Final Inventory

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

Date Enrolled: Fall 2017
Date of Graduation: May 2021
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD)
at the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.
Leadership Inventory Revised 08/22/2017 1

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

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

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT
Office: Memorial Union Room 210 Phone: (401) 874-2726 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 workplace and global marketplace. The CSLD seeks to progress as innovators for experiential engagement and enriching assessment.
CSLD Values Statement

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

At URI, we are among only a handful of colleges and universities across the country that offers a Minor in Leadership Studies and one that is customized for each student. We
utilize a cross-disciplinary approach to leadership education designed to complement your academic studies. All courses utilize a variety of teaching methods but ultimately include
some form of experiential learning, practical application, and reflective learning. Employers, now more than ever, are seeking candidates with exceptional skills in the areas of
interpersonal and group management, problem solving, critical thinking and effective communication. We can help with all of the above.
GENERAL INFORMATION
● Regardless of your major, you can minor in Leadership Studies.
● Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
● Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of “C” or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
● No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
● Application for the minor must be filed in your academic dean’s office no later than the beginning of the final semester or term.
● Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors

Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
3 credits or internship experience for graded credit
Experience through Office of Experiential Learning & Community Engagement
or
Internship Class in Academic Major The only time the major and minor can overlap
Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar
Must be in Honors or have GPA of 3.3
Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit
MINOR ELECTIVES-9 credits
*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Women’s Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Women’s Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: First-Year Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport - Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option) PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, Multi-Ethnic, & Alternative Leadership PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication (capstone option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: FLITE Peer Leadership

BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
You need to have your own act together before you can lead others:

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
minimized need for approval
2 Student will demonstrate personal, URI 101 At work, in my classes In URI 101, we learned about self-discipline and how to be successful coming into college. Self
organizational, and academic examples discipline is about your ability to manage your impulses for a long enough time to stay focused on what
of self-discipline needs to get done to successfully achieve your goal. In URI 101 we looked at steps to disciplining
yourself. They were; organize your ideas to focus on what it is you want to accomplish, figure out why
you want to accomplish that goal, get rid of all distractions, prioritize tasks in order of importance,
continually track your progress, and keep yourself accountable. I was recently offered a new position
at a summer camp in the town of Charlestown as the Leadership Director for the Counselor in Training
(CIT) Program. This job requires me to inspire brand new counselors into being the best employee for
the camp that they can be. Included in this job, I have to create schedules for each week that highlight
what leadership topics we will be covering. Being only eighteen years old, I haven’t had much
experience making weekly lesson plans. Through the information I have learned in URI 101, I now
know how I can tackle this major project. First, I will sit down and organize all of my paperwork to
better understand exactly what is being asked of me as the Leadership Director. Next, I will motivate
myself by considering the positive impact this program will have on the CIT’s. I will then eliminate all
distractions that may detract myself from the progress of tasks such as my cell phone and my dog.
After, I will prioritize the components of each lesson plan to help better organize my work. Throughout
all of this I will track my progress to make sure I am staying on track and will hold myself accountable
for any faults in my work. As this is an example of my personal self-discipline, I also self-discipline
myself when doing homework for classes, both organizationally and academically. I am currently using
these six steps to self-discipline to organize all of my end of year work so that I have a plan of what
needs to be done every day. I am extremely satisfied with how well this process has been going
because I not once have I felt stressed this semester. Last semester I made the mistake of not
self-disciplining myself and found myself overwhelmed and stressed by the end of the semester. This
semester I have actually had more work than last but haven’t felt the extreme stress that I had last
semester because of my self-disciplining techniques. Finally, I also use these techniques when doing
my homework because I find that it is beneficial to prioritize your work. When I prioritize, it gives me
much more motivation because I feel more organized and successful during the process. Overall, I feel
as though self-discipline is crucial to success and I am extremely happy that I was taught the
techniques in my URI 101 class. (SEE EVIDENCE #1)
Source: Sicinski, A. (2009). The Complete Guide on How to Develop Focused Self-Discipline.
Retrieved April 21, 2018, from https://blog.iqmatrix.com/self-discipline#.
3 Student will demonstrate the ability to URI 101 With friends and family, at work In URI 101, we learned about how to manage emotions in order to avoid conflict when joining new
manage emotions clubs or organizations. I personally related this to my interactions with friends and family because I
have always been an extremely emotional person so I wanted to learn how I can better myself when in
conflicts with those who I love. In class we looked at seven tips for managing emotions put out by
University of Colorado Boulder’s Conflict Research Consortium. The first tip they offer is to recognize
and understand both your emotions as well as the emotions of the person/people you are interacting
with. Although empathy isn’t one of my top strengths, I still resonate with it greatly because I have
always been in tune with the feelings of those around me so when managing my emotions I have to
remember to put myself into their shoes to see where they are coming from as well. Next, the
University suggests that you try and see where the emotions of both yourself and the other person are
coming from because many times emotions are the reaction of something the other person said so

recognizing that is important when managing emotions. Personally, I know that most of the times my
emotions are stemming from the other person’s reactions so it is crucial that I remember that the other
person may be feeling the same way. This in it of itself could resolve conflict immediately. The next tip
is something I relate with and use all of the time because I always express my emotions clearly. The
University suggests that you and the person you are communicating with talk directly about the
feelings that are present so that no miscommunication takes place. I have always been a firm believer
in this because there is no reason to hide behind feelings. More often than not, further conflict will
present itself as a result. Next, remember to use “I-messages” as opposed to “you-messages”. For
example, saying “I feel angry because…” rather than “you made me angry by…”. This is a great
technique because it avoids further conflict. In addition, the University suggests that although you may
feel different about something, you still acknowledge the other person’s emotions as legitimate instead
of viewing them as insignificant. Another tip is to not react emotionally to an emotional outburst, rather
understand and recognize their outburst through active listening techniques. If it is hard for you to
remain fairly calm during an emotional outburst, it is suggested that you step out of the room and
present yourself again when you can respectfully further the conversation. Finally, if managing
emotions is still a difficult task, the University recommends trying meditation techniques or deep
breathing exercises to calm down. Overall, I find all of these tips extremely beneficially especially since
I have a load of emotions all of the time. (SEE EVIDENCE #2)
Over the summer at work, the camp staff and I had to attend a training which included how to control
emotions when in tense moments with coworkers. The four stages of emotional management that we
discussed were, own the emotion, name the story, challenge the story, and find your primal story. To
begin, owning your emotions is important when working with others because there’s no way for you to
manage an emotion you don’t have. Taking responsibility of your actions, words, and emotions assists
in maintaining your credibility as a leader and co-worker. I enact this by being honest and upfront
about how I am feeling while remaining respectful to the person I am communicating with. Next, name
the story is how you explain your feelings to the person with whom you are talking with. When in a
situation with a coworker I make sure I communicate with them what led me to feel this way. It is
helpful to have a rational conversation with the person where you both listen to each other and hear
out what they have to say as well. This leads me to the next stage which is challenge the story. In this
stage, one is taking the other person’s story into account and questioning their own story. By
considering how the other person feels, one is able to see the bigger picture and draw a better
conclusion about the situation. In some instances, it may make sense to defend your case as opposed
to the other person’s but it is important to take time to let the other person speak. As a director at camp
and as a leader, it is extremely important that I consider the other person’s feelings as well as mine. I
know from experience that this is not always easy, especially if you’re as emotional and I am. Over the
years, I’ve learned that allowing your emotions to overcome your rationality will not help ease the
situation. Considering how someone else feels gives you the opportunity to step back and reflect on
the bigger picture. Continuing on to the final stage, finding your primal story, one must also consider
past experiences that have made them feel a certain way. It is common for people who learned certain
behaviors and emotions at a young age, still feel the same way when they’re older. As a leader, it is
beneficial to understand where your emotions stem from so you have the ability to change or act on
them in certain situations. Reflecting back on the training, I’ve gained knowledge and insight into how I
can better manage my emotions to make the best out of all situations at work and as a leader. (SEE
EVIDENCE #21)
Source: Managing Strong Emotions. (1998). Retrieved April 21, 2018, from
https://www.colorado.edu/conflict/peace/treatment/angermgt.htm.
Source: Grenny, J., David, S., Reitz, M., Chaskalson, M., & Chussil, M. (2017, May 03). 4 Ways to
Control Your Emotions in Tense Moments. Retrieved November 30, 2018, from
https://hbr.org/2016/12/4-ways-to-control-your-emotions-in-tense-moments
4 Student will demonstrate knowledge of URI 101 Doing homework for classes In URI 101, we took a look at five stress management methods listed by the American Psychological
stress management methods Association (APA). First was to take a break from the stressor. I remember that when I was overloaded
by work at school, my mood would shift from being an upbeat positive person to depressed and
unhappy with life. This was always something I struggled with which would make me extremely upset
because when I would hit a low point, it would be extremely hard to climb back out of it. After learning
about these techniques, I now know how important it is to take a break for yourself. As childish as it
may sound, when I am overwhelmed, I take twenty minutes to color in my coloring book because it
truly allows me to destress and regain myself which then allows me to be more successful in my work.
In addition to taking breaks, APA suggests that you exercise because it benefits your mind as well as
your body. Exercising in between work will boost your energy level significantly making you more
successful. To add, simply smiling and laughing can relieve stress drastically. When people are
stressed, we tend to hold tension in our face through facial expressions so laughing and smiling can
truly relieve much of the pressure and stress that we are dealing with. In addition, taking time to talk
with friends or loved ones about your feelings is a great way to relieve stress. I refer to this as “venting”
and do this quite often with my parents and my friends. When I am overwhelmed with school work, I
will turn to my loved ones to vent and release all of my anger and emotions. This truly helps me
because it feels good to go back to your work knowing people were able to hear you out and listen.
Finally, the American Psychological Association recommends meditation and mindful prayer as a way
to relieve stress. Being mindful can help people gain new perspectives, develop self-compassion, and
forgiveness which can be extremely beneficial when stressed out. Overall, I haven’t been stressed
over the past few months due to the fact that I now practice some of these techniques every day. (SEE
EVIDENCE #3)
Source: Five Tips to Help Manage Stress. (2018). Retrieved April 21, 2018, from
http://www.apa.org/helpcenter/manage-stress.aspx
5 Student will demonstrate the ability to HIS 178 When studying for exams, in school Last semester in HIS 178, my professor noticed that everyone did poorly on the first exam so he took a
manage stress class to show us how to best prepare for the remaining exams. I found this extremely helpful because I
had all four of my first exams on the same day so I wanted to know how I could study better for the
next set of exams. After going over study techniques, I used my stress management techniques that I
learned in URI 101 to help me be more successful. First, I made sure I was taking breaks for myself. I
did this through coloring, singing, doodling, and exercise. I found that exercising was extremely useful
because I felt more energized when I went back to my work. In addition, I made sure to surround
myself with friends and family to ensure that I was getting my positive energy in for the day. I
personally believe that keeping a positive attitude throughout stressful times is extremely important
because it’s hard to climb out of a negative place once you’re there. In addition, I would turn to my
friends and family to vent and release any negative thoughts that I might have been experiencing. This
is beneficial because I personally feel as though you cannot be successful in your work if negative
thoughts are constantly filling your brain. Finally, I took time to evaluate my feelings and meditate. I
reminded myself that the tough times will pass and that right now school work is most important. Once
I got myself to a peaceful place, I meditated to release any lingering stress. After managing my stress,
I was successful on all of my remaining exams. (SEE EVIDENCE #4)
As a current sophomore, I have been able to continue to utilize old stress management techniques but
have also learned new techniques as well. To begin, the most effective way to manage my stress is to
plan ahead and prepare. In school, it can be easy to overwhelm yourself with work that is due. When I
look at my planner and see that I have two exams, one paper, and multiple assignments due all in one
week, I immediately think, “how am I possibly going to finish and do well?” Physically writing out what I
have due for classes, sometimes two weeks in advance, truly helps me relax and focus on what is due
at the current moment and focus on other assignments later. Leading me to my next point, prioritizing
work also helps relieve stress and it makes it easy to focus on one assignment at a time. Without
prioritizing, it’s easy to get disorganized and lose track of your game plan. After I’ve completed an
assignment, the best feeling is taking my red pen and crossing each assignment out as I go. Not only
does this relieve stress but it makes me so happy and motivates me to keep going. While all of these
techniques are extremely beneficial and truly help me in stressful times, I also continue to practice
taking time for myself and paying attention to my mental health. I’m a strong believer in prioritizing
yourself over school work. While of course your school work is extremely important, it is nothing when
compared to making sure you’re healthy and happy. Mental health can sometimes go unnoticed when
stressed out because you tend to focus more on your stressors and not on yourself, so it is a healthy
practice to take breaks and engage in activities that make you happy. Though I tend to have busy
weeks with school and work, I give myself time to do things that I enjoy. For example, on Wednesday
nights my best friends and I play in a volleyball league together. Giving myself a few hours out of my
week to focus on just volleyball and not worry about my stressors is extremely beneficial to my mental
health and my sanity. In addition, on Mondays both of my organizations meet in which I get to see all
of my friends and focus on two things that make me the happiest, leadership and service. Finally, the
one day of relaxation I give myself are Sundays. On Sunday’s, I watch football all day with my dad and
take time to relax and give my mind a break. Football is one of my happy places and is something I
look forward to each week. Although simple, these three days of the week are what motivates me to
keep pushing through school work and helps to relieve any stress from school. Overall, when reflecting
on my stress management techniques, I believe that in just the course of one year, I have had
significantly less stress and truly have been so much happier. (SEE EVIDENCE #22)
Source: Source: Five Tips to Help Manage Stress. (2018). Retrieved April 21, 2018, from
http://www.apa.org/helpcenter/manage-stress.aspx
Source: Stress management: Examine your stress reaction. (2016, April 21). Retrieved December 1,
2018, from
https://www.mayoclinic.org/healthy-lifestyle/stress-management/in-depth/stress-management/art-2004
4289
6 Student will express a personal code of COM 100, HDF413 In my major (elementary education), In COM 100, we learned about ethics in communication and how it relates to being a good leader. We
leadership / membership ethics day to day talked about how ethical leadership plays a major role in the success of major corporations or even in
clubs on campus. Ethical leadership is demonstrating appropriate conduct though interpersonal
relationships and the promotion of such conduct to followers through communication and
empowerment. After learning about ethical leadership and its connection to my future as an
elementary education teacher, I made a personal code of leadership ethics. It is; as an aspiring
elementary education teacher, I must remain true to my word and my values, abide by the laws, rules,
and regulations of my school, community, and country, remain open to all walks of life and respect new
perspectives, and practice my skills of emotional management when communicating with others.
Kindness, love, honesty, perspective, and gratitude are at the core of my personal code of ethical
leadership because they are my core values. They are my foundation, which lend me the fortitude to
serve as an honorable, constructive, and competent leader, family member, partner, co-worker, and
friend, whom others can depend upon. (SEE EVIDENCE #5)
While I embody and fulfill my personal code of leadership ethics through teaching, I also believe I
engage in ethical leadership everyday. My personal code of leadership ethics is; through every day I
strive to be ethical, fair, and honest while always staying true to my values. Washington University in
St. Louis published an article on six tips to be more fair and ethical, all in which I agree with and enact
everyday. To begin, they mention making a more ethical workplace. The way I implement this in my life
is through always asking my team, friends, and coworkers to be their best selves and remain truthful
and honest. Next, they discuss awareness of self-serving bias. I believe that a very important part of
being ethical is remaining unbiased. When biased, it is easy to sway your opinion based on preexisting
beliefs. Although it can be difficult at times, I am always considering my bias when in a situation and
making sure my thoughts are not detrementing the task at hand. Continuing on, is the discussion of
ethical patient care. This suggestion does not directly pertain to me as it talks about over diagnosing
and over treating patients in a medical sense, but I feel as though I relate this to my life by always
assessing a situation before jumping in. Many times it’s easier to buy more, use more, or do more for
something rather than take the time to figure out exactly how much you need. The mentality of “better
safe than sorry” can sometimes detriment your credibility as a leader as it can be viewed as having a
‘laid back’ personality. Next, when considering fairness in ethical leadership, one should remember
that there are multiple ways to be fair. Separating things equally may work in some situations but may
not work the the people have different needs. This ties into the idea of equity rather than equality.
Equity is giving everyone what they need to be successful. Equality is treating everyone the same.
Though every day, I always consider what will work best for each person rather than just assuming
that people have the same needs. Leading into the next point, when making the ‘right’ decision, one
must consider all perspectives, biases, and options. As an ethical leader, I always make sure that my
decision is the one best fit for the entire situation and not just benefiting one group or one person.
Overall, when considering ethical leadership, you should understand that ethics can be tricky and in
making decisions, can be hard to please everyone. However, remaining true to yourself and your
values will help you to make the decision that you know is best and with that you are being an ethical
leader. (SEE EVIDENCE #23)
Source: Walumbwa, F. O., Mayer, D. M., Wang, P., Wang, H., Workman, K., & Christensen, A. L.
(2011). Linking Ethical Leadership to Employee Performance: The Roles of Leader-Member
Exchange, Self-Efficacy, and Organizational Identification. 2-32. Retrieved April 21, 2018, from
https://scholarship.sha.cornell.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&
article=1762&context=articles.
Source: Early, R. (2018, August 10). Six Tips: How to be more fair and ethical | The Source |
Washington University in St. Louis. Retrieved December 1, 2018, from
https://source.wustl.edu/2018/04/six-tips-how-to-be-more-fair-and-ethical/
7 Student will demonstrate practice of the
personal code of ethics
8 Student will express a personal values HDF190 Every single day, in my major In HDF190 we spent several classes learning and talking about our VIA values. My top five are
statement (Sources = VIA, values (elementary education) kindness, love, honesty, perspective, and gratitude. In taking this time to understand my values, I have
clarification exercises, etc.) composed a personal values statement. It is; when going through life, I will emphasize kindness
through equality and inclusion, I will spread my love and passion to those around me, I will remember
to always be honest with myself as well as those around me, I will go into every day considering a new
perspective, and I will continuously be thankful for all of the blessing life has given me. I know that
once I am an elementary school teacher, I will live by this statement everyday. To be an ethical leader,
one must never stray from their values. They must always hold themselves accountable for their
actions in regards to their values and must understand that they may work with people whose values
contradict those of their own. I will utilize my strengths of Context, Restorative, Developer,
Individualization, and Responsibility alongside my values statement to insure that I am leading to the
best of my ability at all times. In remembering these aspects of being an ethical leader, I will abide by
personal value statement from this day forward. (SEE EVIDENCE #6)
Source: Your Character Strengths Profile. (2016). Retrieved April 21, 2018, from
https://www.viacharacter.org/survey/Surveys/Finished/6867973.

