Outcomes & Evidence Progress Inventory : Leadership Development

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

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

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

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

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

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

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

At URI, we are among only a handful of colleges and universities across the country that offers a Minor in Leadership Studies and one that is customized for each student. We
utilize a cross-disciplinary approach to leadership education designed to complement your academic studies. All courses utilize a variety of teaching methods but ultimately include
some form of experiential learning, practical application, and reflective learning. Employers, now more than ever, are seeking candidates with exceptional skills in the areas of
interpersonal and group management, problem solving, critical thinking and effective communication. We can help with all of the above.
GENERAL INFORMATION
 Regardless of your major, you can minor in Leadership Studies.
 Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
 Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of “C” or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
 No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
 Application for the minor must be filed in your academic dean’s office no later than the beginning of the final semester or term.
 Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors
Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
3 credits or internship experience for graded credit
Experience through Office of Experiential Learning & Community Engagement
or
Internship Class in Academic Major The only time the major and minor can overlap
Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar
Must be in Honors or have GPA of 3.3
Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit
MINOR ELECTIVES-9 credits

*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Women’s Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Women’s Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: First‐Year Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport ‐ Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course 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: Student Organization Leadership Consulting THE 341: Theater Management
HDF 414: Leadership for Activism and Social Change
HDF 415: FLITE Peer Leadership

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

Table of Contents
Remaining Outcomes are in Red
All outcomes for HDF 415 are in bold
New Outcomes #10, 45, 46, 114, 130, 131, 132, 138, 139, 159
Evidence #10, 45, 46, 114, 130, 131, 132, 138, 139, 159
Revised Outcomes # 4, 5, 8, 9, 27, 28, 97, 99, 109, 152
Evidence # 4B, 5B, 8B, 9B, 27B, 28B, 97B, 99B, 109B, 152B

Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a HDF 190 Working for Campus Rec. I have worked at the Tootel Aquatics Center as a swim instructor for two
minimized need for approval
semesters now. I have always come to work early to make preparations for
each of my classes, while many of my coworkers come in right as lessons
are starting or forget that they’re supposed to work. I have covered for co-
workers whenever I could and if I was unable to work I would always find
coverage if not I would come in anyway. As well as cleaning up after my
lesson and others lessons when they leave their tools out. I never think twice
about any of it, it’s what you’re supposed to do as an employee, go beyond
what is part of your assigned tasks, without the direction of a supervisor or
expected recognition. See evidence #1
2. Student will demonstrate personal, KIN 381 Pandemic During this pandemic I have created a sleeping, eating, exercising, and
organizational, and academic examples of
self-discipline schoolwork schedule. I maintain my sleeping schedule by setting alarms for
when to go to bed and wake up. For schoolwork and classes I turn off all
other electronics and do not turn them on until I am finished. I focus on
healthy eating including at least one vegetable in every lunch and dinner
meal. I exercise at least three times a week, even when I would prefer to take
a nap, to keep my body fit and functioning.
3. Student will demonstrate the ability to CHM 101 Grandfathers Passing I needed to control my emotions after my grandfather passed away and get
manage emotions
back to school to focus on work and class. I did this by taking a step back,
taking a deep breath, and thinking things through. I have also done this
during times when friends have said something upsetting to me and I take a
step back, calm down, and think about it from their point of view before
responding. Or even when I’ve failed my CHM 101 test and wanted to tear it
in half, I stop myself and go to the professor or someone who can help me
understand what's wrong. Because you can’t change the past but you can
work on the future. See evidence #3
4. Student will demonstrate knowledge of EGR 105 MTH 111 In EGR 105 we were taught how to eat better and get more sleep especially
stress management methods HIS 112
MCE 263 URI Mental Health Awareness Day during test periods. We also were consistently told that we could go to our
teacher or the many academic aids on campus for assistance and help.
Another way that was suggested was exercise not even anything difficult but
just going out with your friends and playing frisbee. You can lie down and just
listen to music. Something else that you can do is close your eyes and think
of nothing or meditate even. These skills helped me to relax before my math
and history finals last semester. Because I was more relaxed I was able to
better use the knowledge that I had gained to better answer question in a
more timely manner. American Physiological association-
http://www.apa.org/helpcenter/manage-stress.aspx
See evidence #4
At URI Mental Health Awareness Day on the quad I learned many ways on
how to manage stress using short and long term methods. Some short term
ways to help manage stress are to take deep breathes, take a break and get
some fresh air, remembering you have a choice to be stressed, or prioritize.
Breathing deeply in and out allows you to relax. Taking breaks are a good
thing you can’t always go non-stop; you need to determine if the situation is
really something you need to get upset over. Some long term ways to help
manage stress are take care of you, recognize your limits, find a good
support system, and be realistic. The best thing to do for yourself is practice
healthy behaviors such as eating healthy foods, exercising, and getting
enough sleep. We need to realize as human beings we can’t do everything
and our limits are not equal to others. The best way to manage stress is
finding a support system through friends and other activities. Ones that you
know you can rely on no matter what. Finally being realistic - not everything
has to be perfect. There are going to be obstacles no matter the path you
choose.
Stress in College Brochure
See Evidence # 4B
5. Student will demonstrate the ability to CHM 101 Taekwondo As a child I was never really stressed or put under much pressure, but as I
manage stress Swimming
grew older that changed. Sometimes the stress became too much, but I
always had something to bring me back down to earth. That was taekwondo.
They say exercise relieves stress or that you should think deeply or not even
think at all for just a few minutes. Well, taekwondo gave me both of those. As
a child, I went almost every day and continued this knowing it as my one
constant that I could exercise, have fun, and then be ready to take on
whatever challenge I was worried about before. During the beginning and
end of class we would meditate for a few minutes to clear our heads and
focus our minds on the tasks ahead. My teacher gave us plenty of time for
every assignment so we could start them early on to reduce the pressure on
ourselves. Even then I would get very stressed doing them, but going to swim
practice helped clear my head and after I would finish it no problem.
See evidence #5
This semester has brought on a whole new level of stress especially through
Dynamics; one for which I would not have been prepared it occurred at the
start of my freshman year. My stress management techniques have adapted
to my busy schedule. They now consist more of clubs and activities not
related to exercise. The activities include community service through
Rotaract club, in which serving others makes me feel better. I’m improving
myself while serving others. With SOLC I feel a sense of community which
brings happiness every time I step into a meeting, it brightens my day. Other
activities are as simple as talking and hanging out with friends and being
normal college kids for just a little bit. Such as going to the movies in those
two hours I forget my worries and get lost in the storyline. I then come out
feeling more relaxed and ready to take on the tasks ahead of me. Through
my strength of futuristic I’ve begun making a semi-daily planner to keep all of
my school assignments down so I can better plan out my days. Helping to
reduce my stress right before assignments and tests are due.
See Evidence # 5 B
6. Student will express a personal code of KIN 425 St. Baldrick’s As lead organizer for St. Baldrick’s I was challenged because this was the
leadership / membership ethics
first time I was leading a large scale event. In the past I always identified as
the person behind the scenes. I had to take a step back looking at how a
team could work together with small achievable goals compared to one
person and an insurmountable task. In KIN 425 I learned how to organize
team meetings and present our goals. Looking at this role my focus was on
each of the committee members and how to make sure they had everything
they needed. This led to being goal focused on the future and their success. I
created a google drive and instruction guides to improve transitions, while
walking them through every step of the process. This led the other committee
members to becoming more dedicated to the event and already beginning to
plan the event for next year. This experience showed how true my leadership
style of model the way is in preparing a group to become their own leaders.
7. Student will demonstrate practice of the Econ 201 Boy scouts I joined scouting at a very young age. At that young age I absorbed
personal code of ethics
everything, especially the strong moral values, such as honesty, kindness,
and perseverance. They represent me in always telling the truth, or always
showing my best face to those I interact with, or just never giving up. As I
went into Boy Scouts I learned responsibility on my first campout by learning
I had to bring what I wanted to have, the other kids weren’t just going to give
it to me because I wanted it, this was especially true with my economics
grades. In which I had to not give up when I struggled with new topics and
ideas and show my best face to the members in my group even when things
weren’t going so well. I watched how the older scouts included all the new
kids in every activity and put them into patrols with older and younger scouts.
I noticed that when I led I was using context and looking to the past and
remembering how scouts before me had led. I became futuristic thinking of
all the new adventures and things I could do for my troop. Most of all scouting
set the beliefs that guide my life now and in the future. They are “A scout is
trustworthy, loyal, helpful, friendly, courteous, kind, obedient, cheerful, thrifty,
brave, clean, and reverent.” and “On my honor I will do my best to do my duty
to god and my country, to obey the scout law, to help others at all times, to
keep myself morally straight, mentally awake, and physically fit.”
BSA Scout Law- https://www.scouting.org/discover/faq/question10/
See evidence #7
8. Student will express a personal values HDF 190 Cheshire Land Trust I value Love, Honesty, Kindness, Perseverance, and Appreciation of Beauty
statement (Sources = VIA, values
clarification exercises, etc.) HDF 415 FLITE Students and Excellence. I value Love because it is the glue that holds families and
friends together, the thing that keeps us connected even when we’re miles
apart. Honesty is another of my top values cause if you can’t be open with
someone how do you expect them to be open with you. You must have
perseverance to make sure you can get through the tough times. Appreciate
the little things and the beauty that is all around us. I see that beauty every
time I assist with trail cleanup and the love those around me have for nature.
These are the reason that I blazed a new trail on the Cheshire Land Trust
property on Sperry Road for my troop so they could better appreciate nature
and become closer as friends through the outdoors. See evidence #8
Through my values of Love, Honesty, Kindness, Perseverance, and

