Updated Inventory

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

Date Enrolled: Spring 2017
Date of Graduation: May 2022
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD)
at the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.
Leadership Inventory Revised 08/22/2017 1

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

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

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

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

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

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

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

*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Women’s Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Women’s Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: Introduction to Leadership Issues (FLITE) PEX 375: Women in Sport ‐ Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course PSC 304: Introduction to Public Administration
COM 322: Gender & Communication option) PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication HDF 412: Historical, Multi‐Ethnic, & Alternative Leadership SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory (capstone option) THE 221: Stage Management
COM 385: Communication and Social Influence HDF 413: Advanced Facilitation and Consulting Skills THE 341: Theater Management
HDF 414: Leadership for Activism and Social Change
HDF 415: Peer Leadership
BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
You need to have your own act together before you can lead others:
2. Lead Yourself
 Time management
 Organization
1. Know Yourself  Self care
 Self discipline
Lead Others  Strengths  Perseverance
 Weaknesses  Develop and maintain family,
 Values PROGRESS interpersonal, and intimate relationships
 Needs  Academic, social, personal goals and
P  Styles objectives
R o Learning
O o Teaching
G o Personality P
R o Membership R
E o Leadership O
S G
RE-EVALUATE R
S
former stages E
as you progress S
4. Develop and Refine
Skills S
 Leadership theory and

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

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

Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a URI 101 Sorority Recruitment In URI 101 they required us to join at least one club or group on campus. I had been thinking about
minimized need for approval potentially doing sorority recruitment, but wasn’t one hundred percent sure if it was right for me. I think
one of my biggest concerns with it was not getting asked to be in one of the chapters. However, I
decided to at least give it a chance and worse comes to worse if I decided it wasn’t for me I could drop.
The first two rounds were by far the most difficult. You meet over 30 different girls from the various
chapters on campus doing your best to stay true to yourself and hope the houses you liked, also like
you enough to ask you back; kind of like dating, but on steroids. There were two main hurdles I had to
get over. One of them was being able to move on when a chapter I had liked did not ask me back. No
one likes to feel rejected, but the my life’s philosophy is “everything happens for a reason.” Though
difficult, I knew I would end up at a chapter that fit me. The second hurdle was not getting caught up in
other’s opinions of each chapter. It was very easy to let other people’s experiences, words, and
thoughts get into your head. However, I did not want what someone else had thought about a house
overshadow my experience there, good or bad. All in all, I ended up joining a sorority and it has been
the best decision I could have made four years ago. Not letting others opinions rule over mine allowed
me to meet my best friends and create some of the best memories I will carry with me forever.
2. Student will demonstrate personal, URI 101 MTH 131, HIS 119H, WRT 106 In URI 101 my Professor and Peer Mentors stressed staying organized by keeping a planner, setting
organizational, and academic examples of reminders, constantly reviewing your syllabus, or using other organizational techniques to stay on top
self-discipline of your workload. The transition from high school to college not only means an increase in work, but
also an increase in the amount of free time because you are no longer attending class every day, 6
hours a day. Time management becomes key in order to keep on top of assignment due dates, exams,
quizzes, reading assignments and so much more. The biggest thing that keeps me on track is keeping
an up to date planner along with making daily to do lists. I use a planner and desk calendar to write
down upcoming exam, quizzes, projects and due dates for my classes such as MTH 131, HIS119H,
and WRT 106. these allows me to see what lies ahead during my week and the list gives me the time
frame in which I can complete it. My strengths such as Achiever, Futuristic, and Responsibility play a
huge role in self-discipline because I know what I need to get done and when I need to get it done. I
always have the drive to complete the task at hand and do my best to avoid distractions such as Netflix
and my phone.
(See Evidence #2)
3. Student will demonstrate the ability to COM 100H BIO 121 In COM 100H our class analyzed managing emotions in interpersonal relationships and group settings
manage emotions Group Debates (JOR 110H) where challenges and conflict may arise. During class we discussed how certain emotions one
Pharmacy Intern expresses can cause conflict within in a relationship or group. Some of the examples we discussed
included feeling anger, jealousy, hurt, or guilt. Throughout class we discussed various conflict styles
that occur if these emotions were to arise. Two we discussed I felt work best for me, those being
cooperative and direct. Using the cooperative style may not allow every single person to get their way
entirely, however it allows for a compromise to be created allowing a multitude of ideas to be including,
so in the end people are no longer entirely upset. Also, the direct style of handling conflict involves
handling the problem face one. Though the end result is not always positive it prevents feelings from
building up that may result in emotional flooding, where everything you feel is poured out at once.
During group projects, conflict almost always arises and being able to manage your emotions becomes
vital. While taking JOR 110H our class had to participate in two group debates. While working with my
group developing a team strategy that we all agreed on became very difficult and it became evident
anger amongst our members begun to rise. However, using the techniques I learned in COM 100H we
were able to cooperate with one another to develop a compromise. Each of us found a point we knew
we could talk about that supported the argument and that is the point we presented during the debate.
Also, while learning about managing emotions in COM 100H I learned that it works for the individual as
well as relationships and groups. Handling situations directly when they arise proves to work best for
me. During BIO 121, after receiving my third exam grade of a 78 I became very angry at myself and
guilty for not studying as much as I knew I should’ve. However, after I calmed myself down and took a
couple of breaths I realized that it’s only one exam and will not be a detriment to my final grade.
Additionally, working as a Pharmacy Technician, being able to manage one’s emotions is extremely
important. When working in retail pharmacy one of the most important factors involves customer
service. Having worked in retail prior to obtaining this position, customer service was not something
new to me. However, working in a Pharmacy where people’s medications and health come into play is
a completely different setting than what I’ve experienced before. A huge issue that a rises with
customers is the cost of their prescriptions. Most of the time a high cost is due to the fact their
insurance does not cover their medication. When this does occur many customers become extremely
upset and begin to lash out at me. When someone attacks you verbally, many people’s first reaction is
to yell back. However, in this situation that is completely unacceptable and I have to work to control my
tone and volume of voice when readdressing the customer. The thing I always keep in mind is that they
are not mad at me as an individual, but mad at the situation. Knowing to not take anything they say to
heart I always try to use the two techniques learned in COM 100, to be cooperative and direct. I always
start by trying let the customer know I understand what they are feeling so they know I am on their side.
Next, I always offer multiple options so the customer walks out with their prescription that day whether
it be running it through a discount card, giving them a partial fill, or try to find an alternative to the
medication. If all else fails, I make sure I am very direct with the customer and give them options for
what they can do for them to get the prescription at a later date and for a price they can afford. All in all,
working as a Pharmacy Technician continually allows me to develop my ability in managing emotions
and effectively handling a high stress situation.
Alberts, J. K., Martin, J. N., & Nakayama, T. K. (2011). Communication fundamentals. Boston, MA:
Pearson.
4. Student will demonstrate knowledge of URI 101 BIO 121, HDF 190 In URI 101 my Professor and Peer Mentors stressed how important it is for college freshman to
stress management methods manage stress. In class both of my Peer Mentors spoke on personal experiences during their freshman
year where stress seemed to get to be too much. They talked about the pressure that occurs with
college freshman to join as many clubs and organizations as they possibly can, along with managing
the new type of workload that accompanies college. However, my professor and mentors went over the
best ways to handle the stress that accompanies college. They focused on first telling us to not spread
ourselves too thin. We were told to limit ourselves to find one to three clubs or organizations that we
really enjoy because these organizations should work as our stress reliever, rather than having them
create stress. They also emphasized that we must find things that we enjoy doing such as, running,
sleeping, or just watching Netflix. They told us that when the stress begins to build up, take a break and
use these things to take our mind off what’s stressing us out. Finally, the most important thing
discussed in class was to not let stress consume us. I did some additional research to find more ways
to manage stress. According to the American Institute of Stress, in order to help relieve stress and key
component, “involves identifying the sources of stress in your life and finding ways to avoid them or
reduce their impact” (Management Tips, 2017). The article also gave ideas on a variety of things that
can be done to help diminish the over whelming feeling. This includes, taking deep breaths, exercising,
yoga/meditation, hanging out with friends, etc. Using these tips, I learned in URI 101, along with the
AIS, when my workload/ schedule seemed to become too demanding I was able to implement many of
these tips.
Management Tips. (2017). Retrieved from <https://www.stress.org/management-tips/>.

5. Student will demonstrate the ability to URI 101 BIO 121, HDF 190 Throughout my first year at URI developing a way to help balance my school, work, and social life
manage stress Yoga Event (Sigma Kappa) started off very challenging and produced a lot stress. However, as I became more comfortable on
campus and developed a routine that works best for me I’ve learned a multitude of ways to help
manage my stress. Using the tip from the American Institute of Stress (AIS), I discovered areas that
cause the most stress in my life, that being finding a way to fit everything I needed to do into a
schedule. I learned that in order for me to reduce my stress I needed to develop a plan. Using my desk
calendar, planner, and computer sticky notes, I created a to-do list that contained my upcoming exams
and assignments for BIO 121, HDF 190, and other academic classes along with events for Sigma
Kappa or times for when I am working at Campus Rec. Having the ability to see what my week or
month ahead of me looks like gives me a sense of relief because it allows me to have an idea of what I
need to do when. However, sometimes seeing everything at once can cause some more stress.
Usually, when this occurs I found that going to the gym to help me not think about school or events I
have to attend works wonders for me. Also, I make sure to do my best to give myself at least one break
per day for an hour or two to watch Netflix or hang out with my friends. These activities allow me to
take my mind of my hectic schedule and allow me to actually relax. Finally, my fall semester of my
freshman year my sorority, Sigma Kappa put on a yoga event for our chapter right before finals. Myself
along with a lot of others girls found this extremely helpful because not only did it work as a break, but
we learned that the movements and breathing exercises we did throughout could be utilized during
finals week when everything became a lot more overwhelming.
Management Tips. (2017). Retrieved from <https://www.stress.org/management-tips/>.

6. Student will express a personal code of HDF 190 Sigma Kappa A trait that is a foundation to my leadership/ membership ethics focuses around the concept of
leadership / membership ethics APHA hypocrisy. To me a leader should not ask anyone to do something they wouldn’t do themselves.
SSHP Standing by ones word even though it may not be the most favorable position to take is something I
believe every leader should do. Many people in leadership roles have fellow members who look up to
them, if these members cannot hold you accountable because your actions don’t align with your words
then you will not be an effective leader. Having held smaller positions in many of the organizations on
campus many of my roles required motivating/ getting other members to attend events. Though some
of the events I may have not wanted to always attend myself or felt overwhelmed by attending, I knew
that if I expected my fellow peers to go they would need to see my face there as well. As a leader
staying true to your word is an extremely vital and reliable trait to have.
7. Student will demonstrate practice of the HDF 190 VIA Strengths During HDF 190 our class completed the VIA Strengths & Values. Two of my top five values were
personal code of ethics Kindness and Honesty. Ethics are one’s morale principles that governs their behavior and actions.
Personally, both of these values I not only look for in my own behavior but in the behavior of those I
chose to associate with. I find myself utilizing these values often in my day to day, especially when it
comes to giving advice to my friends. For example, a friend of mine wanted to run for a position in an
organization I’m a part of on campus, however knowing the qualifications and time that the position
entailed I knew that was not the best fit for her. As a friend all you want to do is support their decisions.
I found the best way to handle the situation was to first give her my opinion on how this choice in
position would not suite her best. I utilized both honesty and kindness by addressing the great
characteristics she can bring to a leadership position and how I think these would simply fit better for
different role. Doing so, I showed honesty by explaining where I think she wouldn’t be able to excel in
her original idea, but ended it by boosting her confidence knowing she would still excel in a leadership
position.
8. Student will express a personal values HDF 190 VIA Strengths During HDF 190 our class completed an online assessment that determined our Top Five VIA
statement (Sources = VIA, values Strengths & Values. My Top 5 values were Kindness, Perseverance, Fairness, Humor, and Honesty.
clarification exercises, etc.) Kindness is defined as “doing favors and good deeds for others; helping them; taking care of them”
(VIA, 2016). Kindness does not have to mean being nice to everyone, but rather showing that you
respect and appreciate them and help them when they’re in need or to lighten their load. Perseverance
is defined as “finishing what one starts; persevering in a course of action in spite of obstacles; “getting it
out the door”; taking pleasure in completing tasks.” Those who value perseverance don’t quit even
when times get tough. They let nothing stop them or distract them in order to make sure they get the
task done. My third value, Fairness, is defined as “treating all people the same according to notions of
fairness and justice; not letting feelings bias decisions about others; giving everyone a fair chance.”
People who value fairness see people as equals, they believe in hearing everyone’s voice and giving
them an opportunity to express themselves. My fourth value, Humor, is defined as “liking to laugh and
tease; bringing smiles to other people; seeing the light side; making (not necessarily telling) jokes”.
Those who value Humor understand the necessity of being able to not take everything so seriously.
They know when tense times need to be lightened up and understand the importance of laughter. My
final value, Honesty, is defined as “speaking the truth but more broadly presenting oneself in a genuine
way and acting in a sincere way; being without pretense; taking responsibility for one's feelings and
actions.” People who value honesty also value integrity and understand that their word has meaning
and purpose.
VIA Classification of Character Strengths. (2016). Retrieved from

https://www.viacharacter.org/www/Character-Strengths/VIA-Classification
9. Student will demonstrate practice of the HDF 190 VIA Strengths I find that my top values play a huge role in my everyday life. To me, my values are what guide my
personal values statement Pharmacy Intern decisions as well as how I act and respond to things in my environment. Values are what drive your
Student priorities and work ethic. I find myself incorporating my top values in everything I do. Being a pharmacy
student, stress and feeling burnt out are something I am constantly experiencing, in fact burnout has
become a huge issue in the healthcare field today. However, because of my values of humor and
perseverance I am able to overcome many of the hardships I face. Humor allows me to not take
everything so seriously and allows me to relax in situations that become tense, while my drive to never
give up even when things get hard is what leads to my success in school. Additionally, I find my values
coming through at my job as a Pharmacy Intern. Some of my responsibilities as in intern involves
counseling patients as well as recommending over-the-counter products based off of a patients
symptoms. A majority of the people coming into the pharmacy are not feeling well or going through a lot
personally. Taking this into account, every interaction I have I observe myself utilizing kindness and
fairness. Each patient coming to us is experiencing something a little different from the patient before. I
always make sure to individualize each of my encounters so they feel and believe I care about helping
them. In addition, being a healthcare professional prejudice and stigmas simply cannot exist. In order
for us to give the best support to every one of our patients we have to treat them all with the same
Having these values has been my driving force and are the reason for why I am the way I am.
10 Student will demonstrate the ability to
lead a project from start to finish (follow-
. through)