9 Student will demonstrate practice of the HDF 190 In my major (elementary education), In HDF 190, I was fortunate enough to learn about my VIA values. Understanding my values has been
personal values statement as a facilitator so beneficial because it allows me to go about life differently. My personal values statement is; when
going through life, I will emphasize kindness through equality and inclusion, I will spread my love and
passion to those around me, I will remember to always be honest with myself as well as those around
me, I will go into every day considering a new perspective, and I will continuously be thankful for all of
the blessing life has given me. As an aspiring elementary education teacher, I know I will be using my
personal values statement every single day. Bringing kindness into every single day is extremely
important because there is no reason to be mean in any situation. I also believe that creating an equal
and inclusive learning environment for my students is extremely important because no child should
ever be at a disadvantage compared to another student. Kindness also creates the necessary
nurturing and inclusive environment that elementary students need growing up. In addition, I will use
my love of teaching to convey passion to my students. I want my students to enjoy coming to class
everyday especially since I will most likely be the only teacher they see so I find that implementing love
into my classroom environment is crucial. Elementary schoolers are like sponges. They want to retain
anything and everything so sharing my knowledge through kindness and love is something I will stand
by as a teacher. To add, I believe that honesty is critical in building relationships, especially with
elementary school students, because they are still learning by example, and I would never want my
students to learn bad behavior through me. As a teacher I will make it my goal to educate my students
about honesty and remaining true to themselves no matter what anyone says. Challenging myself to
view ideas from different perspectives is something I find beneficial because it allows for you to expand
your horizons and learn from your colleagues. Being a teacher requires you to collaborate with other
faculty and staff to better the school and community so I will use my value of perspective to understand
where others are coming from and always consider the potential of their ideas. Finally, I will never take
any of my blessings for granted and will implement this mentality into my classroom so my students
grow up grateful for what they have. (SEE EVIDENCE #7)
Having experience as a facilitator, I believe I implement my values statement into every aspect of my
retreats. My values statement is; when going through life, I will emphasize kindness through equality
and inclusion, I will spread my love and passion to those around me, I will remember to always be
honest with myself as well as those around me, I will go into every day considering a new perspective,
and I will continuously be thankful for all of the blessing life has given me. To begin, in general when
working with people, it is extremely important and beneficial to be kind and consider every person in
the group. Implementing kindness is something I find so simple and so impactful when facilitating on a
retreat. As a facilitator, I demonstrate kindness through inclusivity by making sure all people feel
welcomed and comfortable all while remaining upbeat and positive. Continuing on, there will be times
where you will facilitate a retreat in which the group has little enthusiasm. To encourage all
participants, I ensure that I am conveying my passion and love for facilitation to try and inspire those
around me to get involved. While there may be times that even with passion participants do not involve
themselves, having enthusiasm for what you’re doing will make it more enjoyable for not only the
group but yourself as well. In addition, I believe a very important thing to keep in mind as a facilitator is
to remain ethical. Being honest with yourself and others goes a long way in maintaining credibility and
displays great character. Through honesty, I am able to instill trust in my participants that I not only
know what I’m doing but will be there for them at all times. When facilitating, you should always
consider your participants’ perspectives both mentally and physically. Taking people’s different beliefs,
perspectives, and opinions into account is important when facilitating because you should always know
where people are coming from and how to potentially alter or change things to fit their needs. This
goes along with physical perspective because you should constantly be moving around the room and
literally viewing the initiative from their perspective. In doing this, you have the ability to consider
potential consequences or elements that can be implemented. In addition, it is crucial that you are
always taking into account any limitations participants may have either physically or mentally and
altering an initiative or energizer to be as inclusive as possible. Finally, though simple, I find that I am
constantly considering all of the blessings I have in life and never taking them for granted. It is
extremely rewarding to have the opportunity to serve fellow students through my role as a facilitator
and after every retreat, I am reminded of how lucky I am to be able to help so many people, whether
big or small. (SEE EVIDENCE #24)
Source: Source: Your Character Strengths Profile. (2016). Retrieved April 21, 2018, from
https://www.viacharacter.org/survey/Surveys/Finished/6867973.
Source: Values in Action (VIA). (n.d.). Retrieved December 1, 2018, from

