everyone to do the same, so that
some level of comfort and familiarity could be laid out. Then I read and explained 1) Be Impeccable
With Your Word and 2) Don’t Take Anything Personally along with my notes, and drew from some of
my personal experiences to prompt the students. They were mostly very quiet and unresponsive. At
this time, silence made me feel anxious, like I was failing to lead the group, so I kept talking to fill the
gap. Once I was done speaking, they remained quiet still except for a few students. In between this
discussion and the second one, one of the coordinators approached me and told me that it was okay
to for me to let the students think for a while and to try to be comfortable with silence. She explained
that these theories were all brand new to them, and that most of them weren’t going to be eager to
talk very much about them. She also reminded me that I also should not talk so much the next time in
order to let the students try to come up with answers on their own, rather than having me give them all
the answers in order to compensate for the slow-moving flow of conversation. She helped me reflect
and gave me a few pointers if the second group was also quiet, such as counting to ten in my head. I
tried to conceptualize how the next conversation could go, while also reflecting on my experience as a
first-year student. I remember my peer leaders would prompt us and offer a few examples when we
discussed leadership theories, but that ultimately they would patiently wait for us to make meaning of
the material ourselves. When the next group came over, I had everyone introduce themselves, and
then let two students read the agreements out loud again to see if that might motivate the others to
speak up. I was thinking that hearing their peers read aloud might help them engage more. I got a
better response, but it was still a little short, so I asked the group to talk to me about their leadership
styles that they had just learned about a few hours prior. This prompted them to ask me questions
about what each style represented, which then allowed them to connect them to the last two
agreements and start a solid discussion. If no one spoke for a while, I would wait for ten seconds, and
someone would always talk. I’ve carried this experience over to the way I address new theories in
HDF190 as a Peer Mentor with my FLITE group. When we are in a small group and I am explaining a
theory or model to them, I first let my students take turns reading the material so that they are
engaged with it right away. I don’t feel anxious if no one answers immediately because these theories
are new to them. If I feel like I’m hearing my voice too much, I pull away or prompt my students with
questions that have them connect personal experience to the components we are concentrating on so
that they have the opportunity let me know how they personally interpret the theory. Even if I make
real life connections to these models, I know that my students may not yet have the frame of
knowledge to relate, so I’ll start with basic experience or a metaphor and work my way into the real
ways I expect them to apply what they’ve learned.

47. Student will show knowledge of the HDF190 Social Change Model of Leadership In HDF190, we engaged in a reflection exercise in order to become familiar with
“Social Change Model of Leadership Development the Social Change Model of Leadership Development. The Social Change Model
Development” by Astin et al
facilitates positive social change at the institution or in the community. In other
words, it encourages students to undertake actions which will help the institution/
community to function more effectively and humanely by outlining 10 traits. For
consciousness of self, congruence, and commitment we chose a partner to
discuss how we could apply this themes to our lives. For consciousness of self,
we talked about how knowing oneself can help a leader determine what they are
able to contribute and how they can use their strengths. For commitment, we
claimed that each group member is advocating for each other when they commit
to a task because there’s a common goal involved. We agreed that congruence
derives from trust, and that being consistent with one’s beliefs and found that
“practicing what you preach” is a saying that comes to mind when discussing this.
In our small groups, we approached the topics of collaboration, common purpose,
and controversy of civility. Our entire group agreed on how significant
collaboration is, and making sure that everyone had a certain task to complete in
order to reach a goal together. Of course common purpose is a part of what
drives the leader and group members to finish a project—a goal that has been
reached implies achievement and progress, which is what every group strives for.
Controversy with civility was very easy to relate to because at some point in our
lives we have all faced ideas that contradict our own, and we discussed whether
or not those different opinions were approached with respect. Finally as a class,
we talked about citizenship. Every one of us took turns naming a community on
campus that we felt close to and how we felt like being a part of a community
affects our experience in college. Each individual agreed that they really felt like
they were thriving, and that sharing something that they are passionate about
with a group of peers helps them feel motivated and driven.
Source: Astin, Helen S. and Alexander W. Astin. A Social Change Model of

Leadership Development Guidebook
Version III. The National Clearinghouse of Leadership Programs, 1996

48. Student will describe personal application HDF 190, HDF Habitat for Humanity In HDF190, we worked in random groups to assemble a small house out of dry
of the above theory (Astin et al) 414 spaghetti, marshmallows, tape, and plastic bags. For this task we were given a
specific set of instructions, as well as a time frame. This task was to be done
while adhering to the Social Change Model, which outlines 10 traits that guide
students to undertake actions which will help the institution/community to
function more effectively and humanely. I believe that we definitely exemplified
each of the seven Cs from the Social Change model, which further improved my
understanding of why they are all so significant. We had some members of the
group who were more strategic thinks and they took charge immediately. They
proposed a plan for how to conduct the building process, while others were
prepared to execute the tasks at hand. I think consciousness of self played a
role here because we saw each other’s strengths come out. Commitment to the
project was driven by our common goal to complete the house which achieved
collaboration—everyone was willing to work together and listen to one another,
and no one stood back and let the rest of the group do everything. Everyone was
attentive and eager to contribute. When one of our group members that the
foundation of our house was too small, we immediately took her opinion into
account, even though it was different from our own, and realized that she was
right. Without her differing opinion, the house may have collapsed. Even though
there was some controversy with civility, everyone was respectful, and no one
treated the individual as if she didn’t matter. Each of us strongly felt connected to
citizenship. We wanted success not just for ourselves, but for the other members
of our group. A few of us were complete strangers, but completing the project
was so important in terms of growing as leaders and proving to ourselves and to
our own peer leaders that we would exceed expectations.
In HDF 414 we used the Social Change Model by looking for ways to make
mental health resources more accessible to high school students throughout the
state of Rhode Island (and eventually the whole country), such as talking with
schools to start a Gay Straight Alliance, ask teachers to undergo Safe Zone
Training, and offering counseling that is specific to the needs of LGBTQ+ teens. I
believe that having resources in northern Rhode Island branch out to other areas
in the state would be extremely helpful and work to make adolescents feel more
comfortable and safe, so that they are successful as adults.
Source: Astin, Helen S. and Alexander W. Astin. A Social Change Model of
Leadership Development Guidebook
Version III. The National Clearinghouse of Leadership Programs, 1996
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)

51. Students will demonstrate knowledge of
the Strengths-Development Model by
Hulme et al

of the above theory (Hulme et al)

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 HDF 412 Cycle of Socialization In HDF 412, we learned about the Cycle of Socialization. Roberta L. Harro developed the theory of the
the “Cycles of Socialization” (Harro) “Cycles of Socialization” as a way to explain the social identities into which we are socialized to fit. In
theory and its uses in leadership HDF 414, we spoke about this cycle when discussing how we identify and the way these identities
shape the rest of our lives. The first part of the cycle is “The Beginning,” the moment that we are born.
When we first start out in the world, we aren’t responsible for any choices, so we don’t have any guilt
or blame. As we start to grow up, we socialize with our families; parents and other people that we
trust begin to shape our values, as well as teach us rules and roles. At this very formative stage we
also learn stereotypes, languages, and traditions. The next stage of the cycle is “Institutional and
Cultural Socialization.” As we get older and more aware of the world around us, we also become more
aware of the stigmas that stem from stereotypes that we’ve learned growing up. Other sources beside
our parents influence the way we think and the way we perceive the world, such as school, religion,
and media. Stigma and privilege drive the normalization of punishment and reward discrimination, and
the stereotypes that are instilled in us as children justify it. We carry these notions with us into
adulthood, and as we continue to go on not challenging them, we internalize them. We become driven
by silence and succumb to ignorance, guilt, self-hatred, and sometimes violence. Consequently we
teach the next generation to promote the status quo that’s affected us so negatively, but might not
even be aware of. Ideally, we would try to break the Cycle of Socialization and begin the Cycle of
Liberation.
Harro, B. (1997). The cycle of socialization. In M. Adams, W. J. Blumenfeld, R. Casteneda, H. W.

Hackman, M. Peters,& X. Zuniga (Eds.)

72. Students will demonstrate personal HDF 412 Cycle of Socialization In HDF 412 we delved into different identities and discussed with each other about how we perceive
application of the “Cycles of ourselves, and whether some of those identities have stigmas attached to them. We spoke about
Socialization” (Harro) gender identity, sexual orientation, disabilities, religion, and other factors that have shaped us from
childhood into adulthood. For this discussion I disclosed my sexual orientation to my group members,
and when we studied the Cycle of Socialization, I was able to make connections from the steps in this
cycle to the way I grew up. When I reflect on my childhood, I realize how progressive my parents were
in the way that they allowed my younger brother and I to make our own small decisions, like hobbies
and the clothing we wore. When I was really little, I never felt pressured or out of place because I was
allowed to express myself how I wanted. When I started kindergarten, I started to notice how separate
girls and boys were expected to act, which was so strange to me because my brother and I did
everything together. I distinctly remember one male friend who was constantly reprimanded by our
teacher because he preferred coloring with the girls rather than playing football with the other boys in
our class. When I started elementary school, I discovered that this mindset was shared by other
teachers and administrators, and that boys and girls were expected to act differently and like different
things. I grew up in a town with a heavy religious (specifically Baptist) background. Soon I started to
become aware of cultural and identity-based differentiations among people in my class, and how they
became a bad thing. Students would throw the word “gay” around like it was a swear word, an insult,
and instead of discouraging children from using the word because it was offensive to gay people, they
discouraged them because it was offensive to be called gay. I didn't really understand what gay was,
but for a while I knew that it was bad and had to be avoided. I carried this notion with me into middle
school, and as I got older, the expectation to express attraction to boys became really overwhelming. I
didn’t like guys the way my friends did, so I thought I was too immature to feel attraction to other
people. By my freshman year of high school, I was becoming more aware of social issues. Only a
dozen states had legalized gay marriage, and the topic of a Supreme Court decision, though two
years away, was heavily discussed in school. Among the students that cared (and many didn’t,
because their privilege provided them with the option not to) many said that they supported the state’s
right to make that decision, and that they didn’t mind if Mississippi didn’t legalize same sex marriage
equality. Around this time my family stopped attending church because of moral differences between
my parents and the congregation, and this helped me realize that a lot of my internalized confusion
and reservations stemmed from the teachings in our religious community. I was discouraged by the
pattern of adults that fought against equality, and then encouraged us, the students, to believe the
same thing.
73. Student will demonstrate knowledge HDF 412 Cycle of Liberation In HDF 412, we studied the Cycle of Liberation, in opposition to the Cycle of Socialization, which
of the “Cycles of Liberation” (Harro) were both developed by Roberta L. Harro. The first section cites how critical incidents can create a
theory and its uses in leadership cognitive dissonance and provoke people to think differently, especially if the incident has
compromised the well being of others. These events hopefully will inspire us to self-educate, and then
become empowered and introspect. After educating ourselves, ideally we could educate others, and
create a sense of community to promote understanding and common goals. From this stage we would
move into action by organizing, lead by example, and be allies to those who need our help even if the
issue doesn’t directly affect us. Next it would be important to create change by instituting policy and
creating a new culture by holding each other accountable. Stereotypes don’t just go away, but are
broken by people who advocate for the people who are suffering from the stigmas. Leaders who
create change should take risks, promote healing, and be brave, knowing that they're not going to
please a lot of people. By creating change we inspire others, model balance, and promote authenticity
and wholeness.
Harro, B. (2000). The cycle of liberation. In M. Adams, W. J. Blumenfeld, R. Casteneda, H. W.