11 Student will describe goals and objective PHP 317 Sigma Kappa During one of my introductory courses in my first professional year of pharmacy school, PHP 417, we
statements regarding personal issues, PHP 401 learned about a variety of areas of pharmacy we could work in. I found this class extremely helpful as it
. career issues, and community issues PHP 464 gave me a glance into what my future could look like. Having futuristic as one of my strengths
SSHP developing plans and goals are one of my strong suites and gives me a great amount of satisfaction.
APHA The class was a little bit of a mish-mosh, but had a variety of presenters come speak to us about what
areas of pharmacy they had gone into. However, in this class as well as other classes like, PHP 464,
we discussed the issue of our field becoming over saturated. As a student, especially one with quite a
bit of debt this began to spike my stress levels for what my future could hold. In these classes we
spoke about the potential issues our field faces, but we also discussed how much our field is changing
and expanding from your traditional pharmacy roles. Prior to my professional years I wasn’t entirely
sure what I wanted to do with my degree. The College of Pharmacy (COP), through various courses
and clubs has definitely assisted in helping me discover my interest and where I can apply them in the
future. As of now, I am extremely interested in going into an Ambulatory Care setting. Being a part of
groups like SSHP and APHA have given me a variety of information and tools for how I can succeed at
my goal of securing a job in an ambulatory setting. Primarily, my goal is to obtain a residency position
after graduation as this increases my chances of becoming employed in a very competitive area that is
Ambulatory Care. Through the information the COP and clubs have given me there are a variety of
resume builders that I should obtain in order to have a higher chance of being accepted into a
residency program. Some of these include working in a pharmacy setting as an intern, performing
research with a professor, participate in a variety of extracurriculars, as well as volunteer throughout
my community. With this information I have been working to improve my resume over the past year and
half and continue to set new miniature goals to help achieve my overall goal.
12 Student will show evidence of goals and PHP 317 Pharmacy Intern When starting at URI I wasn’t really sure what my plans were for once I graduated. I knew there were a
objectives that were planned and Research variety of areas I could go into with pharmacy, but I wasn’t positive which would interest me. After
. achieved SSHP sometime in the program I realized I was interested in a more clinical role, whether that be working in a
APHA-ASP hospital or in an ambulatory care setting. However, to get a job in either of these settings I would need
to get into a residency program. Understanding this requirement I began to start setting myself up with
the goal of being accepted into a residency program post-grad. Doing so would require me to become
more active in pharmacy organizations on campus, perform research with a professor, and have work
experience in a pharmacy setting. During my sophomore year I began working as a technician at CVS
and have continued to work there the past 3 years. Additionally, I joined and was elected into executive
positions of two pharmacy organizations, SSHP and APHA-ASP. Finally, I reached out to one of my
professors and have begun a research project involving hypertension guidelines. All three of these
objectives have been achieved or are currently in the process of being achieved to work toward my
main goal of being accepted into a residency program after graduating from URI.
13 Student will show knowledge of the PSY 113 Pharmacy Intern During PSY 113 our class learned about Abraham Maslow’s ‘Hierarchy of Needs.” Maslow’s “Hierarchy
“Hierarchy of Needs” theory by Maslow Sigma Kappa of Needs” is a motivational theory that is based upon a pyramidal structure consisting of five main tiers,
. Living of campus Physiological needs, Safety and Security needs, Belongingness and Love needs, Esteem needs, and
Self Actualization. The five tiers are further clumped into three main groups Basic needs, which include
Physiological needs and Safety and Security needs; Psychological needs, which include
Belongingness and Love needs and Esteem needs; and finally Self-fulfilment needs, which includes
Self-actualization. Maslow believed people are motivated by certain needs, but stated that in order to
progress in this hierarchy the lowest needs must be met to a certain extent. All individuals start on the
bottom tier, Physiological needs. This tier consists of food, water, warmth and rest. Once these needs
are met, the next level is what motivates us. Following Physiological needs comes Safety and Security
needs, which encompasses security of body, employment, resources, mortality, health, family and
property. When those needs are satisfied the next motive is Belongingness and Love. This includes
intimate relationships, friends and family. Many people have difficulty moving past this tier as well as
the one above it, for many they will fluctuate between these two. Following Love and Belonging comes
Esteem needs. This tier focuses around self-confidence, prestige, feeling of accomplishment, respect
of others and by others. Finally comes Self-Actualization, this portion embodies all things involving
achieving one’s full potential. It includes morality, creativity, wisdom, problem solving, lack of prejudice.
Due to many situation life throws at people, very few are able to reach Self-actualization. The majority
of people will jump back and forth between tiers as different points in life as obstacles are thrown at
them and overcome.
McLeod, S. (2016, February 04). Maslow's Hierarchy of Needs. Retrieved from

https://www.simplypsychology.org/maslow.html
14 Student will show application of Maslow’s PSY 113 Pharmacy Intern During PSY 113 I was introduced to the theory of “Hierarchy of Needs”, however during my junior year
theory to own life Sigma Kappa of college I felt true application of this theory. When I had originally been taught this theory the first two
. Living off-campus tiers, Physiologic needs and Safety needs weren’t really something I had to think about. For most of my
life I was privileged enough to have both of these needs met without much effort. However, during my
junior year of college I officially moved off-campus and had my first real taste of adult life. Prior to this, I
either had my physiologic needs met by mom when living at home or by URI during my first two years
living on campus. During junior year, I had to pay my own rent, supply my own food and water, and
make sure my living environment was safe. In addition to this I had just started my first professional
year in the PharmD. program at the university. I quickly experienced a rude awakening to the stress of
school, working part-time, and making sure my living environment was conducive to growth. Like I had
previously mentioned in Outcome #13, many will jump back and forth between tiers but I definitely did
not expect to start back at the bottom. However, by the end of my first month I finally had gotten the
hang of living on my own and was able to work on the “Love and Belonging” tier. I found this to be one
of the most difficult as the workload that P1 year had brought seemed to leave me with little time for
relationships. Nevertheless, I was able to find a core group of friends within the major that gave me that
“sense of connection” and actually helped with the stress of the work that it allowed me to continue to
grow the relationships I had previously developed from Sigma Kappa, the minor, and URI in general.
The Esteem needs is something I have always struggled with, in pharmacy we constantly talk about
“imposters syndrome” that so many of us feel. I have found it extremely difficult to move past the idea
of ‘I’m not good enough’ or ‘I don’t belong here.’ For a long time I viewed my success as more luck than
hard work, but after completing my P1 year with a 3.8 GPA, I finally realized all the blood, sweat, and
tears (mostly tears) I put into my schoolwork was because of ME, not because I somehow got lucky for
9 whole months. I currently am and continuously work on the top tier of Maslow’s Hierarchy. My time as
a student, working as an intern, and experiencing new things every day are helping eventually reach
Self-Actualization. I still have so much more to learn and so much more room to grow as student,
pharmacist, and overall person. But due to my desire and love for knowledge I know I will eventually
get there some day.
(See Evidence #14)
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 Leadership Institute During HDF 190 our class completed StregnthsQuest through Gallup that identified our top 5
Signature Themes, shadow side of Challenge course (w/ Sigma Kappa) Strengths. My top five strengths are Achiever, Futuristic, Competition, Harmony and Responsibility.
. Strengths and/or weaknesses, and SOLC Having the strength of Achiever, to me means always having the drive to get a task done no matter
examples of application (Source = Gallup) how many obstacles that may arise during the process, being an achiever is my driving force to push
on. My strength of Futuristic works right alongside my Achiever strength because being Futuristic sets
a goal for what I want to accomplish, it gives me a plan for what I want to happen and my Achiever
strength then works to get that plan done. Also, my strength of Competition works with Achiever as
well, because not only do I want to get the task done, but to get it done well to the best of my ability and
others around me. Competition gives me the motivation to be my best and the best always no matter
how hard it may be. Next, my strength in Harmony relates to keeping the peace and resolving or
avoiding conflict all together. One of the things I hate most is negative confrontation and tension, so
using this strength I am able to help maintain peace amongst those I work with. Lastly, my strength of
Responsibility involves taking ownership of not only my actions, but events or tasks I agree to. Having
this strength means I will see everything through to the finish line and can always be counted on to do
just that. These strengths play a huge role in the everyday aspects of my life from school, to work, to
my sorority, along with experiences I’ve had along the way. Participating in Leadership Institute brought
to light a multitude of my strengths. During the activities day portion of the weekend, my strengths of
Futuristic, Harmony, Competition, and Achiever came out into full effect. Many of the obstacles our
team had to complete required working together to complete a task, usually before an opposing team
did. Two of the events such as the multi-legged man race and the water balloon challenge really put my
strengths to the test. In the multi-legged race, Futuristic, Harmony and Competition each came into
play as our team had to step in unison in order to walk, while facing our opponent. I used these
strengths to develop a plan that I know would allow us to complete the race and also win it in the end.
We came up with the idea to communicate out loud “1,2,1,2” in order for our team to step in harmony
which eventually allowed us to the complete the challenge efficiently while winning the race. In the
second obstacle, involving the water balloons, each member of the team had to carry a water balloon
from one end of the field to the other and passing off the balloon between person all without using our
hands. Being one of the last members to go, my Achiever and Competition strength played a key role
in accomplishing this task. Though the obstacle was one of the most challenging ones of the day, there
was no part of me that wanted to give up and quit. In addition, participating in the challenge course
both with my sorority and at the Leadership Institute, my strengths played a large role in completing our
tasks. One of the challenges that I was able to use my strengths was incorporated in the TP Shuffle,
especially participating in it with my sorority. One of my largest challenges in helping my group was
getting over the fact I was a new member and practically didn’t know anyone. However, having
previously completed this challenge at Institute, I felt comfortable enough helping instruct my group on
the easiest way to complete the challenge. My Achiever strength came out in this activity because I
strived for our group to complete the challenge and help at any moment along the way to make sure it
got done. I also used my strength of Harmony to make sure the group worked together well with
minimal controversy so we could complete the task at hand. Lastly, my strength of Responsibility came
into play due to the fact I developed the plan for how we were going to complete the task, so I took it
upon myself to make sure we did just that by helping to instruct girls along the way. Using my strength
of Responsibility, I instructed our team to the finish the challenge as a team even with two people
blindfolded.
Additionally, my strengths play a huge role as an SOLC consultant. My Responsibility strength is a
large component in the logistics of facilitating. Things like timeliness, maintaining a schedule, dressing
accordingly, etc. are all achieved due to this strength. It also assists in maintaining a certain level of
professionalism, especially in the more carefree activities, it helps me set a tone I want as a facilitator.
Also, both my Achiever and Futuristic strengths go hand in hand in organizing, facilitating, and
debriefing an activity. Using my Achiever strength allows me to create a goal either for myself, the
group, or both and develop a plan of action for how I am able to achieve said goal. In creating this goal,
my Futuristic strength gives me an idea on how I want to go about an activity and the desired end result
that I believe could come out of the activity. It gives me an outline to follow, even if it doesn’t end up
going exactly as planned. My Harmony strength comes into play during these situations when things
don’t always go as planned. It allows me to work well with my co-facilitator and bounce off their ideas
and energy to help better a situation. Also this strength is useful in groups whose goal is to resolve or
better conflict issues that occur in their organization. Lastly, my Competition strength applies a little
differently in a consultant role compared to other situations. For me, this strength in a way is me
competing with myself. It gives me the desire to grow and become a better consultant and leader. I love
learning from past experience because I can then improve and in turn better my skills as a consultant.
This strength motivates me to step outside my comfort zone, be open to new ideas and ways of
thinking, and grow as an individual.
Gallup Strengths. (2012). Retrieved from http://www.gallup.com/home.aspx

18 Student will describe personal leadership PHP 401 Pharmacy Intern In PHP 401, Dr. Marcoux had a guest lecturer, Tara Higgins, come speak to us about DISC styles.
style and/or personality style including Prior to class we completed the DISC assessment, which analyzes our natural tendencies that
. strengths and weaknesses and examples influence our behavior. Based on my DISC assessment, my behavioral style is “S” style, with the S
of application (Sources = Leadership style standing for steadiness. As an S, my focus is primarily with pace and activity level. Consistency is key
inventories, the L.P.I., Type Focus in my behavior and what enhances my effectiveness in organization. In a group an S works hard to
(MBTI), LAMP, DISC, and other career achieve the team's goals and objectives, is a good listener and brings a high "sincerity factor" to the
inventories, etc.) team climate. During the lecture, Dr. Higgins spoke on how our natural tendencies can sometimes
change as we “adapt” to different environments. While taking the DISC assessment I had set my focus
to work. In this “adapted style” both steadiness and conscientious soared past dominance and
influencer. This did not surprise me as in group environments, especially a work setting I find myself to
be very task orientated while also being supportive. However, in this setting I do find it difficult delegate,
instruct, and correct those who report to me.
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 PHP 464 In PHP 464 we were introduced to MacGregor’s leadership theory, “Theory X and Theory Y.” This
X and Theory Y” theory of leadership by theory is a very simplistic style of leadership. This theory refers to two different styles of leadership,
. MacGregor authoritarian or Theory X and participative or Theory Y. Theory X leaders tend to have a more negative
view of their members and work environment. These leaders tend to be more hands one and
micromanage. They feel that their employees/members are unmotivated, avoid responsibility, and need
constant direction or guidance. The latter, or Theory Y leaders are more positive and have a more
optimistic view of their members and work environment. Theory Y leaders give their members more
responsibility and opportunity for growth. They view their members more favorably and assume they
are happy with their work environment and self-motivated.
Value Based Management.net. (2010). Theory X theory Y – McGregor. Retrieved from

http://www.valuebasedmanagement.net/methods_mcgregor_theory_X_Y.html

of the above theory (MacGregor)
.
27 Student will show knowledge of the HDF 190 Habitat for Humanity In HDF 190 our class analyzed Robert Greenleaf’s theory on Servant Leadership. Servant Leadership
“Servant Leadership” theory of leadership Sigma Kappa focuses around the “natural feeling that one wants to serve” (Spears, 1998). Being a servant leader
. by Greenleaf SOLC involves internal motive to help others over yourself. The Servant Leadership theory involves ten
characteristics that focus around Service, Leadership, and the combination of the two, Servant
Leadership. The three characteristics that make up Service include, Listening, Empathy, and Healing.
Listening involves participating in active listening to those you are serving. It means that you completely
hear what they have to say before you make your decision on how to help them. Next, Empathy
involves understanding and recognizing people for their uniqueness and applying that to the way in
which you help them. Healing, involves understanding that you as the servant have the power to
brighten someone’s spirts and help bring them back up. The Leader aspect of this theory involves four
characteristics including Awareness, Persuasion, Conceptualization, and Foresight. Awareness
encompasses not only the perception of things around you, but also of those inside you. Strong servant
leaders use the characteristic of awareness to comprehend all the things going on and bringing them
together. Another characteristic, Persuasion consists of the capability of the leader to be able to
convince others of something rather than force them do so. Next, Conceptualization incorporates the
servant leader having a broader sense of the project at hand. Rather than focusing on short term goals,
they visualize they total end result and the benefits that come at after the finish line. Foresight involves
taking lessons learned in the past or using your intuition to make a decision for the future that would
create a positive outcome rather than negative. Finally, the last three characteristics of this model
incorporate Servant Leadership and include, Stewardship, Commitment to the Growth of People, and
Building Community. Stewardship involves holding yourself, along with your group accountable in
making sure the actions being taken are done for the greater good of society. Commitment to the
Growth of People involves nurturing those around you in order to see them develop into the best
version of themselves. Lastly, the characteristic of Building Community involves acknowledging the
importance and significance of creating a small coalition. Those who embody Building Community see
how we have drifted from local groups to large corporations, but desire to bring everyone back to a
small group sharing a common purpose. Every servant leader does not have to embody every single
trait, but rather identify with two or three that truly speaks to their personal view on service. I was able
to apply my version of servant leadership through my participation with Habitat for Humanity and Sigma
Kappa as well as my work as a consultant for SOLC.
Spears, L.C. (Ed.). (1998). Insights on Leadership: Service, Stewardship, Spirit and Servant-
Leadership. New York, NY: John Wiley & Sons.
28 Student will describe personal application HDF 190 Habitat for Humanity The Servant Leadership theory is made up of 10 characteristics of a servant leader. Personally, the
of the above theory (Greenleaf) Sigma Kappa characteristics that pertain most to Habitat for Humanity as well as Sigma Kappa are, Commitment to
. SOLC the Growth of People and Building Communities. Both Habitat for Humanity as well as Sigma Kappa
play a prevalent role in the Servant Leadership model characteristic of Building Communities. For
example, Sigma Kappa comes together with the rest of the sororities and fraternities each year to
participate in Greek Week. This week emphasizes coming together as a Greek Life community to help
raise money for our local South County Habitat for Humanity. During the 2017 Greek Week, Greek Life
was able to raise over $100,000 to help South County which in turn gives them the funds to build a new
Habitat home. Ironically, being a part of Habitat for Humanity as well I could see the bigger picture of
Building Communities because both the Greek Life community as well as the Habitat community came
together for a bigger purpose and that was to help those around them. Additionally, being a member of
Habitat I can see first-hand how our small URI Habitat organization has a very large impact on citizens
of South County. One build I was on I was able to actually work with the person whose house we were
building. I had the opportunity to see how grateful and thankful he was for people to give their time and
service to helping complete strangers. Lastly, the characteristic of Commitment to the Growth of People
is a very large part of Sigma Kappa, in fact one of our values is Personal Growth. As a sisterhood we
work to help one another grow as women in our community as well as for the future. Through
philanthropic events we participate in such as, the Alzheimer’s Walk, Dove Bowl, volunteering at our
local Senior Center, and much more, Sigma Kappa gives the opportunity to its members to branch out
of our sorority as well as the URI community. Through these opportunities, we as members have the
ability to participate in things that we most likely would not have if it wasn’t for Sigma Kappa and
because of this, we as individuals can grow and better ourselves.
In addition, the theory Servant Leadership applies to my work as a consultant for SOLC. The mission of
SOLC is to “promote and implement peer leadership skills and to use these skills to aid students, staff,
and student organizations at the University of Rhode Island” (SOLC, 2014). As an organization, we
apply many of the components of this theory while working with these groups. The Servant
components, Listening, Empathy, and Healing are all applied when de-briefing during a retreat. When
running a de-brief using active listening skills is extremely important in order for the group to get
something out of the retreat. Active listening allows you to then empathize and heal with the
participants, by understanding and recognizing what is being said and drawing out important
statements so the group learns from their experiences. Additionally, these Leadership components also
play a large role as a consultant. Awareness is a huge part of running an initiative. Being able to see,
understand, and comprehend how the group is doing with every task and then being able to adjust the
task for the group to get what they need out of it is what makes an initiative successful. The
components of Persuasion and Conceptualization also play a part in de-brief. As a facilitator you
develop an agenda that will hopefully in the end allow the group to accomplish the goal the set for the
retreat. Making sure to frame de-briefs in a way the participants can see the whole picture and are
convinced what they just accomplished is valuable, without spoon-feeding it to them, is extremely
important. Lastly, Foresight is something consistently used as a facilitator, whether it be on the spot
recognition of improvements that can be made or reflection after the fact, Foresight is something that
only allows you to become better as a consultant. Finally, the components of Servant Leadership,
Stewardship, Commitment to the Growth of People, and Building Community, encompass the purpose
of SOLC as a whole. As consultants we hold ourselves accountable in making sure we do everything in
our power to help these groups grow, improve, and become better together. Through our work we
develop a community at URI between SOLC and these organizations as well as the organizations and
the rest of campus.
(See Evidence #28)
SOLC Constitution (2014). Retrieved from