http://changingminds.org/explanations/values/via.htm
10 Student will demonstrate the ability to
lead a project from start to finish
(follow-through)
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 EDC312 In teaching In EDC312, the Psychology of Learning, we talked in depth about Maslow’s hierarchy of needs and its
“Hierarchy of Needs” theory by Maslow relation to teaching. Maslow’s hierarchy of needs is often depicted as a pyramid with hierarchical levels
and is a theory in psychology comprising a five-tier model of human needs. From the bottom up these
needs are; physiological, safety, love, esteem, and self-actualization. These needs are then broken up
into basic needs (physiological and safety), psychological (love and esteem), and self-fulfillment
(self-actualization). To begin, the physiological needs we all depend on include food, water, warmth,
and rest. They are the biological requirements one needs for human survival. If one doesn't have some
or all of these needs, the body cannot function properly making it difficult to obtain any other needs.
Maslow emphasizes that all other needs are secondary until these needs are met. Once the
physiological needs are satisfied, the need for security and safety become salient. People desire order,
predictability, and control in their lives. For example, family, employment, law and order, emotional
security, health, and education. After physiological and safety needs have been met, the third level of
human needs involved feelings of belongingness. The need for interpersonal relationships motivates
human behavior. Some examples of love needs are friendship, trust, acceptance, and receiving and
giving affection. Continuing on, the fourth level in Maslow’s hierarchy is esteem needs which Maslow
classified into two categories; the desire for respect from others (prestige, status) and esteem for
oneself (dignity, independence, achievement). Finally, self-actualization needs are the highest in
Maslow’s hierarchy. These needs refer to the realization of seeking personal growth, a person’s
potential, and self-fulfillment. Maslow emphasizes how this is the level where one finds the desire to be
the most that they can be. Overall, this theory is so important for me to understand as an aspiring
teacher as I need to recognize where each of my individual students’ personal needs are at. If one
student does not have access to food or is without a home, I must not only recognize that their focus
will not be on school or belongingness at that moment but also work to help them fulfill these needs
that are missing.
Source: Mcleod, S. (2018, May 21). Maslow's Hierarchy of Needs. Retrieved from
https://www.simplypsychology.org/maslow.html
14 Student will show application of Maslow’s EDC312 In my daily life After learning about Maslow’s hierarchy of needs in EDC312, I now know how to apply this to my own
theory to own life life. First, my physiological needs are just like everyone else’s; food, clean water, air, warmth, sleep,
and shelter. I have grown up extremely fortunate to never have had any insecurities with these basic
needs. With that being said, I have been able to focus on secondary needs like safety. Some of my
safety needs include order, predictability, and control in my life like being surrounded by my family,
having access to school, medical care, employment, emotional security, health, and social stability. As
I grew older I was able to fulfill more and more of these needs by attending higher education, getting a
boyfriend, working multiple jobs, and never having any health scares. Having these securities in my life
allow me to move up in Maslow’s hierarchy of needs to love and belongingness needs. In my life I
have been able to fulfill my need of friendship, trust, acceptance, and giving and receiving love through
my interpersonal relationships. Consistently having these in my life have kept me going and provide
me with another level of security and comfort in life. With these needs so far being fulfilled in my
lifetime, I have been able to move into the fourth level of Maslow’s hierarchy which is esteem needs. I
would say this is something I am still working on fulfilling as I have not yet fully secured my
independence from my parents. Living at home with my parents through college is one of the best
decisions I made. However, until I move out and am living on my own, the esteem I have for myself will
not be fully met. In addition, the fact that I am still working to get my degree also plays into this feeling
as I have not yet mastered my skill of teaching. On the other hand, I do somewhat feel like my need of
desire for reputation and respect for others has been met as I have gained respect from people in my
field and people I look up to. Finally, the highest level in the hierarchy of needs is self-actualization
needs in which I do think I am working on fulfilling. Personal growth is something I am always seeking
and striving for. Though I don’t like to speak about it with others, I do believe I have matured enough to
recognize my potential and worth. I am proud of myself for being able to encourage and empower
myself on my own without the need for someone else’s approval as this hasn’t always been the case.
Considering Maslow’s hierarchy of needs, this is probably due to the fact that there were other needs
that had to be met before I could focus on my own self-fulfillment.
Source: Mcleod, S. (2018, May 21). Maslow's Hierarchy of Needs. Retrieved from
https://www.simplypsychology.org/maslow.html
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 HDF190, HDF415, Leadership Institute, at work, as a In HDF190, we spent a few classes focusing on our five strengths from the Gallup Test. My top five
Signature Themes, shadow side of HDF412 peer mentor, as a future teacher were context, restorative, developer, individualization, and responsibility. These all are so fitting to who
Strengths and/or weaknesses, and I am as a person and recently I have realized how prevalent they have been in my life. For the past
examples of application (Source = Gallup) five years, I have dedicated my summers to being a camp counselor at my local town camp, working
with kids ages five through thirteen. As a camp counselor it is my responsibility to make sure every
child is safe and to make sure all things run smoothly. Responsibility is a strength I truly relate with
because I have always felt as someone who was more mature than my peers. When things went
wrong or if things got off task, I would be the first to find our way back to the goal we were trying to
reach. My restorative strength fits in as well because I find that I am at my best when noticing
problems before they occur and when working with others to see how we as a team can work around
them. The two strengths I see most in myself are developer and individualization. As a developer, I
love to cultivate the potential in others. At Leadership Institute, I loved being around others and sharing
our experiences and growing with each other. Building relationships is something I do pretty well, and
a key part of that is because I am intrigued by the unique qualities of my peers. I love getting to know
people on a more personal level because I believe that it not only makes me feel comfortable, but
allows for those around me to feel comfortable opening up. I feel as though by knowing my strengths I
can also utilize and build upon my weaknesses to strengthen my abilities all around. I loved learning
about my strengths because now I feel confident in knowing how I work in a group and how I lead
others. (SEE EVIDENCE #8)
In HDF415, I have seen each of my strengths put into action as a peer mentor. First, I utilized my
strength of context to not only learn from past peer mentors but also learn from my mistakes. I always
find myself using this as I find it important to make sure I am constantly growing and learning and not
staying stagnant. In addition, I use my strength of restorative to efficiently solve and work around
conflict. As a peer mentor, this was important because I needed to ensure that I was always prepared
for any issues the students may have. With my restorative strength, I am good at working through
conflict while making sure everyone is heard and I feel as though I definitely utilized this as a peer
mentor. I utilized my strength of developer by cultivating potential in each of my students. When I think
of my role as a peer mentor, this strength is the first to come to mind. From Day of Discovery to after
our final adjourning celebration, my focus has always been on my students and how I can encourage
them to be their best selves. To see my students succeed and come out happier at the end of things,
makes all of my work worth it. Continuing on, I was able to utilize my strength of individualization by
being able to unite a group of eight first-years. I knew going in that each student was unique from one
another so I needed to brainstorm how I could bring together this diverse group. In the end, a unique
group of first-years that once seemed very distant became a group of unique first-years who ended up
being best friends. Finally, I definitely utilized responsibility as I had multiple things to be aware of as a
student in HDF415 but also as I had eight other students to mentor. The shadow side to my
responsibility strength is that I can sometimes over-commit myself. I saw this come out as a peer
leader at the beginning of the semester when trying to help each student with all of their questions. I
found myself giving a good amount of feedback on outcomes, speech outlines, and papers when I
could’ve had them wait and answer their own questions. Tying developer and responsibility together, I
definitely over-committed myself because I thought it was my responsibility to make sure my students
were succeeding. What I soon realized was that, to see my students grow, they needed to learn to be
independent from me and answer their own questions. While I was more than happy to help them, I
found myself over-committing and giving my students too much support. (SEE EVIDENCE #41)
In HDF412, we had the opportunity to retake our Clifton strengths. My new strengths are
empathy, developer, relator, context, and connectedness. As an aspiring teacher, I can see
exactly where each of these strengths play into my chosen career path. My number one
strength is empathy which will be an asset to myself as a teacher as I will be able to relate with
my students on a much deeper level. As a teacher, it is important to me that my students feel
valued, safe, and heard at all times when in my classroom. Through my strength of empathy, I
have the ability to understand by seeing the world through their eyes. With my students, this
ability will allow me to have a better understanding of who they are as well as their struggles,
joys, and frustrations. It’s extremely important to me that my classroom is an inclusive and
comfortable environment for every student. With empathy in my top five strengths, I have hope
that I will be able to do just that. Continuing on, I relate strongly to my strength of context.
Context is being able to understand the present by researching its history (Gallup, 2020). When
considering the skills necessary to be a teacher, I believe context is extremely important as
teachers have to consider what they’ve done in the past and whether certain things were
successful or not. It allows one to know what to do and what not to do when teaching new or
old lessons. As for my strength of developer, I know this will come into play often as a teacher
as it is literally in my job description to cultivate the potential in my students. I am a firm
believer that every student has the ability to succeed as long as there are equitable
opportunities for everyone. It is my job as a teacher to provide these opportunities and support
the growth of each of my students. As a developer, I find great excitement in the little
improvements and successes of my students and will be their cheerleader through every up
and down. Finally, connectedness is a new strength I picked up this year which I relate
strongly to. Connectedness is knowing that everything happens for a reason because of the
belief that everything on earth is connected in one way or another. This strength not only gives
me a sense of purpose, but also reminds me to never feed negative energy into the world as the
connection between life will send it back to me in one way or another. While this strength may
not be something all teachers connect to or necessarily need, connectedness grounds me and
keeps me optimistic about life which is necessary for my own well being.
When considering my strengths and values, I can see how each one can also bring challenges
to my career as a teacher. To begin, I will need to practice not letting the feelings and
situations of my students get in the way of my ability to effectively teach. When someone is
hurt or is struggling, I feel it deep within my soul and it ends up hurting me. As a teacher, I will
need to be able to draw the line between being empathetic and understanding my students, and
being empathetic and getting too invested in their situations. While I want to be there for every
single one of my students, I have to remember that it isn’t necessarily my job to be invested in
every single detail of their personal lives. Another challenge I will face in regards to my
strength of context is getting too caught up in the past and not considering the future.
Futuristic is actually my last strength so I know I will definitely struggle with looking ahead and
envisioning what is to come. As a teacher, I will definitely need to practice setting visions and
goals for myself as well as my students and sticking to them. Continuing on, a challenge I see
with my strength of developer is getting extremely down when a student isn’t making progress
or finding success. I want to see all of my students succeed, but I have to understand that
some things won’t be as easy for one student as it is for another. I will have to remind myself
to celebrate all successes, even the tiniest ones, to ensure that I don’t always get down when
one student struggles more than another. Finally, I may face the challenge of being overly
optimistic when it comes to my strength of connectedness. I tend to see the glass half full at
all times which is not necessarily a bad thing. But when it comes to serious issues that I may
face as a teacher, I will need to remind myself that not everyone likes to hear the positive in
every situation. More often than not, it’s better to just be honest and real with who you are
dealing with so you don’t create a sense of false hope.
Source: Your Signature Themes. (2012). 1-4. Retrieved January 30, 2018, from
https://gx.gallup.com/services/pdf?v=pdfGeneration.prince.7.0.binPath.
Gallup, I. (2020, September 29). CliftonStrengths. Retrieved October 17, 2020, from
https://my.gallup.com/_Portal/Component?gssClientId=dduOMXW7d71AS3U_2BFMiMY8EiRX
WxJVn_2FHNUkaHb4okdayR4Pz6_2BetryXCC5aLQ2&gssComponentId=6872#/summary
18 Student will describe personal leadership HDF190, HDF413 As a coach, working in group In HDF 190, we learned about our strengths as leaders and have considered these strengths with
style and/or personality style including projects, as a facilitator every activity and lesson that we do. In knowing my strengths, I have really been able to find my true
strengths and weaknesses and examples leading style, and though I have more to learn, I feel more confident in being a leader than I was
of application (Sources = Leadership style before. I believe that as a leader, I lead with my heart. I value personal connections in everything I do,
inventories, the L.P.I., Type Focus whether I’m just working on a group project or if it’s as a coach. My strengths individualization and
(MBTI), LAMP, DISC, and other career developer really key in on my leadership style because it is important to me to find the connection
inventories, etc.) between the group as well as motivate people to work to their best potential. As a middle school
volleyball coach, I definitely lead with my heart. Although for some coaches, the goal is to win it all, I
value the team aspect of the game more. During practice my goal is to see them improve on one skill
that we worked on as well as see them enjoy themselves and have fun with their teammates. As
someone who has been on multiple different volleyball teams, some successful some not, I found that
the teams I value most to this day are the ones where we grew to become a family. I know personally
that when I lead in a group I am focused on building strong relationships as well as reaching the end
goal successfully. A great example of this is when working with a group in college. In college, it can be
hard for some people to work in groups due to the fact that most of the time we’ve never met each
other. As an individualizer, I enjoy getting to know others right off the bat. Building relationships quickly
can be extremely beneficial because it allows for my group members to feel comfortable and it breaks
away any awkwardness that may still be there. Making the first conversation also is helpful for the
people who aren’t as outgoing as others may be. Removing barriers when in a group is one of the
ways I like to lead because I want everyone to feel as though they are on the same level as well as
create a more inclusive environment. Although I may have many strengths, I also have my
weaknesses. These being communication and focus. I feel as though sometimes I struggle with good
communication skills. For example, I feel as though there are times where I talk too much and don’t
make time to listen to others. I feel as though I am a good listener but not as often as I should be. I
believe that there are times where I should just sit back and listen rather than talk and this is
something I have been building upon as a leader. I also believe that I have a hard time focusing on the
goal that is ahead. As a leader I need to be disciplined and I need to understand that there are times to
goof around and times to get the work done. Finding that balance is something I am working on.
Overall, with my strengths and weaknesses at hand, I believe that I lead effectively and always lead
with my heart. (SEE EVIDENCE #9)
When considering my strengths I feel as though I have much to offer as a facilitator. My top five
strengths are context, restorative, developer, individualization, and responsibility. Context is defined as
understanding the present by researching its history. How I connect this to my life is through learning
from experiences. There’s a saying that “you learn new things everyday” and as a facilitator, I utilize
this strength to help me build upon skills and learn from both myself and those that I work with to make
sure I am working to the best of my abilities. My restorative strength fits in as well because I find that I
am at my best when noticing problems before they occur and when working with others to see how we
as a team can work around them. I utilize my restorative strength as a facilitator by working together
with my fellow consultants as well as the people I am facilitating to recognize and avoid conflict before
it occurs. As a developer, I love to cultivate the potential in others. To see people succeed and grow as
an individual brings me such joy. When working with others, I constantly find myself encouraging my
peers and helping them to succeed in all categories which I believe benefits me greatly as a facilitator.
As an individualizer, I love getting to know people on a more personal level because I believe that it
not only makes me feel comfortable, but allows for those around me to feel comfortable as well. I
utilize this as a facilitator by getting to know each group that I facilitate which will allow for a more
welcoming and comforting environment. Finally, I find that I am an extremely responsible person which
I will use to my benefit as a facilitator. Tying into the ethical component of the Relational Leadership
Model, I recognize how important it is to own up to your mistakes and take responsibility for any and all
actions. This also means that as a facilitator, I will be responsible for all tasks at hand and make sure
they get done correctly and promptly. (SEE EVIDENCE #25)
Source: Your Signature Themes. (2012). 1-4. Retrieved January 30, 2018, from
https://gx.gallup.com/services/pdf?v=pdfGeneration.prince.7.0.binPath.
Source: CliftonStrengths Results. (n.d.). Retrieved November 21, 2018, from

https://www.gallupstrengthscenter.com/dashboard/gsc/csf
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 HDF190, HDF413 As a camp counselor, in my major In HDF190, we spent a few classes learning about Greenleaf’s Servant Leadership model. Servant
“Servant Leadership” theory of leadership, “emphasizes increased service to others, a holistic approach to work, promoting a sense of
leadership by Greenleaf community, and the sharing of power in decision making” (Spears, 2005). Servant leadership also
emphasizes the idea of “servant first”. To be a servant leader, one must embody characteristics of both
a servant and a leader. Within this model are ten characteristics. They are: listening, empathy, healing,
awareness, persuasion, conceptualization, foresight, stewardship, commitment to people, and building
community. To begin, when working with others, leaders must remember to take time to listen to those
who they are serving. They must be receptive and active listeners to what is being said and not said.
Listening also refers to staying in tune with your inner self to understand your motives and keep your
values in mind. Empathy refers to the ability to connect with the people you are serving. As a servant
leader, it is important to understand who you are serving and truly put yourself in their shoes. Empathy
allows you to build a deeper connection with those you are serving and makes them feel more
comfortable. In addition, healing in servant leadership is the idea that as a servant to your community,
you have the ability to heal those who may have broken spirits. To help make whole again can be a
hard task but servant leaders have the experience and ability to do so in communities that may need it
more than ever. Awareness refers to the ability to view any situation from a more integrated
standpoint. Being able to learn and grow from experiences manifests this idea of awareness which
allows for one to understand issues involving ethics and values from a more holistic position. Another
characteristic that servant leaders embody is persuasion. Within persuasion is the idea that servant
leaders are skilled at bringing consensus within groups. Persuasion is not meant to be distasteful or
disheartening but rather empowering within a group. In addition to persuasion is conceptualization.
This means that servant leaders have the ability to look past present day activities and see the bigger
picture. They can connect with the people they are serving through conceptualization because having
your eyes set on a larger goal can be very inspiring and motivational. Similarly, foresight is the ability a
servant leader has that allows them to understand the lessons of the past, the realities of the present,
and the potential consequence a decision may have in the future. I relate to this component deeply
because of my restorative strength. With my restorative strength, I can recognize problems before they
occur and come to a solution for that problem quickly. I use both foresight and restorative as a summer
camp counselor because it is my responsibility to manage problems and act accordingly at all times.
Stewardship is harder to define but can be viewed as conducting or managing something entrusted in
one’s care. In my eyes, I interpret this as servant leaders managing a service project while keeping the
person they are serving the focus the entire time. One of the last components is commitment to
people. This is my favorite of the ten components because I believe I relate with it most. As an aspiring
teacher and someone who has always been a “people person”, I find that keeping a constant