Hackman, M. Peters, & X. Zuniga (Eds.)

74. Student will demonstrate personal HDF 412 Cycle of Liberation What I enjoy so much about this theory is its emphasis on empowerment, education, and growth.
application of the “Cycles of HDF 414 Before I had even studied or heard of this theory, I had developed my personal values statement
Liberation” (Harro) which is “Education enables growth, and that growth enables empowerment,” which almost seems too
perfect. As a result, I really connected with this theory and enjoyed applying it to my love for activism
for the transgender community. My “Wake Up” moment surrounding trans rights was the controversy
that ignited due to Laverne Cox being cast in “Orange is the New Black” in 2013. Not only is Cox a
trans person, but she was depicting a trans character, not to mention a trans person of color. This
decision upset a lot of people because of the negative stigma against the community. Gay marriage
equality rights were not even nationwide and trans people were not covered by many rights. I didn't
know why the portrayal of a trans person aggravated so many people; all I knew is that it was
revolutionary. The next year I joined my high school’s Gay Straight Alliance, where I met students my
age who identified as trans or nonbinary. They explained the issues that they were facing at home
such as lack of visibility and validation; many students felt that they couldn't come out to their families
at all. We educated ourselves by inviting guest speakers to talk to us about how we could raise
awareness to the community while also being safe. We implemented a week each month where we
watched a film that illustrated different trans experiences. By doing this we built a community by trying
to make the trans students in our group feel as heard and as accepted as possible. The next year we
moved into action and raised money from a school fundraiser and donated it to a shelter that took in
young homeless LGBTQ+ people. We tried to be allies for every student in the queer community at
school and in our city, especially for the ones who didn't feel safe enough to come to meetings. When
I got to university I decided to create change by filming a documentary of local queer people in my city
and ask them what it was like to be out in the south. I've always wanted to use film as a platform to
spread awareness to issues that I care about. Since I've started school, the new administration has
revoked certain rights for the trans community, and has even threatened to define a person’s gender
by the gender on their birth certificate. That’s why I was so passionate to delve further into what I
could do for this group regarding our project in 414, which was researching how
homelessness and poverty affect trans youth in and around Rhode Island. We spoke with
organizations like the TGI Network of Rhode Island, House of Hope, and Youth Pride, Inc. to
understand how trans people are more impacted. In order to gain insight on how to properly
act as a Change Agent and discover more about the accessibility of mental health resources to
transgender students, I researched combination of scholarly articles and well-known
resources. The scholarly article that I chose is entitled “High rates of suicide and self-harm
among transgender youth” and comes from the Cincinnati Children’s Hospital Medical Center.
The sources that I sought out were the Human Rights Campaign 2018 LGBTQ+ Youth Report
and well as the ACLU Report of Trans Rights throughout the United States. For the purpose of
relating this discussion to our current political climate, because I believe that it is very
relevant, I also included GLAAD’s Trump Accountability Project (TAP) is a resource for
journalists, editors, and other newsmakers reporting on the Trump administration, which
catalogues the anti-LGBTQ statements and actions of President Donald Trump and those in his
circle. Not only did I base my research on online findings, but on interviews with the URI
Gender and Seuxality Center and Mississippi State University Spectrum, which are two
campus advocacy organizations (Appendix A). I asked each organization a series of questions
(Appendix B) upon which I gathered data and proposed a plan of action.
75. Student will demonstrate knowledge

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

application of the “Configuration of
Power” (Franklin)

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

application of model(s) of racial
identity development above

of 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 HDF 412 Unifying Model of Sexual Identity In HDF 412, one of the social identity models that we discussed was the Unifying Model of Sexual
of additional social identity Identity. This model outlines three main indicators of sexual identity development, which include:
development model(s): Sexual ID, biophysical processes, individual identity, and social identity. Individual identity contains two
Faith & Spirituality, Disability, Social components: sexual orientation identity and dimensions of human sexuality. The difference between
Class (Dillon et al; Fowler; Parks; these two elements is that sexual orientation identity refers to the exploration of sexuality beyond the
Astin et al; Peek; Smith; Johnstone; parameters of compulsory heterosexuality, while the dimensions of human sexuality refer to broader
Gibson; Forber-Pratt & Aragon; etc.) sexual needs, behaviors, and values. Social identity incorporates two elements as well: group
membership identity and attitudes toward sexual identity groups. Biophysical processes influence
individual identity and social identity, as well as directly impact sexual identity development. Individual
and social identities influence each other and also directly influence identity development. For
example, a heterosexual woman may undergo biopsychosocial processes that lead her to understand
herself as a straight woman, attracted to men, who belongs to a community that she believes is made
up of mostly other heterosexual students. A pansexual woman may understand herself as attracted to
women, men, and other genders, and may participate in a community of other students who identity
as lesbian, gay, bisexual, or pansexual. This theory suggests that sexuality lies on a spectrum, and
has the ability to change not only socially, but individually. The model also does not define sexual
identity by “coming out” as something other than heterosexual, but rather acknowledges that sexual
identity exists for everyone, regardless of changes in these sexual identities over time. This model
assumes that all individuals--not just those with minoritized sexual identities--undergo some process
of sexual identity development. Individual identity and social identity may be consonant or divergent.
Students who identity as lesbian, gay, or bisexual, but who have not discussed their sexuality with
others, may not participate in groups of other LGBQ students on campus. Students who do not
express their sexuality openly however are no less queer than students who are out on campus or at
home. In the same regard, straight allies may participate in LGBQ advocacy on campus and can be
explicit in their identity as a heterosexual person. Intersectional identities of gender, race, social class,
and religion may impact how LGBQ students engage with social identities relating to sexuality; they
may experience different forms of marginalization within LGBQ groups on campus, or they may hold
views about minoritized sexual identity groups that make it very difficult for them to consider
themselves part of one of those groups. Dillon suggested that the two processes (individual identity
and social identity) occur in five sexual identity development statuses: a state of commitment without
exploration (foreclosed), commiment following exploration (achieved), exploration with no commitment
(moratorium), or no exploration and no commitment (diffused diffusion and carefree diffusion). The
first status is compulsory heterosexuality, a term coined by Adrienne Rich (1980), is the concept that
assumes every person is heterosexual, describing a presumed, and socially sanctioned, sexuality at
birth. Because heterosexuality represents the dominant culture’s social norms, students who consider
themselves straight may not even regard this status as something visible because it is assumed.
Oftentimes students who are heterosexual identify themselves as such without needing exploration,
however this is not always the case. From the presumption of heterosexuality, an individual may
engage in active exploration of individual and social sexual identities (exploration, no commitment),
diffusion (an unexplored identity, without commitment), or deepening and commitment (committed).
Patton, L.D., Renn, K.A., Guido, F. M., & Quaye, S.J. (2016). Student development in college:
Theory, research and practice (3rded.). San Francisco: Jossey-Bass.

82 Student will demonstrate personal HDF 412 Unifying Model of Sexual Identity When analyzing this theory in comparison to my own experiences as a queer person, I believe it
application of additional social matches pretty well. As aforementioned, I appreciate the model’s emphasis on the notion that a
identity development model(s) above person’s sexual identity is not defined by, nor starts with, their coming out. Additionally, I find the
statement that sexuality is fluid and can change from person to person, or even change multiple times
for one person, is validating. Because we have cultivated a society in which the assumption that
everyone is straight by default, a person with a nonheteronormative sexual identity must come out
multiple times in their life. However for many queer people, coming out to their immediate families
can be described as “the” coming out. In regards to my sexual identity, coming out to myself and my
parents feels very miniscule. I cannot recall a distinct moment in which I knew that I am attracted to
women, only that I have always felt a tenderness and intimacy toward women that I did not often feel
with men. I came out to my own parents as “not straight” because there was not a label that I thought
properly described my identity. Like a teenager may confide in their that they have romantic feelings
for a friend, I told my mother without a preface that I had an interest in dating one of my female
friends. There was no big discussion or sudden change. I just continued to exist as myself, a person
who is also queer. I would describe my sexual identity development by active exploration. Once I
fully understood my attraction toward women and started identifying myself as a queer person, I
sought out different experiences before and throughout college. I had multiple long-term relationships
with women, led my high school’s Gay Straight Alliance, participated in my hometown’s first ever Pride
parade, and underwent different Safe Zone trainings as a first-year student to better expand my frame
of knowledge about the community. Growing up in a part of the country that has open discrimination
laws against the LGBTQ+ community, I was surrounded by people in the closet who had just barely
come out to themselves. Though they could not advocate for themselves or others, because of
religious, cultural, or racial reasons, it always pained me to think about how invisible they must feel.
With that being said, it was exciting to read how this theory acknowledges these diverging identities
and states that not being out at home or in one’s work/school life does not demote them to lesser of a
queer person than someone who openly expresses their sexuality. I previously communicated my
appreciation for the emphasis on sexual fluidity with this model. For a long time I did not explicitly
identify as anything. At first I described myself as gay because of its purpose as an umbrella term.
After dating women for a few years, I became confident that I felt attraction exclusively to women, so I
used the word gay in a different sense, but also commonly referred to myself as a queer woman.
However this year, I realized I had romantic feelings for a man, which has led to a long-term
relationship. I still identify as a queer woman, but the terms bisexual and pansexual don’t always feel
right to me because they feel confining. I think if I were to change something about the Unifying
Model of Sexual Identity Development Model, I would add a text about how like not being able to
express one’s sexuality openly does not make them any less queer, neither does not adhering to one
specific label.
83. Students will demonstrate knowledge of HDF 414 McIntosh’s theory of privilege In HDF 414 we studied McIntosh’s theory of prvilege. In 1988 Peggy McIntosh published an essay
McIntosh’s theory of privilege and its entitled “White Privilege and Male Privilege: A Personal Account of Coming to See Correspondences
relationship to leadership Through Work in Women’s Studies.” This analysis encouraged the inclusion of privilege into
discussions of power, gender, race, class and sexuality in the United States. The theory about which
McIntosh describes in her paper describes personal examples of unearned advantage that she says
she experienced in her lifetime, especially from 1970 to 1988. McIntosh urges individuals to reflect on
and recognize their own unearned advantages and disadvantages as parts of immense and
overlapping systems of power. In the essay, McIntosh writes that "I was taught to see racism only in
individual acts of meanness, not in invisible systems conferring dominance on my group.” Many
people were, and are still, under the impression that racism and sexism are brought on by individuals
with the intention of acting as such, rather than deep-rooted systems that set marginalized groups up
for failure in many ways. McIntosh also writes that she thinks white people are carefully taught not to
recognize white privilege, as males are taught not to recognize male privilege.