Appreciation of Beauty and Excellence I have been able to see the world in a
new light. My value of Love has transformed into not just a Love for creating
and building but a Love for those around me and seeing them succeed and
excel. I enjoy seeing them go farther than I ever could have, reaching new
heights that I have yet to even imagine. While Love may be my top value
Honesty comes before all others. I once believed that you must be honest
with everyone around you but that is not the full statement. You must also be
honest with yourself is this you, is this who you want to be. Kindness is
contagious and you must strive to always be kind even if others are not.
While many see kindness as grand acts of helping others in many cases it’s
as small as smiling at someone when they pass by or holding the door for
them. Any act of kindness no matter how small has made a difference in
someone’s life and that’s the greatest gift you can give. Perseverance is the
hardest one to stick with sometimes. Life tests you, it wants to know that if
you fall in the mud are you going to go home and shower or are you going to
get back up and keep pushing forward. This semester has tested this value
on more than one occasion but I have never stopped and will never stop until
I have accomplished every one of my goals. Last but certainly not least is my
value of Appreciation of Beauty and Excellence that has gone far beyond my
love for nature. It has spread to seeing the beauty in all things from the
calmness of the campus in the morning to the people that help me call this
campus home. Beauty is all around us you just have to look for it.
VIA Character Strengths- http://www.viacharacter.org/www/
See Evidence #8
9. Student will demonstrate practice of the GEO 103 Taekwondo I practice the values in this statement in my everyday life by staying in touch
personal values statement Family
HDF 415 FLITE Peer Leadership with family and friends; actively listening to the information and knowledge
they have, practicing love and kindness. Even on the worst days my
perseverance shines in my study of taekwondo or my love of beauty in
understanding the earth and how our world came to be in GEO103. Most
importantly I appreciate the subtle beauty that is all around us, especially on
hikes through the woods or even walks through the city. Each has its own
mysteries and adventures. As well as how it all formed.
See evidence #9
I use my values through my love for helping others and watching them grow.
This is evident in the mentoring and coaching of my FLITE students, in giving
them the right tools for the job and watching them figure it out and, in turn,
they then teach me knew things. Seeing how they are growing and creating
their own path there is no other way to describe it accept for Love. In every
moment spent with them I have been Honest about what I need from them
and what I’m able to help them with. I let them know as much as I do so they
see real transparency, they see the real me not some fake version. Kindness
is in every interaction with them and everyone else in the class. Listening to
them, understanding them, and always being there when they need help.
While knowing that there is kindness in stepping back and letting them work
for their answers. Perseverance in never quitting on them, never letting them
say no or not finish their work. Instilling in them that you must always finish
what you start and that I am here to help you get back up on your feet, such
as when a student was not doing well and we worked out a plan to get back
on track. Finally Appreciation of Beauty and Excellence is seeing these
students grow form freshman into bright, young leaders – this was the best
thing I’ve seen on this campus so far. Having found even more beauty on this
campus that I’ve already found so much in.
See Evidence #9 B
10 Student will demonstrate the ability to HDF 415 Welcome House In HDF 190 we learned how to plan and finish a project through by being
lead a project from start to finish (follow-
. through) given a leadership model and asked to explain it through an activity. It
required us to clearly explain the process for the activity and what work
needed to be done prior, during, and after. I used this experience in HDF 415
to help me lead a project for Rotaract at the Welcome House. I began by
establishing a line of communication, which required multiple email contacts
and eventually going to the location to establish contact face-to-face.
Through my strength of futuristic I looked through multiple calendars for the
days Rotaract would be available. So I would be prepared to properly discuss
logistics as in what meals we’d be cooking, when, and for how many, as well
as arrival and serving time. I then confirmed dates with the president of
Rotaract and gave final confirmation to Welcome House. Next, I had to get
the word out to other Rotaract members through meetings, emails, and
Facebook. Using my strength of responsibility I kept track of the members
who could help out, how many cars we would need and who would be able to
drive. Once we arrived I met my contact and we began cooking and
assigning assorted tasks in the kitchen. After serving the residents and
cleaning up we had a debrief to discuss how everyone felt after doing service
and any ideas on how to improve it.
Evidence # 10
11 Student will describe goals and objective HDF 417 Chapter 126 – Oak Hill Center To graduate with my degree in Kinesiology I knew I needed an internship. I
statements regarding personal issues,
. career issues, and community issues began planning on how to obtain one. I started with volunteering at Chapter
126 the winter of 2018 learning as much as I could and making connections
with staff and members. After the winter I kept in contact with the staff. This
past winter, 2019, I contacted them again regarding an internship and after a
quick interview and paperwork. I received the internship. My personal issue
was making it through my grandfathers’ death. Getting past it took talking to
family and friends that I was close to and crying everything else out at his
funeral. A community issue would be helping feed those in need during the
Thanksgiving season. This was done by working at a Rotaract event called
Buy One More. We raised over 800 pounds of food to feed these families.
12 Student will show evidence of goals and HDF 190 Academic Advising At the end of the first semester I had a meeting with my academic advisor to
objectives that were planned and Physics tutor
. achieved discuss how my first semester had gone. I did not do as well as I should
have. I decided then and there that I would not get any grades below a B. I
knew I would have to add extra time to study before test and quizzes,
meaning less time with friends. As well as getting a weekly tutor for physics.
Doing all my homework in all of my classes not just most. Most importantly
managing my time better, by going to the library to do work not the study
lounge to socialize. It is coming down to the end of the semester and I have
exceeded my goals and I have high B’s and the rest A’s. I believe that I’ll be
able to do even better next semester. See evidence #12
13 Student will show knowledge of the HDF 190 Alternative Spring Break South In HDF 190 I learned Maslow’s Hierarchy of Needs. This theory consists of a
“Hierarchy of Needs” theory by Maslow County Habitat for Humanity
. pyramid with five components. The first component at the bottom of the
triangle is physiological needs such as food, water, and air. The next
component is safety such as personal security, employment, health, and
property. The third component is love and belonging consisting of friendship,
intimacy, family, and a sense of connection. The fourth component is esteem
consisting of respect, self-esteem, status. The fifth component at the top of
the pyramid is self-actualization consisting of the desire to become the most
one can be. Each of the five components builds off of the other.
Simply Psychology-
https://www.simplypsychology.org/maslow.html
14 Student will show application of Maslow’s HDF 417 Changing major to kinesiology During my junior year fall semester physiological and safety needs were
theory to own life
. being met with regular meals and a safe dorm environment and a steady job.
My love and belonging category was not being fulfilled with no sense of
connection with the major, civil engineering, that I had come to know for the
past two and a half years. This led to a lack of motivation due to a lack of
needs being met. To fulfill this need and continue on the path to self-
actualization I changed majors so feel that sense of connection with my
studies. This led to boost in my esteem category increasing my self-esteem,
respect, and freedom. Giving me the opportunity to have the self-
actualization that I wanted to become a chiropractor. Which is only the first of
many self-actualizations that I can have in the field.
15 Student will show knowledge of the theory
of Superleadership by Manz & Sims
.
16 Student will show application of Manz &
Sim’s theory to own life
.
17 Student will describe StrengthsQuest HDF 190 Strengths Quest In HDF 190 I took my strengthsquest to help me better understand how to be
Signature Themes, shadow side of
. Strengths and/or weaknesses, and a better leader and how I lead best. Through my top five strengths of
examples of application (Source = Gallup) responsibility, includer, context, futuristic, and belief I know the best way to
use these strengths to lead. Through responsibility I know I will finish any and
all tasks I say I will do. The shadow side of this is taking on to many tasks
and overloading myself resulting in the tasks not being done as well as they
should have been. My strength of includer helps to expand the circle wider
bringing more people into the fold of love and acceptance. The shadow side
of this is stretching the circle to wide so that no one feels like they belong in it
because there’s not clear distinction to what it is. My strength of context
allows me to use past knowledge and history to make better informed
decisions and plans. The shadow side of this is that my head sometimes gets
stuck in the past and over analyzing situations from long past. My strength of
futuristic helps me plan for the future and all of the amazing posibilites that
can occur. The shadow side of this strength is that my head can get stuck in
the clouds and think of to many possibilities when planning. My final strength
of belief is the set of rules and values that I set my life to. The shadow side of
this is being stuck in those beliefs and not willing to accept other points of
view.
18 Student will describe personal leadership HDF 190 Leadership Institute In HDF 190, I took a Strengthsquest Assessment to identify my top 5
style and/or personality style including
. strengths and weaknesses and examples strengths which are; Responsibility, Includer, Context, Futuristic, and Belief.
of application (Sources = Leadership style At The Leadership Institute I learned that belief is what guides you in life and
inventories, the L.P.I., Type Focus sets your morals. However we can only have belief in what we are exposed
(MBTI), LAMP, DISC, and other career to. Before Institute, I thought I was exposed to basically everything other
inventories, etc.)
countries cultures, different world views, even the tragedy of death and the
beauty of life. At The Leadership Institute, my eyes were open to things and
some of my beliefs actually changed which had never really happened to me
before. While at Institute I was open to change this is not always the case
and I can become stuck in my views leading to disagreements. I also used
my strength of Includer to make sure everyone in my group felt part of
something bigger than themselves or my strength of futuristic in the
questions I asked about pursuing the minor in Leadership. While making
everyone feel included is important sometimes the circle becomes to wide
and people become overshadowed and looking to far into the future can put
your head up in the clouds.
See evidence #18
Outcome Category: Leadership Theories
19 Student will show knowledge of the
“Authority and Bureaucracy” theory of
. leadership Weber
20 Student will describe personal application
of the above theory (Weber)
.
“Scientific Management” theory of
. leadership by Taylor
of the above theory (Taylor)
.
“Management by Objectives” theory of
. leadership by Drucker
of the above theory (Drucker)
.
25 Student will show knowledge of “Theory X
and Theory Y” theory of leadership by
. MacGregor
of the above theory (MacGregor)
.
27 Student will show knowledge of the HDF 190 Rotaract The servant Leadership model was created by Robert K. Greenleaf with ten
“Servant Leadership” theory of leadership HDF 415
. by Greenleaf characteristics broken up into three different categories. Through this set up
we understand the characteristics that a leader, servant, and servant leader
must have. A servant must be empathetic, someone who truly listens and a
healer of one’s self and ones relationships with others. A leader must be
generally aware of what is happening around them and even more so have
good self-awareness, one who can persuade a crowd while not pressuring,
who has the concept and foresight to see and carry out plans. Lastly a servant
leader must have the ability of stewardship or willingness to share information,
to commit to helping people with real tangible growth, and build the sense of
community that we all long for in our own way, shape, and form.
See evidence #27
In HDF 415 I relearned the Servant Leadership Theory by Robert Greenleaf.
This theory is broken up into three parts with ten characteristics, Servant,
Leader, and Servant Leader. Within Servant are Listening, Empathy, and
Healing. Within Leader are Awareness, Persuasion, Conceptualization, and
Foresight. Within Servant Leader are Stewardship, Commitment to the Growth
of People, and Building Community. The Servant listens to others hearing
what they have to say and understanding the group and its goals.
Understanding who you are serving allows you to be empathetic and connect
with them on an emotional level. A Servant above all else is a healer who
mends physically and mentally. A Leader must be aware of themselves and
their surroundings to better understand the issues they are faced with. When a
leader is faced with these issues they must persuade, no convince others of
these issues not based on their authority but on what they say. A Leader must
also understand concepts to look to the future for where you plan to be down
the road. Finally a Leader must have foresight to see how situations will turn
out, “... to understand the lessons from the past, the realities of the present,
and the likely consequences of a decision in the future.” A Servant Leader
must have stewardship, the ability to disclose information and be open with
everyone they work with. Through this openness they show a commitment to
the growth of people - to create better people, personally and professionally. A
Servant Leader must also be able to build community, to create a sense of
home and place where you feel accepted completely. The Servant
understands people through empathy and listening, while the Leader
understands the needs of the group, and through the combination of both the
Servant Leader arises creating community and building people up to create
their best selves.
Robert Greenleaf Center-
https://www.greenleaf.org/what-is-servant-leadership/
See Evidence # 27
28 Student will describe personal application HDF 190 Adult scouting Once I crossed over into the adult scouting world a lot changed. I was no
of the above theory (Greenleaf) HDF 415 Camp Fuller Clean-Up
. longer learning or being helped but the one giving back and helping others.
Through this experience I learned to have the foresight to see how new scouts
would go through there scouting journey. To listen to their problems and
understand what they are going through to help them succeed, using my past
experience as a framework. I learned that you get more out of giving back and
helping others and that everyone even yourself needs help every now and
again. See evidence #28
Camp Fuller is a YMCA in R.I. that asked Rotaract Club for assistance in
cleaning up their camp grounds. We began by listening to exactly what they
needed help with, how many people they needed, and why they were asking
for help. I was able to empathize with them through my strength of
Appreciation of Beauty and Excellence with their love for the woods and
nature. Through this cleanup we were able to heal the campgrounds by
clearing leaves from paths and removing hazardous brush. I was always
aware of my surroundings and using foresight to see how amazing the
campgrounds would look once we had finished. Every person that day had a
job whether it was raking, leaf blowing, or removing branches. The tasks, by
themselves, seemed insignificant even though each and every part was crucial
to the cleanup. At the end of the day each member could compare the start to
the finish and see how each individual’s contribution led to the final result. For
example, each person had a role in clearing the archery field and at the end
they were able to see the physical results. In addition, seeing our members
glow with pride at the work they had accomplished for that day. Through
service work you don’t realize how close you become with those who serve
becoming a little family of service.
See Evidence # 28B

