Inventory 2020

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

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

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

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

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT
Office: Memorial Union Room 210 Phone: (401) 874-2726 Fax: (401) 874-5317
CSLD Mission Statement

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

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

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

At URI, we are among only a handful of colleges and universities across the country that offers a Minor in Leadership Studies and one that is customized for each student. We
utilize a cross-disciplinary approach to leadership education designed to complement your academic studies. All courses utilize a variety of teaching methods but ultimately include
some form of experiential learning, practical application, and reflective learning. Employers, now more than ever, are seeking candidates with exceptional skills in the areas of
interpersonal and group management, problem solving, critical thinking and effective communication. We can help with all of the above.
GENERAL INFORMATION
 Regardless of your major, you can minor in Leadership Studies.
 Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
 Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of “C” or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
 No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
 Application for the minor must be filed in your academic dean’s office no later than the beginning of the final semester or term.
 Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: 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
3 credits or internship 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) PEX 375: Women in Sport ‐ Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course PSC 304: Introduction to Public Administration
COM 322: Gender & Communication option) PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication HDF 412: Historical, Multi‐Ethnic, & Alternative Leadership SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory (capstone option) THE 221: Stage Management
COM 385: Communication and Social Influence HDF 413: Advanced Facilitation and Consulting Skills THE 341: Theater Management
HDF 414: Leadership for Activism and Social Change
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
 Organization
1. Know Yourself  Self care
 Self discipline
Lead Others  Strengths  Perseverance
 Weaknesses  Develop and maintain family,
 Values PROGRESS interpersonal, and intimate relationships
 Needs  Academic, social, personal goals and
P  Styles objectives
R o Learning
O o Teaching
G o Personality P
R o Membership R
E o Leadership O
S G
RE-EVALUATE R
S
former stages E
as you progress S
4. Develop and Refine
Skills S
 Leadership theory and

practice 3. Broaden Your Perspectives…
 Communication Understand others
 Group Development
 Inclusion  Hierarchy of needs
 Citizen Activist Skills PROGRESS  Racial, cultural, gender, sexual orientation,
 Critical Thinking 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 CSV 302 Sigma Kappa In HDF 310 I was a URI 101 mentor. During this course I got nearly complete
autonomy and a minimized need autonomy in what I wanted to teach and share with the students in the class. My
for approval instructor and I discussed in the beginning of the year certain key elements of the
course along with additional elements that we both felt were important to give to
the students. After this meeting my instructor gave me the reigns and allowed me to
create my own lesson plans for each class. I would check in after each class about
things she may want to include moving forward or see if she had any
recommendations for me, but other than that I was able to plan and teach on my
own. Following that class, I have been given many opportunities to be autonomous.
I have held four positions within my sorority where it is my responsibility to learn
the requirements and submit all of my reports on time. One of the positions that I
held was called the Standard of Excellence chair, this position is responsible for
reading and understanding all of the Sigma Kappa National rules and regulations
for maintaining our chapter in “good standing”, which means that we are
completing the requirements set forth by our national headquarters. In this position
it was my job to make sure that every other position and member of the chapter
understood what they were required to do for us to maintain good standing. This
position in particular required lots of autonomy and leadership skills, rather than
me turning to someone for approval, I often became the person responsible for
giving the approval.
2. Student will demonstrate CHM124 Organic Chemistry is known for being one of the most difficult classes in the
personal, organizational, and nursing majors schedule. Knowing this, I decided to get ahead and plan ways to
academic examples of self- succeed in this class. This was the first time I actually got a planner and used it.
discipline Prior to the first day of class I found the syllabus on sakai and put every assignment
into my new planner. When the class started the teacher suggested ways to help
students do well in the course. These included utilizing the academic enhancement
center (AEC) and going to office hours with her and the teacher’s assistant. I took
note of these things and decided in the beginning of the class that I wanted to use
these opportunities. Throughout the course I went to tutoring at the AEC every
week, I went to office hours every week and I made a point of staying one
homework assignment ahead so that I would be prepared for every class. Through
this organization and determination, I was able to achieve an A in the course and
more importantly was happy with how much I was able to learn and understand
after the class. I was offered the chance to become a tutor for the course at the AEC
because I had done well. After this class it became clear to me that succeeding at
URI was much more about doing well on exams but actually understanding the
material in the courses. This lesson has helped me stay organized and discipled in
all of my future classes.