https://sakai.uri.edu/portal/site/52850f81-5662-4e7c-9e8e-22fceebb58b5/tool/18654278-e981-4e0d-
b8d2-43f3015229fc?panel=Main
29 Student will show knowledge of the PHP 464 HDF 492 I was first introduced to this theory this year in PHP 464 during our book club activity. This theory is
“Principle Centered Leadership” theory by based off eight characteristics of principle centered leadership. The first characteristic is continually
. Covey Learning. Leaders who lead based off principle always want to learn and grow, these leaders learn
from their experiences in order to make effective change. The second characteristic, Service Oriented,
is rooted in the idea that life is a mission. Leaders following this theory understand the greater purpose
in serving others. The next two characteristics go hand in hand. Both Positive Energy and Belief in
Others is focused around lifting others up. Creating a cheerful and optimistic environment and seeing
the potential in others allows for growth to happen within a group. The next characteristic is synergistic,
as a principle centered leader in order to promote and make change happen you need to work to
create change agents. The sixth and seventh characteristic go together nicely as well. These two
characteristics are See Life as an Adventure and Lead Balanced Lives. Though important to stay
current with social events and work hard, it is also important to savor all that life has to offer. The last
and probably most important is, Exercise Self-Renewal. Our society is all about working a million miles
a minute, but this can run someone into the ground. No matter how important and valuable it is to help
others, you as an individual sometimes have to come first. It is critical that you take care of yourself on
a physical, mental, emotional, and spiritual level so you can then go and accomplish your goals.
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 PharmD. (future career) In HDF 190 we analyzed the “4V’s” theory of leadership by Dr. Bill Grace. The “4 V’s” theory of
the “4 V’s” theory of leadership by Grace leadership relates to Ethical Leadership and involves the relationship between Value, Vision, Voice,
. (Center for Ethical Leadership) and Virtue. The theory frameworks how your personal beliefs and values are presented to the outside
world. In order to understand and incorporate this theory into your life you need to understand your
personal set of values. Once one has determined what their beliefs and values are they can begin on
this journey. Virtue is the center of this model because through value, voice, and vision we strive to
maintain ethics in our behaviors and our actions in order to accomplish a virtuous form of leadership.
Obtaining virtue means acknowledging and implementing what is right from wrong, good from evil,
striving to be the best you, and working for the common good. Value involves identifying your core
beliefs, how you should act, values are your standards of behavior. Vision is how you want to
implement those values into your community and society through service. Voice allows one to express
their values and vision to others to try to motivate them to follow alongside you. In between value,
vision and voice contain three words, polis, renewal, and service. These three words each connect two
of the three remaining V’s together. Polis is the connection between vision and voice, through public
service we learn how to bring voice to our vision. Through polis one can be a part of public outreach,
public speaking, anything that pertains to getting your ideas to the public. Renewal is the connection
between voice and values, as we use our voice we always must take into account our values as we
speak. Renewal is understanding the importance of integrity, speaking on behalf of your values and
beliefs, on what’s right and good. Lastly, service connects vision to values, it is defined as “when our
values are tested and tried through service to others, vision is often revealed” (4-V, 2016). Service
incorporates your values into actions, it allows you implement what you believe in into the community
and society around you.
4-V Model. (2016). Retrieved from http://www.ethicalleadership.org/concepts-and-philosophies.html

of the above theory (Grace)
.
39 Student will show knowledge of the PHP 464 SOLC In PHP 464 we talked about varying leadership styles and the opportunities where they would work
“Situational Leadership” theory by Hersey best. The Situational Leadership theory encompasses the idea of adapting one’s leadership style to
. & Blanchard that of one that fits the development of those you are leading. Dr. LaPlante spoke about how it can be a
quick style that still has a lasting benefit. Situational Leadership is composed of Coaching, Delegating,
Supporting, and/or Directing. This theory works by basing the needs of the individual being led, based
off the level of supportive and/ or directive behavior they require. Those who need little to no direction
or support are those you can delegate to. For these individuals they are more independent and self-
sufficient, they are those you can trust to get the job done without much instruction. The complete
opposite of the Delegate category is Coaching. These people need more support and direction than
others and tend to have lower commitment. Both Supporting and Directing fall in between these two.
Individuals that need little direction, but a more support fall into the Supporting category. They are
capable, but tend to be a more cautious performer. While those that need little support, but more
direction fall into the Directing category. They are enthusiastic about starting and self motivated but
need some direction to get going. It is easiest to use this style of leadership in a group that is already
motivated.
40 Student will describe personal application PHP 464 SOLC As an SOLC consultant we as an organization work with a variety of different groups on campus.
of the above theory (Hersey & Blanchard) Depending on the group varies the approach we as facilitators take. Some groups tend to be more high
. functioning than others and that is usually related to the groups commitment to the retreat. As both a
facilitator as well as having been a participant during retreats I have found the larger the group the less
likely every member of the organization is willing to give their full participation. With more high
functioning groups as a facilitator you can delegate more. These groups require the most minimal
amount of information to finish an activity and are usually self-sufficient and capable of facilitating
discussion on their own without the need of an actual facilitators intervention. However the groups that
are not as high functioning tend to require various styles dependent on each smaller groups’ needs.
Sometimes they may need a lot of support and direction, where coaching may be required. Other
groups may require varies levels of support and direction where the facilitator can alternate between
the two dependent on the situation.
41 Student will show knowledge of the HDF 190 NASA decision making activity In HDF 190 we discussed the Relational Leadership model developed by Komives, McMahon, &
“Relational Leadership” model by Lucas, which “emphasizes the importance of relationships among participants in the process of
. Komives, McMahon & Lucas purposeful change” (Komives, Lucas, & McMahon, 2013). We again analyzed this model in HDF 413,
where we related it our role as consultants for SOLC. During this class we really drove home the idea
that relationships are the focal point in the leadership process. The Relational Leadership Model is
broken down into five main leadership components, which are, Inclusive, Empowering, Purposeful,
Ethical, and Process- Oriented. All five components work together to achieve purposeful change.
Purpose is the focal point of this model, as it “provides the context and focus of leadership action”
(Komives, Lucas, & McMahon, 2013). The purpose includes others, empowers others, and always
remains ethical. All together the purpose leads the process and allows change to be achieved.
Embedded in each component are the three basic principles, Knowing, Being, and Doing. The basic
principle of Knowing involves understanding yourself and those around you as well as the different
views everyone has and how these can come together to allow change to happen. The second
principle, Being, involves believing in what the leadership component is about and implementing it into
how one is as an individual and their values. The last principle Doing, involves the act of implementing
the component into leadership. This is what one actually does and shows that they developed skills for
each component. Knowing, Being, and Doing are interrelated as the knowledge one possess
influences what you believe as well as what you do. These three principles are the driving force in
practicing each component. The first component Inclusive, not only relates to physically including
everyone in the group, but also involves hearing out everyone’s ideas and views and believing that
these differences are valuable. Inclusive means knowing “self and others,” believing that “differences in
people are valuable,” and developing skills in “building coalitions” (Komives, Lucas, & McMahon, 2013).
The Empowering component of this model involves appreciating everyone in the group, motivating
them to be and do their best, and truly believing that all people have something to contribute. It means
knowing and understanding “power,” believing that “everyone has something to offer,” and developing
skills in “encouraging or affirming others” (Komives, Lucas, & McMahon, 2013). The component
Purposeful, involves discovering and identifying goals and meanings to what one is doing. Purposeful
means knowing the “role of mission and vision,” believing that “an attitude that is hopeful, positive, and
optimistic helps everyone,” and developing skills in “making meaning” (Komives, Lucas, & McMahon,
2013). The Ethical component relates to striving for the common good, understanding one’s values,
along with the groups and maintaining those values throughout the process. This involves knowing the
“models of valuing self and others,” believing that “actions which benefit others are preferred over
actions pursed for self-gain,” and developing skills in “behaving congruently” (Komives, Lucas, &
McMahon, 2013). The last component, Process-Oriented relates to how the group works together in
order to complete their identified purpose/ goal. Process – Oriented involves knowing and
understanding “group process,” believing that the “process is as important as [the] outcome,” and
developing skills in “making meaning and collaboration” (Komives, Lucas, & McMahon, 2013).
Understanding, believing, and implementing this model into leadership practice will not only make you
as a leader better, but will also help those around you succeed in their endeavors. I was able to
practice the Relational Leadership Model in HDF 190 when our class participated in NASA decision
making activity, as well as use this model throughout my work as a consultant for SOLC.
Komives, S.R., Lucas, N., & McMahon, T.R. (2013). Exploring Leadership: For college
students who want to make a difference (3rd ed). San Francisco: Jossey-Bass.
42 Student will describe personal application HDF 190 NASA decision making activity During HDF 190 our class participated in an activity to demonstrate using the Relational Leadership
of the above theory (Komives et al) Challenge Course (w/ Sigma Kappa) model. This involved our class to be broken up into groups of eight to nine people, each person
. SOLC receiving a slip describing the identity of the person you would have to portray for the remainder of the
activity. The task our groups were given was to choose four out of the eight or nine people within the
group to send up on a space ship to colonize the human race on a different planet. However, with the
characteristics given on your slip you were allowed to lie about what it said, not tell your group about
everything on it, or be 100% truthful. We were then given about 20 minutes to deliberate who we
wanted to send up into space based on what we told one another. After completing the activity, we
went through a debriefing of how this model related to how our group worked together. As a group we
struggled with the inclusive, empowering, ethical, and process-oriented components of the model. We
struggled with the process- oriented because throughout the activity we never developed a strategy on
how we would let everyone explain who they were and why they deserve to go on the rocket, how we
will go about choosing who wants to be on the rocket, or who will actually go. Many people spoke over
one another and it took us to the last second to actual make our final decision who will go up and even
after that, there was still turmoil on the decision. With this came our struggle in the inclusive,
empowering, and ethical component. Due to the fact we kept yelling over each other and rarely let one
person speak created an environment that was not welcoming to new ideas or actions. Many of us
focused on personal gain in the activity (getting their character on the rocket) over what was collectively
better for the group and accomplishing our goal; it turned into an everyman for themselves type of
situation. One member tried to take charge, however it turned more into “this is how we are going to do
this” rather than hearing out everyone’s ideas. Also, a couple members sat back and said very little
trying to not add to the chaos occurring, but also not allowing for their thoughts and ideas to be heard.
This showed how we struggled ethically because people made choices that benefited themselves over
the benefit of others. Also, due to the fact many group members’ ideas were pushed to the side or even
put down proved how we failed in the Empowerment and Inclusive component as well. As a group we
didn’t work on “building coalitions” or show that “contributions of others are solicited and valued”
(Komives, Lucas, & McMahon, 2013). Though our group did struggle with this model over all, we did do
well in the Purposeful component of the model. We as a group knew that the people we chose for the
rocket had to be able to help expand the human race on the new planet. With that we identified that our
goal was to have two males and two females be in the rocket. After, we also figured that those in the
rocket must have reproductive capabilities, so based on what the members told us we would do our
best to choose those who could help expand the human race. These two criteria then led us to begin
the selection process. After, completing this activity the importance of this model really came to light.
Without developing strong relationships amongst your group members, completing a task and
accomplishing the group’s goal becomes a lot more difficult to do. Using this model as a guide in the
future not only allows for a goal to be accomplished more easily, but also helps create a better
relationship with those who one works with.
The Relational Leadership model also aligns with SOLC’s mission is to “promote and implement peer
leadership skills and to use these skills to aid students, staff, and student organizations at the
University of Rhode Island to effectively and efficiently achieve their desired goals through leadership
and organizational development programming” (SOLC, 2014). This pertains to the Purposeful
component because understanding what our mission is gives our members (consultants) meaning in
what they are doing when facilitating activities. During these activities, the Process-oriented component
plays a huge role. For SOLC the process, or how the activity progresses, is just as important as the
completion of the activity. During de-briefing sessions facilitators analyze the process with the group
allowing them to create meaning out of what they just did and understand how it can relate back to their
organization. Through this the Empowering component shines through because our facilitators work to
assist in achieving these goals rather than just giving the answers. During these debriefing sessions
the group can highlight their weakness and learn what they need to work on as well as highlight their
strengths to raise and boost group moral. Additionally, the SOLC’s mission statement discusses values
we embrace, some including, inclusion, mutual input, open communication, and respect (SOLC, 2014).
These values represent the Inclusive component of the model in describing how our organization
welcomes differences and wants to make sure everyone is heard even if what’s being said differs from
the rest of the group. Finally, the last component, Ethical, pertains to SOLC’s mission statement as a
whole. The statement holds the organization accountable for all that is written. It describes what we
believe in, why we do what we do, and the values behind our actions. It creates a standard for its
members to prove their integrity and commitment to those they help. As a consultant utilizing these
components is extremely valuable and being able to understand, believe in, and implement these
components into your work as a facilitator will lead to your success.
(See evidence #42)

43 Student will show knowledge of the HPR 411 We as humans have the need and desire to create meaning. Naturally we are curious creatures and
concept of constructivism many of the things we create are done so we can better understand the world. For example, many
. religious stories have no factual background but are more symbolic in nature. The premise of these
stories are to help us understand why things occur. The concept of constructivism is based around the
central idea of creating meaning. “Constructivism is an approach to learning that holds that people
actively construct or make their own knowledge and that reality is determined by the experiences of the
learner.” This concept is saying that knowledge is constructed. This concept goes against the belief by
some that knowledge is innate or passively absorbed. It is the idea that knowledge is continually being
built, and that learners build new knowledge off of the foundation of previous knowledge they had. In
my government and ethics class we spoke about a philosopher who spoke on the concept of
knowledge. He believed that information may be passively received, but understanding cannot be.
Understanding can only come by making connections between prior knowledge in order to create this
new knowledge. Based on this concept we can either reflect on our prior knowledge to change what we
once believed to be true or use this prior knowledge to deem the new information as insignificant.
https://www.simplypsychology.org/constructivism.html

