Leadership Inventory 2020 Taylor Chofay

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

Date Enrolled: 2019
Date of Graduation: 2023
OUTCOMES FOR HDF 413: 10, 46, 48, 90, 97, 99, 119, 120, 121, 122, 134, 135, 143,
144, 145
EDITED: 2, 9, 17, 42, 110
TEXT IN RED REPRESENTS P ROGRESS F ROM HDF 413
Leadership Inventory Revised 08/22/2017 1

*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD)
at the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.

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

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

Office: Memorial Union Room 210 Phone: (401) 874-2726 F
ax: (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:

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 HDF 190 ● Dual Enrollment Program My college journey started earlier than the traditional first-year student. I was unhappy with my high
minimized need for approval ● High School experience school experience, so I took it upon myself to find what I could to change that. I applied and got
accepted into the dual-enrollment program through the University of Rhode Island. This program
allowed me to take all of my classes at URI, while simultaneously counting towards my first year of
college credits and senior year of high school. When deciding what to do about my unhappiness in high
school, I realized that I did not need to please anyone else when making this decision because at the
end of the day, my happiness is what is most important. Through this program, I was able to meet new
friends, dive into new experiences, and most importantly, find my happiness. This decision in my life
helped me identify my self worth and made me realize I did not need the approval of others to do
something for myself. I am so pleased with my decision and it is one of the major reasons that I decided
to stay at URI for the next four years. Staying at URI has introduced me to one of my most valued
classes, HDF 190. Through this class, I have been able to find people who are on a similar journey as
me, and who have reassured me that my happiness is valued here at URI. HDF-190 has helped me
recognize my leadership skills and overall capability as an individual. I have been able to use my
leadership skills that were brought to light through HDF-190, to overcome any activity or hurdle that I
face throughout college and life in general. This has added to a minimized need of approval because I
have gained the confidence in myself and in my leadership skills to accomplish anything I set my mind
to.
See Evidence # 1: Picture of me at my first day of dual enrollment
2. Student will demonstrate personal, HDF 190 ● Experiences through first Transitioning to a new environment was a challenge for me, even if it meant only going 25 minutes
organizational, and academic examples of HDF 413 year of college down the road. Some people may think that since I am so close to home, I do not have any challenges
self-discipline ○ Sorority to overcome. However, I still had to step out of my comfort zone and tackle obstacles when it came to
living with new college students, enrolling and taking rigorous classes, joining new clubs and
● Outcomes organizations, and ultimately creating a schedule to maintain my busy lifestyle. Throughout my life I
● Accelerated PT track have always been a fairly organized individual, but since my traditional high school schedule was now
● COVID-19 gone, I needed to get back into a routine. Through trial and error, I was able to find a system that
○ asynchronous worked best to maintain a happy and healthy lifestyle. I have a monthly calendar that highlights
learning upcoming events as well as a weekly checklist that keeps me on track with my school work, events, and
workout schedule. One challenge that I found to be most difficult was being able to manage fun and
school work. I decided to try something new and exciting by joining a sorority. I fell in love with all of the
aspects that come with a sorority; community service, leadership opportunities, meeting new friends,
and the social aspect. I wanted to participate in all the activities that my sorority had to offer, but I soon
realized that this would mean cutting time from my other priorities. I had to stay focused on my
academic goals, which meant not attending all of the sorority events. I came to realize that it’s okay to
not attend every fundraising booth, community service activity, sisterhood event, or social. This
self-discipline has helped me maintain my academic and goals while still staying in touch with an
organization I am passionate about. Moreover, one my leadership class classes as compared to some
of my other general education requirements, that required immense amounts of self-discipline and a lot
of organization.effective organizational skills, is HDF-190. Thisclass HDF 190 and 413, require tasks
called outcomes that are to be completed on your own time in order to meet the requirements before the
end of the semester. I learned from my earlier experiences in college that it is always better to be
proactive than reactive. In this case, completing the outcomes ahead of time, is a much better option

than waiting until the last second to get them all done. Another way my academic self-discipline is put to
the test is through my accelerated education track. I decided to challenge myself to complete the
accelerated Physical Therapy program at URI, which has not been an easy program to say the least.
Since switching to online learning due to COVID-19, I have had to adjust to professors' lecture styles,
due dates, submission formats, and many more additions This added component of a new learning
environment was not and is still not an easy adaptation for me. Many of my professors decided on an
asynchronous learning approach which is challenging because it requires immense amounts of
self-discipline. In the beginning of the semester, I failed to meet some deadlines and complete
assignments simply because I was not as organized and aware of my professors' dashboard. I quickly
adapted to each of my professors teaching styles by writing a weekly list of all assignments with their
corresponding due dates. This held me accountable and increased my level of self-discipline. Knowing
my limits, staying true to myself, and maintaining order, has allowed me to join several other clubs and
organizations while simultaneously completely completing more rigorous courses and adapting to new
teaching styles.
See Evidence #2: Picture of my calendar
3. Student will demonstrate the ability to HDF-190 ● HDF-190 group activity I’ve always considered myself to have a fairly good handle on my emotions, so I was confident that I
manage emotions ● Course load could maintain them through my college years as well. However, I think I underestimated the emotional
toll that comes from taking seven rigorous courses while being involved in clubs and organizations. My
sophomore year of college most definitely was a test of how much I work I could handle as well as if I
could manage my emotions in a healthy and positive way. I believe the best way to describe how I found
out the answer to these two questions was through trial and error. I was able to find out that in order to
be the best version of myself and keep my emotions in line, I would need to set aside “me time”. I didn’t
want to drop any of the activities or classes I was involved in, so I had to find a healthy balance while
doing it all. I had to think of my “me time” as a class and I would schedule it into my calendar. During
this time I would journal and write down my daily thoughts, feelings, general emotions, and comments
about the day. This helped me relieve any stress I had and kept everything in an easily accessible,
organized fashion. As days went on and journaling continued, I noticed myself being able to cope with
any emotion triggering event in a much more relaxed and respectful manner. This has helped me deal
with challenging conversations that may arise in classes such as HDF-190. For example, there was an
activity that was done in HDF-190 that required group discussion. There were conflicting opinions being
shared in my group and instead of getting defensive (which I may have before journaling), I was able to
calmly form a response that shared my opinion while having respect for the opposing side. Overall, it is
safe to say that I have the ability to manage my emotions effectively.
See Evidence #3: Picture of my journal
4. Student will demonstrate knowledge of HDF-190 ● Prior life experience Life can throw you a curveball, which may trigger your stress levels to rise and even spiral out of control.
stress management methods ● HDF-190 Website It’s important to learn how to manage your stress levels and prevent them from taking over. Some stress
management methods that I have learned to help me and my friends over the years are physical
activity, yoga, journaling, breathing exercises, getting enough sleep, and maintaining an organized
schedule. For example, if you feel your stress levels rising, it would be a smart idea to be proactive and
try to reduce these by going for a walk while working on breathing. Simple breathing exercises, for
instance taking three deep breaths, immediately reduces your heart rate and calms your entire body
down. A form of stress may be from a high demand of classwork combined with poor time management
skills. For instance, in HDF-190 a project that requires an ample amount of time, is for our website. We
have to create a website that contains required content from our professors. If someone does not alot a

proper amount of time for this project, their stress levels will rise significantly. In this case, a good idea
would be to schedule out certain days to complete sub-sections of the website until it is all completed,
ultimately eliminating any stress someone could have experienced. This is an example of time
management which is a good stress management method. It is important to be aware of these methods
to live a healthy and low-stress lifestyle.
See Evidence #4: Picture of stress management methods
5. Student will demonstrate the ability to HDF-190 ● Inventory assignment My sophomore year has been a challenge physically, mentally, and emotionally. I decided to challenge
manage stress ● Sophomore year of college myself by taking seven rigorous classes, joining 4 different clubs/organizations (holding leadership
positions in all of them), moving into my first rental house, on top of dealing with my family and friends
etc.. One example of how I was able to manage my stress, can be seen through my time management
skills. If I am unorganized, I will forget assignments or tasks which will cause me to panic. Knowing this
about myself, I manage my stress by keeping an organized planner. In my planner, I write out daily lists
of tasks with check boxes, color coordinate classes/work/events, and write down reminders. Every
Monday, I write a list of assignments I have and their corresponding due-dates. This keeps me on track
with my busy life and ultimately helps manage my stress levels. For my HDF-190 class, we had a
rigorous assignment that required completing 20 outcomes in our Leadership Inventory. This
assignment was presented at the beginning of the semester and was to be completed on our own time.
Some of the outcomes followed along with what we were learning in class, which made it easier to
complete. However, some of the outcomes were not necessarily directly related to an in-class
assignment, which made it a bit more challenging to find time to complete these. I became very stressed
about this assignment because I was unfamiliar with this type of assignment and knew I would have to
complete this independently. What I decided to do in order to manage my stress level, was write in my
monthly planner goals of how many outcomes I wanted to complete biweekly. This made the
assignment seem less demanding overall, and kept me from experiencing a high level of stress if I
crammed this into a short amount of time.
See Evidence #5: Picture of my journal
6. Student will express a personal code of HDF-190 ● Personal Code From going about daily activities to being the leader of a group, it is important to possess a personal
leadership / membership ethics ● CSLD mission code of leadership or membership ethics. Having a personal code of leadership allows for you to stay
● HDF-190 Professors accountable and true to your beliefs. For me, my personal code of leadership consists of: Be honest and
fair, treat others with respect and kindness, never be malicious towards another person or animal,
conduct myself with integrity, abide by all rules/regulations set forth, remain open-minded and listen to
other people's thoughts, ideas, and actions, stay true to my beliefs and morals, maintain clear
communication to all members of the group, strive to find out more information--stay curious, remain
calm and concise in times of dilemma, and never do anything that does not have a positive outcome or
that could harm another in any way. This is my personal code of leadership/ membership ethics which I
will strive to live out each and every day. In my leadership class, HDF-190, I found it important to always
live by my personal code of leadership when completing activities in this class. By staying true to my
code, it allows me to best present myself and allow others to view who I am as a leader. I felt that in
HDF-190 in particular, students are very opinionated (which is not a bad thing), so by holding myself
accountable with my code, it helped me stay true to my own opinions/ways of leadership. The Center for
Student Leadership Development (CSLD), which encompasses HDF-190, has their own values/mission
which ties into a personal code of leadership. Their code focuses on inclusion, creating ethical leaders,
engaging in research and experiential learning etc.. This code was lived true by all of the professors that