3. Student will demonstrate the HPR411 In Government and Ethics, I worked hard throughout the semester and received no
ability to manage emotions feedback. At the end of the semester the professor gave me a B+, after explicitly
telling the entire class that this was an “easy A” at the beginning of the course.
When I got this grade, I was confused and frustrated because I had reached out and
asked for guidance on my work without any response. I knew that I needed to
contact him regarding the grade, but I also needed to take my time to ensure that I
managed my frustration prior to reaching out to him. I took time to consider why I
was upset and what had caused me to feel like I should have received a higher
grade. I could recognize that the paper I wrote about Machiavelli’s ethics may have
had a few errors and critiques, but I also knew that participation was a majority of
the class and I participated more than more of the students in the class. I was
working very hard to get an A in the class because I have been working to get a 3.8
GPA in order to achieve summa cum laude for graduation. When I analyzed all of
this, I was able to manage my frustration and construct an email that was well
thought thru. The professor and I communicated back and forth through email and
it was still a bit confusing. I asked the professor for a breakdown of the grades so
that I could understand where I did not achieve the grades that I was hoping for,
however this professor was not giving me any grades. Ultimately the professor
changed my grade based on our emailing conversations. I know that, had I not
taken the time to think about my emotions and manage them accordingly, I would
not have been able to get a grade change
4. Student will demonstrate URI 100 NUR 100 Both my URI 101 and my Nursing 100 class demonstrated and explained the
knowledge of stress management importance of stress management. This classes explained stress management in two
methods different ways. In URI 101 they explained how to manage school stress by keeping
organized with planners and calendars. Whereas in Nursing 100 our professor
explained how to deal with emotional stress from things you might have to see or
do at work. She explained that there are many different methods for doing this but
she suggested things like exercise, music and meditation. Being a nursing major it is
extremely important for me to understand how to manage stress because once you
finally get into the profession it is expected for you to not only know how to manage
stress during work and with your patients but you are also expected to maintain
your own personal well-being.
5. Student will demonstrate the NUR343 HPR230G During second semester of junior year I was taking NUR343 (Maternity) and
ability to manage stress HPR230G (Whale Boat trip). The HPR230 was an honors oceanography class that
included a 6-day boat excursion of the URI endeavor. This trip happened at the end
of the semester right as I was preparing to take my maternity HESI exam. The HESI
is an exam that is taken at the end of each semester of nursing courses to test the
student’s preparedness for passing the NCLEX in that specific subject. I had done
well on my past HESIs and I really enjoyed maternity so I thought that I would be
alright. On the boat we did not have any internet connection, so I was not able to get
on to the website for practice exams. The 6-day boat trip was 3 days before the
maternity HESI exam. The way that HESI works is that you must score an 850 in
order to pass and you have 3 chances to pass with an 850 (or 80%) or you fail the
course and are set back a semester. This exam alone is a major stressing, not to
mention having to take it right after being on a boat for 6 days. When I got off of the
boat, I had my “sea legs” for about a week which made me feel incredible nauseous
on land. Needless to say I did not pass the first HESI and needed to take the second.
For the second one I worked so hard and did every single thing that was suggested
to pass but unfortunately, I did not pass again. At that point I felt so defeated and
stressed out. I did not know how I could handle this next exam. I talked with my
pastor at church about my stress and received amazing advice about turning to God
in times of struggling. I knew this already, but I don’t think I had really ever done it.
Leading up to the final HESI exam, I turned 100% of my stress and fear toward God
and just reminded myself that God has a plan no matter what. I was able to realize
the only thing I could do what study and turn my faith toward God. This allowed
me to manage my stress in a way I had never been able to do before and I have been
turning to God ever since. Ultimately, I was able to pass the exam and move
forward in the nursing program (evidence 5).
6. Student will express a personal HDF 190 Sigma Kappa During HDF 190 we learned what our VIA values are, this knowledge helped me
code of leadership / membership determine my personal code of ethics. During my sophomore year in Sigma Kappa I
ethics was interested in becoming the executive vice president (EVP), which is essentially
the risk manager of the chapter. Unfortunately, during the semester, I faced some
challenges with the current EVP feeling that I was “too nice” for the position. I was
very frustrated when she expressed this concern to me, so I tried to explain why I
would be a good fit for the position. I told her that I was not a mean person but that
I wanted to lead by example and work to change the chapters culture from one of
fear of punishment to one of desire to do more. After sharing this with her, I felt like
she understood and now wanted me for the position. A few days before elections I
found out that she had not been honest with me and intended to give her support to
another chapter member that was not even interested in being the EVP. I was so
confused and angry that she would tell me one thing, but then go behind my back
and talk poorly of me to others. When it came down to election day, I still ran for the
position that I was so passionate about, however did not end up getting voted in for
that position. By the end of elections another member of the executive board stood
up and nominated me for the position of VP of Alumni Relations. I accepted the
nomination and was elected into this position. Through this experience I was able to
identify a few things about myself. Some of my values are forgiveness, hope and
kindness. I realized that I am almost always willing to forgive someone and try to
understand their point of view, even when I think that I disagree with them.
Additionally, I understood that the current EVP wanted me to tell her that I could
be mean to people, but I knew that I did not want to do that. I stuck to who I was
and realized that it was more important to me to be kind to people and not get
elected the position that required me to be mean. And throughout it all I truly had
hope that I would still be able to be a leader in the chapter, with or without the
position. Ultimately, my forgiveness, kindness and hope are what led me to be
elected into the other position.
7. Student will demonstrate practice NUR234 Sigma Kappa Throughout my time at URI, I have learned that I am a very forgiving and kind
of the personal code of ethics person. I also learned that I find it hurtful when people question my integrity. This
happened in my first semester of clinicals, Gerontology. During our time at the
skilled nursing facility we were assigned patients to care for each day. We would
help elderly people with things like bathing, eating, changing and other activities of
daily living. One day I was assigned an elderly woman with a complicated health
history that required much more assistance then patients I had in the past. During
this day I got locked up with providing a bed bath to her as she was continuously
incontinent. It ended up taking me much longer to provide care than was expected
and there was confusion with my clinical instructor where she did not know where I
was. I am still not sure where the confusion came from seeing that I had been
assigned this patient, regardless she was confused where I had been. She asked me
if I had left the unit and what I had been do the whole time. I explained to her what
had happened, but she did not seem to believe me. She told me that she intended to
ask everyone about where I was and what I had been doing. Eventually it became
clear to her that I had been exactly where I said I was the entire time, but I was very
frustrated that she did not trust my character to begin with. I understood that as my
instructor she needed to ensure that I was where I needed to be, and I could respect
that she was looking out for my best interest. At the end of the day I was happy to
know that she cared about my education and I learned that effective communication
is vital in nursing and in all areas of life. I had the chance to have done something
other than care for the patient and I could have lied about all of it, but I learned that
I am a truthful person that sees the best in everyone which made it difficult to see
where her distrust was coming from. Ultimately, I knew that I did not want to get
mad at her for questioning my character but instead try to respect that she had her
reasons for questioning me the way that she had.
8. Student will express a personal HDF190 VIA A personal values statement outlines what is the most important things in your life.
values statement (Sources = VIA, These statements will help the individual identify their morals and goals in their
values clarification exercises, etc.) life. In FLITE we had the chance to identify our VIA value strengths, these allow us
to identify what we value in life. My values are forgiveness, hope, kindness,
curiosity and zest. These values help me realize my desires in life and the type of
people that I want to associate myself with. Statement: My ability to forgive is
something that I thought was a weakness at first. Eventually, I realized that this is
one of the best things about me because I have the ability to recognize that people
make mistakes and that no one is perfect.
I have a curiosity and zest for life which allows me to maintain interest in the all
components of my life. I always have an interest in learning new things and
challenging myself in different ways. Through faith I established kindness and
hope. Understanding these values and living in accordance with them allows me to
enjoy and prosper in life. (evidence #8)
9. Student will demonstrate practice HPR316 The Harbor Church HPR316 was class about Tibetan Buddhism. This class explored religion and helped
of the personal values statement me recognize the things that were important in my life. As I took this class and had
other experiences going on in my life, I decided that I wanted to start going to
church. Through my time at church, I was able to identify what currently mattered
in my life and what I wanted to matter. One of the biggest things that church
allowed me to see is that I should forgive people. If God is always able to forgive me
no matter what I do, then I can accept the genuine apology of anyone. Additionally,
attending church has helped me recognize the need for hope and kindness. I never
want to intentionally be mean to someone no matter how they treat me. And having
trust that God had a plan allows me to always maintain hope because I know that he
will provide. Turning my life toward God allowed me to refocus where my values
were and the way that I wanted to life my life.
10 Student will demonstrate the COM100 Sigma Kappa Centennial I have lead projects from start to finish many times. In COM 100 we were given a
ability to lead a project from start group project and I had the opportunity to take the lead and organize how the
. to finish (follow-through) project would get done and who was responsibility for completing which sections. I
was given the lead on this project by my peers because they felt I was organized and
would be “nice to them about the work that needed to be done” (according to one of
my groupmates). This project culminated in a speaking presentation that we
completed on time and received a good grade. In my sorority I have held positions
that required me to lead projects and plan events. The largest project that became
involved with was the Sigma Kappa Centennial Weekend. I had been elected the
Vice President of Alumnae Relations during the chapters 99th year on the URI
campus. It was my responsibility to plan this event with the help of committees of
both current members and alumnae. We began with just two people, me and the
alumnae volunteer for the event. Throughout our year and a half of planning we
transitioned through many phases. Starting with deciding what programs and
specific events we wanted to hold and determining what our budget would be. We
determined where the event would be held, how we could best reach out to our
alumnae about the event and how to get the collegiate members involved. As the
event drew closer, we needed to narrow in on logistics and organizing committee to
help complete everything that needed to be done. At the culmination of the project
we were able to organize three main events, a cocktail hour at George’s of Galilee, a
500-person brunch held in Newport and house tour for alumnae at the Sigma Kappa
house.
11 Student will describe goals and HDF 190 goals and objective statements regarding personal issues, career issues, and
objective statements regarding community issues. Setting goals about certain areas in your life allow you to identify
. personal issues, career issues, and things that you hope to achieve. And making objective statements allows you to stay
community issues on track as well as knowing what you are hoping to achieve. It is important to set
short- and long-term goals for things like personal, career and community issues.
For me, a goal in my personal life is to travel to all 7 continents before I die (yes,
including Antarctica). Objective statements related to this goal include manage
personal and sick days effectively to allow time for one vacation each year, put aside
7% of my salary each year, and cannot visit the same place twice. A career goal is to
open my own practice as a Women’s Health Nurse Practitioner or a Nurse Midwife.
In order to achieve this goal my objective statements are, work as a nurse on a labor
and delivery floor and learn about the financial component of opening a practice.
Overall setting goals and creating objective statements helps people live a more
fulfilling life.
12 Student will show evidence of HPR401 Sigma Kappa Every semester I make plans and goals for myself. One thing that has been
goals and objectives that were consistent and measurable that I do each semester is set a GPA goal through my
. planned and achieved sorority. Doing this requires me to analyze what I hope to achieve and by setting an
end goal I can then plan ways to achieve those goals. Planning weekly goals and
class goals also helps me stay on track through each semester. For example, last
semester I set a GPA goal of 3.8. In order to achieve this goal, I needed to stay
organized with all of my assignments through my planner and working to do lists.
On Monday of each week I would sit down and write out everything I needed to get
done during the week in order to stay on track. I decided that if I received a grade
lower than an A on any exam, I needed to meet with the professor to review the
exam in order to realize where I went wrong and how I can prepare better for the
next exam. Setting goals like my GPA goal each semester helps me feel organized
and prepares me for the work force. Through setting goals, I am able to stay focused
and it helps me work toward my future dreams and aspirations.
13 Student will show knowledge of NUR100 In Nursing 100 I learned about Maslow’s “Hierarchy of needs” theory. Maslow’s
the “Hierarchy of Needs” theory theory is about how you must meet certain needs before you can focus on the next.
. by Maslow He explains it in the form of a pyramid with basic needs on the bottom,
physiological needs in the middle and self-fulfillment needs at the top. This makes
sense to me because it explains that to reach your full potential you must have all
your needs met. I think this is an important theory to remember and understand
because sometimes it can be easy to forget to take care of certain needs, like staying
well rested and maintaining close relationships with friends, when you are trying to
reach the top of the pyramid of self-actualization. For me personally to reach the top
of Maslow’s theory I need to start by organizing my plans and making sure I leave
enough time in my day to accomplish everything I need while still maintaining
good healthy and relationships.
McLeod, S. (2016, Septemebr 16). Maslow’s Hierarchy of Needs. Retrieved April 21,
2017, from https://www.simplypsychology.org/maslow.html
14 Student will show application of NUR100 In NUR 100 we talked about Maslow’s “Hierarchy of Needs” and discussed how we
Maslow’s theory to own life need to use it in everyday life. Because Maslow’s theory is a pyramid it shows that
. the items on the bottom are first necessary before you can move up to the next
ladder. The first, most important step is physiological needs, in my everyday life
this is a simple one to accomplish. At school, I make a point of eating heathy well
rounded food for every meal. I also work to get enough sleep by going to bed
around 11:00 p.m. every night. The next step is safety needs, URI makes it easy for
me to have a safe living environment in Hillside Hall. I also make sure to be safe by
taking self-defense classes and carrying pepper spray. Those meet my basic needs so
I am able to move up to the next level, psychological needs. The first step in this
level is belongingness and love needs. Coming from California I left all of my loved
ones there and had to make a new home here. I made a point to stay well connected
with my family and friends there so I still have a home there, but now I have a home
at URI as well made up of close friends and sorority sisters. I feel well connected to
different parts of the country and therefore I am able to move up to the next step.
Esteems needs are when you feel accomplished, I personally have achieved this
through my school work and extra-curricular activities. I try to push myself to work
as hard as a can and regardless of the outcome I tend to feel accomplished knowing
I gave it my all. The final stage is self-actualization, where one achieves their full
potential. I do not know if I have reached this stage yet, I know that I put my all into
every activity that I do but I have not gotten everything that I think I need in my life
to reach self-fulfillment.
15 Student will show knowledge of
the theory of Superleadership by
. Manz & Sims
16 Student will show application of
Manz & Sim’s theory to own life
.
17 Student will describe
StrengthsQuest Signature Themes,
. shadow side of Strengths and/or
weaknesses, and examples of
application (Source = Gallup)
18 Student will describe personal HDF 190 Strengths Quest In the HDF 190 class we have discussed our strengths in depth. Specifically, I
leadership style and/or learned that my top five strengths are Includer, restorative, positivity, learner, and
. personality style including winning others over (woo). Learning what my strengths are was the first step to
strengths and weaknesses and understanding how they impact my leadership style. My strengths play a big role in
examples of application (Sources = my everyday life. I mostly see my positivity, restorative, and learner strengths come
Leadership style inventories, the out in my school work and my desire to push through hard classes in order to get a
L.P.I., Type Focus (MBTI), LAMP, full understanding of the new information I am learning. I see my includer and woo
DISC, and other career strength in everyday life but I especially realized it when I came to college. Because I
inventories, etc.) didn’t know anyone when I came here, I had to win others over while also having
an open mind about all the new people I was meeting. These experiences have
helped me realize how to best utilize my strengths.
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)
the “Scientific Management”
theory of leadership by Taylor
(Taylor)
the “Management by Objectives”
theory of leadership by Drucker
(Drucker)
“Theory X and Theory Y” theory
of leadership by MacGregor
(MacGregor)
27. Student will show knowledge of HDF 190 In HDF 190 we discussed the servant leadership theory by Robert Greenleaf. This
the “Servant Leadership” theory theory explains that in order to be a servant leader you must serve first. The theory
of leadership by Greenleaf contains 10 components related to each other in a Venn diagram style model. On
one side is service, on the other is leadership and in the middle, is servant
leadership. The components under servant are listening, empathy and healing.
Under leadership are the components of awareness, persuasion, conceptualization
and foresight. Finally, where the two aspects combine you will find stewardship,
commitment to people and building community. This model is made in order to
understand the way to become a servant leader and it is clear that one cannot have
only servant qualities or only leader qualities but they must have a mix of the two
qualities.
28. Student will describe personal HDF 190 Sigma Kappa, VIA strengths, In HDF 190 the servant leadership theory was discussed, as part of this discussion a
application of the above theory URI 101 mentor panel of students came and talked about how they practiced servant leadership in
(Greenleaf) the organization they are a part of. As they were talking I realized that not all
servant leadership has to involve going to an underprivileged area and serving
them, but things like being a peer mentor could also be considered a servant leader.
I personally have never been involved in a program like the alternative spring break
but I have always had an interesting in helping people who I could relate to. By this
I mean I have always enjoyed being a peer mentor or a guide to new members of an
organization. In high school I was the coach of my freshman cheer team. After
learning about servant leadership, I realized how this sort of servant leadership is
the kind that I like the most. Because of this a have also attempted to become the
new member educator of my sorority and I recently became a URI 101 mentor.
These peer mentor positions fit my strengths well because I am an includer, a
learner, and positive. The includer strength is what causes me to want to make sure
everyone is acclimating themselves to the new environment well, whether this be a
new school, a new sorority, or a new cheer team. My learner strength means that I
am passionate about learning about them and why they are starting this new
journey as well as being passionate about teaching them what I have learned from
my experience. Finally, my positivity strength is needed because many people
struggle with big changes, like coming to college and they need someone to be a
cheerleader to help them realize they can do it. I always had a passion for helping
new people but after learning the servant leadership model I was more aware of
when I am being a servant leader. (see evidence #27)
What is Servant Leadership?(n.d.). Retrieved April 24, 2017, from
https://www.greenleaf.org/what-is-servant-leadership/
the “Principle Centered
Leadership” theory by Covey
(Covey)
the “14 Points / TQM” theory of
leadership by Deming
(Deming)
the “Visionary Leadership” (now
often cited as “Transformational
Leadership”) theory by Sashkin
(Sashkin)
the “Individuals in
Organizations” leadership theory
by Argyris
(Argyris)
37. Students will demonstrate HDF 190 VIA Strength In the HDF 190 class I learned about the 4 V’s theory. This theory ties together the
knowledge of the “4 V’s” theory ideas of values, vision, voice and virtue. This theory looks at ethical leadership in
of leadership by Grace (Center for terms of a pyramid. At each point of the pyramid is a word, either values, voice or
Ethical Leadership) vision. In the center of the pyramid is virtue. The idea is that you first need to
understand and utilize the three points of the pyramid before you can reach virtue
in the center. Between values and voice is the word renewal, and between values
and vision is service, finally between voice and vision is polis. These words are
placed here to describe the process would typically link the two words together. For
example, between values and vision is service because in order to incorporate your
values into your vision you often have to do service (typically service for others). To
understand how the theory applies to me personally, I needed to first understand
what my top five values are. Through VIA I found out my top five values are
forgiveness, hope, kindness, curiosity, and zest. I use these values to implement my
vision and voice. For example, I show my kindness value through vision and voice
in my sorority when we are working on our philanthropies. It is important to me to
not only physically help myself but also to spread the word about these things as
well.
Center for Ethical Leadership. (n.d.). “Ethical Leadership”. Retrieved from
http://ethicalleadership.org/about-us/philosophies-definitions/ethical-leadership

