Leadership Inventory 1

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

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

● Tracking Sheet / Advising Updates
● Syllabi of Minor Classes (Core and Electives)
● Internship
o Guidelines
o Syllabus
o Mid-term
o Final
OUTCOMES
● Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive
Leadership, Critical Thinking)
● Targeted Classes
● Experiences
● Evidence
CENTER FOR STUDENT LEADERSHIP DEVELOPMENT
Office: Memorial Union Room 210 Phone: (401) 874-2726 Fax: (401) 874-5317
CSLD Mission Statement

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

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

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

At URI, we are among only a handful of colleges and universities across the country that offers a Minor in Leadership Studies and one that is customized for each
student. We utilize a cross-disciplinary approach to leadership education designed to complement your academic studies. All courses utilize a variety of teaching
methods but ultimately include some form of experiential learning, practical application, and reflective learning. Employers, now more than ever, are seeking
candidates with exceptional skills in the areas of interpersonal and group management, problem solving, critical thinking and effective communication. We can
help with all of the above.
G
ENERAL 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 HDF 190: FLITE Only offered in spring for first-year students
Course or
3 credits 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 experience for graded
3 credits or credit
Experience through Office of Experiential
Learning & Community Engagement
or The only time the major and minor can overlap
Internship Class in Academic Major
Capstone HDF 412: Historical, Multi-ethnic & Alternative Offered only in the fall with preference given to seniors
3 credits Leadership
or Offered in the spring and summer with Dr. Leatham
COM 402: Leadership & Motivation
or Offered in the fall and spring with Dr. Cooper
BUS 441: Leadership Skills Development
or
Must be in Honors or have GPA of 3.3
HPR 411/412: Honors Senior Seminar
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 COM 402: Leadership and Motivation HDF 416: Leadership in
US (capstone option) Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor
BUS 342: Human Resource COM 415: The Ethics of Persuasion Internship
Management COM 421: Advanced Interpersonal HDF 437: Law & Families in the
BUS 441: Leadership & Motivation Communication U.S.
(capstone option) COM 422: Communication and HDF 450: Introduction to
BUS 443: Organizational Design & Conflict Counseling
Change COM 441: Race, Politics and the Media HPR 118: Honors Course in Speech
BUS 448: International Dimensions of COM 450: Organizational Communications
Business Communication HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 461/462: Managing Cultural HPR 412: Honors Seminar
COM 100: Communication Differences in Organizations (capstone option)
Fundamentals CSV 302: URI Community Service MSL 101: Introduction to Military
COM 202: Public Speaking GWS 150: Introduction to Women’s Leadership
COM 208: Argumentation and Debate Studies MSL 201: Leadership & Military
COM 210: Persuasion: The Rhetoric of GWS 310: Race, Class, Sexuality in History
Influence Women’s Lives MSL 201: Military Skills and
COM 221: Interpersonal GWS 350: International Women’s History of Warfare
Communication Issues MSL 202: Leadership & Team
COM 250: Small Group HDF 190: First-Year Leaders Inspired Building
Communication to Excellence (FLITE) MSL 301: Leadership &
COM 302: Advanced Public Speaking (introductory course option) Management
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues PEX 375: Women in Sport -
COM 322: Gender & Communication (introductory course option) Contemporary Perspectives
COM 351: Oral Comm. in Business & HDF 291: Rose Butler Browne PHL 212: Ethics
the Professions Program Peer Mentoring PSC 304: Introduction to Public
COM 361: Intercultural Program Administration
Communication HDF 412: Historical, Multi-Ethnic, & PSC 369: Legislative Process and
COM 383: Rhetorical Theory Alternative Leadership (capstone Public Policy
COM 385: Communication and Social option) PSC 504: Ethics in Public
Influence HDF 413: Student Organization Administration
Leadership Consulting SOC300/WMS350: Women and
HDF 414: Leadership for Activism Work
and Social Change THE 221: Stage Management
HDF 415: FLITE Peer Leadership THE 341: Theater Management
BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT &
INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
You need to have your own act together before you can lead others:
OUTCOMES
In this section, you will track your progress toward the outcomes. Each class in the minor targets different outcomes; all of the classes list these
outcomes on the syllabi (the words “goals” or “curriculum areas” may be used instead). In many of our classes, the assignments can serve as your
evidence. Periodically, and not less than at the end of each semester, you should update your outcomes progress. In the “additional experiences”
column, name additional classes or experiences that contributed to you becoming proficient in that outcome. As the semesters pass, you will think
of things from recent semesters and semesters further in the past, or people or jobs, etc. in your past that also influenced your progress on that
outcome. Do not let that ambiguity upset you. Reflecting on development is not a linear process, but it does help to reflect often. In the
“descriptive notes” column, share insights about your growth, lack of progress, successes, stumbling blocks, etc. At the end of each section, you
need to include evidence that supports your development toward the outcomes. Copies of papers, grading sheets, evaluation letters—anything that
shows that someone has determined that you have demonstrated proficiency (or not, or are making progress). Make sure to keep electronic copies
of all of your evidence to include in your Portfolio.
Outcome Category: Self-Leadership
Outcome Target class Additional Descriptive notes regarding learning and practice
Experiences
1. Student will demonstrate Resident As a Senior Resident Assistant, I have a staff of 10 RA’s who rely on me to support them and answer questions that they have.
autonomy and a Assistant This job has taught me a lot about decision making, being an ally, and being autonomous. There are many times when I get
minimized need for phone calls in the middle of the night from an RA who needs guidance throughout a situation. I have to be quick on my feet and
approval make decisions that are best for the student, the RA, and myself. There isn’t time to go up to my supervisor or the hall director on
call if I am being the one contacted for help. I am confident in my decisions and my staff knows that they can always count on me.
I go through my daily tasks as an RA on my own and do things without feeling like I need approval from my supervisor or staff. I
have been an RA for three years and I have learned how to be my own person and be the best RA that I can be. There are
definitely times when I need guidance and reassurance from my supervisor, but for the most part I can make the decisions on my
own. I hold programs just for my floor so that we can build a welcoming environment. I hold one on one conversations and give
the best advice possible to my residents. I feel as if I no longer need approval from my peers because I have found my own way
throughout the years. This didn’t happen overnight. I have a huge support system from RA’s across campus. I have really found
my home away from home because of my friends through HRL. I was an alternate RA my sophomore year and decided to
become a summer conference assistant, working for housing. I applied to be a senior RA because I wanted a new challenge and
learned a lot about housing from my summer job. I received the job my Junior year but realized that I was working with RAs who
had a full year under their belt. I was insecure about my abilities and consistently asked questions. However, as the year went on
and the more effort I put into my job, I became more comfortable and gained confidence in myself. This past summer, I assisted
with training and presented on a variety of topics. I led my own group and was able to fully embrace being a senior resident
assistant. It was a long journey but I am so glad I’ve had the opportunities that I’ve had. This year, the support from my friends,
staff members, and supervisors has really helped me come out of my shell. I am now able to make decisions and create a
community on my own.
Evidence: #1
2. Student will demonstrate HDF 190 URI 101 In HDF 190, when I completed the Gallup Strengthsfinder, I discovered that one of my top strengths is discipline. I find this
personal, organizational, strength to be true and incredibly beneficial in my life. I noticed that I am constantly overloading myself with work and I am always
and academic examples eager to find new things to do. In my URI 101 class, our mentor explained to us the importance of self-discipline when it comes to
of self-discipline getting things done and having time for yourself. I use self-discipline in order to accomplish each task that is on my agenda. I
know that sticking with the plan I can get things done efficiently and quickly. Using my agenda gets me through every single day. I
write out a to-do list for the day along with each assignment and task that I need to get done. At the end of the day, I make sure
everything is checked off my list before I give myself time to unwind for the night.
3. Student will demonstrate HDF 190 HDF 190 Retreat During the HDF 190 retreat, we expressed our feelings amongst our small groups. While discussing our personal views on social
the ability to manage issues, our conversations were intense. For example, discussing our social class and personal beliefs on gender. I demonstrated
emotions RBB Mentor the ability to manage emotions during this time. Throughout our discussions, there were times when I was uncomfortable with the
Dinner topic. However, I knew I was in a safe environment and no judgements would be made. There were also times when the
discussion brought me back to memories from my past. However, I handled my emotions so that others in my group felt
comfortable. There were times when I was quiet and listened to what others were saying. Some of the discussions that were
brought up, I did not agree with but I nodded my head in agreement so that the members of the group knew that I was accepting
of their opinions and beliefs. Overall, I managed my emotions by telling myself that our small group was accepting of each other’s
views and that this was an environment where I was able to share my emotions and opinions.
This past semester, I had an amazing opportunity to attend the Rose Butler Browne mentor dinner. The Rose Butler
Browne program is a course that Melissa Camba-Kelsay teaches on women of color and issues in society. This dinner is
meant to bring past and current members of the program together to celebrate their successes and to share their
experiences. This past mentor dinner, I had the honor of listening to guest speaker Roxie. She is a very empowering
woman who shares her stories through poetry. She read her poems and spoke about her experiences, which were
extremely inspirational and I had to manage my emotions. While she was sharing her poetry, I looked around the room
and realized that I was one out of a few only white females in the room. I was surrounded by women of color who were
all so powerful, intelligent, and incredible human beings. It was the first time in a long time where I didn’t see a lot of
people who looked like me. As this woman was speaking, I felt sad and helpless. I can’t explain why I felt that way but
the entire time I wanted to cry. I thought to myself, why is this world the way it is? Why is this woman standing in front
of me talking about war and poverty? Since then, I have craved more. I want to learn more about social justice and racial
inequality. This dinner changed my perspective on these beautiful women of color. I experienced something that I have
never experienced before and it took all of my power to not break down in front of everyone. I feel as if I can take this
experience and relate it back to my role as a peer leader. There are times when I have to put myself in someone else’s
shoes and realize that people come from different backgrounds. Therefore, I need to check my privileges and use it to
empower other people to keep going and not give up.