44 Students will describe personal examples
of implementing constructivism
.
45 Student will demonstrate knowledge of HDF 413 SOLC In HDF 413 our class learned about experiential learning in leadership development. In Exploring
the Experiential Learning Model (Kolb) Leadership, the authors, Komives, Lucas, and McMahon (2013), described that understanding the way
. you learn and develop leadership allows you to grow as an individual and as a leader (p.31). This
model was developed by David Kolb’s and gives a great explanation on how leaders develop. The
model is broken up into four main parts Concrete Experience, Reflective Observation, Abstract
Conceptualization, and Active Experimentation. Komives, Lucas, and McMahon (2013) wrote, “Kolb
suggests that we come to new information in one of two ways: by doing something (Concrete
Experience) or by thinking about something (abstract conceptualization). We then process that
information either by reflecting on the experience or thought (Reflective Observation) or by applying
that information (Active Experimentation) (p.32). In short this model can be simplified to “What?, So
What?, Now What?” This model begins with Concrete Experience, this can be the activity itself, such
as an initiative, energizer, etc., or the experience that occurred that allows us to grow and gain
knowledge. Next, the model goes into Reflective Observation, this is the “What?”. During this part of
the model one will being to ask ‘What happened?’ and go over the things taken out of the experience.
The third portion, Abstract Conceptualization, is the “So what?”. Here is where questions are asked
about what could have gone better, what went well, and why things might have gone the way they did.
Finally, Active Experimentation is the “Now What?”, this is where one figures out how they can use
what they’ve just done and gone over to learn and grow as an individual and as a leader. This portion
of the model mainly focus around growth and encompasses the whole idea of experiential learning. All
in all, this model is based on a cyclic structure. The experiential learning model is never complete,
because once you get to the ‘end’ (Active Experimentation) you are only preparing yourself for another
experience to develop and learn from in which you would being to use the model all over again.
Komives, S, Lucas, N., & McMahon, T. (2013). Exploring Leadership for College Students What Want
to Make A Difference. San Francisco: Jossey-Bass. (31-32)
46 Student will describe personal application HDF 413 Sigma Kappa Last year I was able to put the experiential learning model into action during a challenge course retreat
of the Experiential Learning Model (Kolb) with my sorority. At that time our sorority had just gained new members so the goal of our sisterhood
. retreat was to come together as one to complete a multitude of challenges that forced new and old
members to work together. Our “Concrete Experience” was the activity itself, our group participated in
the TP Shuffle. During the activity we had everyone stand along a log and we had to work to get
everyone from one side to the other without anyone stepping off. Throughout the activity challenges
were thrown at us such as members being blindfolded, allowing only two people to talk, or lining up in
specific ways without communicating. During the debrief, we used “Reflective Observation” to describe
all these things that occurred throughout the challenge. As the debrief continued, we used “Abstract
Conceptualization” to discuss what we could have gone better and what went well. Our group spoke on
how we had poor communication at times due to
people talking over one another, but when we only had two people talk we were able to move more
efficiently during the activity. We finished the debrief with “Active Experimentation” and discussed how
we are able to take what we learned at the course and bring it back to our sorority. The course allowed
us to learn how valuable communication is throughout the organization from new members all the way
up to seniors.
47 Student will show knowledge of the HDF 190 FLITE Group Project (Melanoma In HDF 190 we analyzed the Social Change Model of Leadership Development by Helen S. Astin, that
“Social Change Model of Leadership Awareness) examines leadership development from the Individual, Group, and Community/ Society. The Social
. Development” by Astin et al Change Model is based around the idea of creating social change. Social change is a complex process
that “has the ability to make lasting, positive impacts on those involved with the process” (Astin and
Astin, 1996). Social change itself aims toward inclusivity, it works to promote equality and social justice
through knowledge and action. The Social Change Model consists of the critical values known as the
“The 7 C’s.” The 7 C’s are Consciousness of Self, Congruence, Commitment, Collaboration, Common
Purpose, Controversy with Civility, and Citizenship. The three C’s that make up the Individual
component of the model are Consciousness of Self, Congruence, and Commitment. The Individual
component relates to the “development of personal qualities, self- awareness, and personal values”
(Astin and Astin, 1996). Consciousness of Self involves identifying one’s values and beliefs and using
them to guide their actions within in the group and implementing change in the community/ society. A
leader who understand themselves, how they personally work, and what motivates them is key in order
to helping develop the consciousness of others. Congruence involves maintaining those values and
beliefs throughout the process of change and working within the group. This value is extremely
important as it relates to someone who is able to reflect on their beliefs and values and demonstrate
them through action. Commitment relates to the motivation the individual has to seeing the task
through and implementing the change. This is the passion and intensity that drives the individual to
seeing the goal to the end. Next, are the three C’s of the Group component, Collaboration, Common
Purpose, and Controversy with Civility. The Group component involves “emphasis on collaboration &
interaction between group and individual” (Astin and Astin, 1996). Collaborations involves the
combination and understanding of the groups varying values, beliefs, and ideas and using them to
determine the groups common purpose. This critical value is the where everyone’s individual goals,
interests, and beliefs come together in order to make change. The fifth C, Common Purpose, relates to
a shared goal and vision of the group with all members working collectively. This value brings each
individual together in order to become one and engages collective work to undertake the task at hand.
Controversy with Civility involves resolving conflicts that arise throughout the process with respect
toward group members, along with incorporating varying ideas into the common purpose. A huge
component to Controversy with Civility is trust, because if trust does not exist within the group the
conflict cannot be resolved leading to failure in accomplishing social change. Finally, the last
component of Community/ Society involves the last C, Citizenship. Community and society relates “to
bringing about change for the common good” (Astin and Astin, 1996). Citizenship involves being an
active member within one’ s community and understanding that one has a civic responsibility to help
produce social change. The main idea of Citizenship is showing concern for others and truly
exemplifying a caring attitude. Though the model primarily consists of the 7 C’s, there is a hidden 8th C
that is the driving force behind the model as a whole. This 8th C is Change. As stated previously the
idea of social change involves making lasting and positive impacts on those involved in the process.
The three components of Individual, Group, and Community/Society work together in order to develop
the skills, understanding, and motivation to create a positive change. All in all, this model works to not
only create change, but to do so intentionally based on an individuals and groups values. I was able to
apply the Social Change Model during HDF 190’s group project, where our group attended a
Melanoma Awareness event.
Astin, H.S. and Astin, A.W. A Social Change Model of Leadership Development Guidebook Version III.
The National Clearinghouse of Leadership Porgrams, 1996.
48 Student will describe personal application HDF 190 FLITE Group Project In HDF 190 we were assigned to complete a group project demonstrating the Social Change model.
of the above theory (Astin et al) My group chose to participate in a Melanoma Awareness event run by the Feinstein Experience at URI.
. At this event our group members each went into the skin machine that assessed the skin damage we
may have, watched a clip on melanoma, and also heard a guest speaker discuss her experience with
melanoma. The Social Change model played a key role throughout this event due to its incorporation of
the 7 C’s. As a group we understood that the Commitment aspect of this presentation was for the
Melanoma Foundation and the Feinstein Experience to spread information on the dangers of poor skin
protection along with the possible consequences that may accompany that, such as being effected by
melanoma. Additionally, each member of our group applied Consciousness of Self through the
acknowledgement that we each had to focus on one of the “7 C’s” throughout the presentation for our
group project as well as setting a personal goal on what we wanted to get out of this experience.
Through the goals we each set for ourselves, we each could apply the Congruence component of this
model because throughout the event we maintained our individual goals in gaining more information on
this topic. From the goals we each set for ourselves we were then able to come together as a whole to
determine what we wanted our group to accomplish as a whole. We discovered that as a group we
wanted to be more educated on the severity of melanoma as well as ways we can protect ourselves
from the harmful effects of the sun. Coming together to determine one goal, we were able to exemplify
the Collaboration and Common Purpose aspect of the model. Our group personally did not deal with
Controversy with Civility, however attending the event our group understood where this can occur with
spreading the word about melanoma. During the presentation, the speaker brought up a valuable point,
she spoke on how everyone you encounter may not listen, believe, or follow what you say about the
dangers of having poor skin protection, but spreading the word is important because maybe you can
effect and save the life of at least one person who listens, believes, and follows what you’ve spread.
Due to the fact our group received a lot of valuable information from this presentation that effected
each of us, we decided that as a group we want to continue to spread the word about this dangerous
disease and bring it into the URI community as well as our local communities at home. Through this we
can incorporate the final “C”, Citizenship by actively participating within these communities to do apart
in speaking on melanoma awareness. All in all, from participating in the event to spreading the word on
proper skin safety our group was able to enact the hidden 8th C, change. No matter how big or small,
the fact that we are working to help others and create change for skin cancer proves how we were able
to exemplify the Social Change model.
Astin, H.S. and Astin, A.W. A Social Change Model of Leadership Development Guidebook Version III.
The National Clearinghouse of Leadership Porgrams, 1996.
49 Students will demonstrate knowledge of
the “Leadership Identity Development
. Model” by Komives et al
50 Students will describe personal
application of the above theory. (Komives
. et al)
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)
59 Student will demonstrate knowledge of PHP 464 In PHP 464 we discussed how the Path-Goal theory emphasizes the relationship between the leader’s
Path-Goal theory by House style, the follower’s personality, and the work environment. The theory states that the leaders behavior
. is contingent to the satisfaction, motivation, and performance of their subordinates. The leader will base
their leadership style off the employee or follower’s characteristics as well as the characteristics of the
task or environment. House mentions 4 behaviors or styles in particular, Directive, Supportive,
Participative, or Achievement-oriented. With Directive, the leader will inform their followers on what is
expected of them, such as tell them how to complete the task and coordinate/ schedule its timeline. In
the case of a Supportive behavior, the leader will make the environment more pleasurable and
pleasant to be conducive for more productivity. It is most effective in situations in which tasks and
relationships are physically or psychologically challenging. Participative behavior is when there is open
communication and dialogue between everyone. The leader takes into account everyone’s ideas and
opinions before making a decision. Finally, an Achievement-oriented behavior sets high goals/
objectives but instills confidence in their followers ability to complete the task at hand. The main focus
of this theory is overcoming obstacles by being more specific and systematic about the process it takes
to accomplish the goal
of the above theory (House)
.
61 Student will demonstrate knowledge of PHP 464 The Leader Member Exchange theory outlines how there is a two-way relationship between leaders
Leader Member Exchange (LMX) theory and followers. In PHP 464, Dr. LaPlante spoke on how this theory highlights that relationships are
. by Dansereau, Graen & Haga; Graen & based on trust and respect. These relationships are often emotional and can sometimes extend beyond
Cashman; Graen the scope of employment. This theory is based on the idea that in every team a leader has individuals
they trust and have developed a deeper relationship than others on the team. This group is what Dr.
LaPlante calls our inner circle, the theory refers to it as the in-group. These people, though they may
lower than you hierarchical wise, are ones you may bounce off ideas of, ask their opinions on a
decision, or are simple a confidant. These team members are viewed as invaluable, and a leader will
usually make the extra effort to send challenging projects their way. The other group is the out-group,
these are members the leader may not find as trustworthy or are unmotivated. This group is rarely
given challenging tasks and tend to receive less opportunities for growth.
of the above theory (Dansereau, Graen &
. Haga; Graen & Cashman; Graen)
Leadership Substitutes Theory
.
of the above theory
.
Models of leader emergence
.
66 Student will describe the impact of traits
on leadership emergence and
. performance
Chaos approach to leadership by
. Wheatley
of the above theory (Wheatley)
.
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
69 Student will demonstrate how cultural
anthropology / paradigms relate to
. leadership
70 Student will describe personal example
of using cultural anthropology /
. paradigms as a leader
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 HDF 190 HDF 413 In HDF 190 we were introduced to the concept of becoming a change agent. A change agent is
leadership as it relates to change agency FLITE Group Project (Melanoma someone who has the “understanding, motivation, and skills to create positive change.” In HDF 413 we
. Awareness) were reintroduced to the concept of change. There are four main values that those who want to
SOLC become a change agent need to understand. The first obviously being the value of change. Those who
want to be a change agent need to understand that change is a process and a long one at that. They
must understand there will be people who are resistant to the change you are trying to create. As a
change agent you need to be confident, patient, and have an ability to influence others to some
capacity. The second value is Consciousness of Self. Change agents need to have a lot of self-
awareness. They should be able to know which of their strengths can provide a benefit to their cause,
while also recognizing the ones that potentially hinder it. The third value is Congruence. As a change
agent you first need to understand your own personal values and then need to be able to apply those
values to the shared values of the group you are working to create change with. However, one must
also understand others will have differing values than the ones you possess. Finally, the last value is
commitment. As I had previously mentioned change is a process. Change isn’t going to happen in a
day. There are going to be really high highs during the process, but there will also be low lows. As a
change agent it is important that you are passionate about the change you are trying to make and that
even if the going gets tough, you will work through it because you know you are bringing good into this
world.
Bisk. (n.d.). Qualities of Effective Change Agents . Retrieved April 23, 2017, from
https://www.michiganstateuniversityonline.com/resources/leadership/qualities-of-effective-change-agents/#.WP0GWdy1uM8
88 Student will describe personal examples HDF 190 HDF 413 During HDF 190 we were assigned to work with our group to create change during our Social Change
of being a change agent FLITE Group Project (Melanoma unit in the class. My group discovered our passion to create change through a Melanoma Awareness
. Awareness) Event held by the Feinstein Experience. Our group’s goal focused on spreading awareness about facts
SOLC on melanoma. Our idea was that by spreading awareness, people will hopefully learn the importance of
avoiding tanning beds and increasing the use of sunscreen. As a group we aimed to hold health
informational booths around campus as well as bringing this information back to our hometowns to
spread the word. Additionally, as a consultant for SOLC, my work with other organizations helped
create change in the group which in turn allowed change to occur across our campus. The level of
difficulty being a consultant varied from group to group. I found that primarily in the larger organization
it was sometimes difficult to motivate the group to participate and really get everything out of the
retreat. However, my level of commitment as a consultant and change agent is what allowed me to
persevere through some of the rougher moments. I found that what helped most was identifying a few
in the group who were giving it their all, by highlighting their achievements many of their actions rubbed
off on fellow members and actually turned many the activities around. One of my strengths is Harmony,
I was able to utilize that to help bring the group together and not only complete the activities planned
for them, but actually enjoy and get something out of them. During the adjourning of the retreat many of
members commented on how they did feel closer to members that hadn’t really gotten to know prior.
(See Evidence #88)
89 Student will demonstrate knowledge of HDF 413 SOLC In HDF 413 our class learned about Milton Bennett’s “Developmental Model of Intercultural Sensitivity.”
the “Model of Intercultural Sensitivity” by Work as Pharmacy Technician Bennett broke this model down into six-stages that range from having minimal contact with others from
Bennett and its uses in leadership various cultures to reaching a point of not only accepting, understanding, and embracing intercultural
relationships, but having a strong understanding of “who they are as cultural beings” (Komives, Lucas,
McMahon, 2013). Stage One is about Denial of Difference, mainly it involves those who reject cultural
differences. They dehumanize others from different cultures and “assume different behavior is a
deficiency in intelligence or personality” (Komives, Lucas, McMahon, 2013). Stage Two is Defense
Against Difference, people in this stage have an “us against them” mentality. They use stereotypes to
build borders between them and those different from them. Stage Three is Minimization of Difference in
this stage people have “arrived” at intercultural sensitivity. Though people in this stage accept and
embrace the views and beliefs of others, they themselves “avoid recognizing their own cultures”
(Komives, Lucas, McMahon, 2013). Stage Four is Acceptance of Difference, here people are not only
able to see that the different values and beliefs of cultures are distinct, but are able to see and make
distinctions between their own culture and others. Komives, Lucas, and McMahon wrote that,
“acceptance does not mean agreement or preference for alternative values, but rather acceptance of
the distinctive reality of each culture’s worldview” (2013). Stage Five, Adaptation to Differences, is
described as “one of consciously shifting perspectives and intentionally altering behavior” (Komives,
Lucas, McMahon, 2013). Those in this stage not only see, accept, and understand differences in
cultures exist and are useful, but then apply that understanding and work to adapt their approach to
best fit those around them. Finally, Stage Six is Integration of Difference, people in this stage usually
are bicultural or multicultural. For the most part those that reach this final stage are able to easily move
in and out of groups of varying cultures. People in Integration have a vast range of cultural perspectives
and behavior to utilize. Understanding and incorporating intercultural sensitivity into everyday life is
extremely important when living in a community, nation, and world that is so diverse. I am able to
practice and grow as an individual when in it comes to intercultural sensitivity through my work as a
consultant for SOLC as well as being a pharmacy technician.
Komives, S, Lucas, N., & McMahon, T. (2013). Exploring Leadership for College Students What Want
to Make A Difference. San Francisco: Jossey-Bass. (203-210).
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 Ambassador In HDF 190, our class analyzed the Relational Leadership model which consisted of five Leadership
inclusive leadership SOLC Components, one of those being Inclusive leadership. Inclusive leadership is about knowing and
. understanding yourself and others, believing that differences in people are valuable and everyone can
make a difference, and having skills in listening and building coalitions. Personally, I view Inclusive
leadership as not only including everyone, but also accepting everyone and their ideas. Though one
may not agree with everyone and what they bring, inclusive leadership just means respecting what they
do and say, it does not mean you are forced to follow them. A large aspect of inclusive leadership is
making people feel welcome and valued. I was able to demonstrate my personal code of inclusive
leadership through my time as a Leadership Ambassador at URI’s Welcome Days. As a Leadership
Ambassador it was my responsibility to present the Center for Student Leadership Development in a
positive and welcoming light. During the Welcome Days I had the opportunity to speak to a plethora of
perspective students about Leadership Institute as well as the Leadership minor. Through my short
conversations with the students it became very important to connect with their interests in order to
capture their attention and make them feel more comfortable. For example, I would ask where they
were from, what their major may be, and activities they’re currently involved. Using this information, I
was able form a connection with the student that made their experience with us more individualized
and special. Being able to apply my personal code of inclusive leadership to these Welcome Days I
believe I was able to giver perspective students a positive image of what the CSLD as well as URI
looks like.
Inclusive leadership is also extremely valuable while consulting for SOLC. Many groups requesting
retreats are composed of very diverse members, many that differ and share qualities amongst one
another. A lot of the time these groups have goals that include merging the divide between new and old
members or general members and e-board. The activities we run as facilitators aim to have the
participants work together as one and utilize each other’s differences and similarities as well as
strengths and weakness in order to accomplish the task at hand. A huge part of being a facilitator is
guiding the group to see how positive and valuable the differences amongst the group are. Many
initiatives we throw at members require full group participation, in turn forcing the group overcome their
initial beliefs about diversity and see the true benefit in it. As a facilitator applying listening skills
becomes extremely valuable in leading these groups to overcome their divide. Acknowledging and
understanding the thoughts, ideas, and emotions of the group allows you to help lead members to
accomplish their goal of unity. Being a facilitator you must lead by example, when you express
inclusivity it makes it easier for the rest of the group to follow along. Incorporating this inclusive
behavior in the debrief as well as the initiative is vital, because the debrief is where groups can finally
connect everything they just did and learned and how it can be brought back to their organization.
Incorporating the Relational Leadership model’s component of Inclusiveness into facilitating not only
aids in the growth of the participants, but also allows me to grow both as a consultant and as a leader.
(See Evidence #97)