“Principle Centered Leadership” theory by
. Covey
of the above theory (Covey)
.
31 Student will show knowledge of the “14
Points / TQM” theory of leadership by
. Deming
of the above theory (Deming)
.
“Visionary Leadership” (now often cited as
. “Transformational Leadership”) theory by
Sashkin
of the above theory (Sashkin)
.
“Individuals in Organizations” leadership
. theory by Argyris
of the above theory (Argyris)
.
37 Students will demonstrate knowledge of HDF 190 HDF 190 The 4 V’s theory of leadership was written by Dr. Bill Grace. It establishes that
the “4 V’s” theory of leadership by Grace
. (Center for Ethical Leadership) there are four parts of ethical leadership; values, vision, voice, and virtue.
Values are the strong beliefs inside that guide your life. Vison is to frame out
actions so you can see the big picture to help others better. Voice is
articulating your vison so others can see it. Virtue is doing what is right, not
just practicing, but living it. Virtue is at the center of this model with values,
voice, and vison around it. Connecting values and vison is service because
when we perform service when our values are tested leading to our true vision
being revealed. Connecting voice and vison is polis because as we
communicate our vison as a public act we are performing politics. Lastly
Connecting voice and values is renewal because sometimes we need to stop
action, take a step back and make sure these actions are in line with our
values. See evidence #37
38 Student will describe personal application HDF 190 Rotaract As an E-board member of Rotaract we guided the organization toward the
of the above theory (Grace)
. values of Rotary, service above self and plan our events and meetings toward
those goals creating service. While communicating this vision to our members
and those in our local URI community we engage in the act of politics,
changing the opinions of others. Finally, we experienced renewal this
semester when we had to step back from politics to look inward to see if our
actions aligned with our values and vision. This gave us the chance to see
what our actions of as much on our reason behind service and more on simply
doing acts of service. Helping us to change our actions to more virtuous
behavior.
39 Student will show knowledge of the COM 402 COM 402 In COM 402 I learned the situational leadership theory by Hersey and
“Situational Leadership” theory by Hersey
. & Blanchard Blanchard. This theory consists of 4 boxes. The first box consists of someone
who knows how to do their job but give little to no support, this is the director.
The second box consists of someone who knows how to do their job and give
plenty of support, this is the coach. The third box consists of someone who
doesn’t know how to do their job but gives a lot of support, this is the
supporter. The fourth box consists of someone who doesn’t know how to do
their job and doesn’t support their team, this is the delegator.
Situational Leadership
https://situational.com/situational-leadership/
40 Student will describe personal application COM 402 Tootel Aquatic Center As a supervisor I alternated between the components of this model. When working
of the above theory (Hersey & Blanchard)
. with brand new instructors I fell into the supporting category giving them assistance
wherever they needed it trying to increase their directive ability. When setting up for
our large water and ice safety day event I fell into directing giving out many smaller
tasks that I knew my co-workers could do knowing they didn’t need support to
accomplish it. During our in-service trainings I was in charge of training or retraining
staff members in instructing and safety skills. This fell into the coaching category
because the staff already had high directive in these skills but needed a lot of support
in relearning the techniques to override the old knowledge. Changing my tsupportive
and directive behavior during various situations leads to a better learning experience
for staff and more knowledgeable and independent staff.
41 Student will show knowledge of the HDF 190 Lifeguarding In HDF 190, I learned about the relational leadership model. There are 5 main
“Relational Leadership” model by
. Komives, McMahon & Lucas parts to this model; inclusive, empowering, purposeful, ethical, and process
oriented. In each component the leader must know, be, and do. The first part
inclusive starts with knowing the environment you are in to better react, while
also respecting the differences in others and their opinions and most
importantly listen to what they’re saying. The second part empowering, all
starts with the realization that everyone has something to offer and that the
sharing of information builds trust and confidence in those around you. The
third part is purposeful, meaning you have a reason to be there and you find
others reasons, giving them a goal or better yet a common purpose. Part four
is ethical, which is accomplished by developing the values of others and being
true to yours as well. The fifth is process-oriented, knowing that the journey is
just as important as the destination and in some cases more important. I have
seen this in my lifeguarding in how we much be know the environment around
us and be self-empowered to react when something goes astray. The most
important is to act with purpose when making a rescue or guarding patrons.
Relational Leadership Model-
http://www.mu.uri.edu/leadership/pdfs/relationalleadership.pdf
See evidence #41
42 Student will describe personal application HDF 190 Leadership Institute Peer During Leadership Institute Serve I had the opportunity to be a peer leader.
of the above theory (Komives et al)
. Leader – Serve 2019 Before institute began, we had to get into the correct mindset of acceptance of
all people and ideas because we were creating a safe space for people to
learn and share. We did this by never contradicting anyone and giving each
person the chance to speak giving others the chance to build their confidence
therefore empowering them. We then focused on the reason behind institute of
teaching incoming student’s leadership theories and give them a group of
great people to go into college knowing. For me seeing their growth in those
few days is my purpose. While acceptance of other values is important it is
more important to stay true to you and your values. Through our open
dialogue will build trust between everyone. Through this process we facilitate
change in the students thinking leading to better leaders entering The
University of Rhode Island.
43 Student will show knowledge of the HDF 417 HDF 417 Constructivism is that new learning is based off of the old knowledge and the
concept of constructivism
. reality for that person is based off of the knowledge they have gained. The
second component is that learning is an active process that must come from
meaningful connections between the learning process and new and old
knowledge. The next is that all learning is a social activity of sharing concepts
and ideas to further knowledge. The fourth part is that learning is personal to
each person based on their past experiences and knowledge. The final part of
constructivism is that learning is continuous and the mental model through
which we see the world is in a constant state of flux.
Constructivism -
https://www.simplypsychology.org/constructivism.html
44 Students will describe personal examples HDF 417 Teaching in Tanzania Class Our class traveled to Tanzania, Africa to teach at the Maasai Joy Children’s
of implementing constructivism
. KIN 391 Center. We had the chance to walk home with the students and talk with them.
This social interaction prompted knew learning about the culture and its
people. Through this experiential time teaching I learned more than I ever
could have reading about it. Such as when the students were able to build a
self-standing structure out of pringles chips. Something many students back
here couldn’t even fathom. This showed me that brilliance is everywhere and
isn’t specific to any one group. Through the physical education portion of our
time at the school the social aspect of communicating while exercising made it
so much more enjoyable for the students. This led to a more permanent
learning of the physical education techniques.
45 Student will demonstrate knowledge of the HDF 415 Challenge Course Training The Experiential Learning Model created by David Kolb with 2 levels: 4 Stage
Experiential Learning Model (Kolb)
. Cycle of Learning and 4 Separate Learning Styles. The 4 Stages of the Cycle
Of Learning are Concrete Experience, Reflection Observation, Abstract
Conceptualization, and Active Experimentation. Through Concrete Experience
they learn by doing and going through a new experience. Then going through
a Reflective Observation of what happened and what went wrong. Abstract
Conceptualism allows for a chance to learn from the experience and how it
could have gone better. Active Experimentation is putting those new ideas into
action. The second level is the 4 Learning Styles which connect to the 4
domains of team strength from Clifton Strengths. The first style is Diverging in
which people look at things from a different perspective and wish to
understand and know how and why others are feeling a certain way. I feel this
connects to the domain of relationship building in which the strengths within it
point to learning about people to better understand and help them. The second
style is Assimilating in which people care about the logic and concepts behind
actions and not necessarily the people. This connects to the domain of
strategic thinking in which the strengths within point to stepping back and
thinking things through multiple times before taking action. The third style is
Converging which is putting ideas into actions and making things happen,
connecting directly to the domain of influencing in which all of the strengths
work towards accomplishing a task. The fourth style is Accommodating in
which people use what’s inside, “gut instinct”. They take charge of the
thoughts of others and get a group moving. This relates to the domain of
influencing in which a team needs someone to take charge and get the gears
moving to start the journey or task.
Kolb Learning Styles-
http://cei.ust.hk/files/public/simplypsychology_kolb_learning_styles.pdf
See Evidence #45
46 Student will describe personal application HDF 415 Challenge Course Training In HDF 415 I learned about the Experiential Learning Model which I used at
of the Experiential Learning Model (Kolb)
. the Northwoods Challenge Course training. In class we ran a social change
activity based on it in the respect that we gave the students a hands on
experience through the activity and later debriefed them (the what), why we
were even doing it (the so what), and what are they going to do with the new
information they learned today(the now what)It was the only model that that
would help to open up the other trainees eyes. During the first element nitro
(concrete experience) their communication skills were tested. They were
asked to show how they felt after the experience on a scale of 1-10 with their
eyes closed so no one felt pressured. Many of these scores were below 5
showing their frustrations. We then opened up the floor to hear frustration of
not being heard or feeling that they were just white noise (reflective
observation). For example they sent all of the guys out to one of the 3 islands
first and then more or less ignored them for the rest of the activity. Through the
use of this model the other trainees were able to get out frustrations seeing
what didn’t go well (abstract conceptualization). The active experimentation
allowed the trainees time to work out how they could be more inclusive to
everyone, listening to their ideas. Turning this model into questions allowed
the trainees to see conflicts and issues, while also coming up with solutions to
these issues.
See Evidence #46
47 Student will show knowledge of the “Social HDF 190 Rotaract The Social change model was first developed in 1994, with initial research
Change Model of Leadership
. Development” by Astin et al being done by UCLA. It is a model focused around those wishing to make
positive change, not necessarily through normal avenues. This model wants to
teach leadership as a process, not something that just happens. The goal of
the model is to increase self-knowledge and the leadership competence of
individuals, making them so they are more confident in their skills and abilities.
In the model there are the 7 C’s of Leadership; Consciousness of self,
congruence, commitment, collaboration, common purpose, controversy with
civility, and citizenship. Consciousness of self is being aware of what
motivates you to take action. Congruence is being concrete in your beliefs and
interdependent to consciousness of self. Commitment is the passion and
intensity that drives us toward group activities and specific outcomes.
Collaboration is working together, but going beyond your individual goals to
accomplish something greater. Common purpose is the shared goal of the
group, allowing for analysis of issues and how best to deal with tasks at hand.
Controversy with civility explains that in every group there will be conflict but
you can use that to become a better group through open and honest dialogue.
Citizenship is more than just being part of a group you are part of a
community. There is also an eighth C, change. You can use the 7 C’s all you
want but the only thing that can make any actual change happen is you. Use
the model as a guide but remember you are the one who makes change.
Social change Model-
https://www.cmich.edu/ess/ResLife/Leadership_Opportunities/Leadership_Ca
mp/Pages/Social_Change.aspx
See evidence #47
48 Student will describe personal application HDF 190 Boy Scouts Through my scouting experience I have developed greatly as a leader.
of the above theory (Astin et al)
. Unknowingly at the time I was already using the seven C’s. I was committed to
it like there was no tomorrow, never thinking of stopping since first grade. I
became congruent in my beliefs through the scout oath and law. While
learning how to get along with others and finding a common purpose for our
group. Even working with all the bumps in the road, like when I had to
separate two scouts who were fighting. To the citizenship of building a
community within the troop of kids of varying ages. To me changing from a
quiet scout to an independent leader, through my experiences and
observations of those before me. See evidence #47
49 Students will demonstrate knowledge of
the “Leadership Identity Development
. Model” by Komives et al
50 Students will describe personal application
of the above theory. (Komives et al)
.
the Strengths-Development Model by
. Hulme et al
of the above theory (Hulme et al)
.
53 Student will demonstrate knowledge of
behavior theories of leadership from
. Michigan and Ohio State
of the above theories (Michigan & Ohio
. State)
Charismatic leadership
.
of the above theory
.
contingency approach to leadership by
. Fiedler
of the above theory (Fiedler)
.
Path-Goal theory by House
.
of the above theory (House)
.
Leader Member Exchange (LMX) theory
. by Dansereau, Graen & Haga; Graen &
Cashman; Graen
of the above theory (Dansereau, Graen &
. Haga; Graen & Cashman; Graen)
Leadership Substitutes Theory
.
of the above theory
.
Models of leader emergence
.
66 Student will describe the impact of traits
on leadership emergence and
. performance
67 Student will demonstrate knowledge of COM 402 Leadership Institute – Serve In COM 402 I learned that chaos theory is focused on self-emerging
Chaos approach to leadership by
. Wheatley
2019 structures. In every new group of people leadership bids are made. If they are
denied, then that person doesn’t become the leader. If the bid is accepted,
then the person becomes the leader of the group for that point in time. The bid
can also be not accepted or rejected and wait until someone else
acknowledges it as a good idea. his is an example of the self-emerging
leadership structures created when a new group comes together.
68 Student will describe personal application COM 402 KIN 425 Our group was just created and we needed to decide what exercise machine
of the above theory (Wheatley)
. we were going to propose to our company. One student suggested an
exercise machine that the group neither accepted nor rejected. I offered my
machine with a full website and description. The group accepted completely
and my bid for leadership was also accepted. This put me as the temporary
leader of the group.
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
69 Student will demonstrate how cultural
anthropology / paradigms relate to
. leadership
70 Student will describe personal example
of using cultural anthropology /
. paradigms as a leader
the “Cycles of Socialization” (Harro)
. theory and its uses in leadership
72 Students will demonstrate personal
application of the “Cycles of
. Socialization” (Harro)
the “Cycles of Liberation” (Harro) theory
. and its uses in leadership
74 Student will demonstrate personal
application of the “Cycles of Liberation”
. (Harro)
the “Configuration of Power” (Franklin)
. and its relationship to leadership
. application of the “Configuration of
Power” (Franklin)
racial identity development (Cross &
. Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)
application of model(s) of racial identity
. development above
models related to gender / identity /
. gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
application of model(s) of gender identity
. above
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.)
application of additional social identity
development model(s) above
McIntosh’s theory of privilege and its
. relationship to leadership
application of McIntosh’s theory
.
85 Student will describe the differences and
similarities of individual and institutional
. oppression and relationships to
leadership (Source = Three Dimensional
Matrix of Oppression)
relevant laws and policies related to
issues of equity and its relationship to
leadership (i.e., Title IX, Affirmative
Action, Protected Classes, etc.)
87 Student will show knowledge of effective
leadership as it relates to change agency
.
88 Student will describe personal examples
of being a change agent
.
the “Model of Intercultural Sensitivity” by
Bennett and its uses in leadership
90 Students will demonstrate personal
application of the “Model of Intercultural
. Sensitivity” by Bennett
the ally Action Continuum by Griffin &
. Harro
application of the Action Continuum by
Griffin & Harro
Multicultural Organizational Development
. Model (Jackson)
94 Student will show personal application of
the Multicultural Organizational
. Development Model (Jackson)
Multicultural Change Intervention Matrix
. (Pope)
96 Student will show personal application of
the Multicultural Change Intervention
. Matrix
97 Student will create a personal code of HDF 190 Leadership Institute In HDF 190, I have learned there are many forms of inclusion and they vary
inclusive leadership HDF 415 FLITE Retreat
. MSL 201 FLITE (Peer Mentor) over a much wider range than I ever anticipated. My top value is love, when I
see those in need all I want to do is help them in any way I can. My code is to
never judge someone before I meet them and always listen to others even if I
don’t agree with them so I am better able to understand why they feel this
way. Using my strength of includer, I make sure everyone feels welcome and
a real connection to the rest of the group.
See Evidence #97A
In HDF 415 being an inclusive leader is realizing that not everyone can do
everything, but everyone can do something. It was stated that “in the CSLD
we don’t look for well rounded individuals we look for a well-rounded team. In
MSL 201, you take that one step further with real world practical applications.
The differences of a group are not only accepted but they are relied upon
during missions sometimes helping keep those around you alive. With this
newfound knowledge my new personal code of inclusive leadership is to
create a diverse group of people with varying skills and abilities and that not
everyone can do everything. While using my strength of futuristic to picture
future interactions between the group, such as thinking about which students
I wanted in my group to make a well-rounded group.