Evidence: #2
4. Student will demonstrate Orientation During orientation training one friday, we spent the entire training going over stress management methods and self care. It is
knowledge of stress Training extremely important to recognize your stress and how to manage it so that you don’t get overwhelmed. A few of the methods that
management methods were taught to us were a variety of breathing methods, self care methods, and physical exercise. To start, the woman who came
in to teach us these skills showed us about eight different breathing techniques to use when we are feeling stressed. Most of
them were helpful, for example, breathing in and holding for five seconds before exhaling and taking quick breaths. Another
technique was self care. Self care can be anything that an individual feels helps with stress and taking care of yourself. An
example that I use for self care is face masks and drinking tea. This usually helps me alleviate stress and focus on myself for an
hour before getting back to work. Lastly, physical exercise helps a lot with stress. It can be a walk around the campus, going to
the gym, yoga, or anything that works for the individual. Personally, I enjoy going on jogs or spin class, which both help me
manage my stress. It is important to know how to manage your own stress and these skills that I learned during training have
definitely been beneficial to my own stress management.
5. Student will demonstrate HDF 190 In HDF 190 I was able to strengthen and utilize my strength of honesty. I believe that honesty and stress management comes
the ability to manage hand in hand. When I am stressed with my academics or a situation that I am in, I need to be honest with myself about why I am
stress stressed and how I will solve it. I ask myself what is the most important task on my list and that is how I eventually complete my
agenda. I am able to handle my stress when I stay positive and calm. I typically give myself a few moments to think about why I
am stressed and quickly tell myself that there is nothing to stress out about. I also enjoy going for runs to clear my head. Running
is always a great way to manage my stress and to focus on what I need to do next to make sure that my stress is over. I can
always count on running to make me happy and less stressed. I know that whenever I am stressed, I will put on my running
sneakers and run out the door. I am able to run for miles without thinking about everything that I have to do. Once I am done
running, I am usually able to focus more on what I have to get one. Overall, I am able to manage my stress by being honest with
myself about the reasons why I am stressed and going on runs.
6. Student will express a HDF 190 In HDF 190, we completed the VIA character strength test. According to the results, my top values are fairness, honesty,
personal code of kindness, love of learning, and appreciation of beauty and excellence. The value that I identify the most with is fairness, which
leadership / membership corresponds well with justice. I believe that in order for me to be an ethical leader, I have to lead by example. With that being said,
ethics I strive for equality and justice amongst all people. I treat others the way that I want to be treated regardless of our differences. As
I lead, I view and interact with each person equally so that they are valued and treated respectfully, rightfully, and fairly. I use the
value of fairness as I lead to encourage people to voice their opinions and ideas. In order to be fair and an ethical leader, I want
people to feel comfortable and to feel important. I know that being fair to myself and others can achieve this and can make a huge
impact on others as I lead.
7. Student will demonstrate HDF 190 D.R.I.V.E. In HDF 190, based on my VIA character strength results, one of my top strengths is fairness. A demonstration of my personal
practice of the personal code of ethics was being a day host at the Multicultural Overnight Program that was hosted by an organization called D.R.I.V.E.
code of ethics During this program, I was able to lead a group of high school seniors around campus while doing a scavenger hunt. All three
students had different cultural backgrounds along with myself who had a different cultural background from them. I also was fully
aware that they have never been to URI before and was not cultured in the college lifestyle. Knowing all of that, I had to be
cautious about the way I talked and represented the school. I needed to be fair and give them all a chance to express themselves
freely and felt comfortable with me to ask questions. As I led them around campus, I created a comfortable atmosphere for them
and reminded them that I was in their shoes only a year ago, therefore; we are equals. I wanted to make sure that they felt like
URI was a great place where diversity and equality was highly valued.
8. Students will express a HDF 190 In HDF 190, when I completed the VIA character strength finder I discovered that one of my top values is honesty. I believe that
personal values HDF 414 being honest is key to happy relationships and life-long friendships. Even though life gets hard sometimes, it is best to be honest
statement (Sources = with yourself and others in order to get through the difficulties. I am a firm believer that everything happens for a reason and I
VIA, values clarification know that being truthful can make the tiniest differences in what happens in your life. Being honest will earn respect and trust
exercises, etc.) from others. Not only being honest to others is important, but being honest with yourself is beneficial. Personally, I believe that
being honest about your values and morals will help you overcome the greatest obstacles. If you’re honest with yourself about
what you believe is the right thing, it will get you far in life.
An important value that means the most to me is my value of fairness. I believe that every person deserves an
opportunity to let their voices be heard. Because of this, I make sure that I am actively listening to people when they are
speaking and engaging in the conversation. I also make sure that I am treating everyone with the respect that they
deserve. I can accept differences in others and respect that everyone has their own values and perspectives. I believe
that to effectively work as a team or accomplish a common goal, valuing fairness can go a long way. It is important to let
everyone feel valued and important. Having the value of fairness allows me to use my voice to let others be heard. I also
believe that my value of kindness defines who I am as a person. I think that being kind to others and putting other
people before myself enables me to be the best version of myself. I always want people to feel empowered and special
when they talk with me. I think that being kind is an important key to living a happy life because others will appreciate
your kindness and you will always be able to make others smile.
9. Student will demonstrate HDF 190 In HDF 190, according to the VIA character strengths quiz, one of my top values is honesty. Based on my personal values
practice of the personal HDF 414 statement, I value honesty and use it in my daily life. A demonstration of how I use honesty throughout my life is my friendship
values statement with my best friend. Anna and I have been the best of friends since we were 6 years old. Throughout the years, we have stayed
true to each other and overcame difficult obstacles as we enter middle school, high school, and now college. The reason I believe
that our friendship is an exemplar of honesty is because we have always told each other the truth and believed in each other. We
have guided each other through difficulties and we were honest with our beliefs and values. Honesty is not just about telling the
truth, I believe that honesty is being true to yourself and guiding others through shared beliefs and goals through trust and
goodness. Anna and I have maintained a strong, trusting, and honest friendship that I value every single day. I truly believe that
Anna has made a huge impact on my life and is one of the reasons why I value honesty so much.
In HDF 414, my advocacy project consisted of advocating for women experiencing homelessness or are of low-income
status. I specifically looked into their lack of access to feminine care products and the essential vitamins. While working
on this project, I am able to look past the stereotypes of people experiencing homelessness such as they are lazy, not
willing to find a job of their own, or they are dangerous, and therefore we should not help them. I understand that women
who are experiencing homelessness are not treated fairly and that they deserve the help needed to get back on their feet
again. We never know what someone is going through so to judge them based on stereotypes is wrong. Using my
strength of fairness, I can use my voice to advocate for the treatment that not only they deserve, but every woman needs
in order to live a healthy lifestyle. With this strength, I can look at the bigger picture/common purpose and support the
women who need it the most.
10. Student will demonstrate HDF 414 Throughout this semester, I have been working on a social change advocacy project. My overarching topic is low-income women
the ability to lead a and children. My focus topics are pregnant women experiencing homelessness and their access to feminine care products. I have
project from start to finish researched topics such as access to prenatal health care, access to prenatal nutrients, and access to feminine care products. My
(follow-through) project consisted of researching relevant topics and exploring the varying issues that connect to my topics. I also interviewed
many people to gather supporting evidence on my topic and collect relevant information that will help me with my research. I have
connected with others in the classroom to bounce ideas off them. My partner and I decided to create a non-profit organization in
which we go around in a van providing resources to women shelters and low-income neighborhoods in Rhode Island. This project
consisted of gathering research to support our topic, collecting contact information for people we were interviewing and then
reaching out to the contact, we drafted a research proposal and pitched our ideas to members of the classroom and then wrote
our research paper. The final piece of the project was to present our research to the class. I was able to lead a project from start
to finish using the entire semester to research our topic.
11. Student will describe HDF 414 One goal that I had for myself was to become an RA. I applied when I was a first year student and I was super excited for the
goals and objective interview process. I went through the application process and was called in for an interview. The interview was with a group of
statements regarding people and I was to talk with different people at different tables. Unfortunately, I did not receive the RA Job, however, I was put on
personal issues, career the alternate list. The following year, I was called by the Hall Director in Burnside Hall who offered me an RA job. I happily
issues, and community accepted the position and became an RA for a sophomore year residence hall. My goals for being an RA is to create a sense of
issues community, belongingness, and a place to feel comfortable in. Going forth, I wanted to become an RA for a first year residence
hall so that I could provide resources and create a great community in the residence hall.
12. Student will show HDF 414 A goal of mine going into the school year was to create a great community in my hall. At the start of the semester, I held my first
evidence of goals and hall meeting for the residents. One activity we did was people to people. I asked questions such as what does community mean
objectives that were to you and what are some things you will hold the hall accountable for. I believe that this meeting and activity set the tone for the
planned and achieved semester. So far, my hall has been great. We have a great community and my residents are always with each other in the lounge
or in each other’s rooms. The hall is clean, quiet, and the residents are extremely respectful. I feel as if they are comfortable
coming to me for resources and to have someone to talk to. I believe that I have created a sense of community and
belongingness in my hall.
13. Student will show COM 251 In COM 251, I learned that Maslow’s Hierarchy of Needs is a theory that defines human needs through a five-level pyramid
knowledge of the starting with basic needs at the lower levels to more complex needs at the very top. The first level is the physiological needs such
“Hierarchy of Needs” as water, sleep, and warmth. Once those basic needs are met, a person can go onto the next level of safety and security.
theory by Maslow Financial security and medical/health security are some basic human needs that protect us against (failure). To feel in control of
your life, having good financial stability and health care insurance can reassure humans that their safety is secured. The first two
levels of this pyramid are often considered the basic human needs. The next level of the pyramid is social needs. The need for
emotional and social relationships is what keeps humans sane and comforted. Having relationships in a romantic, social and
community setting will enable a person to feel like they belong and have a purpose. Once the first three levels are met, a person
will seek appreciation and respect from others. Therefore, an esteem need will need to be met. In this stage, a person will look for
personal worth. Things such as appraisal for accomplishments or compliments will satisfy this need. The final level is
self-actualization. Maslow explains this as “"What a man can be, he must be”. During this stage, a person is more concerned with
their own personal growth rather than what others are doing or how others view them. This stage is very difficult for people to
achieve. Overall, Maslow’s Hierarchy of Needs is a motivational theory in which people thrive to get to the final of
self-actualization. It can take an entire lifetime to accomplish each stage and feel fulfilled.
Burton, N. (2012, May 23). Our Hierarchy of Needs. Retrieved from

https://www.psychologytoday.com/us/blog/hide-and-seek/201205/our-hierarchy-needs
14. Student will show COM 251 The application of Maslow’s theory to my own life starts with the basic needs and ends with the esteem need. I am still personally
application of Maslow’s working on self-actualization. I feel as if it takes experience and exploration for a person to reach self-actualization. Starting with
theory to own life physiological needs, I am fortunate enough to have the basic needs to survive every day such as water, food, warmth and a roof
over my head. Because of my meal and room plan, I know that I will always have water, food, warmth and a room to go to when I
am at school. When I go home, I am well supported by my family so that my basic needs are met. The next level is safety and
security. Again, I am fortunate enough to have the support of my family to make sure my finance needs are met. I also work
extremely hard for the money I make to support myself when I am away from my family. Next is the need for emotional and social
relationships. I feel as if I meet this level because of my friends and family. I have a loving family at home, amazing friends and
mentors at school and a boyfriend who comforts me every single day. I am thankful that I have valuable and meaningful
relationships with so many different people. Finally, because of my relationships with my peers, I can achieve the esteem level. I
feel very well supported and I do feel respected by my peers. Even though I do not think I have fully reached the self-actualization
level, I am actively looking for ways to help with my personal growth. I am a life long longer and am always eager to find ways to
better support myself. However, I am fortunate to have fulfilled the first four levels of Maslow’s Hierarchy of Needs.
15. Student will show Own Research The superleadership theory by Manz & Sims emphasizes that the leader motivates their followers to be successful by
knowledge of the theory empowering them. To start, the leader will support their followers through their social, emotional, psychological needs. To do this,
of Superleadership by the leader will encourage staff development through positive team building strategies and positive support. Next, the leader will
Manz & Sims practice inclusivity by encouraging participation in decision making from their followers. The leader will actively listen and take
opinions/ideas from everyone in the group. They will make sure everyone has a chance to input their ideas. Lastly, the leader will
delegate tasks to everyone in the group to ensure that everyone has their own responsibilities. This encourages trust and support
from each member of the group. This theory takes willingness from the leader to share their power with the followers to allow
them to feel empowered and strive for success.
http://www.johndunning.org/leadership/slides/Superleadership%20Theory%20.pdf
16. Student will show RA As a Senior Resident Assistant, I want my staff members to thrive in their positions as Resident Assistants. I also want my staff to
application of Manz & work well as a team and collaborate effectively. I am constantly giving feedback so that the RA’s know what they are doing well
Sim’s theory to own life with and how they can improve. I do team building activities throughout the year so that we can find ways to work together to
solve issues. We also have case studies where we discuss ways to improve issues and resolve conflict. The floor is always open
to my staff during meetings. We all know that we have an open and honest line of communication. Anyone can express their
feelings without feeling guilty. As a team, we want to be the best that we can be. As a Senior Resident Assistant, I actively listen
to everyone and always play the mediator so that when conflict does arise, I can take everyone’s feelings and ideas and mediate
the situation. My staff knows what their responsibilities are and I hold them accountable all of the time. They can rely on me to
support them and encourage them to be the best that they can.
17. Student will describe HDF 413 SOLC/NWCC As a consultant, I always use my strengths when working with a group. First, my strength of input is extremely valuable when
StrengthsQuest HDF 415 debriefing. When observing the process, I input my debrief questions based on the experience that just happened. I also input my
Signature Themes, FLITE PEER reflection of the experience when necessary. Second, my relator strength comes into play when focusing on debrief questions
shadow side of Strengths LEADER based on the client’s background. For example, when working with the counselors in training leadership camp this past summer, I
and/or weaknesses, and was able to guide my debrief questions based on my own experience as a counselor in training. Next, I utilize my strategic
examples of application strength when using consequences during the experience. Is the group high-functioning or low-functioning? Therefore; do I need
(Source = Gallup) to use a higher risk consequence, low risk consequence or do I need to stop and debrief before we continue the process?
Throughout the entire process of a program/retreat, I am constantly learning more about my facilitation style. Each program
allows me to learn from other facilitators and also from the different organizations we work with. Lastly, I view myself as a highly
self-disciplined person. Because of this, I thrive off of structure. When facilitating a large group, I use my discipline strength to
ensure that the entire process is going smoothly and that each group will get the most out of the experience.
In HDF 415, we discuss a lot about how we use our strengths in our peer leader role. I can see my strengths shine in this
role while working with my group. To start, my strength of discipline is important when working with my students
because I want them to be successful and do well in class, however; I need to always be cautious with how much
support I'm giving rather than challenge. Using my discipline strength, I can tell myself when to challenge and when to
support and when to allow the students to struggle a little bit. My relator strength also plays a huge role in my
leadership position because I am constantly connecting with my students and ensuring that we have a solid relationship
so that they feel comfortable coming to me and respecting my input. However, I can also see how my relator strength
can become my weakness at points. For example, I want to be friendly yet professional with my students but I catch
myself at points being too much of a friend rather than being professional. I don’t necessarily view this as a problem but
I don’t want my students to not respect me in this position. It has been something I have been struggling with all
semester, however; I don’t think I have gone too far. Also, I use my experience to create good input for my students
when necessary. I want to provide the best experience possible and I do that a lot with my input. Along with that, I want
to learn about my students and their strengths to be able to help them understand how they can use them with their
leadership abilities. Lastly, I create strategic plans for the students so they can get the best information out of each and
every lesson. Through my experience in FLITE as a peer leader, I have seen how my strengths can benefit me in this
role. I can utilize them to provide the best experience for my students and enable them to shine.
18. Student will describe HDF 190 NWCC In HDF 190, we completed the Gallup’s Strengths Finder. According to the results, some of my top strengths are strategic and
personal leadership style HDF 414 learner. I believe that these two strengths define very well how I lead. For example, when I lead, I don’t tend to take control. I like
and/or personality style to strategize how the goal will be achieved, however; I do not like to be the person who does the actual task. I would rather input
including strengths and my ideas, stand by, and learn from others based on how they took control and completed the objective. I learn best while
weaknesses and watching and I lead best by strategizing. An example of how I use my strengths when I lead is when I trained to be a facilitator at
examples of application the North Woods Challenge Course. This training entailed a days’ worth of training on the elements and learning the procedures
(Sources = Leadership prior to the elements and post elements. The following day, our group did the facilitating. At this training, I found myself coming up
style inventories, the with ways to achieve the goal and while we were trying to achieve this I would strategize new ways to accomplish the goal
L.P.I., Type Focus quicker. I tended to watch before I joined in so I can learn from what others were doing. Because of this training, I was able to see
(MBTI), LAMP, DISC, how my strengths came into play and now I can strengthen them as I continue to work at the challenge course.
and other career
inventories, etc.) Knowing my Gallup’s Strengths has put my leadership style into greater perspective. My top five strengths are input,
relator, strategic, learner, and discipline. However, I have seen my relator strength shine through my leadership style. I
love having deep, personal conversations with everyone I meet. I thrive off others happiness and success. I believe that
being a good listener and a supporter makes a huge difference when leading a group and making connections. Being a
relator allows me to keep an open mind and value every opinion and idea said from others. I also find my strategic
strength come out when planning retreats and programs for organizations on campus. As a consultant, I must
strategically plan out an agenda that fits the needs and goals of the organization. I am always using my strategic
strength when working with others because I want to make sure we use our time efficiently and effectively. I also use my
strength of strategic to help with my weakness of organization. Although my mind is organized, everything else is not. I
strategically plan out agendas and organize my thoughts every day in order to achieve my goals.
Outcome Category: Leadership Theories
Experiences
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)

knowledge of the
“Scientific
Management” theory
of leadership by
Taylor

of the above theory
(Taylor)