84. Student will demonstrate personal HDF 414 McIntosh’s theory of privilege To highlight McIntosh's theory that white people and men are granted more privilege because of
application of McIntosh’s theory systematic oppression, McIntosh listed 50 ways in which she believes that she has been granted
“unearned privilege.” In other words, these points are daily occurrences that she’s never had to think
twice about that people of color may have to. Some of the points include never having to wonder why
her race is not represented in the media, never fearing that her neighbors wouldn’t be pleasant toward
her, never worrying about being able to afford a place to live in a part of town that is safe. Some of
them are even are trivial as choosing bandages in "flesh" color and having them more or less match
her skin tone. As a white person myself, I’ve never had to think about how my skin color is the default
or worry about feeling visibly marginalized everywhere I go. As leaders it’s vital that we recognize the
differences among people's backgrounds not only to celebrate them, but to understand their
experiences so we can best work with them. We can’t ignore the fact that some people have it easier
than others, and it’s extremely important to educate ourselves and others so we can be more
consciously inclusive.
85. Student will describe the differences and

similarities of individual and institutional
oppression and relationships to
leadership (Source = Three Dimensional
Matrix of Oppression)
86 Student will demonstrate knowledge of

relevant laws and policies related to
issues of equity and its relationship to
leadership (i.e., Title IX, Affirmative
Action, Protected Classes, etc.)
87. Student will show knowledge of effective HDF 414 Change Agents Reading In 414, we learned what it meant to be a Change Agent. Effective leadership relates to change agency
leadership as it relates to change agency on an individual level, as well as on a group level. An individual can become a change agent when
they discover that they have the potential and frame of knowledge to be a good leader in whatever
role they take on. This self-assurance develops into self-efficacy, and allows the leader to feel
encouraged in their abilities to accomplish tasks. Following self-efficacy comes group efficacy, which
is derived from the capability of a leader to make others feel as empowered and confident in their
skills. Once a group leader has found assurance in their ability, they help other members of the group
become aware of their own voice as leaders and their influence in the group. Together, the group
stays calm and focused on their task and can accomplish it without difficulty. According to the Change
Agents reading, change agents possess a number of qualities, such as resiliency, optimism,
authenticity, competency, empathy, and self-awareness. They are able to clearing communicate ideas,
listen to others, accommodate individual differences, and inspire.

88. Student will describe personal examples HDF 414 Social Change Project In HDF414, I learned how to act as a change agent and enact positive changes for marginalized
of being a change agent groups. For this project, I focused on young transgender people, particularly high school students.
While researching the accessibility of mental health resources to the LGBTQ+ population in Rhode
Island, my group partner and I noticed a lack of mental health resources for trans students in southern
and central Rhode Island. While there were some resources on our own university campus and in
Providence, there didn't seem to be many options for high school students in this area. I chose this
topic because I come from a place where LGBTQ+ people are regularly discriminated against, not
only by close-minded people, but by the government. In my home state of Mississippi, there are very
few laws protecting transgender people, and I’ve always wanted to see that change. Since high school
I've subscribed to newsletters and news sources that are run by the queer community in order to keep
up with the injustices that the community faces every day. For this project in particular I read scholarly
articles to educate myself on the importance of the subject and interviewed existing resources in
northern Rhode Island to see what is working in other parts of the state. After collecting this
information, I knew that I wanted to take the programs that are offered on campus and in the capital,
such as workshops, Safe Zone Training, Trans Visibility Month events, and information sessions and
create programs that can be applied to high school. I strongly believe that high school is an extremely
formative part of any person’s life. Already the suicide rate among trans teens highly surpasses that of
their cis peers, so I feel like encouraging more visibility and education at a younger age would
increase their chances of success into adulthood and for the rest of their lives.
89 Student will demonstrate knowledge

of 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 HDF 412 The Action Continuum, by Griffin & Harro (1997), illustrates the eight different stages at which a
of the ally Action Continuum by Griffin person might identify in terms of involvement and relation to oppression within our society. From left to
& Harro right, the continuum scales those eight different stages from supporting and contributing to that
oppression to confronting and changing it. The first stage is Actively Participating, which could include
harmful jokes, engaging in physical or verbal harassment against a marginalized group, or actively
avoiding or discriminating toward a specific group. Stage 2 is enabling oppression by denying or
Ignoring that oppression is happening to those target groups. Though this wouldn’t be considered
active oppression, denying that it exists complies with oppression. Stage 3, is recognizing that
oppression is real, and that your own actions are contributing to the problem, but being uncomfortable
with that concept and ignoring it instead. Stage 4 recognizes oppression as it is happening and talking
small steps to rectify it. Stage 5, educating yourself, takes that action up a level and acknowledges
how oppression has impacted others, and seeking an understanding of other histories and cultures.
Someone in stage 5 surrounds themselves with others interested in having open, though
uncomfortable, conversations, taking action, and opposing oppression. Someone in Stage 6,
educating others, applies these newfound knowledges and experiences, and uses them to educate
others through questioning, reasoning, and open dialogue. Stage 7, initiating and preventing, is where
one accepts a leadership role in the opposition and supports others who seek to enact positive
change. The 8th and final stage completely confronts oppression by tackling it both on an individual
scale and on a systematic one. This could be executed by planning educational programs and events,
working for the passage of legislation that protects those who are being discriminated, and ensuring
that the members of those target groups are full participants in your organizations.
Griffin, P. & Harro, B. (1997). Action continuum. In M. Adams, L. A. Bell, & P. Griffin (Eds.), Teaching
for diversity and social justice: A sourcebook (p. 109). New York: Routledge.
92 Student will demonstrate personal HDF 412 Action Continuum In regards to Griffin and Harro’s Action Continuum, I would currently place myself at Supporting,
application of the Action Continuum Encouraging. The authors define this stage by, “Supporting others who speak out against oppression
by Griffin & Harro or who are working to be more inclusive of target group members by backing up others who speak
out, forming an allies group, joining a coalition group” (Griffin, Harro 1997). I identify as a feminist,
and whenever I have discussions about feminism with people who may not be as informed, I strive to
emphasize that feminism is intersectional. Some close friends and I have hosted two feminist art
shows over the summer and during this semester, and made sure to include the transgender pride
flag to indicate our support. The place where I work on campus is a stop on the tour guide route, so
my boss and I put up safe space stickers in the window in the hopes of illustrating to both current and
prospective students that the university is a place where we are striving to be more inclusive. For my
senior thesis film, I am writing a short narrative film about a trans man who has a conversation with his
father about his gender identity, in the hopes that I could educate and inform others through my art.
Film and media are such accessible platforms, and I wanted to get into the field so I could provide a
platform for issues for which I care very deeply. My coworkers and I have decided to host screenings
for students on campus of films and TV shows that center around the LGBTQ+ community for the
same reason. An example of how I’d like to move toward Initiating, Preventing is to actually volunteer
with House of Hope and the other organizations that I interviewed last year to offer service in a more
hands-on approach. Another example of how I’d like to move closer in Continuum is to become
trained in leading a Safe Zone event concerning trans and non-binary people, so that I may carry
those skills with me after graduation into the working world.
Griffin, P. & Harro, B. (1997). Action continuum. In M. Adams, L.A. Bell, & P.Griffin (Eds.),
Teaching for diversity and social justice: Asource book (p.109). NewYork: Routledge.
93. Student will show knowledge of the HDF 412