I have had the pleasure of meeting with and learning from. This goes to show how if everyone follows a
code, more people would be on the same page and be held accountable.
About the Center for Student Leadership Development. (2020). Retrieved April 22, 2020, from
https://web.uri.edu/leadership/about/
See Evidence #6: CSLD Mission/Value statement
7. Student will demonstrate practice of the HDF-190 ● “Good” vs “Bad” ethical My personal code of ethics as stated in my previous outcome: Be honest and fair, treat others with
personal code of ethics leader activity respect and kindness, never be malicious towards another person or animal, conduct myself with
integrity, abide by all rules/regulations set forth, remain open-minded and listen to other people's
thoughts, ideas, and actions, stay true to my beliefs and morals, maintain clear communication to all
members of the group, strive to find out more information--stay curious, remain calm and concise in
times of dilemma, and never do anything that does not have a positive outcome or that could harm
another in any way. When reflecting on my personal code of ethics, there was one activity during
HDF-190 that really put it to the test. During an activity to demonstrate ethical leadership, we were told
to get into small groups and decide if leaders were considered “good” or “bad”. As a small group we
then stuck the leaders' names under the respected categories as decided and compared our findings to
other sets of names placed by a different group. Based on where we put our names and where they put
theirs, immediate controversy and arguments broke out. People were very opinionated and believed that
our group placed certain leaders' names in the “wrong” category. One peer mentor decided to have us
converse in a more organized fashion where we would raise our hand and speak to explain our
reasoning for the leader to be placed in the desired category. Even though this was planned to be more
organized and to hear out multiple opinions of others, I felt that individuals were targeting other
individuals of the opposite group and taking this activity very personally. When I decided to speak out
and voice my opinion during this activity, I was cut off by another member of the opposing group. This
really shocked me and made me feel very upset and as if my opinion was of less value than others.
However, instead of lashing out and getting defensive, I did a little self-reflection on my own code of
ethics. I decided to politely speak my opinion with respect to the other side and while keeping clear and
concise communication with respect to my code of ethics. This activity really pushed me out of my
comfort zone when dealing with difficult conversations. I felt as though I remained true to my code of
ethics whether or not others held true to theres.
See Evidence #7: Qualities of an ethical leader decided by group.
8. Student will express a personal values HDF 190 ● Leadership Institute After completing the VIA values chart, my top five traits were kindness, curiosity, perspective, fairness,
statement (Sources = VIA, values ● VIA Values and social intelligence. My initial reaction to the traits I received was a positive one and I wasn’t
clarification exercises, etc.) surprised about them either. Throughout my life, it was always drilled into me by my mom to be kind to
everyone no matter what. Since kindness was my first trait, I wasn’t shocked by this. Everyday I will
always reach out to others to make sure everyone is doing okay and I will go the extra mile if they need
any assistance or just someone to talk to. Also, in my everyday life, I am constantly trying to find out
more information about people, places, and subjects I learn in school. I find myself asking questions
frequently when I am interested in a certain subject, which ties directly into my trait of curiosity.
Furthermore, when my friends are in a conflict or need advice, I seem to be the one they turn to. I am
humbled to say that my friends come to me because they know I will help them see the bigger
perspective in the situation and I will guide them with fairness. Lastly, social intelligence was one of
my traits that I could see shining through in my lifestyle. I demonstrate the trait of social intelligence,
by always trying to help understand others as well as myself, through mistakes and accomplishments. I

really enjoyed this activity and will strive to use my traits and develop them more. Moreover, before my
first year of college even started, I wasn’t aware of these exact traits being my top five. However,
through the Leadership institute over the summer, I can now look back and see how these traits were
exactly what I was demonstrating and bringing to life at the Institute. The Leadership institute allowed
me to unleash these traits and truly put them into action. I am forever grateful for this experience and
even more grateful that I now know how to actively live out these five traits that I found through
HDF-190.
The VIA Character Strengths Survey. (n.d). Retrieved from

https://www.viacharacter.org/survey/account/register
See Evidence #8 : VIA Traits handout with numbered order of my traits
9. Student will demonstrate practice of the HDF 190 ● Leadership Institute When I attended the Leadership Institute over the summer of 2019, I never imagined all of the life
personal values statement HDF 413 ○ Blindfold lasting friendships, lessons, and resources I would gain. The Leadership Institute consisted of a
activity weekend of stepping out of my comfort zone, connecting with new friends, and learning about myself as
a leader. Although I found out about my top five traits through HDF-190 this 2020 semester, I can clearly
Future Facilitation Plan
see now how my VIA values were always a part of me, especially at the Institute. One moment at the
Institute where all of my top five traits came to life was during an activity where I led another institute
member through the woods blindfolded. We were put into partners with a member from our group and
were told to have one partner put on the blindfold and the other was to guide them through the trails in
the woods. My partner was a shy, soft-spoken, kind individual who trusted me to be their eyes for this
activity. Knowing this information about my partner, I decided to reassure them constantly that they were
doing an amazing job along the trail and to keep following my voice. My partner was hesitant at times
during the trail and felt that they could not complete the activity, but I always told them we were in this
together and they truly were doing a fantastic job. I felt that my caring words and patience highlights my
trait of kindness. If I was to get aggravated because my partner wasn’t going fast enough or wanted to
quit, that would only bring them down and not help us so I knew I had to speak kind words. Also, I was
very interested in trying different methods of guiding my partner through the woods to see what would
best fit their needs.For example, I guided them with just my voice and told them when a big rock or tree
root was coming so they would need to take a bigger step. I also tried guiding them by walking in front of
them and their hands on my shoulders as well as right by their side. This highlights my trait of curiosity.
Everyone was talking about why we were doing this and how it would be easier to just take the blindfold
off and run to the end of the trail. However, I decided to point out that this activity is helping us define
our leadership styles and help us learn to push through when obstacles may arise. This thought process
connects to my trait of putting things into perspective. I also encouraged everyone to keep the
blindfolds on to ensure the activity was done fairly. As you can see, this would connect to my value of
fairness. I really enjoyed this activity because it allowed me to hone in on my social intelligence skills.
I was able to read my partner and her needs, find out more about my weaknesses and strengths
through trial and error, and learn more about the minds of others through this activity. Another way my
personal values are highlighted in my life is when working through group facilitation activities. Being
aware of my own and others personal values, allows for effective assigning of group responsibilities and
collaboration. For example, one assignment in HDF 413 required myself and two other students to
complete a future facilitation plan that included a retreat/program agenda, one full write up for an
activity, and a no more than 2 page executive summary of why activities were chosen, why they are in
the given order, and which strengths of the facilitation team are being leveraged in specific parts of the
planning or delivery of the retreat/program. Our group decided to meet virtually to look over the
assignment in more depth and figure out who was doing what. When the virtual meeting began, my

strength of kindness was highlighted when I greeted both members with a smile, asking them how they
were doing and seeing if they needed any help. I also shared to them that I would not mind taking the
parts of the assignment they were less comfortable doing, since I knew I could tackle any aspect of the
project. My strength of curiosity came about when I was choosing the activity and trying to alter it to best
fit the needs of the organization we were assigned. I was experimenting with different variations and
shared my ideas with my other group members. Moreover, since I selected the main activity for our
group and completed two out of the three pieces of this assignment, I asked my group if they would be
comfortable completing the last piece in order to have a fair work distribution. This relates to my strength
of fairness, which I try to keep in mind for all group projects since the workload should be evenly
distributed. When selecting the activities for the agenda, I tried to think of activities that would guide the
members most effectively to their goals. Keeping the members perspective at the forefront of my
decision making, I selected an activity that would both reach their goals and be entertaining. My strength
of perspective allows me to make presumptions of others interests and needs to best select an activity
for them. Since this small group project provided us with information regarding the beliefs and
background of the organization we were planning for, I tried to shape activities around their interests.
The process of me altering activities to best suit the organization's needs, relates to my trait of social
intelligence. I tried to form activities that would build connections amongst members since that’s what I
found to be their biggest struggle. Overall, knowing my own strengths has helped me work successfully
in group environments by knowing what areas will best present my strengths.