knowledge of the
“Management by
Objectives” theory of
leadership by Drucker

of the above theory
(Drucker)
25. Student will show Own Research According to Theory X and Theory Y theory of leadership by MacGregors, there are two fundamental styles of leadership.To
knowledge of “Theory start,Theory X claims that leaders act like managers by supervising and rewarding others in order to help the leader succeed.
X and Theory Y” Theory Y states that the leaders are more self-motivated and determined when given independence and assigned tasks. Even
though these theories are opposite, neither one of them is wrong and can be applied to different situations. An example of when to
theory of leadership use Theory X might be when a project is due and a larger group is working on it. An example of a situation when someone might
by MacGregor use Theory Y is during facilitating/coaching. These theories can be used based on the person and/or the situation at hand. It’s
important to know that these theories play a role in how teams and groups work together.
McGregor, Douglas M. (1960). The Human Side of Enterprise. New York: McGraw-Hill. Retrieved from
https://www.kean.edu/~lelovitz/docs/EDD6005/humansideofenterprise.pdf Evidence: Theory X and Theory Y Model
of the above theory
(MacGregor)
27. Student will show HDF 190 In HDF 190, we learned about the Servant Leadership theory by Greenleaf. This theory focuses on the servant rather than the
knowledge of the HDF 414 leader. The leader has a natural instinct for leading and has a purpose to create a better community. There are 10 characteristics of
“Servant Leadership” servant leaders. They are: listening (listening intently to others and getting in touch with your inner voice). The next is empathy (to
theory of leadership understand and empathize with others), healing (knowing how to heal one’s self and others), awareness (helps ones understanding
by Greenleaf of issues involving ethics, power and values), persuasion (seeks to convince others, not coerce compliance), conceptualization
(one must think beyond day-to-day realities, they must dream great dreams), foresight (ability to foresee the outcome of a situation),
stewardship (commitment to serving the needs of others and the use of openness and persuasion rather than control), commitment
to the growth of people (committed to the growth of each individual within his or her organization), and building a community
(seeking to identify ways for building a community among those who work within a given institution).
Mind Tools Editorial Team (n.d.) Servant leadership: Putting your team First, and yourself Second. Available at:
https://www.mindtools.com/pages/article/servantleadership.htm (Accessed: 7 December 2016)
In HDF 414, we learned about the Servant Leadership theory by Robert Greenleaf. However, throughout the past couple of
years I have gained experience that has taught me a different perspective of what the servant leadership theory really is.
To start, a servant leader is committed to making a better community. There are 10 characteristics of a servant leader, but
one does not necessarily need to possess each trait to be a servant leader. The characteristics are, listening, empathy,
healing, awareness, persuasion, conceptualization, foresight, stewardship, commitment to the growth of people, and
building a community. A servant leader activity listens to gain knowledge of the common purpose then empathizes with
the situation. The leader must know how to heal themselves and others while being self-aware and of their surroundings. A
servant leader inspires, dreams big and foresees the outcome of the situation. Finally, a Servant Leader is committed to
being the best version of themselves in order to lead and inspire others to grow and to build a comforting, safe, and
healthy community.

Mind Tools Editorial Team (n.d.) Servant leadership: Putting your team First, and yourself Second. Available at:
https://www.mindtools.com/pages/article/servantleadership.htm (Accessed: 7 December 2016)
28. Student will describe HDF 190 Rotaract In HDF 190, we did a speech on the Servant Leadership theory. In my speech, I spoke about how I relate the most to the
personal application HDF 414 characteristic of building community. One aspect that I touched upon was joining the interact club at my high school. Throughout the
of the above theory past few years, myself, and a few members of the interact club have created a project that will honor each classroom in our high
(Greenleaf) school after a veteran from our city. We have teamed up with our city’s Rotary Club and raised money for the project to get started.
We created a plaque that will be hung above each door in our high school. The plaque will have the veterans name on it with the
war that they have served in. In the city that I live in, we have had a person serve in every single war starting with the Revolutionary
war to our most recent one. The name of our high school is Peabody Veterans Memorial High School. We wanted to create
meaning for our schools’ name and establish a strong relationship between students and veterans. We wanted to make our
veterans feel valuable, special and create and maintain a strong community for our veterans. As the years go on, I hope to continue
working on the project with the Rotary Club and continue building a more welcoming community for the veterans in my city.

“Service Above Self” is a motto that I truly stand by every single day. If there is an opportunity to serve others, I feel as if I
have an obligation to help. One way that I live by the Servant Leadership theory is through my service with Rotaract. I have
always been involved with Rotary International and I was enthralled when I learned that URI has their own organization. At
least once a month, I participate in service events on and off campus. One event that I absolutely admire the most is the
Giving of Spirit event that Rotaract hosts every year. This event consists of gathering new item donations and creating
cards for children and families for Children’s Friend. Children’s Friend is a non-profit in which they look for people to
sponsor a family or host an item drive. I enjoy this event the most because as an organization, we spend time inside the
memorial union, inspiring others to join our service event by creating and decorating cards for the children. This year,
Rotaract has teamed up with Housing and Residential Life to host a huge community wide drive and card decorating event.
I am able to practice my servant leadership skills by inspiring others, helping children and families, and serving our
community.

Evidence #3
29. Student will show The Principle Centered Leadership theory is coined by Covey, who believed that leadership is practiced from the inside-out. He
knowledge of the claims that in order for an individual to achieve personal and organizational effectiveness, they must be committed to the process of
“Principle Centered self-growth through developing stronger relationships with people in the workfield and at home. There are eight characteristics that a
Leadership” theory by Principle Centered Leader that Covey claims are important: 1. They are continually learning. 2. They are service-oriented. 3. They
Covey radiate positive energy. 4. They believe in other people. 5. They lead balanced lives. 6. They see life as an adventure. 7. They are
synergistic. 8. They exercise for self-renewal. However, in order to present yourself as a Pricniple Centered Leader, you must
understand the four principles that underlie our behaviors. They are security, guidance, wisdom, and power. When we place these
principles at our core, it unifies and integrates everything else in our lives. Going along with these principles, we must consider the
four levels in which these principles work. They are organizational, managerial, interpersonal, and personal.
https://keithdwalker.ca/wp-content/summaries/m-p/Principal-Centred%20Leadership.Covey.EBS.pdf

of the above theory
(Covey)

knowledge of the “14
Points / TQM” theory
of leadership by
Deming

of the above theory
(Deming)

knowledge of the
“Visionary
Leadership” (now
often cited as
“Transformational
Leadership”) theory
by Sashkin

of the above theory
(Sashkin)

knowledge of the
“Individuals in
Organizations”
leadership theory by
Argyris

of the above theory
(Argyris)
37. Students will HDF 190 In HDF 190, I learned the 4 V’s Theory of Leadership by Bill Grace. The 4 V’s Theory describes how self-belief and values intertwine
demonstrate well with external behaviors and actions to achieve and advance on a common good. The 4 V’s in this theory represents values,
knowledge of the “4 vision, voice, and virtue. The first V stands for value, which means establishing self-worth and principles. It represents the way we
V’s” theory of distinguish how we make decisions and create goals. The next V in the model is vision. Vision stands for what we look for in the
leadership by Grace future and collectively set forth to achieve. We set a goal that we can accomplish overtime. Voice, which is the next V in the model,
(Center for Ethical concerns how we will motivate and exemplify our vision to others. We ask ourselves, what can we do to have our voices be heard?
Leadership) Lastly, virtue is how you strive to do what is right and being an exemplar of good behavior. Another part of the 4 V’s theory are
concepts such as service, polis, and renewal. Service connects your values and your vision. When you apply your values to service,
you might be challenged and tested, therefore; your vision may alter. Polis, which is a Greek word for “city” and the English root
word for “politics,” helps us express our voices. Once we figure out how to use our voice to express our vision, we absorb it in
politics. Finally, renewal, which means we must remember to act congruently with our vision and values. Together, by practicing our
values, striving to achieve our vision, projecting our voice, and fostering virtue, we will achieve ethical leadership.
Lee, K. and Seo, J. (2013) Seattle. Available at: http://participedia.net/en/organizations/center-ethical-leadership (Accessed: 29

November 2016) The Center for Ethical Leadership (n.d.) Concepts and Philosophies Available at: Leadership Inventory Revised
8/30/2013 17 http://www.ethicalleadership.org/concepts-and-philosophies.html (Accessed: 29 November 2016)
38. Student will describe HDF 190 Career goals In HDF 190, we did an activity where we filled out a handout based on the 4 V’s Theory of Leadership. This handout asked us to fill
personal application in our values, vision, voice, and virtue based on our own values and beliefs. Personally, I value fairness, which corresponds well
of the above theory HDF 414 with virtue. If I applied both my value of fairness and virtue to create a vision, my vision would be equality. In order to achieve my
(Grace) vision of equality, my voice would need to be heard. In this case, we created a slogan that would represent our vision. Mine would
state, “Reach for Equality, Be Fair, Be Kind.”
A career goal that I have set for myself is to become a school psychologist. Throughout the past two years of college, I
have realized that my true passion in life is to help others as much as I can, whenever I can. Whether it’s being a supporter
or a listener, I know that I can always try my best to be there for someone when needed. I can relate the 4 V’s theory to my
own personal passion of service and becoming a school psychologist. My values of honesty, fairness, and leadership will
help guide me while helping adolescents through their personal, social, and academic needs/issues, which makes it easy
for me to vision myself as a future psychologist. Using my voice, I can advocate for the many adolescents out there
struggling with mental health issues, bullying, abuse, etc., when they are too afraid to use their own. Finally, my virtue of
striving for what is the right thing to do will help me lead by example and foster good behavior in the students. I would not
change my personal slogan that represents my vision, besides using “equality’ I would use “equity.’ “Reach for Equity, Be
fair, Be kind,”