See evidence #97B
Outcome Category: Critical Thinking
98. Student will show knowledge of principles KIN 325 KIN 325 In KIN 325 I learned the characteristics of critical thinking. It consists of
of critical thinking and fallacies (logic is
used in this minor) disposition, criteria, argument, reasoning, point of view, and procedures for
applying criteria. Your disposition must be that of an open minded and
willing to change its point of view. Before changing your mind, you must look
at the criteria, seeing if it is backed by evidence and strongly reasoned.
Then you ask yourself is there an argument against what they are trying to
tell you. Then reason can you reach the same conclusion coming from a
different point of view. Finally, you must look at any other questions you
should ask or judgments you should make. This process is not step by step
and each component can be switched around. You can begin critical
thinking with asking questions instead of looking at strong evidence.
Critical Thinking
https://www.utc.edu/walker-center-teaching-learning/teaching-
resources/ct-ps.php
99. Student will demonstrate proficiency of HDF 190 Service Learning Event: Melanoma In HDF 190 I learned that critical thinking is looking at the picture from
critical thinking Event
CVE 230 URI Campus Rec Senior different angle so you can really wrap your brain around it. An example of
Appreciation Committee this is the service learning event we did as a group, where we learned about
melanoma. In this case we really had to think about how we protected
ourselves from the sun while we were outdoors. As well as how we would
plan to spread awareness so others have a lower chance getting this form of
cancer. See evidence #99
We formed the committee to ensure that every senior in Campus recreation

received recognition for their time in campus recreation. We began with the
discussion of an appropriate gift for the seniors that was sentimental but not
over the top so that it would dissuade some seniors. Coming to the
conclusion of legacy letters, a few sentences of a heartfelt story, funny
memory, or just why you were glad you had the chance to work with them,
written by other students who knew them. I used my strength of includer to
confirm the list of graduating seniors with department heads and coordinate
which students would write letters for which seniors so that ever senior
received recognition. Through CVE 230 and its strong group dynamic
structure I learned how to better critically think when discussing lab test
results and dividing workloads. This skill became integral in communication
within my department (Aquatics) and with the committee as a whole with
accountability and clear communication.
See Evidence # 99
100 Student will show knowledge of
metaphorical analysis to critically analyze
. self and leadership situations
101 Student will demonstrate proficiency of
metaphorical analysis to critically analyze
. self and leadership situations
102 Student will show knowledge of at least five HDF 417 HDF 417 One decision making method is voting is ranking your options based on
decision making methods
. either their pros or their cons and make the decision for the option gives the
best overall factors. A second decision making method if you are in a group
is to have the whole group vote, allowing everyone’s voice to be heard, but
someone may not agree with the voting options. A third decision method is
the Delphi Method in which questionnaires are sent to the group anonymous
allowing them to answer more honestly the leader makes the decision. The
fourth option is the Brain’s RAPID Framework method, this is best for solving
complicated problems, each member of the group takes over a certain facet
of the decision making process. The roles are R – recommend, A – agree, P
– perform, I – input, D – decide. The fifth method is the Nominal group
technique method giving everyone in the group the chance to write down
their opinion anonymously for roughly 15 minutes. The options are then
discussed, the team picks the tops 5, then each member of the groups ranks
them on a scale from 1-5. The idea with the highest total is chosen.
Decision Making Methods