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 HDF 412 Multicultural Change Intervention In the Multicultural Change Intervention Matrix, Pope outlines two types of change: first-order and
application of the Multicultural Matrix second-order, as well as three targets of change: individual, group, and institutional (Pope 2014). A
Change Intervention Matrix group that I am involved with on campus is the Student Film Collab, in which film students of all ages
can come together to talk about movies, gain experience on set, ask questions, and get advice about
career choices. Through my involvement with Film Collab and my assistant manager position at the
Media Equipment Center, I have a platform that reaches both students and staff within the Harrington
School. The individual first-order change I took was becoming of aware of how little diversity there is
in the film department. While we have many students who are in the LGBQ+ community, they are
almost all white and cisgender. As aforementioned, I want to screen and expose students to different
films that are made by trans and multicultural directors, and that showcase those corresponding
themes of identity. Going off of this exposure to more diverse media, I want to have conversations
with the group about restructuring the way we tell stories. As young filmmakers, our greatest passions
lie in storytelling and being out there. I want these screenings to spark a change that inspires more
students to use their art to advocate for different groups of people.
Pope, R. L., Reynolds, A. L. & Mueller, J. A. (2014). Creating multicultural change on campus.
San Francisco, CA: Jossey-Bass.
97. Student will create a personal code of HDF190, HDF 414 Day of Discovery, Leadership At the Day of Discovery, our small group gathered to discuss active listening techniques, as well as
inclusive leadership Institute identities such as sexual orientation, gender, race, and class. During this discussion, we covered how
to properly demonstrate active listening through body language, asking questions, and repeating back
key points. I hold active listening in very high esteem as a leader because I believe it is the most
effective way to form connections between a leader and their group members, as well as build trust. I
think there's no better way to show a team member that they are valued and included than by staying
engaged while they’re opening up or sharing ideas. The activity concerning identity was one of our
first discussions as a group. We are a very diverse team, and during this retreat we were still relatively
new to each other. Talking about identity allowed us to practice listening as well as patience. If
someone had a different opinion or came from a different background, we knew not to shut that
person down because we were different, but rather celebrate what set us apart. Ultimately, praising
these differences brought us closer together as a team, which granted us the assurance that we felt
included as a team of leaders. Since the retreat, we’ve been able to carry these skill sets with us
during activities in HDF190 throughout the semester among our small groups, as well as other teams.
When I became an Institute Peer Leader over the summer, my partner and I had to enforce the
importance of active listening and confidentiality to our team. This code was especially
important during My Mosaic, an exercise that served as a visual representation of each
student’s background. This included components such as race, sexuality, dis/ability, values,
etc. While it was important for the team members to support each other by staying engaged, it
was also important for my partner and I to display our attention as to not discourage our
students from speaking up. We created a trusting, safe space for everyone to share and be
vulnerable. As the mentors that our students were looking up to, we both abided by the code
of inclusive leadership that we wanted our students to mirror: showing respect, intent, and
giving everyone a platform on which to speak.

Outcome Category: Critical Thinking
98. Student will show knowledge of principles HDF 412 In HDF 412, we discussed the importance of critical thinking in our leadership practices, a concept
of critical thinking and fallacies (logic is that can be defined as intelligent reasoning with appropriate backing evidence that assists in making
used in this minor) smart decisions. It is important for leaders to think critically because they must communicate ethically
and logically, which in turn establishes credibility. Leaders should not have to manipulate their team
members in order to gain credibility, nor should they allow themselves to be manipulated. In addition
to the concept of critical thinking, there are eight different fallacies, or structural errors in arguments
and reasoning, The first fallacy is hasty generalization, which is a conclusion that is based on weak
evidence. Another fallacy is begging the question, which is essentially arguing in circles, and
assuming that the point needs to be proved. Third third is a complex question, which is a biased
inquiry that is asked specifically to be answered in a certain way. Ad Hominem attacks the character
of the person with which one is arguing, rather than the issue at hand. A false analogy is an invalid
comparison between two items. A slippery slope is the unfair assumption that an initial action will lead
inevitably to a series of catastrophic actions ending in disaster. Prejudice is pretty straightforward and
is defined by making judgements based in ignorance. Prejudiced opinions are typically negative and
irrational and can generalize a whole group. Finally group think, the final fallacy in this theory, is the
motivation for a consensus at any cost that does not allow disagreement and prevents the
analyzation of alternate solutions in cohesive decision making.
Caputo, J. S., Hazel, H. C., & McMahon, C. (1994). Interpersonal
communication: Competency through critical thinking. Needham Heights, MA:
Allyn and Bacon.

99. Student will demonstrate proficiency of HDF 412 “Greta Thunberg Going Radical In HDF 412, one of the ways we explored critical thinking was by reading articles pertaining to
critical thinking Won’t Help the Planet.” current events and analyzing them for any of the eight fallacies, and how we would rewrite them to
be more neutral. I chose to read two articles about Greta Thunberg and her work as a climate
change activist. The first article touches upon the growing presence of children in the global climate
change movement and their frustration with authorities’ lack of respect. While it’s inspiring that
activists so young are at the front lines of such an impactful movement, it’s discouraging to see how
previous generations have failed them. Speaking factually, I don’t think that people Greta’s age
should be responsible for getting the attention of policymakers. However I think that young people
absolutely do have a place in this discussion, as climate change directly affects our futures.
The article that I found about the same topic is entitled “Greta Thunberg Going Radical Won’t Help
the Planet.” The title itself is nuanced already, suggesting that seeking better policies to improve the
environment, as well as the notion that the state of our planet has become an emergency, is radical.
The author states that, “Youthful idealism is often inflexible, and it’s not really about getting
results” (Bershidsky, 2019). I identified this as an example of prejudice and hasty generalization. The
author instantly invalidates the credibility of young activists and denies their desire for actual positive
change. He paints them as rebels without a cause because they are young and throws away the idea
that young people are capable of social change. Another fallacy that I identified as begging the
question is cited as: “A little more acknowledgment that sympathetic politicians are at least trying to
do something right, and a little less support for radicals, would perhaps disappoint some of
Thunberg’s more hotheaded supporters...Otherwise, activism in support of Thunberg’s message
could degenerate into the incoherence of antiglobalist protests, which have been loud and disruptive,
but haven’t led to any meaningful change (Bershidsky, 2019). The author berates Greta’s “radical”
and “hotheaded” supporters by claiming that they are too unforgiving of sympathetic politicians and
that their protests are unproductive. I think this exemplifies begging the question because the goal of
environmentalists is to affect change within policies and policymakers; they can not directly make
those changes alone. However Bershidsky states that there are politicians who are “trying to do
something right” admits that there is change to be made. If I were to rewrite these quotes without
fallacies, I would say, “Youth activism is often misconstrued, and cannot easily result in change due
to preconceived notions about young people.” The second quote is more difficult to rewrite without a
fallacy because it is a direct attack upon youth activists, but I would state, “A little more
communication and recognition from sympathetic politicians who are actively trying to enact policy
change, as well as more information in that respect, would perhaps allow youth activists to advocate
more effectively.”
100. Student will show knowledge of

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

metaphorical analysis to critically analyze
self and leadership situations
102. Student will show knowledge of at least five

decision making methods
103. Student will describe personal examples of

having used five decision making methods

104. Student will show knowledge of at least five
problem solving / conflict management
methods, as well as understanding the
roots of conflicts

having used five problem solving / conflict
management
106. Student will demonstrate the ability

to synthesize multiple knowledge
perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)
107. Student will demonstrate knowledge of HDF 412

leadership that is used in crisis (i.e., James
& Wooten; Garvin; Covey; Frohman;
Lalonde; Schoenberg; Joni; Braden et al;
etc.)
108. Student will describe examples of HDF 413 Sigma Kappa Retreat Fall My very first shadowing experience for SOLC took place this fall during the Sigma Kappa retreat.
leadership in crisis situations (i.e., 2017 The only prior experience I had facilitating activities and full value contracts was at Leadership
application of James & Wooten; Garvin; Leadership Institute 2017 Institute 2017 when I was overseeing fourteen first-year students. I was intimidated to participate
Covey; Frohman; Lalonde; Schoenberg; SOLC during this retreat with returning members, but I thought that I would be with the facilitator I was
Joni; Braden et al; etc.) shadowing, so I didn’t have much to worry about. During the first hour of the retreat, one of the
students from another small group hurt her leg and needed medical attention, so my facilitator was
called into action, which left me alone with twenty-five people. Luckily we were doing their full values
contract, which I was prepared to go through with them, as well as more energizers. One of the
leads from the retreat came to supervise me in case I needed anything, which I really appreciated
because my facilitator didn’t return for another hour. This retreat served as the two leads’ first
leading experience, and I could tell that they were both nervous about how the events were unfolding
due to the unforeseen injury. However, upon debriefing the retreat among the facilitators, and then
again in class, we found out that the course of action/communication that they took during that crisis
was very appropriate. The facilitator who was overseeing the student who got hurt told the two
leads. One of the leads then informed the advisor, who happened to be the facilitator I was
shadowing, who left to make sure that the student didn’t need immediate medical assistance. The
student was crying in pain, so the advisor took her to the hospital, and then informed Allie of the
situation. Because of the efficient line of communication, the student was able to get the proper
treatment that she needed, and the retreat was able to run normally and successfully.
Outcome Category: Interpersonal and Organizational Concepts & Skills


109. Student will demonstrate knowledge of HDF 190, HDF Day of Discovery During the Day of Discovery retreat, each of our group members received a packet with tips on how to
active listening techniques 415 properly demonstrate active listening. We discussed how we want the other person to feel as we’re
listening to them, whether that be encouraged, sympathized with, understood, etc., as well as how to
approach them. Should we use a positive tone of voice? What can we say to make them feel like what
they’re saying is being acknowledged? By restating basic ideas and asking questions, we can
demonstrate that we’re engaged in the topic being discussed. Active listening is important as a leader,
because when one is leading a group of diverse team members, it is the role of the leader to ensure
that everyone’s voice is being heard so everyone can contribute completely to the mission. It is a
simple but effective way to make connections to the rest of one’s teams and advocate for an open
space.
110. Student will describe examples of using HDF 413, HDF Day of Discovery, Leadership At the Day of Discovery retreat as a part of HDF190, we were asked in our groups to talk about
active listening skills 415 Institute 2017, Breaking Boundaries important identities such as sexual orientation, race and ethnicity, socio-economic status, and gender,
and at what point we realized how these labels affect the people around us. We learned that as we
grew up, most of the time we are taught that these identities were treated more as things that can set
us apart from each other, rather than bring us together.
However during our discussion, we reveled in the different perspectives we each had and celebrated
how they were able to connect us as young adults. No one had the same story to tell; yet we all
listened intently as someone had something personal to share. It wasn’t the content that connected
us all, but the desire for each one of us to feel supported and safe in the environment that we were in.
When I served as an Institute Peer Leader over the summer, I lead and co-lead several discussions
that required creating a very open, safe, and trusting environment for my students. Some of the
questions that we asked made the students feel vulnerable, and in order to maintain that safety, we
utilized active listening skills—a practice that we hoped was reflected in our students. One of the most
important activities that was incorporated into our agenda is called Breaking Boundaries. This activity
was unlike most of the initiatives that take place during the weekend, which were often team-oriented,
discussion-based, and interactive. Breaking Boundaries, while prompted by questions, prohibited
dialogue and required that each member of the group listen intently due to the gravity of the
questions. Some of the experiences that our students were sharing we not ones that they had shared
with many people, if anyone at all, so it was of the utmost importance that they felt not only heard, but
listened to. My partner and I set the tone for the exercise by acting solemn. This was to convey the
seriousness of the topic. Next we laid out some ground rules for the students such as to not speak
unless they had the flashlight that we were passing around (this also meant not responding to the
student who had just shared, even if it was to say something encouraging), to not leave the room
while someone was speaking, and to stay engaged the whole time. While it can be a very difficult
exercise to participate in due its intense nature, we asked all our students to show their group
members respect. Whenever someone was done talking, my partner and I would say something very
brief such as “Thank you for sharing” so that the student knew that we acknowledged and appreciated
them speaking up because it can be an extremely hard thing to do, especially among people they’d
only known for a couple days.