Evidence: #27
39. Student will show HDF 415 In HDF 415, we learned that the Situational Leadership Theory was created by Dr. Paul Hersey and Ken Blanchard. This theory
knowledge of the explains how leaders should use different styles based on the maturity of the audience that they are working with. Leaders should
“Situational place more or less emphasis on the task or relationship depending on the situation. When facilitating/consulting, leaders should
Leadership” theory by place more emphasis on the relationship rather than the task because the follower has the ability to share decision making and they
Hersey & Blanchard understand the task at hand. When a leader is selling/ coaching, they should focus on both the relationship and task because the
leader is providing socio-emotional support to get the follower to buy into the decision. When delegating, the leader shouldn’t focus
on either the relationship or task because they are simply telling the followers to run their own show. Lastly, emphasis should be
placed more on the task when telling/directing rather than the relationship because the leader is assigning roles and telling them
exactly what to do. Knowing what style to use is dependent on how mature the audience is. The maturity breakdown is as followed:
the first level of maturity is when the followers are at the very bottom of the scale. They do not have the ability to work on their own
and need someone to push them into doing a task. The second level of maturity is when the followers may be willing to work on the
task but they still lack the ability to do so. In the third level, followers are ready and willing to do the task. They definitely have more
skills but they are not confident in their abilities to do so. Lastly, the followers are willing and able to work on their own. They have
high confidence in their abilities, skills and they are committed to the task. Overall, the Situational Leadership Theory shows that
Leadership is fluid based on the people you are working with and the situation that you are in.
Learning, L. (n.d.). Principles of Management.
Retrieved from https://courses.lumenlearning.com/suny-principlesmanagement/chapter/situational-theories-of-leadership/
40. Student will describe SOLC/NWCC When facilitating/consulting for SOLC at the Northwoods Challenge Course, I definitely focus more on the people and the
personal application relationship rather than the task at hand. Of course, the activity is important but the actions that the clients are taking and the way
of the above theory the facilitator responds is essential to the clients growth. I will give a task with rules and safety but it is up to the client to figure out
(Hersey & Blanchard) their process and up to me to encourage their growth. However, each client is different in terms of maturity level, therefore; the way I
enforce rules or give readjusts vary. Each process is different and depending on the maturity might even alter the way I facilitate.
While “coaching” as a peer leader for FLITE, I provided socio-emotional support to the students as they made their way through
their first leadership class and ended their first year at college. I had to focus on both the task and the people to ensure that the
students were understanding the material but also felt supported through the process. In terms of the maturity level, the students
were in between the first and second level because they understood the values of the CSLD but were at the very beginning stages
of understanding themselves and leadership.
41. Student will show HDF 190 In HDF 190, we learned the Relational Leadership model by Komives, McMahon, and Lucas. This model represents how relational
knowledge of the leadership is a process of people who come together to make change or make a difference to benefit the common good. There are
“Relational three basic principles that create the relational leadership model. They are knowing, being, and doing. In other words, in order to
Leadership” model by lead you must know yourself, others, and how there are differences amongst everyone. You must be ethical and inclusive to all
Komives, McMahon & regardless of differences in opinions and ideas. Lastly, you must act socially responsible, in a respectful manner and you must act
Lucas congruently. There are five components that make up the relational leadership model. They are inclusive, empowering, ethical,
purposeful, and process-oriented. Each of these components focus on how a leader should know, be and act in order to be a
relational leader. To be inclusive you must know yourself and the differences people have. You must be considerate of different
opinions and values. You must listen to others and share insight. To be empowering you need to know empowerment and believe
that everyone has something to offer. You must be encouraging to others. To be ethical you must know your values and be
self-disciplined. You must act congruently. To be purposeful you need to know the vision, be positive and create meaning. Lastly, to
be process-oriented you must know the community and trust the process. You must act as a team and collaborate to achieve the
goal.
Komives, S, Lucas, N., & McMahon, T. (1998). Exploring Leadership for College Students What Want to Make A Difference. San
Francisco: Jossey-Bass. (68-72)
42. Student will describe HDF 190 NWCC In HDF 190, we learned about the Relational Leadership model by Kornives, McMahon, and Lucas. This model and its concepts
personal application HDF 415 apply to me as I lead. On the challenge course, our goal as facilitators is to build and strengthen a bond within a group who come to
of the above theory Residential the course. Before we start on the elements, as a facilitator, we start with an energizer and name game. We do this to get the group
(Komives et al) building comfortable with each other and build an inclusive environment. We discuss the importance of knowing your limits on the course
and to have fun while being safe. While on the challenge course, as a facilitator, you must listen effectively to the people on the
elements. If you notice that a team is having a difficult time, it is your job to share your insight or change a rule in order for the team
to be successful. We need to remember that there are different levels of challenges that each team can face. We must also
remember that each team is on the challenge course for a reason, therefore; we must create meaning for their purpose on the
course. Lastly, as a facilitator, we make sure the teams know that each element is a process and as long as there is a plan and a
strategy, they will achieve it.
Relational leadership makes a huge impact on the residence hall community. Housing and residential life has a strict residential
curriculum that RA’s must follow by programming, bulletin boards, intentional conversations, documentations and everything else
that is in our job description. Therefore, having a strong staff dynamic makes a huge difference in the way we create a comforting
and healthy community in our residence hall. One way that I facilitate housing and residential life’s goals and missions are through
relational leadership. First, I evaluate my own purpose of being an RA and combine it with the mission of HRL’s. I want to foster a
welcoming community by putting on intentional programs that meet both the residential curriculum and resident’s interests. Next, I
provide an inclusive environment by putting forth my expectations of the hallway during our first meeting and holding each resident
accountable to their actions. During my intentional conversations, I want to make sure that each conversation holds a purpose and
that I try my best to have each resident feel empowered when leaving any conversation with me. When documenting or holding an
educational conversation, I make sure I am ethical and that I am following a process-oriented procedure. I also make sure to follow
up with the residents to try to make sure our relationship will continue after the events. Each conversation, regardless if it's for a
documentation, program, conversations, etc, ends with the goal of an educational experience that leads the residents to better
understand the goals of the community.
In HDF 415, I demonstrate relational leadership as I lead and guide my students through their experience in FLITE. In order
to be an effective peer leader, I need to ensure that each student feels comfortable asking me questions and that I have a
relationship with each and every one of them. Not only with just me, but with each other as well. Our group’s common goal
is to learn about different leadership theories while empowering each other to be authentic leaders in the URI community.
In order to successfully achieve this, I understand that my purpose in this group is to be the motivator and resource for the
students. I do this by sending reminders about due dates, challenging the students to answer their own questions and to
reflect on their own experiences as leaders. Also, I am ethical and inclusive in a way that I encourage the students to be
inclusive towards one another and to not be afraid to be themselves without judgement. I feel as if I exemplify what
relational leadership stands for within my small group in FLITE because I know my purpose and understand the common
goal while empowering the students to follow the process and continue learning from each other.
43. Student will show HDF 415 In HDF 415, we learned about the concept of constructivism. This theory is based on observation and scientific study on how
knowledge of the people learn. Constructivism allows people to create their own understanding and knowledge through experiences and reflection in
concept of a classroom setting. The individual is the creator of their own education in this model. Therefore, the individual must be a learner,
constructivism they must ask questions, explore, and research. The concept of constructivism allows individuals to become active learners and
have the desire to know more. They will understand how to learn and be able to reflect on their learning experiences to integrate it
into their own understanding. In a constructivist classroom, students look at the bigger picture of things. Students' questions and
interests are valued and incorporated into their learning environment. Learning is based on what the students already know and will
expand on their knowledge. Students are assessed by their work, observations, points of views and as well as tests. The process is
as important as the product. The teachers engage in conversations and allow students to negotiate their own learning. The students
spend most of their time in a group setting, which allows them to learn and grow from each other.
Educational Broadcasting Corporation. (2004). Constructivism as a paradigm for teaching and learning. Retrieved from
http://www.thirteen.org/edonline/concept2class/constructivism/index.html
44. Students will describe HDF 310 - During my junior year, I did my fieldwork at Quest Montessori Middle School. Montessori education is based on constructivism and
personal examples of fieldwork class the belief that children learn best through experience and reflection. My work involved teaching strength based workshops alongside
implementing Robert Vincent. I helped the middle schoolers understand how they can utilize their strengths in and out of the classroom. I would do
constructivism activities that would help them engage in team building and communication. We would debrief using strengths and they would
explain how their strengths helped them with the activity. Each week, the middle schoolers would write in a journal about how they
used their strengths that week. I would respond to their journal entries and challenge them to do something different every week!
We were able to create” resumes” and “cover letters” showing how they use their strengths in their activities. This experience was
incredible and watching how the Montessori education system works was so intriguing. I can see how a constructivist classroom can
be extremely beneficial. They were able to pick and choose what they wanted to learn that day. They had jobs in the classroom that
they all interviewed for. There were no desks or private areas. The classroom was open and they all sat at one table together. It was
great being able to work with them and continue to implement constructivism in their classroom.
Evidence: #4
45. Student will HDF 413 In HDF 413 I learned that Kolb’s Experiential Learning Model is an important aspect to any facilitation. David Kolb concluded that we
demonstrate learn by concrete experience or through abstract conceptualization. We reflect and retain that experience through either reflective
knowledge of the observation or active experimentation. This process is known as a positive feedback loop. When facilitating a group, it is beneficial
Experiential Learning to know and utilize Kolb’s Experiential Learning Model. When a group goes through a concrete experience (an initiative or element),
Model (Kolb) you must reflect on that experience (debriefing). Questions that you may ask based on this model are “What?” “So, What?” and
“Now What?” To put it in different terms, you may ask questions after an experience such as, “What just happened?” “What was
your strategy?” “What did you get out of this experience” and “How will you bring this experience back to your organization?”
Questions like these help develop a group by reflecting on what went well, what could have gone better and what skills and
strengths did the group use throughout the experience.
Komives, S. R., Lucas, N., & McMahon, T. R. (2007). Exploring leadership: For college students who want to make a difference (2nd
ed.). Hoboken, NJ, US: John Wiley & Sons Inc.
46. Student will describe HDF 413 Leadership A past leadership experience that I used Kolb’s experiential learning model was at the Leadership Institute this past summer. This
personal application Institute 2018 particular group responded extremely well to the questions, “What?” “So What?” and “Now What?” The group that I was working
of the Experiential with was on Whale Watch. We had approximately 40 minutes to complete the element. We were 20 minutes into the process and
Learning Model (Kolb) the most the group had done was discuss a multitude of strategies and put three people onto the board. I could sense some
frustration and tension. Knowing that the group had only 10 minutes left, I stopped the group and asked the questions. The group
explained what was happening, which was plenty of strategizing but not enough actual action and implementing strategies. Their
experience thus far was a lot of strategizing and talking over each other rather than implementing strategies and listening to each
other. Then, one person asked if they could have a talking stick so that each person would have an opportunity to talk. I gave them
a rubber chicken. Using this plan, they were able to strategize a new plan and were determined to finish the element. Once they
completed the element, I asked the group the same exact questions. Once again, the group explained the entirety of the experience,
reflected on what went well and what didn’t, then they collected the answers and provided ways to do better on the next element.
47. Student will show HDF 190 HDF 414 In HDF 190, we learned about the social change model, which was created by Astin et al. This model examines leadership based on
knowledge of the three levels: individual, the group, and the community. The model is interchangeable and does not go in any specific order.
“Social Change Model However, I will start with the first level, which is individual. Based on this model, individual development should start with the
of Leadership development of personal qualities, self-awareness, and personal values. Which means, you should know your values and your
Development” by strengths in order to strengthen them and use them for the common good. The next level is group. In group development, there is
Astin et al emphasis on collaboration and interaction between group and the individual. When a group works together efficiently they will make
great change. Next, based on the social change model, the community must bring about change for the common good. The
community must believe that they can make change and create a better society. All three levels in this social change model create a
feedback loop.
Astin, Helen S. and Alexander W. Astin. A Social Change Model of Leadership Development Guidebook Version III. The National
Clearinghouse of Leadership Programs, 1996
In HDF 190, we learned about the social change model. However, through my own experience being a change agent and
lessons learned in HDF 414, I have a better understanding of the model. To start, to make a difference one must be
conscious of themselves and be aware of themselves and their personal needs before they can help others. One must stay
congruent and recognize their own values and personal qualities that can help them achieve their goals. Understanding
themself and how they can use their strengths is the first step in understanding how to create change and stay committed
to the goal. Next, there is a focus on group development and collaborating with others. This means, how the group comes
together to achieve the common purpose.The group must understand what the common purpose is and must make sure
that every person is on the same page and ready to accomplish their goal. The group should also focus on civility and
make sure that every person has their voices heard by the group. Next, based on the model, in order to be a good citizen,
one must show citizenship and work with the community to create change. The community should believe that they can
achieve the goal and stay committed to the common purpose. The three levels of the social change mode is a feedback
loop. The social change model is there to enhance positive change and supports equality and social justice.
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 HDF 190 A personal application of the above theory would be the campus clean up that my small group and I participated in on Saturday,
personal application HDF 414 March 25th. During this clean up, we met with civic engagement leaders to clean up trash around campus. Throughout this cleanup,
of the above theory we discussed our personal strengths and values and tried to utilize them while cleaning up the campus. I used my personal
(Astin et al) strengths and values such as strategic and fairness to create a plan for this clean up that would be meaningful and efficient. As a
group, we collaborated about our goal of picking up as much trash as we can to better our community. Together, we elaborated
more on our plan to create an effective game plan. We decided that some members of the group would pick up recycles and others
would pick up trash. Both my individual self and my group members came together to create change for the URI community. We
established a goal that was obtainable, and we accomplished it for the common good.
In HDF 414, I have been working on an advocacy project which entailed advocating and creating a program for women who
are experiencing homelessness or of low-income status. By researching the target group in Rhode Island, I have realized
that there can be so much done to help provide resources for the women in need. I have read horrifying statistics and
learned more about the tax on feminine care products in the state of Rhode Island. My goal for my project is to create an
annual drive that would ask for feminine care products and any hygiene products that can be donated to Women Shelters
and group home’s around Rhode Island. This drive would be held on International Women’s Day and hopefully be held at
URI. I would partner up with Health Services and the Women’s Center to have more advocates for the women in need in
Rhode Island. We would work with the URI community in hopes to create awareness for access to feminine care products
for women who are struggling to afford them.
49. Students will

demonstrate
knowledge of the
“Leadership Identity
Development Model”
by Komives et al
50. Students will describe

of the above theory.
(Komives et al)
51. Students will

demonstrate
knowledge of the
Strengths-Developme
nt Model by Hulme et
al

of the above theory
(Hulme et al)
53. Student will

demonstrate
knowledge of
behavior theories of
leadership from
Michigan and Ohio
State

of the above theories
(Michigan & Ohio
State)
55. Student will

demonstrate
knowledge of
Charismatic
leadership

of the above theory
57. Student will

demonstrate
knowledge of
contingency approach
to leadership by
Fiedler

of the above theory
(Fiedler)
59. Student will

demonstrate
knowledge of
Path-Goal theory by
House

of the above theory
(House)
61. Student will

demonstrate
knowledge of Leader
Member Exchange
(LMX) theory by
Dansereau, Graen &
Haga; Graen &
Cashman; Graen

of the above theory
(Dansereau, Graen &
Haga; Graen &
Cashman; Graen)
63. Student will

demonstrate
knowledge of
Leadership
Substitutes Theory

of the above theory
65. Student will

demonstrate
knowledge of Models
of leader emergence

the impact of traits on
leadership emergence
and performance
67. Student will

demonstrate
knowledge of Chaos
approach to
leadership by
Wheatley

of the above theory
(Wheatley)
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
Experiences
69. Student will demonstrate HDF 415 In HDF 415, Melissa Camba Kelsey came into class to discuss cultural anthropology. She showed us a visual of an iceberg
how cultural in the water. In the picture, only the tip of the iceberg was above the water, while the rest of the iceberg was under water. In
anthropology / this iceberg, there were many different cultural identities such as dress, literature, notions of modesty, conceptions of justice,
paradigms relate to cooking, facial expressions, and many more. These cultural identities are either laid on top of the iceberg or in the water. The
leadership iceberg represented cultural anthropology because only the physical cultural identities that are obvious to the eye was above
water, while the rest of the identities that may not be as obvious were under the water. The point of this visual was to show
us how not everyone appears the way that we see them. Meaning, every person shows us what they want us to see but
don’t necessarily speak about the hidden identities that they have. Every person shares as little or as much as they want.
Therefore, we can not ever make assumptions about someone. Cultural anthropology is important when it comes to
practicing leadership because as a leader, you can never assume someone's ability to participate because of assumptions.
As a leader, you can’t ignore someone's ideas because of the pre-diclosed notion you have about a certain culture. It is
important to keep an open mind and understand that everyone has something different to offer.
Handwerker, W. Penn, 2002 "The Construct Validity of Cultures: Cultural Diversity, Culture Theory, and a Method for
Ethnography". American Anthropologist 104(1):106-122.

personal example of
using cultural
anthropology /
paradigms as a leader
71. Student will demonstrate HDF 414 In HDF 414 I learned that our socialization starts before we can form our own thoughts. Our families and those who guide us
knowledge of the “Cycles through the first few years of life and shape our self-concept of fear, ignorance, confusion, and insecurities about our
of Socialization” (Harro) surroundings/society. They shape our thoughts on biases, stereotypes, prejudices, history, habits, and traditions. Our
theory and its uses in families play a huge role in the way we view society. Once we attend school, go to church, participate in activities, and make
leadership new friends, what we once knew about a certain concept can be contradicted with other perceptions and views. We realize
that there are different cultures, practices, languages, and patterns of thought. We entered institutional and cultural
socialization. It is easy to think that someone would just change the way they think or ignore the regulations and assumptions
put on us by society, however, we don’t because of the enforcements that are put in place to make sure no one breaks out of
societal rules. Those who go against societal rules are known as outcasts and troublemakers. This results in anger, guilt,
lack of reality, violence, etc. However, there is a direction to change. To promote change and break away from societal rules,
one can educate others on reality, question the regulations in place, and stand up for what you believe in. Lastly, to take
action one can do absolutely nothing or question the status quo.
https://www.unr.edu/Documents/student-services/student-services/Harro%20Cycle%20of%20Socialization%20and%20Liber
ation.pdf
72. Students will HDF 414 Based on the Cycle of Socialization, I can apply this theory to my HDF 414 social change project. To begin, when I was
demonstrate personal younger I was afraid to come close to anyone who was experiencing homelessness. I thought that they were dangerous and
application of the “Cycles were never willing to make a change for themself. Thinking about that now, I can see how my parents made an influence on
of Socialization” (Harro) the way that I viewed these people. However, once I got into high school my whole perspective changed. I joined the Rotary
club and started to volunteer at the Haven from Hunger. At this soup kitchen, I would make baskets of food for people who
were experiencing homelessness or of low-income status. After a few months, I began to realize that these people come
from all different backgrounds and are where they are at for different reasons. One guy made a huge change in the way I
thought about society and viewed others who are of different economic status than me. I discovered that he was laid off a
few years back and have been struggling to find a new job and support himself and his kids. It was a unique experience and
ever since I have been extremely passionate about helping others who need a little extra boost to get back on their feet. I
have joined Rotaract at URI and continue to volunteer at Haven from Hunger when I am home. Because of my experience, I
am advocating for women experiencing homelessness for my social change project.
73. Student will demonstrate HDF 414 In HDF 414, we discussed the Cycle of Liberation. This theory highlights a process that typically occurs in successful
knowledge of the “Cycles change. To start, to enter the cycle of liberation you may go through a stage of “waking up.” During this stage, you
of Liberation” (Harro) experience intrapersonal change and view yourself differently than you have in the past. It happens in the core of what you
theory and its uses in believe in. Something has changed in your beliefs and values. Next, you may enter the “getting ready stage,” in which you
leadership gather new information and educate yourself based on your new perspective/beliefs. During this stage, you may start
dismissing old beliefs such as stereotypes and ignorance. You begin to develop your own personal values. The next phase is
reaching out. Once you become accustomed to your new perspectives, you will want to practice them and start new
experiences. The reaching out stage provides us with positive/negative feedback on our new perspectives. Next, you will
want to start building community. You will meet people with similar and different beliefs. You will talk with people with the
same beliefs and perspectives and will see what you can learn from their experiences. Then, you will meet others with
different beliefs and rather than thinking negatively, you will gather information and question the differences but will explore
the reasons behind the differences. Once the exploring and self-assurance is at a low, you will begin to take action to
interrupt the oppressive system, meaning “coalescing.” To create change, you must create an action plan to influence policy
and structure. Finally, to maintain the change, you must lead by example by modeling authenticity and spreading hope. This
mode’s core is based on self-love, balance, joy, and security.
https://sakai.uri.edu/access/content/group/ed47e8c9-ec2f-4b5e-9d2b-3fb4ff9e9032/Lessons/Readings/Harro/Harro-Cycle%2
0of%20Liberation-Cycle%20of%20Liberation.pdf
74. Student will demonstrate HDF 414 Rotaract In HDF 414, we learned about the Cycle of Liberation. I can personally relate to this cycle when thinking about my own
personal application of values and how they have changed when I entered college. Before I entered college, I thought I knew what leadership was
the “Cycles of Liberation” and I thought I was being the best version of myself. My “waking up” phase was when I went through FLITE and joined the
(Harro) Rotaract Club. I gained so much perspective from FLITE and the service organization. I met new people who came from
different backgrounds and had different views than my own. Next, I went through the “getting ready” phase as I was starting
to realize that people at URI have diverse perspectives and unique abilities that I started to question my own beliefs and
abilities. Since then, I went through the “reaching out” stage by fully immersing myself in organizations and jobs that have
pushed me to become self-aware in order to better the community that I am in. I knew that my purpose is to create a better
community and give back to those who need it. I realized through my organizations and my job as an RA that I am capable of
doing so much more than I thought. I started to serve others knowing that I am making a difference in someone’s life. I
started waking up every day knowing my purpose is to be kind to others and provide a warm heart. By gaining new
perspectives and beliefs, I can fully embrace the kindness that I give and receive on a daily basis.
75. Student will demonstrate