commitment to people, whether it be in service or just within friend groups, is the most important
component of my life. To dedicate yourself to the well-being of others truly shows just how determined
you are to make a difference in someone else’s life. That to me is true servant leadership. Lastly,
building community means bringing together those who you served as one to create a community in
which they can all grow from. It’s important for servant leaders to recognize this because many times
communities that need help really aren’t communities at all, so it is worth it to build the foundation for a
preexisting or even a new one. Reflecting on the ten components, we can organize them into three
groups that determine which characteristics are found in a servant, leader, and a combination of both.
Servants encompass listening, healing, and empathy. As a servant, you are dedicating yourself to the
people. These three specifically are unique to a servant because they demonstrate a servant’s ability
to resonate and connect with people on a deeper level. Without listening, healing, and empathy, one
lacks the skills needed to effectively serve people. Continuing on, awareness, persuasion,
conceptualization, and foresight are all characteristics that encompass a leader. Leaders must be able
to think ahead to know where to direct their followers. These characteristics are unique to a leader
because it highlights their ability to rally a group behind a common goal. Finally, stewardship,
commitment to people, and building community all embody both a servant and a leader. Commitment
to people highlights the servant, building community showcases the leader, and stewardship brings the
two together to create a true servant leader. As a servant leader, one has the ability to unite people
through service and with this can encompass all ten components of Greenleaf’s Servant Leadership
model. Whether you maintain all or one, we all are capable of serving those around us. (SEE
EVIDENCE #10 & #26)
Source: Spears, L. C. (2005). The Understanding and Practice of Servant Leadership. 1-8. Retrieved
April 9, 2018, from
https://www.regent.edu/acad/global/publications/sl_proceedings/2005/spears_practice.pdf.
Source: Komives, S. R., Lucas, N., & McMahon, T. R. (2013). Exploring leadership: For college
students who want to make a difference. San Francisco: Jossey-Bass.
28 Student will describe personal application HDF190, HDF412 As a future teacher, as a general In HDF190 we learned about servant leadership and the ten components that go along with the model.
of the above theory (Greenleaf) member in Rotaract, in my future They are; listening, healing, awareness, empathy, persuasion, conceptualization, foresight,
career stewardship, building community, and commitment to people. I relate all of these components to my
major, elementary education, because every teacher is a servant leader. To begin, teachers need to
have very good listening skills. Teachers tend to be someone that students feel comfortable turning to
so being able to listen actively and take in all that their students are saying is extremely important.
They also should be able to take criticism and feedback from their students, administration, and
community to make sure that they are fulfilling the needs of those around them. In addition, teachers
can easily be considered a healer. Healing is important for teaching because they often take on the
parental role for many students, especially in inner city schools. Naturally having the desire to take
care of their students is something all teachers should have. Most kids don’t come from loving homes
so it is important to remember to always be there for them and make sure they are okay. Next,
awareness is a crucial component of being a teacher because they must be aware at all times and
always be on top of things. Whether it’s having classroom management under control or noticing that a
student isn’t having a good day, all teachers should always be on top of their game. To add, one of the
most important components to me is empathy because I believe no matter your career or situation in
life, it is necessary to always consider where someone else may be coming from. I personally have the
ability to empathize with people and find that this allows me to make closer connections with the
people I meet. I am always making sure that those around me are being heard and their feelings are
being taken into consideration and that is definitely something I will continue to do as a teacher.
Persuasion is a component that I don’t resonate as much with because I feel like there is a somewhat
negative connotation to it. Although, with that being said, I do feel as though it is necessary as a
teacher to positively persuade your students to do work and succeed through motivation techniques. In
addition, I find that it is important for teachers to have conceptualization because it allows for them to
consider the present day and future activities and view them as a bigger picture. This makes for a
more organized school year and helps the students learn better. Similarly, having foresight allows one
to understand the past, consider the present, and recognize the potential consequences a decision
may have in the future. I believe this is extremely important as a teacher because teachers are
responsible for all of their actions so it is crucial that they always consider any consequences that
could possibly occur. To add, stewardship in teaching can be viewed as keeping the students at the
center of your focus and attention at all times. Making sure that you’re always putting in 110%
everyday. I personally believe that the last two components, building community and commitment to
people, are the two most important and relevant components of being a teacher. Building community is
a major part of being a teacher because you play a huge role in and out of school. It is a teacher’s job
to make parents feel comfortable with sending their kids to school each day and also to be
knowledgeable of what is going on in the community that you work for. Finally, commitment to people
is definitely the component I feel relates most with teaching. As a teacher, you aspire to see your
students grow and develop. As a developer, I see the potential in others and make it my goal to help
them reach their full potential. I know that when I am a teacher one day, my students will always be my
priority and I will use the servant leadership model to aid me in my work. (SEE EVIDENCE #11)
Though I connect Servant Leadership to my major of elementary education, I also connect it to the
service club I am involved in, Rotaract. To begin, I utilize the component listening by listening to those
who I am serving before making assumptions about what they may need. This aspect is important as a
servant leader because when serving others, it is important to remember that you are there to assist
them in what they ask of you, not help or fix what they already have. A servant leader must also
consider how an individual or group feels about the current situation and determine their course of
action from there. Similarly, I enact the component awareness by going into every service project with
an open mind and no preconceptions. Being aware of who you are serving can help when going about
a service project. When considering myself as a servant leader, I view healing as not a necessary
given but a potential outcome of when we serve our communities. Servant leaders have the ability to
heal an individual, group, or community and that is one of the best feelings in the world. It is important
to remember though as a servant leader, not everyone will have the same experience or feelings
towards your service. I feel fortunate to know that the majority of the people we have served through
Rotaract have all been very thankful for our time. It is a wonderful feeling to know we have made
someone’s day just through our service. In addition, something I feel as though I embody every day
but especially as a servant leader is empathy. Through empathy, I have the ability to connect with
others on a deeper level and feel what they are feeling. In Rotaract when on different service trips, I
always put myself if the shoes of others. This not only allows me to serve the individuals better but
allows for a more genuine connection and experience with those individuals. Building off of empathy is
stewardship. Although this may sometimes be harder to understand, it can be seen as keeping the
focus of the service project to the people and not straying from that idea. Rotaract is a wonderful
example of stewardship as our motto is “service above self” in which we truly put the needs of others
over our own. With that being said, Rotaract also has a strong commitment to people which is another
component of Servant Leadership. Personally, I feel as though being committed to people is one of the
key factors of service and being a servant leader because without the people, there would be no one
to serve. Through one’s commitment to people, you are able to build community and foster hope in
others. In Rotaract’s case, we are not only able to help build community for the people we are serving
but also build a community on campus of people who are dedicated to serving others. I find that feeling
of community both inside and outside of our club really moving because it shows that there are people
who value friendship and connections enough to work together to maintain a harmonious group. In
addition to building community is persuasion. Although persuasion tends to have a negative
connotation, servant leaders bring out the good in it by bringing consensus within a group. This
consensus can be seen through rallying a group to strive for the best or even simply deciding on which
service project to take part in. Servant leaders have the ability to rally a group behind a good cause
and can inspire others along the way. This relates to the component conceptualization.
Conceptualization is the ability to see the bigger picture in things that may seem small or insignificant. I
believe our president Dakota does a wonderful job at showing us just how much of an impact our work
can have on a group or individual. For example, Rotaract held a Buy One More event where we
canned outside of Belmont Market asking shoppers to buy one more of an item to be donated to the
Johnny Cake Center in Peacedale for the holidays. Dakota explained to us that while some people
may see this as simple or insignificant, it actually has a major impact on the lives of others during the
holiday season and can bring so much joy to those people. I admire Dakota’s ability to conceptualize
because it helps puts things into perspective and shows us how much our service can benefit others.
Finally, the tenth component of Servant Leadership is foresight. Foresight is the ability a servant leader
has that allows them to understand the lessons of the past, the realities of the present, and the
potential consequence a decision may have in the future. I embody foresight as a servant leader
through my two strengths of context and restorative. Through context, I always consider situations
from the past to ensure the present outcome runs smoothly. In addition, I utilize my strength of
restorative by knowing how something may result due to a certain action as well as by acting on
problems before they occur. Overall, as a servant leader and through my service club Rotaract, I
believe I embody all ten components of Servant Leadership. Each of these components are extremely
beneficial when serving others and show your ability to put others before yourself, whether in your
organization or in your service projects. (SEE EVIDENCE #27)
In HDF412, I was able to reflect further on the Servant Leadership model and how the ten
characteristics reflect who I want to be as a teacher. To begin, listening proves to the people
being served that you are there to hear what they need and are not there to make assumptions.
As a teacher, it is crucial that you listen to what your students are asking of you to ensure you
are meeting the needs of every student in your teaching. In addition, having empathy as a
servant leader provides you with the unique ability to feel and understand what others are
going through. Being that empathy is my number one strength, I know that I will be utilizing
this a lot as a teacher. I want to create a classroom environment where students feel valued
and heard, and being empathetic towards my students will allow me to create a sense of
comfort and belonging. Continuing on, healing refers to the understanding that as a servant
leader, you have the opportunity to help make those who you serve whole again. As a teacher,
I fully understand that every student will come from a different background and home life. My
goal as a teacher is to provide comfort and safety to all of my students to ensure that
regardless of their homelife, they have a place to feel loved. Awareness refers to the servant
leader’s ability to view things from a more integrated, holistic position by taking in and
understanding what is going on around them. As a teacher, awareness allows you to analyze
situations that may arise in your classroom from multiple perspectives and keeps you on top of
things before they occur. Additionally, persuasion allows servant leaders to create cohesion
among a group by effectively convincing others, not coercing them. I can see myself utilizing
this component as a teacher when setting class expectations at the beginning of the year.
Continuing on, conceptualization is a servant leader’s ability to think beyond day-to-day
realities. As a teacher, this will be an important skill for me to have so I am able to visualize
what is to come in class so that I am best prepared to serve them. Similarly, foresight refers to
the ability to foresee the likely outcome of a situation. As a teacher, this is extremely important
as it is so beneficial to be able to catch a problem before it arises. Between being a camp
counselor for eight years and restorative being one of my original top five strengths, I believe
I’ll be successful foreseeing situations as a teacher. Stewardship is important in being a
servant leader as it shows your ability to manage something for someone else. In regards to
being a teacher, I interpret this as having the students’ needs as the center of my attention in
every lesson, activity, or project I do. Commitment to the growth of people is in my opinion, the
most important aspect of being a servant leader in teaching. Your job as a teacher is to
cultivate the potential in your students and stay committed to their growth and development.
This directly relates to my strength of developer and may be another reason why I personally
believe this to be the most important aspect of servant leadership. Finally, building community
is not only essential to being a servant leader but as a teacher as well. Personally, it is one of
my biggest goals as a teacher to create a classroom that acts as a little community for the
students to learn and grow together, feel valued and supported, while also making lasting
connections with myself and their peers. Overall, being a teacher goes hand in hand with being
a servant leader which is why the Servant Leadership Model has stood out to me the most and
has informed my own practice of leadership.
Source: Spears, L. C. (2005). The Understanding and Practice of Servant Leadership. 1-8. Retrieved
April 9, 2018, from
https://www.regent.edu/acad/global/publications/sl_proceedings/2005/spears_practice.pdf.
students who want to make a difference. San Francisco: Jossey-Bass.:
Source: Greenleaf, R. K. (1997). Servant leadership: A journey in the nature of legitimate power
and greatness. New York: Paulist.
“Principle Centered Leadership” theory
by Covey
of the above theory (Covey)
31 Student will show knowledge of the “14
Points / TQM” theory of leadership by
Deming
of the above theory (Deming)
33 Student will show knowledge of the HDF415 In HDF415, Nicole taught us about transformational leadership. Transformational leadership is seen
“Visionary Leadership” (now often cited when leaders and followers work hand in hand to advance to a higher level of morality and motivation.
as “Transformational Leadership”) theory Transformational leaders, through the strength of their vision and personality, are able to inspire
by Sashkin followers to change expectations, perceptions, and motivations to work towards a common goal.
Unlike in the transactional approach, transformational leadership creates valuable and positive change
in the followers with the end goal of developing followers into leaders and is not based on a “give and
take” relationship. Within this model are four I’s that encompass what it means to be a transformational
leader. The first “I” is Idealized Influence which allows leaders to be a role model to create high ethical
behavior, instill pride, and gain respect and trust within a group. Idealized Influence is important as it
allows for respect and trust to be built within a group. The next “I” is Inspirational Motivation which is
when the leader articulates a vision that is appealing and inspiring to their followers. Leading with
inspirational motivation challenges followers to be held to high standards, communicate optimism
about future goals, and provide meaning for the task at hand. Continuing on, the third “I” is
Individualized Consideration which is when the leader attends to each follower's needs, acts as a
mentor or coach to the follower, and listens to the follower's concerns and needs. The leader gives
empathy and support, keeps communication open, and makes the needs of individuals a priority. I feel
the strongest connection to this aspect of the model as I am constantly considering others when in a
leadership position and doing my best to empower them to be their best selves. Finally, Intellectual
Stimulation is when the leader challenges assumptions, takes risks, and seeks followers' ideas.
Overall, transformational leadership enhances motivation, morale and performance of followers
through these four “I’s” and is essential to making positive change. (SEE EVIDENCE #42)
Source: Chandrayan, P. (2017, December 16). To Be A Transformational Leader, You Don't Always
Need To Be Innovative, You Just Need To Be Emotionally Intelligent! Retrieved from
https://codeburst.io/to-be-a-transformational-leader-you-dont-always-need-to-be-innovative-you-just-ne
ed-to-be-26d5f1cf6cf9
34 Student will describe personal application HDF415 As a peer mentor After learning about transformational leadership in HDF415, I realized as a peer mentor I have
of the above theory (Sashkin) embodied the characteristics needed to lead in a transformational way. When the semester began and
I met the first-year students, I made sure I established a strong sense of respect and trust through
Idealized Influence. In utilizing this, I was able to set the standard for the rest of the semester and
receive the same energy and respect that I gave them, in return. Continuing on, when we got together
with our small groups at the Day of Discovery, I wanted to inspire and motivate them to succeed, not
only in this class, but in their other classes and organizations. I shared my story as a leader to inspire
them to seek new opportunities and positive change as young leaders. In addition, throughout the
entire semester, I made sure I was always considering their individualized needs and working with
them to ensure their success in the class. Combining my strengths of individualization and developer
truly highlight Individualized Consideration. When leading a group, I take pride in noticing each
person’s individual differences and strive to cultivate the potential in others. As a peer mentor, I saw
myself doing this when meeting in my one-on-one’s as I was reaching out to each person to ensure
that they felt accounted for and had what they needed to be successful for the rest of the semester.
Finally, being a peer mentor has allowed me to experience Intellectual Stimulation first hand as I have
have taken opportunities to follow in the footsteps of my students rather than lead them down a
specific path. I have given them opportunities to ask questions and challenge me which has allowed
me to grow as a leader. Being a peer mentor has given me the first hand experience to learn what it
takes to be a mentor and coach for others and be transformational in my style of leading rather than be
transactional and authoritarian. This experience has been extremely beneficial and overall humbling.
(SEE EVIDENCE #43)
Source: Chandrayan, P. (2017, December 16). To Be A Transformational Leader, You Don't Always
Need To Be Innovative, You Just Need To Be Emotionally Intelligent! Retrieved from
https://codeburst.io/to-be-a-transformational-leader-you-dont-always-need-to-be-innovative-you-just-ne
ed-to-be-26d5f1cf6cf9
“Individuals in Organizations” leadership
theory by Argyris
of the above theory (Argyris)
37 Students will demonstrate knowledge of HDF190 In school, in theater In HDF190, Robert Vincent taught us about ethical leadership and how we as leaders must follow our
the “4 V’s” theory of leadership by Grace individual values and stay true to them no matter what the circumstance is. To help one determine how
(Center for Ethical Leadership) internal and external factors combine for the “common good”, Dr. Bill Grace created the Four V’s
Model. The four v’s are values, vision, voice and virtue. Using this model, one must begin by
identifying their core values, to then carry out their vision a nd voice that vision in an authentic manner,
all while practicing virtuous behaviour. Your values are what you live by everyday. If you don’t lead
through your values, you are not leading ethically. I use my values everyday, especially in school.
College can be hard for some people to adjust to, but if you stick true to who you are and what you
believe in, making friends and opening up will come easier than expected. When coming into my
freshman year, sticking to my values allowed me to feel more confident than before and allowed me to
blossom. In addition, though I have always had many visions, one that I was extremely passionate
about was when I was a senior in high school. As an active member of my theater department, I was
deeply involved in the process of getting a new stage. The stage that we used for musicals, concerts,
and assemblies was falling apart with each passing day and was becoming extremely dangerous to
use. As a senior, a few of my fellow classmates and I voiced our opinions about the deteriorating stage
and scheduled a meeting with our superintendent. After giving our thoughts as well as suggesting
ideas for a new stage, the superintendent got back to us and said that the school committee and town
council approved our idea of rebuilding our auditorium and the works for this project would begin over
the course of the next few years. By using my voice and staying true to my values, my vision was able
to heard by the superintendent and was even a success. This could not have happened if it wasn’t for
my virtuous behavior when speaking to the superintendent. (SEE EVIDENCE #12)
Source: Cooper, P. (2014). The Four V's of Ethical Leadership. Retrieved February 20, 2018, from
http://sites.psu.edu/leadership/2014/04/27/the-four-vs-of-ethical-leadership/
38 Student will describe personal application HDF190 As an aspiring elementary education In class we completed a worksheet that gave space to fill out our own Four V’s Model. After completing
of the above theory (Grace) teacher, as a peer mentor my VIA values test, I received kindness as my number one strength and I believe that is extremely
fitting as to who I am as a person. For my entire life I have wanted only good for the people around
me, even strangers. I try my best to do at least one random act of kindness at least once a day,
whether that be holding the door for someone, smiling at people who walk by, or extending a helping
hand to someone who may need it. I use kindness as the way to find my vision, my vision being that I
hope to one day end gun violence in America. With the recent attack in Parkland, FL, it has come to
my attention just how bad the current gun laws are in the United States. As an education major and
someone who has always thought of school as my happy place, it frightens me to think that schools
are becoming more and more of a target for mass shootings. It is heartbreaking thinking about all of
the lives we have lost over the past two decades, specifically the last eight years. I understand that
there are so many complicated discussions that go with ending gun violence, but it is becoming
ridiculous to watch more and more innocent lives be lost and the American government do nothing
about it. Once I am an educator, I will make sure I advocate for the lives that have been lost and
organize petitions in support of creating stricter gun laws in America. This is an issue that is near to my
heart, so although at times my passion may want to overrun my values, I will remember to keep
kindness in the front of my mind. This may seem like a big task, but with my knowledge of the Four V’s
Model and understanding to stay true to my values and lead ethically, I believe I could have great
success in the future. (SEE EVIDENCE #13)
As a peer mentor, I was able to utilize the Four V’s theory as a way to practice ethical leadership. To
begin, throughout the semester I utilized each of my five values which allowed me to lead ethically.
Similar to the Congruence aspect of the Social Change Model, I believe it is extremely important to
remain authentic and genuine. If you don’t stay true to your values, you aren’t being ethical because
you’re not sticking to what matters most to you. With my five values driving me to be the best peer
mentor I could be, I was able to find my vision. My vision was to have each student succeed both
academically and socially within the class. The path I took to achieve this was to remain as a constant
support system for my students and allow them to thrive individually and as a group. This was my
voice. My voice can be reflected in the actions I took as a peer mentor. It is what helped me articulate
my vision and see success within my students. To see my students succeed, I had to do something. I
couldn’t just wait for success to happen, I needed to put my idea into action through my voice. While
my values drive me every day, my virtue of humanity is what drives me to see a project through. As a
leader, I am always making people my priority. People are what drive me to succeed as I never want to
disappoint or anger anybody. As a peer mentor, I used humanity to carry out my vision and reach my
goal of seeing every student succeed both academically and socially. I made it my goal to help the
students in any way I could as well as foster a welcoming and comfortable environment for them to
grow together and become lasting friends. I carried out my vision using my voice with my values in
mind but more importantly through my virtue of humanity to, in the end, see my students happy and
successful. (SEE EVIDENCE #44)
Source: Cooper, P. (2014). The Four V's of Ethical Leadership. Retrieved February 20, 2018, from
http://sites.psu.edu/leadership/2014/04/27/the-four-vs-of-ethical-leadership/
“Situational Leadership” theory by
Hersey & Blanchard
of the above theory (Hersey &
Blanchard)
41 Student will show knowledge of the HDF190 Volleyball team, in my classes, as a In HDF190, we spent a few classes learning about the Relational Leadership Model. This model helps
“Relational Leadership” model by coach us better understand how we lead within a group. There are five components to the Relational
Komives, McMahon & Lucas Leadership Model. These being; inclusion, empowerment, purposeful, ethical, and process-oriented.
As a leader, it is important to always use these components as they will make for better connections
with the group or organization you are working with. First, inclusion means that all members and their
ideas are taken into account and not judged because of a difference in opinion. It is important to
remember that not everyone will believe in the same thing and that is okay. In addition, empowering
means that each group member is lifting each other up and reassuring them. Without empowerment,
there would be no support between the group which would make it difficult to instill trust in your group
members. Included in this is the idea of empowering yourself and never doubting yourself. Purposeful
is important because it means that each member has an individual purpose in completing the common
goal which will motivate them to work together to complete that goal. The idea of collaboration is
related to this component as well. One of the components I find most meaningful and impactful when
working with a group is ethical because staying true to your word and acting responsibly when working
in a group is crucial. This allows for a sense of trust within the group and makes for success. Finally,
process-oriented basically brings all of the components together because it is how a group acts
together as well as how they accomplish the goal they are working towards. Overall, when using these
five components, it is important to remember your knowing, being, and doing. Knowing relates to your
understanding of your personal values, being pertains to your actual beliefs, and doing relates to how
you follow through with your actions. Leaders who lead through relationship building or specifically the
Relational Leadership Model often are focused on the group’s well being as well as each individual’s
own success. I feel as though I relate to this because of my strength individualization. I know that when
I work with a group whether it be on my volleyball team or just in classes I always try to get to know
everyone personally and find how we as a group can work best together. As a volleyball coach for a
local middle school team, I always make sure I am considering the five components of this model, and
I feel as though so far it has definitely benefited our team as a whole. (SEE EVIDENCE #14)
Source: Komives, S. R. (2006). The Relational Leadership Model. 3-114. Retrieved April 21, 2018,
from http://www.mu.uri.edu/leadership/pdfs/relationalleadership.pdf
42 Student will describe personal application HDF190, HDF413 As a volleyball coach, in SOLC In HDF190, we spent time learning about the Relational Leadership Model. This model has five
of the above theory (Komives et al) components, inclusion, ethical, purposeful, process-oriented, and empowerment. I find myself using
these most as a coach. I have the privilege to coach a local middle school volleyball team and ever
since we learned about this model I have made sure to implement these components in my practices
and teach my students about the model as well. When working with fourth and fifth graders, I need to
show them what being on a team is all about, and I do so by teaching them about inclusion and
empowerment. Once we can understand what these two words mean, I show them how we can use
them during practice and in games. As a team, we practice inclusion by making sure no one is being
left out and empowerment by always using words of encouragement and lifting up a friend when they
are down. When thinking about purposeful, I remember wondering why these fourth and fifth graders
were interested in playing volleyball in the first place. So I asked them just that. Just about every one
of my students said they were interested in the sport and wanted to spend time with their friends. Not
one of them said they wanted to win games, so I knew that my purpose would be to orient practice
around having fun. Off the bat I explained to the team what ethical means and we all agreed that it
means to never lie and always be honest with their friends and their coach. I lead ethically by always
sticking true to my values no matter what circumstance. Finally, process-oriented is how we as a team
work together and complete our goal of working on skills while having fun. Overall, I use these five
components everyday as a coach and although my students may not know exactly what the Relational
Leadership Model is, I feel as though I have been able to teach my students about what it means to
lead as a team. (SEE EVIDENCE #15)
As a general member of SOLC, I find myself constantly utilizing the Relational Leadership Model as a
facilitator. There are five components to the Relational Leadership Model. These being; inclusion,
empowerment, purposeful, ethical, and process-oriented. Inclusion means that all members and their
ideas are taken into account and not judged due to a difference in opinion. When facilitating a group, it
is important to remember that not everyone will be on the same skill level, learning level, or even
comfort level. To ensure that all members of a group are able to share the same experience, a
facilitator must be accepting of all differences and must be able to incorporate different methods of
learning to accommodate all. In addition, empowering means that not only is each group member
lifting each other up and reassuring everyone, but also that the facilitator is doing the same thing. As a
facilitator, I find it extremely important to keep a positive and light-hearted atmosphere to allow
everyone to feel welcomed and comforted. Without empowerment, there would be no support between
a group which would make it difficult to instill trust in your group members. No matter the case, every
person in a group should feel support and trust from every member. Purposeful is important because it
means that each member of the organization that you are working with has an individual purpose in
completing the common goal. This allows for the group to stay motivated and work together towards
their common goal. One of the components I find most meaningful and impactful when working with a
group is ethical. Staying true to your word and acting responsibly when working in a group can change
the way individuals feel about you and builds a sense of trust. This is crucial as a facilitator because
honesty, reliability, and trust all impact how a group responds to your actions. Finally, process-oriented
brings all of the components together. It is how a group acts together as well as how they accomplish
the goal they are working towards. When reflecting on my experiences as a facilitator, I get an
overwhelming feeling of joy to see the group take key aspects of the initiative away and see how it all
relates back to their organization. Overall, when using these five components, it is important to
remember your knowing, being, and doing. Knowing relates to your understanding of your personal
values, being pertains to your actual beliefs, and doing relates to how you follow through with your
actions. Leaders who lead through relationship building or specifically the Relational Leadership Model
often are focused on the group’s well being as well as each individual’s own success. As a facilitator, I
find myself using this model because of my love for other people as well as my desire to provide the
best experience for groups. (SEE EVIDENCE #28)
Source: Komives, S. R. (2006). The Relational Leadership Model. 3-114. Retrieved April 21, 2018,
from http://www.mu.uri.edu/leadership/pdfs/relationalleadership.pdf
concept of constructivism