Outcome Category: Critical Thinking
98. Student will show knowledge of principles PHP 317 Drug Consult The main principles of critical thinking involve gathering all the information, questioning the methods
of critical thinking and fallacies (logic is Pharmacy Intern or any bias, and examining the overall big picture. Critical thinking is required in a situation where the
used in this minor) answer isn’t easy to find. Most of the time you need to think a bit outside the box to come to up with a
solution. A large part of critical thinking is obtaining all the information and then being able to analyze
it. It is vital for one to determine what is and isn’t important, and truly dive deep into the pertinent
information. Finally, when the solution is believed to be found a final piece to critical thinking involves
reevaluating their answer to think of any loop holes or areas where things may go a rye. In PHP 317 I
was able to learn and develop my critical thinking skills when we learned how to properly analyze and
pick a part medical literature to determine whether or not the study holds any value.
99. Student will demonstrate proficiency of PHP 317 Drug Consult During PHP 317 we were asked to perform a fake drug consult where a physician or nurse would call
critical thinking Pharmacy Intern us with an uncommon question relating to proper medication administration. Based off the question
they had given us we would develop counter questions about the patient, the specific situation at
hand, and any other information we think we would need for our research. We then were given a few
days to research the medical issue at hand and develop an appropriate answer to the question given.
During this entire process we not only had to try to find the answer to the question we were asked but
be prepared for potential follow up question they may have for us. When deciding whether a primary
resource is reliable enough it is important to determine whether any bias exists, if their primary
endpoints were met, if their sample size is large enough, and if the findings were statistically
significant or not. As one can see this requires a lot of time, precision, and effort. Once we finished
conducting our research we had to condense all the information we had gathered into a one page
answer, explaining while also proving why they should follow our direction. Most people come to drug
consultants because the answer isn’t easy or simple. Working on a drug consultant takes a lot of
critical thinking in order to help improve a patients life.
(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 COM 100H Study Abroad In COM 100H our class discussed the decision making process groups make to solve problems.
decision making methods Pharmacy Intern However, though the phases we discussed pertained to groups they can also be applied for an
. individual. Our book discussed four phases in decision making those being, orientation, conflict,
emergence, and reinforcement. Orientation is phase one and relates to the uncertainty one or a group
has about the task at hand. During this stage you begin to familiarize yourself with the problem and try
to come up with solutions. Through this the individual or group will enter into the conflict phase. During
this phase reflection and judgements are made on the ideas presented. In a group scenario during
this phase tension rises as people begin to critique others. Next comes the emergence phase where
the group or individual begins to make steps toward making a decision. Pros and cons are weighed
however this is a much more positive phase where large strides in the decision making process are
made. Finally, the group or individual will enter into the reinforcement phase. During this phase a
decision is made and solidified. As I did more research on this topic I found five types of decision
making those being, decision by authority, minority control, majority control, consensus, and the
Delphi method. In the article by Bryson and Carroll they described the authority method as "one
person decides” (Bryson & Carroll). In this method the person deciding may be assigned to role due to
knowledge on the topic or may hold a leadership position within the group. The second method,
minority control, refers to a small group of people making the decision. The article states, “This
method uses the skills and resources of a small number of group members” (Bryson & Carroll). With
minority control more ideas and opinions are present allowing for more time to go into the decision
making. The third method, majority control, means voting. In this method a decision is made from
what the largest portion of the group decides. Usually, in this situation the rest of the group will go
along with the decision the majority makes. The fourth method, consensus, refers to the entire group
being involved with the decision making. With the consensus method it is understood that all members
will be prepared to support the decision the group made. Finally, the last method, the Delphi method
relates to a group effort in making the decision, similar to consensus. However, with this method,
members submit ideas and the rest of the group gives anonymous feedback and based on the
feedback the ideas will be reconstructed and combined to have an idea the entire group supports. I
was able to apply the decision making process throughout my planning in studying abroad.
Pearson.
Bryson, J.M. & Carroll, A.R. (2007) What's the best decision-making method?. Retrieved from
http://www.extension.umn.edu/community/civic-engagement/tip-sheets/decision-making-method/
103 Student will describe personal examples of COM 100H Study Abroad Ever since the seventh grade when I saw my brother go abroad during his junior of college I instantly
having used five decision making methods Pharmacy Intern knew I wanted to do the same when I went off to school. In fact, a huge reason I chose URI was
. because they were one of the only pharmacy programs that accommodated their program to allow
students to do a semester abroad. When it came time to choose where in the world I wanted to spend
my semester I had a million and one ideas, this was my orientation phase. I then began to enter the
conflict stage as I chose if I wanted Europe or Australia. Which country in Europe? Which city in the
country I chose? There were so many times when I thought I was never going to be able to make my
decision. My transition into the emergence phase was when I decided on choosing a city in Europe. I
knew the whole reason I wanted to study abroad was to see as many new places as I could and
experience a variety of cultures, while not completely breaking the bank, and I knew I could
accomplish that if my main city was a European one. Then came the country, did I want somewhere
that primarily spoke English? Did I want to try to learn an entirely new language? I finally entered the
reinforcement phase when I chose to study in Florence, Italy. My reasoning behind my decision was
because I knew I wanted to immerse myself not only into a new language but a new culture. A huge
reason I wanted to study abroad was to grow as an individual and step outside my comforter zone.
Looking back now, I absolutely do not regret my decision as Italy feels like a second home that I’m
itching to go back to.
(See Evidence #103)
104 Student will show knowledge of at least five PHP 401 Pharmacy Intern In PHP 401 we learned about giving a performance review. As students many of us have only
problem solving / conflict management received performance reviews so we had to do a little role reversal and learn about situations that may
. methods, as well as understanding the arise during one. In every performance review you usually will have a critique or area of improvement
roots of conflicts each person can work on, however some employees may have more than others and those
employees may not the best at handling constructive criticism. During these situations conflicts may
arise, and we were introduced to 5 various conflict management methods. Those five are
collaborating, competing, avoiding, accommodating, and compromising. In work settings the best is to
avoid competing and avoiding styles are they are found to be counter productive and can actually lead
to more conflict. Those who use avoid and competing methods tend to be uncooperative. Avoiding is
rarely effective unless it is believed to be safer to hold off on addressing the situation. Competitive
method may be effective when two companies are fighting for the same client, contract, etc. but
should not be used internally within the company/office. When it comes to performance review and
discussing with the employee compromising, accommodating, and/or collaborating methods tend to
lead to best resolution. These three are effective because it takes into account both parties opinions/
feelings to some degree. It also will produce a more effective approach to improving the issue at hand,
as the employee can develop ideas/solutions to how they can improve rather than being told how to
do so. A huge reason conflict arises is due to lack of clarity, misunderstanding, and poor
communication. The benefit to a performance review is to refocus on the common goal through
feedback, coaching, and working together.
*K. Thomas and R. Kilmann, An Overview of the Thomas-Kilmann Conflict Mode Instrument (TKI), Kilmann Diagnostics,
on the internet at www.kilmanndiagnostics.com/overview-thomas-kilmann-conflict-mode-instrument-tki.
105 Student will describe personal examples of
having used five problem solving / conflict
. management
106 Student will demonstrate the ability PHP 424 PHC 416 During CORE this semester we were taught how to treat substance use disorders (SUD). As the
to synthesize multiple knowledge opioid crisis continues to be a huge concern throughout our country, we as pharmacist play a vital role
. perspectives (course work), competencies in not only helping these patients during their path to recovery, but help to end the stigma against
(communication, writing, information SUD. One of the first things we learn is how the words and phrases we use can have a large impact
literacy or mathematical/statistical skills) on how our patients trust and perceive us. We learned the properly terminology when talking about
and responsibilities (global, diversity & people with substance use disorder such as using intoxicated rather than drunk or withdrawal rather
inclusion or civic knowledge) than detoxification. When we went over this in lecture I related it to how in the minor we were
introduced to using “y’all” rather than “you guys” soon enough it became a part of my vernacular and I
have found its rubbed off on some of my friends outside the minor as well. When using this
terminology not only around those affected by their disease but in society, it truly changes people’s
perception of those who are suffering from SUD. Creating a therapeutic alliance with these patients is
vital to seeing their recovery become achievable. The proper communication skills and techniques can
then allow me to use what I learned in the classroom to adequately treat the patient.
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 Experiences Descriptive notes regarding learning and practice
class
109 Student will demonstrate knowledge of HDF 190 Day of Discovery In HDF 190 and COM 100 I learned and developed the skills of active listening. The key to listening
active listening techniques COM 100 follows four steps, sensing, understanding, evaluating, and responding. Sensing is known as the
. SOLC “hearing stage” this initiates the process of listening. It then moves on to understanding where one
absorbs the information presented, one might nod or tilt their head, lean in closer, smile to show
engagement. Next involves evaluating this is the processing component of listening when one tries to
connect to what the other is saying in order for them to move on to the response portion where they
speak back to the speaker. However, to become an active listener one must maintain direct eye
contact, show interest in the subject, and respect what the other is saying. Active listening contains five
main categories, encouraging, restating the basic ideas, reflecting feelings, clarifying, and
summarizing. Each category pertains to the situation at hand and what kind of listener you want to be.
For example, those who encourage show interest and have a positive tone of voice some may active
listen through clarifying and ask specific questions or help the person explore all sides of the problem. I
practiced active listening during the Day of Discovery when each of us in the group presented our “I
am” speeches. Additionally, active listening techniques can be utilized as a consultant for SOLC.
Pearson.
110 Student will describe examples of using HDF 190 Day of Discovery During HDF 190, we were required to attend a retreat where we not only learned more about what it
active listening skills SOLC means to be a part of the CSLD but were able to get closer with our small group along with other
. students a part of HDF 190. For the last portion of the retreat we broke off into our small groups where
we learned the key aspects of active listening and also had the opportunity to apply what we learned.
As we moved on to a portion of the activity where we discussed our “I Am” collages and spoke about
the different lenses (sexual orientation, race & ethnicity, socioeconomic status, gender) active listening
played a key role in its progression. In this activity, a variety of personal experiences, stories, and
perspectives were all brought to light. It was extremely important for me to participate in the activity not
only by speaking, but also actively listening. Through this I used the encouraging component when
those spoke. I made sure to always make eye contact, show I was interested in what they were saying
with the occasional nod or leaning in closer as the spoke, and would use reassuring statements such
as “That’s interesting…” and “I see” (Alberts, Martin, & Nakayama, 2011). However, the active listening
technique I think I used the most throughout the day was showing respect towards everyone’s input.
There may have been times I did not completely agree with someone’s stance on an issue or was
thrown off by someone’s opinion, but I always respected what they had to share and made sure to do
my best to understand their point of view.
In addition to the Day of Discovery, working as a consultant for SOLC has allowed me to apply many of
the active listening techniques taught to me in COM 100 and HDF 190. When consulting, all five active
listening categories play a huge role when running a de-brief. The category, Encouraging, is extremely
important because in many situations group members aren’t comfortable sharing their thoughts,
feelings, and options in a large setting. As a facilitator, maintaining eye contact with the speaker and
nodding occasionally can be the little push they need to feel open about sharing. Additionally, the
categories, Reflecting Feelings and Clarifying, go hand in hand. During de-briefs, I’ve used “one-word
whip,” where I ask the members to go around the circle and give one word for how they were feeling.
After everyone has gone I will sometimes take two or three unique or thought-provoking words
previously said and ask for that individual to expand on why they chose that word. This also works
extremely well during a de-brief of a Full Values Contract. In some groups, many of the participants
have similar ideas on what they want to bring into their organization as well as what they want to get
out of it. However, there’s always a few who have a different thought and it’s important to expand on
why they said what they did. Finally, the categories, Restating Basic Ideas and Summarizing, are a
huge part of a debrief. Making sure you understand the groups feelings is key in facilitating a
productive and useful de-brief. Paraphrasing some of the important explanations given during the de-
brief can help when guiding the group to connect what they just did during the retreat and how it relates
back to their organization. Having used one to all five of these active listening techniques during some
of the de-briefs I’ve facilitated truly helps the entire group get something out of what they just did and
begin to develop as a group.
(See Evidence #110)
Pearson.
functions of group communication by
. Hirokawa
of functions of group communication
. (Hirokawa)
113 Student will show knowledge of techniques
regarding giving and accepting of feedback
.
114 Student will describe examples of giving PHC 416 PharmD. (future career) During PHC 416, our pharmacy lab, we are able to apply the knowledge we learned in the classroom to
and accepting feedback. a fake scenario. During lab we counsel patients on medications as well as perform OSCEs where we
. meet with a “patient” get their chief complaint, history, and work in a team to develop a solution. During
these scenarios we either have fellow classmates watch and grade us or our professor grade us. When
we use peer feedback we get immediate feedback as well as give immediate feedback once the group
comes back to the class. Usually we all have different scenarios so its really beneficial to hear how
someone else may have handled a certain situation differently. Additionally, our instructor will give our
group feedback about how our OSCE went during out debrief. During the debrief we start by talking
about what we think went well as well as what we think we could’ve done differently. Our instructor will
usually base his responses off ours as well as address any major concerns or issues.
115 Student will show knowledge of the 7D PHP 464 Pharmacy Intern The 7D coaching model is a 7 step series that consists of a complete approach to strengths based
coaching model (Knott) coaching. The model is a process that both individualizes content while still being a goal oriented
. process for working together. The first D, Declare, is when the individual explains what they will be
dealing with during the overall coaching process. The next D, Define, is when the goal is created that
will be the focal point for the entire session. The third D is Distinguish, this is when the coach and
individual work together to look at the key features of the situation. During this phase they will
determine the strengths the key features involve. The fourth D, Differentiate, involves acknowledging
the alterative possibilities, choices, and decisions. The fifth D is Develop, during this stage both coach
and individual plan the logistics behind the accomplishing the goal. Then comes the sixth D, Decide,
this is the action portion of this model. Choices are made in order to implement the plan that was
created during the developmental phase. Finally, the last D, Determine, involves evaluating the
progress that has been made, figuring out what did and didn’t goal well, and learning for that to be able
to implement for the future.
The 7-D Approach (from Power Up!: The Guide to Leadership Coaching with Strengths 2011 by Gene 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 HDF 413 SOLC Training Retreat In HDF 413 we were required to go on a class retreat at the beginning of the semester. During the
facilitation techniques SOLC training retreat I learned a multitude of facilitation techniques to take back with me and
. implement during any SOLC retreat I’m a part of. The e-board on the retreat broke up the group and
created a variety of stations that went over different techniques that could be used during a retreat.
One of the techniques involved a visual hand scale. This would allow the facilitator to see how the
participants were feeling about the difficulty of the initiative. The facilitator would ask the participants to