knowledge of the
“Configuration of Power”
(Franklin) and its
relationship to leadership

personal application of
the “Configuration of
Power” (Franklin)
77. Students will

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

knowledge of models
related to gender /
identity / gender identity
development (Lev;
Bussey; Bussey &
Bandura; Bilodeau;
Gilligan; Belenky et al;
etc.)

model(s) of gender
identity above

knowledge of additional
social identity
development model(s):
Sexual ID, Faith &
Spirituality, Disability,
Social Class (Dillon et al;
Fowler; Parks; Astin et
al; Peek; Smith;
Johnstone; Gibson;
Forber-Pratt & Aragon;
etc.)
82 Student will demonstrate

additional social identity
development model(s)
above
83. Students will

demonstrate knowledge
of McIntosh’s theory of
privilege and its
84. Student will demonstrate HDF 414 Growing up, I lived downtown in a huge city where poverty and immigration surrounded me. I grew up in a middle/upper
personal application of middle class family and our neighborhood was the only neighborhood around the area that was predominately white. I went
McIntosh’s theory to an elementary school where I was viewed as a minority. My best friend’s growing up were of all different races and came
from different backgrounds. I learned at a very young age that I was very privileged with my socioeconomic background and
my white heritage. It wasn’t until middle school when I was surrounded by people who looked like me. It was a crazy change
and I remember not knowing what to think of it. I know that my childhood shaped how I view society and why I value fairness
and kindness so much. Realizing my privilege at such a young age benefitted me as I grew up because I never took anything
for granted. I learned how to work for my own money at the age of 13 and have continued to supply my own “wants” myself. I
learned that I can use my privilege for the better by serving my community and being kind to those around me. Entering
college and going through the experiences I have thus far has only made me realize that I can be doing so much more.
Evidence: #5
85. Student will describe the

differences and
similarities of individual
and institutional
oppression and
relationships to
leadership (Source =
Three Dimensional
Matrix of Oppression)

knowledge of relevant
laws and policies related
to issues of equity and its
(i.e., Title IX, Affirmative
Action, Protected
Classes, etc.)
87. Student will show HDF 414 In HDF 414, we learned about leadership and how it relates to change agency. There are many characteristics of an
knowledge of effective effective leader when creating change. They are resilient, committed to the purpose, passionate about the cause/issue,
leadership as it relates to patient with the process, and ethical with their decisions. Change agents are competent and self-aware. Without these
change agency characteristics, change agents may not be doing what they do for the right purpose. Change agents are able to communicate
their ideas clearly and efficiently to those they are working with. They set clear and defined goals to try to accomplish. They
listen to others and mediate any conflict that arises. They inspire others to join them and excite participants to want to
commit to the purpose. Change agents have commitment, motivation, and determination. They have integrity and courage.
Change agents are unique leaders who are committed to the common purpose and influence positive change.
https://sakai.uri.edu/access/content/group/ed47e8c9-ec2f-4b5e-9d2b-3fb4ff9e9032/Lessons/Readings/Change%20Agent/Ch
ange_Agent_Skills.pdf
88. Student will describe HDF 414 CSV 302 Throughout the past few years in college, I have gained knowledge on the different resources on campus and have
personal examples of experienced ways to be a successful student on campus. Through guidance from my URI 101 mentor and RA’s, I was able
being a change agent to push through a hard transition from highschool to college. They provided me with so many valuable resources and guided
me through ways to find my path at URI. Because of my experience, I knew I wanted to share my knowledge and resources
to first year students. I decided to become a URI 101 mentor. Through this experience, I was able to put my best foot forward
and mentor a classroom of 30 first year students. Throughout the semester, I helped them with enrolling in classes, provided
resources to be a successful student on campus, and was there for them when they needed someone to talk to. Since my
experience, I have seen my students join multiple organizations and apply to be Tour Guides, RA’s, and Orientation Leaders.
I have watched them grow in just a short amount of time and I know that I made a positive impact on how they would grow
and change throughout the semester.
89 Student will demonstrate HDF 413 In HDF 413, we learned about the Model of Intercultural Sensitivity. This model is based on two themes of ethnocentrism and
knowledge of the “Model ethnorelativism, with six stages that relate to both themes. Ethnocentrism is understanding other cultures based on the views
of Intercultural and standards of your own culture. Based on the model, ethnocentrism has three stages: denial, defense, and minimization.
Sensitivity” by Bennett The first stage of denial is when you view your own culture as superior and deny other cultures. The next stage is defense, in
and its uses in which you are aware of other cultures, but feel threatened. During this stage, you lack any knowledge of the different cultures
leadership and refuse to embrace yourself in any culture other than your own. The third stage of minimization is when you finally can
accept other cultures but still view your own as above all others. During this stage, you will try to find similarities between
cultures rather than discovering the differences. The next theme is ethnorelativism, which is the ability to value and
appreciate other cultures, and can accept the differences of behaviors and values. This theme has three stages of
acceptance, adaption, and integration. The first stage of acceptance means you may accept other cultures but may not
agree with them or understand them. The next stage is adaptation. During this stage, you are open minded about the
differences in cultures and can understand cultures that are different than your own. The final stage is integration. During this
stage, you are fully capable of moving between cultures while embracing the differences of them. People in this stage
respect others from different backgrounds and can understand that there are different behaviors and values that cultures
need to uphold, therefore; you will integrate differences respectfully.
Komives, S. R., Lucas, N., & McMahon, T. R. (2007). Exploring leadership: For college students who want to make a
difference (2nd ed.). Hoboken, NJ, US: John Wiley & Sons Inc.
90. Students will HDF 413 Through my own experiences growing up, I feel as if I have a deeper understanding of cultural differences. Being the
demonstrate personal minority in an elementary school with hispanic and black dominance has shaped the way I grew up viewing and accepting
application of the “Model differences in others. Because of my upbringing and family values, I never viewed people of different ethnicities better or any
of Intercultural lesser than myself. My best friends growing up came from different countries and immigrated to the United States at young
Sensitivity” by Bennett ages. I am blessed to have experienced being a minority in my own school because I was able to hold values such as
fairness and equity throughout my middle/high school years and into college. Based on the Developmental Model of
Intercultural Sensitivity, I believe that the stage I currently stand at would be “adaption to difference.” The quote, “I know
they’re really trying hard to adapt to my style, so it’s fair that I try to meet them halfway” resonates with me. I understand that
people have different values and ways of doing things based on their culture or upbringings. Because of that, I am able to
adapt to many different situations and learn from the cultural differences. I know that at times, I need to change my attitude to
accommodate different needs. However, I know to fully integrate myself in the differences of others, I will need to immerse
myself in a different culture and a way of living.

knowledge of the ally
Action Continuum by
Griffin & Harro

the Action Continuum by
Griffin & Harro
knowledge of the
Multicultural
Organizational
Development Model
(Jackson)

the Multicultural
Organizational
Development Model
(Jackson)

knowledge of the
Multicultural Change
Intervention Matrix
(Pope)

the Multicultural Change
Intervention Matrix
97. Student will create a HDF 190 RA While leading others, you must be inclusive of everyone’s differences, opinion’s and ideas. Being inclusive does not mean
personal code of HDF 414 you must include everyone, however; you should be aware of the differences that people have within a group/ or community.
inclusive leadership In HDF 190, based on the VIA results, one of my top values is fairness. Inclusiveness and fairness intertwine with each other
when it comes to being a leader. In HDF 190, we did an activity in the multicultural center with the other section of HDF 190.
We were split up into groups that we never worked with before. In our groups, we had to figure out how to get across a line
together being almost simultaneous. Since we are all first-year leaders, we all had different ideas about how to accomplish
the goal. Using my value of fairness and being inclusive, I made sure that we each put our input in and then combined
different ideas into one to achieve our goal. Being an inclusive leader means acting fair and treating everyone respectfully
while being aware of differences.

I value inclusivity and fairness immensely. My top value is fairness, which corresponds to being inclusive. I practice
inclusive leadership on the daily by providing a safe and inclusive environment wherever I am. I believe that
creating an inclusive community is incredibly important because it allows others to feel safe and supported. My
number one priority in any situation is making sure every single person feels as if they are important and valued. An
example would be within my residential community. Being an RA has allowed me to practice my values of
inclusivity and fairness by putting on programs that enable residents to openly express their opinions and values
on specific subjects such as social justice and inclusive language. I feel as if being an inclusive leader encourages
me to create a comfortable community for Residents to feel safe to have open discussions with me and other
residents in the building. I accept the differences among others and understand that it may take longer for residents
to get in the groove of things at school. Because of that, I can fully be present and available for residents when they
need guidance or someone to talk with.

Evidence: #6
Outcome Category: Critical Thinking
Experiences

knowledge of principles of
critical thinking and
fallacies (logic is used in
this minor)

proficiency of critical
thinking

knowledge of
metaphorical analysis to
critically analyze self and
leadership situations
101. Student will demonstrate NWCC/SOLC One of my favorite debriefing activities is creating a hypothetical plane and dividing it by captain, crew, and passengers.
proficiency of The captains are the ones that take charge and make sure everything is smooth sailing. The crew ensures that
metaphorical analysis to everything is comfortable and that all demands are being taken care of. Lastly, the passengers are there for the ride.
critically analyze self and These people sit back and do whatever is told of them. However, they are great listeners. Depending on the space, I will
leadership situations have the clients physically move and set themselves up as a plane according to the person that they felt like they were
during the activity. If there isn’t much space, then we will just sit and discuss it. I always ask for the reasons why people
place themselves where they are. I typically receive answers like “I delegated tasks” or “I just listened to what I was told
to do.” Sometimes people will tell others that they were a captain not a passenger or they were a passenger not a crew
member. I love using this debrief technique because I explain that no matter where you put yourself on the plane, you are
valuable. There needs to be someone who takes charge and leads an activity because then nothing will get done. There
also needs to be people like the crew members to delegate the demands and ensure that people feel comfortable. Lastly,
passengers are important because active listening is a huge part of leadership and sometimes those people have the
best ideas that also need to be shared.
102. Student will show Own research According to corporate wellness magazine, there are 5 good decision making methods. To start, you should identify your
knowledge of at least five goal and the purpose of the decision you are about to make. You should figure out and ask yourself why it’s important to
decision making methods make this decision. Second, you should weigh your options and think about the pros and cons. You should gather all the
information that you have. Three, you should consider the consequences of this decision. Are they good? Are you putting
yourself at risk? How will it affect you? Fourth, make your decision. Once you have identified your goals, weighed the
pros and cons, and assessed the consequences, you should execute the decision. Finally, once you have completed the
decision, you should evaluate and reflect. How did the outcome turn out? What could you have done differently? Do you
need to reconsider and make another decision? All of these steps should help you make the best decision that you can. It
is always a good thing to reflect on the decision so that you know how to do better going forward.
5 Steps to Good Decision Making. (n.d.). Retrieved from
https://www.corporatewellnessmagazine.com/article/5-steps-to-good-decision-making
103. Student will describe Graduate School My decision to attend Northeastern University in the fall was not easy. I knew that I loved the school and that they
personal examples of provided everything that I wanted in a program. Using the five decision making methods, I was able to execute a
having used five decision decision. First, my purpose in making a decision was to ensure that I was making the best possible decision on a
making methods graduate school. Second, I had to weigh my pros and cons. I knew I loved other schools and they would also give me a
great education. However, I wanted to be close to home and attending Northeastern would allow me to live at my dads.
Northeastern also didn’t have pre-practicum the first year so I would be able to work a full time job to save money to
move out of my dad's house after my first year. The only downfall is that it is extremely expensive to go to Northeastern. It
would cost half the price to attend any of the other schools that I got into it. However, I am only 22 years old and I would
receive the best education at Northeastern. To me, taking out a few loans is worth it. Next, I had to evaluate the
consequences. Is not having pre-practicum a good thing or a bad thing? Is living at home actually going to be good for
me? Do I actually want to take out loans? I decided that I wanted to take that risk. I then executed my decision and
accepted the offer to Northeastern and declined the others. As of right now, I am very happy with my decision but I will
have to evaluate it in 3 years when I graduate.
Evidence: #7
104. Student will show HDF 413 In HDF 413, my group and I presented on the components of conflict management and the five styles of conflict
knowledge of at least five management. To start, conflict occurs when there is a disagreement or dispute among one or more people. Typically the
problem solving / conflict group can not agree on the same idea/topic. There are seven components of conflict: communication, competition,
management methods, as inconsistency, diversity, perception, interdependency and emotional Intelligence.There are five styles of conflict
well as understanding the management. Avoiding leads to irritability and may cause a person to lash out when emotions are too much to handle.
roots of conflicts Accommodating is putting aside the needs of others and instead focusing more on one’s own needs. Competing is
taking control over the situation, fear that if their way is not implemented then there will be no resolution. Compromising is
making negotiations in a give to receive type of approach. Lastly, collaborating is coming and working together in order to
find a solution to the problem. Conflict resolution is the approach and methods to ending a dispute or agreement among
two or more people.
105. Student will describe RA Earlier this semester, members of my staff were having problems with each other and there was a lot of tension. The
personal examples of problems were affecting the way we worked together. No one was supporting one another and I felt like I couldn’t rely on
having used five problem anyone. Multiple RAs confided in me about their issues and I knew that something needed to be done. During one staff
solving / conflict meeting, GHD Joey and I handed out a reflection worksheet that asked questions such as “what is one thing you are
management lacking on” “what is one thing you are doing really well with” “name a staff member you can rely on” “what is something
our staff can work on.” This reflection was amazing because we can each reflect on what we are doing well with and what
needs improvement. We were able to share our thoughts and feelings. Our reflections turned into a deep discussion
about the importance of getting along as a staff. We represent our building and if we aren’t a cohesive unit then our
residents will see that! I think we used a collaborative approach to our conflict. We all knew that something needed to be
done. No one was hesitant to share and before we left our meeting we set a date where we would hangout as a staff.
This was a great conflict management and I am glad that we were able to communicate and collaborate.
Evidence: #8