functions of group communication by
Hirokawa

of functions of group communication
(Hirokawa)
113. Student will show knowledge of techniques

regarding giving and accepting of feedback

114. Student will describe examples of giving HDF 413, HDF Resume and Cover Letter Workshop During HDF 413, Melissa Boyd-Calvin appeared as a guest speaker to give us a workshop on how to
and accepting feedback. 415 FLITE Peer Mentoring properly incorporate our strengths into our professional and scholastic resumes. Before class, we
Leadership Institute 2017 were instructed to print out at least four copies of our current resume and bring them with us to the
workshop. After the lecture, we broke off into smaller groups and were told to distribute the copies of
our resumes so that they could be peer reviewed and critiqued. I was responsible for looking over
three resumes of my classmates, who were in turn responsible for reviewing mine. The feedback I
received was very helpful, especially since the three people who reviewed my resume were all of
different ages and interests, so each of them had something valuable to say that would improve the
contents of my resume. I’ve since taken their feedback into account to drastically improve not only the
contents of my resume, but the format and the language to make it even stronger.
As a Peer Mentor in FLITE, it is one of my responsibilities to provide feedback for my small group of
first-year students as they’re working on their Leadership Inventories for the first time. Within the first
six weeks of the semester, my students were required to write five outcomes for me to review and
offer improvements where I could. Since it was their first time ever starting on their inventories, which
is a project that Leadership Minors work on throughout their college careers, I gave easier to fix
feedback that was related to the formatting of their inventories, such as including just one target class,
adding additional experience when it's written about, or omitting it when it's not, using the template,
and writing about personal experience for a theory only for the corresponding application outcome. I
returned their outcomes within two weeks, and told them all to revise three outcomes and write two
new ones, all while trying to write strictly about experiences they’d had during college instead of high
school. Once I received those corrections, the feedback I gave was more in-depth and required
critical thinking. If a student wrote that they used a certain strength or value during an initiative in
class, I would push them to explain exactly how they used it, as well as how the shadow side of this
strength or value could have prohibited them from completing a goal. I pushed for more personal
applications so I could properly evaluate how well they understood the material. If they wrote
outcomes pertaining to a certain theory, I asked them to add in their own words why it that specific
theory was important to exemplify. Of course, I’m a Leadership Studies minor just like them so I also
receive feedback regarding my responsibilities in the class. A few weeks ago, I submitted my mid-
semester self evaluation, in which I provided a general reflection on how successfully I think I had
achieved 3-5 of my main learning outcomes for HDF415. In addition, I wrote about things that
perhaps I struggled with and things that I thought could be improved. My professor gave me feedback
that included a lot of positive reinforcement, as well as candid responses to the aspects of peer
mentoring that I wanted to improve, but also reassurement that she knew that I was capable of doing
them. Constructive criticism used to make me feel incredibly discouraged, even though I knew that it
was coming from a good place. My first time as a Leadership Institute Peer Leader this past summer,
my coordinators gave us constructive criticism after the first day. Instead of taking the feedback with a
grain of salt and using it to think about how I could improve the following day, I let it affect my mood
the rest of the night because I thought I had failed. Now as a Peer Mentor, I welcome constructive
criticism because I know ultimately, the way I carry myself affects the first-year students more than it
affects anyone else. I have a responsibility to maintain as someone who can be accountable and
adaptable by owning up to my mistakes and improving upon them. It’s empowering to look back and
analyze how much I’ve grown in the past year as an individual, but also as a leader.
115. Student will show knowledge of the 7D

coaching model (Knott)

application of the 7D Model (Knott)

117. Student will show knowledge of elements HDF 412 In HDF 412, we studied crucial conversations, which are defined as discussions between two or more
of a Crucial Conversation and steps to people in which the stakes are high, opinions vary, and in which emotions run quite strong.
maintain dialogue and move to action
(Patterson, McMillian & Switzler)

Student will describe examples of HDF 412 A crucial conversation I want to attempt to have is with a friend and coworker. Being the Team Leader at my job at
118. URI’s Media Equipment Center has afforded me a lot of experiences that challenge my leadership style, such as
engaging in a Crucial Conversation
working with a variety of students and staff at varying skill levels. A new challenge to which I’ve had to adjust is
finding the correct balance between being a friend as well as a manager. In the spring, my good friend and
coworker began a romantic relationship with another coworker. Though I was wary of a new office romance, I gave
them all my support and let them reassure me that their relationship would in no way affect the quality of their work.
However at the beginning of this semester, the couple broke up, rendering the office a very tense environment. My
friend lashes out at her now ex while we are working, makes jokes at his expense and sits in the office during his
shifts so that he is forced to interact with her. I care very deeply for both of them, and I know they are both hurting,
but her treatment toward him has resulted in a hostile work environment. Not only is it affecting his performance
and hers, but the comfort of my other coworkers. As her friend I want to support her, but it’s difficult to stand by and
watch her hurt our other coworker, even if she doesn’t realize how harmful she’s being. The Danger Point of this
conversation is that it’s a very sensitive issue. Not only do I feel the need to intervene as a friend, but as a
supervisor. I know her behavior isn’t constructive for anyone, and I want to help her grow. I would feel like a bad
friend to both of them if I said nothing while she berated him at work. I think many people struggle to correct their
friends for fear of offending them, but as Patterson puts it, “When fear and misapplied compassion rule over
honesty and courage, people can go for years without being given information that could be extremely
helpful” (Patterson, 2002). As cited in the text, the solution to this issue would be contrasting. I want to explain to
my friend that I don’t want to hurt her feelings, and that I’m reluctant to bring up the situation in the first place. I
standby the notion of “intention vs. impact,” but I want to clearly articulate to her that my intentions are purely to
help her move past her anger toward him so that her effectiveness at work can improve. I want to convey to her
that her actions are negatively affecting other people, but that I’m telling her this only because I care so much
about her and her friendship. Patterson outlines seven steps for coaching crucial conversations and I think this
conversation falls perfectly within that narrative. The first principle is to focus on what I really want for me, for
others, and for our relationship. I want to effectively explain why I’m concerned for her. I want her to be able to
reflect and find healthy ways to cope without expressing her anger at work, while knowing that she is also
supported. I want our relationship to be upheld first and foremost as a friendship, and for our relationship at work to
reflect that. I don’t want her to feel like I’m attacking her, nor do I want her to feel embarrassed. The second
principle is to look for when the conversation becomes crucial. Based on my experiences from being her friend, as
well as the situation at work, I know that our Styles under Stress are different. Whereas I can easily draw back
during difficult conversations using silence, I know that her reactions often illustrate violence as a defense
mechanism. To prevent that kind of reaction, I know to execute the third principle, which is to make it safe. Though
it is a serious conversation, I want to convey that more than anything, her friendship means the most to me. By
establishing a mutual purpose, I need to express that I care about her goals through this conversation, and also
ensure that she trusts me and my motives. In order for the discussion to remain constructive, we must also
establish mutual respect so that she feels like she is being listened to, rather than simply heard. The fourth
principle to carry out is to master my stories. Why am I having this conversation in the first place, continue the
discussion if emotions run high, and navigate through any of the possible Three Clever Stories? Patterson
describes these stories as The Victim Stories, the Villain Stories, and the Helpless Stories, which correspond
respectfully to removing oneself from blame, placing that blame onto someone else, and claiming no other solution.
These stories can come from both sides of the conversation, and this chapter acknowledges how we must be
conscious of our own behavior and emotions, in addition to the behaviors of the other person to maintain mutual
purpose and respect. The fifth step is to state my path. I know to share the facts of the situation and how her
behavior is affecting both her personal and professional relationships, but to also articulate this tentatively, so as
not to accuse. However, I know I must also state myself confidently and remain firm in my stance, but remain open
to her views. Next I need to explore her path and use AMPP (ask, mirror, paraphrase, and prime) to actively
examine her side. Perhaps before delving first into my reasons for sitting her down, I can ask her to tell me how
she’s feeling and to express herself. I can acknowledge her feelings by mirroring, or observing her actions and
reflecting them. I know she can often be a person who brushes off her true feelings, but by mirroring, hopefully I
can get her to open up before we discuss the problem. By paraphrasing I would repeat her feelings back to
indicate that I’ve not only listened, but understood her side. In the worst case scenario if I feel like she’s acting with
silence or violence, I can prime and redirect the conversation back to her to see if she has more to share before we
reach a solution. The final step will be to move to action. What happens next and how can I follow up? What ways
can I help her feel calm if she becomes upset by being in the same space as him? After the conversation takes
place, I’ll try to meet with her one-on-one every so often so she knows that I’m still actively engaged in her
wellbeing and her success at work. Patterson, K., Grenny, J., McMillian, R. & Switzler, A. (2002). Crucial
conversations: Tools for talking when stakes are high. New York: McGraw-Hill.

