Outcomes & Evidence Progress Inventory : Leadership Development

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

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

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

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

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

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

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

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

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

CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: Introduction to Leadership Issues (FLITE) Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors
Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented internship
3 credits or experience for graded credit
Experience through Center for Career and Experiential Education
or
Internship Class in Academic Major The only time the major and minor can overlap
Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar
Must be in Honors or have GPA of 3.3
Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit
MINOR ELECTIVES-9 credits
*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective

AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Women’s Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Women’s Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: Introduction to Leadership Issues (FLITE) (introductory PEX 375: Women in Sport - Contemporary Perspectives
COM 302: Advanced Public Speaking course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option) PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, Multi-Ethnic, & Alternative Leadership (capstone PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Advanced Facilitation and Consulting Skills THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: Peer Leadership

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

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

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

Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a N/A • Previous work experience in My first experience with autonomy came directly from the job that I had my junior year,
minimized need for approval restaurant business (Chuck E. which was at Chuck E. Cheese’s. My position was a birthday party server and host. This
Cheese’s) was my main tasks to complete, along with other small jobs that all staff would complete
such as taking out trash and running food. On my first day, I was given a party to host along
with a coworker that had been working there for a while. Instead of taking the lead, my
coworker wanted me to take over the entire party setup. I was able to observe other hosts
and their techniques, which gave me the confidence to work with no questions asked. When
working on the floor as a birthday server, you are the center of attention. Since everyone is
looking to you for an amazing birthday party for their child, you have no ability to stop and
ask questions about what to do next. I was able to help the parents design their party set up,
choose their drinks, and even persuade them to add an extra large pizza because “people can
get very hungry”. I was given a chance to prove myself and my ability to essentially be my
own supervisor once I step on the floor. There were definitely moments where I noticed that
I lacked knowledge in certain aspects of the party planning routine. The way that I improved
myself was through feedback from parents and the smiles on their faces as reassurance that I
was doing what I needed to do within my position. My personal judgement kept me from
failing and saved me from having to search for a supervisor whenever there was an issue.
After completing a party, part of our job was asking the parents to complete a quick 10 star
rating for the services provided to them. This was something that most of the other workers
would often forget to do before the parents make the payment, which leaves them at the
point where they are unable to do it at all because the family had left. I decided that it was
important to ask for the survey before they were given the option to pay, because of the
downtime after the singing, dancing, and cutting cake is over. After my very first party was
done, I was able to approach the manager for payment, to which they immediately stated
“now go make sure to get the survey from them before they leave”. I was always able to say
that it had already been done. Having this job was one of the first times where I felt like I
was in charge of my own fate, and did not have to follow restrictions and requirements that
were the same for everyone. I liked being able to have my own personal style as a birthday
host.
SEE EVIDENCE #62

2. Student will demonstrate personal, HDF 492 • Completion of outcomes for The anticipation for the final portfolio course for leadership was very prominent in my
organizational, and academic examples of PSY 479 leadership junior year. I had never heard anything about the purpose of the course, or even what it
self-discipline • Practicing and analyzing would be like. I definitely did not think it would be formatted the way it was. In a positive
Positive Psychology way, I truly felt like the spread of the schedule of classes and the autonomy and trust given
to us was helpful in keeping myself organized on my own time. It was definitely an
adjustment compared to other courses where there are constant reminders and more of a
“hand-holding” guidance. Whereas HDF 492 had a different approach, more similar to
treating us like the responsible adults and leaders that we have become. Over the years, I
have developed some sort of tolerance to my procrastination, but when I was informed of
the structure and purpose of this class, I had the opportunity to reevaluate the way that I
organize myself and my work ethic. The syllabus was simply a guiding structure along with
the check-ins from instructors. I had to carefully come up with a plan to keep myself on
track and make sure that all requirements were completed on time. I will admit that there
was a struggle at first, seeing as though no one was there to constantly remind me, except
for myself. I had to be honest with myself, and pace myself to the best of my ability. While I
was working hard to maintain this integrity, I was also taking a psychology course. This
course was about Positive Psychology and the benefits of applying it to your daily life.
Positive psychology altered my perspective on my life. I learned techniques that can help
increase happiness, as well as ways to help your thoughts stay positive. One of the
assignments that we worked on was focused on the negative compared to the positive. For
most people, the negative occurrences that happen always overpower the positive. The point
of this assignment, called Three Good Things, was to take a moment and recognize the
positive moments that one will typically overlook. I also struggled with this, seeing as
though my anxiety is something that fuels negative thoughts within my mind. Completing
assignments such as that one was my only way of looking towards the positive when
completing any work that I did for HDF 492. In the end, I was able to see the development
of my honesty when it comes to homework. In the future, I plan on implementing my
learning from positive psychology to any other project or homework that I need to complete
in a timely manner.
SEE EVIDENCE #63
3. Student will demonstrate the ability to HDF 412 • URI Counseling Center Managing emotions is something that we discussed throughout a few classes in the form of
manage emotions • Therapy Sessions at Home conversational dialogue. Through dialogue in the setting of a therapy office, I have
• HDF 412 (class discussion) experienced another perspective on the management of emotions. In the therapy sessions at
URI, I have attended many that try to focus on meditation as a way to manage emotions.
Besides meditation, there are home remedies and other coping skills to help. I have also
started attending yoga classes after purchasing my own yoga mat. It is one of the few times
that I have the chance to meditate while also practicing my yoga skills. Yet, in the situation
where I have been in presence of a therapist that lives closer to my hometown of
Providence, we often talk about emotions specifically liked with my anxiety. One way to
manage emotions, that I’ve learned from the therapist is breathe before speaking. I have put
this method into practice whenever I deal with any sort of performance anxiety. Thismakes
me think about our conversations in class based on the critical thinking videos. Each video
shown was giving tips on how to manage emotions while having crucial conversations with
others. “Two conditions that promote critical thinking or reasoning are reflective thinking an
open mindedness” (Caputo, 1994)
SEE EVIDENCE #50
Caputo, J. S., Hazel, H. C., & McMahon, C. (1994). Interpersonal communication:

Competency through critical thinking. Needham Heights, MA: Allyn and Bacon.

4. Student will demonstrate knowledge of HDF 190 I can easily say that the transition from the Talent Development Program to actually
stress management methods • TD Program attending the university in the fall was very difficult for me. Initially, I felt as though I was
not going to struggle due to the fact that I was already aware of so called “college life”
• First semester of during the TD program. I was not officially aware of the actual college life until I began to
college stress a lot last semester. I felt that I was unprepared for the workload and time management
specifically. My knowledge of stress management came from this course because I became
exposed to others’ methods of sanity when it comes to things like organization and planning
out what works best for dealing with the college lifestyle. There was one class where we all
were speaking about our strengths and some of my peers spoke about their own personal
tactics for dealing with their school work. This was very helpful for me to be able to
acknowledge my weakness and strengths when it comes to stress management methods. The
stress management methods that worked best for me in this situation were staying calm,
having one task at a time, and the use of music. Learning more about my own specific study
habits, I started to realize that complete silence does not help me focus. After several
experiences at the library I started to listen to music to block out the sounds of others
talking, and this became my new stress management technique. I noticed that when in
complete silence, I tend to think more about time and how much longer I have to complete
an assignment. Yet when I listen to music, it makes me feel calm and helps me to focus on
only one task at a time. These three stress management techniques incorporate something
that I find fun while also making sure that I’m still focussed.
SEE EVIDENCE #2
5. Student will demonstrate the ability to HDF 190 • Second semester of After experiencing my first semester of college, I felt a little bit more sure of my position
manage stress college and what I should do in order to succeed moving forward. Attending this FLITE course and
• Strengths results from learning more about my strengths is what has driven me even more to manage my stress
levels while doing schoolwork. Using my results from my top five strengths, I began to
FLITE course recognize what I was doing wrong last semester. Specifically, I was not being completely
aware of what the actual problem was. Instead of trying to figure out what was wrong, I was
mostly focussed on the solution. I was not aware of the fact that I was choosing the wrong
environments to study in and the wrong ways to study. Multitasking is not correct for me
because I now know that I need to focus on one assignment at a time. Knowing what my
strengths are could have been helpful last semester as much as they’ve been helpful this
semester. If I had incorporated some of my strengths such as responsibility or developer, I
would’ve been able to connect it to how I actually go about completing my work. I love that
I was able to connect my weaknesses with my strengths and apply them to my work ethic
during the times where I feel stressed. After realizing that my weaknesses had a strong
connection to the strengths that we learned about in class, I was able to apply it to how I
function when it comes to trying to get myself focussed while doing my work. So therefore,
I would have changed the way that chose to deal with the stress. As I mentioned, instead of
trying to figure out why, I was just going by the usual stress management techniques rather
than paying attention to my own specific needs when it came to this issue.
SEE EVIDENCE #4

6. Student will express a personal code of HDF 412 • cycle of socialization My personal code of leadership and membership ethics was not fully developed until I was
leadership / membership ethics GWS 400 powerpoint presentation enrolled in the Gender and Women’s Studies Capstone course. The purpose of this course is
• reflecting on leadership within to reflect on all that we have accomplished throughout our years in the major, and question
feminism in GWS 400 course the purpose of our feminism (or lack there of). When thinking of how I formed my personal
code of leadership, I notice that I have been inspired by some portions of the Cycle of
Socialization (Harro, 1997). I specifically connect with is the part describing the
institutional and cultural reinforcements. I feel that the culture that I have absorbed while at
URI has been solely dependent on the social groups that I chose, as well as the environment.
My personal code is the enforcement of open-mindedness, responsibility for my own
actions, and being confident in my abilities just as much as I would for others. With this
personal code in mind, I have realized that it takes a certain level of awareness and
experience to realize that it is okay if not everyone makes the same effort as I do. It only
truly matters to me if I am being the change that I wish to see. I was able to use my growth
and development from being a GWS major and stick to my actions by using their correct
pronouns even though other coworkers around me refused to. This was my way of being
socially responsible for myself, and others while realizing that not everyone will change
instantly. It takes time to progress and be aware of the issues that stem from feminism and
gender studies and to accept these concepts. I would hope that eventually, most people
would attempt to become knowledgeable in regards to Gender and Women’s Studies, as well
as other aspects of life that I incorporate as a part of my style of leadership. Some of the
other aspects are related to devotion, motivation, and awareness of myself and what
influences are surrounding me.
Harro, B. (1997). The cycle of socialization. In M. Adams, W. J. Blumenfeld, R. Casteneda,

H. W. Hackman, M. Peters, & X. Zuniga (Eds.), Readings for diversity and social justice:
An anthology on racism, antisemitism, sexism, heterosexism, ableism, and classism (pp.
15-21). NY: Routledge.

7. Student will demonstrate practice of the GWS 400 • creating a plan for my future The practice of my personal code (the enforcement of open-mindedness, responsibility for
personal code of ethics after college with my GWS my own actions, and being confident in my abilities just as much as I would for others) is
advisor used for preparation of my future and the type of leader that I will continue to be. Over the
years, I have seen growth in myself which would later result in some growth for others as
well. At home, I have been able to bridge the gap between my parents and current ideologies
revolving around feminism and gender issues. My parents are typically traditional people
but have proven that they are beyond capable of learning and adapting to current issues. I
personally choose to inform them of my studies and all of the different courses that I have
taken here while being a GWS major. There are some topics that are hard to explain to them,
yet I still try to give them bits and pieces of concepts as time goes on. I feel as though they
are gradually coming to terms with some of the concepts that I present to them. Inclusivity
and the effects of intersectionality is one topic that I enjoyed discussing with them, because
of their previous thoughts on it. At home, I have been able to bridge the gap between my
parents and current ideologies revolving around feminism and gender issues. My parents are
typically traditional people but have proven that they are beyond capable of learning and
adapting to current issues. I personally choose to inform them of my studies and all of the
different courses that I have taken here while being a GWS major. There are some topics
that are hard to explain to them, yet I still try to give them bits and pieces of concepts as
time goes on. I feel as though they are gradually coming to terms with some of the concepts
that I present to them. Inclusivity and the effects of intersectionality is one topic that I
enjoyed discussing with them, because of their previous thoughts on it. Before approaching
them with these topics, they were aware of the disadvantages they have as people of color
and holding a lower economic status. Therefore, when the topic of intersectionality was
discussed, the flow of the conversation was much easier than expected. This moment has
demonstrated the type of feminist that I would like to be in the future, and it can also be
applied to my leadership style. I plan on making sure that my ideals are known, but never
forced on someone. I also wish to influence others to learn more about concepts outside of
their realm of knowledge, with leadership qualities and especially regarding feminism.

8. Student will express a personal values HDF 412 • applied to therapy session Due to the HDF 412 Historical, Multi-Ethnic, and Alternative Approaches to Leadership
statement (Sources = VIA, values discussions Capstone course, my personal values statement has adjusted based on the new results from
clarification exercises, etc.) • applied to daily interactions the StrengthsQuest Assessment. We were instructed that we had the option of taking either
the VIA Values Assessment or the StrengthsQuest Assessment again. After deciding that I
with friends should retake my StrengthsQuest after three years, I ended up with the top five strengths
being Empathy, Individualization, Restorative, Developer, and Harmony (Clifton, 2001).
With the new strengths in mind, I would like to create a personal values statement that is
different from the previous courses, HDF 190 and HDF 291. The statement is as follows: In
the hopes that I project myself outward into the world, I wish to express my empathy in a
way that spreads positivity for myself just as much as it does for others, and maintain the
restoration that I have been practicing over the past few years. With this statement in mind, I
am able to see the growth and change within my purpose as an individual and as a leader. I
feel that my presence has been lacking in terms of the positivity that I wish to spread to
others. The reason being that I have been having a hard time spreading the positivity within
myself. Taking the capstone course has given me the resources to effectively challenge
myself. I feel that I have been challenging myself in the sense that I can maintain focus on
the well-being of others while also maintaining my own personal and mental well being. I
will admit that it has been difficult to maintain this personal values statement compared to
the others. As a way to make sure that I have been living up to the expression of my
personal values statement, I have reached out to a therapist in my hometown. We have been
working on my personal expression of love and connectedness with others. It has made me
more aware of the way that I present myself to others with my energy or lack there of. From
what I would discuss with my therapist, I would put it into practice by utilizing the
relationships that I have with my friends and my significant other. I maintained these
relationships with the hopes of working on myself and proving to them that my expression
of positivity was genuine and meant a lot to my sense of development over these past three
years since HDF 190 and HDF 291. For Individualization, I have felt the need to become
more centered with myself. As a result of the therapy sessions, I have made attempts to
rediscover myself and redefine who I am as a person and as a leader. Restorative and
Developer have gone hand in hand because of the ways that I have been able to redefine
myself this semester. I have been taking the conversations and discussions from HDF 412
with my peers very seriously. After every class, I often felt myself drifting deeper in thought
based off of the new perspectives that I was learning about. For Harmony, I tried to connect
my need for more positivity with the imbalance that I was experiencing before meeting with
my therapist. I have utilized my experiences within this course as a way of coping with the
hard times by not focusing on what makes me anxious, but focusing on the content of our
discussions.
SEE EVIDENCE #29

Clifton, D. O., & Anderson, E. (2001). StrengthsQuest: Discover and develop your strengths
in academics, career, and beyond. (1st ed. 2002.). Washington, D.C.: Gallup Organization.

9. Student will demonstrate practice of the HDF 412 • advocating for mental health The practice that I have had with my personal values statement occurred in the form of
personal values statement resources conversation that I was having with a friend of mine. She was reflecting on how she has
been negatively and harshly affected by depression and anxiety, due to past trauma from her
childhood. She explains how this is something that has been negatively affecting her
academics as well. For my personal values statement, I was hoping to help my friend in a
way that I probably could’ve helped myself as well. I decided to focus on her issues and
struggles with anxiety and depression and help her truly think about the moment where she
is the most affected. I also thought it would be important to note that as a source of help for
my anxiety, I found a therapist near my hometown on this website called Psychology Today.
This is what I planned to do, in order to help her. I was hoping that searching for a therapist
was a step in the right direction. Spreading my positivity towards her coping issues with
anxiety and depression was a way of coping for myself as well. This was the full extent of
my personal values statement in practice, because I was able to guide her in the right
direction while also making myself aware of my own feelings and checking in with the lack
of positivity that I had at the time.
SEE EVIDENCE #42
10. Student will demonstrate the ability to STA 220 • Statistics Recitation At the very beginning of the semester, my professor for statistics informed everyone of the
lead a project from start to finish (follow- • Group Members from STA important final project. He made sure to make it clear that this was a project that you should
through) class complete over a period of time rather than procrastinating and completing the night before
it’s due date. The development of my group members started from my lead in deciding that
we would work well together. It just so happened to be a group of peers that I have never
met before, but we all had a connection with the our seating choices for lecture. I thought
this was a funny way to start the creation of group trust to ensure that we all finish the
project properly. There were two members of the group that seemed to have a more
extroverted leadership style, and they were the ones that appointed tasks for each of us to
complete. From that point on, I encouraged the rest of the members and assured them that
they were more than capable of completing the task they were given. This was something
that I shared with each member individually, which is connected to my leadership style in
the sense that I prefer to lead others on a one-to-one basis. We started with a blank google
slides document, and went on from there. The next step was to make sure they we all
understood the concepts that we were learning in class for the week. I would take notes for
the group to overlook, while another member would make practice questions for every time
that we met with each other to work on the project. There was a file that my professor
uploaded with suggested dates to finish each portion of the project and we made sure that
we adhered to the schedule on our own rather than expecting him to remind us. With
everyone making mostly equal amounts of effort, we were able to finish the project three
weeks early. As a result of finishing early, we had the privilege of having our TA overlook
what we did and give us some tips for improvement. After this, we voted on whether or not
we should make any further changes based on his suggestions. We ended up sticking with
what we initially created, because of my thoughts on the amount of hard work that had
already been done. There is always room for improvement, but I figured this was the best
decision for the group as a whole, and they agreed as well.