(Grace)
39. Student will show knowledge of HDF190 Situational leadership is all about the leader understanding what type of people
the “Situational Leadership” their followers are and adapting their leadership style to match that. The followers
theory by Hersey & Blanchard can be grouped into able or unable and willing or unwilling. For example, I may be
able to make a change but unwilling to make the change for whatever reason so I
would be classified as able/unwilling follower. The leaders then have to identify
what is more important to their followers, task or relationship. A high relationship
leadership style means the followers are more willing and a high task leadership
style means they are less able. As an able/unwilling follower the leader would need
to focus on participation including, involvement, consultation and teamwork. Based
on the different types of followers a leader has they will either need to be
participating, selling, delegating or telling. The leader must be able to adapt to
whatever type of followers they have.
40. Student will describe personal HDF190 NUR390 We first learned about situational leadership in HDF190. As a maternity simulation
application of the above theory lab assistant, I had the chance to lead new students each week in activities that help
(Hersey & Blanchard) them grow in their maternity skills. Because I was consistently getting different
“followers”, I found that I consistently needed to adjust how I led the activities.
Some weeks I would meet with a group of students that were completely willing
and able to complete the task, so we were able to collaboratively work through
assignments and grow together in areas of weakness. Other weeks I would get a
group of students that were mostly unwilling and unable to complete the work
which makes things so much less enjoyable. In this situation you need to just tell
them exactly what to do and I would often have to just go around in a circle making
each person answer the questions. As a leader, I always want a group of followers
who are willing and able because that tends to lead to better, more satisfying
outcomes.
41. Student will show knowledge of HDF190 In HDF 190 we discussed the relational leadership model. This model contains 3
the “Relational Leadership” basic principles of knowing, being and doing. In other words, you must understand
model by Komives, McMahon & yourself and others as well as how things change over time. You also are expected to
Lucas maintain certain standards like being ethical and inclusive and finally you must act
in a congruent manner to what you state to be right and wrong. There are five
leadership components of the model; inclusive, empowering, purposeful, ethical
and process-oriented. Relational Leadership underlines the importance of
relationships between the leader and the members. The goal of the relational
leadership model is to help individuals understand how they see themselves in
different aspects of life like an individual’s culture and communication values.
Additionally, the models aimed to challenge the individual to discover how they
learn best, what they value and other important characteristics.
Team Engagement Checklist (n.d.). Retrieved April 24, 2017, from
http://leadertoday.org/faq/relational.htm
42. Student will describe personal HDF 190 VIA Values and Gallup In HDF 190 we explained how we relate to the relational leadership model in
application of the above theory strengths, Sigma Kappa different ways. I found that I personally relate most to the inclusive and purposeful
(Komives et al) aspects of the model. My top strength is includer so naturally I feel as though a
relate to the inclusive leadership component. The knowing aspect of inclusive can be
described as knowing yourself and other, as well as knowing world views. Coming
into college from California I understand that people literally come from all
different walks of life and I understand that people have different perspectives on
life. Additionally, through my experiences volunteering with my sorority, I now
believe everyone can make a difference, even if it is just doing something small like
a coastal clean-up or a coat drive. I actively exhibit inclusive leadership in my
everyday life and my classes when I am meeting new people and gaining a better
understanding of who they are and what they do through actions like listening and
civil discourse. I relate to purposeful leadership in relation to my sorority again. My
sorority has set values and mission statement and it is my responsibility as a
member to know and follow these values. Similarly, to the explanation of being an
inclusive leader, as a purposeful leader I must use my positive and hope strengths
and values to believe that our sorority can make a difference. It is my positivity
strength and attitude that leads me to envision our sorority’s future and how we can
maintain our values. I hope to further this experience as the Vice President of my
chapter next year where I would be responsible to much of the safety of the girls in
my chapter. (see evidence #42)
the concept of constructivism
44. Students will describe personal
examples of implementing
constructivism
45. Student will demonstrate
knowledge of the Experiential
Learning Model (Kolb)
application of the Experiential
Learning Model (Kolb)
47. Student will show knowledge of HDF 190 In HDF 190 we discussed the social change model. This model includes the eight C’s
the “Social Change Model of organized into three circles that all connect to each other. There are the individual
Leadership Development” by values, the group values and the society values. Within the individual values is
Astin et al consciousness of self, congruence, and commitment. The group values include
collaboration, common purpose and controversy with civility. And the society
values include citizenship. The complete model includes change. Every member of
the group will experience this model slightly differently because everyone’s
individual values are different which means they will see the goals of the model
slightly differently. Social change is the idea of finding a problem in the community
or the world and developing a solution for it. This model can be used on small scale
for something as little as people opening the door for others, to a much larger scale
such as world peace. The goal of the model is to provide a general layout for how to
go about social change and introduces processes necessary for a change to be
possible that an individual may not think of alone. Social change begins with an
individual but grows to encompass small groups and the community as a whole. All
aspects of the model as necessary in order to successful achieve and maintain social
change.
48. Student will describe personal HDF 190 Social change group project In HDF 190 we worked on a social change project with an assigned group. My
application of the above theory group decided to focus on the environment, specifically keeping our campus clean
(Astin et al) and trash free. As an individual I am responsible for the consciousness of self,
congruence and commitment. Realizing what my values are and what I wanted to
change or impact was the first step to completing the social change model. Once I
understood what was important to me, I now needed to show congruence in what I
said was important and what I did about it. Because I wanted to help the
environment, I need to develop a plan for how to go about this change. As a group,
we needed to be aware of each other’s goals and expectations for the project. We all
agreed that a project in which we were to help the environment was something that
we felt connected to in one way or another. Additionally, we were able to come to a
common consensus that a campus clean-up would provide us with a hand on
experience, which was important based off of all of our personality types. Most of us
in the group describe ourselves as kinesthetic learner who need to work hands on to
fully understand the issue at hand. During the actual Feinstein experience campus
clean-up is when I got a better understanding of the impact something as small as
picking up some trash can be. The leaders explained to us a little more about the
facts about how trash and littering can harm the environment, especially as a coastal
campus it can get into the ocean and harm the sea creatures. As the explained this I
finally saw the society aspect of citizenship in the project we were working on. If
everyone made a concisions effort to pick up trash and did their best not to litter not
only would our campus be a much more beautiful place but the environment as a
whole would be cleaner.
49. Students will demonstrate
knowledge of the “Leadership
Identity Development Model” by
Komives et al
50. Students will describe personal
application of the above theory.
(Komives et al)
knowledge of the Strengths-
Development Model by Hulme et
al
(Hulme et al)
knowledge of behavior theories of
leadership from Michigan and
Ohio State
application of the above theories
(Michigan & Ohio State)
55. Student will demonstrate HPR411 Charismatic Leadership is all about communication and how the leader is able to
knowledge of Charismatic communicate with others. Many of the most well-known leaders are extremely
leadership charismatic and there is a reason for that. A charismatic leader has a clear vision of
their mission and are able to convey their method accurately. Charismatic
leadership is similar to transformational leadership as they need to inspire others to
get behind their cause. Charismatic leadership was originally introduced in 1958 by
a German sociologist. These leaders look at what is the norm and attempt to use that
to build a relationship with people. They need to aware of there surroundings in
order to say the right things and need to be very articulate. In HPR411 we talked
about Martin Luther King Jr. as an example of a charismatic leader. While there are
benefits of a charismatic leader, the negative is that they may be so focused on their
goal that they neglect other things that should be valued.
56. Student will describe personal HPR411 Nursing Ambassador As a Nursing ambassador I found myself acting as a charismatic leader. As a
application of the above theory nursing major, the most important thing is that you can effectively promote the
college of nursing, this is good because I genuinely believe that URI’s nursing
program is incredible. I am a very outgoing person that is always positive, these
characteristics are needed in a charismatic leader. One of the things that we did as
nursing ambassadors was to talk to perspective students during open house and
welcome days. I loved these days because I was able to talk to people about my
favorite program. Additionally, I was responsible for being a communication
between administration and the students. In this position it was vital for me to be
able to express reasons behind things that the administration wanted to do
implement.
knowledge of contingency
approach to leadership by Fiedler
(Fiedler)
knowledge of Path-Goal theory
by House
(House)
knowledge of Leader Member
Exchange (LMX) theory by
Dansereau, Graen & Haga; Graen
& Cashman; Graen
(Dansereau, Graen & Haga;
Graen & Cashman; Graen)
knowledge of Leadership
Substitutes Theory
knowledge of Models of leader
emergence
66. Student will describe the impact
of traits on leadership emergence
and performance
knowledge of Chaos approach to
leadership by Wheatley
(Wheatley)

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
69. Student will demonstrate how
cultural anthropology /
paradigms relate to leadership
example of using cultural
anthropology / paradigms as a
leader
knowledge of the “Cycles of
Socialization” (Harro) theory and
its uses in leadership
personal application of the
“Cycles of Socialization” (Harro)
knowledge of the “Cycles of
Liberation” (Harro) theory and
its uses in leadership
“Cycles of Liberation” (Harro)
knowledge of the “Configuration
of Power” (Franklin) and its
relationship to leadership
“Configuration of Power”
(Franklin)
knowledge of racial identity
development (Cross & Fhagen-
Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos;
Kim; Horse; Renn etc.)
personal application of model(s)
of racial identity development
above
knowledge of models related to
gender / identity / gender identity
development (Lev; Bussey;
Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
personal application of model(s)
of gender identity above
knowledge of additional social
identity development model(s):
Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et
al; Fowler; Parks; Astin et al;
Peek; Smith; Johnstone; Gibson;
Forber-Pratt & Aragon; etc.)
82 Student will demonstrate
personal application of additional
social identity development
model(s) above
83. Students will demonstrate NUR443 In NUR443 we discussed McIntosh’s theory of privilege as it relates to white and
knowledge of McIntosh’s theory male privilege. McIntosh makes note that people who have privilege do not notice
of privilege and its relationship to their own privilege. She discusses how we as white people are trained to see our
leadership lives as morally neutral and normative. As someone who is privileged most
naturally you become an oppressor of others because you see your life as normal
and want people to change to become like you. McIntosh outlines all of the ways
that she, as a white person has privilege that her friends of other races do not have.
She notes that when we have privilege, we have a choice to recognize that our
privilege is oppressing someone else, or we can choose to be blissfully ignorant to
what is occurring outside of our bubble. She notes that privilege does not simply
imply the favored state but to have dominance over others. The ideas that McIntosh
brings up are valuable for all people, but they play a specifically vital role in both
nursing and leadership. It is important for a leader to fully recognize and accept
where they have privilege and what their privilege means for other around them
and following them. As a nurse understanding cultural differences and where there
is a lack of care is very important.
84. Student will demonstrate NUR443 McIntosh’s Theory of privilege is something that more people of privilege should be
personal application of invited to learn about. As a white woman from a comfortable socioeconomic
McIntosh’s theory background, I recognize that I am privileged in many ways. I have recognized my
privilege for a long time; however, it wasn’t until college and learning about
theories like McIntosh’s, that I realized this privilege places me in a position where I
need to make a decision about how I wanted to manage my privilege. My privilege
is an unearned power that I simply received from being born to the family I was
born to. As a leader in nursing I need to recognize how my privilege can be used in
positive ways without oppressing others. Regardless of whether I want this
privilege or not, it is something that is bestowed upon me for the way I look. As a
leader it is vital to be open and honest with how your privilege may have helped to
get things that others did not have the chance of getting. I think that church has
helped me acknowledge this as well because I am consistently working to humble
myself and value people for who they are and not what they look like.
85. Student will describe the
differences and similarities of
individual and institutional
oppression and relationships to
leadership (Source = Three
Dimensional Matrix of
Oppression)
knowledge of relevant laws and
policies related to issues of equity
and its relationship to leadership
(i.e., Title IX, Affirmative Action,
Protected Classes, etc.)
87. Student will show knowledge of HDF190 NUR253, NUR474 In nursing research, we learned about the importance of nursing research to identify
effective leadership as it relates to a gap in knowledge and a need to implement change within the hospital. This class
change agency focused on the importance of research as it relates to change. Similarly, in HDF 190
we were introduced to the social change model that focused on leadership as it
relates to change. This model has three parts, individual, societal and group values.
As someone who is hoping to enact change, it is vital that they are able to
understand themselves and their commitment to the cause, that they work with a
group to collaborate on the issue and that they work towards a common goal as a
society. In order for someone to be an effective change agent they need to be strong
in all three categories. A change agent is someone that is able to effectively engage in
all components of the social change model. It is very important that a change agent
is able to identify their strengths and weaknesses and fully understand what their
values are in order to make lasting change.
88. Student will describe personal HPR401 Sigma Kappa, Undergraduate Something that I have always been passionate about is women’s reproductive rights
examples of being a change agent Advisory Board and the deficit of knowledge that many women face when it comes to their personal
health and bodies. For my honors project I decided to focus on marijuana use during
pregnancy. I chose this topic because I understood that there was a deficit in
knowledge about the risk of use during pregnancy and that use was becoming
increasingly more common due to more and more states legalizing marijuana. I
hope to use this project to propel knowledge to women of reproductive years about
the risks associated with youth. I think that I have always been someone that is open
to change and eager to see differences made to improve organizations that I am
apart of. As a member of the Undergraduate advisory board for the college of
nursing I had the chances to do exactly this. As a selected group of students from all
different grades, we would meet with the assistant dean of the college to be the
voice for the students. In this position I was able to advocate effectively about things
that many students had issues with. I have loved being involved with the college of
nursing however I completely understand that there are always ways to improve.
One area that we identified as needing improvement was communication. Many
students felt that there was an overload of emails from the college leading them to
miss important emails and feel a disconnect from the school. We proposed creating
Facebook pages for every grade that is run and organized by a student, likely one
that is also a part of the advisory board, to deliver important messages to the
students without overloading their emails. The goal of creating these Facebook
groups is to make the students feel more connected and like they are a part of the
community. This role has definitely allowed me to be a change agent because it
provides a bridge between the faculty and the students that was missing before.
Ultimately, we all would like the same thing out of the college, being that it
provides a strong and supportive education that allows both teachers and students
to thrive. We just needed to be start having honest conversations about where we
were not achieving this goal and how we could work to improve it.
(see evidence #88)