See Evidence #9: Picture from leadership Institute

See Evidence: Future Facilitation Plan-Executive Summary-Toxic Waste Activity
10. Student will demonstrate the ability to lead HDF 413 ● Beach Clean Up An issue that has always been a top concern of mine, is the amount of plastic and garbage on
a project from start to finish our coastlines and beaches. I decided that I needed to give back to my community by
(follow-through) organizing a beach cleanup that would target a state beach and the surrounding area. I
posted information regarding the event (date/time/location/meeting spot) on social media and
contacted individuals who I felt would be interested in this clean up. Once I gained enough
interest from people in my community, I worked with the Department of Environmental
Management (DEM) to borrow trash clean up equipment such as trash pickers, gloves,
garbage bags, and sanitizing wipes. When the day of the event came, I arrived 30 minutes
before the set time to ensure all the equipment was prepped and ready to go. I was so
pleased with the response from the community and their eagerness to clean up the beaches.
Collectively, over 12 large trash bags were filled with garbage from the beach and
surrounding fields, bushes, and pavilions. This event was a great success and raised
awareness for such an important global issue. Organizing this event and seeing it though was
one of the most rewarding things I have done.
See Evidence: Beach clean up

11. Student will describe goals and objective
statements regarding personal issues,
career issues, and community issues
12. Student will show evidence of goals and

objectives that were planned and achieved
13. Student will show knowledge of the

“Hierarchy of Needs” theory by Maslow
14. Student will show application of Maslow’s

theory to own life
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 My results from the StrengthsQuest Signature Themes were as follows, 1.Futuristic 2. Empathy 3.
Signature Themes, shadow side of HDF 413 ● class handouts Achiever 4.Arranger 5. Includer. With everything I do, I always have in the back of my mind these two
Strengths and/or weaknesses, and ● powerpoint/guest speaker questions, what are my goals? and how can it benefit my future?. Those questions that I am constantly
examples of application (Source = Gallup) ● Safe zone Training
● Facilitating Energizer thinking of, relates to my value of having a futuristic mindset. In HDF 413, I had the opportunity of
facilitating an energizer activity to my classmates. When I was in the planning process for the activity, I
already had in mind the outcome or goal I wanted for my classmates, and then created the energizer
surrounding that goal. Similar to this energizer, I find myself predicting possible outcomes before an
activity or event even occurs, to better prepare myself for any unpredicted circumstances. Having a
futuristic mindset has helped me become more adaptable and have great success with facilitation. My
second trait, empathy, can be seen is highlighted in my life when I try to put myself into others shoes in
order to connect and empathize with an individual. I have always loved to guide others in the right
direction while being considerate and aware of their backgrounds and feelings. During a SafeZone
training I completed, I was able to learn more about diverse and marginalized groups who lack empathy
from some members of their surrounding community. This training allowed me to expand my knowledge
of the struggles and stressors that arise from the lack of understanding and acceptance of others. Being
aware of this discrimination and unjust treatment of marginalized groups, has broadened my personal
empathy and allows me to adapt my style to become more inclusive and respectful towards all members
of the world. Furthermore, I have always strived to do the absolute best I can and be while being the
best version of myself. For this reason, I can relate to my value of achievement. I do not never settle for
less and will always complete the task at hand. Going along with this, I strive to be organized and time
efficient with my ways. My strength as an arranger can be seen when I am doing my homework or even
arranging people of similar interests with each other. When working with others, I tend to organize or
arrange the tasks at hand in correspondence with people's comfort and ability level. This has led to my
groups and personal success with assignments. Last but not least, my strength of includer, which I
seem believe to be my most prevalent strength. From a young age, I was always told at a young age to

include everyone and make every person feel as though they are heard, welcomed, and safe in my
presence. Whether it’s including my peers in a group, or going out of my way to make sure someone
feels as if they have a place in this world, I consider myself an includer. When reflecting on past
facilitations, I never left a person or group left out. Whether it’s me reinstating “challenge by choice” or
encouraging an individual to participate, each person leaves with a smile at the end of activities I lead.
To me, that is a successful day. Although these were my top five signature themes, I have learned
through lecture that even though other traits were not as high in the list, it doesn’t mean that they are my
weaknesses, they are just values that I do not express or use in my daily life at the same extent as my
top five values. In class we also went over our handout that had descriptions of the themes we received
from StrengthsQuest. This helped me fully understand what my themes meant and how I could further
strengthen them throughout my life. In a guest lecture from Robert Vincent, he really elaborated and
clarified that these themes will be present throughout are our college career and beyond. Robert noted,
It is important to be familiar with our themes and Robert also noted and aware that our themes can be
used to describe us in job interviews and beyond. This was one of my favorite activities we had the
opportunity to complete in HDF-190.
Gallup, Inc. (2020, March 4). CliftonStrengths. Retrieved April 22, 2020, from
https://www.gallup.com/cliftonstrengths/en/252137/home.aspx?utm_source=google&utm_medium=cpc&
utm_campaign=Strengths_ECommerce_Brand_Search_US&utm_content=gallup
strengths&gclid=EAIaIQobChMItODex-j86AIVBp-fCh16yAuNEAAYASAAEgKRsPD_BwE
See Evidence # 10: StrengthsQuest Signature Themes handout
18. Student will describe personal leadership

style and/or personality style including
strengths and weaknesses and examples
of application (Sources = Leadership style
inventories, the L.P.I., Type Focus (MBTI),
LAMP, DISC, and other career inventories,
etc.)
Outcome Category: Leadership Theories


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

of the above theory (Weber)

“Scientific Management” theory of
leadership by Taylor

of the above theory (Taylor)

“Management by Objectives” theory of
leadership by Drucker

of the above theory (Drucker)
25. Student will show knowledge of “Theory X

and Theory Y” theory of leadership by
MacGregor

of the above theory (MacGregor)
27. Student will show knowledge of the HDF 190 ● Powerpoint-Servant In an a class HDF 190 powerpoint presentation, I was able to dive into the principles that surround
“Servant Leadership” theory of leadership Leadership servant leadership and how Robert Greenleaf defined servant leadership. In order to be a servant
by Greenleaf leader, you must have the passion to serve for the good first, and then become the leader as the
process carries on (Greenleaf, R. K. 1977). Greenleaf was focused on two factors in particular; the
individual will tackle large scale problems of the time while the individual becomes not only a servant
follower, but a servant leader. With that being said, the servant leader will strive for growth amongst all
individuals. This means that the servant leader is determined to have the group become wiser and more
like their true selves to become servants. Servant leaders are the caring type who wants everyone,
especially the least privileged in society to benefit from their service. It is important for a servant leader
to embody characteristics that will support them in their service. Lawrence Spears listed such
characteristics as listening, empathy, healing, awareness, persuasion, conceptualization, foresight,
stewardship, commitment to people, and building community (Spears, L. C., & Lawrence, M2004).
These traits form the backbone of the servant leader and ultimately guide the leader in the success of
their goals. All in all, through the philosophy and principles of servant leadership, it is creating a more
just and empathetic world (Greenleaf, 1977.).
Greenleaf, R. K. (1977). Servant Leadership: A Journey into the Nature of Legitimate Power &
Greatness. Paulist Press, Mawah, NJ.
Spears, L. C., Lawrence, M. (et al). (2004). Practicing Servant Leadership: Succeeding Through Trust,
Bravery, and Forgiveness. Jossey-Bass, San Fransisco, CA.
See Evidence # 11 : HDF Servant Leadership Powerpoint Screenshot
28. Student will describe personal application HDF 190 ● Service Trip In an out of class service trip with my local church community, I had the opportunity to serve at a
of the above theory (Greenleaf) large-scale food pantry in Rhode Island. I went into the experience with an open mind and open hands.
Our group leader of the trip did not tell us much information about what we were going to be doing
specifically, because she told us whatever they needed from us, we would do. Going into this service

opportunity with this open mindset, connects into the servant leadership of Robert Greenleaf. When we
arrived at the food pantry, there were already regular volunteers who were able to show me what they
needed the most help with. Some of the tasks I was able to complete included helping clean/set up the
dining area for the upcoming meal, organizing the food shelves (making sure everything was
up-to-date), cooking food in the kitchen, serving visitors, and cleaning the establishment once the meal
time was finished. It was shocking to me to see how many people were in need of a meal and lined up
outside early to ensure they would have one. Seeing this, raised my awareness of the need of the less
privileged for a key necessity in life; food. I was able to demonstrate traits of listening, empathy, healing,
awareness, conceptualization throughout this volunteer opportunity. I listened to the regular volunteers
at the shelter to see what they needed help with instead of going in with a specific task in mind. Also, I
was able to connect with individuals during the meal and empathize and heal with them through
sharing personal stories in a judgement free zone. Another trait that I strengthened was my awareness
of the severity that poverty and homelessness has on obtaining adequate meals. When my time came
to an end at the shelter, I conceptualized what else I could do in my local community to put an end to
inadequate meals. I came up with fundraisers for local food shelters and always volunteered when It
was needed, but I constantly wanted to make permanent change on this crushing issue. Through this
experience, I was able to embody characteristics of servant leadership through a volunteering
opportunity that redefined my way of life.
See Evidence # 12: Mission Statement of Food Bank

“Principle Centered Leadership” theory by
Covey

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

Points / TQM” theory of leadership by
Deming

of the above theory (Deming)

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

of the above theory (Sashkin)

“Individuals in Organizations” leadership
theory by Argyris

of the above theory (Argyris)