11. Student will describe goals and objective N/A • Therapy sessions and Finding ways to cope with my mental health issues has been difficult. For at least three
statements regarding personal issues, medication years, it has negatively affected people within my community (my family) and my career
career issues, and community issues (medical field). Personally, I have been through three different types of daily medications
along with others that were described as PRN (pro re nata, which translates to “as needed”)
medications. Before trying the medication, I was trying to “force” myself out of the deep
depression, and find natural ways to get better. That was the first year and I had made a goal
to “not be depressed ever again” within one year. Of course, that did not happen. The
following year, I was more realistic. This goal is one that I am still trying to accomplish
currently. It was to finally get professional help, and recognize that actual progress takes
time. I was in a rush to get better for myself and for my family, but also for the sake of my
career choice. I am currently a CNA and I eventually would like to become a Neonatal
Nurse Practitioner. Jobs within the medical field are typically demanding, fast-paced, and
serious. As a CNA, there are moments when I can get extremely overwhelmed over a tiny
situation. My anxiety causes the majority of my stress and negative thoughts. In order to
maintain the anxiety and depression, I needed to set goals and restrictions for myself.
12. Student will show evidence of goals and N/A • Personal plan for managing My personal plan was based on the goals and objectives that I promised myself I would try.
objectives that were planned and anxiety and depression I made it a point to get dressed everyday with different clothing, This took a lot of effort to
achieved do. The convenience of wearing the same clothes everyday was contributing to my
depression and lack of attention towards my hygiene and my appearance. One of the most
recent goals that I have created is to open my shades more often. My therapist told me that
sometimes sun or even simply daylight can alter my mood for the better. Small efforts like
this will help me in the future as I continue to monitor the effects of my mental health status.
Simply being able to try is something that I consider to be an achievement. There were
times when I couldn’t leave my room for days, no matter how hard I tried. Those days were
definitely difficult, but I managed to help myself by seeking professional help. Soon after
seeking professional help, I began looking at online forums about mental health. Some of
my friends explained their journey to recovery with their mental health, and it has inspired
me to do better. I currently feel that I have a routine set in place, and I have gotten one step
closer to my mental health being manageable. I’d rather have achieve the goal of managing
it rather than completely getting over it. Its inevitable sometimes and everyone has days
when they have worries or feel weak. For me, it’s just those days being heightened by
several worries and constantly feeling weak.
13. Student will show knowledge of the NUR 100 • TD Program Nursing Course This hierarchy of human needs consists of five different levels of priority (Maslow 1971). In
“Hierarchy of Needs” theory by Maslow the NUR 100 course, the use of Maslow’s hierarchy of needs stems from the need to create
and follow through with the priorities within health care and the delivery of the care being
given. The First Level represents the physiological needs. As an example, the physiological
needs would be essentials such as air, water, and food. The Second Level considers the
evaluation of physical safety components and the security of physical and psychological
situations that human beings deal with on a daily basis. The Third Level refers to love and
belonging in terms of friendship, social relationships and sexual relationships. As for the
Fourth Level is connected with self esteem needs. This is related to the need for respect
from others, approval from others, as well as dignity and pride. The Fifth and last Level of
the hierarchy of needs is associated with the realization and self-actualization. This level is
the state of finally fully achieving the full potential within yourself. Within this level there is
also a full acceptance of yourself as well as others. This can connect with the idea that your
mindset becomes the focus of the growth of yourself along with the growth of everyone as a
whole. Rather than sole focus on the individual, the human being now has the ability to
recognize their own growth and apply that to the betterment of others and themselves at the
same time.
SEE EVIDENCE #6

14. Student will show application of Maslow’s HDF 190 • TD Program Nursing Course While attending the summer program for Talent Development, I was able to take a Nursing
theory to own life Course. During this NUR 100 course, we learned about Maslow’s Hierarchy of Needs. I was
then able to asses my own development in that moment and how I have grown individually
during the entire TD program. Towards the very beginning of the program, I began within
the Third Level. I was very focussed on not knowing anyone and the need to immediately
make new friends that I would be able to hang out with for the entire duration of the 6 week
program. I was mostly concerned with the need to belong because although we all had
something in common, the atmosphere was very uncomfortable for me. One of my strengths
is connectedness. In this moment where I was trying to make new friends, I was struggling
with the connection aspect between myself and others. I was nervous enough to the point
where my strengths became my weaknesses because I did not use them to their full
potential. Towards the middle part of the program, I began drifting away from the Third
Level after I was able to make a few friends in my nursing class. I then began to switch into
the Fourth and Fifth levels at, what seemed like, the same time. I noticed a strong difference
in the way that I carried myself after I became comfortable with those that would surround
me on a daily basis. I was unable to feel like I needed to fit in somewhere, at this moment.
The self assurance naturally came from my own academic progress as well as the support
from the fellow nursing students in my class. I would say that as of right now, I am at the
Fifth Level within my complete college career. I would not be able to say that I am in the
Fifth Level within my entire lifetime, but I can easily say that I am in a solid enough
position to identify as having the ability to get along with others, have desire in all that I do,
accomplish goals for my own future, and also find my own purpose and help others along
the way of my own journey.
SEE EVIDENCE #6
15. Student will show knowledge of the theory HDF 190 • National Youth Leadership Learning who I am as a leader and what I can do in order to make myself a better leader.
of Superleadership by Manz & Sims Forum for Medicine Being able to notice my personal strengths and values within the FLITE course has been
• Leadership Institute very eye-opening to me. I have been able to acknowledge my strengths and values on a
deeper level because I now know how to describe myself using the top five words that came
• Strengths and Values (VIA) from the results. My top five strengths are Empathy, Developer, Connectedness, Positivity,
and Responsibility. I think I connect the most with empathy due to my ability to be able to
accept others and realize that everyone has a different perspective. Being able to see that we
all come from different perspectives, it makes it easier for me to realize that I can imagine
myself in someone else’s situation and be able to reflect on it. I also believe that Developer
and Positivity is connected for me because in settings where I need to accomplish a task,
I’ve noticed that I can come up with ideas while also staying positive if that idea doesn’t
necessarily work out well. In terms of connectedness, I’ve always considered that to be
having the ability to connect with others and be in tune with yourself in such a way that you
can also inspire others at the same time. So I always attempt to focus on how I can improve
myself while also helping others grow, as well. Also having the ability to work with others
that have different values and strengths, on multiple occasions, has been very beneficial to
myself being able to describe my personal leadership style. At the National Youth
Leadership Forum I was mostly around other peers that were interested in medicine related
careers. Once I entered the FLITE course, there was definitely a very diverse set of peers
around me. Everyone came from different majors and interests. This change in variety of
interests and values is what I feel I needed in order to improve on myself as a leader.
SEE EVIDENCE #7
16. Student will show application of Manz &

Sim’s theory to own life

17. Student will describe StrengthsQuest HDF 190 • Strengths and Values (VIA) My current StrengthsQuest top five strengths are Empathy, Individualization, Restorative,
Signature Themes, shadow side of • Working in a Hospital Setting Developer, and Harmony (Gallup, 2001). I connect the most with empathy. I feel this way
Strengths and/or weaknesses and because of my ability to accept others and realize that everyone has a different perspective.
examples of application (Source = Gallup) Being able to see that we all come from different perspectives, it makes it easier for me to
realize that I can imagine myself in someone else’s situation and reflect on it. I also believe
that Developer is prominent for me because in settings where I need to accomplish a task,
I’ve noticed that I can come up with ideas while also staying positive that others will create
their own wonderful ideas as well. I’ve always considered that to be having the ability to
connect with others and be in tune with myself, first, is a way that I can also inspire others
at the same time and become aware of their potential. I constantly find myself attempting to
focus on how I can improve myself while also helping others grow, as well.
Individualization is something that I have noticed about myself once before. Those with
Individualization “are intrigued by the unique qualities of each person” (StrengthsQuest,
2001). I feel like I can become quite hooked on specific characteristics of people that I meet
and have relationships with. Finding specific characteristics gives my brain the chance and
satisfaction of ‘marking’ everyone as special to me in some way. It gives me the chance to
realize others’ individuality and then maybe begin to process how to accept my own version
of that. Restorative has been another strength that I figured would be self-explanatory, in my
mind, because of the way that I am often times a perfectionist. Being a perfectionist leads to
determination which then leads to attempting to find solutions for everything. This is the
strength that I am slightly worried about in terms of it possibly being a weakness as well.
Another downfall is that throughout my years of volunteer work and job experiences in
hospital settings, I have always been aware of this general idea that it can be hard trying not
to take your work ‘home with you’. With my desire to find a solution, I could easily tap into
my emotions and not be able to leave work without thinking of my patients constantly. With
Harmony in mind, I feel that I will be ready to work around any issues and look for the best,
most positive outcome there is available. Yet, Harmony is one of the strengths that I know
for sure will benefit my future career. If I were a patient that was about to give birth, I would
want anything that would amount to comfort levels being extremely high and I would like to
hold trust in my primary care provider that I am getting the help that I need.
SEE EVIDENCE #45
Clifton, D. O., & Anderson, E. (2001). StrengthsQuest: Discover and develop your strengths
in academics, career, and beyond. (1st ed. 2002.). Washington, D.C.: Gallup Organization.

18. Student will describe personal leadership HDF 190 • National Youth Leadership Learning who I am as a leader and what I can do in order to make myself a better leader.
style and/or personality style including Forum for Medicine Being able to notice my personal strengths and values within the FLITE course has been
strengths and weaknesses and examples very eye-opening to me. I have been able to acknowledge my strengths and values on a
of application (Sources = Leadership style • Leadership Institute deeper level because I now know how to describe myself using the top five words that came
inventories, the L.P.I., Type Focus (MBTI), from the results. My top five strengths are Empathy, Developer, Connectedness, Positivity,
LAMP, DISC, and other career • Strengths and Values (VIA) and Responsibility. I think I connect the most with empathy due to my ability to be able to
inventories, etc.) accept others and realize that everyone has a different perspective. Being able to see that we
all come from different perspectives, it makes it easier for me to realize that I can imagine
myself in someone else’s situation and be able to reflect on it. I also believe that Developer
and Positivity is connected for me because in settings where I need to accomplish a task,
I’ve noticed that I can come up with ideas while also staying positive if that idea doesn’t
necessarily work out well. In terms of connectedness, I’ve always considered that to be
having the ability to connect with others and be in tune with yourself in such a way that you
can also inspire others at the same time. So I always attempt to focus on how I can improve
myself while also helping others grow, as well. Also having the ability to work with others
that have different values and strengths, on multiple occasions, has been very beneficial to
myself being able to describe my personal leadership style. At the National Youth
Leadership Forum I was mostly around other peers that were interested in medicine related
careers. Once I entered the FLITE course, there was definitely a very diverse set of peers
around me. Everyone came from different majors and interests. This change in variety of
interests and values is what I feel I needed in order to improve on myself as a leader.
SEE EVIDENCE #7
Outcome Category: Leadership Theories

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

of the above theory (Weber)

“Scientific Management” theory of
leadership by Taylor

of the above theory (Taylor)

“Management by Objectives” theory of
leadership by Drucker

of the above theory (Drucker)

25. Student will show knowledge of “Theory HDF 412 • In class presentations (HDF Theory X and Theory Y were created to examine behavior of individuals at work
X and Theory Y” theory of leadership by 412) (McGregor, 1960). Theory X refers to the average worker that does not wish to work. They
MacGregor will try to avoid their work as much as they can possibly do so. This theory involves
possible results such as threats, control, and tough management (McGregor, 1960). Theory
X is also connected mostly to larger scale operations and is driven by an authoritarian
leadership style. The authoritarian leadership style is reflective of the control and touch
management as mentioned previously. Theory Y is based on the lack of control and
punishment tactics. Neither of those are necessary for the motivation of this kind of worker.
Their motivations comes directly from the satisfaction of their work, learning about work,
and the creativity they have the chance to explore. Theory Y is also connected with a more
participating leadership style that is much more willing to explore problem solving tactics.
SEE EVIDENCE #53
Value Based management.net. (2010). Theory X theory Y – McGregor. Retrieved from

http://www.valuebasedmanagement.net/methods_mcgregor_theory_X_Y.html
26. Student will describe personal application HDF 412 • Working as a CNA at The Working with other healthcare professionals has shown me the other side or behind the
of the above theory (MacGregor) Miriam Hospital scenes that consist of caring for patients. I have noticed that my time while working in a
hospital setting has varied. I cannot say that Theory X applies more to my leadership style
than Theory Y, and vice versa. In the beginning of my training for this position, I was within
the realm of Theory Y. I was willing to learn and always asked questions to get a better
understanding. It was fun being able to learn from others and continue to expand my
knowledge about healthcare. After working there occasionally for about 3 months, I started
showing signs of Theory X. Although I would not put the blame entirely on my intentions,
because of my anxiety. The negative thoughts and constant worries before going to work
made me not want to go at all. I would often have stomach aches and feel nauseous every
time that I woke up on a workday. It was difficult for me because of my passion for caring
for others and making sure they are comfortable. A few months after my time of doubt, I
understood the flow of my work. It transformed into a simple task every single shift. I
started working double shifts, just because I felt comfortable. This was definitely a
representation of a Theory Y approach. Though I do feel that for future shifts, it is okay to
have a mixture of both sometimes. There are times where I am not going to be interested in
my work and I go just because I have to. Yet, there will also be times where I will be proud
to wear my badge and ready to take on whatever issue comes my way.
SEE EVIDENCE #64

27. Student will show knowledge of the HDF 412 • In class presentations (HDF Servant Leadership is a theory in which the leader is a servant first (Greenleaf, 1977). The
“Servant Leadership” theory of leadership 412) desire to serve initially before anything else is derived from the purpose of a servant leader.
by Greenleaf The effort and choice to lead gives clear distinctions between those that lead first vs. those
that serve first. There are ten characteristics of a servant leader. Those characteristics are:
Listening, Empathy, Healing, Awareness, Persuasion, Conceptualization, Foresight,
Stewardship, Commitment to the Growth of the People, and Building Community. Listening
is a quality of a servant leader because of the ability they may have if they listen carefully
for what service it is that will provide for those who are in need. Empathy is necessary for
kindness of the heart and lending a caring hand for someone else. Healing is crucial to the
journeys of those the leader may be serving and to the servant leader themself. Awareness is
potential for the ability of the servant leader to be connected with acknowledgment of
possible issues. Persuasion comes from any leader that is there to provide a source of
strength and determination. Conceptualization is the ability to be creative and form concepts
or ideas moving forward. Foresight is having the view and awareness of what they future
may hold. Stewardship refers to the amount of purpose one may have when caring for
others. Lastly, Commitment to the Growth of the People is the devotion to the service and
who it affects the most.
SEE EVIDENCE #46