knowledge of the “Model of
Intercultural Sensitivity” by
Bennett and its uses in leadership
“Model of Intercultural
Sensitivity” by Bennett
knowledge of the ally Action
Continuum by Griffin & Harro
personal application of the Action
Continuum by Griffin & Harro
the Multicultural Organizational
Development Model (Jackson)
94. Student will show personal
application of the Multicultural
Organizational Development
Model (Jackson)
the Multicultural Change
Intervention Matrix (Pope)
96. Student will show personal
application of the Multicultural
Change Intervention Matrix
97. Student will create a personal HDF 190 Multicultural overnight In HDF 190 we reviewed the relational leadership model. This model as five
code of inclusive leadership program-class host leadership components, one of these is inclusive leadership. It is important to know
that inclusive leadership involves understanding yourself and others, along with
world views, believing that everyone can make a difference and processing skills in
building coalitions and engaging in civil discourse. This style of leadership can be
seen in many different areas however I felt that I realized how I use inclusive
leadership doing the multicultural overnight program. At the multicultural
overnight program I was a class host which meant I took prospective college
students to class with me so they could see the difference between high school and
college classes. During this experience I was paired with 4 girls who were all from
different states and had different perspectives on college. Just in my short time
talking with them I was able to realize the girls were all interested in different things
and came from different style homes, and they all had a different perspective on
University of Rhode Island. I felt that while talk to them and being able to
understand at little more about the environment they came from I was able to see
what sort of things we had in common, even if it was something as small as liking
fashion or being from a state other than Rhode Island. Through this common thread
I was able to relate to them in so many more ways, but I was also able to see their
differences, as I am sure they could sense mine, but the differences add to a more
interesting conversation. This experience should be that inclusive leadership is more
than just being welcoming to everyone, it is about one’s ability to relate, accept, and
make adjustments for people whom have different ideas, needs and perspectives
from you. (see evidence #97)
Team Engagement Checklist (n.d.). Retrieved April 24, 2017, from
http://leadertoday.org/faq/relational.htm
Outcome Category: Critical Thinking
98. Student will show knowledge of HDF 190 In HDF 190 and throughout the leadership minor we have been exposed to the idea
principles of critical thinking and of critically thinking. Critically thinking is defined by the critically thinking
fallacies (logic is used in this minor) community as, “mode of thinking — about any subject, content, or problem — in
which the thinker improves the quality of his or her thinking by skillfully
analyzing, assessing, and reconstructing it”. This type of thinking requires
additional steps, the individual must analyze, assess and form solutions. The
processes of analyzing an issue refers to identifying a purpose and realizing if there
are any assumptions, implications or points of views to take into consideration.
Once an individual analyzes the question they must then assess the question in
order to decide what step is next. While assessing the question an individual must
look for clarity fairness, significance and logic. The final step is the individuals
result, this result should be clear and answer all questions while also raising
questions to the intent of the problem they are responding to. Someone that is able
to think critically will be open-minded and will be able to communicate effectively
when solving problems with others. (see evidence #98)).
Our Concept and Definition of Critical Thinking. (n.d.). Retrieved April 24, 2017,
from http://www.criticalthinking.org/pages/our-concept-and-definition-of-critical-
thinking/411
99. Student will demonstrate NUR203 NUR100, NUR474 Critical thinking is a vital part of everyday life, being a leader and being a nurse. It
proficiency of critical thinking makes sense that this is something that is taught many times over starting when we
are very little. Nursing assessment was a class that really broke down the
importance of critical thinking as it relates to nursing. Critical thinking is defined as
“the ability to thinking clearly and rationally about what to do or what to believe”.
In order to achieve this the thinker needs to be able to understand connections
between concepts and be able to recognize where mistakes commonly occur.
Someone who is good at critical thinking is able to solve problems through a
systematic approach rather than using emotions or feelings. Critical thinking
allows leaders to identify a goal and plan an approach of how to achieve that goal.
While it is important for a leader to be passionate and caring it is also vital that a
leader use logic in all of their decisions. A leader must be able use sound
arguments to encourage people to follow behind them. If a leader was to only
follow a belief based on feelings alone it leaves them vulnerable to criticism. Being
able to recognize that just because everyone is doing something does not mean that
it is the smartest idea, rather a leader must be able to use critical reasoning and
explore why they are making the decisions they are, ultimately leading to the best,
most sound choices being made.
metaphorical analysis to critically
. analyze self and leadership
situations
proficiency of metaphorical
. analysis to critically analyze self
and leadership situations
102 Student will show knowledge of at COM100 NUR485 There are lots of decision-making methods, however, we are only going to be
least five decision making methods outlining five here. The methods that will be analyzed here are a T-chart, Decision
. tree, Multivoting, Cost-benefit analysis and Conjoint analysis. A T-chart is
something that is very simple that many people have been using since they were
very young. This is when you weigh the pros and cons of a decisions and often
make the decision around which has more pros. A decision tree makes a flow chart
of a possible decision and the outcomes that it could lead to. This allows someone
to see how if you make one decision it could lead to many other things that may
better impact your decision. Another decision-making method is Multivoting
works well when you have lots of options and need to narrow it down to less
options. A Cost-benefit analysis is used especially when there is a financial
component to the decision. This can be used when deciding things like where to
live or work based on how much money you want to make or save. And finally, a
Conjoint analysis is something businesses use to determine what customers value
in the product. This is done by analyzing data to determine what is most important
to the consumer. Overall there are many methods that can be used to make
decisions, and these are just a few.
103 Student will describe personal SPA101 Sigma Kappa Every day we are faced with decisions, should I eat this or that, should I go on a
examples of having used five run or make a batch of cupcakes. Sometimes we make decisions based off decisions
. decision making methods we have made and have been happy with in the past, I do this often. Other times
you face decisions that don’t have an easy solution. As a member of Sigma Kappa, I
was asked to run for the position of VP of philanthropic services. I didn’t know if I
wanted to do it or not, so I made a T-chart and determined that it was something I
was interested in running for. In nursing we use decision trees all of the time, we
use them to determine if we do this what is likely going to be the outcome verse if
we do something else. Multivoting is something that we do in our sorority often.
We are currently doing it to determine our superlatives for the year. A cost-benefit
analysis is something that I used when deciding where I want to go for college. I
was deciding between URI and Boston University. I looked at the cost of the
schools in comparison to what each school would provide me and decided that
URI financially made much more sense that BU.
104 Student will show knowledge of at COM100 Sigma Kappa, NUR333 There is always a need for effective problem solving and conflict management
least five problem solving / conflict methods. COM100 introduced specific means to problem solve. It is essential to
. management methods, as well as identify the root of the conflict first. FMEA stands for Failure mode and effects
understanding the roots of conflicts analysis. This technique can look at current problems and well as possible future
problems. First the group needs to identify the problem, or the failure mode, by
recognizing how or why something may have stopped working. The next step is to
identify the effect this failure will have on the rest of the system and estimate the
chances of the failure reoccurring. Finally make a list of possible solutions to the
problem and enact them. Brainstorming is another, very common method of
problem solving that everyone has been taught growing up. The first step in
brainstorming is to this of as many ideas or solutions as possible. After writing out
all of the possible ideas you can have a discussion about them to determine what
works or doesn’t work about it, and identify the best course of action. Another
interesting problem solving technique is the six thinking hats technique. This was
introduced to me in NUR 333 and is based around the sorting hats from harry
potter. Each hat is a different aspect of the reasons behind decision making. The
white hat is facts, red is feelings, black is concerns, yellow is the benefits, green is
creative possibilities and blue is the control that keeps everything organized. This
technique forces you to stop and think about the situation is all different
perspectives. Through Sigma Kappa we discussed Kenneth Thomas’s five conflict
management techniques, some that may be effective and other that are not. There
techniques include, avoiding, competing, accommodating, collaborating and
compromising. Each is a possible way to go about solving a problem. People may
choose to just avoid the problem and ignore it until it goes away, unfortunately this
usually means the issue is never resolved. Competing is also not a very effective
methods because instead of working together to solve a problem people are
working individually to “win”. This method usually leads to less diverse opinions
and a lack of a complete picture. The next method is accommodating, this method
has the potential to be effective depending on why the person is accommodating. If
they are accommodating merely because they do not want to deal with conflict
then it will likely lead to unresolved issues, however if they are accommodating
because they can see and agree with the other point of view then it can be effective.
Collaborating is a very effective way of managing conflict. This allows people to
determine a course of action or idea together and this shared conclusion allows
everyone to be on board because it was decided together. And finally, there is
compromising. This is similar to collaborating but comes into play when people
cannot agree on something at all. This requires each party to give up a little bit of
what they may have wanted in order to find a happy middle ground. These are just
a few ways to manage conflict and problem solve, some that are very effective and
others that are not effective at all
105 Student will describe personal NUR474 Sigma Kappa In Nursing leadership we played a game called the peg exercise. The game is
examples of having used five played with 15 spots and 14 pegs on the board. The goal is complete the game with
. problem solving / conflict only one peg remaining by jumping over pegs and removing them as you go. It is a
management silly game; however, it requires planning, conflict solving. As we began the game, I
was hopeful, however as time went on, I became frustrated and discouraged. We
had to collaborate as a group about what moves we felt we should take in order to
win the game. We used brainstorming techniques, trial and error and collaboration
to complete our goal. Another place that I am consistently using problem solving is
within sigma kappa. As a leader within my chapter I have had to manage many
conflicts. One is that we faced was older member participation in on campus
events. Many of the younger members who lived on campus felt that they had to
go to so many things when the girls who were living off campus did not go to as
much. There is no easy solution to this because the root of the conflict was that the
younger members felt they were putting in more work, but the older members felt
that it would be way more work for them to go all the way to campus. Both sides
had a valid point and had reasons to feel frustrated. As a member of the executive
board we attempted to brainstorm how to make the most effective change.
Ultimately, we determined that attempting to develop more off campus events
would allow the members of the change that lived off campus to participate more
and that with these events the younger members would not be expected, or
required to attend.
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 NUR443 NUR474 During NUR 443, community health nursing, we learned about nursing during a
knowledge of leadership that is crisis. We placed a focus on what to do and what steps that a nurse as well as a
. used in crisis (i.e., James & Wooten; nurse manager should take during a crisis. For a nurse, there are three different
Garvin; Covey; Frohman; Lalonde; stages in a crisis. Primary, secondary and tertiary prevention. These levels relate to
Schoenberg; Joni; Braden et al; etc.) how we can minimize the impacts of an event. Primary prevention would be
methods to decrease the risk of a crisis occurring in the first place. This includes
creating the safest possible environment. The second prevention is about learning
what to do in the event of a disaster. Examples of this include evaluation plans. The
third level relates to what needs to happen during the actual event. For nursing this
includes triage and following the designated procedures. One of the key elements
in crisis management is the utilization of crew resource management. Crew
resource management (CRM) is a set of procedures that was originally used in
aviation because of the high chance of human error. The medical field has begun to
adapt this in order to reduce of the risk of human error in their profession. CRM
has a focus on effective communication, leadership and decision-making skills. In
my leadership clinical, I worked with the nurses of the birthday center at Newport
hospital to identify a problem area that they have in their hospital. They wanted to
focus on management of postpartum hemorrhage through simulation. A
simulation is something that we do in nursing often that is scenario designed to
help one practice what they would do in the real-life situation. CRM is a vital
component of all simulations as this helps nurses to implement it into their
everyday nursing and their nursing in a crisis. Overall there are many types of
leadership that can be used in a crisis however for nursing, one of the most
effective communication leaderships techniques in to utilize CRM.
108 Student will describe examples of HPR411 Sigma Kappa, NUR333 My government and ethics class talked about governmental leadership, one of the
leadership in crisis situations (i.e., time periods that was greatly discussed was Machiavelli’s time frame, he believed
. application of James & Wooten; in very debatable styles of leadership however it was interesting to compare how I
Garvin; Covey; Frohman; Lalonde; found myself to lead in a crisis situation. As a part of the executive council we had
Schoenberg; Joni; Braden et al; etc.) a chain of command that was used in times of crisis. I was the Vice President of
Alumni Relations, which made me fifth in command, meaning that if the first four
people were not available to help that I would be in charge. This unfortunately
occurred during a Greek Week event, capture the flag, when one of our members
fell and torn her ACL. I was the only member of executive council that was at the
game, so I was responsible for following all of Sigma Kappa’s protocol and
ensuring the safety of our member. I had to call the sigma kappa hotline to report
the incident and worked with the referee and the injured girl to determine if we
needed to call an ambulance or if she was able to walk and get to the doctors
without that. She determined that she did not want to go with the ambulance, so I
was stayed with her as one of our friends brought their car to the field. We helped
her to the car and took her to the hospital. She was able to get the care she needed,
and everything worked out. This is a situation you never want to be in, someone
getting injured is not ideal. I was happy with the way that I had handled the
situation because I had learned about what my role was and how I could be an
effective leader in this situation. (see evidence 108).
Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
109 Student will demonstrate NUR 100 HDF 190 I was first introduced to the idea of active listening in my nursing 100 class where
knowledge of active listening we talked extensively about therapeutic communication. This style of
. techniques communication is most necessary in the medical field and is less how you would
want to talk with family and friends, however it did provide I good platform for me
to fully understand active listening when we discussed it in the HDF 190 class.
Active listening requires 5 main parts, encouraging, restating basic ideas, reflecting
feelings, clarifying and summarizing. The goals of each of these sections vary and it
is not always necessary to practice all of these parts in the same conversation.
Different situations may require different parts, for example, in terms of nursing, if a
patient is explaining to me their symptoms it would be important for me to make
sure I was clarifying when I was uncertain about what they said, as well as
summarizing what they told me at the end of the conversation to make sure I fully
understand not only their symptoms but also their concerns about what is bothering
them. I also had the opportunity to practice active listening at the HDF 190 retreat.
Here I had the chance to practice encouraging and reflecting feelings, while people
were discussing things in their life that were potentially hard for them it was my job
as the listener to encourage them to keep sharing without necessarily giving my
opinion on the issue.
Active Listening. (n.d.). Retrieved April 20, 2017, from