119. Student will demonstrate knowledge of HDF 190 NWCC As part of my Learning Contract for FLITE, I participated in North Woods Challenge Course Facilitator
facilitation techniques training, and the summer preceding my freshman year, I was apart of the 2016 Leadership Institute.
Both events incorporated certain activities in order to build individual and team-building skills, and
were followed by debriefing sessions. The purpose of debriefing as it pertains to leadership is to
analyze what worked during these team-building exercises and what did not. It also serves to examine
how an individual’s strengths and values work with their team members, as well as how the groups’
strengths and values come together. Oftentimes, leadership roles might change depending on the
activity and the people involved. Sometimes, a person who is normally more of an executor steps up
as an analytical thinker, or vice versa. Students are asked what role they think they played and how
they contributed to the process by which the activity was carried out. Once we observe how we work
as individuals, we can then observe how we work in teams, and then ultimately determine the
effectiveness of how the team functions. The notion that the process is as important as the outcome is
especially important for the purpose of debriefing, and through discussion, the group can make
meaning of the challenge and the thought process that went into approaching it. This is where
collaborations are acknowledged as well as the giving and receiving of feedback. Because while the
end goal is an obvious mark of the group’s functionality, the real progress can be evaluated by
studying the steps they took to complete the challenge.

facilitation techniques
121. Student will demonstrate knowledge of de-

briefing techniques
122. Student will demonstrate proficiency of de-

briefing techniques

framing based on psychology and its use in
group facilitation

framing based on psychology and its use
in group facilitation
125. Student will demonstrate knowledge the

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

meetings / setting agendas / and leading
meetings

organizing meetings / setting agendas /
leading meetings

129. Student will show knowledge of
Parliamentary Procedure
130. Student will show knowledge of HDF 412 Crucial Conversations In HDF 412, we studied crucial conversations and their importance in being an effective leader.
techniques for working with difficult Active Listening Wanting to apply my knowledge of having one to a personal situation at work, I sought out other
people resources to diffuse these discrepancies. I found an article entitled How to Communicate Effectively
and Deal with Difficult People by Preston Li, which outlines ten steps in dealing with difficult people.
The first step is listen fully to what they have to say—this can be enhanced by utilizing active listening
skills, which could perhaps incorporate body language to show them that you’re 100% engaged in
their side, for the purpose to listen, and not for the purpose to react. The second step is to stay calm.
Even when the situation seems to be quickly derailing, stay as calm as possible. Fighting anger with
anger will likely escalate the situation. Thirdly, try not to judge the other person. Though it is not
always an excuse, that person could be going through something troubling that could be activating
their fight or flight response, and they may not know how to express their distress. The fourth step is
to reflect respect and dignity toward the other person. Even if the other person is being unkind, always
keep the situation as level as possible. Talking down to the other person will diminish credibility
between both parties and will certainly not solve the issue any quicker. The next step is to look for the
hidden need: what is really going on with this person? Is their stress something that is surface level or
a result of a deeper issue? The sixth step is to look for others around who may help. Sometimes
having a buffer or another person's opinion can diffuse the situation in ways that you didn't initially
think of. Seventh is to not demand compliance. Acknowledge that this person has a right to feel upset.
Even though their reaction may not be the way you would have expressed yourself, telling someone to
"calm down” will typically enhance their frustration. On the same note, saying “I understand” can
sometimes make matters worse too. If the difficult person can see that you're actively trying to
empathize with them, it might be easier for them to tell you what's wrong. Alternatively, saying that you
understand may come off as a disregard for their feelings and insinuate that you only care about the
outcome. The ninth step is to avoid smiling, as this may be interpreted as mocking and being
insensitive. Finally, the article cites to not act defensively. When dealing with a difficult person, it's
easy to take things personally. Remain level and firm, but in a respectful way.

131. Student will describe personal examples of HDF 415 Peer Mentoring As a Peer Mentor in FLITE, I worked closely with one student in particular within my small group.
using techniques to work effectively with Leadership Institute During her first semester, she struggled with issues that arose in her personal life that resulted in
difficult people Breaking Boundaries consequences that followed her into her second semester. I would be empathetic toward any student
Walk A Mile in Her Shoes who was struggling, because I knew she was very passionate about the class. However, I was
especially attached to seeing that she succeeded because she was also one of my Leadership
Institute students. My knowledge of her background was different from that of my other FLITE
students because of the stories she had shared during Breaking Boundaries. Right off the bat, I was
concerned for her success in the class because she missed three classes in a row and wasn’t truthful
about why she had missed them until our one-on-one session. She quickly caught up, but had trouble
fitting in with the rest of the small group because of her opposition to the service project that the rest
of them had selected, Walk A Mile in Her Shoes. This student was suggesting that they participate in
a different project because she didn’t personally feel comfortable participating in an event about
sexual assault, but she also wasn’t comfortable explaining to her group members why. Some of the
other students were becoming frustrated and a little worried that they no longer had a solid plan for
their service project. I reached out to the student privately and let her know that it wasn’t necessary
for her to explain herself to the group, or even to me, if it was triggering. Instead I told my students as
a whole group that there were other options for them to fulfill the assignment requirements that would
include, empower, and support everyone. I gave them some ideas and tips on how to go about
organizing their new project, but I thought that it was important for them to figure out the logistics and
schedule for themselves. I reminded them that I am available for them to ask questions, but that this
was their project ultimately. While I knew that this student valued me as her Peer Mentor, sometimes I
sensed that she was taking advantage of our close relationship. There would be other instances in
which she would miss class, resulting in her not turning in assignments on time, and would ask me to
extend the deadline. If I didn't remind her to post a forum, she wouldn't complete it. As
aforementioned, I knew these occurrences weren't a disregard to me or the class, but time
management skills and organization. A few times during the last month of the semester I made myself
available in the library and reached out to her personally to let her know that she could visit me so we
could sit down and talk through everything she had to get done for class. I looked through her
inventory and website, and make corrections and suggestions. However, she became too reliant
upon me for approval, and asked me to constantly look over her inventory even the day before it was
due. I told her that from what I had seen a few weeks prior that she was on the right path, and that it
was up to her now to use the tools I had given her to complete her work on her own.
One of the times that I’ve used Li’s How to Communicate Effectively and Deal with Difficult
People, is with dealing with my roommate this year. She and I have been friends since
freshman year, an started living with two other friends in the fall. Unfortunately some
uncomfortable situations have arisen from our differences in expectations as roommates, and
a few days ago we got into an argument. As roommates, we agreed to take turns spending
money on certain resources, and as it came to her turn, she did not comply until days after she
was asked. Finally she came home with what she thought were the correct materials, but
turned out to be a completely different resource. Upon asking her to buy the right thing, she
complained that she had thrown her receipt away and was unwilling to spend more money.
Though this reason felt unfair to me, I remained calm and politely, yet firmly, told her that her
reason was inexcusable and that we still expected her to purchase the right items. When she
didn’t answer me, I sought the help of our other roommate, and asked her to reach out as well
so that the first roommate could understand the urgency of situation because it concerned
multiple people. Unfortunately this only angered our first roommate and she lashed out at both
of us for trying to baby her. Even though she was being unkind, I didn't respond defensively or
aggressively, but reiterated our initial agreement to take turns as roommates and the urgency
of the situation.

132. Student will show knowledge of the stages HDF 415 Group Development Model The Group Development Model, written by Bruce Tuckman in 1965, is a theory that lays out five
of group development (Tuckman/Tuckman stages that describe the way a group comes together to complete a task from the time that they meet
& Jensen, Bennis or others) to when they have met their goal. These five stages are forming, storming, norming, performing, and
adjourning. Forming is the beginning step and characterizes the way that group members first meet.
It is not uncommon that some group members are a little anxious because of the new environment, as
well as a whole new group of people. Some members may feel hesitant to speak up and share their
ideas for fear of judgement or discord. Other members who are more extroverted may feel excitement
for the task at hand and getting to know a new group. At this stage, the team's individual roles and
responsibilities aren’t quite clear yet. The second stage, storming, describes when conflict arises in a
group. This is when group members may push the boundaries that were established in the forming
stage. Different issues such as the approach to the group goal, the workload, or differing strengths
and personalities may pose a challenge. The team's goal may be called into question, and
unfortunately many groups fail at this stage. The third step is norming, when the group has figured
out a balance among each other and learned how to adapt to each other’s differing leading styles.
Now that the team knows each other better, they know how to best communicate and accommodate
for everyone, and the differences that were once posing a threat have now been solved. Very often
groups go back and forth between storming and norming as new tasks arise, which brings new
obstacles. The fourth stage, performing, is when the group has successfully completed their goal
without any friction. Most, if not all of the conflict that troubled the group prior is over with, and it feels
easy to be apart of the team. Finally, the group may through the adjourning stage. Many project
teams disband when the project is completed, so the group no longer has a purpose. Team members
who like routine or are unsure of what is to follow after the project may find this stage difficult.
Tuckman, B. & Jensen, M. (1977) Stages of Small Group Development. Group and Organizational
Studies,
2, 419-427.
133. Student will describe personal examples of HDF 415 Peer Mentoring As a FLITE Peer Mentor this spring, I was able to witness my small group go through the stages of
group development in use (Tuckman/ FLITE Tuckman's Group Development Model. The first stage, forming, occurred the day that all the Peer
Tuckman & Jensen, Bennis or others). Walk A Mile in Her Shoes Mentors announced the small groups for the class. My small group was very awkward. While they
Group Development Model were polite, they were very shy and didn’t say much to each other, or me. At this point in the class we
hadn't laid out their projects so they were unsure of what the future would bring. When they decided
on a service project to present in April, they underwent the storming stage. They decided on an event
called Walk A Mile in Her Shoes, but after class, one student expressed her disinterest in the project
for personal reasons. Some of the other students became frustrated because the plan was no longer
certain and her ambition for another project was out of the question for some of the team members.
At this point I thought it was best that I intervene in order to relieve some of the stress that my group
was going through. I told them that there were other options without a workload that was too heavy,
and that as long as they worked together at the same time, they would reach their goal. After a few
weeks, they entered the norming stage. Each team member knew what was expected of them. They
divided up the components from the rubric so everyone had something to contribute. They decided to
go through with the original project but made accommodations for the group member who was
originally uncomfortable. Finally, my group presented their project to the class, and their progress was
so apparent. They were all extremely well spoken, they transitioned smoothly, had done plenty of
research, and collaborated well. They even created small video to showcase their experience at the
event. Our adjourning stage happened during the last FLITE class. This was the last time that this
group of students would probably ever work together because the course was ending. Some students
were excited about the tools that they had gained from the material we worked on, and others were
sad that FLITE was over because they had so much enjoyed getting to know me as well as their
peers.