37. Students will demonstrate knowledge of HDF 190 ● Good vs Bad Leader In HDF 190, we examined the “4 V’s” theory of leadership by Dr. William Grace, in accordance with the
the “4 V’s” theory of leadership by Grace Group Activity Center for Ethical Leadership. In a challenging and thought-provoking group activity, where we were
(Center for Ethical Leadership) given names of people from all around the world and from different time periods. From here, as a group
we were told to distinguish these individuals from “good” and “bad” leaders. Each group had to
determine what traits and qualities make up a “good”, ethical leader. According to Grace, ethical leaders
are aware of their core beliefs and strive to live them out every day in service of the common good
(Center for Ethical Leadership). The model is broken down into four elements of “V’s” which are values,
vision, voice, and virtue. First, values are what makes us who we are and what shapes our actions.
By understanding your values, it helps guide your future decisions in both personal and civic lives. Then
your vision is the framework of your actions in relation with service to others. The third “V”, voice,
connects your vision to your audience in a clear and convincing manner. Finally, following a moral code
of what is good and bad relates to virtue. In relation to Ethical leaders, a leader's values, vision, and
voice contribute to their virtuous or lack of virtuous behavior. Dr. Grace also adds three additional
elements that are important to the development of ethical leadership. The three additional elements are
service, polis, and renewal. The first value of service connects one’s vision to their values. Service
allows one to present their vision to others and have their values shine through it. Next, “polis” or politics
connects our voice to our vision by publicly displaying one's vision. The last of the three elements is
renewal which ensures our actions align with our values and vision.
Center for Ethical Leadership. (n.d.). Concepts and philosophies. Retrieved from
http://www.ethicalleadership.org/concepts-and-philosophies.html
See Evidence #13: Picture of good leadership traits from group activity
38. Student will describe personal application HDF-190 ● Clothing donations The “4 V’s” theory by Dr. Grace connects four traits of values, vision, voice, and virtue into the actions of
of the above theory (Grace) an ethical leader (Center for Ethical Leadership). Two of the main values in my life are helping others
and enacting change. One way that I combined the two, was through my clothing donation drive. My
vision was clear; I wanted to reduce the amount of clothing insecurity in my community. Over the past
four years I have been collecting clothing from my own closet as well as my friends and families, who
are willing to donate. I hated seeing people struggle to find clothes for themselves or their family
members, so I decided to use my voice to enact change. Everyone who I reached out to was more than
willing to donate whatever they could. Roughly every two months, I will make a donation to a family in
need of clothing. I seperate, organize, and sort the clothing based on sizing, season, and clothing type.
The families that I donate the clothes to have reached out and been so appreciative and thankful. A
young girl in one of the families was so happy that she even wore her new outfit for picture day at
school. It goes to show how one person’s clothing that they might not think twice about, means so much
to someone. This virtuous act has made families' lives brighter and has been successful in reducing
clothing insecurity in my community. In HDF-190, I have learned how to give back to the local
community and the positive impact that it has. HDF-190 has helped me see that being an ethical leader
means to strive to do all you can to help the common good. My personal example of the clothing
donations shows how I have personally applied the “4 V’s” theory of leadership by Grace.
Center for Ethical Leadership. (n.d.). Concepts and philosophies. Retrieved from
http://www.ethicalleadership.org/concepts-and-philosophies.html

See Evidence #14 : Picture of clothing donations

“Situational Leadership” theory by Hersey
& Blanchard

of the above theory (Hersey & Blanchard)
41. Student will show knowledge of the HDF 190 ● Guest Speaker- In HDF 190, a guest speaker referenced a powerpoint about what it means to be a relational leader in
“Relational Leadership” model by Powerpoint accordance with the Relational Leadership Model. When it comes to truly understanding the term
Komives, McMahon & Lucas leadership, it is important to note that leadership can be performed and acted upon in a variety of styles;
one style is called Relational Leadership. According to Komives, McMahon & Lucas, the Relational
Leadership Model comprises five main components; inclusivity, empowering, purposeful, ethical, and
process-oriented. The major goal found throughout this model, is aiming to benefit the common good or
establish change, while staying true to the five major components previously listed. To further
understand how these five components play an active role in leadership, it is critical to know how each
of them can be used and what the backbone of what the components truly mean. One of the
subsections of inclusivity, means to me that everyone feels that they are welcomed by the group, in a
safe space to share their opinions/concerns, and will be respectfully listened to by others. Next,
empowering others allows for individuals to voice their opinions and know they will be valued as well as
knowing concern and the betterment of the group is held true. Furthermore, what is true of being
purposeful in correspondence with the Relational Leadership Model, is having an optimistic attitude
when working with others or yourself to seek out a common vision or goal amongst the group. When
being purposeful, this goal finding process requires collaboration and compromise from one who has a
creative mind. Another aspect, being ethical, means to share respect amongst others while being
sought out to uphold standards of what is considered “good”. With that being said, it is the role of the
leader to not only live by these ethical standards, but to hold others accountable for their actions as well.
Lastly, being process-oriented is compared to the “glue” of a group. When one is process-oriented,
their role functions to keep the connections and bonds of the group strong while taking sought out steps
to accomplish the goal. I believe that in order to embody these five components of Relational
Leadership, it is important to recognize your individual strengths which will ultimately lead to your
success in this leadership style. This is only an example of one leadership style and it does not have to
be acted on by everyone if they do not align with the components of it. I can see this particular style
being used in many different instances; from personal connections with your mentors or even in a
school senate board.
Komives, S, Lucas, N., & McMahon, T. (1998). Exploring Leadership for College Students What Want to
Make A Difference. San Francisco: Jossey-Bass. (68-72).
See Evidence #15: Relational Leadership Traits Handout
42. Student will describe personal application HDF-190 ● Relational Leadership After reflecting on the principles and characteristics of The Relational Leadership model, I realized this
of the above theory (Komives et al) HDF 413 theory model applies to many organizations and aspects of my life. One example of how the Relational
● Therapy dog training Leadership theory Model that I first learned about in HDF-190 and strengthened my understanding of in
● Greek Life-sorority HDF 413, shined through in my life, was when I trained my dog, Mitch, to become a therapy dog. This
involvement all happened I was inspired to train Mitch to become a therapy dog because after seeing him interact
with my nana and eventually other patients in her nursing home. When my nana was in her the nursing

home, I would bring my dog to go visit her and everyone began to be familiar with Mitch. there loved
him. The nurses would ask on behalf of patients if Mitch could go visit other patients them and
sometimes even patients would come up to us and ask for a visit with mitch! I realized how big of an
impact Mitch has on individuals who are lonely, upset, or just need a furry friend. Over the course of my
senior year of high school, I decided to train him to become a registered therapy dog. I took brought him
to nursing homes, hospitals, libraries, schools, etc., where wherever he was able to make other people’s
days so much brighter. One lady’s family who met with Mitch at the nursing home, realized how happy
Mitch had made her much joy Mitch brought her and so they decided to get her her own therapy animal!
It goes to show how much of an impact an animal has on a human’s life. During the visits with patients, I
would always have conversations with them and began to form bonds with most of them. I always made
it my priority to include everyone in the visits with Mitch because I knew he could help not only patients,
but anyone he encountered. I feel as though Mitch and I empowered others to live a happier life and
even empowered a family to get their own therapy dog animal. Also, this training process took a lot of
planning, time, and resources. I had to be process-oriented when going about how to train him and the
best ways to do that. I stayed true to my purpose of helping others and making their lives brighter. I did
everything I could wanted to do all I could to spread awareness of the power of a therapy dog a therapy
animal has on the emotional well-being of an individual. and the benefits of training a dog to become
one. I believe I was successful in doing just that and followed the component of being purposeful.
Finally, my means of training him Mitch to become a therapy dog were all ethical since they aimed to
benefit and for the common good. For these reasons, which is why I relate this example, of training
Mitch to become a therapy dog to the Relational Leadership theory. Another way the Relational
Leadership Model has encompassed my life is through my involvement in Greek Life with my sorority. In
the Relational Leadership Model, one of the five components is inclusivity. One of the main reasons
why I joined my sorority is because I truly felt that each conversation I had with other members was
genuine and I could tell they really wanted the best for me. From the minute I joined my sorority, I was
welcomed with open arms and from that day on, I have always been included in every fundraiser,
group event, or even a simple study group session. My sorority in particular has a platform grounded on
instilling confidence in women and empowering women to make a change in the community. Through
community service booths and workshops or hands on volunteering, I have been empowered to make
positive changes in my local community and beyond. Furthermore, we have two main philanthropies;
Prevent Child Abuse America and The Girl Scouts of America. Another component of the Relational
Leadership Model is being purposeful. In an effort to instill confidence in each member, sisterhood
events are put in place to build connections, encourage you to try new activities, and to build on your
skills. Each of the events are put together with a very specific purpose in mind. Also, when going
through the recruitment process, every recruiter must make ethical decisions when deciding who would
be the best fit for our sorority. Every girl must be kind, respectful, and honest through this process to
ensure every girl feels comfortable. Another aspect of recruitment is having many “rounds”, or days that
are specific to certain aspects of the sorority. The head of recruitment has to remain process oriented,
which is another aspect of the relational leadership model, when putting together every aspect of
recruitment (Komives, Lucas, McMahon, et al., 2013). From outfits, to conversations and even
decorations, being process oriented is key to making this process special for each new member.
Komives, S. R., Lucas, N., McMahon, T. R., Wagner, W., & Ostick, D. T. (2013). Exploring leadership:
for college students who want to make a difference. Jossey-Bass.
See Evidence #16 : Picture of Mitch training to be a therapy dog