https://www.organizationalpsychologydegrees.com/lists/5-group-
decision-making-techniques/
103 Student will describe personal examples of HDF 417 KIN 425 When deciding what we would do for our piece of group exercise equipment
having used five decision making methods KIN 300 UTA
. we laid out all of the pros and cons of doing each of the exercise machines
eventually landing on the alterG antigravity treadmill. We used the voting
method to choose the design of our fitness facility. We came up with a top
two ideas and then verbally voted between us so the majority group decision
would be made. We used the Delphi Method from our teacher who asked us
to give our opinion on questionnaires on how much work our other group
members did to complete the project. This led to her resolving our group and
forming new groups. The RAPID method was used during our third group
project for KIN 425 for when we needed to create a wellness program for a
company. Each member focus on one part of RAPI and as a group we
decided if the wellness program in its entirety is acceptable. I recommended
ideas of art classes and a rooftop garden, my group mates looked into how
we could input and perform these ideas. As a UTA for KIN 300 our group of
UTA used the nominal group method of writing down which topics we felt
were the most important and why. We then read out each person’s topics
and reasons reducing it down to five topics. We then voted on the five topics
with a 1-5 ranking system and added up the totals.
104 Student will show knowledge of at least five MSL 201 MSL 201 In MSL 201 I learned five methods of problem solving/conflict management.
problem solving / conflict management
. methods, as well as understanding the One strategy is accommodating or giving in to the wishes of the other party
roots of conflicts to avoid or settle the conflict. A second strategy for conflict resolution is to
collaborate allowing each party to contribute to a project or similar goal. A
third option is compromising and giving into some of the demands of the
other person but standing strong on others. A fourth strategy for resolving
conflict is to avoid it all together or to walk away from it until the situation
diffuses. The fifth strategy is competing which allows no middle ground.
Problem Solving Strategies

https://theparticipationcompany.com/2016/06/5-conflict-resolution-
strategies/
105 Student will describe personal examples of MSL 201 Supervising at the Cheshire When a party refused to follow the schedule of the party, I accommodated
having used five problem solving / conflict Community Pool
. management them changing when they would be able to go into the pool. This was done
to avoid the confrontation escalating. When two lifeguards wanted to both
work the front desk instead of guarding, I allowed them to collaborate and
each take a shift at the front desk, so both had a break form guarding. A
birthday party wanted to come in and begin their party an hour early. This is
against the rules. I compromised allowing them to set up for the party but not
letting anyone stay in the pool area until the party was allowed to start. A
guard made a safety call on one of the patrons and their mom became very
upset. She walked up to me and began complaining about the guard. I
listened to hear and realized she was very upset and not listening to
anything, so I said I’d look into it and walked away. This prevented further
confrontation. Kids were attempting to fight on the pool deck, and I blew my
whistle at them to break them up as I walked over to physically get between
them. This was me competing against them to end their conflict because it is
against the rules to fight within the facility.
106 Student will demonstrate the ability KIN 325 KIN 325 For my lab in KIN 325 we are required to record vast amounts of data on
to synthesize multiple knowledge
. perspectives (course work), competencies people’s heart rate, blood pressure, oxygen intake. We must then graph and
(communication, writing, information interpret each of the pieces of data. These graphs must show the proper
literacy or mathematical/statistical skills) relationships between heart rate and rate of perceived exertion or similar
and responsibilities (global, diversity &
inclusion or civic knowledge) factors. Each lab report begins with an introduction into our reasoning
behind the topic and must be supported by multiple peer reviewed journal
articles. During our instruction section we must connect the results of our
tests to how it will affect the global population. Specifically how
cardiorespiratory training affects population health and reduces disease risk
for people affected.
leadership that is used in crisis (i.e., James
. & Wooten; Garvin; Covey; Frohman;
Lalonde; Schoenberg; Joni; Braden et al;
etc.)
108 Student will describe examples of
leadership in crisis situations (i.e.,
. application of James & Wooten; Garvin;
Covey; Frohman; Lalonde; Schoenberg;
Joni; Braden et al; etc.)
Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome Target Additional Descriptive notes regarding learning and practice