44 Students will describe personal examples
of implementing constructivism
45 Student will demonstrate knowledge of HDF 413 When learning new information David Kolb’s model of Experiential Learning describes how how we learn new information and develop
the Experiential Learning Model (Kolb) our leadership skills. Kolb says that the way you come about new information is through concrete
experiences, or “feelings”, in which you experience something first hand that you would like to build
more upon. To process what you’ve just experienced, you then go through the reflective observation,
or “watching”, phase to make meaning and reflect on what you just did. After reflecting is the abstract
conceptualization phase where one goes into deeper thought on the experience and considers if what
they’ve experienced would be similar for someone else. This is also known as the “thinking” phase.
Finally, once you’ve considered what it means to you and, perhaps, what it would mean for someone
else, you then put your new ideas and thoughts into reality through active experimentation, or “doing”
(Komives). Within this cycle of learning, Kolb includes four different learning styles that combine
different aspects of this model. These are accommodating, diverging, converging, and assimilating. To
begin, accommodating is a combination of the concrete experience and active experimentation
aspects of this model or, feeling and doing. People who learn through accomodation use other
people's analysis and prefer to take a practical, experiential approach. Next, diverging is the
combination of concrete experience and reflective observation or, feeling and watching. People who
learn through diverging are able to look at things from different perspectives and prefer to watch rather
than do. In addition, converging is a combination of the abstract conceptualization and active
experimentation aspects of this model or, thinking and doing. People with a converging learning style
like to experiment with new ideas, to simulate, and to work with practical applications. Finally,
assimilation is the unique combination of abstract conceptualization and reflective observation or,
thinking and watching. People who learn through assimilation prefer readings, exploring analytical
models, and having time to think things through. Kolb’s model of Experiential Learning acts as a
never-ending cycle where, essentially, the process of learning continues on forever. (SEE EVIDENCE
#29)
46 Student will describe personal application HDF413, HDF415 Leadership Institute, day to day, as When I attended the Leadership Institute, I gained a concrete experience that made me reflect on my
of the Experiential Learning Model (Kolb) a peer mentor current actions. During the open group discussion that we had with the peer leaders, Nana asked us
how we personally manage our emotions when dealing with other people. She gave the example that
you’re walking to class and someone bumps into you and knocks the books you were holding on the
ground without turning around or helping. After discussing what we would do in that situation, Nana
explained to us that you truly never know why someone may act the way they do. It may be because
they’re just not a friendly person but more often than not you’ll find that there are other things going on
in someone’s life that makes them act in certain ways. During this discussion, I reflected on my
observations and realized that a lot more good can come when you don’t take everything personally.
I’ve come to learn that it is extremely beneficially and will impact your life greatly if you don’t take
things personally all of the time. Through abstract conceptualization, I decided that I would get in the
habit of not judging others for their actions. Now, before I react to others, I consider their feelings
before my own which showcases how put my thoughts into action through active experimentation. This
is a great example the Kolb’s model because I was a part of a discussion that made me reflect on my
actions and change the way I acted. I asked myself, “what does this mean?”, “why does this matter?”,
“how can I change my actions in the future?” and “how can I inspire those around me to reconsider
their actions?”. Reflecting on my experience at the Leadership Institute, I can see how I have grown as
a leader and now with my knowledge of the Kolb’s model for Experiential Learning, I see how I have
utilized this model in its entirety. (SEE EVIDENCE #30)