See Evidence: Picture from Kappa Delta Recruitment

concept of constructivism
44. Students will describe personal examples

of implementing constructivism
45. Student will demonstrate knowledge of the

Experiential Learning Model (Kolb)
46. Student will describe personal application HDF 413 ● Pre-PT Club After exploring Kolb’s model of Experiential Learning on how leadership is best learned through active
of the Experiential Learning Model (Kolb) ○ Secretary experience with others of similar goals, one specific leadership experience I had comes to mind--Being
the Secretary of the Physical Therapy Club. At the start of my first year of college, I wanted to be a part
of as many clubs and organizations that would not only interest me, but challenge me to step outside of
my comfort zone. When I joined the Pre-PT club, I had no idea what I was getting myself into or even
what exactly the club entailed. I attended meetings, asked questions, and actively participated in events
that the club held, but I knew that going through these motions was not pushing me to unleash my full
potential. I was inspired by the hard work of the club’s secretary and was always amazed by her
organizational skills. My observation of the secretary ties into Reflective Observation (RO) in Kolb’s
model (Komives, Lucas, McMahon, et al., 2013). I then researched the roles and responsibilities that the
secretary has, which relates to abstract conceptualization (AC) in Kolb’s model. After being an active
member of the club for one full semester and shadowing the previous secretary, I decided that I was
ready to run for secretary. This is an act of Active Experimentation (AE), that to my great surprise, I
earned the role of secretary. I was immediately put to work organizing events, compiling emails to club
members, attending meetings, running the Instagram account, and being a resource for all new
members. This concrete experience (CE), as referred to in Kolb’s model of Experiential Learning, was
not always an easy process, but I was able to challenge myself by trying something new while reflecting
along the journey (Komives, Lucas, McMahon, et al., 2013).
See Evidence: Picture of Pre-PT club
47. Student will show knowledge of the “Social HDF 190 ● Guest Lecturer/Powerpoint In HDF 190, Melissa Camba-Kelsay used a powerpoint to present the “Social Change Model of
Change Model of Leadership Leadership Development” by Astin et al. In order to understand the Social Change Model, it is important
Development” by Astin et al to know what exactly is social change. Social change is actively working to address the root causes of
an issue. Social change is a collaborative process and does not happen instantly. Since social change
addresses the root of the problem at hand, it is not a simple process. By following the Social Change
Model, which was created specifically for college students, people have the opportunity to learn how to
work effectively with others which can lead to creating social change over their lifetimes. There are
seven C’s for change in accordance to The Social Change Model; Consciousness of Self, Congruence,
Commitment, Collaboration, Common Purpose, Controversy with Civility, Citizenship. These are then
divided into three sections; group values, individual values, society/community values. Although the
seven C’s are divided into these three groups, all of the values/traits are linked together in order to
create social change. Citizenship falls under society/community values, and challenges the individual

to see themselves as part of a larger group; serving a larger purpose. Furthermore, collaboration,
common purpose, and controversy with civility contribute to the success of group values within a
community. Collaboration means to share responsibility, authority, and accountability amongst others
while highlighting individuals talents. Next, common purpose can only be followed through with
common trust amongst the group. For controversy with civility, it is important to avoid groupthink
while engaging in dialogue that sparks respectful conversations and ultimately leads to new solutions.
Moreover, consciousness of self, congruence, and commitment fall under the self reflection of your
individual values. Being conscious of self means being mindful of personal beliefs, values, attitudes,
and emotions which can help an individual develop conscious responses rather than just reacting
without reflection. Once you self reflect, showing congruence in your group, meaning you always act
with your true values and beliefs in mind, is critical to gain respect. Finally, commitment will be seen
amongst an individual who is highly involved and is passionate about what they are trying to administer
change to. Overall, following the Social Change Model is an effective method for college students in
particular, to successfully administer change in their community.
Camba-Kelsay, M. J. (2019). Overview of the social change model of leadership development

[PowerPoint slides]. Retrieved from (sakai link)
Higher Education Research Institute. (1996). A social change model of leadership development (Version
III). Los Angeles: University of California Los Angeles Higher Education Research Institute.
Komives, S.R., Wagner, W., & Associates. (2009). Leadership for a better world: Understanding the
social change model of leadership development. San Francisco: Jossey-Bass.
See Evidence #17: Social Change Model Image
48. Student will describe personal application HDF 413 ● Class lecture When I think of examples surrounding social change in my life, I immediately think of the social LGBTQ+
of the above theory (Astin et al) ● SafeZone Training movement. The LGBTQ+ community has been fighting for basic rights for many years. In 2015, great
○ LGBTQ+ strides were made for the LGBTQ+ community when the U.S. Supreme Court deemed same sex
Community marriage legal in all 50 states (Georgetown Law Library, 2020). Still, this community has been targeted,
mistreated, and misrepresented by close-minded people. Within my college community, LGBTQ+
members have shared their concern for the lack of knowledge and understanding that college students
have for them and their values. As a result of the collaboration between the University and LGBTQ+
activists, a SafeZone training course was established to address the root causes of negative views of
the LGBTQ+ community and to inform college students of proper terminology, everyday struggles, cycle
of oppression, and many more topics regarding the LGBTQ+ community and underrepresented
populations. Being conscious of my ability to help this community, I completed the SafeZone training as
a step in the right direction for this movement, by becoming an ally and sharing a common purpose. The
SafeZone training course was brought to my knowledge through my HDF 413 class. All students in my
class completed the SafeZone training and agreed to become an ally, which means the number of
supporters with knowledge around the topic is growing. It is the responsibility and civic duty of an ally to
increase awareness and provide support for the members of the LGBTQ+ community by actively using
proper terminology, addressing hurtful comments, saying pronouns, and many more supportive actions.
I feel as though being an ally and working with my school community to eliminate any harm (verbal or
non verbal, physical or non physical) targeted towards the LGBTQ+ community is one way I personally
am committed to enact social change.

Georgetown Law Library. (2020, November 12). A Brief History of Civil Rights in the United States:
Introduction. Retrieved November 28, 2020, from https://guides.ll.georgetown.edu/c.php?g=592919
See Evidence: Picture at PRIDE in providence
49. Students will demonstrate knowledge of

the “Leadership Identity Development
Model” by Komives et al
50. Students will describe personal application

of the above theory. (Komives et al)

the Strengths-Development Model by
Hulme et al

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

behavior theories of leadership from
Michigan and Ohio State

of the above theories (Michigan & Ohio
State)

Charismatic leadership

of the above theory

contingency approach to leadership by
Fiedler

of the above theory (Fiedler)

Path-Goal theory by House

of the above theory (House)

Leader Member Exchange (LMX) theory

by Dansereau, Graen & Haga; Graen &
Cashman; Graen

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

Leadership Substitutes Theory

of the above theory

Models of leader emergence
66. Student will describe the impact of traits

on leadership emergence and
performance

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

“Cycles of Socialization” (Harro) theory
and its uses in leadership
72. Students will demonstrate personal

application of the “Cycles of Socialization”
(Harro)

“Cycles of Liberation” (Harro) theory and
its uses in leadership
74. Student will demonstrate personal

application of the “Cycles of Liberation”
(Harro)

“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.)
82 Student will demonstrate personal

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)
86 Student will demonstrate knowledge of

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

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

of being a change agent

“Model of Intercultural Sensitivity” by
Bennett and its uses in leadership

90. Students will demonstrate personal HDF 413 StrengthQuest strengths In reference to the Developmental Model of Intercultural Sensitivity, I find myself to be in between stage
application of the “Model of Intercultural V.Adaptation to Difference and stage VI.Integration of Difference (Komives, Lucas, McMahon, et al.,
Sensitivity” by Bennett 2013). However, the stage that best describes me is stage V.Adaptation to Difference. I believe that in
my current state I fit best under stage five because I not only relate to what the learners say in
correlation to Table 5.1 Developmental Model of Intercultural Sensitivity chart, but because one of my
StrengthQuest strengths is empathy (The VIA Character Strengths Survey, 2020). Being interculturally
empathetic is one of the main points in this stage. Having the ability to empathize or connect with a
person of another culture, contributes to one’s behavior adapting, which I find myself able to do. In order
to enhance and strengthen my cultural competency, I want to actively stay on top of inclusive and
cultural appropriate language. Also, I want to continue to connect and expand my circle with individuals
from diverse cultures to spark engaging and thought provoking conversation. By participating in diversity
week events or attending a multicultural student orgnization’s booth, I am able to expand my knowledge
and understanding of different cultures than my own.