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

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

memberships skills in groups

membership skills in use

Challenge and Support theory by Sanford,
and its relationship to organizations
139. Student will describe personal examples of HDF 415 Walk A Mile in Her Shoes As a Peer Mentor this year, there was some conflict that a student brought up to me during
using the theory of Challenge and Support our one-on-one meeting. For my group’s service project, they selected an event called
(Sanford) Walk A Mile in Her Shoes, a peaceful protest that raises awareness against rape, sexual
assault, and violence against women. This student was suggesting that they participate in a
different project because she didn’t personally feel comfortable participating in an event
about sexual assault, but she also wasn’t comfortable explaining to her group members
why. Some of the other students were becoming frustrated and a little worried that they no
longer had a solid plan for their service project. I reached out to the student privately and
let her know that it wasn’t necessary for her to explain herself to the group, or even to me, if
it was triggering. Instead I told my students as a whole group that there were other options
for them to fulfill the assignment requirements that would include, empower, and support
everyone. I gave them some ideas and tips on how to go about organizing their new
project, but I thought that it was important for them to figure out the logistics and schedule
for themselves. I reminded them that I am available for them to ask questions, but that this
was their project ultimately. Of course in order for my students to grow, they need to be
challenged and pushed out of their comfort zones, which is why we have certain initiatives
in class and group projects such as this one. However, I never want to put a student in a
position that negatively affects their learning experience in ways that are damaging. If the
student doesn’t gain anything because they’ve reached their panic zone, then there’s too
much challenge and not enough support.

140. Student will show knowledge of the HDF 190 FLITE Servant Leadership Speech In HDF190, we were required to give speeches about Servant Leadership and relate the
construction / elements of informative and components outlined by this theory to our strengths and majors. In my speech, I wrote how
persuasive speeches my top strength is Bravery, and the way that I interpret this strength is that I am passionate
about giving a voice to issues that I care about. The goal I wished to convey was how as a
film major, I hope to use film media as a platform to express my ideas and raise awareness
to topics that I’m passionate about. After I established a goal, I highlighted main points I
could use to support my claim, which in this case, is the absence of representation or
misrepresentation of LGBT characters in the media, especially in children’s entertainment.
Next I thought about how I wanted to make my audience feel, which was motivated, but also
sympathetic. Once I determined the reaction I wanted, I could establish a tone to use. The
evidence I used was pretty personal, so I feel like as once I outlined my connection to the
content, I could predict the evocation of empathy, which is a key element in writing a
persuasive speech. relate the components outlined by this theory to our strengths and
majors.
141. Student will demonstrate proficiency in HDF 190 FLITE graduation At our FLITE graduation, I was asked to present my Leadership Portfolio as a
informative and persuasive public speaking representative of my class’s section. The purpose of me presenting a speech about my
portfolio was so that I could inform the audience of the effects that the leadership minor has
had on its students. First I introduced myself and declared my majors and minor, as well as
my strengths and values. I briefly touched upon my involvement on campus because I
returned to it later as it related to my outcomes. A Leadership Portfolio, which every FLITE
student makes, incorporates our best outcomes from the five categories of leadership. I
discussed my motives behind completing these outcomes, how I used my strengths and
values to help me better understand and how I lead, and demonstrate the activities and
organizations that I’m involved in. I went through the outcomes one by one and ultimately
explained all the opportunities being in this minor has given me, and all the benefits I've
attained through my continuation with FLITE and CSLD.
142. Student will show knowledge of planning

and conducting interviews (as the
interviewer)

planning and conducting interviews (as the
interviewer)
144. Student will show knowledge of preparing HDF 413 Most interviews for any sort of job or position, especially if the position includes overseeing other
for and effective answers in interviews (as URI Leadership Institute Peer people, should be conducted and treated professionally. In order to make a positive first impression, it
the interviewee) Leader Interview is important to present oneself as someone who looks prepared for the job and wants it.
Wearing nice attire conveys the seriousness and respect of the interviewee. Most interviews are, of
course, personal, so preparing to talk about oneself is helpful, especially prior experience and
strengths that one believes are important to contribute. For example, during my URI Leadership
Institute Peer Leader interview, I talked about my Gallup Strengths and my prior experience at
Institute as a first year student and related it to how I could serve the Institute team. If the interviewee
has no prior experience or personal connections to the post, conducting research on what the job
entails and about the organization/company depicts interest. For most positions, it helps to bring a
resume and a list of recommendations to advocate for one’s capability to hold the job.

145. Student will describe personal examples of HDF 413, Leadership Institute Peer Leader In Spring 2017, I interviewed to be a Leadership Institute Peer Leader. I decided the best course of
preparing for and being interviewed HDF 415 interview 2017 action to take was to review some of the leadership models we discussed in HDF190, as well as my
Alternative Spring Break (Arizona) personal strengths and values. I wrote down each of my top strengths and values and included
Interview examples of how I could apply those at Institute, and how they would allow me to stand out. This
Peer Mentoring process was especially helpful since each of my interviews were conducted alongside an older
Leadership Institute 2017 student who had already held a position at Institute. However, I felt like I was able to easily bounce
TD RA Interview ideas off of them after re-familiarizing myself with the Relational Leadership Model and the Four Vs.
Knowing my strengths and exactly how to use them came in handy when I was asked what I could
personally contribute to the team. I felt well prepared before the interviews and I left knowing that I
was at my best.
In Fall 2017, I applied to participate in one of the 2018 Alternative Spring Break trips to Flagstaff,
Arizona. This trip is focused on Native American reservation service and environmental injustice
issues. Environmental injustice is the fair treatment and meaningful involvement of the people
regardless of race, color, national origin or one with respect to development, implementation and
enforcement of environmental laws regulations. The team is set out to work with organizations to help
alleviate the injustice that the Native American people face. The group attending will do this by fully
emerging themselves in the culture and lifestyle of the Native Americans. Although I’ve been reading
Native American literature since high school, I decided to watch educational videos (a career path I
hope to take) in order to prepare for the interview. I listened to talks with Native American people
online about the conditions of their community, reservations, and social justice movements. I was
prepared to talk about my passion for social justice and that I wanted to expand my own frame of
knowledge and perspective because that’s why I am an activist.
In Spring 2018, I applied to be an RA for the Talent Development Program, a program that recruits
students with college potential, admits them through a rigorous Summer Program, provides them with
an assigned academic advisor, and retains students with financial and other assistance. I felt more
confident during this interview because of the leadership opportunities that I had been afforded this
past year as a FLITE Peer Mentor, SOLC Facilitator, and Leadership Institute Peer Leader. Each
experience allowed me to work closely with students of all different backgrounds, most of whom were
first-year students. I highlighted the ways in which I had developed relationships with my students
individually by speaking with them about their interests and involvement, and had provided challenge
and support for those who struggled to work with a group or felt unmotivated.
146. Student will show knowledge of effective

collaboration / coalition building (Sources:
Cilente/Komives et al; NCBI; etc.)

working in collaboratives/coalitions

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

communicating and engaging in difficult
dialogues related to diversity and inclusion.
150. Student will describe ways to maintain

accountability in leadership / member
relationships

151. Student will describe personal examples
related to maintaining accountability as a
leader
152. Student will describe ways to build HDF 190, HDF Peer Leader Individual In my experience, the key to building a positive relationship between leaders and
relationships between leaders and 415 Meetings members is acting both as a mentor, and as a friend by showing personal interest in the
members growth of the group members. Our FLITE peer mentor accomplished this by setting up
FLITE
personal meetings with us to talk about our feelings toward being first year students, how
Active Listening she could help us complete our work, and any concerns we had about the class. When
we were working on our Servant Leadership project, she offered to stay in the library with
us and listen to our presentation, and she invited us to write outcomes with a group of
other peer mentors in case we had questions. For Valentine’s Day, she brought us each a
personalized card. In our group chat she always reminded us of when assignments were
due and any opportunities we could take advantage of in order to improve our grades or
gain experience. During the last day of class, she presented us with superlatives, which
definitely increased our personal connections with her, as well as small stuffed animals
because our group name was “The Danimals.”
In my experience, the best way to build relationships between leaders and members is
taking an interest in each member as an individual, and more than a general group
member. Debriefing techniques such as a celebration circle and the web allow leaders to
recognize the specific accomplishments of their individual group members, affording the
group members a more personalized experience with the leader. Another way to build
relationships between leaders and group members is to practice active listening. An
effective leader leads by example, so by doing simple things like maintaining eye contact,
nodding, and providing words of reassurance allows the group member to feel
recognized. This can be done in a group or one-on-one. The most important thing a
leader can do for their members is help them to feel empowered, which recognition and
listening will enhance.

153. Student will describe personal examples of HDF 413, HDF Leadership Institute 2017 The weekend proceeding the 2017-2018 academic year, I served as a Peer Leader for Leadership
building relationships with members as a 415 Civic Engagement Leader Institute. While I loved getting to know my team, I recognized my responsibility to be a mentor if they
leader asked for one, but to otherwise take a step back and let them experience their first year of college as
my students, and not as my friends. Whenever I hear of opportunities I think they might benefit from,
such as organizations on campus or scholarships, I reach out to them. Otherwise, I let them enjoy
each other’s company with the knowledge that I provided a safe space for them to become friends,
but that this first year of their adulthood should revolve around them becoming their own individuals at
school without being around my partner and I all the time. I love seeing them around campus, but I
don’t go out of my way to invite them to social events. I don’t post inappropriate content on social
media because I know I still have a responsibility as their leader, even though Institute is over. I would
never form a romantic relationship with any of my students, or any of my peers’ students either,
because it doesn’t seem appropriate during their first year here. A few weeks ago, one of my students
asked me if I would write her a recommendation letter so she could apply to be a Civic Engagement
Leader. This organization seeks to create an engaged campus community through: service and
community engagement that fosters student leadership; support for faculty scholarship in service
learning; and direct service and advocacy work that meets local, state, national and global community
needs. I was so excited that one of my students was interested in continuing leadership after Institute,
and I felt honored that she considered me important and credible enough to recommend her to the
program.
I definitely modeled the way I built relationships with my own students after my FLITE Peer Leader,
as mentioned above. Her support for our success as individuals and as a group had a lasting
impact on me and that's something that I wanted to give my students when I wanted to take this
position. During our one-on-ones, I asked them not just about FLITE, but about goals that wanted
to achieve before their first year ended, other things they were involved in, and how I could improve
as a Peer Mentor, ultimately improving their FLITE experience. By engaging in discussions about
other things they were passionate about (i.e. Greek Life, sports, service clubs, etc.) I feel like I
gained a broader understanding of how they best lead, what motivates them, and their “why” for
leadership. I also spoke with them about their top strengths and values and described to them how
I had seen them in action during different conversations and initiatives. I felt like this component of
the one-on-one was really important because it proved how the theories and values we learned
about in class could be applied outside of class and suggested evidence for their individual leading
styles. I think these discussions really enhanced my relationships with my students and I enjoyed
being able to speak with them one-on-one for a change.
154. Student will describe how credibility applies