As a peer leader, I have seen Kolb’s Experiential Learning Model in action many times through the
various debriefs we as facilitators had to lead. After the Social Change activity, Mass Pass, we broke
off into small groups to debrief what had just happened. Ryan and I’s groups had a really great debrief
regarding the questions, “What?” “So What?” and “Now What?” I first asked the groups what the
activity was, what they did when faced with a challenge, and how they utilized their strengths and
values. The group had a very good conversation regarding how they utilized their strengths as a group
to overcome challenges as well as how they were able to work together with other groups. After we
had a discussion about what they just did, we moved on to ask them what this all means. Without
specifically stating parts of the Social Change Model, Ryan and I were able to get them thinking about
how this activity related to the model. The group at one point was facilitating their own debrief by
continuing to bounce ideas off of one another and get closer and closer to realizing that they could
relate all seven C’s of social change to the activity. I remember when they all had their “ah ha” moment
that that super fun activity they just participated in was directly related to the model they just learned in
class. It was really cool to see them understand the “So What?” part of Kolb’s. Finally, once they put all
the puzzle pieces together, I asked them how they could see themselves using what they just learned
from this activity in class and when partaking in social change. This brought everything full circle and
they were able to see how their experience in the activity could relate directly to the Social Change
Model. (SEE EVIDENCE #45)
47 Student will show knowledge of the HDF190 In HDF190, I learned about the Social Change Model. This model focuses on three values; individual,
“Social Change Model of Leadership group, and society/community. Within this model are seven C’s in which all of them fall under one of
Development” by Astin et al the three values; Consciousness of Self, Congruence, Commitment, Collaboration, Common Purpose,
Controversy with Civility, and Citizenship. Under individual values there is Consciousness of Self,
Congruence, and Commitment. First, Consciousness of Self means to be aware of personal beliefs,
values, attitudes, and emotions that motivate one to take action. Congruence refers to thinking, feeling,
and behaving with consistency, genuineness, authenticity, and honesty towards others. The last
individual value, Commitment, is demonstrated by significant involvement and investment of one’s time
and emotional passion. Continuing on, the three group values are Collaboration, Common Purpose,
and Controversy with Civility. To begin, Collaboration means you’re working together, sharing
responsibility, authority, and accountability to achieve your common goal. Common Purpose is
collective aims, vision, and values within a group. Lastly, Controversy with Civility says that
disagreements are inevitable and allows for differences of opinions to be heard. Finally, in the
society/community values, there is only one C and it is Citizenship. Citizenship calls for individuals to
see themselves as apart of a larger whole. The Social Change Model’s overarching goal is to create
positive and lasting change. When looking at the seven C’s and the three values, Change is the
primary goal that drives individuals and groups to implement the C’s. That is why it is sometimes
considered the eighth C in this model. Overall, the C that I relate the most with would be Congruence. I
feel as though it is important to always be your authentic self and be genuine with your actions and
words. One of my top values is honesty and I believe it drives me as a leader to never stray from my
values and always present myself with authenticity. (SEE EVIDENCE #46)
Source: Komives, S.R., Wagner, W., & Associates. (2009). Leadership for a better world:
Understanding the social change model of leadership development. San Francisco: Jossey-Bass.
48 Student will describe personal application HDF190 On my ASB trip In HDF190, we learned about the Social Change Model. Over this past spring break, I took part in an
of the above theory (Astin et al) Alternative Spring Break (ASB) trip around Rhode Island. On one of our last days, my group and I
travelled outside of Rhode Island to Mattapoisett Massachusetts to help serve the Buzzard’s Bay
Coalition. This is where I saw the Social Change Model in action. To begin, I saw myself utilizing each
of the C’s that fall under individual values. I utilized Consciousness of Self by making sure I was
always considering my beliefs and values as a way to motivate myself to help cultivate change. Seeing
as we were clipping away invasive species a majority of the time, I had to remind myself that this small
difference will help create a substantial amount of change for the environment of Buzzard’s Bay. In
addition, I utilized Congruence by remaining authentic to myself, my group, and the people we were
serving which helped foster a more genuine and comfortable environment to create change. I also
utilized Commitment by being committed to both the group activity, serving Buzzard’s Bay, as well as
its intended outcomes, maintaining and clean and healthy environment. Throughout the week and
during my time at the Bay, I fully committed myself to the people we were serving. In addition, after
spending time cleaning and maintaining the environment and seeing the enormous and positive
impacts it has, I have become extremely passionate and dedicated to doing my part to continue
cleaning as much of the earth as I can. Continuing on, I saw my group embody and use each of the
group values. First, my group utilized Collaboration throughout our entire trip by working together in a
common effort. Our collaboration multiplied our group’s effectiveness by thriving on the multiple talents
and perspectives of each group member. We utilized Common Purpose by working together through
shared aims and values to help cultivate change. At Buzzard’s Bay and throughout the week, all of the
members of my group shared a vision and participated actively to articulate the purpose and goals of
the project at hand. In addition, my group utilized Controversy with Civility when we had any conflict
within the group. We did so by hearing out everybody’s differing opinions while remaining respectful
and civil. Finally, my group utilized Citizenship by recognizing that with every organization or group we
serve, we are always apart of a larger whole who are all working together to create positive change.
Through ASB, both myself and the collaborative group became connected to the community and the
society and were able to see that change doesn’t just stop at the small group but goes much further
into society. (SEE EVIDENCE #47)
Source: Komives, S.R., Wagner, W., & Associates. (2009). Leadership for a better world:
Understanding the social change model of leadership development. San Francisco: Jossey-Bass.
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)
51 Students will demonstrate knowledge of
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
71 Student will demonstrate knowledge of HDF415, HDF412 In HDF 415 we learned the Cycle of Socialization theory by Bobbie Harro. We learned that our
the “Cycles of Socialization” (Harro) socialization starts when we are born. At this point in our lives, there are no judgements, no blame, no
theory and its uses in leadership consciousness. Due to the little to no information we have, there are also no biases, stereotypes or
prejudices. It is not until our first socialization that we begin forming ideas. These ideas are taught by
parents, teachers, and relatives who shape our expectations, norms, and ways of living. This not only
shapes our opinions but also our actions and behaviors. Through this socialization, we realize that
there are different cultures, practices, languages, and patterns of thought that we are used to. This is
known as institutional and cultural socialization. During this phase, our preconceived ideas and biases
are either reinforced or challenged by messages from institutions, media, schools, and even song
lyrics. Due to the fact that we have been socialized by family and mentors from a very young age,
these ideas and biases can be extremely hard for us to abandon. This is due to enforcements like
privileged enforcements, empowerment enforcements, or stigmatized enforcements. Those who go
against these enforcements or societal rules are known as outcasts and “troublemakers” and draw
attention to the fact that they are “different”. This allows members of agent, or privileged, groups to
give reasoning as to why these “troublemakers” are marginalized in the first place. This results in
anger, guilt, violence, and ignorance. However, there are two ways in which people can go from here.
They can either choose to direct change by taking a stand, educating, or advocating for others, or they
can do nothing and stay in their comfortable and practical lane. Finally, at the core of this cycle are our
fears, insecurities, and ignorance that prevent us from continuing on through the cycle. From the start,
we are taught that challenging the status quo is wrong. Having this idea ingrained in the back of our
mind makes it difficult to challenge the system. But that is something that we must push through to
make change and break the norms. (SEE EVIDENCE #48)
In HDF412 we learned about Bobbie Harro’s Cycle of Socialization which is a model that
describes the process we experience in regards to how we view the people and the world
around us. At the core of this cycle and what keeps us in it is our ignorance, insecurity,
confusion, obliviousness, and fear. To begin, we are all born with a specific set of identities
that we have no choice or control over and are born into a world where the mechanics of
oppression already exist (Harro, 2018). From there, we are first socialized by the people around
us who we love and trust. These people shape our self-concepts, perceptions, values, and
expectations about our future but as we get older, we start to get mixed messages and feel
confused on what to think. We then are consciously and unconsciously sent messages
through education, laws, government, etc. about who should have power and who should not.
These messages are then reinforced through our culture such as the television shows we
watch, the media we view, or the music we listen to. When people don’t like these messages,
they tend not to go against the norm because of the rules and enforcements in place. If these
people do not take action, they may experience guilt for their unearned privilege, fear of
payback, dehumanization, or tendency to collude in the oppressive system to protect
themselves. For many people, they lack the ability and empathy needed to make waves and
disrupt the system so rather do nothing and continue in the Cycle of Socialization. But for
others, there is the urgency and empathy to actually challenge and question the system. These
people begin to see that there is something wrong with the picture.
Source: Harro, B. (n.d.). The Cycle of Socialization, 15-21. Retrieved April 24, 2019, from
https://www.unr.edu/Documents/student-services/student-services/Harro Cycle of Socialization and
Liberation.pdf.
Source: Harro, B. (2018). The cycle of socialization. In M. Adams, W. J. Blumenfeld, D. C. J.

Catalano, K. DeJong, H. W .Hackman, L. E. Hopkins, B. J. Love, M. L. Peters, D. Shlasko &
X.Zúñiga (Eds.), Readings for diversity and social justice (pp. 37-34). New York: Routledge.
72 Students will demonstrate personal HDF415, HDF412 EDC250, Through my solidarity After learning about the Cycle of Socialization in HDF415, I can apply this theory to EDC250 where I
application of the “Cycles of with the Black community spent a semester observing a high school class in Central Falls Rhode Island. Growing up in
Socialization” (Harro) Narragansett Rhode Island, I wasn’t exposed to much diversity at all and my parents always warned
me about the dangers of cities like Providence, Pawtucket, and Central Falls. Having the idea that
cities are dangerous led me to believe that the people who grow up there are also dangerous. These
ideas were constantly reinforced by the media, television, and even at school. These outlets constantly
portrayed cities as dirty, poor, and unsafe. Whether it be through a TV show or from news stories, my
socialization was being reinforced over and over again, keeping me in this pattern of thought. When I
grew up and started to expand my horizons and formulate my own ideas, I began to feel guilty about
my past preconceptions. After learning about all of the social and economic issues that can lead a city
to be “dangerous” or “poor”, I wondered why I still felt uncomfortable going into cities. It wasn’t
because of ignorance but rather the fear and insecurity that was instilled in me from a young age.
When I found out I had to observe a classroom in an inner-city high school for my EDC250 class, I was
concerned as to what it would be like and how the students were going to act. Eventually, I was placed
at Central Falls High School. All my life I had heard how dangerous this city was, how much crime
there was, and how most people live under the poverty line. In all honesty, I was scared to go. My
ignorance made me genuinely scared to even drive into the city due to my idea that it was an unsafe
area. After putting all thoughts and walking down the streets of Central Falls week after week, I learned
that there was nothing to be scared about. The students were incredible and welcomed me with open
arms every day. The city I once thought was so intimidating became a huge and meaningful part of my
life where I actually felt comfortable to drive to and walk around. After realizing my ignorance to this
situation, I decided to make a change within myself and raise consciousness to the things the city has
to offer rather than to the many misconceptions it may have. I reframed my ideas and broke away from
the socialization I had known my whole life. (SEE EVIDENCE #49)
After talking about the Cycle of Socialization in HDF412, I was able to reflect on how I’ve gone
through the cycle in my life. When I was younger, the messages I received from my loved ones
in regards to the Black community were generally positive. The values I held growing up were
to love every person around me and see the good in others. When I understood what race was,
I was never told negative things about other races from my parents or other loved ones. In fact,
since I was a child, my maternal grandmother has volunteered for a program with the U.S.
Naval Academy in Newport Rhode Island where she serves as a host for naval students who
come from around the world to get their education. For almost every holiday growing up, my
Grammy would bring one of her students with her. This exposed me to different cultures at a
young age and was a norm for my family. Many of these students were of African descent so
my perception of Black individuals at a young age was very positive and I thought of them very
highly. As I started to get older and gain a better understanding of the institutional systems in
our country, I started to receive different messages about the Black community. For example,
in school I was aware of and was learning that my Black peers were typically viewed as the
“bad kids” by teachers and students and were more likely to act up in class than white
students. In school, I was also sent negative messages about Black individuals through my
textbooks in middle and high school as Black people were always viewed as inferior or less
than through history. As a white individual, I never gave second thought to these messages as
they didn’t affect my own self-perceptions. For a Black student however, they most likely
recognized these messages that are being sent about Black people as they are questioning
why they don’t see themselves represented in positions of power.
Source: Harro, B. (n.d.). The Cycle of Socialization, 15-21. Retrieved April 24, 2019, from
https://www.unr.edu/Documents/student-services/student-services/Harro Cycle of Socialization and
Liberation.pdf.
Source: Harro, B. (2018). The cycle of socialization. In M. Adams, W. J. Blumenfeld, D. C. J.