See Evidence: Developmental Model of Intercultural Sensitivity

ally Action Continuum by Griffin & Harro
92 Student will demonstrate personal

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 413 ● Narragansett High School As an inclusive leader, I strive each and every day to make everyone, no matter their race, gender,
inclusive leadership sexual identity/orientation, age, education status, etc., welcomed, valued, and accepted. I will challenge
myself and others to uphold this standard of inclusivity at all times in life. I will actively challenge myself

and others to share their backgrounds, cultures, beliefs, and values in order to break marginalized
barriers and strengthen everyone’s overall knowledge of diversity. I want to make everyone feel
comfortable in their own space and confident to be their true selves. I am aware that the world and
individuals are constantly changing, so I will stay informed on the latest terminology, social beliefs, and
context in order to be respectful and inclusive.
As noted in the “Multicultural Organizational Consultation: A Social Justice Perspective” reading, the
United States is the most culturally diverse nation in the world yet organizations still remain prejudiced
and small-minded (Sue, 2008). Growing up in Rhode Island, more specifically, a small
predominately-white town called Narragansett, I was not exposed to much diversity growing up. In my
high school, we had a diversity score of 0.19 which is even lower than the state's average of .60
(Narragansett High School Profile, 2020-2021). Not once were students exposed to a diversity lesson or
have any clubs/organizations that represented diverse or marginalized groups. Transitioning to college,
a much more diverse environment, I felt that I was uninformed about different cultures/beliefs. I never
want to be disrespectful towards any group or individual, so I made it my mission to educate myself on
matters surrounding diversity. Going forward with my leadership style, I will include diversity workshops
and encourage respectful cultural dialogue when facilitating. In Kolb’s Model of learning styles, he
identifies that individuals' experiences, observation, conceptualization, and experimentation shape the
way one learns (Komives, Lucas, McMahon, et al., 2013). With this being said, everyone comes from
different backgrounds and has unique life experiences that shape their opinions and beliefs. On the
matter of diversity, I believe it is important to recognize that everyone is entitled to their own opinion,
however many of those opinions/beliefs can be altered as new experiences and learning opportunities
arise. Engaging and experiencing cultural differences can be seen in The Developmental Model of
Intercultural Sensitivity, which encompasses six positions of increasing sensitivity to cultural difference.
Based on past experiences, individuals have one position that is predominant and can be altered as one
becomes more ethnorelative (Bennett, 2008). This directly affects my leadership style because as an
inclusive leader, I want to be able to have clear intercultural communication with every individual I
encounter and encourage my peers to have the same.
Bennett, M. J. (2018, September 3). DMIS Model. IDRInstitute. https://www.idrinstitute.org/dmis/
Narragansett High School Profile (2020-21) | Narragansett, RI. (2020, October 22). Public School
Review.
https://www.publicschoolreview.com/narragansett-high-school-profile#:%7E:text=The%20div
ersity%20score%20of%20Narragansett,flat%20over%20five%20school%20years.
Sue, D. W. (2008). Multicultural organizational consultation: A social justice perspective. Consulting
Psychology Journal: Practice and Research, 60(2), 157–169.
https://doi.org/10.1037/0736-9735.60.2.157
See Evidence: Picture of High School Graduation

Outcome Category: Critical Thinking

98. Student will show knowledge of principles of HDF-190 Ideal Candidate assignment Critical thinking can help identify, and in some cases, eliminate fallacies. Principles of critical thinking
critical thinking and fallacies (logic is used in may consist of questioning the methods where facts originated from, clearly identifying and
this minor) understanding all terms, question the outcomes, think of the big picture, understand your personal
biases, beliefs, and values, look for hidden assumptions (Larson). The principles of critical thinking
allows for someone to make a clear opinion or judgment. Critical thinking can also allow you to identify
fallacies. A critical thinking fallacy is one where the judgement is not made based on what you truly
believe, rather forced upon by an external matter. Fallacies can block your judgement and eliminate
critical thinking principles. Fallacies should be avoided and judgements should be made based on
these discussed critical thinking principles. In HDF-190, we did a group activity where we had to pick
the most ideal candidate to be the next student government president. We were given about five
different candidates with information and their reasoning for why they should be the next student
senate president. As a small group we had to use critical thinking to decide who was best fit for this
position and why we believed this. Once our small group narrowed down our decision, we then met
with another group who had their ideal candidate in mind, and had to collectively agree upon who was
the most ideal candidate. This activity sparked arguments and called for a high level of critical thinking.
For instance, one of the candidates did not have a clear vision behind how they were going to
accomplish their goals which was determined using principles of critical thinking. We also related to
one of the candidates more than the other due to the fact we liked their clubs/organizations they were a
part of. This goes to show how critical thinking can be fogged by a personal bias.
Larson, L. (Ed.). (n.d.). PRINCIPLES OF CRITICAL THINKING. Retrieved April 22, 2020, from
http://www.wright.edu/~elliot.gaines/criticalthinking.html
See Evidence #18: Ideal Candidate List
99. Student will demonstrate proficiency of HDF 413 Word Scramble Circle Activity In HDF 413 I had the opportunity to work with a small group of my classmates to connect
critical thinking words in a flowing circle. Our instructor split our class into two groups that were separated in
different rooms. Both groups were given the same cards that each had one word on them. It
was our job to figure out how the words would flow together in a circle. For example, if
three students were holding cards that read “school”, “band”, and “head,” we would align
them to read “head,” “band,” “school.” As a group we each had to use critical thinking skills
to piece together all of the words successfully. First, I thought it would be a good idea if we
looked at all the words to analyze our situation. Then, we decided on words that fit together
and looked at the cards that did not have any or only one with them. After that, we used
critical thinking skills to reevaluate our original assumptions of the matched cards and try to
find a connection to the unmatched ones. After collectively working to find a circle of words
that we felt made the most sense, we asked our instructor to check our final product. She
assured us that we solved the circle scramble correctly which proved our critical thinking
skills led to our success!
See Evidence: Word Circle Puzzles

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

decision making methods
103. Student will describe personal examples of

having used five decision making methods
104. Student will show knowledge of at least five

problem solving / conflict management
methods, as well as understanding the roots
of conflicts

having used five problem solving / conflict
management
106. Student will demonstrate the ability

to synthesize multiple knowledge
perspectives (course work), competencies
(communication, writing, information literacy
or mathematical/statistical skills) and
responsibilities (global, diversity & inclusion
or civic knowledge)

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

109. Student will demonstrate knowledge of HDF-190 ● Friend/family Throughout my life I have been so pleased to be the “go-to” person when my friends or family need
active listening techniques conversations someone to listen to what is going on in their lives. I believe I have taken on this role because I always
am invested in each and every conversation I have with people. Some techniques that I use and were
noted on a website focusing on active listening include, brief verbal affirmations, showing concern,
developing trust, nonverbal cues, empathizing, and asking specific questions (Doyle, 2019). Giving brief
verbal affirmations may be something as simple as saying, “I understand”, and it allows the person
sharing information to feel valued. Overall, paying attention to detail and showing true interest in
conversations are very valuable active listening techniques. These techniques can be used in any
conversation you may have and are used to further your connection with an individual.
Doyle, A. (2019, December 2). Important Active Listening Skills and Techniques. Retrieved April 22,
2020, from https://www.thebalancecareers.com/active-listening-skills-with-examples-2059684
See Evidence #19 : Picture of active listening skills
110. Student will describe examples of using HDF-190 ● Interviewing One instance where I hone into my active listening skills is when I am conducting interviews for my job.
active listening skills HDF-413 ● “Good vs Bad” leader When multiple individuals come in to interview for the same job, it can be difficult to put a name to a face
activity and remember all that they had to say. What helps me pick the best person for the job is truly listening
● Job Coaching to what each person has to offer. When an individual comes into the interview I always want them to feel
comfortable and valued. When they are answering questions I always make sure I am not just taking
notes, rather I am making eye contact, staying engaged, connecting, and giving both verbal and
nonverbal cues. This allows me to get a better feel for who the person actually is instead of having them
feel pressured to answer questions “right”. Being an active listener in an interview setting can not only
make the interviewee feel valued, but also make them more interested in joining an environment where
they feel comfortable. I also use active listening skills when my friends or family members come to me
for advice. I always feel honored that they are coming to me, so I want to provide them with the best
advice I can. In order to do this, I need to actively listen to what they have to say. For instance, I always
ask follow up questions and never judge anything they say. This helps me understand the full picture
and fully listen to all they have to say. Relating active listening skills to leadership is very critical
because good leaders will listen to the opinions, thoughts, and ideas of others. When going over the
qualities that a “good” leader possesses, every single group in my HDF-190 class included the trait of
being an active listener. This goes to show how important and valued active listening is for leaders in
particular. You can also use active listening skills during a presentation, conversation with a new
person, friend, family member, professor, doctors, etc..
Another environment where I honed in on my active listening skills, was during a debrief I led with one of
my clients. Throughout HDF-413 we learned about effective debriefing techniques that can be utilized
after we facilitate. Throughout the year, I job coach individuals who have disabilities and provide them
with constructive feedback to improve their work ethic. After each shift with a client, I conduct a debrief
where I ask them to share their thoughts on their energy level, quality of work, social skills, etc. In order

to best help my clients, I am in need of feedback from them before I can adapt my teaching style or
plan. Being an active listener allows me to pick up on important feedback from my clients and makes
them feel comfortable sharing with me. When my clients provide me with information, I actively listen to
show them I truly value what they have to say and make them feel that their opinions are valid. On the
other hand, specifically with people with disabilities, active listening does not always come easy to my
clients. It is important for me to set a good example when I listen to my clients so they can mirror my
behavior when people speak to them.
See Evidence #20 : Active listening question picture

functions of group communication by
Hirokawa
112. Student will describe personal application of

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

regarding giving and accepting of feedback
114. Student will describe examples of giving and

accepting feedback.
115. Student will show knowledge of the 7D

coaching model (Knott)