put up 1-5, rating how difficult they felt the initiative was currently. Using the participants ranking they
can then decide whether to give some support or throw a little more challenge their way. Additionally, a
facilitator could use a “thumb-mometer” to gage how the participants were feeling in general throughout
the retreat. The facilitator would ask the participants to either give them a thumbs up, thumbs down, or
something in the middle to exemplify how they were feeling. Using these responses, one can
determine the energy level, frustration level, and mood of the group. A final technique I learned for
facilitating a retreat or activity involved framing. A critical piece when explaining an activity to a group is
to make sure to not give away every single detail or answer every single question. The point of many
initiatives is to have the group problem solve and work their way through with minimal guidance from
the facilitator themselves. They key is to give them enough information to get them started and not too
much that you are holding their hand all the way through. The main role of the facilitator primarily
occurs during the de-brief. As a consultant use of these facilitation techniques is vital to a successful
retreat. I was able to use some of these techniques during a retreat I ran with THRIVE as well as
LASA.
120 Student will demonstrate proficiency of HDF 413 SOLC retreat: THRIVE and LASA During my shadow experience with LASA, I had the opportunity to facilitate an energizer during the
facilitation techniques retreat. The main point of an energizer is to get the group’s blood pumping, excitement increased, and
. prepare them to be fully engaged during the initiative. A technique I used after facilitating the energizer
was the “thumb-ometer.” This enabled me to see where the energy level was at amongst the group.
Based on the responses I was then able to decide whether another energizer needed to be done or if
they were ready to really get going. Additionally, during my retreat with THRIVE, I facilitated the Full
Values Contract. Facilitating a Full Values Contract is extremely similar to running a de-brief, the only
difference being that you are not discussing an activity that was just done, but rather setting a tone for
the retreat itself. Before starting, I used the “thumb-ometer” to get a gist for the mood of the group, due
to the fact we had just finished a challenging initiative. The majority of the group was signaling they
were feeling good, by giving me a thumbs up. With there being majority in a positive state of mind, I
then began the contract. When facilitating the Full Values contract, I mostly used the framing of “What?
So What? Now What?”, varying it a little to fit this kind of facilitation. For this full values, we used
THRIVE’s symbol of a tree. As we got further into the Full Values contract the debriefing techniques I
had learned in my retreat were able to come into effect.
121 Student will demonstrate knowledge of de- HDF 413 SOLC Training Retreat During the same HDF 413 class retreat we also learned a multitude of de-briefing techniques to take
briefing techniques back and implement during SOLC retreats. The main point of a de-brief in an SOLC retreat is the
. “What?, So What?, Now What?” method. The “What?” is asking the group, what just happened. Here
the facilitators can help move the de-brief along by asking questions relating to conflict or
communication issues during the activity. During this portion the goal is to get the group to describe
things that might have gone well or not gone so well. Sometimes it’s difficult to get groups talking,
however in the training we learned helpful tools to get the de-brief moving. One of those tools were the
feeling cards. Using these card, the facilitator could ask each member to choose a card that they felt at
the beginning and the of the activity or have them choose one that spoke to how the felt overall.
Another tool could be use of the body parts, that included things such as an eye, ear, heart, smiley
face, brain, etc. The facilitator could use these and ask group members to either to choose one they
felt represent themselves personally during the activity or they could have them assign each one to
another member of the group. These two tools as well as many others can help lead into the “So
What?” portion of the de-brief. During this section questions are asked relating to “Why did a certain
thing happen?”, “Why did you personally chose that word, body part, etc.?”, or “What do you think
could have gone better?”. Finally, the de-brief goes into the final phase, “Now What?”. This piece
incorporates questions that get the group thinking about everything they just did, discussed, and
learned and asking them how they think they can take this back to their organization. As a consultant
use of these de-briefing techniques is vital to a successful retreat. I was able to use some of these
techniques during a retreat I ran with THRIVE as well as LASA.
122 Student will demonstrate proficiency of de- HDF 413 SOLC retreat: THRIVE As mentioned in outcome 121, during my retreat with THRIVE I was able to use some of the debriefing
briefing techniques techniques I had learned in my HDF 413 retreat and apply them to their Full Values contract. As a
. facilitation group we chose a tree, THRIVE’s symbol for to represent their contract. The trunk of the tree
would focus on characteristics that the group shared as a whole, while the leaves would incorporate
what each individual could bring into the organization. I started by asking questions about what thrive
is, what traits, characteristics, passions, does the group as a whole have in common? Based off the
responses given, I would ask the member to elaborate more, this incorporating “So What?” After
completing the discussion of the trunk, I asked each participant questions about what they as
individuals can bring into their group, this would be the leaves. Similar to the trunk, I would have each
member elaborate more on their chosen, word, words, or phrase. With all the parts of the tree
completed, I headed into questions retaining to “Now What?”. I framed the questions in a way for the
group to see how the leaves and the trunk fit together. I asked a question about how an individual trait
related back to one of the words chosen for the trunk as well as other questions pertaining to how the
leaves and trunk connect. Initiating this thought process, I ended full values asking, “How can you take
what we just did back to your organization?”. This resulted in responses that proved that they truly
understood and embodied what the Full Values Contract stood for. The group mentioned how the tree
symbolized them as a group and how though each one of them is unique and different in their own
way, but when you get down to the core or foundation of the group everyone shares the same purpose,
passion, and goals.
(See Evidence #122)
123 Student will demonstrate knowledge of PSY 113 HDF 413 In PSY 113 we learned about the concept of the framing effect. The framing effect is the idea that
framing based on psychology and its use in peoples thoughts, emotions, opinions, or ideas can be influenced based on the way someone presents
. group facilitation the information. Framing can work in a variety of instances, for example one instance could be
someone introducing a new idea to their team. Based on how they would like their team react to this
new idea they could either frame it in a positive or negative light. If the presenter wants a more positive
attitude about the idea they will present in a more exciting vibrant way, accentuating the benefits to this
idea. However, if they don’t want the group to favor this idea they will portray the idea more negative,
not be so enthused about the idea, and point out its flaws. In HDF 417 we used framing a little
differently. An area where framing comes into play a lot is during the full values contract. For instance,
most retreats the consultants will come up with a symbol that represents their organization as the
foundation for the contract like a tree for THRIVE. Additionally, the person facilitating the full values
contract will choose specific questions to help guide the discussion. Both the symbol and questions
chosen are a type of framing as they direct the members to various mindsets that the consultant would
like for them to get out of the activity.
124 Student will demonstrate proficiency of PSY 113 SOLC retreat: THRIVE As I mentioned in outcome 122 I was in charge of facilitating the Full Values Contract for THRIVE’s
framing based on psychology and its use SOLC retreat. One of THRIVE’s goals was to develop a tighter unit amongst its members, as many of
. in group facilitation them had varying interests and specialties. Framing this contract correctly was vital to help the group
achieve this goal. Keeping that in mind I had the group start with discussing traits that they as a whole
shared, their goals, etc. as that is the foundation or trunk of their group. When I then asked what they
individually brought to the team, my idea behind this was to throw them off course a little as many knew
the premise of this retreat was team building. I framed it this way because I wanted the group to start
with the mentality of why they are all there, what are their common goals, who is their group at their
core? But, I then wanted them to see how their individual strengths play a vital role in their groups
success, like how leaves help support the entire tree’s life through photosynthesis. Subtly leading this
group into a particular mindset worked great thanks to the psychology of framing.
Student will demonstrate knowledge the HDF 413 SOLC retreat: THRIVE In HDF 413 we were introduced reframing and the four frames of organizations by Bolman and Deal.
four frames of organizations, and the Reframing is defined as “ability to think about situations in more than one way, which lets you develop
meaning of reframing by Bolman and Deal alternative diagnoses and strategies.” Reframing is useful in times when they current framework of an
organization may not be functioning as smoothly as before. It allows a group to regain clarity/ balance
and redirect their focus once more. The four frames Bolman and Deal discuss are the Structural
Frame, Human Resource Frame, Political Frame, and Symbolic Frame. The Structural Frame exists to
establish goals and objectives. It is organized in a hierarchal structure where there are distinct divisions
of labor. Each division specializes in their own unit that overall leads to the groups success. The
Human Resource Frame exists to serve human needs. Organizations that use this frame understand
that people and organizations need one other. Organizations need people who bring ideas, energy,
and talent while people need organizations for their careers, salaries, and opportunities. The Political
Frame views organizations as coalitions of diverse individuals and interest groups. Each member of a
coalition may differ in values, beliefs, or interests but work together in the allocation of scarce
resources. Conflict is the central dynamic of this frame, and goals/ decisions are made through
bargaining, negotiating, and jockeying. Finally, the Symbolic Frame uses culture, their shared values
and beliefs, to hold their organization together. Organizations with this frame are not focused on what
happens but focus on what something means when it does happen. They value expression and varying
interpretation over what is physically produced.
Bolman, L. G. & Deal, T. E. (2013). Reframing organizations: Artistry, choice & leadership (5th ed.).
San Francisco: Jossey-Bass.
of organizational analysis using the four
. frames of organizations, and breaking the
frame / reframing (Bolman and Deal)
127 Student will show knowledge of organizing HDF 413 SOLC Lead Workshop In HDF 413, our class experienced a Lead Workshop with the Vice President of SOLC. During this
meetings / setting agendas / and leading workshop, we learned a variety of things pertaining to being a Lead, one of them pertaining to
. meetings organizing and leading meetings as well as setting agendas. As a lead you are the main contact
person between the facilitators as well as the contact for the group requesting the retreat. One of the
main jobs as lead is organizing a lead meeting to meet with the facilitators and plan an agenda for the
retreat. The first step in doing so is getting in contact with all the facilitators and determining a day,
time, and location to meet in order to get the planning started. Next is the actual meeting, during the
workshop we learned some tips and techniques in running a lead meeting. Some things discussed
included talking with your team to see what each of them feel comfortable doing. Here you would talk
about whether someone wanted to facilitate a name game, energizer, initiative, etc. When each portion
was delegated you could then have them to decide an activity that they are confident in doing. Another
approach to leading a meeting could be starting with the agenda. When creating the agenda for an
SOLC retreat it is important to keep in mind that the agenda ends up working more as an outline than a
set time table. Many of the agendas end up following the same format that including, introduction and
waives, name game, energizer, full values contract, initiative, and closer. Depending on the length of
the retreat and whether or not food is a factor will then determine how many and how long you plan
activities. When setting an agenda, it is always important to recognize what the goals of the group are
when choosing an activity and always making sure there is enough time for a de-brief when necessary.
An SOLC retreat agenda must always include the contact name and information, how many
participants, date and length of the retreat, the lead, facilitators, and shadows, location of the retreat,
as well as the time each activity is scheduled to take place, what activity is being done, who’s
facilitating the activity, and any supplies necessary. If the meeting is run in a way that the agenda is
planned first, you can then go in after and assign which facilitator would like to do what. When finishing
the lead meeting you must always make sure you have the correct contact information for the
facilitators, notify when them to meet for the retreat, and make sure to send them the retreat’s agenda.
I was able to put the knowledge obtained during this workshop when planning for the SOLC retreat with
THRIVE.
128 Student will describe personal examples of HDF 413 SOLC Retreat: THRIVE With every SOLC retreat, there is always a planning meeting that accompanies it in order to develop an
organizing meetings / setting agendas / agenda for the retreat itself. For our retreat with THRIVE, our Lead facilitator first contacted our
. leading meetings facilitation team to determine a day, time, and place to meet to have this meeting. We were all able to
meet up to set an agenda two weeks prior to the retreat. When planning this retreat we focused on
basing the activities around the goals the group had given us. Coming into our meeting our Lead had a
bunch of new, fun ideas for initiatives we could throw at them, knowing some members of this
organization have done retreats with us in the past. The Lead conducted the meeting in an extremely
organized way, coming in knowing exactly how he wanted the retreat to be set up. Additionally, he
made setting the agenda a very group oriented process always wanting to hear our ideas and how we
felt about the activities we had chosen as a group. Being a part of this facilitation team, I had a very
large say in what we were going to do during the retreat. Overall, the agenda we had devised worked
extremely well during the actual day of the retreat.
129 Student will show knowledge of Sigma Kappa Parliamentary Procedure is a code of ethics or set of rules to be followed by individuals in a group to
Parliamentary Procedure conduct business or meetings. For Sigma Kapp our formal meetings follow Parliamentary Procedure.
. We always open our meeting the call to order, our sorority’s president starts with the same introduction
that has been outlined by our national headquarters. Next, our Vice President of Communications and
Operations will perform a roll call of members present. After the attendance has been taking our
president asks each executive member to announce any report they may have for the chapter. After
the executive reports the president will then ask if any chair positions have anything to report to the
chapter. Our president procedes to ask the whole chapter if there is anything that needs to be
discussion in regards to unfinished business, if none we move on to new business. During, new
business any member of the chapter can inform our other members of events on campus, job
opportunities, etc. The President will then motion to adjourn the meeting and the rest of the chapter will
second.
130 Student will show knowledge of techniques HDF 413 SOLC Unfortunately working with difficult people is something everyone has to deal with at some point in
for working with difficult people JOR 110H their life. There will be people in groups that butt heads or simply just don’t get along, however its
. important to know techniques on how to handle these situations so the group can still get the work
needed to get done. A useful tool is to create an open dialogue. Poor communication if often the main
reason issues can arise and tensions can build. Allowing the difficult person to share their thoughts,
opinions, or concerns and being receptive to what they are saying often can help deescalate the
situation. Another useful tip is working to stay calm. Emotions can run high in a situation with a difficult
person and arguments may arise. I find it helpful in certain situations to sometimes remove yourself
from the environment. Arguing often does not lead to a beneficial solution so giving time for each party
to cool down can eventually allow them to come back and discuss the situation in a more productive
environment. Unfortunately dealing with the difficult person head on isn’t always a solution that works.
In certain scenarios, if applicable, it is sometimes easier to simply ignore the difficult person. Though it
may seem immature and it is definitely not going to solve the issue at hand it is sometimes your only
option at that moment.
131 Student will describe personal examples of HDF 413 SOLC Being a part of both Sigma Kappa as well as SOLC I got to see both sides to a retreat. My time as an
using techniques to work effectively with JOR 110H consultant for SOLC I was fortunate enough to work with great organizations and never really had
. difficult people Sigma Kappa difficult members. However, with Sigma Kappa we worked with SOLC for one of our sisterhood
retreats. Unfortunately, members of our chapter don’t show great enthusiasm or excitement when it
comes to sisterhood events. Like many SOLC retreats we were broken up into smaller groups and
because the purpose of the retreat was to build relationships with fellow members of our chapter the
groups usually split up friends. This was not very favorable amongst some members of the chapter and
resulted in a few not only having a bad attitude, but being uncooperative. Knowing how retreats worked
and how much time goes into planning, I was bothered by members of my chapter being disrespectful
and difficult. My first approach was to try to target their bad attitudes during the Full Values contract by
recognizing how sisterhood retreats weren’t everyone’s favorite event, but stating that my goal for the
retreat was to actively participate so I could grow closer to members I haven’t yet developed a
relationship with. Sadly, this did not get through to them so to try to make the experience for the other
members better I wanted to lead by example. I made sure to fully participate and express my
enjoyment with each activity. In essence, I kind of ignored the members who were being difficult as I
knew nothing was going to get through to them. Though some bumps occurred, overall I found our
group did well during the retreat and progress was made despite some difficult participants.
132 Student will show knowledge of the stages HDF 190 FLITE Group Project (Melanoma In HDF 190 we analyzed Tuckman’s stages of group development consisting of Forming, Storming,
of group development (Tuckman/Tuckman Awareness) Norming, Performing, and Adjourning. Unlike your typical stages of development, this model does not
.
& Jensen, Bennis or others) SOLC have to move linearly. Tuckman’s model allows groups to skip stages, move back and forth between
stages, or simply follow the model in order, stage by stage. The first stage, Forming, involves the
creation of the group. In this stage, members don’t quite know one another yet, members are treated
as strangers, and the group is not committed to one another to achieve the end goal. During this stage,
the group begins to discuss goals, assign roles and tasks, and begin the planning process. The second
stage, Storming involves solidifying the roles and positions that have just been created. During this
stage tension and conflict begins to develop, each member continues to view themselves as individuals
rather than a team, and new ideas are bouncing around without one set purpose being identified. Many
groups get stuck in this stage due to disagreement, arguments, and lack of trust amongst its members.
However, once the group moves past Storming they will usually enter the Norming stage. In this stage
the groups purpose has been identified, members are encouraging and affirming one another, the
group becomes more team oriented and less individualized. After this stage the group will head into the
Performing stage, where the process of achieving the goal occurs. In this stage the group works as
one; accomplishing the goal as a group is valued higher than individual gains, trust has been built
amongst members, and the group is running efficiently to accomplish task. In Performing, the group
may experiment with varying ideas, the use of trial and error becomes extremely prevalent. With
experimentation comes failure, and with failure comes conflict, many times the trial and error tactic will
result in the constant shift between Storming and Performing. During this time, it is vital for the group to
reflect on its process and determine what is working and what isn’t. The group will hit peak
performance during this stage when they move beyond their failures, use them as building blocks, and
gain control of the task and finally complete it. Finally, Once the group finally accomplishes their goal
they will enter into the last stage of development, the Adjourning stage. Within this stage, the group
reflects on what they have done well and what they could’ve done better, they celebrate for completing
the task, and begin transition planning to prepare for a new goal to be set. Tuckman’s stages of group
development are extremely prevalent during an SOLC retreat, as well as any group setting, such as a
class group project. During HDF 190, our small group participated in a Melanoma Awareness event for
a group project where Tuckman’s stages of group development became very apparent.
Forming, Storming, Norming, and Performing: Understanding the Stages of Team Formation. (2016).
Retrieved from https://www.mindtools.com/pages/article/newLDR_86.htm
133 Student will describe personal examples of HDF 190 FLITE Group Project During HDF 190, we were assigned to complete a group project demonstrating the Social Change
group development in use SOLC Retreats model. Our group chose to attend a Melanoma Awareness event and were assigned to present in front
. (Tuckman/Tuckman & Jensen, Bennis or of our class what it was all about. Throughout this project our group fully experienced Tuckman’s
others). stages of group development. Our group began the process with the first stage, Forming, that took
place at the beginning of the semester when the class was separated into four different groups. When
we first came together, our group was very reserved, not wanting to speak out on an issue or step on
anyone’s toes. However, after the first few weeks, we began to get to know one another and got a feel
for what everyone was like. Once we were assigned our project, our group then moved to the Storming
phase of group development. During this phase we needed to decide what we wanted to participate in
for the project, along with split up the work load for the presentation and essay aspect of the
assignment. The storming phase is primarily known for conflict and tension, however our group
handled it very well. Deciding what our group wanted to do for the project caused us to enter Storming
because each member focused on our individual schedules and what dates did not work for each of us.
It wasn’t until we began looking at the dates we could all do as group where we were able to exit this
phase in group development. From there we were able to begin the Norming phase where we decided
we would participate in the Melanoma Awareness event held by the Feinstein Experience. In this
phase we came together as a group and understood our common purpose, that we wanted to gain
knowledge on the severity of melanoma and understand proper skin protection care in order to spread
the word to our local communities. From this our group then entered into the Performing stage when
we actually attended the event. During this out team worked extremely well together to get the most out
of the event. We encouraged one another to participate in activities while there as well as encouraging
each other to get the most out of the presentation. After attending the event our group began to work
on the assignment portion of the project. During this time our group began to head back into the
Storming phase once again. In writing our group paper as well as creating the presentation members in
our group began to disagree on what to include and not include, how to write the paper, as well as
what we were going to present on. Tensions began to run high during this time however we eventually
came together as one and focused on completing the task at hand as we reentered the norming phase.
Our group then finally skipped entering into the Norming phase for a second time and began the
Adjourning phase. Here our group handed in our paper and presented on our experience at the
Melanoma Awareness event. We were able to discuss what we got out of the event and began talking
about what we can do from here on out.
Additionally, in an SOLC setting Tuckman’s stages of group development becomes extremely relevant
in how we run a retreat. All of our retreats start off with introductions where the participants get to know
their facilitators a little better. We then head into a name game or two so the whole group, including
facilitators get to know the entire group they are working with. This in relation to Tuckman’s model is
Forming, here everyone is still shy with one another, still trying to get a vibe of the group. Additionally,
we complete a Full Values Contract, this is where the group begins to discuss what they feel they can
bring into the organization and what they want to get out of it, they set a goal of what they hope to
accomplish. Full Values also fits into Forming, because the group is coming together for a common
purpose. As we move past the energizers and Full Values we begin an initiative. This is where the
Storming stage comes into play. During initiatives, groups are given a task to complete usually with
minimal direction. The point of an initiative is to have the group work through the challenge together
and overcome any obstacles that may be physical or due to group dynamic. During a retreat with
LASA, our facilitation team had them do “Magic Carpet Ride” where the team worked to flip over a
blanket that they are standing on without touching the floor. A large issue that usually accompanies this
activity is frustration and communication issues due to the small, crowded space. For LASA
communication was their main challenge, people were speaking over one another, one side couldn’t
hear what the other was saying, no one was listening to one another. However, three of the
participants began to take on a lead role and designating who should go where and who can speak
when so only one voice is being heard. This change in dynamic lead the group to begin working
extremely well. At this point, the group reached the Norming stage. In retreats, especially during an
initiative, this is when the group develops a game plan and begin working together as a whole and no
longer as individuals. As they continue to work as a team they begin to enter the Performing stage.
During a retreat when groups being to perform, they begin to complete the task much more quickly
compared to the beginning, because they are now following a plan that works. Sometimes, it may take
more than one round to hit this stage due to trial and error of different group ideas. Once the initiative is
completed they facilitators will begin to de-brief with the group. This is where we enter the adjourning
stage. During a de-brief, the facilitators ask the group questions regarding what they just did, why
things happened the way they did, what they could’ve done better, and how they can now bring what
they just learned back to their organization.
134 Student will show knowledge of group roles
and how they contribute to group dynamics
. (Johnson & Johnson; Benne & Sheats;
Knowles & Knowles; etc.)
group roles and how they contribute to
. group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)
136 Student will show knowledge of effective COM 100 PHC 416 In COM 100 we spoke on skills that help and encourage effective membership amongst a team or
memberships skills in groups PHP 464 group. For my major, I have found group projects are not very common except in our labs as well as
. my elective class on leadership and advocacy in pharmacy. One of the main skills that provides
effective membership is communication. Without adequate communication the group can become
frustrated and unproductive. Communication doesn’t just mean being able to discuss ideas and
opinions. Communication is about active listening, open mindedness, feedback, as well as non-verbal
communication. Additionally, effective membership requires dedication and commitment. If a member
of the group isn’t pulling their weight it not only strains the group as a whole, but can prevent success
for the group. All members may not be equally motivated, but there must be a threshold each member
reaches in order for a group to accomplish their goals. Lastly, an important skill for membership is
collaboration. In order to work in a group one needs to be able effectively work with others in order to
produce or create something. Both communication and commitment play into collaboration, but without
being able to work with others, having communication skills or commitment is worthless when it comes
to being a member of a group.
137 Student will describe personal examples of COM 100 PHC 416 For the pharmacy program we are required to enroll in a lab each semester. The general layout of our
membership skills in use labs don’t defer too drastically from semester to semester except for the material being covered relates
. back to what we are learning in our CORE curriculum. A huge portion of our lab is our OSCE, we
usually have two to three per semester. An OSCE is a mock scenario that we may experience once out
in the field. At the beginning of the semester we are assigned an OSCE group, which is composed of
three or four other peers. During these mock scenarios we are required to obtain a variety of the
patients information such as chief complaint, their vitals, family and social history, then decided the
best course of action medication wise and then counsel on the medication we decided to prescribe. As
one can see it takes a lot of time and effort to not only complete, but prepare for each OSCE. Our
individual grade is based off our groups performance so it is vital we all work together. A huge
component to this is collaboration. As a group we will usually split up the workload and each member
will focus on a particular portion of the OSCE they feel most comfortable with. Additionally, during the
OSCE we must work as a team and help out a fellow member if they accidently miss an important
piece or may not know the answer to the question our patient has. The fact that these do count for a
grade, most members share a level of commitment to some extent in order to succeed on the
assignment. And of course communication is key, one to plan out a general outline of what we will do
during the OSCE, but especially when working to determine what the best course of action for the
patient is.
138 Student will show knowledge of the HDF 190 SOLC In HDF 190, we learned about Sanford’s theory of Challenge and Support. The basic idea of this theory
Challenge and Support theory by Sanford, focuses on finding the correct balance of challenge and support for the task at hand. If one gives too
. and its relationship to organizations much support, the individual will not learn what they need to grow and develop. On the other hand, if
one gives too much challenge, the individual may become annoyed or frustrated by the task that could
result in them quitting. Another key aspect of this theory is the element of readiness. This component
relates to the individual being in the correct physical and psychological state necessary to grow. For
example, if you ask a 3 year-old to lace up their shoes, not only do they not have the physical dexterity
to accomplish the task, but developmentally they are not capable of doing so yet. However, waiting
another year or two, this task might just be the perfect level of challenge for the individual. This theory
plays a huge role in the consulting world of SOLC. When working with various organizations finding the
correct balance of support and challenge is key for the group to be able to get what they wanted out of
a retreat. During an initiative, this theory is especially useful in having the group complete a task.
Depending on whether a group is high functioning, low functioning, or in between throughout the retreat
or during a specific task helps the facilitators gage on how much support they want to give or challenge
they want to throw at them. If a facilitator gives too much support the group will fly through a task and
more than likely not get anything out of it. However, if a facilitator makes the initiative too challenging,
the group may grow frustrated and shut down, also resulting in them getting nothing out of the retreat.
As a facilitator finding the perfect balance of support and challenge is what can truly make or break a
retreat. This theory came into play greatly during a retreat I consulted on with LASA.
Boehman, Joseph. “Sanford’s Challenge & Support Theory.”Imjoeboe, 28 Apr. 2011,