Catalano, K. DeJong, H. W .Hackman, L. E. Hopkins, B. J. Love, M. L. Peters, D. Shlasko &
X.Zúñiga (Eds.), Readings for diversity and social justice (pp. 37-34). New York: Routledge.
73 Student will demonstrate knowledge of HDF412 Lobbying, education In HDF412, we discussed the Cycle of Liberation by Bobbie Harro which describes the cyclical process
the “Cycles of Liberation” (Harro) theory that occurs in most successful social change efforts that leads to some degree of liberation from
and its uses in leadership oppression for those involved (Harro, 2018). At the core of this cycle and what holds it together are
self-love, hope, self esteem, balance, joy, support, security, spiritual base, and an authentic love of
others. This cycle begins with a “waking up” phase in which a person has an intrapersonal change in
what they believe about themselves. This could be the result of a major incident in someone’s life or a
long personal journey that changes one’s worldviews. From this point one moves through the “getting
ready” phase that involves consciously rebuilding parts of ourself and our perspectives based on new
realizations. A major part of this process is empowering yourself through introspection, education, and
consciousness raising. Through self-empowerment, individuals identify which aspects of their beliefs
and values need to be challenged and further educate themselves to come to this conclusion. In this
phase, people must also dismantle their discriminatory or privileged attitudes, and their oppressive and
collusive behaviors to be able to move forward in the cycle. Once one has empowered themselves,
they begin to seek new perspectives and reach out to others to hear their experiences. The “reaching
out” phase prepares individuals for what others may think of their worldviews while giving them the
opportunity to take a stand against injustice. This phase is the transition from intrapersonal to
interpersonal liberation. Building community is the point in the cycle when people start working with
others. The first step in this is working with people who are like us for support and the second step is
working with people who are different from us to gain understanding. Once one has taken down their
walls, joined with allies, and fortified their resolve, they can coalesce and move into taking action to
interrupt the oppressive system (Harro, 2018). Examples of this may be lobbying, educating, fund
raising, or motivating people who aren’t involved in the fight. From here, individuals are then able to
truly create change by influencing policy, dismantling oppressive structures, and creating a new
culture. This begins systemic change. But to ensure success, change must be maintained through
monitoring, strengthening, critiquing and integration in our daily rituals.
Source: Harro, B. (2018). The cycle of liberation. In M. Adams, W.J. Blumenfeld, D. C. J. Catalano, K.
S. Dejong, H. W. Hackman, L. E. Hopkins, B. J. Love, M. J. Peters, D. Shlasko, & X. Zúñiga (Eds.)
Readings for diversity and social justice (pp. 627-634). New York: Routledge.
74 Student will demonstrate personal HDF412 Through working in solidarity with In HDF412, we learned about the Cycle of Liberation by Bobbie Harro. When considering the Cycle of
application of the “Cycles of Liberation” the Black community Liberation, specifically with the Black community, I would describe my “waking up” as a long, slow
(Harro) journey through personal awakenings and discoveries. I experienced cognitive dissonance in high
school when I was receiving mixed messages about the Black community. My whole life I grew up
seeing the good in every person and never discriminating because of the color of one’s skin. So it was
odd to be seeing the Black community represented in negative lights whether through the news,
history textbooks, or other people’s beliefs. Due to this confusion and with my eagerness to
understand, I began evaluating what I was hearing around me and how that aligned with my own
personal beliefs. I started paying attention to my words and actions and acknowledging when they
didn’t align with my beliefs so I could ensure I don’t use them again. Similarly, it was necessary to
learn to get rid of wrong and ignorant beliefs that I held against the Black community such as
stereotypes and misinformation. I also had to call myself out on any discriminatory and privileged
attitudes that I had toward the Black community and rid myself of behaviors that oppressed or colluded
people of the Black community. This step took a long time for me to move through and is still
something I am working on fully accomplishing today. More recently I have been seeking the
experiences of others and wanting to hear from people of the Black community. Listening to Black
people and hearing their stories is extremely important to me and is something I value greatly. Without
taking this step, it seems nearly impossible to successfully create interpersonal and systemic change.
In building community, I have taken part in necessary discussions with people who are like me to gain
support in the fight to create change. Though not as often, I have also had conversations with Black
individuals to not only gain a better understanding but to work towards creating allyship. I admit that
this is something I am still working towards accomplishing and recognize that speaking with members
of the Black community is something I need to do more often. Which leads me to make the conclusion
that I am still in the coalescing phase of the Cycle of Liberation. While I have taken part in protests,
fundraising, educating others, and refuse to take privilege, I still have a lot more work to do in this cycle
to create systemic change. My journey through this cycle is far from over and I continue to look
forward to being able to work alongside others in the fight against systemic racism and oppression
against the Black community in the United States.
Source: Harro, B. (2018). The cycle of liberation. In M. Adams, W.J. Blumenfeld, D. C. J. Catalano, K.
S. Dejong, H. W. Hackman, L. E. Hopkins, B. J. Love, M. J. Peters, D. Shlasko, & X. Zúñiga (Eds.)
Readings for diversity and social justice (pp. 627-634). New York: Routledge.
75 Student will demonstrate knowledge of HDF412 In HDF412, we learned about Robert Franklin’s Configuration of Power through the lens of power in
the “Configuration of Power” (Franklin) regards to social identity and inclusive leadership. This theory is modeled by four concentric circles
and its relationship to leadership where economics is the innermost circle holding the most power, followed by politics, bureaucracy,
and, in the outermost circle, controllers of symbols with the “least” amount of power in this model.
Economics is at the core as that is what drives and sustains our current methods of power. In other
words, we look at who controls the wealth and land, who owns things, and who are the main producers
in communities, and how are these resources controlled, shared, and distributed most within certain
communities. We then move into ways in which we can influence the use of the economy which is
done through politics. We look at the social identities of the people in charge who are making the
decisions in regards to the economy like, how resources are spent and how much certain things are
distributed to communities. The power of politics relies on who we elect, what issues we focus on, and
if we look at the larger picture rather than getting stuck on smaller details. Continuing on, bureaucracy
in this model are politicians but also bigger social constructs like education, law, prisons and penal
systems, and other systems that we set up in society that enforce the rules and the law. More
specifically, looking at the messages and beliefs people hold in regards to these systems and how
some of these beliefs are protected by the levels of power that already exist, like racist politicians or an
economy that doesn’t support marginalized groups. Last in the configuration are controllers of symbols
which could be the media, education, religion, pop culture, etc. These are things that can either be
educational or, the complete opposite, being misleading or manipulating. But, regardless, these things
purposefully train people to maintain configuration and control what people view as acceptable or
expected in society. Finally, when considering the Configuration of Power, we must think about the
people who are not included in the decision-making and levels of power in our country. Thinking about
social identity, we can generalize that the majority of the people in power are straight white christian
males who are able-bodied and of the upper class. Therefore, people who do not hold or have
intersectionality with these identities are not the ones making decisions or holding power in this
configuration.
Source: Boyd-Colvin, M. A. & Camba-Kelsay, M. J. (2020). Power and privilege [PowerPoint slides].
Retrieved from https://drive.google.com/file/d/1HVd6Fi_HRe3s2nN8qk2MbKz59A9MeD8j/view
76 Student will demonstrate personal HDF412 The Black community in the U.S. After talking about Franklin's Configuration of Power in HDF412, it immediately made me think about
application of the “Configuration of how this configuration affects the Black community in the United States. To begin, the United States
Power” (Franklin) economy and the systems of power that play into the economy have historically played against the
Black community by limiting where Black folx can and can’t live. An example being redlining in the
early 1930s where the Federal Housing Administration (FHA) refused to insure mortgages in and
around Black neighborhoods. At the same time, the FHA was subsidizing builders who were
mass-producing entire subdivisions for white people — with the requirement that none of the homes be
sold to Black individuals and families. These actions made by the FHA, the people who own and
control the land, have left detrimental effects on the Black community to this day. In addition, limiting
Black folx to certain parts of towns and cities made it so they also didn’t have access to specific
resources and opportunities that white folx on the other hand, did have access to. Due to the fact that
these actions were purposeful and put in place by specific politicians and government officials, would
make this one example of how the power of politics have affected the Black community over the years.
In the 1930s, being forced by the government to live in certain impoverished neighborhoods in addition
to having little rights or say in anything due to the lasting affects of slavery, made it extremely difficult
for Black folx to get out of the poor areas the government set them up to live in. This is still true today
and is one of the reasons behind why Black folx are still the majority of the people who live in these
areas. In America, living in these poorer communities comes with having a larger police presence.
However, due to the fact that the judicial, prison, and penal systems in America are put in place to
protect those in power, Black folx are far more likely to be arrested and incarcerated than their white
counterparts. This example shows how the bureaucratic power in America serves to protect the white
community while actively oppressing the Black community. In addition, there’s the belief that some
police officers, politicians, and other people hold that if you follow the law, then the consequences
won’t pertain to you. Not only is this belief extremely blind to the reality that Black folx experience
police brutality far more than their white counterparts, but it also is an example of how bureaucratic
power in the United States actively plays against the Black community. These beliefs are further
instilled in people by the media, religion, education, and pop culture. Granted, not every media outlet,
religion, or pop culture reference supports this idea, but there are many things in our society that
reinforce these beliefs in people. A positive example would be how the media has made the Black
Lives Matter movement a point of discussion in the presidential debates this year. Conversations like
these begin to disrupt the Configuration of Power as we know it and should be continued to be had.
Source: Boyd-Colvin, M. A. & Camba-Kelsay, M. J. (2020). Power and privilege [PowerPoint slides].
Retrieved from https://drive.google.com/file/d/1HVd6Fi_HRe3s2nN8qk2MbKz59A9MeD8j/view
77 Student will demonstrate knowledge of HDF412 My journey becoming anti-racist In HDF412, we learned about different racial identity development models. The White Racial
racial identity development (Cross & Consciousness Model (WRCM) by Wayne Rowe, Sandra Bennett, & Donald Atkinson (1994)
Fhagen-Smith; Rowe, Bennett & introduces the types of attitudes that white people have in regard to their white identity. This model
Atkinson; Ferdman & Gallegos; Kim; focuses on an individual’s awareness of being White and what that means when considering those
Horse; Renn etc.) who do not share the same white group membership. The WRCM is broken down into two types of
white racial consciousness: unachieved and achieved, meaning an individual either does or does not
have an understanding of how their whiteness plays a role in their life or the lives of others. It is also
important to note that this model is not a linear process and does not stop when you become aware of
your whiteness. The journey in understanding race and your own whiteness is never-ending.
There are three types of attitudes within unachieved. Those being; avoidant, dependent, and
dissonant. To begin, people who have an avoidant attitude dismiss, avoid, and ignore race and have
no conscious thought of races and experiences of people of color. With avoidant, people do not take
the time to consider their race or the implications their race has on their day to day life. On the other
hand, people who have a dependent attitude commit to a superficial form of white consciousness but
do not take ownership of being white. These people put up a facade to seem to others that they are
racially conscious but do not take the necessary step to admitting their own whiteness. Finally, people
who have a dissonant attitude are uncertain about the experiences of people of color and about being
white in general but seek to gain more information. This attitude for some, but not all, can be a
transitional step in beginning to achieve white racial consciousness.
Continuing on, achieved white racial consciousness has four types of attitudes; dominative, conflictive,
reactive, and integrative. First, people who have a dominative attitude believe in white supremacy, are
ethnocentric, and have negative stereotypes of people of color. These behaviors and actions can
either be active or passive. An example of active dominative people are those who are a part of white
supremacy groups like the Ku Klux Klan or the Proud Boys. On the other hand, people who have a
conflictive attitude tell others that they are pro-justice and equality but actively go against or disagree
with measures to get there. These people believe people of color are equal in society and are
responsible for their own actions, disregarding the active oppression these identity groups have faced
in both the past and present. People who have a reactive attitude have an understanding that
inequalities and privileges exist and take it into their own hands to work toward recognizing and
addressing discrimination. However, this can be done passively or actively. Folks with this attitude
acknowledge that race plays a role in their daily lives and work within themselves to recognize racial
issues. Finally, people who have an integrative attitude have a deep understanding of the complexities
associated with race and acknowledge the uncomfortable journey of coming to terms with being white.
People with this attitude are committed to social change and continuing on the never-ending journey of
becoming anti-racist.
Source: Camba-Kelsay, M. J., & Boyd-Colvin, M. (2020). Action [PowerPoint slides]. Retrieved from
https://drive.google.com/file/d/1kly2o9lo7DmiylsrvVhsHgIaQnhmah0v/view
78 Student will demonstrate personal HDF412 My educational journey After learning about the WRCM by Rowe, Bennett, and Atkinson (1994) in HDF412, I’ve been able to
application of model(s) of racial identity see how this model fits into my own life and my journey through understanding and acknowledging my
development above whiteness. To begin, I believe in my life I have definitely portrayed each attitude within unachieved
white racial consciousness. From a young age, there were never times I had to worry about being
white or facing discrimination or hardships because of the color of my skin. Though I could see that
there were differences in skin color among classmates and friends growing up, I was very unaware of
what it meant to be of a certain race in society. From early elementary school to middle school, when I
first understood what race was, I was avoidant and ignorant of my whiteness. At some point in middle
school, there was a time where this attitude switched and I claimed allyship with Black, indigenous,
and people of color (BIPOC) without truly understanding what that meant. To me, I just supported and
loved all people but in claiming this, I did not take ownership of my whiteness and had a dependent
attitude. When I started taking history classes in high school that focused on racial issues in America,
dating back to slavery, I began to feel extremely passionate about becoming an advocate and ally for