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 ● Facilitation Techniques Before coming to HDF 413 classes, I never connected the term “facilitation” to past teaching
facilitation techniques from past facilitations opportunities. Now, I can successfully connect past events in my life that I was a facilitator as well as
identify facilitation techniques that make meetings or events successful. Before a facilitator presents
their content, simply checking in with the group to see how they are feeling and what their goals are can
make participants feel valued which in turn can help engage their attention. Identifying the main goal(s)
of the group, allows for participants and the facilitator to remain focus and process oriented.
Furthermore, if a facilitator is clear and concise with the agenda and goals, the participants can have a
clear mind to help them prepare for future events. Another technique that a successful facilitator must
endure is active listening. Showing the group that the facilitator genuinely cares about the group's needs
and well being through active listening, helps distinguish the facilitators credibility. Once a group notices
a facilitator who is willing to hear from them, they will listen back. During the facilitation, it is important to
gain feedback from the participants so they can reflect on the activities at hand. Reflection is an
important step in the growth of the group since it requires different opinions and perspectives to be

shared. Along with this, reminding the group of their stated goals can unite and guide the group in the
right direction. If a facilitator notices the same voices are dominating the group, it is important to
encourage others to share or participate. This means that the facilitator must be adaptable and a
confident leader. Another valuable technique a facilitator must embody is recognizing when the group is
unfocused or lacking energy. Sometimes it is better to step back from an activity and take a break to
regain motivation than pushing through struggles. On the contrary, a facilitator can encourage and guide
individuals through problems if deemed necessary and effective. When all activities are completed from
the agenda, a good facilitation technique would be to summarize the main findings of the day and hear
closing remarks from participants. Just as the facilitator should do at the start of the meeting, ask the
participants how they are feeling after the meeting is over. A proper debrief should leave the participants
feeling accomplished and on the right track for future needs. All in all, an effective facilitator utilizes
many different techniques based on the objective and goals of the group.
120. Student will demonstrate proficiency of HDF 413 ● Energizer Facilitation Throughout HDF 413, I learned about facilitation techniques through lectures, observing facilitators, and
facilitation techniques constructive criticism. Later in the semester, all students had the opportunity to apply these techniques
by facilitating an energizer with a partner to our class. I decided to present my energizer by myself since
there were not enough students for everyone to have a partner. When it came to planning the energizer,
I wanted to choose one that was not presented by any other students or that we have completed in our
class. I selected an energizer that everyone could participate in and would feel included. I noticed that at
this stage in our HDF 413 class, students were more comfortable with each other and bonds were
already formed. This allowed me to select an activity that would ultimately bring individuals out of their
comfort zones to further unite members of the class. Having that goal in mind, I chose a singing
energizer that separated the class into two groups where I was the “judge” and would say a word that
the groups had to sing a song with that word in it. The groups would go back and forth, singing lyrics of
songs until one team could not think of any more songs. Before presenting this activity, I confidently
asked how everyone was doing and prefaced the activity by saying it was “challenge by voice”, meaning
you do what you feel comfortable doing but try to safely challenge yourself. I noticed the energy of the
class was fairly high, but I reminded everyone that they would need to bring everything they have to the
table today. Moreover, I projected my voice so all students could hear me, since I was leading this
activity by myself. After the groups were established and a few rounds were played, I adapted the game
to best fit the groups needs by adding a time limit and having one representative from both groups face
off. This allowed for the teams to have trust and confidence in one of their group members, while
supporting them from the sides. With a group of students who are similar-minded and passionate
leaders, sometimes it is difficult to take a step back and let others lead, so having the groups choose
one representative allows for more leadership roles to be highlighted. Even though this was an
energizer rather than a full facilitation plan, the activity was followed by me asking how everyone was
feeling after the activity and for constructive feedback.
See Evidence: Discussion: Reflection of Facilitation
121. Student will demonstrate knowledge of HDF 413 After a meeting, sports game, group project, etc., it is important to conclude with an effective debrief to
de-briefing techniques ensure everyone is on the same page and prepared to move forward. Throughout HDF 413, I have
been an active contributor of many debriefing activities that follow class lectures, facilitations, or class
activities. There are many techniques that help guide the facilitator through a successful debrief. To
start, the environment for the debrief should be a safe space, where everyone can see and hear each
other. One major component of a debrief is the way one conducts their conversation. Instead of telling
people what to do, ask individuals their opinion or thought process which will bring about a more inviting
conversation. Furthermore, to ensure all members are in unison and provide the opportunity for

everyone to share their ideas, “what,” “so what,” and “now”questions can be used as a guide for this
(Playmeo, 2020). For example, if you are trying to guide individuals towards a goal, you may ask, “why
do you think people choose to be in two groups rather than all work together in one group?”. Open
ended questions aid in bringing about group conversation and diverse perspectives. Another way to
gain feedback from individuals aside from asking questions, could be to use a “thumb monitor” to check
in on people’s moods after the activity. This is a nonverbal communication tool to include everyone in
the group without directly calling on people to speak. Another non-targeting, non-threatening debriefing
technique that invites sharing, is a paired or small group discussion. This method can comfort students
who may be uncomfortable sharing out in a larger group setting or who want to ensure they are in
mutual understanding with their peers. Having multiple different debriefing techniques helps keep
individuals engaged and interacting in multiple settings. Also, it is important to remain unbiased when
addressing individuals responses, to highlight there is not an implied right answer. Providing neutral
responses shifts the discussion away from the facilitator and opens the room to the participants. Once
the group has answered questions and collectively shared their feelings/thoughts, it is important to
provide a summary of the goals and main findings along with discussion of the next steps with the entire
group. This will allow for the most important ideas to be reiterated and instilled within the group.
Playmeo. (2020). How To Conduct A Debrief - Top Seven Tips for Successful Reflections. Retrieved
November 28, 2020, from https://www.playmeo.com/how-to-conduct-a-debrief/
122. Student will demonstrate proficiency of HDF 413 ● Group activity- replication One activity led by our instructor that my classmates and I had the opportunity of participating in,
de-briefing techniques of hidden product included a proper debrief that I was able to learn from. The main goal of the activity was to replicate
what was hidden behind a whiteboard in a certain amount of time, by sending one member at a time to
view the original before returning to help the group. The hidden “masterpiece” was composed out of
nine cards that pictured multiple different objects of different sizes and positions that were organized in
a specific orientation. Before starting the activity, our facilitator placed us into three groups that she felt
would challenge us by working with members of our class that we were not as familiar with. After the
instructions for the activity were given, each group worked in correspondence with their own plan and
strategy with hope to come as close to the hidden cards as possible. After the activity was completed
and the hidden piece was revealed, all groups compared their compilations to see how close or far from
creating the original they were. Our instructor allowed for a few minutes of group discussion before
guiding us with questions. The instructor began to ask for groups to share out their strategies, any
obstacles, what worked well, what would have helped lead the group to success if the activity was
repeated, and other open ended questions. Once our ideas were shared, our instructor asked us why
we did not all work together in one big group and rather chose to stay in our separated three groups.
Instantly, people shared that they felt that since they were placed in groups, they had to stay there, even
though no rules stated we could not all work together. Furthermore, the instructor recapped the
instructions from the beginning of the activity and followed that by asking everyone now that we know
we had the ability to all work together if we would do so or not and why. This conversation sparked other
topics that were not directly related to the activity like societal norms, american culture, idea of
competition, and strength in numbers. Making inferences and connecting life applications to activities
like the one completed, shows that the debrief was constructive and thought provoking.
See Evidence: Spot It Cards

framing based on psychology and its use in
group facilitation

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

frames of organizations, and the meaning of
reframing by Bolman and Deal
126. Student will describe personal application of

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

meetings / setting agendas / and leading
meetings
128. Student will describe personal examples of HDF 413

organizing meetings / setting agendas /
leading meetings
129. Student will show knowledge of

Parliamentary Procedure
130. Student will show knowledge of techniques

for working with difficult people

using techniques to work effectively with
difficult people
132. Student will show knowledge of the stages

of group development (Tuckman/Tuckman
& Jensen, Bennis or others)

group development in use
(Tuckman/Tuckman & Jensen, Bennis or
others).
134. Student will show knowledge of group roles HDF 413 ● Exploring Leadership In a group setting, many different roles will be held by individuals depending on their main purpose or
and how they contribute to group dynamics Textbook group goals. Depending on the way one communicates and the formation of their dialogue, roles may
(Johnson & Johnson; Benne & Sheats; be adopted.Within the group, there are two types of roles: group-building roles and task roles
Knowles & Knowles; etc.) (Komives,1998). Group-building roles focus on the dynamic of the members that make up the group
whereas task roles focus on the process of completing the purpose of the goal and encouraging the
group with different problem-solving strategies. Individuals who take on both types of roles are essential
to the group's success. The way the group engages in various processes is referred to as group
dynamics. Group dynamics encompasses how the group forms their decisions, manages conflict, and
fills leadership needs (Komives,1998). Although it would be ideal for all members to positively contribute
to the group, some individuals may possess dysfunctional roles that hinder the group's progress. This