https://www.state.gov/m/a/os/65759.htm
110 Student will describe examples of HDF 190 Day of Discovery In HDF 190 we had a retreat and at this retreat we discussed active listening and
using active listening skills ways that we could use active listening during this retreat to show our respect to the
. people who were talking and their stories. We first talked about ways that we
personally felt like were good examples of how people can show respect and
interest while listening to others. During this discussion, I actually displayed some
bad listening skills and some good active listening examples. When one of my
friends explained what she felt was an example of being rude she started to talk and
for some reason I just had the sudden urge to burst out into laughter. As she
finished her statement she said that she found it rude when people laugh when she
is talking, which I of course found it very funny the irony of it all and that made me
laugh more. I was aware that I shouldn’t be laughing but for some reason at that
moment I could not control it. That was clearly an example of when I demonstrated
very poor listening skills. We then went on to talk about many things and I feel like
I did a much better job practicing my active listening skills. I made a point to listen
without interrupting and making sure to nod to let them know I was still engaged in
the conversation and I made a point not to have any distraction like texting or doing
something else. While practicing active listening during the retreat I realized how
easy it is to be a bad active listener and that it is not always something that comes
naturally. I realized that I should probably try to work on things like not having any
personal distractions, like me texting while someone else is talking.
knowledge of functions of group
. communication by Hirokawa
112 Student will describe personal
application of functions of group
. communication (Hirokawa)
113 Student will show knowledge of NUR390 As a maternity simulation lab assistant, I learned about techniques for giving and
techniques regarding giving and receiving feedback as it related to a simulation lab. For this role, I was responsible
. accepting of feedback for completing online modules regarding how to run a simulation. An important
portion of the simulation labs is the feedback that is both received from participates
and given to participants. One element of giving effective feedback involves having
learning objectives outlined prior to the activity so that it is possible to measure the
successfulness of the simulation. When giving feedback it is important to
understand the reason for giving the feedback. The reason for this is because you
want to make sure that there is a reason for giving the feedback that is related to
where you should have a say. For example, as the simulation lab assistant it would
be reasonable to give feedback about their performance during simulation but not
reasonable to give feedback about what they are eating for lunch. As a part of being
a simulation lab assistant, I was also subjected to receiving feedback for my work.
When receiving feedback, it is important to remember that your initial feeling is that
the person is attacking you however that is not true. In reality, the person that is
giving feedback is often looking to help you improve and provide support for
growth. It is vital that when receiving feedback, you listen to what they are actually
saying and not necessarily who is saying it. Additionally, it is important to ask
questions about the feedback in order to understand where the feedback is coming
from and how to best implement it.
114 Student will describe examples of NUR390 Cheer As the maternity simulation lab assistant I was able to give and receive feedback.
giving and accepting feedback. After each simulation there would be a time that the teacher would ask me to share
. with the students how I felt they did during the simulation. Every week I was able
to talk with the students and remind them of ways that they could improve on
giving care to patients. I learned about how to effectively communicate corrections
and positive feedback to all of the students. While I give feedback to the students,
the teacher was able to give me feedback about how I performed as a simulation
patient. Typically, Professor D. was happy with my work but there were a few times
that she had corrections to make about something I had said or done during the
simulation. I was always happy to be given feedback because I understood that she
was giving it in a productive way and looking to help me improve. Growing up I
participated in cheer and this is where I really learned how to effectively receive
feedback. My coaches were constantly telling different things to try in order to
improve my skills. They told me that one of the reasons I was able to succeed more
than other cheerleaders is because I was always eager for advice on ways to
improve. Feedback is a vital component of becoming the best version of yourself
and the improving any skill.