class Experiences
109 Student will demonstrate knowledge of HDF 190 GEO 103 To active listen you must be truly engaged in a conversation. You do this by
active listening techniques MTH 141
. HDF 415 FLITE Retreat facing your whole body towards them. Eyes glued to them, lips sealed, with ears
and mind open. You want to take a moment to process what they’ve said and
really understand it. See evidence #109 A
In HDF 415 we learned the five parts to active listening encouraging, restating
basic ideas, reflecting feelings, clarifying, and summarizing. These are each
broken up into three sub categories: goal, process and what to say. To actively
listen one must encourage the speaker by maintaining a conversation, while
remaining neutral, and even if not speaking very much add in an uh-huh. The
second part of actively listening is to restate their basic ideas. This helps to
show understanding of the topic and how you see it compared to them, always
restate them as “If I understand correctly”, because you are not going to be able
to see it exactly as they do. The third part of Actively Listening is reflecting
feeling; demonstrating you understand the emotional side of the discussion not
just the facts. This relates the conversation back to the human aspect of it. The
fourth aspect of active listening is clarifying, asking questions when you don’t
understand or have them repeat what they just said. You do this by asking “So
in other words you mean… or Can you clarify that?” the final part of active
listening is summarizing the speakers points. This brings everything together
that you have been listening to making sure you understand and creating an
encompassing statement that truly tests your understanding of the conversation.
Active Listening Strategies-
https://www.e-education.psu.edu/geosc297/node/809
See Evidence #109 B
110 Student will describe examples of using HDF 190 ECN 201 In ECN 201 we were split up into groups and had to decide on an economic
active listening skills
. topic to discuss. I used this opportunity to really hear each member of the group
out on how they felt on doing certain subjects. I was constantly shifting my
position to give my full attention to whoever was talking, trying to understand
there point of view and created a group chat so we could further discuss our
availability. Another example of active listening is when I was helping a friend
through a rough patch in his life and spent a lot of time just listening and
attempting to understand and talk him through things. See evidence #100
functions of group communication by
. Hirokawa
of functions of group communication
. (Hirokawa)
113 Student will show knowledge of CSV 302 CSV 302 In CSV 302 I learned techniques in how to give and receive feedback. There are
techniques regarding giving and
. accepting of feedback two ways to give feedback informal and formal. Informal feedback is giving
someone feedback on a day to day basis, it is typically of a smaller caliber like a
compliment. Formal feedback is part of a structured assignment or system
usually given by a superior to their team in written form, such as comments on a
paper. One of the most important techniques to use when accepting feedback is
to keep an open mind and attempt to see where the other person is coming
from. Another good technique is to talk directly with the person giving you
feedback so they can tell you what you mean and why they gave it. After the
acceptance of feedback, it should always be used to adapt and improve the
work you are doing whether for a project or working as a group.
114 Student will describe examples of giving HDF 415 Social Change Model In HDF 415 an assignment we have is to teach one of the leadership models or
and accepting feedback.
. theories to our FLITE students. Each set of peer leaders has to explain what
they’re going to do to two instructors and six other peer leaders. Once you finish
explaining your idea the floor is open to the rest of the group for input and
concerns. While giving feedback we never started with something negative but
something the group did well. Then we discussed things that could be improved
upon and ended with encouragement or a positive comment. By doing this we
created a more productive environment for adding/improving elements to the
lessons. To show our interest in each group we always asked for clarification to
make sure we fully understood them. When my partner and I discussed our
topic we were very accepting of any and all advice, soaking it up like a sponge.
Asking questions about how their perception of what the students would gain
from this and if our debrief methods would really drive the point home. We really
wanted clarification in the debrief because we both felt that was our weakest
point. We took all of the ideas given to us to improve upon our teaching plan.
See Evidence #114
115 Student will show knowledge of the 7D
coaching model (Knott)
.
application of the 7D Model (Knott)
.
117 Student will show knowledge of elements
of a Crucial Conversation and steps to
. maintain dialogue and move to action
(Patterson, McMillian & Switzler)
118 Student will describe examples of
engaging in a Crucial Conversation
.
119 Student will demonstrate knowledge of CSV 302 URI Northwoods Challenge Course At the URI Northwoods Challenge Course, we use the theory of challenge by
facilitation techniques
. choice. This consists of three parts the safe zone, growth zone, and panic zone.
The safe zone is where you feel comfortable doing any activity, you have done
them before. Typically, they consist of activities you do on a daily basis such as
walking or talking with friends. Next is your growth zone consisting of activities
that challenge you and are not regularly done. This may consist of talking to
someone outside of your friend group while you are still with your close friend
group. The final zone is your panic zone. This is the zone where you are
completely uncomfortable and begin to recede back into yourself. This can
happen when you have to go into the water if you can swim and freeze.
Afterwards you wouldn’t go back in the water.
120 Student will demonstrate proficiency of CSV 302 URI Northwoods Challenge Course As a manager of the Northwoods Challenge Course I have facilitated the safe,
. facilitation techniques growth, and panic zones for groups. I have used this technique with various on
campus organizations. Specifically, this has been used when encouraging these
students to climb a rock wall spanning 30 feet in the air for the first time.
Typically, this would put the directly into their panic zone. The way to bring them
down to their growth zone is explain that not matter what happens they will be
completely safe. Even more important is developing a bond of trust with your
participants. This can be done by just being yourself and showing absolute
confidence even if you may be freaking out on the inside. The most important
component of facilitating is always acting like it happened on purpose and just
going with the flow. The other side of the coin is bringing participants outside of
their comfort zone by giving them more challenge. This can be done by giving
them more difficult walls to climb while still giving them the support needed to go
beyond their limits.
121 Student will demonstrate knowledge of HDF 415 Student Organization Leadership In HDF 415 I learned the airplane debriefing method. This method consists of
de-briefing techniques Consultants (SOLC)
. three parts group participants into captains, passengers, or cargo. The captains
are those who have led in the activity and helped direct people like a captain
would do for a ship. Captains usually are much fewer than any other category.
The passengers have some say in what happened during the activity, but they
did not stand out as a leader. The cargo are basically just along of the ride, like
cargo. Cargo does not contribute this may be due to not having an opportunity
to or choosing not to.
122 Student will demonstrate proficiency of HDF 415 URI Northwoods Challenge Course During a facilitation on the Northwoods Challenge Course I worked with a group
de-briefing techniques
. on an element called tension traverse, which is an expanding open triangle.
Participants must work as a team to lean against each for support to balance
across an ever increasing distance between each other. I noticed as the group
went through the element that there were a few people who were clearly leading
the initiative and fighting for control. At the end of the initiative I set up the
airplane debrief with the captains in the top of the triangle, the passengers in the
middle, and the cargo at the open bottom. The captains were at the top because
there is the least space there. As they answered each one of my debriefing
questions, I shrunk the area that the captains had. This reduction in area was
meant to be a lightbulb to the self-identified captains to realized not everyone
needs to be a captain when working as a team.
123 Student will demonstrate knowledge of HDF 415 Student Organization Leadership In HDF 415 I learned how to frame using psychology for group facilitation. When
framing based on psychology and its use Consultants (SOLC)
. in group facilitation groups come to challenge it makes it easier for them to understand if it is put in
simple and fun terms. Many participants relate fun to experiences using
imagination, such as they must move their whole group from one island to
another. This also give the chance to have built in handicaps incase a
participant is unable to or uncomfortable with participating, implementing the
challenge by choice principle.
124 Student will demonstrate proficiency of HDF 415 URI Northwoods Challenge Course On the Northwoods Challenge Course there is an element known as whale
framing based on psychology and its use
. in group facilitation watch. On this element you must balance a large wooden platform. There are a
few general ways to frame this initiative. If you want the group to work on
coming together then frame it that they all have to get on the boat keeping it
balanced otherwise the boat will sink before they can leave. If you want to them
to focus on teamwork under pressure have them all start on the platform and get
off before the time runs out. This puts them under pressure and forces them to
think and work on the fly. If you want them to work on group discussion and
better communication have them have to make it around the platform in a circle.
This forces them to look at each other increasing the likelihood of
communication.
125 Student will demonstrate knowledge the
four frames of organizations, and the
. meaning of reframing by Bolman and
Deal
of organizational analysis using the four
. frames of organizations, and breaking the
frame / reframing (Bolman and Deal)
127 Student will show knowledge of KIN 425 URI St. Baldrick’s Core Committee In KIN 425 I learned how to manage and run meetings. To run a meeting you
organizing meetings / setting agendas /
. and leading meetings must properly prepare, this entails setting an agenda, determining speakers,
requesting space, setting up the space, gathering materials, and advertising
times to your group. The agenda consist of what you want to cover/accomplish
during the meeting. This consists of seeing who needs to speak and when
would be best. Meetings are more productive when they follow a progression of
ideas. Requesting and setting up the space require forethought into what your
agenda consists of and whether the space is acceptable for the planned
meeting, also is the space conducive to the materials you wish to you. Informing
the team of the time of the meeting at least a week beforehand is necessary to
make sure the maximum amount if people can attend.
When conducting the meeting it must be started on time, begin by establishing
ground rules, follow the agenda, stay on time, ensure participation, assign tasks
as needed, and summarize key points. Start the meeting on time with ground
rules of letting the speaker finish their statement before adding your own and
being fully focused on the meeting at hand. Keep a clock or time keeping device
on hand to stay on track with the agenda. Ensure participation by asking
questions and having other members present. For every meeting assign a
secretary to keep track of the important points of the meeting to be able to
summarize at the end. The secretary is key to summarize new tasks and
important information at the end of the meeting, the agenda is also a good
starting point for meeting summarization.
Meetings
https://www.winthrop.edu/uploadedFiles/clubsorgs/leadership/Effective-
Meeting-Strategies.pdf
128 Student will describe personal examples KIN 425 URI St. Baldrick’s Core Committee I set up weekly meetings for the St. Baldrick’s core committee at the same time.
of organizing meetings / setting
. agendas / leading meetings This helped avoid setting up a new planning time every week and made it a
standard part of people’s schedule. One day before every meeting I would
create an agenda of the topics we needed to go over and who would be
speaking, specifically why they wanted to be involved what they thought would
make St. Baldrick’s better. The first meeting we set ground rules of what tasks
we felt comfortable doing and if we would need help throughout the semester. I
made sure everyone was in our team drives where we kept our meeting
minutes, tasks to accomplish before St. Baldrick’s began, and contact
information. The next part of the meeting I asked everyone why they wanted to
be on the committee keeping them involved. I was the secretary for the meeting
keeping notes and then summarizing people’s tasks after the meeting and
important topics we had covered.
129 Student will show knowledge of
Parliamentary Procedure
.
130 Student will show knowledge of MSL 201 Leadership Institute 2018 (Peer In MSL 201 I learned how the military treats everyone equally and how the loss
techniques for working with difficult Leader)
. people Swim Lessons of one person affects the entire team. This is effectively portrayed in training
when one person’s bed is not made correctly, and everyone must remake their
beds. This provides a team aspect creating a new sense of accountability for
one’s actions that helps people behave better. Another way to do this is sit down
with that person and talk to them one on one and see what is going on. You
never know why someone may be acting out it could be for attention or
something could be horribly wrong with a part of their life. Sometimes they’re
just acting out for the heck of it and they need to be pulled aside. This separates
them from the activity and gives them time to think as to why they are there.
After some time, you ask if they are ready to rejoin the group and cooperate.
See Evidence # 130
131 Student will describe personal examples MSL 201 Leadership Institute 2018 ( Peer At Leadership Institute this began to happen for the yellow team on the
of using techniques to work effectively Leader)
. with difficult people Swim Lessons challenge Course. One student was not happy with the outcome of an element
FLITE Peer Leader and that soon spread to the rest of the team. My partner and O adapted by
attempting to keep a positive attitude. This was ineffective and one of the
students ended up snapping at me as we were moving to a new element. I
immediately brought the student over to the side to talk to them and explain why
I wasn’t trying to upset him and that he should try to keep a cool head and keep
an open mind for the rest of the challenge course not just for him but for the rest
of the team. Another example of this is swim lessons at Tootel Aquatics Center.
Kids misbehave or will not listen to rules that are in place to keep them safe,
keep them from drowning. This occurred when one of my swim students
continued to let go of the wall and go under water and required me to pick them
up out of the water. I separated them from the group and the water and they had
to sit and watch others swimming and playing games. After about 5-10 minutes I
asked if they were ready to stay above the water with their hand on the wall and
pay attention. One more example is a student that I have in FLITE. This student
has missed important events and classes and hands in work late, if at all. I
spoke with them one on one to understand why this was happening, what could
be done to change it, and how they were going to implement those changes.
They then knew what they had to do and how to do it. We were on the same
level as to how to improve their grade and how they could implement positive
change.
See Evidence # 131
132 Student will show knowledge of the HDF 415 In HDF 415 I learned Tuckmans theory of group development. There are 5
stages of group development
. (Tuckman/Tuckman & Jensen, Bennis or stages to this model forming, storming, norming, performing, and adjourning.
others) Forming is when the group has just been put together, no one really knows
anyone else so everyone is quiet and agreeable. Next is storming, the first real
test of a group and their first disagreement. Members of the group have started
to come out of their shells. Norming begins when a group has worked out their
initial disagreements and have begun to work together. They figure out how
everyone fits into the group and understand their strengths and abilities.
Performing is when the group is in sync, working as one cohesive unit. They get
work on a project done early and to the best of all their abilities. Adjourning is
after all the work or project is finished and the group can look at a job well done.
Look at all the work they have accomplished and part ways happily.
https://www.mindtools.com/pages/article/newLDR_86.htm
See Evidence # 132
133 Student will describe personal examples HDF 415 KIN 425 When our group first came together, we were forming. We were attempting to
of group development in use
. (Tuckman/Tuckman & Jensen, Bennis or get to know each other and not push any buttons. We entered the storming
others). phase when we needed to decide on what floor plan layout, we wanted for our
fitness facility. Our group went through a long process of attempting to talk out
what we thought would be the best option. We entered norming as we started to
hear each other out instead of just responding. After we had our plan laid out,
we assigned role and began performing, designing the facility, picking exercise
equipment, and making group exercise rooms. We adjourned at the finish of our
presentation with a job well done.
134 Student will show knowledge of group
roles and how they contribute to group
. dynamics (Johnson & Johnson; Benne &
Sheats; Knowles & Knowles; etc.)
of group roles and how they contribute to
. group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles;
etc.)
136 Student will show knowledge of effective KIN 425 Rotaract E-Board In KIN 425 I learned 7 effective membership skills in groups. The first is being
membership skills in groups
. honest and straight forward. You are up front with how you feel about is going
on and aren’t afraid to share news whether it is good or bad. The second is
sharing the load, each member of the team does their fair share of the work
which is very important to group motivation. The third is being reliable, when you
promise to do something you do it. The fourth is fair, not taking credit for others
work. The fifth is complimenting other skills, acknowledge the strengths of
others that can make the group better as a whole. The sixth part is good
communication, knowing what words to use to present ideas. The seventh part
is a positive attitude, always looking at the world with the glass half full.
Membership Skills
https://www.psychologytoday.com/us/blog/cutting-edge-
leadership/201301/characteristics-good-work-team-members
137 Student will describe personal examples KIN 425 Rotaract E-Board While working as the vice president of Rotaract I was always told the truth with
of membership skills in use
. the rest of the E-Board as to how I felt about new service ideas and membership
retention. Our project coordinator runs many of our events I noticed she was
getting overwhelmed and offered to take on a few of the evets to lighten her
load and made sure to follow each one through. The event was helping out a
Peacedale Elementary school realizing that some of our members love service
but maybe not working with kids I moved them inside to serving food to where
their strengths lied. Throughout our time at Peacedale I was in constant
communication with our project coordinator and directors of the PTO to make
sure everything continued to run smoothly. Finally, I never took credit for all of
the groundwork that was done before I arrived or any of the planning. I simply
helped run the event the day of.
138 Student will show knowledge of the HDF 415 Rotaract In HDF 415, We discussed the Challenge and Support Theory by Sandford
Challenge and Support theory by
. Sanford, and its relationship to which is best described as a graph. This graph has 3 parts support along the x
organizations
(horizontal) axis, challenge along the y (vertical) axis, and growth linearly
increasing. This graph shows a general depiction of how much support and
challenge someone may need. I see this graph as more fluid because not
everyone is the same and even the same person may change based on a task
or time in their life as to how much challenge and support they need. This theory
connects to organizations in how they are able to grow and expand their reach.
An example of this is Rotaract, in which through consistent strong peer
leadership and general member dedication and interest in service creating a
large pool of support. This made it so we were able to overcome any and all
obstacles that came in our way. Such as taking on Spirit of giving that is a
massive event through multiple organizations and we needed and had all hands
on deck and without the large support system it would not have been as
successful as it was.
Challenge and Support Theory-
https://imjoeboe.wordpress.com/2011/04/28/challenge-support/
See Evidence # 138
139 Student will describe personal examples HDF 415 FLITE Peer Leadership This theory is instrumental in the growth of development of all people. Through
of using the theory of Challenge and
. Support (Sanford) my time as a First Year Leaders Inspired to Excellence (FLITE) Peer leader I
learned how to tote this line. When the class first began my students needed
more help than I expected especially getting comfortable with their strengths. I
raised my level of support to help them giving them examples of mine and how I
use them. This soon led to more help that got to the point of them relying on me,
for due dates and where to find assignments and how they should be done. To
correct the challenge and support graph I began removing my support and
adding challenge through answering their questions with I’m not sure why don’t
you ask? It took some of them some time to understand that I wasn’t always
going to be giving them the answers. They soon realized that if they just looked
a bit they could find the answers to their own questions.
This experience has taught me that this is not an overarching theory but one
that must be applied to the individual. Such as having an extra one on one with
my student to give more support, while giving harder comments on others to
give them more of a challenge. Through this experience I better understand this
model and the individual adaptations that need to be made for each person.
Evidence # 139
140 Student will show knowledge of the WRT 106 WRT 106 In WRT 106 I learned the 6 parts of persuasive speeches. The first one is
construction / elements of informative
. and persuasive speeches keeping your goal in mind. Your goal is not to not only inform your reader or
complain it is to change their thinking. The second is paying attention to who
your audience is. Your audiences age, education, and background change the
time of work=ding you should use and how you should cater your information to
create the greatest impact. The third part is to put emphasis on your audience.
You want to talk to them not at them, make eye contact as you read your
speech, continually keep your head moving and use intonation. The fourth is to
build credibility in your introduction. Show that you have the knowledge to speak
about this subject and to grab the audience’s attention. The fifth is to use plenty
of examples to help get your points across. This examples can help appeal to
the emotions of the audience if you are trying to stop something bad from
happening. It also gives your audience another way to stay involved and
entertained while listening. The sixth way is to practice your speech many times
over. Once you feel you have practiced it enough do it one more time. This
practice will increase your confidence going into the speech.
Speeches
https://blog.umhb.edu/six-tips-for-successful-persuasive-speeches/
141 Student will demonstrate proficiency in WRT 106 Rotaract E-Board Elections I gave a persuasive speech for the position of Vice President. Before giving it, I
informative and persuasive public
. speaking followed the 6 parts of giving a persuasive speech. My main goal was to
convince them of my qualifications for the position and my dedication towards
the organization. I knew my audience would be other Rotaract members all
undergraduates and they would have a knowledge of service. For my
introduction I stated my past positions and the knowledge I had to give to the E-
Board if elected, this helped to establish my credibility. As I was giving the
speech, I made sure to make eye contact with as many members as possible as
I spoke. I gave examples of past events I had run and used my hands to
emphasize points to keep the audience focused. Specifically talking about how I
made new connections with the folks at The Welcome House so we could serve
meals and learn about how they help the community. As I talked about it I
connected my own experiences into it adding emotion to an event I loved dearly.
I would not have been able to say any of this if I hadn’t been practicing it for a
few days before. As I practiced, I changed how I worded the speech from its
original to make it more appealing to the audience and make it more persuasive.
142 Student will show knowledge of planning CSV 302 Alternative Spring Break Interviews In CSV 302 we learned the 6 steps of informational interviewing from Berkley.
and conducting interviews (as the
. interviewer) The first step is to do research. Learn about the field your interviewee will be
going into. The second step is identifying people to interview. What
characteristics or abilities do they need to possess? The third step is preparing
for the interview. Start by making a brief introduction of yourself and what you
plan to get out of the meeting. Also plan a variety of multiple open ended
questions to ask. The fourth step is to get in contact with them. This can be
through phone or email and find a convenient time for a 20-30 minute interview.
Be ready to ask questions on the spot if the person is ready then. The fifth step
is to conduct the informational interview. You should be dressed appropriately,
arriving a few minutes early, and have the list of questions you are going to ask.
When the interviewee is answering questions make sure to be actively listening
with your full body facing them. Give them the full time to respond to your
question before asking another. The sixth step is to follow up with the
interviewee. This should be done 1-2 days after the interview, especially if you
want to interview them again or accept them for the position.
Interview
https://career.berkeley.edu/Info/InfoInterview
143 Student will describe personal examples CSV 302 Alternative Spring Break (ASB) My fellow ASB leaders and I created an interview system of multiple groups
of planning and conducting interviews (as Interviews
. the interviewer) going in a numbered process through group interviews. All of the interviewee
had signed up prior showing interest in participating in a week of service through
an online application process. After they finished the sign up process, they were
given the time and date of their interview. For ASB South County Habitat for
Humanity we prepared an activity to see how the participants would react to
challenge and prepared questions for afterwards, arriving 30 minutes early. As
the interviewees entered the room, we greeted them with warm smiles. Once
everyone was seated, we gave a brief introduction as to who we were and what
our trip would consist of. Then explaining they would have to build the largest
structure possible with the given materials. As they did this, we took down notes
on as to how they worked as a group and the points they made. After 5 minutes
we had the stop and ask questions. One person asked questions while the other
two continued to take down notes. We then gave the interviewees the chance to
ask their questions about our trip or anything else. We followed up with the
participant’s that stood out to us and sent a general email to those who would
not be accepted into the program, thanking them for coming. For those
continuing in the process we gave them the full information to begin moving
forward with becoming an ASB participant.
144 Student will show knowledge of preparing HDF 415 Internship at Chapter 126 Health In HDF 415 I learned how to be effective as an interviewee. First you must
for and effective answers in interviews Center
. (as the interviewee) research the company and industry you are looking to be a part of, so you have
strong background knowledge. Then determine why you want this job or
position and practice answering questions about yourself. Next plan out an
appropriate outfit to wear to your interview, looking the part is half of the battle.
When answering questions show your excitement for the subject or position and
find ways to tie in your past knowledge/experiences into this role. Be ready to
answer questions about your strengths and weaknesses those tend to be the
hardest to answer. Have 2-3 questions or comments to talk with the interviewer
about.
Interview
https://www.careereducation.columbia.edu/resources/things-do-during-
and-after-your-interview
145 Student will describe personal examples HDF 415 Internship at Chapter 126 Health I prepared for my interview by reviewing The Chapter 126 website and the
of preparing for and being interviewed Center
. physical activity programing they offered. I focused on one of their new
machines the AlterG, which helps to reduce the gravity on someone lower body
when they are running or walking on a treadmill. Next I found the address and
route to get there to make sure I could be there at least 15 minutes early. The
next day when I went in for my interview at Chapter 126, I made sure to arrive
15 minutes early in appropriate clothing. Before stepping into the building, I
made sure to collect myself and take in my surroundings. During the interview I
practiced active listening with my full body facing the interviewer and making
eye contact. Before I answered I took a second to think of the message I wanted
to portray to her. In every answer I gave I showed my enthusiasm with hand
movements and intonation. I explained that I recently changed into the major
and would be behind the learning curve, but I was eager to learn. At the end she
asked if I had any question, so I gave the two I had prepared. I asked about the
AlterG and what a typical exercise plan would look like. The interviewer was
happy to see I had questions and more I wanted to learn.
146 Student will show knowledge of effective
collaboration / coalition building (Sources:
. Cilente/Komives et al; NCBI; etc.)
of working in collaboratives/coalitions
.
148 Student will demonstrate knowledge of CSV 302 Association of Experiential In CSV 302 I learned how to engage in difficult dialogues related to diversity and
techniques to communicate and engage Education Northeast Regional
. in difficult dialogues related to diversity Conference (AEE) inclusion. A main point to consider is to be aware of your own personal biases
and inclusion. and preferences. This can be difficult if you have not experienced anything
outside of your own cultural bubble. Another point is realizing that parts of each
organization are going to have their own unique cultures. You may need to
change your expectations and norms for interactions depending on the group
you are talking with. If you are unsure you will say the wrong thing or make the
wrong move start off the conversation with “I apologize if I offend anyone please
correct me if I make a mistake.” The next step involves having a mentor who
can help you understand the culture for the betterment of both you and future
interactions with that culture.
Inclusion and Diversity