28. Student will describe personal application HDF 190 • Civic Engagement Leader Recently, I applied to become apart of the Civic Engagement Leader team. After being
of the above theory (Greenleaf) Project/Event interviewed and being accepted with the Fall 2017 Group of Civic Engagement Leaders, we
HDF 412 • Working as a CNA at The all attended our very first project. This was the Imagine Walk that was created within The
Miriam Hospital Autism Project. When we first arrived at the sight, the CEL team began with telling us all
what we needed to do in terms of positions as volunteers for the entire event. My small
subgroup within the other Civic Engagement Leaders was chosen to be on cotton candy
duty. We started by setting up the machines needed to properly spin the cotton candy with
the floss sugar. There were multiple groups within our main group that all had some sort of
responsibility that brought together the entire event as a whole. Without one small moving
part, the whole event might not have been possible. In terms of how this all related to the
servant leadership model, I was able to see the Listening, Commitment to People, and
Awareness pieces all tied into what we were doing. The listening aspect was connected to
when we were working as a team to pour the floss sugar, spin the cotton candy, place the
cotton candy in bags, then hand them off to the people that were waiting in line.
Commitment to the People is what kept us all going while we were getting cotton candy all
over the place. We had to stay committed even while we had a few struggles during the
process. As for the Awareness portion, we definitely had to be aware of each others actions
as well as stay aware of the length of the line and the satisfaction of the people overall. The
satisfaction part was important for the betterment of the event as whole. Something as small
as cotton candy was service to those that were happy to be receiving some sugar while
enjoying the other attractions within the event.
SEE EVIDENCE #9
A servant leader is one that has no “desire” to lead, yet holds onto the common goal of
bettering others or a community (Greenleaf, 1977). Since this past summer, I was hired as a
CNA (Certified Nursing Assistant) for The Miriam Hospital. This position as a CNA is very
new to me, seeing as though this was my very first job in that specific field of work. Well
before accepting the position, I have learned about servant leadership and how it has
positively influenced leaders in multiple positions while they are serving others. I find that
of the ten characteristics listed (Listening, Empathy, Healing, Awareness, Persuasion,
Conceptualization, Foresight, Stewardship, Commitment to the growth of people, Building
community), my current position as a CNA is the embodiment of most, if not all of them. The
few characteristics that stand out are Listening, Awareness, Foresight, and Commitment to
the growth of the people. Listening can be one of the most difficult actions for some, yet as a
CNA my position relies on having the ability to actively listen. It takes much more than just
caring for patients as I was taught to. I personally find that listening to my patients more
than anything else has helped me determine so many other ways of taking care of them
successfully to the point where they feel the least amount of pain. Having the awareness for
their problem areas, as well as typical signs of discomfort can also help alongside the act of
listening. I have noticed a better connection between myself and my patients when I am able
to identify the discomfort that they may be experiencing in any given moment. As for
foresight, it can also connect with listening and awareness, due to focusing on preparation
for the future and maintaining safety. In order to assure safety for the patients, I always
need to think ten steps ahead before the patient’s pain becomes worse. Preparedness is one
of the preventative measures utilized in order to take proper care of the patients. Lastly,
commitment to the growth of the people is always based on the desire for my patients to get
better, no matter what their circumstances may be. It is very difficult to not show emotion
when caring for the patients, though I have always expressed it in a way that I am making
them aware of my hope for their recovery.
SEE EVIDENCE #30

Greenleaf, R. K. (1997). Servant leadership: A journey in the nature of legitimate power
and greatness. New York: Paulist.
“Principle Centered Leadership” theory by
Covey

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

Points / TQM” theory of leadership by
Deming

of the above theory (Deming)

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

of the above theory (Sashkin)

“Individuals in Organizations” leadership
theory by Argyris

of the above theory (Argyris)
37. Students will demonstrate knowledge of HDF 412 • HDF 412 Presentation/Notes The four V’s theory of leadership by Grace was based on passions of faith and ethics
the “4 V’s” theory of leadership by Grace (Center for Ethical Leadership). This model of ethical leadership connects internal beliefs
(Center for Ethical Leadership) and values with external behaviors/actions in order to better the common good. The first V
is finding out values, and classifying them as unique to decipher choices. The second V is
related to vision. Vision is referring to framing actions in service provided for others within
a real picture (Center for Ethical Leadership).The third V is voice, which is the bridge
between the vision and the physical aspect of a voice being used. The voice is offered in an
authentic and realistic way. Virtue is the last V, which essentially states that one will
eventually become what they practice so often. This is the beginning of doing the correct
thing and not what is considered bad. There are also the other components, which are
service and the way that the vision can be dependent on whether or not the values are
persistent. Polis is the Greek word for “day”, whereas public acts may be viewed as
engaging in politics. Renewal refers to the constant self-analysis that can happen a pose the
question of whether or not the actions match the value and vision.
SEE EVIDENCE #49
(Center for Ethical Leadership)
Grace, Bill (1999).Center for Ethical Leadership. (n.d.). “Ethical Leadership”.

38. Student will describe personal application GWS 400 • Reflection on types of Feminism is very important to me, and I try to incorporate into my thoughts and actions
of the above theory (Grace) HDF 291 feminism/feminist perspectives very often. The first V(finding values), began with my first actual course within the GWS
GWS 350 major. I chose this course, while I was still in high school, for my schedule for the Talent
Development Summer of 2016. I remember telling others that I was a feminist only because
I thought it was simply about women. Since I considered myself to be a “female” I thought I
should also be a feminist. The TD summer course was the moment that I found value within
the word feminism and the concept. I learned terms that I have never heard before, analyzed
new perspectives, and created the initial foundation of what I thought feminism meant to
me. My Vision became the moment when I declared GWS as my major. This was my way of
further developing my feminist thoughts. I wanted to be that one person in my social groups
that was able to bring feminism to the conversation, no matter what. My goal was to stay
open-minded and focus on the positives that can come from feminism. It wasn’t until the
following year that I learned about the negatives that sometimes stem from feminism. I
learned that there are different types of feminism and everyone expresses it differently. One
of the most prominent lessons learned was that feminism is not just for women. This shaped
my perspective even more and helped me become socially aware of the world around me. I
started to understand more about the effects of “white feminism” and intersectionality. I
enrolled in a course about Queer Media Studies (GWS 350), and how that relates to
feminism. The use of my voice was the next step to making feminism ‘real’ in my life. What
I mean by making it ‘real’ is taking action and recognizing how I apply feminist
perspectives in situations that were happening right in front of me. I understood that the
discussion and analysis had to go beyond the classroom. I am currently applying the last V
(Virtue) to my current lifestyle. This involves incorporating all that I have learned, and
actually applying it to my activism for feminism. I am still figuring out exactly what I would
like to do as activism, and I plan on implementing it officially after I graduate with my
degree in Gender and Women’s Studies.
39. Student will show knowledge of the HDF 190 • Presentations and Notes Situational Leadership is related to flexibility and adaptation. It is a theory based on a leader
“Situational Leadership” theory by Hersey • Personal Research of the that alters their leadership style when performing a specific task (Hersey & Blanchard).
& Blanchard HDF 412 theory After assessing a situation and responding with an action that connects with the task at hand,
the behavioral approach begins. There are four core aspects of this model. They are
Delegating, Supporting, Coaching, and Directing. These actions occur based on the
competency of the leader. There are developmental levels that connect with each of the core
aspects. For Delegating, the behavior is low in the amount of support and direction given.
This means that the leader is well versed in their abilities to balance authority and be highly
supportive of those considered to be followers. The Supporting stage transitions to high
amounts of assistance and less of giving directions. Coaching is a stage that includes support
as well as direction, making the leader fall under the category of “Disillusioned Learner”. In
other words, this leader might struggle with the balance of demanding authority and
providing guidance. The last stage, Directing consists of low efforts for both of the actions
previously mentioned. This leader is still in the process of learning how to define their
leadership style and perform effectively.
Hersey & Blanchard (1969). “Situational Leadership” Model.

40. Student will describe personal application HRL Summer • Resident Assistant As a Resident Assistant, you must complete training in order to be effective in the position.
of the above theory (Hersey & Blanchard) Training Responsibilities This type of leadership relates to the “Situational Leadership”Model because of the
unpredictable nature of the job. During training, we learn about how to correctly write an IR
(Incident Report). There are plenty of rules to writing this incident report which connect to
remaining unbiased in any given situation. It was explained as a way of just being “the
messenger” and not a “storyteller”. We are given all types of scenarios that could happen for
us to actually write an IR, yet we are given the disclaimer that literally anything can happen.
As an RA, I need to ideally be within the stage of Delegating as a leader. When I first started
last semester, I had difficulties with choosing to be authoritative or more lenient. I always
thought that I would figure out how to be a perfect mix of both. In reality, I initially
maintained a leadership style within the stage of Directing. I was more excited about hoping
my residents would like me, yet I wanted to enforce the rules. I became too committed to
enforcing the rules that I forgot to show them my personality. I began switching to the
Supporting stage towards the middle of the semester, because I finally realized that my
leadership style initially was not working. Now that I am almost done with my first and last
year of being an RA, I still feel that I am in the Supporting stage. I never truly got to the
Delegating stage because of my fears of not being able to balance authority and support at
the same time. It was difficult for me to effectively reach that leadership style, but I hope in
any future positions that I can be more confident in my abilities.
SEE EVIDENCE #65
41. Student will show knowledge of the HDF 412 • HDF 412 Presentation/Notes The theory of the Relational Leadership Model refers to five different areas of leadership
“Relational Leadership” model by and relationship building (Komives, Lucas & McMahon). The five areas are Inclusiveness,
Komives, McMahon & Lucas Process-Oriented, Ethical, Empowering, and Purposeful. Above these five areas, there are
three main categories: Knowing, Being, Doing (Komives, Lucas & McMahon). For
Inclusiveness, under Knowing, there is the knowledge and understanding of self and others.
Within the Being aspect of Process-Oriented, there is the belief that the process is as
important as the outcome. Within the Doing part of the Ethical portion, it describes the skill
of behaving congruently at all times. As for the Knowing part of Empowering, the
understanding is about the overall impact that power and self-esteem has on the individual
and the group. The Being portion of Purposeful refers to believing that hope, optimism, and
positivity are important factors for everyone involved. Each of these categories focus on
applying the five areas to the three main categories of Knowing, Being, and Doing. Having
these three main categories to base ideas of off for the definition of each area is important in
my overall understanding of the Relational Leadership Model. The Relationship Leadership
revolves around the importance of application to each situation no matter what is happening.
SEE EVIDENCE #55
Komives, S.R., Lucas, N., & McMahon, T.R. (2007). Exploring leadership: For college
students who want to make a difference (2nd Ed.). San Francisco: Jossey-Bass.

42. Student will describe personal application HDF 190 • National Youth Leadership As an example of the Relational Leadership Model, I attended a National Youth Leadership Forum on
of the above theory (Komives et al) Medicine. Before attending this program, I had a very strong interest in Medicine yet I was unsure of
Forum for Medicine
where to begin within the field. The program was open to nominated high school students from all over
HDF 412 • Group Dialogues and the country. When we arrived to the group sessions within the program, we had some time to talk before
Presentations the class sessions began. I was shy when I first arrived, so I was not really speaking to anyone until this
one girl came up to me and introduced herself. I began to feel more comfortable and started to do the
same. I walked with her and we both began introducing ourselves to the rest of the students within our
group. The other students were being very friendly and we began having conversations about our prior
medical knowledge and things that we were confused about. One of the other students started to
discourage the other students that were unaware of some of the medical terms that he was bringing up. I
started to notice the student that he was speaking to began to look uncomfortable and become very
silent. I felt like this student was not being a very welcoming person when it came to this situation. We
all were high school students in search of a better understanding of medicine and the medical field in
general. In terms of how this situation relates to the Relational Leadership Components, it can be
associated with Inclusive, Empowering, and some aspects of Purposeful. The most important in this
situation would have been Inclusive. We were told that the point of the program was for us to build
leadership skills within the field of medicine. This student was not being aware of the other members in
the group. It made others in the group feel out of place or as if their effort was not needed or important.
This begins to tie into the Empowering aspect of the components. What could have been done is that he
could have told us all about what he knew, while also making it seem as though our ideas and thoughts
on the topic were greatly appreciated. Instead he wanted to let us know all that he knew while also
undermining our knowledge at the same time. When it comes to Purposeful, the key components of this
situation related most to the need for an optimistic and hopeful attitude in the being section. I feel like
he could have been more optimistic in the conversation and open to hearing what others had to say
about the topic. He was not very open to hearing from others on the topic. Involving others in the
conversation would have been the doing aspect of the Purposeful component of the Relational
Leadership Model.
SEE EVIDENCE #7
In HDF 412, there were three distinct times where we were placed into groups for
assignments such as dialogues or presentations. In these groups, we were instructed to find
a time where we could all have a conversation, explain the process of the conversation, then
focus on the analysis of the dialogue as a whole. In the midst of each group dialogue for
Module I and Module II, I was placed in a group with at least one person that I felt
comfortable with in terms of having an open dialogue about the topics that were given. As
for how this related to the relational leadership model, I noticed the different levels of
Knowing, Being, and Doing, coming through during our time together as groups. For the
group assigned during Module I, we were all very separated in terms of being able to meet
at the same time. We were able to identify the reason why we could not all discuss the topic
at the same time, by remaining inclusive and aware of each others’ schedules and timing. At
some point during the Module I group, our attitudes changed when the due date got closer.
We became committed to finishing the dialogue, and we became committed to making sure
that everyone’s perspective was included in the final forum post. As for the leadership
component, the Module II group had the commitment to socially responsible behavior, in the
sense that we all took action in a timely manner. There were similar attitudes in terms of
remaining inclusive of each other, but it was taken to another level when there was a focus
on controlling the pace of the assignment by confronting the behaviors of group members
while working on the dialogue.
SEE EVIDENCE #31

43. Student will show knowledge of the HDF 291 • In class discussions (HDF 291) The Concept of Constructivism is based on observational and scientific studies on how
concept of constructivism people learn (Educational Broadcasting Corporation 2004). This concept is connected to
how the way that we learn is an approach that stems from our own individual experiences.
The concept states that “individuals are the creators of their own knowledge.” From my
understanding, the idea of constructivism is way to build off of previous concepts in order to
create new ones while learning new information. The way that we learn is by being taught.
This can either come from a teacher that is someone else or even yourself. With that being
said, we have the ability to learn from ourselves and teach within ourselves. The way that
constructivism continues is that we are constantly learning from the past in order to properly
construct the future. This concept reminds me of the term “constructive criticism". The idea
that the criticism could be negative, yet the constructive part is thrown in so the person
receiving it can build on themselves and make themselves better than ever before. That is
why constructive criticism is helpful because it takes our old ideas and transforms them into
new ideas that are based off of the old ones. Constructivism is similar to a cycle where it
doesn’t necessarily go back to the beginning but instead retraces it's steps but progresses
based off of older experiences. When we had discussions in the HDF 291 class, we had the
opportunity to hear other perspectives from different types of people. I was able to use what
others were saying as a way to develop and enhance my own thoughts. Using other
perspectives is a branch of the constructivism concept because it is using other experiences
in order to build off of them and construct new and improved concepts and ideas. The main
uses of constructivism come from asking questions, exploring, research, and re-assessment
(Educational Broadcasting Corporation 2004). In our classroom setting, it revolved around
those four aspects, and we continuously used constructivism to help each other grow as
individuals.
SEE EVIDENCE #19

44. Students will describe personal examples HDF 291 • LUSH Cosmetics In-Store Constructivism became a larger component of my life recently, after being hired for a new job. I
of implementing constructivism Training initially attended the interview for LUSH Fresh Handmade Cosmetics thinking that I was not going to
HDF 412 • Lifespan Summer Program even be considered. After surprisingly being contacted to start a new position with them, I was still
unaware of the extent of the actual job. I walked in assuming that it was simple, when in reality I need
2019
to be effective and use a lot of constructivism in everything that I do from now on. The very first
training that I received was full of different in-store skills that would set us up for the main components
of selling products. After our second training, I noticed that we needed to be able to listen in order to
effectively learn. The way that the current employees helped was by simply doing their jobs. A key part
of the in-store training was the progression that we made within ourselves. To start off with two shadow
shifts and then go on to being by ourselves and being observed was how we were supposed to learn.
This reminded me immediately on constructivism. More specifically, it reminded me of the construction
of our own understanding and the individual aspect of it. I was aware that we all were given the same
tools to learn, yet it would be different for each individual because we were all learning on different
shifts. We were each given someone different to shadow, meaning that we were each given different
skills to base our learning methods off of. Soon after our shadow shifts we attended a new hire meeting.
At this meeting we had the opportunity to share our new tactics and skills that we just recently learned.
This was yet another aspect of constructivism because we were then sharing our ideas, making it
possible for those that were listening to construct even further into their own skills and create new
concepts. This way of learning is what it going to help me in the future when I take on more shifts. It’ll
help me learn from my mistakes of previous shifts as well as other scenarios happening around me.
SEE EVIDENCE #24
My second year of the Summer Youth Employment Program (SYE) for Lifespan was different
because of the new position that I given. At this point, I had received my CNA (Certified
Nursing Assistant) License, and was able to work in a new environment. This being my very
first experience working as a CNA, I was essentially given the chance to dive into the
aspects within Constructivism once again, but from an entirely different perspective.
Working in the program, the more experienced CNA’s would work alongside me every day,
as I learn the logistics of the hospital care system. I was being switched off between the
same three CNA’s daily, gaining a new perspective every time. I entered the program with
the knowledge that I learned from my CNA courses, and was able to alter the specifics
according to what each CNA I worked with would do. An example of this would be when I
was scolded for performing an act of CNA daily cares in the way that I was taught during
my CNA courses. As experienced CNA’s, they were able to recognize what they need more
time for in terms of prioritizing the patients and charting successfully. As an inexperienced
CNA, I was more focussed on perfecting the ways of a CNA ‘by the book’ and according to
the safest way possible. When emptying the output of a foley, I was taught that you need to
wipe with alcohol before and after. While observing the other CNA’s, I was taught by them
that the alcohol wipes are not necessary. Learning and deciphering between major
differences such as this was conflicting to me, because at first I was unable to maintain my
skills while constructing them to correspond with what I was being taught while on the floor.
After time passed, I became stressed to the point where I began incorporating what the
experienced CNA’s suggested. I started to use an alcohol wipe only after emptying the
output, rather than the previous method so I could save time for myself. This was my way of
constructing my own version based on my previous knowledge and the knowledge that I
gained from the experienced CNA’s.
SEE EVIDENCE #32
45. Student will demonstrate knowledge of

the Experiential Learning Model (Kolb)

of the Experiential Learning Model (Kolb)
47. Student will show knowledge of the HDF 412 • HDF 412 Presentation/Notes The social change model of leadership development has a focus on positive changes which
“Social Change Model of Leadership include individual, group, and societal values (Astin, 1996). The social change model uses
Development” by Astin et al the seven C’s. These seven C’s are Consciousness of Self, Congruence, Commitment,
Collaboration, Common Purpose, Controversy with Civility, and Citizenship. The very last
C is in reference to Change. Change is at the center of the model, being one of the most
crucial aspects of the model. This model gives leaders a desire to make positive changes
within their roles of leadership. One of the key concepts focusses on leadership being a
process (Higher Education Research Institute, 1996). The model begins with the Individual,
within the realm of Consciousness of Self, Congruence, and Commitment. Which can
describe the instances where an individual becomes aware of who they are, what
characteristics within them are harmonized, and what amount of commitment they are
willing to take on individually. While it then transitions to Group Values which consists of
Collaboration, Common Purpose, Controversy with Civility. The group values hold the
chance of connecting with others, finding commonalities within purpose and respecting the
differences and disagreements that may appear. Then, Citizenship is placed with Society and
Community Values. This is when the Group values and Individual Values come full circle
and create a combined sense of belonging for everyone as a whole, which creates the
expression of community values that are agreed upon.
SEE EVIDENCE #58
Higher Education Research Institute (HERI). (1996). A social change model of leadership
development: Guidebook version III. College Park, MD: National Clearinghouse for
Leadership Programs