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)

knowledge of leadership
that is used in crisis (i.e.,
James & Wooten; Garvin;
Covey; Frohman; Lalonde;
Schoenberg; Joni; Braden
et al; etc.)

examples of leadership in
crisis situations (i.e.,
application of James &
Wooten; Garvin; Covey;
Frohman; Lalonde;
Schoenberg; Joni; Braden
et al; etc.)
Outcome Category: Interpersonal and Organizational Concepts & Skills
Experiences
109 Student will demonstrate HDF 415 In HDF 415, we were given a grid that has different approaches to active listening. On this grid, active listening is categorized
knowledge of active by encouraging, restating basic ideas, reflecting feelings, clarifying, and summarizing. In each category, there are goals that
listening techniques one should meet when using that category, there is a process for which one may follow when using a specific category, and
then there is a section for what one should say when using that category. For the encouraging section, one might encourage
the person to continue talking by expressing interest. When using a positive tone of voice,, someone might say “I see…” or
“That’s interesting…” when someone is talking. Next, someone may restate basic ideas to show understanding and to place
emphasis on facts. When restating ideas, someone may say “If I understand, your idea is…” or “In other words, you think…”
This category checks the meaning and interpretation of what others are saying. Another category is reflecting feelings in
which someone shows that they understand how the person feels and that they are genuinely listening. The process is
reflecting on the person's feelings by saying “you feel that…” or “you were pretty annoyed by this…” When clarifying,
someone is attempting to get all the facts by asking specific questions. Someone using this category may say “Can you
clarify that?...” or “So in other words, what you’re saying is…” Lastly, summarizing may connect ideas and facts together to
create a cohesive conclusion. Someone may do this by restating and reflecting on major ideas by saying “these seem to be
the main ideas you have expressed…” These active listening techniques allow a person to stay fully engaged in
conversations and show that they are listening and understanding what someone is saying. All of these techniques are a
great way to actively listen.
Issa, J. (n.d.) Top Four Active Listening Techniques. Retrieved on November 16th 2017 from
https://www.onlinepsychologydegrees.com/active-listening-tehcniques/
110. Student will describe HDF 415 Day of In HDF 415, we were given a grid that had different approaches to active listening. Our task with this grid was to practice
examples of using active Discovery active listening with our FLITE groups and to also educate our students on the importance of active listening. During the
listening skills FLITE peer FLITE retreat, I explained the grid to my students before we started the day. I asked that the students practice active
groups listening so that we can all feel included and that we all can actively participate knowing that we are being heard. I explained
to the students that I will be practicing active listening by asking clarifying questions such as “what do you mean by that?” I
explained that I am genuinely curious about the discussions that take place in our small group and that I want to make sure
that I can try to understand what others are thinking and talking about. This active listening grid was extremely effective
during the Day of Discovery. During this time, my small group discussed their own personal understanding and experience
with different identities such as socioeconomic background, race/ethnicity, and sexual orientation. I found that I used silence
and clarifying questions the most during the discussions.
Issa, J. (n.d.) Top Four Active Listening Techniques. Retrieved on November 16th 2017 from
https://www.onlinepsychologydegrees.com/active-listening-tehcniques/

knowledge of functions of
group communication by
Hirokawa

functions of group
communication (Hirokawa)

knowledge of techniques
regarding giving and
accepting of feedback
114. Student will describe HDF 415 In HDF 415, the students have to complete 10 outcomes for the peer leaders to review. The first time the students handed in
examples of giving and 5 outcomes in which I had to give feedback on. It was difficult at first trying to figure out how to appropriately give feedback to
accepting feedback. these students without destroying their entire outcomes. I found that what worked for me was checking off what they did well
and writing notes on the side stating “explain more, elaborate, what do you mean by this, and I know you can give more
details based on your experience.” I think that this was the best approach for me because the students will be able to revise
the outcomes based on the specific comment that I made. I also didn’t want to be too harsh because it was their first time
completing outcomes. Also, on the back of their outcomes, I wrote a small note stating that they are doing well and what they
can do definitely regarding their outcomes. I know that they took the advice and revised their outcomes based on that
because I had them pass in two revised outcomes and three new outcomes when the next five were due. Their outcomes
were so much better and I can tell that they used my feedback. In addition to giving feedback, I also received feedback from
Robert on my outcomes and mid-semester evaluation. He gave me wonderful feedback on my role as a peer leader. I
explained that I am nervous and sometimes confused on what I was doing. He wrote that the nerves never show and that he
believes I am doing a great job in this role. I appreciated this feedback a lot because I was able to gain more confidence in
my ability as a peer leader for my students.

knowledge of the 7D
coaching model (Knott)

personal application of the
7D Model (Knott)

knowledge of elements of
a Crucial Conversation
and steps to maintain
dialogue and move to
action (Patterson,
McMillian & Switzler)

examples of engaging in a
Crucial Conversation
119. Student will demonstrate HDF 413 NWCC/SOLC There are many different ways to facilitate effectively. Two ways that I have learned how to facilitate are through GRABBSS
knowledge of facilitation the Kolb's learning style. GRABBSS stands for goals, readiness, affect, behaviors, body, stage, and setting. This model
techniques basically explains how to access what activity to do and the level of challenge to provide. What are the goals of the group?
Communication skills? Conflict management? Team building? Whatever it is, we need to ensure that the activities meet the
group's goal. How ready and capable is the group? Are they high functioning or low functioning? How can I as a facilitator
adapt to their readiness. Next is affect. How are they feeling as a group? Do they want to be here? Are they empathic and
ready to work with each other? Next is behavior and body. What is their attitude like? Are they tired? Are they self involved or
group involved? How in shape are they? Stage means what kind of developmental stage are they at? How mature are they?
Last is setting. What is the learning environment? What is their cultural background? Do they feel welcomed in this setting?
All of these questions help a facilitator access the needs and readiness of the group. Are they going to need more challenge
or support? It determines the challenge of the activities. Following this model will help us provide an effective retreat. Another
model is Kolbs. The Kolb's model is based around feeling, watching, thinking, and doing. As a facilitator, it’s important that
our clients are reflecting on what they are doing. We must provide an environment where they feel comfortable talking about
their feelings and doing the activities.
Komives, S. R., Lucas, N., & McMahon, T. R. (2007). Exploring leadership: For college students who want to make a
difference (2nd ed.). Hoboken, NJ, US: John Wiley & Sons Inc.
https://sakai.uri.edu/access/content/group/9508434b-8fa0-4bfb-905b-a8afa3a1ba55/Class%20Content/GRABBSS-Sequenci
ng.pdf
120. Student will demonstrate HDF 415 In HDF 415, I had the task of facilitating a Servant Leadership initiative for FLITE. I decided that Community Build would be
proficiency of facilitation an effective initiative for the students and it would also be a challenge for me as a facilitator. Throughout the past couple of
techniques years, I have practiced and built my facilitation techniques. During this class, I think that I demonstrated proficiency of
facilitation techniques. To start, I introduced myself and who I was to both sections. I went into framing by explaining that the
students were building three different communities in RhodyVille with the supplies that they were given. My story was fun yet
effective and the students were able to stay engaged. I explained the different people involved and their roles, such as the
cops, mayor, PR chair, and banker. After each step, I asked if there were questions and answered any to the best of my
ability. I feel as if this was one of my best facilitations and that the students fully understood each step. I was able to get their
attention and made everything very clear. From this experience, I learned that as a facilitator, I need to have confidence,
speak slowly so that each participant can understand me, and to ask questions throughout my framing.
121. Student will demonstrate HDF 413 Through my experience as a consultant and attending past training retreats, I have learned different debrief techniques such
knowledge of de-briefing as cards, props, metaphors/analogies, and using Kolb’s Experiential Leadership Model. As a consultant, you must make sure
techniques that the debrief questions reflect the concrete experience. The questions must be clear and solid. The first technique that can
be used when consulting are cards. An example of a type of card that a consultant can use are feeling cards. Each card has
a specific feeling that a person may be able to relate to. These cards are an awesome technique to use when a group may
not be talking as much as you would like. These cards can easily engage a group in a meaningful debrief. A consultant may
ask the group to pick out a card that they are relating to the most, then ask each person to elaborate on why they chose the
card that they did. This can start an open conversation cause each person will have to discuss their feelings. The next type
of debrief technique is the use of props. One prop that can be used are the beach balls. For example, one of the beach balls
has different questions spread around the ball. You may explain to the group that when they catch the ball, they must answer
the question that their thumb lands on. Using props allows a group to interact with each other and get the conversation
moving. Another type of debrief is using metaphors or analogies. An example of a metaphor would be the airplane analogy.
In this analogy, you may ask the group to raise their hand if they felt like the captain, a passenger or cargo during the
initiative/element. The point of this analogy is to show the group that leaders don’t always need to be the captain, they can
be a passenger or cargo. Metaphors and analogies are perfect for when you want to express the importance of teamwork
and leadership because it gives each person a chance to share about their own reflection of the experience. Lastly, another
debrief technique is using Kolb’s Experiential Leadership Model. Using this model, a consultant can ask the three questions
of “What?” “So, what?” and “Now what?” This technique gives the group a chance to reflect on the experience and how they
will bring the skills they learned from the experience back to their organization.
122. Student will demonstrate HDF 413 NWCC This past summer, I worked with fifth graders at the challenge course. Their goals were basic leadership skills and bonding.
proficiency of de-briefing The group that I had was extremely energetic and very cooperative. At the end of the program, my final debrief question was
techniques an analogy called captain, crew, and cargo. I asked the group how they think they fit best on a plane. If they thought they
were the captain, they were in control and the leader of the plane. If they felt part of the crew, they felt like they were
delegating plans rather than stating their opinion/ideas. Lastly, I explained that cargo is just there for the ride. Rather than
expressing ideas or putting plans into action, they were just doing what they were told. Each person told me how they fit into
the plane. One person explained why they felt like they were the crew. He then went on to explain that even though he put
himself as a member of the crew, he doesn’t feel any less like a leader. He explained that although he might not be a
caption, each member of the different positions are leaders. Even if you are not taking control and giving directions, you are
taking action or listening effectively, which are all characteristics of a leader. Without me guiding the conversation, the group
carried on a conversation about why they put themselves in different positions. This debrief techniques will get the group
discussing different roles and how they relate to different leadership styles. It will also give the group a chance to put each
other in different positions than they originally put themselves.
knowledge of framing
based on psychology and
its use in group facilitation
124. Student will demonstrate HDF 415 Framing has been something that I’ve been working on as a facilitator. One activity that I believe I framed very well was
proficiency of framing Community Build. This activity is all about servant leadership and being aware of what is happening around you. When I was
based on psychology and a sophomore, I first saw this activity done by Ben Ratier and was so in awe of how well he framed the activity. Fast forward
its use in group facilitation to junior year, as a FLITE Peer Leader, I wanted to do this activity for the students in HDF 190. I had experience under my
belt and I wanted to challenge my framing skills. There are a lot of framing notes that go into this activity because there is a
lot that goes into it. Before facilitating the activity, I practiced it with the other peer leaders to ensure that I was framing it well
and that everything made sense. I wanted to tell a story with my framing so I started by saying that we were currently in
RhodyVille and that the different villages were SK, NK, and Newport. I framed each part piece by piece and asked the group
if they had any questions after every few steps I shared. Before we began the activity , I repeated the goals and the most
important parts of the activity. I once again asked if anyone had questions. The activity started and I made sure I stayed
neutral and played my part as an active facilitator. Overall, the activity went smooth and my framing went well. That was
definitely a challenge for me but with preparation the support of the other peer leaders I felt confident!
125. Student will demonstrate HDF 413 The four frames of organizations was coined by Bolman and Deal in 1984. This framework is a tool that requires us to think
knowledge the four frames about alternative situations to organizations. It allows us to strategize ways to strengthen our organizations. There are four
of organizations, and the frames: Structural Frame, Human Resource Frame, Political Frame, and the Symbolic Frame. To start, the structural
meaning of reframing by framework is similar to how leadership works at URI. There's the president, Vp of student affairs, director of the memorial
Bolman and Deal union, assistant directors, and then coordinators and graduate assistants. This framework focuses on division of labor and
how coordination and control will ensure that individuals and units mesh. A structural framework of an organization exists to
establish goals and objectives. The human resource frame of an organization exists to meet the needs of humans. An
example is how the framework of the CLSD works. We have the assistant director, Melissa Boy- Colvin, then the
coordinators, Allie, Robert, and Melissa Camba-Kelsay. You also have the graduate assistant and graduate intern. Then
finally you have Allie’s intern. The individuals have meaningful and impactful work that benefits the organizations. The next
framework is political. This framework works as organizations are coalitions of diverse individuals and interest groups. Their
organization gets tasks done by bargaining and negotiating. They see power as the most important asset. Last is the
symbolic framework. This framework is based on values and beliefs. People within this framework look towards symbols to
find meaning and connect with others. They don’t look at how things happen, rather, they look at what it means. These
frames of organizations are meant to understand the purpose of your organization. It can help to find structure and rebuild
organizations.
Bolman, L. G. & Deal, T. E. (2013). Reframing organizations: Artistry, choice & leadership (5th ed.). San Francisco:
Jossey-Bass.