the 7D coaching model (Knott)
.
116 Student will demonstrate personal
application of the 7D Model
. (Knott)
elements of a Crucial Conversation
. and steps to maintain dialogue and
move to action (Patterson,
McMillian & Switzler)
118 Student will describe examples of
engaging in a Crucial Conversation
.
119 Student will demonstrate NUR390 Sigma Kappa Through being a maternity simulation lab assistant and the sisterhood chair of
knowledge of facilitation Sigma Kappa, I learned a lot about facilitation. As a leader it is so important to be
. techniques comfortable with doing this. A facilitator should understand the activities that are
going to be completed as well as a have a plan for the meeting or event. A good
facilitator will be able to get a group engaged in thoughtful and meaningful
discussions. As a facilitator it is important to start the event with checking in on
everyone and getting people warmed up for the events ahead, this could include
icebreakers and going over an agenda for the day. As the activity or meeting is
being completed the facilitator should make sure that everyone has a chance to
speak. One method of doing this is simply going around in a circle and discussing,
other ways including writing names down in order so that everyone can speak
without interruption. A facilitator may occasionally need to redirect the participants
if they are missing the key points of the discussion.
120 Student will demonstrate NUR390 Sigma Kappa During NUR390, I was a maternity simulation lab assistant. In the second half of the
proficiency of facilitation semester I was able to instruct my own small group of students about caring for a
. techniques neonate in the immediate moments after birth. As the instructor in this situation I
needed to learn how to effectively facilitate and debrief a simulation. One of the
ways that I improved these skills prior to instructing was through online modules
by the University of Washington that went over specific techniques for teaching an
effective simulation lab. During Simulation I was able to get to know the students,
help them learn something new and discuss how they were feeling throughout.
Additionally, I was the sisterhood chair for my sorority, and I was able to learn a lot.
I was responsible for putting on the sisterhood retreat to work on personal growth
and developing closer as a chapter. The first retreat that I held was organized by
SOLC, this was an amazing opportunity and experience to watch people who are
much more trained in facilitation organize this event. Then the following semester I
organized the sisterhood retreat utilizing respected members of the chapter as the
facilitators. I was lead facilitator and learned so much from the experience. This was
an incredible experience as I was watched everyone in my chapter work through an
organized day based around getting to know each other more (evidence 120).
121 Student will demonstrate NUR390 In NUR390 I was responsible for being a facilitator of simulation as well as
knowledge of de-briefing debriefing with the students after the simulation. Prior to doing this we had to take
. techniques an online workshop about the importance of a debrief after simulation. In nursing
we debrief for many situations. The main reason is to improve the care that we give.
Debriefing is important for recognizing what went well and what could have gone
better during an activity. During the debrief the facilitator should remain impartial
and be good at active listening. Debriefing is also very important as it can provide
closure for the event or activity. As a nurse we often debrief when something does
not go the way that the situation was planned. We will also debrief when something
unexpected happens. The reason for doing this is to allow the nurses to recognize
how they may want to change in the future or how they felt things went well.
122 Student will demonstrate NUR390 Sigma Kappa As a maternity simulation lab assistant and the Sisterhood chair of Sigma Kappa, I
proficiency of de-briefing practiced debriefing techniques often. After every simulation we have a debriefing
. techniques period, which is arguably more important than the actual simulation. My role in the
debrief is often to provide the students will constructive criticism. After the
simulation we would move directly into a debrief starting by going around in a
circle stating one word that describes how the student felt during the simulation,
then we were go back around and discuss one thing that went well and one thing
that could have gone better. Understanding what is going on is a vital component of
nursing. As the sisterhood chair of Sigma Kappa, I was required to organize
sisterhood retreats that would allow members to get closer, recognize the things that
they like about sigma kappa and acknowledge the things that they would like to see
change. At the end of each activity we would recap what happened and at the end
of our retreats we would debrief the day. One of my favorite closing activities that
we often do in Sigma Kappa is called “touch a sister who” this is a good closing
activity that leads to a quality debrief. The goal is to identify members who did
something well during the day. Some of the examples of statements in the game are
touch a sister who…made you smile today or is a leader in the chapter. Overall this
places members in a good mindset and allows people to realize that everyone
contributes something to the workshops.
123 Student will demonstrate NUR333 PSY113 Framing is the way that you view the world. This is what a bias is centered around
knowledge of framing based on which makes it very important to identify your point of view and why you see
. psychology and its use in group things the way that you do. The way that you frame things to other people can also
facilitation have an impact on the reason they make decisions. This is called the framing effect.
As a leader you can use the concept of the framing effect to your advantage, but it is
also something that can be very dangerous, so a leader needs to be able to identify
it. You can use framing to your advantage when explaining certain things to make
them sound more appealing. It is also important to think about the things that
others say. For example, if you are looking to invest in something and the tell you
30% of the people double their money, this sounds very appealing. However, they
may not be telling you that 65% of the people lose all of their money. While having
an optimistic outlook on life, a good leader also needs to be skeptical and recognize
where there may be issues.
124 Student will demonstrate NUR474 OCS998 Everyone uses framing in their life whether they realize it or not. I have a very
proficiency of framing based on optimistic outlook on life and frame my mindset around the good that the day has
. psychology and its use in group to offer. I know others who choose to focus on the negative parts of the day and
facilitation leads to them being more skeptical and typically, from my experience, less happy.
In the Summer going into junior year I had the chance to study abroad in
Salamanca, Spain through a faculty led URI program. This was such an exciting
experience for me, and I have nothing but amazing things to say about the program,
other people in the program did not however feel the same way. There was a group
of girls who decided that they wanted to complain about every little aspect of the
trip, it was so frustrating. I would talk to them about something that I thought was
exciting or cool, and they would respond with the things that were wrong with it.
We had framed our trip in two completely different ways but both observations
were accurate. Every day we would walk to school and go through the entire old
town. I loved this walk because it was a great chance to see enjoy the scenery and do
some shopping on the way home, but these girls pointed out that the 20 minute
walk in the heat was annoying, especially since we were not told there was a walk
to school. Both of us had valid points and had a right to feel the way we did, but our
framing was completely different. As a leader in Sigma Kappa, I have learned how
to introduce things in a positive light so people see it as something exciting, rather
than something that we “have” to do.
knowledge the four frames of
. organizations, and the meaning of
reframing by Bolman and Deal
126 Student will describe personal
application of organizational
. analysis using the four frames of
organizations, and breaking the
frame / reframing (Bolman and
Deal)
127 Student will show knowledge of CSV302 Sigma Kappa In the CVS302 class I was a URI 101 mentor. This taught me how to organize
organizing meetings / setting meetings, set agendas and lead meetings. It is important to keep certain things in
. agendas / and leading meetings mind when you are organizing a meeting. The first thing is how much time do we
have and what do we want to get done? Realistically analyzing whether or not you
have the time to complete all of the material thoroughly is very important. This is
where making an agenda comes into play, I have found that giving estimated time
restraints for each topic can be helpful to keep you on track however there are
different ways to organize the agenda. Another effective method is to prioritize the
tasks, this method is helpful because you will be able to see which tasks may require
more information than other topics. After setting an agenda, it can be helpful to
share this agenda with the participants before the meeting so that everyone can
come prepared. I have found that completing an agenda a few days before the
meeting and sending it out allows people to send questions and comments that they
may have ahead of time so that the meeting can be more effective. Leading a
meeting is similar to being a facilitator. It is important that while leading the
meeting, you set clear expectations and plans and provide everyone the chance to
speak as needed. A major difference in a meeting is that it is not always necessary
for everyone to talk and sometimes there is only a select group of people share
information with less room for feedback. (evidence 127)
128 Student will describe personal CSV302 Sigma Kappa As a URI 101 mentor and a member of the executive council of sigma kappa, I have
examples of organizing meetings / lots of experience organizing and leading meetings and setting agendas. In CSV302,
. setting agendas / leading meetings I took a class that helps us navigate through being a URI 101 mentor. As a mentor I
had the chance to plan every week of class with different activities and events.
Although this was a class setting, the style of this class ran similar to a meeting.
Every day I would outline the expectations of the day and most of the time we
would have small group discussions about the topics, given there was only about 14
people in the class. I really enjoyed planning for these because typically I would ask
them the week before about things, they wanted to learn more about so that we
could discuss things that were actually helpful for them as opposed to things that I
thought were helpful but really were not. Additionally, as the Vice President of
Alumni Relations I was involved in planning our sorority meetings. I was not the
main leader of the meeting however I did have a leadership role within the meeting.
Each meeting would run very similarly, starting with ritual, then reports, old
business, unfinished business and new business then closing with more ritual. Prior
to the entire chapter meetings, the executive council would meet and discuss the
expectations of the meeting and any pressing information. This premeeting allowed
us to prepare for the meeting and to remain on the same page as a united front.
After the meeting we would have a closing debrief where we quickly expressed
things that we were happy with and things we thought could have gone better.
Attached is an example of the chapter meetings from a formal meeting
129 Student will show knowledge of COM 100 Sigma Kappa, Youth and I first learned parliamentary procedure during youth and government in high
Parliamentary Procedure Government school. In college we briefly went over the idea of it in COM100 and we use it for
. every meeting of Sigma Kappa. Parliamentary procedure is used to make
conversations with large groups of people effective. For example, we have about 200
members in Sigma Kappa and are able to have well organized meetings with “parli
pro”. It is often used when things are being voted on. One component of parli pro is
the concept of Quorum, this is the used to identify how many people are present to
understand how many people are needs for a vote to pass by two thirds. During the
meeting members are able to ask point of information which most basically means,
they have a question about the current topic. Another thing that is often stated is
point of order, this indicated that something in the parli pro was missed which is
not good as it can lead to confusion about the topic. These rules have been put in
place in order to keep decorum and decrease confusion.
130 Student will show knowledge of CSV302 NUR390 No matter what you choose to do with your life, there will unfortunately, always be
techniques for working with difficult people to work with. There are things that we can do to mitigate arguments
. difficult people and achieve what we need to get done, while working with difficult people. In my
eyes one of the most effective tools is to always remain calm. If someone is being
rude or difficult, I can be so easy to sink to their level and argue back at them, but
this is not effective. Yelling and arguing is never going to achieve anything. While
taking a step back from the situation to attempt to calm yourself down, try to think
about why they are feeling the way they are. Understanding the other persons point
of view may help see the root of the disagreement and respect them regardless of
their differences. Additionally, it is valuable for the individual to share their point of
view so the other person can understand where you are coming from. Another
technique is sometimes to just accept the differences and talk about how they can
move forward without agreeing. Professionally, recognizing that the difficult person
and you may never agree but there are things that you can do to move forward and
continue to get work done.
131 Student will describe personal CVS302 I have had to work with difficult people many times throughout my life. A time that
examples of using techniques to I specifically remember having to deal with a difficult person was as a URI101
. work effectively with difficult mentor. I was the mentor of this course and was placed with a sociology and
people psychology class which was very difficult because I did not know much about these
two programs. I encountered a very difficult student that was disruptive and did
not want to participate in the activities. The first two weeks of this class were hard
because I did not understand why he was being so difficult. By the third class I felt it
was time to have a conversation with him and during this conversation I was able to
learn so much. While he was still rude to me, I learned the reasons behind his
emotions. Using this conversation, we were able to make an adjusted plan for him in
the classroom and how we could move forward in a professional relationship.
Additionally, in nursing, you encounter difficult patients and difficult co-workers.
During nursing the most important thing that I have learned is to always think
before I speak and to remain as calm as possible.
132 Student will show knowledge of HDF 190 In HDF 190 we discussed the stages of group development by Tuckman. This model
the stages of group development has five stages, going in order of forming, storming, norming, performing, and
. (Tuckman/Tuckman & Jensen, adjourning. Forming is the first stage and is when the group is first meeting each
Bennis or others) other. This is the beginning stage where people do not yet see themselves as a team
and individuals can be confused as to what the goals of the group are. The next
stage is storming and is when the individuals in the group begin having difficulties
working together. People do not know what their role is in the group which leads to
conflict in communication. The storming stage is often one of the hardest stages to
more on from and some group never move past this stage. If a group is able to move
on from that stage they will then enter into the norming stage. This stage is where
people in the group begin to trust each other and the members of the group become
more committed to the cause. The fourth stage is performing. This stage is when
everything begins to come together for the group. Individuals in the group begins to
work for the team’s needs, and the effectiveness of the group increases. Once the
group has completed their preforming stage they move into the adjourning stage.
This is the final stage and is when the group assesses how they did in completing
their goals. This is a time for the group to evaluate and celebrate before moving on.
The stages of group development are often seen as a linear model but groups can
move back and forward through the stages and may not always complete them.
The Five Stages of Team Development: A Case Study. (n.d.). Retrieved April 24,
2017, from https://www.projectsmart.co.uk/the-five-stages-of-team-development-a-
case-study.php
133 Student will describe personal HDF 190 Sorority: Sigma Kappa In HDF 190 we learned about Tuckman’ s idea of group development. We then
examples of group development in provided personal examples within our small groups about how we have been a
. use (Tuckman/Tuckman & Jensen, part of an organization going through group development. I talked about my
Bennis or others). sorority. My sorority has been at this campus for much longer than me and will
likely be around for much longer after me, so I will explain how my pledge class
specifically has transferred through some of these steps, even though we have not
completely completed the model. The first stage in Tuckman’s model is forming, for
us this occurred on bid day when we finally finished the rush process and found out
what sorority we had made it into. The first few weeks we were in the forming
stage, many of us were uncertain what the expectations were from us. Most of us
also did not know anyone and we were unclear with what the mission of our
sorority was. As we began to adjust to each other and the new sorority we moved
into the storming phase. For us the storming phase occurred because of a lack of
understanding the expectation of us from the sorority. Some members in my pledge
class had made bad decisions regarding drinking and that lead to our how pledge
class arguing over these issues. People were being caddy and our pledge class was
quickly divided into cliques. Luckily, we had a great new member educator who
helped us reunite and move out or the storming stage. As we moved into the
norming stage many of us were finally familiar with each other and knew all of the
names of the girls in the sorority. We were now initiated and all of our missions and
goals were clear. Some people in our pledge class also took on some leadership
positions so the struggle for power had subsided. We were now at the same point
that most of the girls in the sorority were at. We are likely going to waver between
this stage, storming and preforming until we graduate at which point we will move
into the adjourning stages. The preforming stage will come when we have big
events going on every year, like rushing new members and hosting our annual
cards for a cause philanthropy event. This stage is when we will be most prepared
and ready to work together. We will adjourn by having a ceremony and then having
the opportunity to wear letters at graduation.
134 Student will show knowledge of HDF190 Sigma Kappa In HDF 190 we were places into different harry potter named group with a group
group roles and how they leader. These groups helped us learn about different group dynamics and roles.
. contribute to group dynamics There are many different uses for groups and the different dynamics and uses can
(Johnson & Johnson; Benne & lead to different roles. In a work or cooperative learning setting you may see these
Sheats; Knowles & Knowles; etc.) roles: facilitator, reporter, timekeeper, recorder, material manager, checker. Every
role is responsible for their own task to ensure that they are staying on the right
track. The facilitator makes sure everyone is able to talk and keep on task, the
reporter makes summary of the conversation for the whole, the timekeeper does just
that, keeps track of time and informs group of time. The recorder takes notes
throughout the discussion, the materials manager provides all needed material and
distributes it to everyone, the checker is sort of like a devil’s advocate who looks for
holes in the logic of the discussion. This is a very organized type of group roles and
it is not always going to be this structured. Sometimes you may have leaders and
followers like we see in some of the games during SOLC retreats. Other times the
group roles may be elected positions. Assigning group roles allows everything to
get done in a fair and organized manner to ensure that no one has too much or too
little work on their hands. A group dynamic is different though, this relates to the
behavior and psychological process of the members of the group and how those
thought processes work together. It is absolutely imperative that there is a good
group dynamic in order to achieve positive work with the group. Understanding a
group dynamic means understanding every person in the group. This is why many
jobs will have their employees complete personality, strengths and values test to see
who is likely going to work better with who.
135 Student will describe personal HDF190 Sigma Kappa In FLITE we were places into group for the semester, these groups were led by a
examples of group roles and how group leader that was an older leadership minor student. Every class we would sit
. they contribute to group dynamics with them and work with them and we ultimately had to choose a group project to
(Johnson & Johnson; Benne & complete. We chose a service project of picking up trash around URI. This was an
Sheats; Knowles & Knowles; etc.) interesting group dynamic because I was with people that I never would have
guessed I would be friends with. As the semester went on and we continued to get
to know each other I did find myself becoming friends and working well together.
This group dynamic worked surprisingly well given that we all didn’t really have
too many things in common. Groups are found in every organization and club.
Sigma Kappa was an organization with structured group roles. Given the size of the
chapter and the requirements to maintain a chapter, we had many people given
specific positions to ensure everything ran smoothly. For example, we had the
executive council which consisted on the president, vice president of scholarship,
communications, philanthropic services, finance, alumni relations, membership, etc.
Many of these positions also had assistants to help them organize and complete
tasks. Then there are chair positions. Examples of these include, sisterhood,
historian, social, standard of excellence, risk manager, triangle correspondent and
ritual. The assistant and chair positions typically required less work than the
executive positions. The executive positions were the main leaders of the chapter
and the assistants help to organize with them. Finally, since there are 200 people in
the chapter and not everyone can hold an actual position, we have committees.
Every member of the chapter is required to be a part of at least one committee.
These committee are run and organized by the executive council. For example, as
the Vice President of Alumni Relations, I had a set up/clean up committee for events
and I had a centennial committee for planning the centennial celebration for our
chapter. These roles allowed our chapter of 200 to run smoothly and effectively.
136 Student will show knowledge of HDF190 Sigma Kappa