48. Student will describe personal application HDF 291 • Resident Assistant This semester was my first time experiencing the life of an RA (Resident Assistant). Since I
of the above theory (Astin et al) HDF 412 Responsibilities am usually very reserved and would consider myself an introvert, accepting this position
seemed to be causing a lot of anxiety. The fear and anxiety was a direct result of the first
critical value of the Social Change Model of Leadership Development, Consciousness of
Self (HERI 1996). I was actually unaware of myself as an RA, holding that position and
maintaining the responsibilities and duties that we're required to do. This was a critical
moment where I realized that I was stuck in this part of the model, because I could not grasp
what was happening. It was not until training that I attained a sense of congruence and
commitment coming from within myself. While training, I began to develop my own sense
of the kind of RA that I wanted to be, based off of the core values and regulations that we
talked about. The transition from individual to group values was difficult for me because it
took me so long to adjust to seeing myself as this type of leader in an RA position.
Throughout training, we would collaborate constantly as a way to learn better and bounce
ideas off of each other. The time when we began maintaining more contact together as a
group was when the collaboration and common purpose became much more clear. The
collaborative aspect was coming directly from staff bonding. There were moments where we
discussed plans for the future that would better our staff as a whole. Looking beyond simply
my own staff, the entire HRL staff constantly came together as one large group to place
emphasis on the common purpose that we share. That common purpose is to ensure the
safety of our residents while also making their residential lifestyles as enjoyable for them as
it is for us. The controversy with civility came into play when we would discuss alternatives
for handling situations. We took part in activities called “BCD’s” or Behind Closed Doors.
This activity was made for returning RA’s to enact a situation and new RA’s would reflect
on how to handle to situation. There were times where one RA would explain how they
would handle a situation, yet another would respectfully disagree with what the other said.
The fact that we were in a comfortable space to do so was wonderful for our development as
RA’s. The citizenship occurred on the move-in dates at the beginning of the semester. This
was a moment that was shared amongst all RA staffs. We were working cohesively in a
realistic setting for the first time ever since training. It was a chance where we adjusted to
the true aspects of the position and maintained the common purpose as a team. The change
is occurring now, towards the end of the semester. We have all been through different
situations individually as a staff, yet we all have come to the point where our supervisor will
evaluate our performance thus far. This evaluation is the chance at change for the new
semester to come.
SEE EVIDENCE #39
Higher Education Research Institute (HERI). (1996). A social change model of
leadership development: Guidebook version III. College Park, MD: National
Clearinghouse for Leadership Programs

49. Students will demonstrate knowledge of HDF 412 • HDF 412 Presentation/Notes The “Leadership Identity Development” Model represents expanding leadership, developing
the “Leadership Identity Development a sense of self, group influences, developmental influences, and altering the view of self
Model” by Komives et al with others’ perspectives in mind (Komives et al.). The purpose of this model is recognize
that the development of an identity within leadership is a constant occurrence throughout a
lifetime of experiences. There are six stages of this model: Awareness, Exploration /
Engagement, Leader Identified, Leadership Differentiated, Generativity & Internalization /
Synthesis. Awareness and Exploration derives from the initial source of an identity. Through
learning and exploring different leadership styles, there is a transformation towards
Engagement. Engagement represents the actions of being a leader, figuring out what works
and what doesn’t which also related to Leadership Differentiated. This is when a leader
explores and dives deeper into a specific style, and recognize the differences between each
type. Generativity & Internalization refers to the concern and analysis of one’s leadership
style and abilities. This stage merges into Synthesis, because of the newfound awareness
and analytical perspective. In this stage, a leader is aware of their ability to learn from other
leadership styles and form their own solidified sense of identity.
Komives, Lucas & McMahon, (2004), “Leadership Identity” Model.
50. Students will describe personal HDF 412 • Rose Butler Browne Peer The first two stages (Awareness, and Exploration/Engagement) officially began when I
application of the above theory. (Komives Mentor Experience started with my first leadership course (F.L.I.T.E.). I was learning exactly what a leader is
et al) and the general concepts and theories that support it. My experiences with the stage of
Leadership Differentiated began with a different leadership course. The course that I was
apart of was called the Rose Butler Browne Peer Mentoring Program. It was my first ever
introduction to what it means to have a mentor and be a mentor to someone else. The class
was not only about mentoring, but it also touched on diversity within women and the
experiences of women of color. The interview project consisted of having to reach out to
someone that we consider to be a mentor as well as find a mentee. This sort of project
challenged me, in the sense that I never truly saw myself as ‘mentor material’. This is where
I entered the Generativity & Internalization stage. At that point in the semester, I was shy
and unaware of my abilities as a leader. Throughout my time as a leadership minor, I have
come to understand that not all leaders share the same exact qualities. Therefore, pushing
myself to complete the interview project was my way of proving to myself that I do in fact
have the ability to mentor someone. After finding a mentee, I was able to connect with them
through email and text to reassure them both academically and mentally. I’ve transition to
the Synthesis stage and since then, I’ve realized that I enjoy being a support system for
others within the same type of environment. What I mean by this is that being a mentor to
someone can be beneficial both ways, especially when that person shares similar
experiences with you. I feel that this will be continued after I graduate, when I get the
chance to fully reevaluate my time spent as a leader and the overall development of my
style.

51. Students will demonstrate knowledge of PSY 479 • PSY 479 Presentation The “Strengths Development” Model begins with self-awareness and self-management, that
the Strengths-Development Model by eventually develops a more productive view yourself (Hulme et al, 2002). Self identification
Hulme et al is at the basis of this model and the understanding of your strengths and abilities. Once the
development of strengths begin, the awareness of these strengths help solidify and amplify
overall development. If the self-awareness never occurs, it is difficult for someone to
prosper and move forward. Without acknowledgment of these strengths, the expectation is
that they will remain within a stagnant stage in their life. The strengths that are noticed are
very prominent in the work ethic and style within leadership and everyday actions. With a
strengths-oriented style, it becomes easier for others to recognize their strengths as well. The
development of these strengths have the ability to be constant, due to level of
acknowledgment of their existence. With help from others, individuals can identify their
skills, and from that point convert them to their strengths.
Hulme et al. (2002), “Strengths Development” Model
52. Student will describe personal application PSY 479 • Learning how to utilize I initiated my strength development through taking the Values in Action survey. I prefer to
of the above theory (Hulme et al) strengths for positivity recognize my values and then utilize them to be strengths in any leadership position
• Values in Action (VIA) throughout my life. This is the third time I have completed the Values In Action Survey
(VIA) over the course of my academic career. I prefer retaking the survey at least once a
year, because of the many changes that occur over time. My new top five strengths are as
follows: Kindness, Love, Appreciation of Beauty & Excellence, Perseverance, and
Prudence. In the past, I have seen most of these same strengths appear within my top five. I
definitely agree with these current strengths as my top five, because of how it applies to my
daily actions so well. I have noticed a change in the way that I carry myself, since the last
time I took the VIA Survey. As an example, Perseverance has been prominent during this
semester since it is the final stretch until I finally finish my undergraduate degree. I believe
this this can be considered as one of my strengths in reference to the obstacles that I have
overcome. Prudence also goes along with my determination to keep moving forward
because of my ability to think carefully before taking any major steps. I would assume that
my anxiety has a role in the reason why I strive to think long and hard before taking action.
In this way, I have learned through positive psychology that what I acknowledge as my
weakness, can also be turned into strengths for specific situations. I have learned that
anxiety is not necessarily always the downfall of abilities as a leader

behavior theories of leadership from
Michigan and Ohio State

of the above theories (Michigan & Ohio
State)

Charismatic leadership

of the above theory

contingency approach to leadership by
Fiedler

of the above theory (Fiedler)

Path-Goal theory by House

of the above theory (House)

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

of the above theory (Dansereau, Graen &
Haga; Graen & Cashman; Graen)

Leadership Substitutes Theory

of the above theory

Models of leader emergence
66. Student will describe the impact of traits GWS 400 • Feminist Perspectives towards Traits play an important role in the determination of one’s leadership style and the ways in
on leadership emergence and leadership which that style is achieved. Traits give definition to someone’s character, and outline their
performance personalities. The way that one thinks is connected to their perspective, which as a result
affects their style of leadership abilities. When it comes to feminist perspectives, it is often
viewed as conditional. This applies to leadership emergence because of the way that
individual may view themself and how traits differ from person to person. If feminism were
conditional, there would be only ‘one’ way to be a feminist. If leadership was conditional, it
would misrepresent the purpose of developing into a leader and sharing differences.
Leadership will develop only with the support of an understanding of certain theories, but
also the different styles and ways to be viewed as a leader. Once given the chance to express
your leadership style with your traits, it creates the differences within perspectives. As for
feminism, society would remain unchallenged if every feminist shared the same traits.
Similarly, Leadership would not evolve or develop if every leader shared the same exact
qualities.

67. Student will demonstrate knowledge of SOC 100 • Conversations/Discussions Chaos can be defined as a system that is based on moment to moment, and unpredictable
Chaos approach to leadership by with classmates (Wheatley 1993). This approach to leadership is connected to self-organization and the
Wheatley • Research from articles for class ability to utilize your own perspective for creativity. Within the negatives and confusing
aspects of chaos, there is some sort of pattern or order. It is simply to view any difficult
situation, analyze the complex nature of it, and make the effort to enforce your leadership
style and better the situation. Instead of utilizing a standard approach to leadership, find
other ways to expand upon your abilities. Changing your perspective can also help an
individual sort through the stress of chaos. If one solution is not working out, it is necessary
to search for a different one. This idea of chaos and leadership is very reminiscent of
perseverance and adaptation to an element of stress. Through trial and error, transformation
can occur and completely affect an individuals way of leading others and expressing
themself as well.
Wheatley, Margaret (1993). “Chaos and Complexity: What Can Science Teach?”
68. Student will describe personal application GWS 350 • Queer Media Studies Project I feel as though I have developed a sense of being able to learn from the chaos approach to
of the above theory (Wheatley) leadership and result in feeling empowered and challenged. During a Gender and Women’s
Studies special topics course (Queer Media Studies), the professor assigned a project that
involved outside-of-classroom information and research. I had the choice of a topic for the
research paper, and I decided on one that I initially assumed would be simple to write about.
Procrastination has always been one of the issues that I struggled with for large projects, and
this project was no different from the others. The purpose of the paper was to synthesize two
aspects of heterosexuality and heteronormativity. With the knowledge that I have now, I
could have written the paper without any issue, yet this was the beginning of the expansion
of my perspective on feminism. The feeling of chaos appeared in the form of my anxiety
and not being able to decide how to form an argument for this paper. It took me hours to
analyze the representation of those two aspects through a queer perspective and connect it
with media. While aimlessly having a conversation with my older brother, I learned about
how he struggled to find himself in what he would consider to be a “heteronormative”
society. His personal story of being bullied in middle school and high school helped me
understand the purpose of the paper and the direction that I wanted to go in for the analysis
portion of it. I eventually finished the paper, after he helped me find a solution to my stress.
It helped me break down the analysis, into simpler terms according to what I was culturally
aware of at the time.

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
69. Student will demonstrate how cultural
anthropology / paradigms relate to
leadership
70. Student will describe personal example

of using cultural anthropology /
paradigms as a leader
71. Student will demonstrate knowledge of HDF 412 • HDF 291 Presentation The Cycles of Socialization according to Harro is the process where social identities are
the “Cycles of Socialization” (Harro) • HDF 412 Presentation created based on the way that each individual is affected by their social identity and society,
theory and its uses in leadership as well as other determining factors. The beginning stage is the base level that an individual
begins with. This is equivalent to a clean slate, no judgements or biases are formed yet.
There is no consciousness of the level of awareness. During the First Socialization, the
individual is exposed on a personal level. Information given comes from loved ones that are
trusted and assumed to be correct. The values, roles, and morals are defined by those
surrounding the individual during this time. Next, the Institutional and Cultural
Socialization is the reinforcement of messages coming from institutions and cultures. This
could be through churches, cultural practices, music, media, etc. Through this stage until the
next, there are some Enforcements that might alter an individuals results. Some of those
enforcements are privilege and stigmatization (Harro, 1997). In the results stage, options
such as silence and ignorance become available to the individual. It is up to them to decide
whether they are able to act in a direction for change, or promote the status quo. In order to
successfully direct change, one must raise their awareness, take a stand, question the norms,
and reframe the conversations.
SEE EVIDENCE #51
Harro, B. (1997). The cycle of socialization. In M. Adams, W. J. Blumenfeld, R. Casteneda,

H. W. Hackman, M. Peters, & X. Zuniga (Eds.), Readings for diversity and social justice:
An anthology on racism, antisemitism, sexism, heterosexism, ableism, and classism (pp.
15-21). NY: Routledge.