organizational analysis
using the four frames of
organizations, and
breaking the frame /
reframing (Bolman and
Deal)
127. Student will show SOLC As a member of the SOLC E-Board, it is extremely important that we create effective agendas for the general membership.
knowledge of organizing During our E-Board meetings, Amber delegates different tasks and discusses important information that will give us ideas of
meetings / setting agendas what to incorporate into our meeting agenda and what to discuss during our general members meeting. As secretary, it is my
/ and leading meetings job to properly create a meeting agenda every week for the members. I need to make sure that every section of the agenda
is covered and that the information is properly stated. Also, as secretary, I take notes during both the E-Board and general
membership meetings. I use these notes to ensure that every agenda and meeting has necessary information that will
contribute to the growth of our organization. During general membership meetings, I distribute the meeting agendas and help
lead each meeting. My job is to make sure that the retreats have facilitators and that the facilitators will create an effective
team for the retreat that they are on. I make sure that each retreat has the right amount of facilitators and I make sure that
the leads are in contact with their team.
128. Student will describe RA An important aspect of being an RA is being able to organize meetings, plan agendas, and being able to execute an effective
personal examples of meeting. A personal example of this was planning for my first hall meeting with my residents. Since it was the first time I
organizing meetings / would meet all my residents, and the first time we discussed the community standards, I needed to make sure my meeting
setting agendas / leading was strong and effective. To start, I made a list of the key points that I needed to address during this meeting such as
meetings housing and residential life policies, Butterfield Hall common policies, and my own community rules for the hall. I prepared a
lot for this meeting because I knew it was going to set the tone for the rest of the year. To promote the meeting, I sent out
emails and posted fliers around the hall regarding where we would meet and for how long. I organized my plan in a way
where I started and finished on a strong note. It was well planned, thought out, and I left room for questions and elaborations
when needed. When the meeting day came, I was nervous but focused. The meeting started right at 6 p.m. I started by
introducing myself and went right into the tone setting for the year. I set community standards for the hall by asking residents
to share what they are expecting from their hallmates. Rules such as respect, cleanliness, low volume, and friendliness were
set. Then, I went into rules and regulations, which I thought went really well. I left time for questions and ended with wind in
the willows. This meeting was very important to me and I definitely think it helped set the tone for the semester.
knowledge of
Parliamentary Procedure

for working with difficult
people
131. Student will describe RA There have been various times throughout the past few years as a resident assistant where I had to work with difficult
personal examples of people. Whether it was a resident, staff member, or supervisor, I had to be patient, respectful, and mindful of my body
using techniques to work language and tone of voice. To start, I once had to mediate a roommate conflict that was getting absolutely nowhere. All
effectively with difficult three of the residents were extremely hostile and unwilling to compromise on anything. It was extremely difficult trying to
people work with all three of these residents because no one wanted to move, no one wanted to compromise, and no one wanted to
talk with each other. It was awkward and uncomfortable for me, but as the leader in the situation I knew it was essential for
me to keep trying to mediate. Eventually, I was able to create a new roommate agreement and negotiate a cleaning
schedule. I was able to do this by being very neutral, establishing ground rules for the conversation, and being assertive but
respectful. Last year, I had to work with a difficult supervisor who always wanted it her way or no way. This was extremely
difficult for me because it created hostility and made it hard for me to do my job well as an RA and SRA.To work with her, I
always had a list of topics that I wanted to discuss before going into meetings that had back up evidence to each topic so
that she could see the topic was important. I always had an attitude check before seeing her so that I was kind and respectful
even when I was upset and anxious. I also told myself that I knew I was doing my job well despite it being difficult to work
with my supervisor. I knew I had a team to support me and that I could always find ways to still do my job.
132. Student will show HDF 413 In HDF 413 I learned more about Tuckman’s Group Development Model. According to Tuckman, there are five stages of the
knowledge of the stages of group development model. The first stage is forming. In this stage, members are coming together to get to know each other
group development and to set ground rules for going forth. This stage is the beginning stage of group formation because it is a time when goals
(Tuckman/Tuckman & are being set and tasks are being identified and distributed. The next stage is storming. During this stage, group members
Jensen, Bennis or others) have clashing ideas and are not comfortable working as a team yet. Members are trying to prove their dominance rather than
working together. The third stage is norming. This stage is an important step of the group development processes. During
this stage, members are finally coming together as one group and realizing that working together will allow them to achieve
their group goal. They accept each others’ ideas and are willing to work as a team. The fourth stage is performing. During
this stage, the strategies are being implemented and they are making progress toward their goal. The last stage of the group
development model is adjourning. During this stage, the group will reflect on their experience and will recognize each other’s
accomplishments. Once the task is done, the group will adjourn.
By. (2017, March 21). Tuckman's Stages of Group Development. Retrieved from
https://www.adventureassoc.com/tuckmans-stages-of-group-development/
133. Student will describe HDF 413 NWCC One group that I worked with where Tuckman’s group development was in use was during the RIC WBB retreat. To start,,
personal examples of HDF 415 RIC WBB the team came to the course excited and ready to do all of the activities. They were polite, easy to engage with and very
group development in use open to learn. Once the full values contract was done and we moved into trust sequencing, the team began to storm. They
(Tuckman/Tuckman & were no longer engaged and were worrying about their individual self rather than the group’s goal. They were pushing each
Jensen, Bennis or others). other, volun-telling one another, and were not listening to anything I had to say. Visibly, they were not ready to proceed with
the retreat. To solve the storming phase, we had to stop and re-evaluate their goals and discuss the importance of challenge
by choice and how that relates to basketball. After our discussion, they were willing to work together as a team to support
each other during levitation and spiders web. Together, they were able to safely levitate teammates and understood the
importance of working together to support each other. This led into the performing stage. The group successfully completed
spiders web using the tools they learned during trust sequencing. They made sure every member was being utilized for
safety and support. During the debrief, it was evident that they achieved their goals. Finally, the team adjourned after the
closing activity of the celebration circle. Each member did a shout out and they seemed to truly value the retreat and thought
of it as successful.
In HDF 415, the eight peer leaders came together for the common purpose of serving as a peer leader for the first
year students in FLITE. We all applied and received this position from Allie and Robert. Therefore, we formed the
2019 FLITE Peer Leaders. We came together during our first meeting in December not really knowing each other too
well. I personally was only close with a couple of the peer leaders. The room was tense and a little awkward. We all
knew each other but we weren’t exactly sure how we would all work together. Over the course of a few weeks and a
couple of HDF 415 classes, we were norming. We were all getting to know each other and working together
extremely well. I saw that we were getting comfortable with each other and trusting that we would all do our jobs
well. We helped each other out with activities and respected that we each had our own unique leadership style,
therefore; we did not clash at first. However, towards the middle of the semester our storming hit hard. We all
started to yell over one another and weren’t listening to what each other were trying to say. The conversations were
never productive and we started to put each other down. It wasn’t until Nicole did the presentation with us when we
started to perform. After that, it was smooth sailing. We all worked extremely well with each other. We motivated
each other to do well and always made sure that we were on the same page. We understood that we are each
other’s support system so when times were rough with our students, we had each other to lean on. Our performing
lasted until the end of the semester until we sadly had to adjourn. During our adjourning class, we all wrote each
other notes on papers. It was so nice reading what my peers had to say about me. I truly believe that we went
through the stages of group development. Our group started off rocky but we ended strong and I know that we will
continue learning and growing from each other throughout the next year.
knowledge of group roles
and how they contribute to
group dynamics (Johnson
& Johnson; Benne &
Sheats; Knowles &
Knowles; etc.)

personal examples of
group roles and how they
contribute to group
dynamics (Johnson &
Johnson; Benne & Sheats;
Knowles & Knowles; etc.)

knowledge of effective
memberships skills in
groups

personal examples of
membership skills in use
138. Student will show HDF 415 In HDF 415, we discussed the theory of Challenge and Support by Sandford. This theory expresses the importance of having
knowledge of the a balance of challenge and support depending on the individual and/or group that you are working with. In order for growth to
Challenge and Support occur, a balanced amount of support and challenge is needed. If too much support is given, the individual will not learn and
theory by Sanford, and its grow from the experience. However, if there is too much challenge, then the individual will get frustrated and give up.
relationship to Therefore, we need a balance. However, the level of support and challenge depends on who you are working with and how
organizations much they need. However, an important part of this theory is the readiness the individual has for the task. If the individual is
not ready to go forward with the task, then they will not grow and learn from the experience. Supporting an individual may be
asking clarifying questions to ensure that the individual understands what they are doing or providing resources for the
individual to look at to succeed. Challenging an individual may be letting the individual find resources on their own because
they are ready and have the skills to accomplish the task on their own. Finding the balance of challenge and support is
extremely important to development, especially in organizations. In organizations, to find the true meaning and mission, it is
valuable to challenge and support the members to work cohesively together to accomplish the common goal.
Sanford, N. (1966). Self and society: Social change and individual development New York: Atherton.
139. Student will describe HDF 413 NWCC In HDF 413, we learned about the theory of Challenge and Support. This theory is important for any facilitation, especially at
personal examples of HDF 415 FLITE GROUP the North Woods Challenge Course. It is very important to utilize Challenge and Support when framing and setting the tone
using the theory of for programs/elements. In order for a group to grow and develop, there must be a balance between challenge and support..
Challenge and Support An example of when challenge and support is important is at the element Islands. On this element, I am challenging
(Sanford) participants to walk across boards that connect one island from another. Without giving any specific directions, I will typically
ask groups to split into two groups and switch sides with only three people allowed on the middle island at a time. With this
little direction, I am challenging the participants to work as a team to accomplish the goal. When they ask questions, I repeat
the directions with the intention that the participants will answer their own question. To support groups through this process, I
will spot them as they walk across the plank, retstate directions when participants are confused, and I will always have the
participants ask me if it is safe to cross before they cross. When I see that participants need an extra level of challenge, I will
add intentional rules or challenge to the element. On the other side, if I see that participants are struggling too much, I will
negotiate rules and/or retstate directions differently. Knowing how much challenge and support a group needs will help their
group development and growth.
In HDF 415, I have had a wonderful opportunity to be a peer leader to seven incredible first year students.
Throughout this experience, I have utilized my knowledge of the theory of Challenge and Support to enable learning
and growth for my students. At the beginning of the semester, I challenged the students to keep an open mind and
ask me or their peers genuine questions when they are not understanding a topic, theory, a discussion we are
currently having or just a general question that they need advice on. However, I asked them that when they do ask
questions, to receive the answer with an open mind and willingness to take the answer and fully understand it. This
has challenged the students to ask each other questions about their different identities and opinions on a variety of
topics. I believe this has guided their experience in FLITE because they are beginning to understand that everyone
has perspectives and ideas that differ from their own and that there isn’t a fixed answer to everything. I believe that
they are growing and learning from each other just by asking questions and supporting each other by allowing the
questions to be asked without judgement. Also, I have challenged the students to create their own codes of
personal leadership by asking them to share their own experiences with each other and to reflect on how their
strengths and values relate to what they do on campus and their academics. However, I support them through
logical and critical thinking to try to guide them towards the right direction in terms of relating their strengths and
values to their life. I provide guidance and experience to support their growth, but encourage discussion and
reflection with their peers to challenge them to think outside of the box.

Evidence: #9
140. Student will show COM 202 In my public speaking class, COM 202, we have learned, prepared, and presented informative and persuasive speeches
knowledge of the throughout the semester. When performing an informative and persuasive speech, one must start with an introduction that
construction / elements of grabs the audience’s attention. In the introduction, one must introduce themselves, introduce the topic being discussed and
informative and persuasive preview their main points. A good introduction can start with visual aids, statistics regarding your topic, an anecdote, or
speeches anything that might interest the audience. In an informative and persuasive speech, it is valuable to have at least three to five
main points to back up your topic. If you have less than three points, you will not be able to get your point across. If you have
more than five points, your audience will not be able to follow what you’re saying. The difference between an informative
speech and a persuasive speech is that in a persuasive speech, you will need to have evidence to back up your argument. It
is also important to have claims for your counterargument. An example of a persuasive speech would be “college athletes
should be paid.” An example of an informative speech would be discussing a country or a place. Your topics can be anything
if you backup your arguments with valid information and evidence.
141. Student will demonstrate COM 202 In my public speaking class, COM 202, I have presented informative speeches and one persuasive speech so far in the
proficiency in informative semester. For my informative speech, my topic was the country of Portugal. In my speech, I discussed three different parts in
and persuasive public Portugal, why they are important, and different activities you can do in each part. My speech was 5 minutes long and
speaking included pictures that I took when I was in Portugal. My speech followed the rubric that was given to me for the presentation.
For my persuasive speech, my topic was why cats are better than dogs. To be more effective, we had to give out surveys
that related to our topic to find out if the class had a good understanding about your topic. Using that information, I was able
to find evidence and claims that supported my argument of why cats are better than dogs. My speech was 7 minutes long
and included a video and facts about both cats and dogs and attempted to prove that’ cats are indeed better than dogs.
142. Student will show RA In Spring 2019, I had an opportunity to participate in interviewing potential graduate hall directors. Before the interview
knowledge of planning and begins, I was given the candidate’s resume and personal statement. I reviewed the resume and looked at specific
conducting interviews (as experiences they had that would contribute to their success as a GHD. During the interview, the interviewers had a series of
the interviewer) questions that we each took turns asking. When the person interviewing would answer the questions, I would look for
authenticity, knowledge of the subject, and if they seemed passionate about their answers. When the interview was over, the
interview committee would rank each answer given and give an overall score to the person that was interviewing. We would
then place the sheets in piles that we labeled, “definitely no” “up for another review” or “definitely hire.” This was a cool
experience to be a part of because I have never been the one to interview people. It also was a good opportunity for me to
watch people being interviewed so that I could take away tips and tricks for when I have to interview for grad school and
assistantships.
143. Student will describe HDF 190 In HDF 190, I learned that one of my values is honesty. Last semester I applied for an RA position in hopes to be one for
personal examples of next year. My goal was to be honest with the entire application process and to hopefully be an RA in the future. However, I
planning and conducting was not chosen to be an RA and was put on as an alternate. Although I did not receive the position, I had to apply and plan
interviews (as the out what to say at the interviews. I had to put a lot of thought into the application. There were many sections of the
interviewer) application that asked personal opinions on situations. I had to be completely honest with myself and answer each question
to the best of my ability. Once I applied, I was asked to go in for an interview. I had to fully prepare myself to answer any
question that could be thrown at me. For about a month, I would go over RA interview questions and prepare with my friends.
During the interview, I was asked personal and serious questions about different situations and topics. Once again, I had to
be honest with the hall directors and answer each question honestly and appropriately. Even though I did not receive the RA
position, I feel as if the interview process went smoothly and that I met my goal of being honest with myself and the
interviewers.