effective memberships skills in
. groups
137 Student will describe personal HPR230G Sigma Kappa
examples of membership skills in
. use
138 Student will show knowledge of HDF 190 In HDF 190 we read and discussed the Challenge and Support theory by Sanford.
the Challenge and Support theory The theory seems relatively complicated but once you break it down it makes more
. by Sanford, and its relationship to sense. Sanford’s theory explains that there are three main factors involved in
organizations determining whether a person will be able to succeed in certain situations. The three
main factors are readiness, challenge and support. The readiness aspect has two
different parts to it. There is an internal process and environmental factors. The
internal process is related to an individual’s belief that they are ready while the
environmental factors are whether they are being challenged to much or too little. If
an individual is put into a situation where they are challenged too much then they
are likely to digress and actual may not be able to succeed. Once an individual is
ready then the relationship between challenge and success is introduced. Challenge
and success and be imagined on a graph in which they are proportional to each
other. If Support is on the y axis then challenge would be on the x-axis. The
objective is to have both support and challenge increase at the same pace. For some
people this they need more support and less challenge while for others they need to
be challenged more than supported. Whichever an individual needs more of is
based off of both their internal and environmental readiness needs.
Evan, N.J., Forney, D.S., Guido, F.M., Patton, L.D. and Renn, K.A. (2010). Student
Development in college: Theory, Reseach and Practice (2nd ed.). San Francisco,
Jossey-Bass.
139 Student will describe personal HDF 190 CHM 124 In my HDF 190 class, I was exposed to the idea of the challenge support model.
examples of using the theory of CHM 103 Once I got into Organic Chemistry however is when I finally understood the model.
. Challenge and Support (Sanford) This class is considered one of the hardest courses for Nursing majors. I knew that I
was required to take it but I had been dreading it since I got into the nursing
program. The first aspect of the model is readiness, and I knew that I was ready to
take this course because I had already taken chemistry 103 and I had received an A
in that class. The class was going to be very difficult which is the challenge aspect of
the model. Coming into this class I knew that I would need to put in a lot of work in
order to succeed. Luckily the instructor was aware of how hard the class was and
offered lots of support. She told us about her office hours, tutoring offered through
the chemistry department and weekly tutoring offered from the academic
enhancement center. I took use of some of these support mechanisms and because of
this I have been able to succeed in this class. The semester is not over yet but I have
received an A on all of my exams so far because I was challenged from the course
but also supported.
140 Student will show knowledge of COM 100 In my COM 100 class we discussed how to give different types of speeches. Some of
the construction / elements of these types of speeches include informative and persuasive. There are different
. informative and persuasive ways to construct an informative speech depending on what it’s about. Some of the
speeches things you can write an informative speech on include objects, processes, concepts,
events. From there the speaker must consider the different ways of organizing an
informative speech. The first method is chronological which means the speech
follows a time-order sequence. The speaker may also choose a geographical/spatial
pattern which organizes the information based off a physical location. The final way
to organize an informative speech is using a topical pattern, this is the most
common style of organization and this style presents the information in the order
that seems to fit the best or make the most sense. It is important to keep somethings
in mind while preparing for an informative speech, always include information that
is accurate and objective, facts that are true, ideas that are accessible to your
audience, and include a visual aid that clearly describes the facts that you are
presenting.
While there are many similarities between informative and persuasive speeches, the
major difference is that in an informative speech your goal is to inform people of
new information, whereas is persuasive speeches the goal is to persuade the
audience to agree with your points. Some different types of persuasive speeches
include, impacting the audience’s attitudes, beliefs, values or behavior. During a
persuasive speech, the speaker should include ethos, pathos, and logos in order to
improve the quality of their speech. Ethos refers to establishing credibility of
yourself and of the individuals you may be citing within the speech. Pathos refers to
the idea of connecting with your audience on an emotional level and logos is
described as rationality. There are three ways to organize a persuasive speech. The
first is a problem-solution-action pattern, this pattern is organized by establishing a
problem, proposing a solution, and finally a call to action for the audience. The next
is a claim pattern, this organization style is achieved by following the same method
as the topical informative speech outline. Finally, a persuasive speech can be
organized using Monroe’s Motivated sequence. This is a popular strategy and it
includes five steps in order to motivate the audience to act, these steps include
attention, need, satisfaction, visualization and action.
Alberts, J., Martin, J., Nakayama, T. (2011). Communication in Society. Boston,
Massachusetts: Pearson Education, Inc.
141 Student will demonstrate COM 100 In COM100 we prepared for and gave informative speeches. We got to choose our
proficiency in informative and own topic to inform the class on and then had to talk for 5-7 minutes. I chose the
. persuasive public speaking topic of the 1986 Earthquake in San Francisco. The teacher gave us some tips and
told the class to try to choose something that we already know about because it will
be easier to talk about something you already know about. Being from San
Francisco I have grown up learning all about earthquakes, especially the
earthquakes that happened in my hometown. So, it seemed like an easy thing for me
to inform the class about. I started by doing some research to get a better
understanding of what happened and then I made an outline for how I wanted to
present my information. I chose to follow the topical formal, which means I
presented the information in an order that made the most sense. I first described
how an earthquake happens and then I specifically talked about the 1896
earthquake and I concluded by describing buildings technologies and regulations
enacted after this earthquake. After presenting this I received an A from my teacher
as well as feedback including my ability to maintain eye contact and not read off my
paper.
142 Student will show knowledge of WRT104 NUR334. NUR445 In Nursing psychology and community classes, as well as WRT104, I was required
planning and conducting to conduct an interview. There are many different components of conducting an
. interviews (as the interviewer) interview however planning is one of the most important steps. One of the first
things to ask yourself is what do I want to get out of the interview. You must know
what the point of the interview is and there are so many different reasons to be
having an interview, it may be with the intentions of hiring or electing someone into
a position or to learn more about their line of work. If you are interviewing someone
to learn more about something think about the things that you want to know and
design a list of questions for them. If it to fill a position you may want to think about
what the requirements of the role are and what you are looking for in an applicant.
Preparing for an interview will allow you to go in with a clear head and get the
most valuable information from the interviewee. One technique that is used in
interviewing is the STAR acronym. This stands for situation, task, action and result.
This can be used to assess an interviewee answer when asking a situational
question. Situational question in nursing can be “describe the worst experience you
had in clinical and why?” The S is for the person to describe the situation, then T is
to describe the task they needed to complete, A is the action that they took, and R is
the result of the action they took. Understanding this acronym can greatly help
analyze someone’s answers during an interview. When it comes to the actual
interview it is important to explain why you are interviewing them, and if needed
explain the position available. As the interview continues it is vital to ask the
interviewee if they have any questions. I prefer to make may interviews run more
like a conversation so that I am able to see how they are with basic communication
skills and to help put them feel at ease. At the end of an interview the interviewer
should explain where they go from here, if it is for a position, are there more
interviews, when will they hear back, what are the next steps? Answering these
questions for the interviewer helps them feel comfortable and signals to them that
the interview is near the end (evidence 124).
143 Student will describe personal WRT104 NUR444 In WRT104 we were practiced interviewing as the interviewer, this was my first
examples of planning and time being exposed to this however I had the chance to the interviewer again in my
. conducting interviews (as the community nursing clinical. In the community nursing clinical, I was placed at
interviewer) Cranston East High School to work with the school nurse. One of the assignments
required me to interview Chris, the school nurse, about her experience being the
nurse there. In preparing for this interview there were somethings that I wanted to
make sure to touch on, mainly why should chose this area of nursing. Becoming a
community nurse is not something that most people choose to do so it was
interesting to learn about her choice. This interview was an informational interview,
which is very different that a job interview. During this interview I was not looking
for her to fit into a position or to learn about her personality traits. This interview
was much more about learning about being a school nurse and how being a school
nurse in certain areas will vary greatly. I was able to learn about the pros and cons
of working at her school and the areas that they needed the most help in. For her
school specifically, she stated many of the things in the office including, bandages,
tissues, thermometers and much more were bought out of her own pocket because
the school could afford to provide those things. Learning about her work gave me a
greater appreciation for the challenges a community nurse faces.
144 Student will show knowledge of NUR390 Nursing Ambassador I have had to interview for many positions and opportunities. One that I
preparing for and effective answers particularly prepared for was the maternity simulation lab assistant class, NUR390.
. in interviews (as the interviewee) This was the first nursing-oriented job that I was interviewing for. This is when I
learned about how to prepare for a nursing job interview, as opposed to other
interviews that I had in the past which were more leadership oriented. The most
important thing about interviewing is practice. Practice and preparation really does
make perfect when it comes to interviewing. Knowing what type of questions you
may be asked, and preparing ways you may want to respond is vital. The more you
practice the more comfortable you will be talking about yourself and your answers.
For nursing interviews, it is important that you identify very specific skills that they
are looking for in the position you are applying for. Most often the nurse needs to
show they are good with things like patient care, crisis management and patient
advocacy. After preparing for the questions it is also important to prepare yourself.
In nursing you want to dress professionally and look well groomed. As a nurse, you
are responsible for caring for other people’s lives so the interviewer will want to see
that you are first able to care for yourself. It is important to arrive early for the
interview however not too early. Additionally, the nurse should be mindful of their
non-verbal language. Sitting up tall, shaking the interviewers hand (not during
covid-19 though), not being on their phone, not fidgeting with nails, clothes or hair
are all very important thing. An interview is a time for you to put your best foot
forward so ultimately the best thing you can do, is find a friend, or a mirror, and
practice answering interview questions professionally.
145 Student will describe personal WRT 104 URI 101 Mentor interview In my WRT 104 class we were required to practice interviewing as an interviewer
examples of preparing for and Interview for college and as an interviewee. My friend was interviewing me and I had to think of how to
. being interviewed answer questions. While this was an interesting experience I found that my
additional experiences were even more beneficial. The first real interview I had was
for college. I remember being so nervous for the interview, I prepared for this first
by going online and looking up popular question that may be asked in an interview.
I found probably around 50 or 60 popular questions and then I worked with my
mom to practice being interviewed. I began by familiarizing myself with the
questions and I brainstormed ways to answer the question. Once I thought of how
to answer these questions, I had practiced giving verbal responses to the questions
as my mom randomly asked them to me. Following that my mom helped me
practice how to respond to the questions in a way that made it seem like I was
prepared but not so prepared that it sounded like I had a script memorized. After all
of this practice I finally felt prepared for my interview for college. I came out of the
interview feeling that I had shown myself in the best light possible and I had done
the best I could. I ended up not only getting into the college but I also received
academic scholarship and the person that I interviewed with sent me a box filled
with the school’s merchandise and a handwritten letter congratulating me for
getting in. This showed me that because I prepared so much and put my best foot
forth they realized that I was a good candidate even though my actual GPA and test
scores did not meet the colleges criteria. I used this same process when I applied to
be a URI 101 mentor here, but instead of having my mom help me, I got help from
my roommate. Once again, I went into the interview feeling very prepared and I
ended up getting the position after the first round of interviews. (see evidence #127)
146 Student will show knowledge of COM100 IPE experience Collaboration and coalition building is extremely important in nursing and
effective collaboration / coalition leadership. The prevention institution outlines an 8-step process used to build
. building (Sources: Cilente/Komives collaboration. These steps are analyze program objectives, determine whether to
et al; NCBI; etc.) form a coalition, recruit the right people, devise preliminary objectives and
activities, convene the coalition, anticipate necessary resources, develop a successful
structure, maintain coalition vitality, and finally improve through evaluation. The
first step is to determine the need for the coalition, what is the organization working
to improve or prevent against. Then it is about identifying who needs to be on the
team in order for it to be effective. In the medical setting a collaborative team
includes nurses, doctors, pharmacists, physical/occupational therapist, dietitians
and much more. After the team members are identified they need to determine what
everyone role will be and the goal for them as they work together. Next the
collaborative team must meet to discuss the objectives and what is being done.
During these meeting it is important to identify what resources or budget may be
needs to achieve the objectives. There also needs to be a structure to the coalition, is
this something that is being organized for a quick change or a maintenance
situation, how often will they meet, who is responsible for what. Then there is a
need to plan how the coalition will last and prosper, it is important to recognize the
individuals and the team as contributors. And finally, after some time the coalition
will need to be evaluated for effectiveness and plan to make improvements as
needed.
147 Student will describe personal HPR230G IPE experience, Sigma Kappa In my honors oceanography, boat trip class, we had to build collaboration and unity
examples of working in in order to effectively and safely complete all of the tasks on the boat. Additionally,
. collaboratives/coalitions in nursing collaborative teams are always vital. I will focus on the collaborative
team that I have been a part of and will continue to be a part of as a nurse. This is
the interprofessional care team and it a vital component to patient safety and quality
of care. This team is something that is organized for all patients in the hospital and
the members/care providers will change based on the patients needs. If a patient
with type two diabetes comes in with a hyperosmolar hyperglycemic state, there is a
very specific group of providers and plan of care for this person. This person will
need a nursing assistant, a registered nurse, a physician, a dietitian, a social worker,
a diabetic consultant, and a pharmacist. Each member of this team will have specific
roles, as the nurse I would be responsible for administering medication, assessed
progression or improvement of condition and other things like patient education.
Every day, often more than once a day, the floor will take part in what is called
“rounds” this is where the team discusses the plan of care and the progression of the
patient. In this team sometimes more resources will be identified and others will
join the need as needed. This team will meet together and plan care and prevent of
illness for the patient throughout the duration of their stay at the hospital. Often
times when things occur to the patient that are unexpected the team will met to
debrief and review what went well and what could have gone better. This team
allows the patient to get the best care possible while recognizing all of the needs of
the patient, not just the immediately obvious needs.
148 Student will demonstrate CSV302 Having conversations about diversity can be uncomfortable and difficult but
knowledge of techniques to nevertheless extremely important. As a URI101 mentor I had the opportunity to
. communicate and engage in partake in safe zone training and practice how to communicate during difficult
difficult dialogues related to situations. As a leader, or a URI101 mentor, one thing they suggest using is when a
diversity and inclusion. hot topic comes up to have your student pause and write down there feeling, then
take turns sharing. Asking the student to think about the reason behind other
classmates’ views and to attempt to understand their motives without jumping to
conclusions. I feel that the most important this is to recognize where a difference in
opinion may lie and use careful dialogue to discuss ones feeling toward the issue. A
good leader will run into difficult conversation often and will need methods for
discussing them in a thoughtful way. Creating a safe place in also something that is
needed. One method for creating a safe place in the oops and ouch rule. This means
that if someone is talking and something comes out wrong, they can say oops as a
way to retract what they just said. Similarly if a listener hears something that upsets
them, they can say ouch as a way to indicate they were not okay with what was just
said.
149 Student will demonstrate CSV302 Sigma Kappa In Sigma Kappa we work to allow everyone’s voice to be heard, even when it
proficiency in communicating and disagrees with others. One way that we do this is though a chapter forum. Starting
. engaging in difficult dialogues and ending each semester with a chapter forum allows us to recognize what we are
related to diversity and inclusion. doing well and areas that we need to improve. During this sometimes this get
brought up that are very uncomfortable and frankly awkward. Learning how to
maintain a respectful conversation is difficult however, I feel our chapter does it
well. First, we lay some ground rules, since we know that this is often a passionate
time for our members. Some rules include, you may not talk unless you are called
on, and no profanity is allowed in what you are saying. Using cuss words is
sometimes done when people are passionate about something however this only
leads to people being offended and the point of the statement is often lost in
translation. As the forum is conducted, we stay on each topic until there is a 2/3
passed vote to move on to the next topic. The topics are determined through an
anonymous google form that allows anyone to share something that is bothering
them. Overall, we have learned to have effective difficult conversations by
respecting each other’s opinions and recognizing that we may never agree.
150 Student will describe ways to NUR390 Sigma Kappa Accountability is something that is needed for leaders. People need to feel
maintain accountability in comfortable turning to them in easy and challenging times. There are, however,
. leadership / member relationships things that leaders can do to be seen as accountable. One of these things is to be
open and honest with their followers. When good and bad things happen, the worst
thing that a leader can do is sweep something under the rug and assume it will
never come out. Additionally, the leader must mean what they say and do what is
in their power to do what they have said they will do. This is about trust. Members
will have a difficult time fully committing to someone they don’t trust. The goal of
becoming an accountable leader stems from the need to have accountable members.
In order for the group or organization to run effectively there is a need of
accountability from everyone. The leader is not able to complete everything and
needs to know that the members are doing their part. It is important to possess
certain characteristics and behaviors of an accountable leader. Some of these
behaviors include being disciplined enough to stay on track and have clear
priorities, having integrity and actually executing what is supposed to be
accomplished. Having accountability in a leader member relationship can allow be
helped buy building individual relationships through mentorship programs and
team meetings.
151 Student will describe personal NUR474 Sigma Kappa As a nurse we learn about the importance of being a nursing leader in NUR474. One
examples related to maintaining of the major components of this leadership role is accountability. In Sigma Kappa, I
. accountability as a leader had the chance to be on the executive council as the Vice President of Alumni
Relations. In this position I worked with 10 other members of the executive council
and our chapter as a whole to have a productive and successful year. In order to do
this we needed to develop and maintain accountability between the leaders of the
chapter and the general members. We as leaders needed to lead by example. As the
leaders we needed to be organized and goal-oriented, we were able to put out our
semester schedule in the end of December so that all of them members had a clear
idea of the time commitments they were expected to make. We also needed to
maintain integrity in our positions, this meant that we needed to be truthful with
our chapter when things were going well and not going well. For example,
unfortunately the semester before we took our positions, something had occurred
that left us with a “letter of challenge” from our national headquarters. This
essentially means that they are not happy with an aspect of our chapter and we
need to be able to show them that we are stick to the values of Sigma Kappa. We
had the choice to tell our members about this or not however we wanted to be
honest, so we chose to share what was going on. Another important component of
accountability is build individual relationship. One way that we do this is through
Big and Little Sisters, as well as academic big and littles. These are mentor
relationship that allows the newer members to be paired with older members to
show them the ropes of the chapter. Overall Sigma Kappa did a good job
maintaining accountability between its leaders and members.
152 Student will describe ways to build CSV302 Sigma Kappa In CSV302 we discussed how to build relationship with our students as the mentor
relationships between leaders and of a URI101 class. Building relationships with the members of the group is
. members important because this will allow for accountability and better outcomes. There are
many ways to build relationships between leader and members, and we are going to
highlight a few of those. The first is to always lead by example, the way that the
leader acts will set the entire tone for the group. It is important to work on active
listening between members and leader, both groups deserve to have their voices
heard. As the group is working on listening, the leader should foster an
environment that welcomes questions. Having members feel like they can speak
their mind and ask questions when needed is very important to a good relationship.
It is also valuable for the group to set clear expectations and values for their
members. Both leaders and members need to be understood how they are expected
to act and why. Building relationships is all about trust and in order for someone to
have trust in another person they need to see that there is a reason to trust them. A
leader always needs to be open and honest, while attempting to remain kind and
approachable.
153 Student will describe personal NUR474 Sigma Kappa Building relationships is something that I value greatly in my personal life and is a
examples of building relationships leader. As a URI101 mentor, one of my favorite memories was when this quiet girl
. with members as a leader came up to me at the end of class to ask questions. Throughout the semester I had a
hard time getting my students involved and comfortable opening up to me. Every
week I would remind them that I was here to talk and help them however I could in
their transition into URI. I never had too much engagement during class or after
class, but I continued to remain open and approachable. Sometime in probably
October, I finally had this young woman looking for guidance after class. She was a
sociology major interested in becoming a social worker and wanted to know what
steps needs to be taken in order to achieve this. I remember being so happy that she
came to talk to me, but unfortunately, I did not know anything about how a
sociology major becomes a social worker. So, I was honest with her and explained
that I was not sure but that I was going to look into it and ask the teacher about it
for her as well and give her the information that I can. I learned that it is okay to not
have all the answers but it is very valuable to be honest. I was able to answer some
of her questions during the next class and then I found that she was opening up
more in class and would continue to come up to me with different questions at the
end of class. The relationship that I was able to build with that student is what made
my experience as a URI 101 mentor worth it.
154 Student will describe how HPR411 Credibility is a vital aspect of being a leader. Not all leaders have credibility and
credibility applies to leadership, as that can greatly impact the effectiveness of the organization as a whole. Trust and
. well as the characteristics and skills credibility work hand in hand, if the members can trust the leader, they are more
of a credible leader likely to stand with the leader. In leadership someone who is credible will often be
favored over the person that is less credible. For example, during presidential
elections you will often here the candidates talking about the amount of experience
they have and what they have accomplished during that time. This is done to
establish credibility. Followers want to see their leaders’ proof of being an effective
leader in the past before they can fully trust them to be an effective leader again.
There are certain characteristics that credible leaders should have. Some of these
include, being respectful, honest, educated, accountable, loyal and trusting. A leader
should be respectful to themselves, their organization and their members. They
need to be honest about what is happening in the group, both good and bad, which
can be very difficult to do. They also need to be educated on what they are leading,
this is about having experience. Being loyal to their members and someone that their
members trust is also important. This is particularly important because people
typically aren’t going to think someone is credible if they can’t trust what they are
saying. Overall, credibility plays a big part in being an effective leader in a
productive organization.
155 Student will describe personal HPR411 Sigma Kappa In Sigma Kappa I was interested in leadership positions however at first, I had a
. examples of building, maintaining, hard time getting them because I had not made the same connections with other
and repairing his/her own members that other people had made. Freshman year I ran for a position that I did
credibility as a leader not receive, and it was very frustrating. I reached out to a leader in the chapter and
asked them for advice about what I needed to do in order to become someone that
people would trust in the position I wanted. She told me that I needed to lead by
example and establish credibility within the chapter by getting involved in all of the
things I could to help advance myself in this area. I wanted to become the chapters
executive vice president, which was essentially the risk manager. In order to
establish credibility, I signed up for the risk and standards committees, these were
both organized by the EVP. Additionally, I spoke with the EVP often about what I
needed to do to be a good fit. When it came down to elections, I did not end up
becoming the EVP but I was nominated and elected for the position of VP of Alumni
Relations. I received the position because I spoke about my experience organizing
events for large groups of people. Additionally, the members of Sigma Kappa felt
that I had established credibility through my actions of kindness and passion for
improving our chapter as a team player.
156 Student will describe ethical PHL212 HPR411
standards in influence
.
157 Student will describe influence PHL212 Undergraduate Advisory
applies to leadership Committee
.
158 Student will describe principles of CSV302 NUR390 Mentoring is commonly seen in organizations and groups in which a more
effective mentoring, as well as experienced, established member will training and guide a newer less experienced
. problems particular to the member. There are some keys components of being an effective mentor as well as
mentoring relationship particular challenges of this type of relationship. In this relationship you have a
mentor and a mentee. In order for relationship to be effective both people need to be
willing and prepared to work together. For the mentor this means having a strong
understanding of the material that they are going to be sharing with the mentee.
There needs to be an understanding of the objective of the relationship and markers
to achieve in order to stay on track. The mentor should be approachable and able to
listen well. The mentee also should be an effective active listener. This relationship
relies on mutual trust and respect with a need for the mentor to actually want to
help the mentee achieve. One area that can lead to a negative relationship between
the two is the desire for the mentee to achieve. Both individuals need to be equally
motivated for the success of this relationship. The other problem is a mismatched
pair, sometimes if the relationship is prepared the individuals won’t work well
together.
159 Student will describe personal NUR474 CSV302 In nursing leadership, I had the chance to be mentored by a nurse in the birthing
examples of mentoring and being center at Newport hospital. Similarly, in CSV302 a had the chance to be a URI 101
. mentored mentor. These positions allowed me to see the mentorship relationship as both the
mentor and the mentee. As the mentor in CSV302, I ran into some problems with
mismatched pairs. I was a mentor for a sociology and psychology class when I was a
nursing major that had never taken any class in sociology or psychology. This put a
huge barrier in my ability to be an effective mentor because I didn’t know anything
about these majors or careers that they may be interested in. Major is only one area
of the mentorship though. I found that I was able to help my mentees in adjusting to
college and how to manage URI. Helping the mentees adjust to college workload
and the social component of college is an area that I assisted them. As the mentee at
the birthing center, I had the chance to learn about ways that the birthing center
works to improve their patient safety and satisfactory. The hardest part of this
relationship was us not being on the same track of what we wanted to get out of the
relationship. My mentor was more hands off and I was hoping to have someone
more hands on to help me improve. Overall, both experiences were positive
however, there were things that could have been improved.
160 Student will describe principles of HDF190 Sigma Kappa, Nursing In HDF 190 we talked about the importance of peer leadership and the pros and
effective peer leadership, as well as Ambassador cons that this type of leadership faces. A peer is someone that is the same level or
. problems particular to peer grade as you, meaning that they should be relatively in the same place as each other.
leadership In order to be an effective peer leader the individual needs to lead by example and
stand true to your word. They also needs to have a desire to help the other peer
achieve through helping them navigate with something that they have an
experience in. The relationship needs to have a mutual respect and understanding
for one another. One of the biggest advantages of this type of relationship is that the
peer leader has often just completed the work that the other individual is about to
complete. This is allowing the leader to have a personal understanding of the
challenges that the other person may be facing now. One negative thing about a
peer leadership is that the leader may develop a power trip or feel that they have
authority over the other person. While the leader does have more experience, it does
not mean they are better and this can be something that is often misunderstood.
Another challenge that this type of leadership will face is if the leader does not have
a clear goal or objectives for how they can be helpful. Being a peer leader is all about
giving back. The leader needs to be genuinely interested in doing this or they will
not be an effective peer leader.
161 Student will describe personal NUR390 Sigma Kappa In NUR390 I was the maternity simulation lab assistant, I took this position on the
examples related to being a peer semester after being a student in the maternity class. While I was responsible for
. leader and being led by peers leading a group during the simulation, I was also there as someone they could come
to for advice. After completing the simulation, I would ask them about their class
and clinical and if they wanted/needed any advice. Many times, students would ask
me about how I passed the course and things that I did to prepare for the exam.
Another place that I was able to be in a peer leader relationship was in Sigma
Kappa. We organized an academic big little where we were able to receive both a
big (someone older than us) and a little (someone younger than us) that were in the
same major. These relationships allowed us to discuss what they did to pass their
classes, learn about the professors and understand different extracurriculars that
may help build your resume. As a nursing major these relationships were amazing
because we all have the same classes and the same teachers with similar goals of
becoming a nurse after graduation. One challenge that we faced was the
accountability of being there for each other when needed. Often this relationship
was not a priority so if the younger member did not reach out for help, they
probably wouldn’t get much guidance.