72. Students will demonstrate personal HDF 412 • HDF 412 Course Discussions In my past experiences, I have been aware that I take part in the Cycle of Socialization when it comes to my cultural background and heritage. The main aspect of the
cycle that I participate in is the Actions portion. I am part of the very last aspect of the cycle that keeps the cycle going on continuously. One of the many examples of
application of the “Cycles of this comes from my life on campus. Attending URI, I had the thought of joining organizations in mind but one in particular was the most important to me. The Native
American Student Organization is something that I grew up with. I was able to see the effort of my oldest brother spread through to NASO and their purpose to make
Socialization” (Harro) Native American culture known more on campus. I was there for the difficult times, and that is what stood out to me the most. To see my brother struggle with
keeping the organization alive is what pushed me to want to join as soon as I began my attendance at URI. Unfortunately I became apart of the Cycle of Socialization
instead. Once I started looking into joining NASO, I did not try hard enough. I did one minor google search on the organization to find out meeting times, and could
not find them. At that point in my freshman year, that was what I had considered an actual attempt at bringing the organization back together. That falls directly under
wanting to act on the oppression, but falling short and doing nothing about it. I wasn’t aware that I should have tried other options to find out more information on
what the organization was doing at the moment. Currently, at the end of my sophomore year, I am still taking part in the cycle by not following up with my efforts
thus far. I can say now that I did more than before, by hearing about the meet and greet that was occurring for NASO and actually attending. But soon after the first
meet and greet, I lost sight of my purpose for attending. My purpose was to find out whatever was going on with the current members of the organization to see how
to further develop the awareness on campus. Yet I had no backup plan for the next meeting that never happened. For some reason, no one was there to follow up from
the previous meeting, so therefore the idea of reviving NASO was dropped once again. I had this habit of wanting to spread awareness of my culture on campus,
realizing that not that many people care, and then feeling pressured to just sit back and do nothing about it. The question of “what do we do?”(Harro 1982), was
constantly in my mind but I was afraid to ever act on it entirely.
SEE EVIDENCE #25
I had initially grown up at the start with having “no initial consciousness about who we
are” (Harro, 1997). The lack of consciousness transferred over to others as well. In middle
school, I became aware of lesbian couples being considered ‘okay’ and justifiable in some
way, more than gay male couples being accepted. At the beginning of the cycle I was
completely unaware of everything. At the first socialization, I was in the third grade and I
remember being completely oblivious to the words “straight” or “gay”. It wasn’t until other
students in the classroom were spreading rumors about our teacher being a gay man, that I
was able to question what it was. Even then, I was still unable to care about what it was
because it didn’t affect my life as a third-grader at the time. I grew up in a pretty
heteronormative household, that was never riddled with hate or homophobia. As I got older,
the messages about LGBTQ people were becoming a little more clear. To my knowledge, I
was aware of women being able to date women, but still not fully aware that men were able
to date men as well. Because of institutional and cultural socialization, the message of gay
men being wrong and lesbian women being right was embedded in my mind at this point,
through a societal lens. With the results, I was consciously making an effort to not care
about either side of the conversation about homosexuality in our society, at that time. Once I
began to attend high school, my official opinion began to form once an organization began
selling t-shirts. At this period in time for our society, the ‘Love is Love’ campaign was
increasing with the popularity of those that were in the LGBTQ community and also those
that considered themselves as allies. Even though I still held onto that feeling of
indifference, but began leaning more towards acceptance of everyone. Though I was willing
to accept the campaign, I was not as willing to truly take action. This is where I hit the
direction for change but my actions were unsuccessful and I did nothing. There were
unconscious biases that made me result in doing nothing and “promoting the status
quo” (Harro, 1997). I was unable to purchase those t-shirts that said “Love is Love” on
them because I was afraid of being categorized within a non-dominant identity during the
time.I could have made the effort to purchase that t-shirt and wear it proudly in solidarity,
rather than fall victim to the actions of a bystander during the movement. My brother telling
me that he was gay, was the moment where I could say I “woke up” and began associating
myself with the community. I was able to think of myself as someone in solidarity with those
that were going through similar struggles as my brother. In order to maintain any sort of
change, I always felt that I needed to consult with him first to decide whether or not I was
being a good ally.I was hopeful in my mission of seeing if I could convert others to my way
of thinking, as carefree and open-minded as possible when it came to issues such as
marriage inequality. At the core, I needed separation, in order to define my character and
state my purpose as an ally without having to boldly tell people that I didn’t agree with
them. This was something that worked well for me and my own social anxieties of being
socially marginalized, but it was not as helpful for the movement itself.
SEE EVIDENCE #40
Harro, B. (1997). The cycle of socialization. In M. Adams, W. J. Blumenfeld, R. Casteneda, H. W.
Hackman, M. Peters, & X. Zuniga (Eds.), Readings for diversity and social justice: An anthology on
racism, antisemitism, sexism, heterosexism, ableism, and classism (pp. 15-21). NY: Routledge.

73. Student will demonstrate knowledge of HDF 412 • HDF 412 Presentation/Notes/ The “Cycles of Liberation” theory expresses the development of someones awareness to the
the “Cycles of Liberation” (Harro) theory Discussion point where they are free from any restrictive influences surrounding them. The stages of
and its uses in leadership the cycle is as follows: Waking up, Getting Ready, Reaching Out, Building Community,
Coalescing, Creating Change, and Maintaining (Harro, 1982). Waking Up refers to the
moment that an individual experiences a moment of clarity or an ‘epiphany’ in regards to
what they initially thought due to societal stereotypes. Getting Ready is when the individual
can challenge their initial thoughts and finally being able to develop some sort of analysis.
Reaching Out describes the moment that they are able to search for outside sources of
correct information, exploring different concepts. Building Community is when they are
able to associate with others and question any rules of assumptions being made. When then
results in Coalescing, the action and taking on the role of being an ally, but not entirely
involved yet. Creating Change is the actual transformation where they are able to work
towards goals and expectations for what they are fighting against/fighting for. The final
stage, Maintaining relates to being a model for others, encouraging themselves to share their
thoughts and hopes for any cause. At the core of this entire cycle, there is evidence of Self-
Love, Self-Esteem, Balance, Joy, Support, Security, and a Spiritual Base (Harro, 1982).
While these concepts are at the core of an individual’s intention, they can possibly go back
through the entire cycle all over again, but with a different purpose. In between the stages of
Waking Up and Getting Ready there are Intrapersonal concepts, which is change in what
someone believes they “believe about themselves”. There are also Interpersonal concepts,
which is change in how someone views others and values their thoughts and enforced
stereotypes.
Harro, B. (1982).“The Cycle of Liberation” theory.
74. Student will demonstrate personal HDF 412 • Therapy Session From the perspective of having been though anxiety and depression, I am able to point out
application of the “Cycles of • Referral to Psychiatrist the moments where I have gone through the “Cycle of Liberation” in multiple ways.
Liberation” (Harro) Initially, I was introduced to the feeling of anxiety and depression when I was younger, but I
was never aware that the words even existed. This was the start of Waking Up, because that
specific feeling was negatively impacting my ability to complete homework and attend
classes. After finishing high school and finally attending college, I transitioned to the
Getting Ready stage, where I learned about what mental health is and how it affects people,
but I still was not fully aware that it was something I had already experienced. I considered
my feelings to be normal, up until the point where I researched symptoms and connected
them to how I was previously feeling, which was my way of Reaching Out. Building
Community, for me, was a difficult stage. I felt unable to speak about anxiety and
depression because it initially seemed like none of my friends or peers had to deal with the
same issues. It wasn’t until my junior year that I was able to talk with a friend that felt the
same way about their struggle with depression. Personally, I don’t think I have experienced
the stages of Coalescing. Instead, I began therapy sessions and tried to change something
within myself, which was the Creating Change stage. From that point on, I have attempted
to follow through with the Maintaining stage, but it is still difficult for me to actually take
care of myself for a long period of time. I somehow always managed to go back through the
stages and each time feel stuck and hopeless. I was recently referred to a psychiatrist, who
has offered to help me identify which types of medication would work well for me
specifically, according to genetic testing. I remain hopeful, and have yet to see my results,
but I have been able to continuously speak with my therapist and try different coping
mechanisms.
SEE EVIDENCE #66

75. Student will demonstrate knowledge of GWS 400 • Article from research during The “Configuration of Power” is related to power within a superior force or an overall
the “Configuration of Power” (Franklin) class society (Franklin). At the center of power, ‘economics’ or monetary values enforce control
and its relationship to leadership • Professor’s Presentation of the within out society. Outside of the value and power source of financials, is the ‘political’
demand of power in a feminist aspect. This is related to the discussion of problems connected to too much power or not
perspective enough power. The next level is considered to be ‘management’ or the overseeing source of
power might be distributed throughout a society. And the final aspect is focussed on the
‘media’ and other sources of strong influence that can enhance power and control. Each of
these concepts within the “Configuration of Power” can relate to leadership and the dynamic
of one perspective over-powering another. It could be similar to one type of leader (the most
authoritative) seeming to be the most important and highly desired. While the other type of
leadership (the least authoritative) is not as desirable due to a lack of overall power and
control of others.
76. Student will demonstrate personal GWS 400 • Discussion of media and power Feminist perspectives can often be more oriented towards those that contain the most power
application of the “Configuration of influences on feminist ideals within a society. With our society in mind, there is a dynamic within our system where there
Power” (Franklin) is superiority or favor for a certain race. White feminism is an issue deeply rooted in this
type of system that our society has enforced over the years. To some that are unaware of the
term “intersectionality”, there is no such thing as white feminism. Intersectionality is an
‘intersecting’ nature of multiple identities that applies to an individual. It is specifically
about those who have identities that are typically marginalized. The power of white
feminism is a topic that I have discussed in many of my GWS courses. This type of
feminism holds a deeply rooted power that has no sense of awareness for women of color or
anyone who isn’t white. There is also a chance that this source of power could be gendered
as well. Gendered power division is essentially the basis of white feminist ideals in regards
to men and women. White feminism has the power to disregard women of color, as if they
aren’t the same ‘type’ of women that they consider themselves to be.
SEE EVIDENCE #67

77. Student will demonstrate knowledge of HDF 412 • HDF 291 Presentation The American Indian Identity Development (Horse 2001, 2012), refers to the consciousness
racial identity development (Cross & • HDF 412 Presentation of different aspects of the Native American lifestyle. It refers to the consciousness of
Fhagen-Smith; Rowe, Bennett & knowledge, validity, traditional ways, self-identification as an Indian, and tribal status
Atkinson; Ferdman & Gallegos; Kim; (Horse 2001, 2012). Each of these aspects within the model is based on the stages of a
Horse; Renn etc.) Native person’s life and how they develop in an environment over time. The consciousness
of knowledge is based on Native language and culture. Native language and culture are
important components of being considered Native American, therefore these two aspects
determine the effects of how lack of knowledge can attest to if someone identifies as
American Indian or not. This also ties into the Validity, because it refers back to
genealogical heritage. When speaking on the heritage of someone who identifies as Native,
there may or may not be any knowledge on that aspect of their lives. Validity creates an
understanding of a more black and white concept of whether you are simply Native or not. It
makes it more evident, to show that there is some sort of “proof” of heritage to be able to
identify as Native. When it comes to traditions, being able to talk about it as well connects
to the old traditions or ways of life that Indians historically took part in. Feeling the need to
prove one’s knowledge of said cultural events in history has the ability to clarify the
identification of being American Indian. This all comes together to create an understanding
of one’s idea of self-identifying as an American Indian. Each of these components helps to
grasp the thought of being able to be considered Native and to use knowledge as proof.
Being apart of an officially recognized tribe can also aid in the identification of being
considered American Indian. Whether or not a tribe is officially recognized can either hinder
or boost identity development. It can hinder the development of identity if someone is apart
of a tribe that is not recognized, meaning that they are seen as Non-Native. It can boost
development if someone is apart of a recognized tribe, making it clear to others that they
identify as Native. The eras of change have the power to shift cultural dynamics within
Native consciousness as a whole (Horse, 2001, 2002).
SEE EVIDENCE #47

78. Student will demonstrate personal HDF 412 • Personal experiences with As for my personal life, I feel as though this model is reflective of a specific moment in
application of model(s) of racial identity Native Culture and Tribal Land particular. Horse proposes that knowledge can be based on exposure to Native language and
development above culture. Growing up as a child, I was heavily exposed to the culture but not the language. I
found myself being embedded in the culture enough to the point where I felt like I belong
with my people, but not enough where I felt justified in saying that I was a Narragansett
Indian Tribal Member, while around other tribal people. I remember being so worried that I
would be tested on specific cultural ideologies that everyone supposedly knew, every second
that I was on tribal land. Yet, being in an environment where I call home, that is not heavily
populated with Native people was a safer space for me because of my ability to not have to
justify myself as Native American. I didn’t have to prove much to those that were Non-
Native because of the fact that my appearance was enough in most ways. Because of my
skin tone, I was able to ‘pass’ as a Native person, but the question about my hair always
remained whenever it was in its natural state. At this point in my life, I was forcing myself
to fall victim to the beauty standards of being ‘Native in America’ and having to be the
physical embodiment of Disney’s Pocahontas in order to pass as Native American. I’ve
never looked like the Pocahontas that Disney created. She was a very light-skinned woman
with pin-straight, long, goddess-like hair. Being bi-racial in the sense that I am Native as
well as African American was harmful to my ability to appear as stereotypically native as
possible. My hair was never good enough to qualify as a ‘true’ Native woman, but it did
surpass expectations of what it ‘should’ look like for a black identified woman in American
societal standards because it was not ‘nappy’ enough. I find the dynamic of struggle to
identify myself as a Native woman and knowing that I would consider myself bi-racial to be
interesting. Mostly because at this point in time, I was not presenting the other half of my
identity to others openly. I would always say that I was only Native, and nothing else. This
hindered my ability to make it clear to myself and others that I was Native. I was internally
fighting with this idea of being able to accept and claim both identities, without having to
place one above the other. Throughout my experience, I have not seen much change or
adaptation to our consciousness as a tribal body, because of the way that tradition has stuck
with the council for so long. I think this also connects to the fact that the youth has not
gotten a strong enough chance to take over for the tribal council and include themselves in
ways that would alter traditional values and perspectives. These eras of change have not
been prominent within my specific Native culture, because of the quality of our tribal land
and community. For Native Tribes that are way more advanced in the sense that their tribal
land is more prominent and may be recognized more by the state in which they reside, I feel
that the chance for that sort of consciousness to be integrated is much larger rather than
within a tribe that holds little to almost no land to call their own.
SEE EVIDENCE #48

79. Student will demonstrate knowledge of HDF 412 • “Cultural Anthropology & Understanding identity is how “individuals and groups make meaning of the world they
models related to gender / identity / Inclusive Leadership” occupy”(Patton, 2016). Social Identity consists of oppression and many forms of privilege.
gender identity development (Lev; Discussion/Presentation Some examples that Patton describes are related to being white, social class, gender (male
Bussey; Bussey & Bandura; Bilodeau; and cisgender), being heterosexual, able-bodied, and dominance of religion(Christianity).
Gilligan; Belenky et al; etc.) These sources of privilege point out the identities that are pushed to the backgrounds of
society and are often dealing with some sort of oppressive force, whether it be the society as
a whole or an individual. Gender Identity is one concept that almost unrecognizable within
our society, our to the importance and prominence of what is considered to be ‘normal’.
Being a cisgender male is at the forefront of gender and is seen as the norm or the most
important. The oppression is aimed towards those that are women, or transgender. Cisgender
is the within the ‘binary’ way of thinking. Rather than being open-minded to multiple
genders, there can only be two possible genders (man and woman or male and female).
Similar to Cisgender privilege, each of these forms of privilege tend to go unnoticed
because of the ideology of ‘normal’ identities.
Patton,L.D.,Renn,K.A.,Guido,F.M.,&Quaye,S.J.(2016).Studentdevelopmentincollege:
Theory,researchandpractice(3rded.).SanFrancisco:Jossey-Bass.
80. Student will demonstrate personal GWS 150 • Reflection of personal gender Gender identity can be an expression of one’s understanding of their femininity or
application of model(s) of gender identity HDF 412 discrimination masculinity. I typically appear to others as a cis-gendered, heterosexual, female. Some
above HDF291 privileges that I have had as a result of this are related to the ways in which I can be
comfortable with my relationship. I am able to hold my significant other's hand in public,
without having to feel threatened by others. I am also able to be socially accepted in areas
that may not be as accepting of those that identify as homosexual. I also have the privilege
of declaring my relationship with my significant other, openly to others. I have never had to
deal with some portions of gender discrimination, when it comes to those that identity as
transgender. As a woman, I have noticed the oppression and discrimination that comes from
not being a man. Especially begin woman of color, I have felt that this society is more
accepting to white women rather than women that identify more similarly to me. I
specifically remember the time that I was being interviewed by a white woman, that seemed
to like my qualifications and the way that I answered the interview questions. I left that
interview feeling like I had the job for sure, but I received a call a few days later stating that
they were “looking for other applicants”. One other detail that I noticed was that I was the
only woman and the only person of color being interviewed that specific day. It felt like the
odds were already against me, because of male superiority, especially within the workforce.
Though, I cannot state for sure that I was not hired simply because of my gender, it can be
implied because of the dominance that men hold over women.