to leadership, as well as the characteristics
and skills of a credible leader

155. Student will describe personal examples of HDF 190 Welcome Week For Welcome Week, I served as a Leadership Ambassador. I dressed in professional
building, maintaining, and repairing his/her attire and was stationed at the Leadership booth at the Ryan Center, in which my job was
own credibility as a leader to approach undecided high school students and parents and talk to them about our
Leadership Institute and minor. This process first and foremost required building
connections. I would first ask whether or not the family/student had heard of the program
and whether the student had any experience in high school, such as being on a sport or
academic team that they thought could be a good fit for Leadership Studies. I next asked
where the student/family was from in order to build a personal connection. I explained
that many out of state students benefit from Leadership Studies because they make
friends so quickly and how in-state students might be interested because it's a part of
Rhode Island they have never experienced before. I explained how my majors could be
related to the minor, and how it helps students who are undecided because of all the
experience and opportunities that are provided. As a future Leadership Institute Peer
Leader, I definitely took special interest in meeting students so I could build my future
team.
156. Student will describe ethical standards in

influence
157. Student will describe influence applies to

leadership
158. Student will describe principles of effective HDF 415 FLITE Peer Mentoring In HDF415, we have established exactly what is expected of us in terms of how we interact with our
mentoring, as well as problems particular HDF 190 students, and how we define “mentor.” Our role is to be approachable enough that they feel free to
to the mentoring relationship ask questions even outside of class, which some may hesitate to do with a professor. However, we
aren’t supposed to be too approachable in that they regard us the same way as their friends, or rely
on us too much for answers. Sometimes those lines become blurred and the student-mentor
relationship is too close, or the student feels isolated because they have absolutely no connection to
their mentor. Right away I informed my students of the boundaries I wanted to set, which included not
connecting on social media in order to maintain the right balance that I expect of myself as a mentor.
One of the principles that I’ve learned so far is to know when to step back and let my students be
accountable for their own actions. At first, I wanted to remind them every time they had an
assignment due and offer help and examples. However, I learned that they needed to take that
initiative for themselves and not rely so heavily upon me telling them what to do. A good mentor
guides students in the right direction, rather than showing them exactly what to do. Another principle
I’ve learned is preparedness. If I expect my students to look ahead at their syllabus, I need to look
ahead at theirs too, and also communicate with my fellow Peer Mentors about activities or lessons
they may be leading, as well as the location of class so that my students know that I am taking my role
seriously. I’ve also laid out my availability so that my students know when they can talk to me if they
have questions, or if they have outcomes of their own that they want me to review so that they know
they’re on the right track.

159. Student will describe personal examples of HDF 415 FLITE Peer Mentoring In HDF415, I have found that not only my professors, but my fellow Peer Mentors, have been able to
mentoring and being mentored HDF 190 offer incredible guidance. I consider them to be my mentors, as well as mentors for their first-year
students. My ultimate goal for being a Peer Mentor in HDF190 is to know that I’ve been able to
impact my students, even if some of them take away more from the class than others. It can be
difficult to assess what each student needs because they are individuals, but when I feel lost, I know I
can go to the other Peer Mentors for assistance. For example, I’ve struggled to find a balance
between reminding my students when they have assignments due and not telling them at all, with the
expectation that they’ve looked ahead at this syllabus. I want my students to succeed, so I want to let
them know frequently when they have to come to class with homework. However, I recognize that in
order for them to be held accountable, I have to step back and let them take initiative--even if that
means they have to fail first and then learn from that mistake. Recently I’ve stopped offering so much
help when my students don’t ask for it. I noticed at first that a couple of them didn’t submit
assignments on time, but the next time something was due, they all turned it in before the due date.
160. Student will describe principles of effective HDF 415 FLITE Peer Mentoring This past year, I’ve had some fantastic opportunities to serve as a Peer Leader, a role that has been
peer leadership, as well as problems Leadership Institute 2017 both rewarding and challenging. From my experiences, I have been able to assess that effective peer
particular to peer leadership leadership is based on being relatable and approachable—after all Peer Mentors are students
themselves. That being said, peer mentorship is also effective when appropriate boundaries are set. I
love being a Peer Mentor because it has afforded me the opportunity to get to know each of my
students as individuals, and relate to them in ways that allow meaningful connections to be made in
order to strengthen our relationships. These relationships make it so that I can focus on their
individual strengths and values so I can support them with aspects that they struggle with, but also
acknowledge their progress with areas in which they thrive. However, something that I had to be
mindful of that arose during my role as a Peer Mentor was personal boundaries. In order to maintain
a professional relationship with my students, we refrained from connecting on social media until our
adjourning class. This was difficult because as a FLITE Peer Mentor, I had incredible students that
were kind, funny, and bright, and I knew that I very much wanted to be their friend while I was still their
mentor. We also refrained from talking about things in our lives that were too personal. During my
casual discussions with the group, and also one-on-ones, I discouraged talking about things like
romantic relationships and parties (unless it was affecting their coursework or mental health) because
I felt like that breached a level of personal boundaries, and also could possibly affect my credibility as
a responsible leader. Another issue that arose was that some of my students tried to take advantage
and get away with things that they knew that would elicit a different response from Allie. There were a
few instances in which they didn’t complete forum posts or turned in certain assignments late but
texted me asking to extend the deadline, instead of speaking with Allie. A couple times when they
were required to dress professionally, they argued with me even though I know they would never
speak that way to a teacher. I had to be firm with them and remind them of what we expect of them in
this course and how its purpose is to prepare them for life outside school, and in order to do that they
need to have a more adult mindset.
I also served as a Leadership Institute Peer Leader in 2017. When we returned to school, even
though the weekend was over, I told them that while they were still first-year students I wanted to
maintain a level of professionalism. I wanted to take a step back and let them transition into that
college environment on their own. A few of them reached out to go to parties together, but I said no. I
still checked up on them when I saw them around campus and made it clear that I was here if they
needed help or support, but that a friendship couldn't be formed until after their first year at URI.

161. Student will describe personal examples HDF 415 FLITE Peer Mentoring This semester, I was a FLITE Peer Mentor, and I was lucky to have an amazing group of bright and
related to being a peer leader and being Leadership Institute 2017 kind students. As soon as they got the results of their Gallup Strength and VIA tests, I made a chart to
led by peers Gallup StrengthQuest keep track of them all in order to evaluate their roles through the semester. For example, one of my
VIA students’ top strength is Harmony, so she became uncomfortable when faced with conflict.
Oftentimes when a question when posed in class, whether as a large or small group, she would be the
first to answer to avoid silence. While her insight was very valuable, it also prevented shier students
from coming out of their shells to answer. During our discussion of the shadow sides of strengths and
values, I brought this up to her as a possible fault. Afterwards, she still contributed in class and
continued to grow, but took a step back to give that platform to other students, even if it meant sitting
through a few seconds of silence first. On the other side, I also noticed how effectively she was able
to execute her Harmony strength when there was conflict within our small group. She was an active
listener and often suggested compromises when members disagreed. When I noticed this, I told her
how excited I was to see her strengths in action, as well as offered other words of encouragement.
I’ve also modeled the way I mentor my students after how I was mentored last year in FLITE. My
Peer Mentor in 2017, Dani Herrera, set a great example of how that particular role should be filled.
Toward the end of the year, Dani held “office hours” in the library and invited us to sit in while we all
worked on our inventories and other assignments. This is a step that I have also taken as a mentor in
order to help the FLITE students succeed. I feel like this provides a balance of the mentor offering
their guidance and students taking the initiative to ask for help. When I did this, I also sent out memos
to my fellow Peer Mentors for their students to join me if need be. Dani also sat in with our group
while we were practicing our Servant Leadership presentation. She didn't tell us what to say or what
content we needed to add, because those were components of the rubric that we needed to
incorporate on our own. However she stayed for moral support, and gave us tips on how to address
an audience when we spoke, such as maintaining eye contact, not speaking too quickly, and asking
questions to engage the audience. During our adjourning class, she also brought us gifts to mirror the
theme of our group name, “The Danimals.” She brought us all small stuffed animals that reflected a
personality trait, cards that she wrote us all individually, and a superlative for each student. This
gesture really stuck with me and made me feel important to her, so I did something similar for my
students.

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LEADERSHIP

Name: Marion O’Sullivan

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

▪ Leadership theory and

Leadership Inventory Revised 08/22/2017 !6

Outcomes for 415 are bolded and italicized

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Leadership Inventory Revised 08/22/2017 !9

2. Student will demonstrate personal,

Leadership Inventory Revised 08/22/2017 !10

4. Student will demonstrate knowledge of

5. Student will demonstrate the ability to

6. Student will express a personal code of

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Leadership Inventory Revised 08/22/2017 !12

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Leadership Inventory Revised 08/22/2017 !14

Leadership Inventory Revised 08/22/2017 !15

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15. Student will show knowledge of the theory

16. Student will show application of Manz &

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Leadership Inventory Revised 08/22/2017 !19

19. Student will show knowledge of the

20. Student will describe personal application

21. Student will show knowledge of the

22. Student will describe personal application

23. Student will show knowledge of the

24. Student will describe personal application

Leadership Inventory Revised 08/22/2017 !21

Leadership Inventory Revised 08/22/2017 !22

Leadership Inventory Revised 08/22/2017 !23

29. Student will show knowledge of the

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31. Student will show knowledge of the “14

32. Student will describe personal application

35. Student will show knowledge of the

36. Student will describe personal application

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40. Student will describe personal application

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Leadership Inventory Revised 08/22/2017 !31

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Source: Astin, Helen S. and Alexander W. Astin. A Social Change Model of

Leadership Inventory Revised 08/22/2017 !34

49. Students will demonstrate knowledge of

50. Students will describe personal