imjoeboe.wordpress.com/2011/04/28/challenge-support/.

139 Student will describe personal examples of HDF 413 SOLC retreat: LASA During a retreat with LASA, Stanford’s theory of Challenge and Support played a very large role during
using the theory of Challenge and Support their initiative. At the start of the retreat the group was very energetic and seemed excited to be there.
. (Sanford) With every energizer or activity, we threw at them they always dove right in and were enthusiastic. Due
to their behavior, myself as well as the other facilitators felt they were a relatively high functioning
group. For this retreat we decided to do “Magic Carpet Ride” for their initiative. Going in we decided
that first round we were going to make it a little more challenging and didn’t give them poly spots to
assist them in turning the blanket over. As we expected, the group was very high functioning and
completed that task with ease. We did not give them enough of a challenge to really grow from this. We
then decided to go into a second round, however to start this round off we blind folded three of the key
leaders that had shown through in round one. Right off the bat, we knew this round was going to be
much tougher for them. The group started off very supportive of one another, but as time passed and
they hadn’t gotten very far some members began to grow more and more frustrated. As facilitators, we
noticed the challenge we had thrown at them has grown to be a little too tough, so we decided to give
them some support. We allowed the group to bargain for a poly spot. As the initiative continued, we
ended up giving them three poly spots that challenged them just enough to get the task down, but not
with the ease they had round one. During the debrief, the group spoke on how it became very
frustrating in the second round that they weren’t able to complete the task as easily as before.
However, they did mention that due to the challenge that was thrown at them they were able to work
through the conflict, communicate and get the task done. As a facilitation team, I believe we put this
theory into action in an extremely positive way for this group, because we challenged them enough to
force them to work through their conflicts, but supplied enough support they did not give up all together.
This in turn allowed them to make a step closer to their goal of conflict resolution and creating better
communication amongst one another.
140 Student will show knowledge of the COM 100 PHP 464 In COM 100 I had a little introduction into proper public speaking techniques. In both persuasive and
construction / elements of informative and informative speeches body language, tone of voice, and articulation are key to the speeches success,
. persuasive speeches The main idea behind an informative speech is to educate the audience on a specific topic. With
informative speeches a huge portion of its preparation is research. However, the most important aspect
to an informative speech is to be able to synthesize and summarize the information you researched
and then deliver it to an audience in a captivating way. The easiest way to do this is to start with an
attention grabber, sometimes that’s a question or maybe a statement that carriers a lot of emotion.
Then when, delivering the speech you need to speak in lay mans terms so the whole audience can
comprehend the facts/info you are giving. In PHP 464, I was introduced to conducting persuasive
speech, for this class it was in relation to advocacy. Persuasive speeches are a little different from
informative as they still need to relay pertinent information, but one also needs to motivate viewers into
doing something. In terms of advocacy, many times these persuasive speeches are working to call
people to action. When giving the speech you want to draw on peoples emotions. Many times the facts
or statistics you use should make the viewers feel some type of way, it may be concern, excitement,
etc.
141 Student will demonstrate proficiency in
informative and persuasive public speaking
.
142 Student will show knowledge of planning WRT 106 Research Project Workshop (WRT In WRT 106, we discussed the proper way to plan and conduct an interview. In class we went over
and conducting interviews (as the 106) three main points to planning an interview, those are whom to interview, what to ask, and how to go
. interviewer) about conducting the actual interview. Using our textbook, The Bedford Researcher we learned when
deciding who to interview to take into account what kind of information you are looking for. These may
include gaining more knowledge on a specific point within a field, where one most likely would interview
a professor, government official, or business person within that field. Also, one may want to learn the
views of others on an issue, where one would interview everyday people affected by said issue. Lastly,
when trying to collect quotations to add evidence and authenticity to what one is trying to find, one may
interview a widely known and knowledgeable person on the subject Once one determines who they
want to interview, the next task is to contact them to set up a time, find an appropriate place to meet,
and decide what to ask. When developing a script of questions to ask there are four main things to
keep in mind, consider what information you want answered, ask questions that require more than a
yes or no answer, prepare a limited number of main questions and many follow-up questions, and be
flexible. Preparing for a successful interview one will have about eight to ten main questions that when
answered will give them their desired information and will also have varying follow-up questions based
on the answers received. However, most importantly the interviewer must be prepared to be flexible
because no matter how planned one makes an interview it most likely will not follow that plan exactly.
Finally, the most important part, conducting an interview can be broken down into three main events,
pre-interview, interview, and post- interview. During the pre-interview one must arrive early to review
questions, set up and test the recording equipment (if desired), and be prepared to meet the
interviewee. Once the interviewee arrives, the interviewer will introduce themselves and ask permission
to be recorded and will being the interview. During the interview it is important to ask the question
clearly and expect to respond with a follow-up question, while also keeping notes throughout the
interview. Lastly, entering the post-interview portion the interviewer should leave their contact
information and a send a thank you note or email to the interviewee. (Palmquist, 2015). After, our class
learned these interview techniques we were able to out our knowledge to the test and interviewed one
of our classmates.
Palmquist, M. (2015). The Bedford Researcher: Fifth Edition. Boston, MA: Bedford/St. Martin;s
143 Student will describe personal examples of WRT 106 Research Project Workshop (WRT During WRT 106, Professor Shrontz instructed the class to apply the interview techniques we
planning and conducting interviews (as the 106) previously learned and apply them in interviewing a fellow classmate. The interview I began planning to
. interviewer) conduct revolved around the topic of a program called, Students on Ice. Having never herd of the
program, I did some preliminary research to know more about what it’s about in order to write
questions for the interview. After retrieving background information, I began to come up with several
questions to ask my classmate. Having it been a class assignment, deciding a location to meet was set
by our Professor and that being the classroom. Once in class we met with our partner and began the
interview. I started off the interview by introducing myself and asking for their name, and followed up
with my first question I had prepared. Throughout the interview I used the questions I had prepared
more as a guideline for the interview and based my follow up questions on the answers to the those
prepared. While asking the questions, I spoke clear and concise in order for my classmate to respond
easily and took notes based of their responses. After, completing the interview I thanked them for time
and then used the notes I had taken to write a paragraph for my professor on what was discussed
throughout.
144 Student will show knowledge of preparing PHP 401 Pharmacy Intern During PHP 401, Erin Edmonds came to speak to us about proper interviewing attire, gave us some
for and effective answers in interviews (as tips on interviewing, and went over the proper formatting of CV’s. Ms. Edmonds’ began her
. the interviewee) presentation with the do’s and don’ts of what to wear when going to an interview. Many of the points I
had known prior, but she brought up some things I hadn’t thought about before. One of the things for
females is jewelry. She recommended avoiding big, chunky jewelry for the main issue of distraction.
Big jewelry not only can be distracting just based off size or color alone, but because with sudden
movements it can cause some noises that divert interviewer from the interview itself. She said the best
thing to do is prep your outfit the night before so it is one less thing to stress about on the day of the
interview. She also mentioned the importance of looking into the companies mission statement or
anything new/ innovative they are working on. She ended her presentation with some of the most
common interview questions so we can begin to think of our answers for the future. One of the hardest,
yet most asked question asked during in an interview is, “What would you say is your biggest
weakness.” Ms. Edmonds gave us a great way to answer by giving what she calls a “positive, negative”
answer. Things like perfectionist, too attentive to detail, etc. Her reasoning is, though they may not be
the greatest traits it is very easy to twist them into a ‘positive, negative.’