81. Student will demonstrate knowledge of HDF 412 • “Cultural Anthropology & The Ecological Theory of Mixed Race disrupts the idea that there is one specific way to
additional social identity development Inclusive Leadership” racially identify. This theory also questions what it means to be of “mixed race” and the
model(s): Sexual ID, Faith & Spirituality, Discussion/Presentation many ways to identify. This theory was contrived by Kristin A. Renn to explore the depths
Disability, Social Class (Dillon et al; of biracial and multiracial identities and experiences. Renn’s Model of Ecological Theory of
Fowler; Parks; Astin et al; Peek; Smith; Mixed Race consists of five patterns of identities. Those five identities are Monoracial,
Johnstone; Gibson; Forber-Pratt & Multiple Monoracial, Multiracial, Extraracial, and Situational (Renn, 2008). These identities
Aragon; etc.) are on a spectrum with which people may choose to use as their own. Monoracial refers to
choosing only one race of your heritage or background to identify. Multiple Monoracial is
alternating between multiple racial identities. Multiracial is when someone chooses to
represent more than one heritage, such as stating, “I am black and asian.” or “I am white and
hispanic.”. Extraracial considers the idea that someone may exclude themselves from any
sort of racial identity. Situational represents when someone alternates between the different
identities previously mentioned. The act of alternating between these identities comes from
finding the ‘appropriate race’ for any specific situation that would fit best.
Renn, K. A. (n.d.). (2008). Mixed Race Students in College: The Ecology of Race, Identity,
and Community on Campus.
82 Student will demonstrate personal HDF 412 • My connection and experiences In my adolescence, I was told how to identify racially. The way that I was informed was
application of additional social identity HDF 291 of being of mixed-race or through cultural gatherings, long talks with my parents, and other sources such as readings
development model(s) above multiracial or the internet. I was mostly unaware of my ability to identify however I see fit. I always
knew that my mother was not Native American, but my dad was. The only way that I knew
was because of our tribal identification. There were times when I would have to prove my
tribal affiliation for access to certain points on the reservation, only because my mother was
non-native. That made me realize that I was of mixed race, later on in my life. At the time, I
oddly saw being black and native american as one in the same. I would never consider them
to be seperate races. I always had this belief that black people were native and native people
were black, simply because I was both. I was never directly told that the two were different.
This is why I feel like the stage of not knowing would be really important within this theory.
Not knowing how to identify is a crucial piece of development. Growing up as a child, it
was never about being monoracial, multiple monoracial, multiracial, extraracial, or
situational. It was not until I attended high school that I began identifying with some of the
patterns in Renn’s theory. I always wanted to let people know that technically, I was Native
American and Black. Yet, my upbringing consisted of mostly Native American culture.
Therefore, the way that I wanted to identify myself was as native and black, but mostly
native.
83. Students will demonstrate knowledge of HDF 412 • Class discussion based on our McIntosh’s theory of privilege is practically explained within the statement of
McIntosh’s theory of privilege and its HDF 291 privileges that go “unnoticed” "White Privilege: Unpacking the Invisible Knapsack" (McIntosh, 1989). McIntosh
relationship to leadership challenged the ideas of privilege based on being white, one of the many normalized
identities of our society. She was developing the beginning of realizing how unawareness to
privilege occurs. Hierarchy is crucial in understanding the immense amount of privilege that
a white person (white male, mostly) may have in their life. She connects the denial of white
privilege to the denial of male privilege. Stating that she believes “whites are carefully
taught not to recognize white privilege, as males are taught not to recognize male
privilege” (McIntosh, 1989). Listing very specific instances where white privilege is
‘unnoticed’, McIntosh answers the underlying question of whether or not those with
privilege actually feel like they have more privilege than someone else.
McIntosh,P.(1988).”White Privilege and Male Privilege: A Personal Account of Coming To

See Correspondences through Work in Women's Studies"

84. Student will demonstrate personal HDF 412 • Recognizing my privileges, I have been included in so many conversations with others to the point where I can use
application of McIntosh’s theory GWS 150 and reflecting on ways to historical issues as a way to ground myself and my argument as well as be more aware of
acknowledge them the ways that I have been oppressive before acknowledging my privilege in our
heteronormative society. I feel that I should make myself more aware of my ability to
educate others, rather than simply just acknowledging that they are wrong or hurtful to those
that are oppressed within the LGBTQ community. I realize that I have the privilege of being
able to decide whether or not I should publicly marginalize myself even further than I
already am as a minority and a woman of color. Some privileges that I have had as a result
of this are related to the ways in which I can be comfortable with my relationship. I am able
to hold my significant other's hand in public, without having to feel threatened by others. I
am also able to be socially accepted in areas that may not be as accepting of those that
identify as homosexual. I also have the privilege of declaring my relationship with my
significant other, openly to others. Recognizing the multiple ways in which I have privilege
has altered my perspective and made me more empathetic and wiling to be an ally to those
that do not share the same privileges that I currently have.
85. Student will describe the differences and

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

relevant laws and policies related to
issues of equity and its relationship to
leadership (i.e., Title IX, Affirmative
Action, Protected Classes, etc.)
87. Student will show knowledge of effective

leadership as it relates to change agency
88. Student will describe personal examples

of being a change agent
89 Student will demonstrate knowledge of

the “Model of Intercultural Sensitivity” by
Bennett and its uses in leadership
90. Students will demonstrate personal

application of the “Model of Intercultural
Sensitivity” by Bennett

the ally Action Continuum by Griffin &
Harro

92 Student will demonstrate personal HDF 412 HDF 412 Presentation/Notes On the Action Continuum, I feel that I am placed somewhere between “Recognizing,
application of the Action Continuum by Action” and “Educating Self”. Recognizing, Action refers to those that are aware of the
Griffin & Harro oppression present, and are able to confront themselves and others to take action to end
further oppressive actions. While Educating Self refers to learning more about the
oppression, the history of those that are oppressed and attending social change events or
organizations (Griffin & Harro, 1997). I can say that I am placed somewhere between these
two because of the ways in which I have developed over time in terms of my activism for
LGBTQ identified people. Thinking beyond the moment in high school where I ‘woke up’
because of my brother, attending college took it a step further because I began to be
integrated into the culture of LGBTQ people because of those that I began to surround
myself with. I have definitely felt more involved and less afraid to blatantly tell people how
I feel about the LGBTQ community and how my support definitely runs deep. I have been
included in so many conversations with others to the point where I can use historical issues
as a way to ground myself and my argument as well as be more aware of the ways that I
have been oppressive before acknowledging my privilege in our heteronormative society.
In order to move forward in the Continuum, I feel that I should make myself more aware of
my ability to educate others, rather than simply just acknowledging that they are wrong or
hurtful to those that are oppressed within the LGBTQ community. I also feel that I could
find a way to become more of an activist and speak out on these issues in a more public
way. I could definitely begin by attending events at the Gender and Sexuality Center of URI.
I have never been the one to be bold enough or hold enough courage to speak in front of
others about an issue that I feel strongly about. I have always felt that I did not have the
power to significantly change anything. I also need to recognize that since this is not a
dominant social identity group, I should be aware of the platform that needs to be given first
to those that are marginalized on a daily basis, those that are so far outside of the norm for
our heteronormative society.
SEE EVIDENCE #60 
Griffin, P. & Harro, B.(1997).Action continuum. In M. Adams, L. A. Bell, & P. Griffin

(Eds.), Teaching for diversity and social justice:A sourcebook(p.109).NewYork:Routledge.

Multicultural Organizational Development
Model (Jackson)
94. Student will show personal application of

the Multicultural Organizational
Development Model (Jackson)

Multicultural Change Intervention Matrix
(Pope)
96. Student will show personal application of

the Multicultural Change Intervention
Matrix

97. Student will create a personal code of HDF 190 • Leadership Institute 2016 In order to create a personal code of inclusive leadership, the most important part would be to refer back to the
HDF 412 • RA Position Inclusive Leadership Component within the Relational Leadership Model. For my personal code, I plan to focus on the
inclusive leadership importance of including others in all situations and how effective I would be in acting upon the inclusion. My personal
code is as follows: In order to respect others and their contributions to group efforts, I plan on using my values of
Fairness and Humility to help create an inclusive environment for all members involved. The way that I plan to follow
through with this code of inclusive leadership is to guide others into a more comfortable atmosphere. The inclusive
aspect of group work comes with the ability to feel comfortable enough to share. Being open minded is beneficial to
my personal code of inclusion because I would like others to feel that their voices and opinions matter. I also would
want to enforce the importance of realizing that every idea has some sort of contribution to the overall end result.
Every single contributed idea can compile together and make a greater result. Therefore, this is why I find it crucial to
focus on the need to be open minded when working with others that are different. Everyone has something unique to
bring to the table, making all ideas more susceptible to judgment. I want to be able to create a judgement free
environment in order to be more inclusive. While attending the Leadership Institute before coming to URI, I was able
to experience this personal code of inclusion, firsthand. I was able to interact with students from different backgrounds
during the Leadership Institute 2016. Even though we all came from different perspectives, we were still able to find
the need for an inclusive atmosphere. For example, there were moments where we were able to share personal stories
and express our feelings. The inclusive feeling was very strong from the moment we began sharing because everyone
was involved by choice and not force. This is another important part that I would like to express within the code of
inclusive leadership. I wish to enforce the idea that being inclusive does not mean that everyone is forced to be
included. This is something that definitely should not be forced, because it becomes less inclusive when it is
something that not everyone is completely comfortable with.
SEE EVIDENCE #11
Inclusivity is based on being aware of perspectives and how they all differ in some way. In
terms of inclusive leadership, I plan on containing a personal code that was based on my
experience from working as an RA. Throughout this semester, I have become more aware of
inclusion that I ever have before. As an RA, there are programs and events that you have to
create for each block of the semester. Each semester block holds a specific purpose. One of
the semester blocks were titled “Equity and Inclusion”. My community wide social program
was scheduled during this block and myself and two other staff members had to come up
with an idea. In order to be inclusive, we came up with cookie decorating that was an
expression of holiday traditions that the residents may have. These traditions could range
from any sort of cultural, religious, or spiritual background. While making the flyer, we were
hoping to be inclusive in the sense that we would include an array of religious or cultural
symbols to represent the diversity aspect. Whenever we create ideas for these programs, we
submit proposals to see if they are approved. Once we received feedback, we became aware
of our negligence when it comes to following along with inclusive leadership. The comments
mentioned how not every cultural symbol was represented, therefore there was a strong lack
of consideration for everyone. When it comes to inclusive leadership in that sense, a leader
must reevaluate the situation and come up with a common purpose that is devoid of the
issue at hand, which was being exclusive in the representation. This was a moment where I
was able to think on how to be more inclusive as a leader and an RA, while maintaining
creativity. Another situation came up where a bulletin board idea with stocking stuffers was
presented to me. To use my inclusive leadership characteristics, I informed my fellow staff
member that being inclusive is the best way to get our message across, without
incorporating or assuming everyone celebrates Christmas.
SEE EVIDENCE #41

Outcome Category: Critical Thinking
98. Student will show knowledge of principles HDF 412 • HDF 412 Course Presentation Critical Thinking refers to the intelligent reasoning that has support and evidence to make
of critical thinking and fallacies (logic is • HDF 412 Retreat crucial and wise decision before acting on thoughts immediately. The evidence is often
used in this minor) from materials that are factual and are utilized to support the claims presented. Fallacies are
the errors within arguments and reasoning that takes place during a conversation. Of the
fallacies there are, hasty generalizations, begging the question, complex question, ad
hominem, false analogy, and slippery slope (Caputo, 1994). Hasty generalizations are
unsupported conclusions with a lack of real evidence. Begging the question refers to
proving a point with circular reasoning. Complex question has no ‘correct’ answer from the
start. Ad hominem attacks a person rather than the issue presented in the conversation.
False analogy is the wrongful and unreasonable comparison between two items that are
unrelated. While slippery slope refers to an assumption that one action will cause another
and then create a mess of chaos from that point on. Critical thinking and the practice of it is
important for leadership because of the ways in which leaders need to be proficient with
their words to communicate with others logically and effectively.
SEE EVIDENCE # 54
Caputo, J. S., Hazel, H. C., & McMahon, C. (1994). Interpersonal communication:

Competency through critical thinking. Needham Heights, MA: Allyn and Bacon.
99. Student will demonstrate proficiency of

critical thinking
100. Student will show knowledge of

metaphorical analysis to critically analyze
self and leadership situations

metaphorical analysis to critically analyze
self and leadership situations
102. Student will show knowledge of at least five HDF 412 • Powerpoint Presentation from The five decision making methods are to identify the goal, gather information, consider the
decision making methods class (Crucial Conversations) consequences, make the decision, and evaluate the decision. These methods are crucial to a
• HRL Training level-headed and balanced choice when it comes to making important choices. Identifying
the goal can be based on the goal of a conversation or any other outcome. In order to do
this, an individual should find out what it is that they wish to retrieve from this decision or
choice. After figuring out the purpose, gathering all necessary information would help with
staying unbiased while finalizing your decision. Considering the consequences is similar to
weighing your options. This is where you could possibly make a list of pros and cons to the
decision or conversation. Making the decision should consist of all of the previous steps, in
order to get the desired outcome. After making that decision, the individual should analyze
the results of that decision and contemplate what went well and what did not go well.
Boyd-Colvin, M. A. & Camba-Kelsay, M. J. (2018). Crucial conversations [PowerPoint

slides]. Retrieved from (sakai link)

103. Student will describe personal examples of HRL RA • How to write Incident Reports During HRL Training we were taught to write Incident Reports (IR’s) in third person, in
having used five decision making methods Training order to steer away from any bias for either side of the situation that occurred.The best way
to handle every situation is to start off with facts and identify what type of incident it is.
When identifying the type of incident, it typically reveals the end goal of the situation. The
next part of gathering information has to be very specific. We were taught to write the IR as
if supervisor that would soon look over it can picture exactly what happened. In order to
consider the consequences, it is important that we are transparent with our supervisors and
let them know how we perceived the situation and what could be most important. Making
the decision is ultimately up to our supervisors, depending on how we categorize the
incident. There are specific levels of urgency to label when writing an IR. After making the
decision of what level of urgency the incident is, we should follow up with the residents
involved and debrief the situation.
SEE EVIDENCE #68
104. Student will show knowledge of at least five HDF 412 • Powerpoint Presentation from Problem solving can be a crucial part of having conversations that are uncomfortable to
problem solving / conflict management class deal with. The acronym CRIB is utilized in crucial conversations, in order to get to a
methods, as well as understanding the • Crucial Conversations reading mutual understanding or purpose. CRIB stands for Commit to seek mutual purpose,
roots of conflicts Recognize the purpose behind the strategy, Invent a mutual purpose, Brainstorm new
strategies. Understanding the root of a conflict is based on the mutual purpose from all
involved. Recognizing different strategies and figuring out what makes the most sense is a
step in the right direction for managing the conflict. Brainstorming new strategies is the
next step to eventually solving the problem. Making it a mutual effort makes the conflict/
problem seem equally beneficial for everyone. Aiming for progress rather than a definite
solution is another method that increases awareness of the fact that nothing is ever perfect.
Boyd-Colvin, M. A. & Camba-Kelsay, M. J. (2018). Crucial conversations [PowerPoint

slides]. Retrieved from (sakai link)
105. Student will describe personal examples of RA Position • Settling a resident conflict One specific incident happened, and it was actually my very first time writing an actual IR.
having used five problem solving / conflict The resident contacted me about an issue they were having. The identified goal was to
management make sure that the issue is resolved in the end. This resident informed me that another
resident in the hall, taped their rug to the outer wall of their dorm. This resident sent me
pictures of the rug, and mentioned that they felt as though they already knew who did it.
Before making any judgements, I had to hear from both sides, and gather all possible
information. After hearing from the alleged resident that they mentioned to me, I
considered what I could do to make sure the situation is resolved and both sides feel okay
with the decision that I would have to make. The next step was to proceed with writing an
IR, and deciding to ask for assistance from my supervisor. In this case, I felt that I couldn’t
make a decision because of already having a connection with both of these residents. My
supervisor was able to be the mediator and resolve the issue in a professional manner. After
evaluating my decision to ask for help, I felt that it was the right choice and would receive
the best possible outcome for everyone involved. In terms of future incidents, I followed
the same five methods and it has helped me gain a better understanding of eventually being
able to make the decision myself, without any other source or help.
SEE EVIDENCE #69

106. Student will demonstrate the ability
to synthesize multiple knowledge
perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)
107. Student will demonstrate knowledge of HDF 412 • In class presentation High trust leaders are capable of credibility, have the ability to create trust with others, and
leadership that is used in crisis (i.e., James • Module III presentation extends that trust (Covey, 2004). The main goal is to maintain and increase trust all while
& Wooten; Garvin; Covey; Frohman; making sure that the trust never diminishes in any way. High trust leaders hold three
Lalonde; Schoenberg; Joni; Braden et al; possible behaviors. Those three are character behaviors, competence behaviors, and
etc.)
character & competence behaviors. Character behaviors are where high trust leaders are
able to show their concerns for the crisis, and express their loyalty. They are also able to be
as transparent as possible and give straightforward answers. Competence behaviors are
based on taking responsibility for their plans and actually showcase results. This is also
when a more realistic approach is proposed and expectations are explained thoroughly.
Both, character and competence behaviors reflect three concepts, “listen first”, “keep
commitments”, and “extend trust” (Covey, 2004).
SEE EVIDENCE #43
108. Student will describe examples of HDF 412 • Reflecting on moments of In the HDF capstone course, we were taught a curriculum on crisis leadership and how that
leadership in crisis situations (i.e., crisis in the United States has been presented through crisis events that have occurred in the United States. As a
application of James & Wooten; Garvin; (Module III Group Module III group assignment, we chose to focus on The Boston Marathon Bombing as a
Covey; Frohman; Lalonde; Schoenberg; Presentation) crisis event. The examples of crisis leadership found through research on the bombing was
Joni; Braden et al; etc.) based on the crisis leaders at the time. Those crisis leaders were Daniel Linskey, a Boston
police chief, and Thomas Menino, Mayor of Boston. The way that Linskey and Menino
displayed crisis leadership was very different from each other, but equally as impactful to
the crisis event as they could have been. When it comes to Linskey, he was present during
the bombing and offered himself as a source of help for those who were injured, while also
focusing on the fact that his leadership could help maintain level-headed support while the
crisis event took place. As for Menino, his type of crisis leadership was embedded in his
connection to the people of Boston as well as his devotion to helping even though he was
bed ridden in the hospital at the time of the attack. These two men were exceptional
examples of crisis leaders, as Covey would explain. Crisis leadership is often expressed by
those who are “high trust leaders” that display three types of behavior. Those three types of
behavior are character behaviors, competence behaviors, and both of those combined
(Covey, 2004). Menino;s demonstration of concern while he was in the hospital was
representation of the character behavior, due to his ability to leave the hospital rather than
stay and do nothing. Linskey demonstrated competence behavior by setting expectations
for his team and making sure that everyone was on the same page in order to successfully
destress the crisis event at that moment in time.
SEE EVIDENCE #33