https://managementhelp.org/interpersonal/multicultural-diversity.htm
149 Student will demonstrate proficiency in CSV 302 Association of Experiential At AEE they held diversity rooms ranging from white, male, female, LGBTQ+,
communicating and engaging in difficult Education Northeast Regional
. dialogues related to diversity and Conference (AEE) color, etc. We were asked to go to a room with which we identified. I had to
inclusion. Harvard Implicit Bias Test make the choice between white and male. I chose the white room to gain a
deeper understanding of my group of color. I have since realized through the
Harvard Implicit Bias Test I have an unconscious bias towards white people
compared to people of color. In every conversation I have I must take that into
account no matter the group I am talking or working with. At AEE even though I
was in a group of only white people there was still a large amount of diversity
outside of that one similar factor. Even if it is a group you identify with you may
not know all of the underlying parts. I engaged in a conversation with someone
about time you experienced a difficult cultural dialogue. I made a comment that I
liked a woman of colors hair and she as offended by the comment. I as unaware
of my mistake and apologized for offending her. I asked if she could explain
what I had done wrong, so I did not make the mistake again. Her only response
was that I should just keep walking. I navigated this conversation by apologizing
for offending someone and asking their perspective on it. This technique did not
work because I had crossed a line that I could not back track from. Sometimes
engaging in difficult dialogues and having someone explain their point of view is
not possible.
150 Student will describe ways to maintain CSV 302 Rotaract In CSV 302 I learned way to maintain leadership and member accountability.
accountability in leadership / member
. relationships This is done through making group contracts that all members can hold each
other to. Holding each other to a group contract is easier if you have a specific
person who has to hold you accountable, an accouta-bilibuddy. Another option
is to make to do lists for leaders and members with set dates they need to be
done. The most important thing to do is when you as a leader or member make
a mistake is to own up to it. Always take accountability for your actions.
151 Student will describe personal examples CSV 302 Rotaract On Rotaract we have weekly E-Board meetings consisting of new tasks and
related to maintaining accountability as a
. leader idea we want to accomplish. At the start of every meeting we ask each other if
we have accomplished the tasks set out for us. If we haven’t then how are we
going to accomplish it either within the meeting or afterwards. There was one
week where I did not fill out forms which put T-shirt sales behind, delaying when
we could get our shirts. I owned up to forgetting to do this and worked with the
other members to accomplish it as quickly as possible. For our members I
maintained accountability for them by refusing to give out funds for Alternative
Spring Break Trips. I did this because they had not been active in the
organization, not going to meetings or to events. They had also not contacted us
about staying involved. It would not have been fair to members who frequently
come to meetings and go to events.
152 Student will describe ways to build HDF 190 HDF 190 In HDF 190, our team has been able to build a strong relationship with our
relationships between leaders and
. members
HDF 415 FLITE Retreat group leader, Megan. She is always there to help and always checking up on us
to make sure we are doing okay. Thanks to her our group has grown close. My
leaders at Institute, Ryan and Connor, are also great examples of creating a
welcoming environment from the start. We played games that just made you
laugh and lift your mood, you almost immediately felt comfortable with them
allowing us to be more open with them. I now see this as the 3 parts of the
relational leadership model. In all of them knowing themselves, while being able
to be open and inclusive of new people, acting congruently.
National Teaching association- http://www.nea.org/tools/51057.htm
-HDF 190 Manuel
See Evidence # 152
In HDF 415 I learned how to interact with our students during the FLITE Retreat,
especially for the Timeline chart. Learning that you must set up a safe space
where the members of your group will feel more comfortable sharing, which
starts with using active listening skills. Which is why we started with teaching
them all that in the beginning or through Vegas rule i.e. what happens in Vegas
stays in Vegas, so nothing you say will be said outside of the room. You do not
have to share and can leave whenever you feel necessary, but please come
back. As I explained the rule I was looking through each members reactions so I
could see their emotions so I would be better prepared in the future. Lastly, you
should share first to set the tone and help make your group members more
comfortable and thanking whoever goes after you to increase their self-esteem
and build group confidence that all ideas are worth listening to. To begin and
end the retreat I led activities in which the group had to remember things about
each other and things they appreciated about the other person. Such the
Cinnabon, in which you say something about yourself and another person has
that uncommon with you they come and hold your hand. Once everyone is
connected you roll up into a Cinnabon in a big hug to signify your newfound
relationship with everyone. These Leading by example and letting them come
up to you are exactly what the FLITE Retreat is about, while also being open
just enough so they feel comfortable coming to you for advice.