Evidence for Inventory Outcomes
Self-leadership
Evidence 5:
Evidence 8:

Leadership Theories
Evidence 27:
Evidence 42:

Inclusive Leadership/Diversity and its application to leadership
Evidence 88:

Evidence 97:

Critical Thinking
Evidence 98:

Evidence 108:

Interpersonal and Organizational Concepts & Skills
Evidence 120:

Evidence 127:


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LEADERSHIP

Name: Amanda Diehl

Leadership Inventory Revised 08/22/2017 1

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 08/22/2017 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 08/22/2017 5

 Leadership theory and

Leadership Inventory Revised 08/22/2017 6

Leadership Inventory Revised 08/22/2017 7

Leadership Inventory Revised 08/22/2017 8

Outcome Category: Leadership Theories

38. Student will describe personal

Leadership Inventory Revised 08/22/2017 21

89 Student will demonstrate

Outcome Category: Critical Thinking

106 Student will demonstrate the

Outcome Category: Interpersonal and Organizational Concepts & Skills

Active Listening. (n.d.). Retrieved April 20, 2017, from

115 Student will show knowledge of

136 Student will show knowledge of HDF190 Sigma Kappa

Leadership Inventory Revised 08/22/2017 51

Leadership Inventory Revised 08/22/2017 52

Leadership Inventory Revised 08/22/2017 53

Leadership Inventory Revised 08/22/2017 54

Leadership Inventory Revised 08/22/2017 55

Leadership Inventory Revised 08/22/2017 56

Leadership Inventory Revised 08/22/2017 57

Leadership Inventory Revised 08/22/2017 58

Leadership Inventory Revised 08/22/2017 59

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