Outcome Category: Interpersonal and Organizational Concepts & Skills
109. Student will demonstrate knowledge of HDF 190 • FLITE Retreat During our HDF 190 course, we attended an all class retreat where we were able to reflect
active listening techniques on ourselves as well as our abilities as developing leaders. We learned about Active
Listening within our FLITE class, as well as during the retreat. According to (Penn State
University 1990) there is a goal, a process, and what to say specifically when it comes to
improving on active listening techniques. The goal is to maintain interest and conversation.
The conversation part of active listening is more on the perspective of the person that you
are having a conversation with. As an active listener, it is more important to encourage the
person to speak more, and encourage yourself to listen more and speak less. In terms of the
process, there needs to be a lack of commitment along with the use of a positive tone.
Positivity when trying to be an unbiased listener is very comforting for the speaker. Positive
tones help the speaker feel more comfortable with sharing information. Some examples of
positive things to say could be “I see…” or even restating what was said for clarification, “If
I understand your idea correctly…”. While listening, it becomes important to focus on what
message the speaker is trying to give with their words. Your interpretation is best when
being able to create a basis for discussion, rather than trying to create a response.
SEE EVIDENCE #12
110. Student will describe examples of using HDF 412 / SYE • Lifespan Summer Youth During my Lifespan summer youth employment program this summer, a guest speaker
active listening skills Employment attended one of our professional development workshops. This speaker wanted us to learn
Program 2019 the positive effects of active listening and how it could help our professional careers
significantly develop over time. I was placed in a pair and was told to sit facing the other
person. At first, the speaker gave us 30 seconds to stare at each other without judgement or
any dialogue. It was okay for our eyes to wander, but the speaker wanted us to be aware of
what true silence sounds like. Shortly after, we were instructed to take turns and explain
stories of our past while the other person listens without doing anything. The speakers’ exact
words “without doing anything” was later clarified as no movement, no words of agreement,
just active listening. This activity made me realize the ways in which conversations can
occur without the other person actively listening because of the habits that are formed from
listening in general. Through my perspective during this activity, I found that I could do
nothing but listen to what the other person had to say, because I was no longer too busy
worrying about whether they know if I am listening to them. I am usually the one that likes
to nod and say, “yes” or other words of reassurance while someone is speaking. I have
learned that those characteristics are not those of someone that is actively listening. Active
listening occurs as a result of someone making an effort to place their sole focus on the
voice and thoughts of the other person in front of them.
SEE EVIDENCE #34

functions of group communication by
Hirokawa

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

regarding giving and accepting of feedback
114. Student will describe examples of giving
and accepting feedback.
115. Student will show knowledge of the 7D

coaching model (Knott)
116. Student will demonstrate personal

application of the 7D Model (Knott)
117. Student will show knowledge of elements HDF 412 HDF 412 Course Presentations A crucial conversation is a dialogue or discussion amongst two or more people that can
of a Crucial Conversation and steps to often be difficult to have. These conversations can consist of high emotions, strong
maintain dialogue and move to action opinions, and other aspects that make it such a critical discussion. There are seven dialogue
(Patterson, McMillian & Switzler) principles created for coaching and preparing for crucial conversations. Those seven
dialogue principles are “Start with Heart”, “Learn to Look”, “Make it Safe”, “Master My
Stories”, “STATE My Path”, “Explore Others’ Paths”, and “Move to Action” (Patterson,
Grenny, McMillian, & Switzler, 2002). These seven dialogue principles are what would help
someone determine their own personal process of having the crucial conversation of their
choice. Crucial conversations occur when there are strong emotions and a difference of
opinions. Results of a crucial conversation can have a large impact on life after it is over,
meaning there is a lot to think about before having one. The concept of focusing on the
individual’s needs first, then the needs of the two having the conversation as a whole, is
connected to "Start with your heart”. “Learn to look” refers to being aware of your
surroundings and realizing whether or not you are in a safe environment. “Make it safe” is a
direct response to “Learn to look”, where one can take a minute to collect themselves and
make everything safe again, rather than suffering in discomfort. “Master my stories” is
important when using the path to action. The path to action refers to a series of steps to
make sure dialogue can continue even while experiencing emotions. Those steps are see and
hear, tell a story, feel, and act (Patterson, Grenny, McMillian, & Switzler, 2002). “STATE
my path” explains how to speak persuasively by Sharing your facts, Telling your story,
Asking for other paths, Talking tentatively, and Encouraging. In result of that, exploring the
paths of others is a very important step, where an individual can help others retrace their
path after becoming extremely emotional in the moment. “Move to Action” is where the
individual breaks the cycle, and learns how to turn the action into results. Having strategic
times and dates for the action plan would help produce results, a long with a follow up to
finalize the conversation in the best way possible.
SEE EVIDENCE #56
Patterson, K., Grenny, J., McMillian, R. & Switzler, A. (2002). Crucial conversations: Tools
for talking when stakes are high. New York: McGraw-Hill.

118. Student will describe examples of HDF 412 Summer Youth Employment During the summer youth employment program, I was partnered with a younger student
engaging in a Crucial Conversation SYE (Lifespan) who was also a CNA. During the program we were introduced and everything was fine up
until the point when we started working together. This was the moment where I felt like our
group dynamic was very off. It was something about the way in which she would speak in a
very condescending tone, that would make me upset. Whenever she used that tone I had no
choice but to assume that she felt a certain way in terms of superiority for her CNA license
compared to mine. This was not to say that our licenses were in anyway competition, though
I felt that the opportunity of the program being an experience to learn was being taken away
from me because of her willingness to do everything. We were both given certain tasks to
complete throughout the day and there would be times where she would assume that I didn’t
want to complete my tasks. For example, she would empty the catheter bags that were
assigned to my patient list after completing her own patient list. This was something that I
took offense to because it was my first ever experience being a CNA. I felt like I wasn’t
getting the most out of it as I should have been. Therefore, I felt that I needed to have a
crucial conversation with this person. At the time, I decided to start with “Master my
Stories” because I wanted the opportunity to explain my perspective on the situation. Going
from there, I decided to explain in detail that I felt uncomfortable with her persistence and
control over my patient list. I also explained that it was something that I did not want to
continue happening. This is an example of where I “STATE The Path” that I wish to take I
remember speaking persuasively in a way that she could understand what I was feeling. I
moved on to "Exploring Others’ Paths" at the point, where she began to explain herself and
her excitement to work at the hospital. I thought this was a turning point in the conversation
because it seemed like we were both on the same page. It seemed as though the conflict was
being solved before it even started. In terms of “Move to Action" I planned to make sure
that we were working on different ends of the department so that we both felt entitled to our
own spaces. I figured that she would appreciate her own area, just as much as I would. This
brought me back to “Start with the Heart” because of my lack of explanation of my
emotions from the start of the conversation. We ended up having another conversation
weeks later where I explained to her that it was never my intention to make her feel
uncomfortable in anyway. With this conversation, I made sure that it was a safe
environment for myself just as much as it would be a safe environment for her. The safe
environment was an area that was away from every other coworker so it wouldn’t be a
publicized conversation. This also connects to “Explore Others’ Paths, once again because I
was being considerate of her feelings towards safety in the environment. The crucial
conversation went very well. I also thought the conversation afterwards went pretty well,
considering the fact that it happened weeks after the first conversation.
SEE EVIDENCE #57

facilitation techniques

facilitation techniques
121. Student will demonstrate knowledge of de-

briefing techniques
122. Student will demonstrate proficiency of de-

briefing techniques

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

four frames of organizations, and the
meaning of reframing by Bolman and Deal

of organizational analysis using the four
frames of organizations, and breaking the
frame / reframing (Bolman and Deal)
127. Student will show knowledge of organizing

meetings / setting agendas / and leading
meetings
128. Student will describe personal examples of HDF 190 • Multicultural Overnight Here on Campus, I am part of the D.R.I.V.E. Organization. This organization created an
organizing meetings / setting agendas / Program (D.R.I.V.E. overnight program for out of state, multicultural high school seniors. This program was
leading meetings Organization) created to help multicultural students feel welcome here at URI and get a feel of how living
on a college campus would feel. In order to prepare for the overnight program, myself and
other members of the organization had several meetings where we created schedules for the
events that would occur for the program as well as organized the mandatory overnight host
meeting. In order for everyone to understand what would be happening the day of the actual
Multicultural Overnight Program, myself along with other members and the Advisor, Caitlin
Cotter, we needed to create the actual schedule for that day. The planning of the schedule of
events for the day was decided based on previous members’ past experiences and our own
opinions as well. We all had to be very considerate of the perspectives of the high school
students and their level of participation. Setting up a time frame was also important because
we needed to make sure that the event ran smoothly, but also the mandatory host meeting
that would occur beforehand. The mandatory host meeting was setup with a timeline of
which members within the organization were in charge of collecting contracts, facilitating
ice breakers, and seeking on what or what not to do with the high school students.
Scheduling and planning for the event, and making a plan for those that decided to volunteer
was a challenge because we wanted to consider the two most important factors, time and the
level of enjoyment for the volunteers as well as the program participants.
SEE EVIDENCE #14
129. Student will show knowledge of

Parliamentary Procedure

130. Student will show knowledge of techniques HDF 190 • Work Study Job (UCAS As a worker at the front desk of Roosevelt Hall, I have attained many different skills
for working with difficult people Secretary) throughout my experiences. Most importantly, I have been able to develop my ability to
work with difficult people. The difficulty stems from the pressure and importance of grades
within the university and the amount of deadlines given for certain requirements. Most of
the frustration that comes from the students that arrive for help is due to the lack of
knowledge of what needs to be done academically during the school year. Most of the
students that complain are unaware of time periods, deadlines being given by academic
advisors, or even the lack of knowledge for something such as registering for classes. The
techniques that I have been utilizing at work are patience, communication, and listening.
These three techniques are the most important when it comes to a job that is in a very fast
paced environment. I have used patience and listening when a student has come into the
building very upset or demanding attention. Letting each student know that I am also a
student, that is trying my best to help them out in anyway I can, is what is beneficial to the
patience. As for the communication, this is the most important. Miscommunication within a
job like this could be damaging to a student’s personal file and information. This is why I
use my ability to stay confidential while also helping the student out as best as I can.
SEE EVIDENCE #15
131. Student will describe personal examples of SOC 100 • SOC 100 Course Presentation A personal example of working with difficult people comes from my experiences working at
using techniques to work effectively with • CNA Position at The Miriam the hospital as a Certified Nursing Assistant (CNA). The CNA’s work very closely with the
difficult people Hospital nurses on the floor. They work close enough to the point where, as a CNA, i need to receive
daily report from each nurse that has the same patient as me in order to perform my job
correctly. While working in the summer as a student, rather than an ‘actual’ employee, I was
ignored a few times when I would ask for report. The times that I was ignored, was either
due to the nurse being busy, or just simply explaining that it was not necessary for me to
know any other details besides what I was already doing. As a new CNA within the same
department, currently, I have not yet been ignored when asking for report. The strategy that I
figured out as a way to deal with the difficult co workers, was to figure out the most sure
time periods where they have absolutely no reason to refuse to give report to me. In the past
few weeks, I have noticed that this technique is not the only one that I have been utilizing. I
have also noticed that whenever a nurse fails to pass on report to the CNA’s, I personally
respond with no visible reaction. When it comes to the workplace, appearing upset or angry
with coworkers is what compromises the assurance of a calm comforting environment that
the hospital works so hard to provide for the patients. I would never want to contribute to
the deterioration of our healing environment within our department. This is because of the
fact that I work in a service environment. In my sociology course, we learned about the way
that careers that provide a service rather than a product, are the ones that do the most
emotional damage to its employees. It is often times draining trying to come up with
techniques on how to deal with uncooperative coworkers. Yet, one of the most prominent
goals in my mind while working is to always maintain a calm and happy demeanor. That, in
itself, is a great technique to effectively work with those that wish to be difficult at work.
SEE EVIDENCE #61

132. Student will show knowledge of the stages HDF 412 • In class presentation According to Tuckman/Tuckman & Jensen, the stages of group development are Forming,
of group development (Tuckman/Tuckman Storming, Norming, Performing, and Adjourning (Tuckman 1965) (Tuckman & Jensen,
& Jensen, Bennis or others) 1977). In the first stage of Forming, there is an initial unknown purpose but yet some
agreement on the reason for the group coming together. There’s the beginning stages of
some sort of guidance where the group beginnings to form ideas. Storming represents the
stage where a conflict arises. During storming, a typical conflict could be because of a
chosen topic or even due to lack of including all voices in decision making. There is an
initial struggle within the dynamic of power, but it begins to subside with the transition into
norming. Norming is the stage where agreement and common acceptance occurs. Roles are
now clearly indicated and responsibility is placed upon each member of the group. There is
some facilitating coming from group members that are planning the presentation of the
purpose of the group. Next would be the performing stage, where the actual purpose
becomes very clear. Achieving goals for this purpose is the next major step in the
development of the group. There is a source of delegating who does what tasks. The
completion of these tasks is what moves the group into fr adjourning stage. This stage is
where the group can become reflective of their journey together, and analyze themselves
through recognition. Any of these stages can be the start or beginning of a group at any time.
SEE EVIDENCE #44
133. Student will describe personal examples of HDF 412 • SOC 100 Final Group Project For my sociology 100 course this semester, we were informed of a final group project. The
group development in use (Tuckman/ Fall 2019 final group project consisted of creating a podcast about an issue on campus. The beginning
Tuckman & Jensen, Bennis or others). stages of our group with Forming were initiated by the professor. Our professor created
assigned seating with our group members, in order to force the initial sense of agreement
and formation of a group setting. From that point, we were appointed roles within the group,
therefore the stage of Norming has cut in front of Storming. During the Norming stage, we
were given roles, and acted on them immediately. We were expected to have our own
portions of the assignment completed by certain dates and work outside of class. At the
same time as the Norming stage, we were also Storming in the sense that we had multiple
disagreements about what our topic should be finalized as. The performing aspect was also
forced upon us, because we had to attend in class work sessions that would have specific
guidelines for what needed to be finished before class time was over. This structure was
helpful in the progression of our group. Besides the structure and timing provided by the
professor, our group would have been stuck in the storming phase for a few weeks without
actually completing any portion of the assignment. We are not at the point where we
transition from Performing to Adjourning. This transition is slow due to the large gap in
between our last in class work session and the final date to submit the entire podcast audio.
The way that the audio has been put together was beautifully taken care of during our
performing stage, therefore all we need is to apply finishing touches and complete the task.
The only task at hand would be to fully connect each audio clip to make an official podcast.
SEE EVIDENCE #52

134. Student will show knowledge of group roles SOC 100 • Research from an article given Group dynamics and the roles of membership are classified by group task roles, group
and how they contribute to group dynamics in class building and maintenance roles, and individual roles. Specifically for groups roles, they are
(Johnson & Johnson; Benne & Sheats; related to the facilitation and coordination of a groups task (Benne&Sheats, 1940). Any
Knowles & Knowles; etc.) member of the group can assume the position of the “leader” at any point in time of the task/
problem solving. The typical roles are as follows: The aggressor, the blocker, the
recognition-seeker, the self-confessor, the playboy, the dominator, the help-seeker, and the
special-interest speaker. Each of these roles contribute to the dynamics of maintaining a
good sense of achievement with the completion of the task. The merge of the different skills
provided by each role, has the power to determine the overall outcome. Any of the
previously mentioned roles can be flexible, in terms of whoever plays whichever part. The
aggressor generally puts others down and undermines others’ abilities in order to make
themselves look better. The blocker and the recognition seeker seem to bring out the
negative aspects within working in a group, relating to being stubborn and calling attention
to themselves. The self confessor, the special-interest seeker, and the help-seeker are the
ones that causes the emergence of distractions. While the playboy and the dominator display
both extreme ends of the spectrum, one being completely uninvolved and the other being
overbearingly involved.
SEE EVIDENCE #70
Benne, Kenneth D., and Paul Sheats. Functional Roles of Group Members. John Wiley &
Sons, Ltd, 1940.