See evidence
#152 B
153 Student will describe personal examples HDF 415 FLITE Retreat At the FLITE Retreat I focused on breaking down the initial barriers of
of building relationships with members as
. a leader awkwardness with any new group by being the goofiest. When the members
say how care free I was it helped them to lower their guards. This started with
doing the name game bumpety-bump-bump, giving them the chance to know
each other but stay on their feet and moving. This activity forces interaction and
help lower barriers. For our next activity we needed to talk about our identity.
After that I established that the space we were in was a safe space feel free to
say anything you want and if you need to leave please come back as soon as
you can. I gave a quick example of what someone may say to set the tone for
the group. Then gave the opportunity for anyone who wanted to share first
giving them the chance to come out of their comfort zone. After this sharing I
used a positive affirmation activity called Cinnabon which ends up wrapping
everyone in a big hug based on their similarities. I chose to end with this to end
on a high all accepting note. Through this the group was able to laugh, share,
and connect making strong relationships for the rest of the semester and
beyond.
154 Student will describe how credibility KIN 425 Tootel Aquatic Center In KIN 425 I learned how crucial credibility is to leadership. A leader who isn’t
applies to leadership, as well as the
. characteristics and skills of a credible credible does not have the trust of their employees or bosses. Credibility can be
leader built up over a life time and only takes one mistake for it all to come crumbling
down. The characteristics of a credible leader are communicate in a truthful
manner, emphasize the employee needs, and protect those within the company.
By communicating in a truthful manner sharing as much as you know within
reason builds trust with employees. It also shows you are always upfront and
not afraid to say what needs to be said. Through emphasizing the employees,
you show caring and a desire to improve them not just see them as objects.
Putting time into a company or cause and making a difference inspires others
toward that same goal, passion is contagious. When a company goes under and
the boss still attempts to help out the employees as much as possible or helps
employees if they are down on their luck.
Credibility
https://sloanreview.mit.edu/article/why-people-believe-in-their-leaders-
or-not/
155 Student will describe personal examples KIN 425 Tootel Aquatic Center I began building my credibility as a leader from the first day I began working a
of building, maintaining, and repairing
. his/her own credibility as a leader the Tootel Aquatic Center. I always showed up to my swim lesson shifts early,
never missed a shift and if I would have, I received coverage. I put extra time
into new programs such as our Key Logging class. I became trained on the best
ways to operate and teach people how to log roll. During my second year
teaching I was given the chance to train a new instructor on how to conduct
swim lessons. Before and after every lesson I would talk to him about the
techniques I was using and why. This was a great time for me to build trust
between co-workers and to think of teaching in a new way. When I had the
opportunity to become the Learn to Swim Supervisor I out in even more time
into focusing on how to improve the program. I added more office hours than
were required and made sure to always teach the instructors something new at
every in-service. This led to my boss trusting me with training the instructors and
giving me full autonomy of private swim lessons.
156 Student will describe ethical standards in KIN 425 URI Club Swimming and As a person continues to gain influence along their journey their ethics are
influence
. Diving Team tested. Ethics standards are fair dealing, individual responsibility and
accountability, respect for others, and compliance to rules. Choosing to make
fair deals with people and work with them on even footing even when that isn’t
necessary. Choosing to honor your responsibilities and never shy from them.
While also accepting accountability when you make a mistake. Having and
giving respect to others creates groups of people who’ll respect your opinion
because you have shown it in kind. Respect for who they are as people and
what they stand for. Following rules is important because rules are in place for a
reason. Those reason are most likely safety hazards or accidents that can now
be prevented or mitigated.
157 Student will describe how influence KIN 425 URI Club Swimming and Influence can make it easier to lead and inspire in some cases. If people know
applies to leadership
. Diving Team they can trust you and you will respect their opinions, they are more likely to
follow you. A leader who works with their followers as peers acknowledging their
points of view draws people towards you. It also goes to opposite way of
leadership applying to influence. A great leader gains more influence by being
themselves and leading in their own way. Great leaders’ personalities never shy
away from a challenge with M.L.K. Jr. his leadership grew influence thus
increasing his leadership capabilities. I experienced this when I swam for the
URI club swimming team. Our captains made every practice and followed
through until the end. This helped to increase their influence because they held
true to their work and respected us for trying our best.
158 Student will describe principles of HDF 415 Swim Lessons Tootel Some of the effective mentoring skills I learned in HDF 415 are active listening,
effective mentoring, as well as problems
. particular to the mentoring relationship
Aquatic Center building trust, developing capabilities, providing feedback, and inspiring. To
effectively mentor you must listen to understand what they need because not
every student is the same. The mentor must be able to let their walls down for
trust to build between them and the mentee. You must recognize the skills that
the mentee holds and think through ways to improve those skills. A true mentor
is able to give them new skills that compliment their current ones. A mentor
must allow the mentee to fail to know what not to do. But through that failure
provide feedback into how they can improve. The mentor must also inspire to
bring their students to new heights for them to dream of those heights.
159 Student will describe personal examples HDF 415 Swim Lessons When I began teaching swim lessons I had no clue how teach them, I knew how
of mentoring and being mentored
. to swim myself but not how to help others do it. My boss worked with me every
lesson, correcting me, allowing me to observe her teaching, modeling the way
for me. She always reminded me to ask questions and was never afraid to teach
me with trial by fire. Such as with how to deal with a screaming child, do you
bring them into the pool or try to talk to them. Neither of which worked, talking to
them made them even more hesitant and picking them up made them scream
even louder. But combining them helped silence the screaming and make them
more comfortable in the water. By allowing me to fail I learned what to change, I
learned so much more from that failure than I ever could have by her telling me
beforehand. Through HDF 415 I now better understand her methods and
motivations in every way that she taught me. Such as through the Challenge
and Support model by Sanford in which she gave me just enough support with
plenty of challenge to help me become a swim instructor.
This semester I was thrust into that mentor role by my new boss, asking me to
mentor an incoming new instructor. I began by putting together all my lessons
plans, looking back to how I was mentored, and most importantly my new
experience with the challenge and support theory through HDF 415. I gave him
the basics, while slowly testing his abilities. An area in which I did this is taking
kids on their backs which is the most difficult part about teaching lessons. I
allowed him to try it on his own challenging him. He was very uncomfortable but
was able to eventually do it. I later showed him a better way to go about it giving
him the support to come back from a struggle.
See Evidence # 159
160 Student will describe principles of HDF 492 Leadership Institute At the Leadership Institute, I learned effective peer leadership techniques. First,
effective peer leadership, as well as
. problems particular to peer leadership I learned that your energy can make or break a group. The tone you come into
discussions and initiatives with can completely impact the outcome.
If you are facilitating a fun activity, keeping high energy, positivity, and a big
smile help the group get into the tasks at hand. When facilitating deeper
conversations, stay calm, keeping a level voice tone and an open body
language helps the group get more in the right mindset and more reflective.
Also, it is important to really listen to those that you are leading. In this case, we
were being trained to work with first year student leaders, so listening truly to
what they were saying and being attentive to their needs was important to make
them feel comfortable in a new environment. Boundaries are a huge component
to peer leadership. Remaining professional in this role is extremely challenging
with students and peer leaders being so close in age. In training, we were
instructed to maintain boundaries and keep these new relationships on a
professional level. Each year at training, this conversation kept arising just
because of how pressing and important it is. Keeping professional boundaries in
peer leadership assists in maintaining credibility and effectiveness as a leader.
161 Student will describe personal examples HDF 492 Leadership Institute 2017 In the fall of 2015 I had the opportunity to be a Peer Leader at the Leadership
related to being a peer leader and being
. led by peers Institute. This was a real challenge for me because I was only a year older than
most of the students and had just attended institute last year. I had a strong
focus on establishing boundaries early on to make sure I would be able to keep
all of my relaionships with them professional. For the grody Rhody games, a
team bonding experience, I had to turn my energy up to 10 to pump up the
students. This was crucial because the energy they came into it with would be
the relationship and bonding they took out of it. Later in the Institute we needed
to bring them down to a deep discussion level. I brought my energy down and
became more serious with open body language. This showed the students
something different was going on and they followed the calm focused mood.
The two coordinators were so professional I thought they were staff in how they
acted and the knowledge they were able to give. They set an even higher
standard for what a peer leader should be.

Outcomes & Evidence Progress Inventory : Leadership Development

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Outcomes & Evidence Progress Inventory : Leadership Development

Uploaded by

Copyright:

Available Formats

LEADERSHIP

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

Remaining Outcomes are in Red

All outcomes for HDF 415 are in bold

Revised Outcomes # 4, 5, 8, 9, 27, 28, 97, 99, 109, 152

Leadership Inventory Revised 08/22/2017 8

Through my values of Love, Honesty, Kindness, Perseverance, and

Outcome Category: Leadership Theories

See Evidence # 28B

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

Leadership Inventory Revised 08/22/2017 28

Outcome Category: Critical Thinking

We formed the committee to ensure that every senior in Campus recreation

Decision Making Methods

Problem Solving Strategies

Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target Additional Descriptive notes regarding learning and practice

Inclusion and Diversity

Leadership Inventory Revised 08/22/2017 45

Leadership Inventory Revised 08/22/2017 49

You might also like