individual may only believe their ideas are right and can be identified with the role of ‘special interest
pleaders.” A group member who constantly brings negative energy and does not cooperate with other
members is known as a “blocker.” It is important to understand the difference between these
dysfunctional roles and the actions of an individual who may disagree with an idea if it means to best
support the purpose or course of action of the group. Another group role is noticed as the “clown” of the
group because they use humor that is unfocused or not beneficial to the success of the group which in
turn sets the group back from reaching their goals. The “clown” of a group is not to be confused with
someone who effectively uses humor to alleviate tension or stress when needed, since this is a valued
skill. An “active member” may be an individual who is quiet when others are sharing ideas because they
are actively taking in the information to support group decisions (some may refer to this person as a
follower). On the contrary, an individual who does not contribute to the group and who does not pay
attention is recognized as a “non participant.” Moreover, examples of common roles in groups are
identified as the information seeker, opinion seeker, opinion giver, summarizer, clarifier, gatekeeper,
encourager, mediator, and follower (Komives,1998). Being aware of your role in a group is important
because you can contribute confidently in ways you know best.
135. Student will describe personal examples of HDF 413 ● Group activity- replication In HDF 413, my classmates and I had the opportunity of participating in an activity led by our instructor
group roles and how they contribute to of hidden product that highlighted many group roles that contributed to group dynamics. The main goal of the activity was
group dynamics (Johnson & Johnson; to replicate what was hidden behind a whiteboard in a certain amount of time, by sending one member
Benne & Sheats; Knowles & Knowles; etc.) at a time to view the original before returning to help the group. The hidden “masterpiece” was
composed out of nine cards that pictured multiple different objects of different sizes and positions that
were organized in a specific orientation. Before starting the activity, our facilitator placed us into three
groups that she felt would challenge us by working with members of our class that we were not as
familiar with. After the instructions for the activity were given, each group worked in correspondence
with their own plan and strategy with hope to come as close to the hidden cards as possible. After the
activity was completed and the hidden piece was revealed, all groups compared their compilations to
see how close or far from creating the original they were. My group consisted of five other students and
myself, who all took on different leadership roles throughout the activity. After reading common
examples of group roles from our textbook, I believe the roles our group obtained were “opinion giver”,
“clarifier”, “follower”, “encourager”, and “opinion seeker” ((Komives,1998). One role I felt I represented
was the “opinion giver” because I would share my opinions and strategy that I felt would best lead my
group to success. I shared my thought process out loud so other members could build upon my ideas or
form their own. One group member was having a difficult time understanding the purpose of the activity,
so another group member reworded the goal to add meaning which is what a “clarifier” would do.
Moreover, another group member agreed with the many ideas and beliefs of other members and
possessed the role of “follower”. When someone would make a suggestion or believe they properly
matched a card to the hidden piece, one group member would constantly provide encouragement,
which is why I see them as the “encourager” of the group. This member was very kind-hearted and
welcoming of all ideas that were being shared. Finally, when the original strategy was not working out
for our group, one member would encourage the group to find more information before making a final
decision. This individual recognized that we needed more insight on the hidden piece before placing a
card down to our final replica, which made me believe they were the “opinion seeker”. Without all of
these roles being filled, I do not believe my group would have cooperated as well as we did. Each role

was valued and contributed to the success of our group. Even if our final replica did not exactly match
the hidden piece, we all were proud of our group dynamic.

memberships skills in groups

membership skills in use

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

using the theory of Challenge and Support
(Sanford)

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

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

and conducting interviews (as the
interviewer)
143. Student will describe personal examples of One of my responsibilities for my summer job as Lifeguard Captain/Manager, is to hire a
planning and conducting interviews (as the compatible, hard-working, qualified staff. To gain a better understanding of the interviewees, I
interviewer) created an application with general questions regarding availability, desired wage, and prior
work experience as well as questions focusing on their leadership ability and how they work
with others. In order to become a lifeguard, there are many qualifications that one must
complete to even be considered for this position. Once I ruled out the candidates who did not
meet the statewide qualifications, I began to set up in-person interviews. What helps me pick
the best candidates for the job is truly listening to what each person has to offer. When an
individual comes into the interview I always want them to feel comfortable and valued. When
they are answering questions I always make sure I am not just taking notes, rather I am
making eye contact, staying engaged, connecting, and giving both verbal and nonverbal cues.
This allows me to get a better feel for who the person actually is instead of having them feel
pressured to answer questions “right”. Being an active listener in an interview setting can not
only make the interviewee feel valued, but also make them more interested in joining an

environment where they feel comfortable. After the interviews were conducted, I followed up
with every candidate to let them know their standing.
144. Student will show knowledge of preparing HDF 413 Before going into an interview, it is crucial to prepare yourself for questions the interviewer
for and effective answers in interviews (as may ask, familiarize yourself with the job description, look presentable, and know your beliefs
the interviewee) and values. In order to see if a job or position is suitable for you, researching the companies
beliefs, work environment, and passions can guide you in the right direction. Once you
familiarize yourself with the beliefs of the position and overall company, finding skills and
values that you possess that connect with the company can help answer questions the
interviewer may ask. To practice answering questions you may be asked in an interview,
pairing up with a friend to practice a mock interview is a great option. This allows you to
confidently present yourself in a comfortable environment, before having the formal interview.
Moreover, in most interviews questions regarding your past experience or qualifications that
make you the ideal candidate are brought up. It is important to be familiar with past
experiences that have prepared you for the position you are currently applying for. To ease
any stress, you should get a good night's rest, plan your outfit the night before, and have a
healthy breakfast.
145. Student will describe personal examples of HDF 413 ● Lifeguard Interview Over the summer, I spend a minimum of 40 hours working to save lives as a lifeguard at a
preparing for and being interviewed beach. For the past four years, I worked at Scarborough State Beach as the Lifeguard Captain.
This most recent summer, I decided the work environment at Scarborough State Beach was no
longer fitting for me, so I looked at other lifeguard positions. I found a private beach that was
in need of a full staff of lifeguards, so I picked the most qualified lifeguards to present to the
employer. Since I was representing myself and 10 other staff members, in order to prepare for
this interview, I created a portfolio highlighting everyone's qualifications, skills, availability,
and desired salary. In order for me to stand out amongst other candidates, I practiced
presenting my most marketable skills and past qualifications that would prepare me for this
job. One thing I did to prepare me for the interview that I felt helped significantly was a mock
interview with one of my friends. My friend and I took turns being the interviewer and
interviewee to see any questions we could think of using the prepared information I presented.
Finally, when my interview date came, I felt confident and eager to present my portfolio and
meet my prospective boss. During the interview, I got a tour of the private beach community
and was asked if I have ever worked with the elderly population, since the majority of their
community is above 60 years old. I was happy to reflect upon my past experiences that I
prepared to speak about. Another aspect of the interview was sit down conversations on how I
could improve their beach environment and the interviewer was extremely impressed with my
responses. After the interviewer became more comfortable with me and vise versa, she
informed me that I was the most qualified candidate and gave me the job that day! I was
thrilled to accept this position and pass the good news to the other members.

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

working in collaboratives/coalitions

techniques to communicate and engage in
difficult dialogues related to diversity and
inclusion.
149. Student will demonstrate proficiency in

communicating and engaging in difficult
dialogues related to diversity and inclusion.
150. Student will describe ways to maintain

accountability in leadership / member
relationships

related to maintaining accountability as a
leader
152. Student will describe ways to build

relationships between leaders and members

building relationships with members as a
leader
154. Student will describe how credibility applies

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

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

influence
157. Student will describe influence applies to

leadership
158. Student will describe principles of effective

mentoring, as well as problems particular to
the mentoring relationship

mentoring and being mentored
160. Student will describe principles of effective

peer leadership, as well as problems
particular to peer leadership

related to being a peer leader and being led
by peers

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Name: Taylor Chofay

Leadership Inventory Revised 08/22/2017 1

Leadership Inventory Revised 08/22/2017 2

ADVISING INFORMATION ​(students will include own documentation)

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

CSLD Mission Statement

Leadership Inventory Revised 08/22/2017 3

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

Leadership Inventory Revised 08/22/2017 4

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 08/22/2017 5

Leadership Inventory Revised 08/22/2017 6

Leadership Inventory Revised 08/22/2017 7

Leadership Inventory Revised 08/22/2017 8

See Evidence # 1: Picture of me at my first day of dual enrollment

See Evidence #2: Picture of my calendar

See Evidence #3: Picture of my journal

Leadership Inventory Revised 08/22/2017 10

See Evidence #4: Picture of stress management methods

See Evidence #5: Picture of my journal

Leadership Inventory Revised 08/22/2017 11

See Evidence #6: CSLD Mission/Value statement

See Evidence #7: Qualities of an ethical leader decided by group.

Leadership Inventory Revised 08/22/2017 12

The VIA Character Strengths Survey. (n.d). Retrieved from

See Evidence #8 : VIA Traits handout with numbered order of my traits

​The VIA Character Strengths Survey. (n.d). Retrieved from

See Evidence #9: Picture from leadership Institute

See Evidence: Beach clean up

Leadership Inventory Revised 08/22/2017 14

12. Student will show evidence of goals and

13. Student will show knowledge of the

14. Student will show application of Maslow’s

15. Student will show knowledge of the theory

16. Student will show application of Manz &

See Evidence # 10: StrengthsQuest Signature Themes handout

18. Student will describe personal leadership

Outcome Category: Leadership Theories

19. Student will show knowledge of the

20. Student will describe personal application

Leadership Inventory Revised 08/22/2017 16

22. Student will describe personal application

23. Student will show knowledge of the

24. Student will describe personal application

25. Student will show knowledge of “Theory X

26. Student will describe personal application

See Evidence # 11 : HDF Servant Leadership Powerpoint Screenshot

Leadership Inventory Revised 08/22/2017 17

See Evidence # 12: Mission Statement of Food Bank

29. Student will show knowledge of the

30. Student will describe personal application

31. Student will show knowledge of the “14

32. Student will describe personal application

33. Student will show knowledge of the

34. Student will describe personal application

35. Student will show knowledge of the

36. Student will describe personal application

Leadership Inventory Revised 08/22/2017 18

Leadership Inventory Revised 08/22/2017 19

39. Student will show knowledge of the

40. Student will describe personal application

ADVISING INFORMATION (students will include own documentation)

The VIA Character Strengths Survey. (n.d). Retrieved from

for college students who want to make a difference. Jossey-Bass.