145 Student will describe personal examples of PHP 401 Pharmacy Intern job interviews Last summer I interviewed at two different hospital positions, one at Boston Children’s and the other at
preparing for and being interviewed Miriam hospital. Prior to this I never actually had a real interview, many of my previous jobs were part-
. time minimum wage positions and they took anyone they deemed could be reliable. Knowing both of
these positions would be in my future field I was eager to do well. The first step I took to prepare was
map out how long it would take me to get where I needed to park, find a spot, then find the building I
would need to meet at. I actually did test runs for both of these to make sure I would allot myself
enough time to arrive at least 15 minutes prior to my interview time. Second, I looked at the position
description so I would be able to have talking point of what I was currently able/ skilled to do as well as
come up with a few questions about the position. My final step was doing a practice interview with my
mom (who works in HR) to be a little prepared and have responses to the potential questions that
would come my way. Overall, when the interview was over I felt as prepared as I could’ve been and of
course the question about my biggest weakness came up. Thanks to Ms. Edmonds, my mother, and
the preparation I answered the question flawlessly and secured a job offer at both hospitals.
146 Student will show knowledge of effective

collaboration / coalition building (Sources:
. Cilente/Komives et al; NCBI; etc.)
working in collaboratives/coalitions
.
148 Student will demonstrate knowledge of PHP 413 PHP 424 In PHP 413 last semester we began to learn about HIV. A huge issue our nation is facing is drug
techniques to communicate and engage in PHC 416 addiction and a large issue pertaining to that is improper syringe access and use that has led many to
. difficult dialogues related to diversity and Pharmacy Intern transmit HIV. Additionally, in CORE this semester we began to talk about mental illness, substance use
inclusion. disorder, and alcohol use disorder. All of these issues are a hot topic not only in the medical field today,
but in society in general. When introduced to many of these diseases we spoke about proper patient
interaction. A large portion of the interaction involved creating a therapeutic alliance through the use of
person first language. Person first language is avoiding terms like ‘alcoholic’ or ‘addict’ and substituting
those with “person with a substance use disorder” or “ patient with alcohol use disorder.” Avoiding
judgmental language allows the patient not only be more receptive to your guidance, but makes them
feel more human giving them the ability to be receptive to treatment and fighting their illness.
149 Student will demonstrate proficiency in PHP 413 PHP 424 During lab we were given a scenario with an actor who portrayed a schizophrenic recovering person
communicating and engaging in difficult PHC 416 with substance use disorder. The patient expressed a lot of paranoia and it was out job to properly
. dialogues related to diversity and inclusion. Pharmacy Intern counsel the patient on Narcan. A large portion of the time we spent trying to create a trusting
relationship with the patient. At one point, he expressed paranoia with police involvement in regards to
a situation where one made need to administer Narcan. The patient believed that thought they could
not persecute him for administering Narcan to a person experiencing an opioid overdose due to Good
Samaritan laws, that they police would put him on a list to be “watched.” Though untrue understanding
the patient was schizophrenic it was important to acknowledge his concerns, but without calling him a
liar. I handled the situation by addressing his worries but assuring him due to this law he would not be
persecuted for helping the person in distress and that attempting to help the person was the main
principle of this law. Additionally, at my job as a pharmacy intern many physicians prescribe Narcan for
precautionary purposes to patients who have just had surgery and were prescribed opiates. There is a
stigma around Narcan that it is “just for drug addicts.” As a future pharmacist it is a huge responsibility
of mine to break this stigma and make sure the patient understands an overdose can happen to
anyone taking an opioid whether it is taking it correctly prescribed by a physician or using it illicitly.
After properly explaining it to many patients they feel much more comfortable about receiving the
medication, which means I have done my job in helping end the stigma.
150 Student will describe ways to maintain HDF 413 Pharmacy Intern Accountability is the quality or state of being responsible. As a leader it is very important to be
accountability in leadership / member Sigma Kappa accountable, because if those who follow you don’t trust you or feel they cannot rely on you, nothing
. relationships will be able to be achieved. A way one can maintain accountable is by sticking to their word. It is
important that one’s actions don’t counteract one’s word. If you say you are going to do something you
have to make sure you have the resources and time to do so. It does not look good on a leader that
takes too much onto their plate and finishes none of it. Additionally, timeliness is another way to
maintain accountability. If people believe you not only will arrive when you say you will, but stick to a
designated schedule it creates trust. Being able to complete tasks in the timeframe that was set allows
those around you to have faith in your abilities to get things done. Finally, in order to be accountable
people need to be able to feel comfortable relying on you. Not only must you show that you can and
will get things done, but you have to show them you will care and put thought into the things you are
doing. People don’t want to go to someone who gets things done but does a sloppy job. An effective
leader is an accountable one, and accountability allows goals to be achieved.
151 Student will describe personal examples HDF 413 Pharmacy Intern I have currently worked at CVS for approximately three years. I started as a pharmacy technician and
related to maintaining accountability as a Sigma Kappa as soon as I began my professional curriculum at URI I then became a Pharmacy Intern. With the new
. leader position came new responsibilities and opportunities for growth. When I first started working at my
store I was the first student they had had in a while. Currently, we now have five other interns working
at the store as well. However, due the fact I have more experience in my position than the others as
well as being able to have earned the trust of my manager I have had more opportunities sent my way.
Much of this is due to the fact I not only gained credibility with my boss, but showed I was extremely
accountable. For one, I have never once called out of a shift and I always show up to my shifts on time.
Additionally, I am often available to provide coverage for when people do call out when I am not
working or I help and stay later if need be. My manager has often said to me she can always count on
me being there, especially in times when we need it the most. Because I set this standard I am often
her go-to for interns when special tasks need to be done. Things like providing immunizations to our
patients, helping with a recommendation, doing inventory or other tasks that need precision she can
trust I will not only get done, but give my all.
152 Student will describe ways to build PHP 464 Pharmacy Intern At the beginning of PHP 464 we were spit into five different groups based off our strengths. In this
relationships between leaders and Sigma Kappa group we would work on an advocacy video as well as do a “book cub” together. Each member of the
. members group was a assigned a book on leadership to read throughout the semester. Toward the end of the
semester we met back as a group to discuss and summarize the book we read to the rest of the group.
One of my group members read 21 Irrefutable Laws of Leadership by John Maxwell. These laws varied
between how one should lead and how one should act as a leader. A law I found relates to the
relationship amongst leaders and members is the Law of Connection. This law states that a leader
should touch a heart before asking for a hand. In essence this is law is saying that in order for a leader
to ask things of their members they must first develop a relationship and repour with them. Additionally,
another law relating to this relationship is the Law of Buy-In. This law states that people buy into the
leader, then the vision. Pretty much what this means is that a leader must develop authenticity, and
gain the trust and respect of its members before they will buy into and devote their time to the leader’s
ideas. To me for a leader to follow both of these laws to create this relationship they must be
transparent and honest. Additionally a leader should be approachable in order to form a connection
with their members. Having traits like honesty, trustworthiness, and approachability all help build this
relationship.
building relationships with members as a
. leader
154 Student will describe how credibility applies PHP 464 SOLC Being credible is vital to be an effective leader. Credibility is a quality of being trusted and believed in.
to leadership, as well as the characteristics Pharmacy Intern Many people are willing to follow and support a leader they deem credible. In terms of a democracy,
. and skills of a credible leader APHA people often elect officials they view as credible based off their experience as well as actions. As a
SSHP leader, if those who you lead do not view you as credible things simply will not get done. In order to
have people work with you toward your vision or goal they need to not only believe in it themselves, but
know that you will be able to get it done. As a leader you need to be transparent, it is important that
your actions match your word. It is important that you are reliable and honest. If your members cannot
trust you, it will become difficult for them to support you and that in turn can lead to the demise of the

vision as well as the leader. Without support a leader cannot work to their full potential as it is very
difficult to accomplish any goal or aspiration on their own. A credible leader is honest, trustworthy,
accountable, and respectful.
155 Student will describe personal examples of PHP 464 SOLC Prior to this year I had not held an elected leadership position in my collegiate career. Additionally, it
building, maintaining, and repairing his/her Pharmacy Intern wasn’t until last year where I was active within the pharmacy community. My first two years at URI I
. own credibility as a leader APHA was very active in Sigma Kappa as well as the minor and did not want to spread myself too thin.
SSHP However, knowing the connections I could make and benefits of joining pharmacy based organizations,
I decided to join both student organizations APHA and SSHP. When joining I knew I would be
interested in running for some form of leadership position for the following year. With this goal in mind I
knew that I need to work on building credibility amongst the members of these organizations as I was a
new face to many. I made my first steps by making sure to not only attend each meeting, but be an
active participant in any matter discussed throughout the meetings. Additionally, I wanted to show my
dedication to each organization by volunteering at booths we set up, participating in fundraisers, or
attending optional events that we hosted. When elections came around I was not only a face people
now knew, but because of the dedication I had shown throughout the year they knew I would be a
reliable leader for the organization. Because of the work I put toward building my credibility I was
elected to both positions I ran for. As this next year comes up I will make sure to follow through on the
promises I made to maintain the credibility I have now developed within each club.
156 Student will describe ethical standards in PHL 212 PHP 464 In PHL 212 a topic we discussed was the ethics of influence. The main concept about ethically
influence influencing someone is gaining the trust and support of someone to get behind your idea or concept
. rather than forcing or tricking them into doing so. The foundation behind this is complete transparency.
Obviously when one is trying to influence someone to do something they are going to highlight the
perks or benefits that would occur if they chose this particular direction. However, in order to be ethical
it is important to also release the more negative outcome or information that comes with each decision.
If it is actually beneficial for someone to chose the side you are trying to influence the benefits will out
weigh the risks and you can frame It in that way. Additionally it is very important to be clear and open
about your own interests. When influencing you don’t want to frame it in a way that you don’t get any
gain, if in fact you do. Overall, the major theme of ethical standards in influence is transparency.
Everything should be laid out on the table good or bad.
157 Student will describe influence applies to PHL 212 PHP 464 During PHP 464 we were required to read a book on leadership, I was assigned the book Start with
leadership Why by Simon Sinek. The premise of the book, though obvious, was the importance of starting with
. why in order to be a successful leader. Throughout the book the author gave a variety of samples of
successful and unsuccessful companies and how they were run. An entire chapter was actually
dedicated to the idea of inspiration/ innovation versus manipulation, which to me are two different ways
to influence. Sinek spoke on how tactics many companies use to sell their products such as price,
promotions, fear/ consequence of not buying are all actually manipulations. However, there are
companies that use innovation and the idea of a whole new idea/ way of doing something to get
someone to buy. Similarly, these same tactics can be used to lead others. Some use manipulation
tactics such as power, position, or coercion to get others to follow in their direction. While successful,
positive leaders use inspiration and innovation to lead. They make their WHY known and hope that
others feel the same way and are motivated by it enough to follow their lead.
158 Student will describe principles of effective PHP 464 Blood Pressure Research Having a mentor at some point during your life, especially during your college years is extremely
mentoring, as well as problems particular valuable for both your development as a student, but growth as an individual. A key aspect to the
. to the mentoring relationship mentor relationship is not only a shared interest, but sharing the same level of dedication to something.
When choosing a mentor you want to choose someone whose values are similar to your own and also
shares a same passion in a specific field as you do. A huge part of the mentor relationship is active
listening, specifically on the mentee’s part. As a mentee you want to absorb as much knowledge and
wisdom from your mentor as you can. Using active listening techniques allows the mentee to get the
most out of their relationship and gain knowledge they may have not gotten in the classroom. In PHP
464 we spoke on an issue when choosing a proper mentor may arise. Dr. LaPlante spoke about how it

is important to choose someone far enough in their career that there would never be an opportunity for
you to ever become their boss. Additionally, both mentor and mentee need to have enough time on
their plates for this relationship to be beneficial. When accepting a mentorship the mentor needs to be
able to dedicate and take time out of their schedule to help the mentee.
mentoring and being mentored
.
160 Student will describe principles of effective HDF 413 SSHP Peer leadership though effective, can face a variety of issues if not executed properly. One of the main
peer leadership, as well as problems APHA issues that arises with peer leadership is the power dynamic. Those that are considered your peers are
. particular to peer leadership either in the same age group/ range as you or are at a similar level of an office’s hierarchy. Due to this
it can become difficult and sometimes even awkward to distinguish any type of authority and perform
effectively as a leader. A main principle of effective peer leadership is respect. Respect is a two way
street in terms of peer leadership and leadership in general. In order for a peer leader to gain respect
they must show respect to those they are leading. If members do not feel that they are valued by a
leader they are less likely to follow their direction. Additionally, another principle is open
communication. Tensions can tend to rise quickly when members feel their voices aren’t heard. No one
wants to be lead by someone who has a “better than you” complex. Creating an open dialogue
amongst the leader and members especially in difficult times prevents set backs an allows the goal to
be achieved. Which bring us to one of the last principles which is being goal-oriented. If the group
knows the purpose of their mission it is much easier to lead and delegate. In times of stress and
pressure being able to realign the group to the common goal is vital in being an effective peer leader.
161 Student will describe personal examples HDF 413 Sigma Kappa Peer leadership is a huge part of the Center for Student Leadership Development as well as SOLC. In
related to being a peer leader and being SOLC SOLC’s mission statement it is written that SOLC works to “promote and implement peer leadership
. led by peers skills and to use these skills to aid students, staff, and student organizations at the University of Rhode
Island to effectively and efficiently achieve their desired goals through leadership and organizational
development programming.” As a consultant for SOLC we use facilitation and debriefing techniques
acquired through the organization and CSLD to help student organization achieve goals. Some of
these goals include working through conflict, developing better communication, coming together more
as a group, etc. Through retreats we hold with the organizations, we as facilitators run activities that will
help these organizations reach these goals. Being a part of other organizations on campus such as my
sorority, Sigma Kappa, we’ve been a part of SOLC retreats. During these, I no longer work as a
facilitator, but experience the other side of things as a participant. As a participant in these activities
planned by the facilitators, my fellow peers in SOLC help my sorority improve as a whole. Additionally,
being a part of an organization like Sigma Kappa, we elect an Executive Board to hold positions by
fellow members of our chapter. The E-Board leads our chapter and hold roles that plan philanthropy
events to raise money, handle financial aspects of the chapter, guide us academically, and organize
meetings for our chapter to stay connected and work as one. Through these roles our E-Board makes
sure our chapter is active in our chapter, Sigma Kappa nationals, and throughout campus. In addition,
being a part of SOLC we experience peer leadership every meeting. Our meetings always begin with
energizers or names run by fellow members of the organization. We also occasionally have older
facilitators run an initiative for the group at the end of the meetings. Additionally, the SOLC training
retreat is primarily run by our E-Board as well as other members working to improve our groups peer
leadership and facilitation skills.


EVIDENCE
Self-Leadership
Evidence #2
Evidence #14
Outcome #2
This is an image of my planner. I chose this because it shows how I

personally organize. My planner allows me to keep track of
everything I needed to get done in order for me to properly manage
my time.
Outcome #14
This image is of me and two of my best friends/house mates sitting

outside my junior year home. I chose this as my image because it was
taken on the day we moved out. It showed that though difficult, I was
able to get through that transition that allowed me to get to the love and belonging tier.

Leadership Theories
Evidence #28 Evidence #42
Outcome #2
Outcome #42
This is an image of a post from URI’s Greek Life Instagram. Though
this isn’t from the 2017 Greek Week, it was from 2017 Philanthropy
This is an image of a post from the NASA decision making activity. I
week where we also raised money for Habitat for Humanity. I chose
chose this because it showed my participation in this activity
this because Philanthropy Week also emphasizes coming together as a
described in outcome #42.
Greek Life community to help raise money for our an important
cause.

Inclusive Leadership / Diversity and its Application to Leadership
Outcome #88
This is an image of a post from the Melanoma Awareness Event. I

chose this picture because it was with speaker of the event who
Outcome #97
suffered from Melanoma herself. She is an example of a change agent
that moved our group to make change as well. This is an image of a my name tag as well as a brochure from URI’s
Welcome Day. I chose this picture because it represents my time as a
leadership ambassador.

Critical Thinking
Outcome #99 Outcome #103
This is an image of a the Drug Consult I did. I chose this because it This is an image of me from my time abroad. I chose this because it
shows a portion of the process in critical thinking. represents the reinforcement phase in decision making where I had
chosen to study abroad in Italy.

Interpersonal and Organizational Concepts & Skills
Outcome #110
Outcome #122
This is an image of my “I Am” collage. I chose this because it shows
the experience I spoke on in regards to a time I utilized active This is an image of from an SOLC treat with THRIVE. I chose this
listening skills. because it shows a the Full Values Contract they had created where I
was able to use de-briefing techniques.

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LEADERSHIP

Name: Rachel Meilan

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 theory and

Leadership Inventory Revised 08/22/2017 6

Leadership Inventory Revised 08/22/2017 7

Management Tips. (2017). Retrieved from <https://www.stress.org/management-tips/>.

Management Tips. (2017). Retrieved from <https://www.stress.org/management-tips/>.

VIA Classification of Character Strengths. (2016). Retrieved from

Leadership Inventory Revised 08/22/2017 11

McLeod, S. (2016, February 04). Maslow's Hierarchy of Needs. Retrieved from

Gallup Strengths. (2012). Retrieved from http://www.gallup.com/home.aspx

Outcome Category: Leadership Theories

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

Leadership Inventory Revised 08/22/2017 15

SOLC Constitution (2014). Retrieved from

4-V Model. (2016). Retrieved from http://www.ethicalleadership.org/concepts-and-philosophies.html

SOLC Constitution (2014). Retrieved from

Leadership Inventory Revised 08/22/2017 21

Leadership Inventory Revised 08/22/2017 28

Leadership Inventory Revised 08/22/2017 29

Outcome Category: Interpersonal and Organizational Concepts & Skills

Leadership Inventory Revised 08/22/2017 34

Boehman, Joseph. “Sanford’s Challenge & Support Theory.”Imjoeboe, 28 Apr. 2011,

Leadership Inventory Revised 08/22/2017 41

Leadership Inventory Revised 08/22/2017 43

146 Student will show knowledge of effective

Leadership Inventory Revised 08/22/2017 45

Leadership Inventory Revised 08/22/2017 46

SOLC Constitution (2014). Retrieved from

Leadership Inventory Revised 08/22/2017 47

This is an image of my planner. I chose this because it shows how I

This image is of me and two of my best friends/house mates sitting

Leadership Inventory Revised 08/22/2017 49

Leadership Inventory Revised 08/22/2017 50

This is an image of a post from the Melanoma Awareness Event. I

Leadership Inventory Revised 08/22/2017 51

Outcome #99 Outcome #103

Leadership Inventory Revised 08/22/2017 52

Leadership Inventory Revised 08/22/2017 53

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