knowledge of preparing for
and effective answers in
interviews (as the
interviewee)
145. Student will describe Graduate This past spring, I have been preparing to interview for graduate school. To start my preparation, I researched each school
personal examples of School/Own that I was interviewing at. I made note of what each school had to offer me and also made sure to know the faculty members
preparing for and being research so I can relate to them if needed. I prepared to answer the questions as to why I wanted to attend each school. I prepared
interviewed questions that I can ask about each specific program. I also made sure that I knew a little bit about each faculty member so
that when they interviewed me I could ask them questions about their research. When I gathered all my information about
the schools, I started to practice what I would say about why that specific school and why School Psychology. Once I nailed
those questions, I researched questions that are typically asked during grad school interviews. Some questions that I
prepared were questions that I was asked. For example, strengths and weaknesses and describe a time when I was forced
to have a challenging/difficult conversation. I wrote down all the questions that I could find on the internet and answered all of
them in a document. Once I felt pretty good about my answers, I started to do mock interviews with different people. I would
do them with professors, supervisors, and even friends. I would record myself in the car so that I could listen to what I said at
a later time. I felt very prepared going into my interviews. I am glad that I took the time to research and prepare.

knowledge of effective
collaboration / coalition
building (Sources:
Cilente/Komives et al;
NCBI; etc.)
147. Student will describe SOLC For the past two years, I have worked with the SOLC E-Board to create the best training retreat that would encourage
personal examples of growth with our members. To build a retreat, we need to collaborate effectively as a team to ensure that each member of the
working in E-Board knows what tasks they are doing. We also want to make sure that each task being taught is from someone who
collaboratives/coalitions knows the material the best. It takes a team effort to put on a training retreat that is effective. We meet as a whole to go
through each step efficiently. Each member plays a different role whether its doing the group introduction, full values
contract, or doing some sort of initiative. If someone is doing an initiative, the rest of us will make sure everything is set up
and good to go for that person. When someone is doing a full values contract, the rest of the E-Board will make sure that
there are enough supplies for everyone and if there are any questions. We all must stay in contact throughout the entirety of
the retreat to make sure we are staying on track with everything happening. We must work as a team so that we are doing
the absolute best that we can be. Without collaboration, a training retreat wouldn’t be successful.

to communicate and
engage in difficult
dialogues related to
diversity and inclusion.
149. Student will demonstrate RA As a resident assistant, there are times when I need to engage in difficult dialogues that relate to diversity and inclusion. An
proficiency in example of a time that I had a conversation about inclusivity was with a resident was about the use of the “n” word. This
communicating and resident was walking down the hallway screaming this derogatory word and using it in a context that was even more
engaging in difficult discriminatory. I knew that I had to have a conversation with this resident because it was extremely disrespectful and we do
dialogues related to not condone this type of behavior in the residence hall. This resident was a person of color and I did feel uncomfortable
diversity and inclusion. having an educational conversation but it was something that I wanted to challenge myself to do. I invited the resident to a
one on one conversation with me and explained that I had documented the situation and wanted to discuss it. At first, this
resident did not understand what they had done wrong and didn’t think the conversation was necessary. I explained that we
have no idea who is behind the closed doors of the hallway, therefore; we have no idea who we are offended when we say
explicit, derogatory, or inappropriate language. We continued to have an educational conversation about racism, inclusivity,
and diversity. This resident began to understand his actions and realized how his words can offend people even if they are
not offended by him. The resident asked me how he can better understand diversity and inclusion and I referred him to the
multicultural center. This was a very difficult conversation for me to have but I learned a lot from it and I was able to teach
someone a valuable lesson.
150. Student will describe ways
to maintain accountability
in leadership / member
relationships
151. Student will describe RA Being a senior resident assistant for the past two years has taught me ways to hold myself and my team accountable in their
personal examples related leadership positions. There also have been times when conflict arises and it was important to maintain member relationships.
to maintaining To start, there are many tasks and due dates throughout the semester that we have to uphold or else our jobs are not getting
accountability as a leader done efficiently. To hold my staff accountable, we have a calendar with everyone’s programs and hall meetings on it. I will
send out an email a week prior to the programs to make sure that staff members are getting ready for the program and that
fliers are being hung up around the building. That is the only reminder that I will send out because my staff also needs to
learn to be autonomous and hold themselves accountable. Next, when someone is not doing their office hours or rounds, I
have a conversation with them asking if there is a reason why they are not doing their job. Having this conversation typically
allows that person to open up about something that is happening in their life or makes them understand that it is known when
they are not doing their job. Lastly, to keep myself accountable I create a schedule and stick to my commitments. I am
honest with myself about my priorities and what I need to do for myself and for others. I don’t break plans unless it is
absolutely necessary. I do my best at everything that I can and put in 100% effort into only one thing at a time.
152. Student will describe ways

to build relationships
between leaders and
members
153. Student will describe SOLC As President of SOLC, it is important for me to create a welcoming, comfortable, and supportive environment. SOLC is full of
personal examples of amazing student leaders who want to create change on the URI campus. I want to ensure that each member feels confident
building relationships with in their ability to facilitate and be a change agent on campus. As new members continue to join our organization, I continue
members as a leader to build relationships with them and connect them with current members. I always put a smile on my face and speak with a
positive attitude towards the members of SOLC. I want to present myself in a manner that reflects SOLC in a positive way. I
build connections with each and every member by having conversations to get to know them personally. I consistently ask
them for feedback on ways we can improve and on things that we are doing well. We ask the members what they want to
see and what they want to practice. I want to make sure that we are doing things that the members want to do and things
that will help them grow as a leader. As President, I want to make sure that everyone can rely on me to be the face of the
organization and to also support them through their facilitation growth.
154. Student will describe how HDF 415 In HDF 415, we discussed the importance of being a credible leader in the role as a Peer Leader. As a Peer Leader for the
credibility applies to first year students, we serve as a role model for not only the minor but for HDF 190. We prove to the students that they can
leadership, as well as the get through the class with a full understanding of what the minor will entail by just being in the room. To be a credible leader,
characteristics and skills of we must be professional, humble, kind, and willing to be that go to person for our students. We must represent ourselves in
a credible leader the best way possible so that the students trust and respect our judgement, knowledge, and experiences. We must have
open communication and be transparent with our words and appearance. We must be committed to our tasks as a peer
leader by motivating and empowering the first year students. We must also have a positive attitude about our work and the
CSLD as well as confidence in ourselves and our peers. I think that credibility applies to leadership because you can be a
true leader without any knowledge of what you are trying to accomplish.
155. Student will describe HDF 415 In HDF 415, it is extremely important for me to build and maintain credibility as a leader in order to be effective, have respect,
personal examples of and I can lead by example for my students. To start, I am always responding to my students in a timely manner and
building, maintaining, and establishing trust between us. I clarify questions and confusion when necessary and I am always encouraging them to think
repairing his/her own outside of the box. I share my experience as a student leader so that the students can ask me questions about my journey at
credibility as a leader URI and to have someone to look up to. I maintain professionalism while being friendly and approachable. However, I had
one bump in the road this semester when one of my students became an Orientation Leader with me. Since we are on the
same page during orientation practice but I am viewed as her peer leader for class, I needed to make sure that we had a
conversation about maintaining professionalism while we are still in class for the semester. We had a meeting and I
discussed how since our friendship is at a different level, I needed her to still respect me as her peer leader and that I am still
always going to be here for her regarding class work and leadership. Luckily, she respected that and it has not been a
problem at all. I feel as if I established my credibility from the start and have been able to maintain it well throughout the
semester.

ethical standards in
influence

influence applies to
leadership
158. Student will describe HDF 415 In HDF 415, I learned about how to be an effective coach in my role as a Peer Leader. To start, it was made very clear that
principles of effective in this role we are coaches, not mentors. Therefore, we learned tools and skills to be an effective coach. A coach is a person
mentoring, as well as that engages in thought-provoking and creative conversations that inspires the people who you are working with to be the
problems particular to the best version of themselves. A coach provides resources for their clients to maximize their personal and professional
mentoring relationship potential. As a coach, it is important to understand the clients goals and purpose of what they are trying to achieve. They
encourage exploration, research, self-discovery, and self care. The coach holds their clients accountable to their actions and
goals in order to push them to be successful. Coaching isn’t about yourself, rather it is about the people who you are
coaching. You are inspiring, motivating, empowering, and challenging your clients to be the best that they can be. Some
problems relating to coaching is sometimes people do not want to be coached or they see their coach as uncredible or too
pushy. It can be challenging working with people who don’t want someone helping them or providing resources for them. If
something goes wrong, the relationship with the client might crumble.
Life Coach Training Institute. (n.d.). life coach certification online free. Retrieved from http://www.ilifecoachtraining.com/
159. Student will describe HDF 415 In HDF 415, I have learned tools to effectively mentor peers. During FLITE, I have practiced the skills that I have learned to
personal examples of mentor first year students through leadership theories and self-reflection. To start, during the day of discovery, it was
mentoring and being amazing to see how open and vulnerable the students were when discussing identities that they may not have discussed in
mentored a group before. I feel as if my framing and full value contract contributed a lot to this open-minded discussion. I explained to
my group that I am here to guide, support, provide resources, and to provide my own experiences throughout the minor and
my years at URI. I made it clear to my group that I am not a teacher and that I am not here to tell them what to do or do their
work for them. I know very much so that the students liked hearing that and there was trust established immediately.
Since the day of discovery, my students and I have had wonderful conversations regarding leadership, personal life, and
academics. I have guided them through an understanding of what servant leadership is and how each of them can practice
this theory in their daily lives. We have reflected on activities where I facilitated both the activity and debrief, in which I
supported and guided their conversations to ensure understanding of the material. I have answered questions and also
challenged them to figure out their own answers by talking with each other and doing research. I feel as if I have provided
just the right amount of challenge and support so that the students can learn from each other. I know that I have practiced
the tools and skills that I have learned in HDF 415 regarding coaching, active listening, self-awareness, cultural
anthropology and so much more.
Throughout this experience, I have had the opportunity to be mentored by Allie and Robert through theories, skills, and
reflection that has helped me effectively mentor first year students and has strengthened my leadership style/skills. They
have pushed me to think differently about myself and how I can inspire students to be the best version of themselves. They
have supported me through my presentations and activities and have challenged me to go above and beyond to enhance
my knowledge of leadership. They have demonstrated mentorship, which has made me a better mentor for my students.
Evidence: #10

principles of effective peer
leadership, as well as
problems particular to peer
leadership
161. Student will describe HDF 415 In HDF 415, I have had the wonderful opportunity of being a FLITE peer leader for seven amazing first-year students. In this
personal examples related role, I guide, support, and provide resources for the students on different leadership theories and group development. Every
to being a peer leader and class, our group sits together which allows for conversations and reflections regarding the current topic of discussion in
being led by peers class. As a peer leader, I guide them through the conversations by asking questions and being an active listener. I clarify
questions that the students may have and remind them on important due dates. During one on one conversations, we reflect
on their personal life and discuss ways to create goals and improve on certain areas that the student may feel like they don’t
do well on. For example, wellness and health, productivity, and decision making. As a peer leader, I understand what the
students are going through and try to make the experience the best that it can be for them. However, at times it can be hard
and it is great knowing that I have a support team of seven other peer leaders in HDF 415. During HDF 415, we reflect on
the experiences we have during FLITE and we also learn new theories that can help support us in our roles as peer leaders.
In HDF 415, I gain great insight from my peers on ways that I can strengthen my peer leadership role. I also thoroughly enjoy
listening to others' experiences and ways that they are leading their groups. I think it is a great safe space to learn and grow
from one another.

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Leadership Inventory 1

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LEADERSHIP

Name: Mariah deFreitas

ADVISING INFORMATION ​(students will include own documentation)

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

CORE REQUIREMENTS- 9 Credits

MINOR ELECTIVES-9 credits

Burton, N. (2012, May 23). Our Hierarchy of Needs. Retrieved from

Outcome Category: Leadership Theories

19. Student will show

21. Student will show

22. Student will describe

23. Student will show

24. Student will describe

30. Student will describe

31. Student will show

32. Student will describe

33. Student will show

34. Student will describe

35. Student will show

36. Student will describe

Lee, K. and Seo, J. (2013) Seattle. Available at: http://participedia.net/en/organizations/center-ethical-leadership (Accessed: 29

Retrieved from https://courses.lumenlearning.com/suny-principlesmanagement/chapter/situational-theories-of-leadership/

49. Students will

50. Students will describe

51. Students will

52. Student will describe

53. Student will

54. Student will describe

55. Student will

56. Student will describe

57. Student will

58. Student will describe

59. Student will

60. Student will describe

61. Student will

62. Student will describe

63. Student will

64. Student will describe

65. Student will

66. Student will describe

67. Student will

68. Student will describe

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

70. Student will describe

75. Student will demonstrate

76. Student will demonstrate

77. Students will

79. Student will demonstrate

80. Student will demonstrate

81. Student will demonstrate

82 Student will demonstrate

83. Students will

85. Student will describe the

86 Student will demonstrate

91. Student will demonstrate

92 Student will demonstrate

94. Student will show

95. Student will show

96. Student will show

Outcome Category: Critical Thinking

ADVISING INFORMATION (students will include own documentation)