135. Student will describe personal examples of HDF 190 • P.I.N.K. 101 Process Final During the first semester, I was part of something called the P.I.N.K. 101 Process. The
group roles and how they contribute to Group Project organization, P.I.N.K. (Powerfully Independent Notoriously Knowledgeable Women) held a
group dynamics (Johnson & Johnson; HDF 412 • Lifespan Summer Youth semester long process where we attended meetings, held discussions, and bonded over the
Benne & Sheats; Knowles & Knowles; etc.) Employment 2019 important aspects of the organization. The Process was a large group of young women that
aspire to be apart of the organization and soon become a P.I.N.K. Woman. As smaller groups
within the larger group, we were assigned a project where we had to volunteer and explain
why we decided to choose the specific cause. Working in a group with my members was for
the most part very demanding due to the pressure coming from the P.I.N.K. Women. As a
group, we spent most of the time storming due to the lack of time provided. I was able to
provide for my group by using my strength of positivity in order to drag ourselves out of the
struggle that we were stuck in. This expression of positivity helped my group to understand
the main goal and work as a team rather than as individuals.
SEE EVIDENCE #16
While working with experienced CNA’s during the Lifespan program, I was also working
alongside fellow youth that attained their CNA licenses as well. When entering the program,
we were sent out assignments for which hospital to attend and what department we would
be working on for the entirety of the summer. I was placed in a group with one other SYE
member that was much younger than I was. She was just graduating high school while I was
soon to be a Senior in college. Before working in a group setting with her, I believed the age
difference would never be a problem, but during our time together we began right at the
storming stage. We began at storming because of our differences in experience as CNA’s.
My group member was much more experienced than I was, yet she would constantly bring
this up as a way to belittle my presence at the worksite. As a group, we were always
struggling to understand the main goal cohesively while working. It definitely took away
from the point of the program and my ability to learn without feeling anxious at all times. I
was constantly worried that our constant state of the storming phase would ultimately get in
the way of the main purpose of our group, being the safety and well being of the patients
that we were taking care of. Before this program began, I attended the certification class
along with others that were hoping to be a CNA. During this class, we all worked together
in terms of being a solid support system. The amount of people in the program started with
15 people. After the first two weeks, there were only 6 of us left. This was the opportunity for
us to work as a group and make sure that we were all able to pass the final skills lab. We
were taught to help each other by critiquing skills in a respectful way. Within this group,
there was one individual that did not follow those rules. This person would constantly ask to
be the first one to test on the simulation dolls, stethoscope usage, and any other skill that a
CNA has to learn. Because of them constantly being the aggressor in the group, no one else
was able to attain the hands-on learning that they were getting all alone. It seemed like it
was their purpose to lookout for themself rather than the group as a whole. Benne and
Sheats describes the “aggressor” as the one to take credit for others’ actions, projecting
superiority over another, and undermining the skills of others (Benne&Sheats,1940). This
description fits that individual perfectly. It would be an understatement to say that they were
more concerned with putting others down and lifting themself up instead.
SEE EVIDENCE #35
SEE EVIDENCE #70
Benne, Kenneth D., and Paul Sheats. Functional Roles of Group Members. John Wiley &
Sons, Ltd, 1940.

136. Student will show knowledge of effective HDF 412 • Group Dialogues in HDF 412 Based on the knowledge that I have from my previous Leadership courses, HDF 190 and
memberships skills in groups course HDF 291, I feel that I have been able to address the specific roles of group members as well
as the group dynamics. Addressing the roles of group members has given me the ability to
be aware of effective membership skills in groups. For the group work during Module III,
the group that I was placed in had a strong sense of cohesiveness. The final group was more
accurate in terms of finding information for the topic of the presentation, which positively
impacted the sense of membership for everyone involved. Each member felt useful and full
of purpose while contributing to the presentation. Sharing the perspective of each group
member was what we each deemed as the most important aspect. One example in particular
that helps to explain my knowledge of the membership within the group was when we were
discussing the roles of each person. Once we created the outline for the presentation, and
reviewed the contents needed from the rubric, we were able to assign positioning for the
visual portion as well as the actual presentation. The delegation of who was placed where
was dependent on those that spoke up and chose what they felt was best for themselves.
There was surprisingly no overlap in what was chosen and each member was left feeling
satisfied with their position. These skills were reflective of being able to communicate
effectively, respecting the placement of membership within the group, and maintaining the
same level of power when making major decisions for the group as a whole, for each
member involved.
SEE EVIDENCE #36
137. Student will describe personal examples of

membership skills in use

Challenge and Support theory by Sanford,
and its relationship to organizations

using the theory of Challenge and Support
(Sanford)

construction / elements of informative and
persuasive speeches
141. Student will demonstrate proficiency in

informative and persuasive public speaking
142. Student will show knowledge of planning

and conducting interviews (as the
interviewer)

planning and conducting interviews (as the
interviewer)
144. Student will show knowledge of preparing

for and effective answers in interviews (as
the interviewee)

145. Student will describe personal examples of HDF 190 • Civic Engagement Leader After completing the online application process to become a CEL, I was able to mentally
preparing for and being interviewed Interview and physically prepare myself for my group and individual interviews. In the moments
before I began preparing myself, I was nervous about not coming across as genuine and
focusing too much on others achievements, during the interview, rather than my own. In
order to prepare myself for the group interview, I made myself a name tag and practiced a
mock group interview with my family. I felt as thought being in front of my family made me
feel more comfortable to speak more on myself. Then I realized the lack of difficulty in
being interviewed by my family members. Although I never got the chance to meet up with
a few other people and retreat another group interview, I began trying to mentally prepare
myself instead. In terms of my growth as a leader, I started to notice my own habits and how
I work best. The way that I am able to give something my all is to be mentally prepared
minutes before the actual occurrence. In order to mentally prepare myself I began taking
deep breaths and maintaining my own breathing cycle to help calm myself down. Overall
this technique worked for me because I believe that it was most comfortable and relaxed
that I have ever felt during an interview. Another quick and last minute preparation that I did
was tell myself in my mine “you can do it, you got this”.
SEE EVIDENCE #3
146. Student will show knowledge of effective

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

working in collaboratives/coalitions
148. Student will demonstrate knowledge of HDF 412 • “Cultural Anthropology & One technique that can be used dialogues related to diversity is through empathetic
techniques to communicate and engage in Inclusion” Module communication or “Overcoming the Golden Rule” (Bennet, 1979). The golden rule refers to
difficult dialogues related to diversity and treating others ‘the way that you want to be treated’, which expresses sympathy rather than
inclusion. empathy. During conversations that relate to diversity, it is important that differences in
identities and cultures are properly acknowledged. This type of communication encourages
awareness for other cultures and other races, or any other identity. The systematic
differences between people can be through national culture, ethnic groups, economic status,
age, gender, sexuality, educational background, and professions (Bennet, 1979). Those
identities all hold different values and perspectives when it comes to being treated
‘correctly’ with their preferences rather than treating everyone exactly the same. Sympathy
implies that everyone is the same, and ignores the importance of asking before doing.
Bennet, M. (1979). “Overcoming the Golden Rule”

149. Student will demonstrate proficiency in HDF 190 • Multicultural Overnight The D.R.I.V.E. Multicultural Overnight Program was created specifically for out of state,
communicating and engaging in difficult Program (D.R.I.V.E. multicultural students that might consider attending URI in the future. As a part of the
dialogues related to diversity and inclusion. Organization) program, the D.R.I.V.E. Organization planned an event that revolved around multicultural
students and their adjustments to a college lifestyle. Interacting with the students and
making sure that every question was answered was a challenge at first because I was unable
to predict what exactly would happen. Well into the event, I was able to connect with the
students as well as the other volunteers and really focus on working together to make it a
great experience for everyone. The idea of the program being a multicultural event is what
made it such an interesting experience. Being able to connect with the high school students
on so many different levels was mind-blowing. The differences in backgrounds was double
the amount for me since the program is only open to students that are out of state. Knowing
that I am in in state student, this also created more of a intercultural communication due to
the difference in where we were all born and raised. I enjoyed the mixture of cultures all
within the same building because we were able to connect on so many different levels
regardless of what we looked like or where we came from. Being able to provide support to
those students through my own cultural perspective was great because they reciprocated our
energy and we were able to learn about their backgrounds as well.
SEE EVIDENCE #17
150. Student will describe ways to maintain

accountability in leadership / member
relationships

related to maintaining accountability as a
leader
152. Student will describe ways to build HDF 190 • Peer Leadership (FLITE) and One of the first models that I learned since becoming a leadership minor was “Becoming a
relationships between leaders and understanding leadership style Positive Leader Through Development & Involvement” (Wilson, 1998). Although this
members differences model prioritizes self-reflection and development, there is one aspect of it that I feel
represents the best way to build relationships with between leaders and members. The third
and fourth steps of the model, which are “broaden your perspectives” and “develop and
refine skills”. Within the third step, the importance of understanding others after knowing
and understanding yourself is a way to relate to other leaders and find common traits and
characteristics between each other. Having differences is also a way that leaders can
connect, in order to learn from each other and adapt their own skills which relates to the
fourth step. Within the “Develop and Refine” box, communication, group development, and
inclusion are all concepts that I think about when trying to build relationships with other
leaders in my environment. As for members, this also applies to the progress in between
these steps that ultimately ends with the last box that states “Lead Others”. A lot of the
friendships that I currently have with other leaders (inside and outside of the minor) has
started off with recognizing their talents and traits that stand out to me the most and through
conversation, learning about their story and journey to becoming the leader that they are.
Wilson. (1998). (URI Memorial Union/Center for Student Leadership Development)

153. Student will describe personal examples of RA Position/ • RA Staff meetings and bonding As an RA, I have developed great relationships with my staff members as well as others in
building relationships with members as a Training • RA Training different buildings. The very first opportunity to build relationships was through RA
leader Training. The entire two weeks were dedicated to working together, learning from each
other, and using that as a way of communication. There was also a way of understanding
possible fears and hopes of those that would be first-time RA’s. I was in this category, and it
definitely helped whenever we were grouped together, knowing that we all were starting a
new and unpredictable experience. When the semester actually started, specific staff
bonding was easier and felt deeper than the relationships built from training. It was mostly
because I felt comfortable with our abilities as a team, and also as being friends outside of
our professional relationships. The first staff bonding event that we held was in the lounge,
where we all painted out hands and created a “community flag” to represent Barlow Hall.
All of my staff members hands’ were placed at the bottom, while the residents placed their
hands right above ours. This one event was not the last of our staff bonding. In the following
weeks we watched a movie together, participated in a “secret snowflake” gift swap and
added fun team-builder exercises to our staff meetings to make them more personal. I can
honestly say that my staff, as well as all other RA’s have great characteristics and skills that
contribute to being a leader, in their own way.
SEE EVIDENCE #71
154. Student will describe how credibility applies

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

building, maintaining, and repairing his/her
own credibility as a leader
156. Student will describe ethical standards in

influence
157. Student will describe influence applies to

leadership

158. Student will describe principles of effective HDF 291 • In class discussions (HDF 291) The principles of effective mentoring are rooted from the definition. Mentoring is a
mentoring, as well as problems particular collaborative, mutually beneficial relationship between a mentor and a mentee. A mentor is
to the mentoring relationship someone that is encouraging, prepared, respectful, and relatable to say the least. The effects
of mentoring are based off of the connection between the mentor and the mentee. Seeing as
though a mentor contains such good qualities, as listed above, a mentee should contain
similar characteristics. The reason why a mentor and mentee share similar responsibilities is
to create a balance in the relationship. Having a balance shifts the idea of a mentor being
simply a guiding light, to being a friend and companion that is there to assist in the mentee’s
life. Mentoring becomes beneficial for both involved due to the importance of the support
system between the two. There needs to be a certain level of understanding, coming from
both ends. A mentor should never expect the impossible from a mentee, and vice versa. This
is an important aspect of the relationship because it helps each person involved to better
understand that everyone is still their own person. The acknowledgment of individuality in
these relationships is the core of autonomy with guidance from a mentor. This goes along
with the mentee understanding that the mentor is never completely responsible for any
decisions made, simply because each component of the relationship is separate. This is
where the conflicts may arise. There are situations where high expectations cause the
mentor/mentee relationship to rely heavily on one side rather than the balance that is
needed. Something else that may occur is projecting. This is a situation where the mentor
may attempt to live their life through the mentee. Therefore, making it difficult for the
mentee to succeed and make their own decisions.
SEE EVIDENCE #22

159. Student will describe personal examples of HDF 291 • Personal Mentor/Mentee My very first experience with being a mentor began the second semester of my freshman
mentoring and being mentored Relationship year. I was apart of the Multicultural Overnight Program that the D.R.I.V.E. (Diversifying,
Recruiting, Inspiring, Volunteering, Educating) Organization hosts annually. I was assigned
a possible incoming freshman that stayed overnight in my dorm room. My mentee’s name is
Ophelia Mendoza. Since the end of the program, we have been in a mentor/mentee
relationship that is beneficial for both of us. With our first initial interactions between each
other, the relationship started off with academic advice and how to grasp her very first year
being on a college campus. She would always text me and ask for my opinion on classes at
URI, school supplies, and more. I was thrilled to be able to help her academically grasp her
first year of college, but I wanted to be more of a mentor on other levels as well. I began by
spending more time with her outside of academic situations where we could talk about her
state of mind overall since her first time being at college was already one semester in. I was
able to connect with her on a deeper level and guide her in a way that helped her
understanding beyond her academic life. She has been a beneficial part of my life due to her
impact on my mentoring abilities. I was able to look at our relationship and create a
mentoring philosophy that I even wish to be apart of my relationship with my own mentor.
My mentoring philosophy revolves around being able to guide her in the right direction
while also giving her a chance to discover herself in a way that she is confident in her
dreams, goals, and aspirations. I could only wish for her to be aware of her feelings,
thoughts, and voice always being valid. It is something that I personally struggled with, and
my mentor was able to help me change that. My mentor, Kristina Moyet, is the woman that
has given me the confidence to be stern in my choices. The way that she speaks with me,
instead of talking at me, helps to boost my abilities in our conversations. I have seen nothing
but improvement every time that I speak with her. Seeing and feeling her strong presence is
what always made me more confident in sharing how I feel about everything in my life.
Kristina’s mentoring philosophy reminds me of a quote by Dr. Rose Butler Browne. The
quote is as follows: “Successful women, wake up! Your younger sisters want to grasp your
outstretched hands and, encouraged by the love of your hearts, start their journeys to
success.” It reminds me of the way that Kristina presents herself. She is aware of her own
personal growth and successes, and makes sure to mention it to help inspire my own
thoughts. She encourages me to work harder toward my own successes, due to the ability of
the completion of hers.
SEE EVIDENCE #27
SEE EVIDENCE #28
160. Student will describe principles of effective

peer leadership, as well as problems
particular to peer leadership

related to being a peer leader and being
led by peers


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LEADERSHIP

Name: Cheyenne Spencer

Leadership Inventory Revised 08/22/2017 1

ADVISING INFORMATION (students will include own documentation)

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

Leadership Inventory Revised 08/22/2017 3

MINOR ELECTIVES-9 credits

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Leadership Inventory Revised 08/22/2017 5

▪ Leadership theory and

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Leadership Inventory Revised 08/22/2017 8

SEE EVIDENCE #50

Caputo, J. S., Hazel, H. C., & McMahon, C. (1994). Interpersonal communication:

Leadership Inventory Revised 08/22/2017 9

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Harro, B. (1997). The cycle of socialization. In M. Adams, W. J. Blumenfeld, R. Casteneda,

Leadership Inventory Revised 08/22/2017 11

Leadership Inventory Revised 08/22/2017 12

SEE EVIDENCE #29

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16. Student will show application of Manz &

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SEE EVIDENCE #45

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Outcome Category: Leadership Theories

20. Student will describe personal application

21. Student will show knowledge of the

22. Student will describe personal application

23. Student will show knowledge of the

24. Student will describe personal application

Leadership Inventory Revised 08/22/2017 18

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

Leadership Inventory Revised 08/22/2017 19

Leadership Inventory Revised 08/22/2017 20

SEE EVIDENCE #30

30. Student will describe personal application

31. Student will show knowledge of the “14

32. Student will describe personal application

33. Student will show knowledge of the

34. Student will describe personal application

35. Student will show knowledge of the

36. Student will describe personal application

Leadership Inventory Revised 08/22/2017 22

Hersey & Blanchard (1969). “Situational Leadership” Model.

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Leadership Inventory Revised 08/22/2017 26

45. Student will demonstrate knowledge of

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Leadership Inventory Revised 08/22/2017 29

Komives, Lucas & McMahon, (2004), “Leadership Identity” Model.

Leadership Inventory Revised 08/22/2017 30

Hulme et al. (2002), “Strengths Development” Model