the BIPOC communities. While I felt impassioned to learn more about the experiences of these
communities, I still was completely unaware of and ignorant to how my whiteness played a role in the
experiences of people of color. However, moving from this dissonant attitude in high school to actually
becoming aware of my whiteness and white privilege in college, was a huge transition in my journey to
achieving white racial consciousness.
When I got to college, I began to have conversations around race, identity, privilege, and oppression.
These conversations inspired me to continue learning more and taking steps in better understanding
my identities and privileges. I would say up until recently I have kept myself comfortable in learning
about whiteness by portraying a reactive attitude and learning mainly about how my whiteness affects
me and not the experiences of people of color. After the devastating murder of George Floyd and with
so many people on social media sharing informative posts about the racist history of the United States,
I decided it was time to get comfortable with the uncomfortable and use the privilege I have as a white
woman in America to work toward dismantling white supremacy. In learning more about these issues,
listening to the stories of people of color, and providing the space for others to get uncomfortable with
me, I believe I have taken the steps necessary to demonstrate an integrative attitude in regards to
white racial consciousness. While I believe I demonstrate this attitude today, it does not mean I am set
for life or guaranteed to demonstrate it tomorrow. Becoming conscious of your whiteness never stops.
It cannot stop. Because once you stop acknowledging the impact your whiteness has on people of
color, you stop any progress that could be made in creating real social change.
Source: Camba-Kelsay, M. J., & Boyd-Colvin, M. (2020). Action [PowerPoint slides]. Retrieved from
79 Student will demonstrate knowledge of HDF412 In HDF412, we learned about gender, identity, and gender identity development from Lev, Bussy and
models related to gender / identity / Bandura, and Bilodeau. When talking about gender identity one must connect it to human
gender identity development (Lev; development as a whole as we know that gender identity begins in early childhood. When we talk
Bussey; Bussey & Bandura; Bilodeau; about gender, we’re talking about the socially constructed perceptions of what is masculine and
Gilligan; Belenky et al; etc.) feminine and what that means for individuals over time. I will first begin by talking about Lev’s fluid
continuum of sex, gender, gender roles, and sexular orientation. This theory recognizes that gender is
not an “either or” or a binary process. Gender identity is fluid in that it can change over time. Lev
emphasizes that at any point, an individual can change their behavior, presentation, or identity and
none of these things need to be fixed indefinitely. The model that best depicts this theory is one that
has four continuous arrows where sex ranges from male to female, gender ranges from men to
women, gender role ranges from masculine to feminine, and sexual orientation ranges from
heterosexual to homosexual. Between these arrows are the ideas that these things are fluid, changing,
and interacting at all times.
The next theory I will talk about is Bussey and Bandura’s Social-Cognitive Theory of Gender Identity
Development. Bussey and Bandura looked more into how three fluid components, personal,
behavioral, and environmental, interact with one another. In other words, how the personal side, or the
biological characteristics, self-concept and perception, and regulation we have, interacts with the
behavioral side being the gender-related activity patterns we take part in, which also both interact with
the environmental side which are the factors that are pressed on us and the messages we receive
through socialization, like family, peers, educational settings, and media contexts. Overall, what we
can get from this is that gender identity remains a powerful social organizer that affects individuals and
their self-perception very heavily. Bussey and Bandura conclude that gender identity development is
an ongoing process that may change during an individual’s lifetime as societal views and norms
change.
Finally, the last theory I will discuss is Bilodeau’s theory of Transgender Identity Develpoment. Basing
his work on the human development framework of D’Augelli’s GLBT Identity Model, Bilodeau created a
6-process framework through which transgender individuals may move through when transitioning. To
begin, one first exits their traditionally gendered identity by claiming one is gender variant and affirming
this with others by coming out. They then develop a personal transgender identity through challenging
internalized transphobia and knowing themselves. Once they have achieved stability in this, Bilideau
offers that they then develop a transgender social idenitiy where one creates their network of support
and acceptance with those around them. Next, one becomes a transgender offspring by coming out to
family and navigating formerly defined relationships. After one feels secure in these former
relationships and with their family, they develop a transgender intimacy status where they explore
physical and emotional realtionships. Finally, the last part of the process that Bilodeau outlines is when
one enters a transgender community where they are alongside others committed to political and social
action.
Source: Patton, L. D., Renn, K. A., Guideo, F. M., & Quaye, S. J. (2016). Student development in
college: Theory, research and practice (3rd ed.). San Francisco: Jossey-Bass.
80 Student will demonstrate personal HDF412 Through my experiences growing up After learning about gender and gender identity in HDF412, I have been able to connect these theories
application of model(s) of gender identity to my life. To begin, while I don’t remember being told specifically by anyone that there are only two
above genders or that only men can be masculine and women feminine, I do remember having these beliefs
based on what I saw on the media growing up. These ideas were reinforced by friends and family who
would spread messages like, “you play like a girl” or “I can’t wait until you marry your Prince
Charming”. For me, these messages never bothered me as I was always a girly girl growing up and
only ever had crushes on boys. But, I now recognize how these messages could have easily had a
larger impact on me if I had crushes on girls or was more interested in more “masculine” activities like
playing sports. This proves Bussey and Bandura’s theory that your personal, behavioral, and
environmental influences truly do impact your thoughts and beliefs. It wasn’t until I got to middle school
when I began playing sports and learning to think independently for myself where I started to question
the messages I was receiving. As I kept growing older, I realized that masculine and feminine weren’t
really “real” and that we’re just told what to think because of societal norms. This awakening made me
far more open minded in highschool which made me comfortable becoming friends with and standing
up for people who were not “typical”. I learned to stand up to society’s standards even if they didn’t
necessarily affect me. At this point, I was huge into feminism and equality for all people so, with my
school being so small, everyone knew I would be the person to call someone out on misogynistic,
misgendering, homophobic, or transphobic comments. Growing up, there was rarely a time I felt
unrepresented by what society thought of me. I am a straight, cisgender woman and, though I am the
“typical”, it just really didn’t sit right with me that there were individuals out there unlike me who were
not being accepted by society solely for expressing themselves how their soul wants to.
81 Student will demonstrate knowledge of HDF412 Being a successful college student In HDF412, we had the opportunity to learn about social class in regards to one’s identity, more
additional social identity development specifically looking deeper into Bouridieu’s Theory of Social Reproduction and Yosso’s Community
model(s): Sexual ID, Faith & Spirituality, Cultural Wealth Model. To begin, social class is not to be confused with socioeconomic status. Social
Disability, Social Class (Dillon et al; class is a large group of people who share similar economic and/or social position and is based on
Fowler; Parks; Astin et al; Peek; Smith; their income, wealth, property, ownership, job status, skills, or power in the economic or political
Johnstone; Gibson; Forber-Pratt & sphere. On the other hand, socioeconomic status (SES) is an objective dimension such as household
Aragon; etc.) income, occupational status, or educational status. This reading specifically mentions how social class
has a huge impact on college success as it has a direct correlation between standardized testing and
being successful in college. There also becomes the point about concerns with being able to thrive due
to high tuition costs and the invisibility and silence around the “money” topic. Many people, from all
social classes, were raised to not talk about money making it only a more recent topic of discussion in
research. In college there are four social class identities among students. Those being;
first-generation, low-income or poor and working class, middle-class, and affluent or upper-class.
Moving onto Bouridieu’s Theory of Social Reproduction, where they talk about four factors to social
growth and reproduction. First, in order to have a more extensive ability to enhance economic status,
folx who are of a higher level tend to understand the field better. Commonly referred to as “playing the
game” where they already know the rules, power, and how to make more money therefore they can
continue to move up easier. Next, Bouridieu emphasizes the impact one’s worldviews and cognitive
schemas can have as someone from a higher SES may have different ways of looking at what’s
acceptable whereas those in a lower SES may need to conform to those norms as it is seemingly the
appropriate worldview. In addition, there are different types of capital like economic, cultural, and social
that impact an individual as one, for example, may attend Harvard and network with people of higher
class compared to those who go to a state school who do not get those networking experiences.
However, when looking at this model, we must critique that it mirrors a deficit-based approach in that
low SES individuals are seen as not knowing the roles or having the appropriate worldviews rather
than looking at what their views have to offer.
This leads me into the last theory which is Yasso’s Community Cultural Wealth Model where it
connects to the Critical Race Theory. Looking at this intersection of race and social class identities,
this model challenges the ideas that people of color essentially “lack” the social or cultural capital that
is required to be able to move up through classes. In regards to capital, Yasso explains six forms of
capital and how they can be strategically employed. Yasso emphasizes that perhaps those with
different experiences outside of the dominant groups may be able to capitalize on things like
aspirations, linguistic skills, familial relationships, different social networks, different navigational skills,
and being more resistant and resilient due to opposing inequality. Both Bouridieu and Yasso’s theories
are completely different perspectives on the strategies and strengths in which people of different social
class and socioeconomic status have in relation to their other identities as well.
82 Student will demonstrate personal HDF412 As a college student, as a teacher After learning about social class in HDF412, I can see where these theories fit into my life. To begin,
application of additional social identity though my family is middle-class, it has been a struggle to pay for college. My mom’s salary is enough
development model(s) above to categorize us as middle-class but is also enough to where I do not receive any financial aid.
However, what is not taken into account is my dad’s much lower salary and all of the financial burdens
my parents have been through over the years. Due to these struggles, I have had to work part-time
through my schooling to support myself financially as many times there was not enough money for
food or other things they would usually provide me with. Regardless of this, I recognize how extremely
fortunate I am that my parents were still able to support me financially through school. I will eventually
have to pay off my student loans of course, but this is one thing I have been blessed with that so many
college students have not been.
In regards to the Community Cultural Wealth Model by Yosso, I can see exactly how this will play into
my future career as a teacher. For me, it is crucial that my classroom is an equitable environment for
my students to learn and grow in so it would not make sense for me to view social class how Bouridieu
does through the Theory of Social Reproduction. This theory is viewed through a deficit-based lens
rather than an asset-based lens where people from lower SES or class are viewed as having
unacceptable or “wrong” worldviews. When in reality, their worldviews are just as valid as any one
else’s, they just have accumulated different capital through different life experiences. Which leads me
to support Yosso’s asset-based model over Bouridieu’s. Overall, as a teacher it is my goal to uplift
every single one of my students and make them feel validated in their thoughts and beliefs, regardless
of their family’s social class or SES. My hope is that my students feel heard and empowered to go after
their dreams no matter what’s standing in their way.
83 Students will demonstrate knowledge of HDF412 As a leader In HDF412, we discussed Peggy McIntosh’s theory of privilege and how it relates to leadership. Her
McIntosh’s theory of privilege and its article focuses on the lens of white privilege and looks from the lens of her being a white woman and
relationship to leadership taking a deeper look into the privileges related to advantages in relation to being of a particular race.
This piece goes into a list of twenty-six privileges that she has personally experienced from being
white. McIntosh defines these as, “an invisible package of unearned assets which I [one] can count on
cashing in each day, but about which I was ‘meant’ to remain oblivious” (McIntosh, 188). As a white
woman, I have also come to this realization that the privileges we hold in being white are meant to
remain out of mind out of sight. That’s what feeds the system and feeds oppressive behaviors.
McIntosh goes on to explain how she never thought of herself as racist as she was taught to view
racism as only mean individual acts displayed by white people and not the invisible systems that place
an unsought dominance on white people. This stood out to me as this idea that one is “not racist”
because they aren’t mean or discriminatory is so common among white folx. Yet, just being white and
not recognizing your privilege is an inherently racist act as it reinforces these invisible systems. In
order to be successful in this work, one has to first notice and acknowledge that these systems of
dominance exist. From there one then needs to address how these systems’ invisible dimensions of
advantages maintain the power of the status quo.
In regards to leadership, its crucial leaders recognize and acknowledge all of their privileges so that
they are aware of how their privileged identities play a role when leading others. For me, being aware
of my privileges has provided me with opportunities to step back and down in order to learn from those
around me rather than the other way around. It has also provided me with many opportunities to
self-reflect, grow as an inclusive leader, and consider other privileged identities that I hold that I don’t
think about as often.
Source: McIntosh, P. (2004). White privilege: Unpacking the invisible knapsack. In P.S. Rothenberg
(Ed.), Race, class, and gender in the United States (6th ed., pp. 188-192). New York: Worth
Publishers.
84 Student will demonstrate personal HDF412 Being white in America In HDF412 we read about the twenty-six privileges outlined in Peggy McIntosh’s “White privilege:
application of McIntosh’s theory Unpacking the invisible knapsack”. Being white in the United States comes with many, many
privileges. The first privilege that she mentioned that stood out to me was “I can be sure that my
children will be given curricular materials that testify to the existence of their race” (McIntosh, p. 189).
Just recently I realized how every textbook I read in middle and high school was written with a white
savior mindset. I grew up only learning about the stories of powerful white discoverers, presidents,
royalty, scientists, etc. and, for the most part, only saw Black, indigenous, or people of color in
positions inferior to white counterparts. This alone is a huge privilege to have grown up with as I never
had to question if I could or couldn’t do something because of the color of my skin. Through podcasts
I’ve listened to, I’ve learned just how great the impact can be on students of color who are only seeing
people who look like them in inferior positions. In addition, a privilege I have in being white is that I am
able to dress in secondhand clothes without having people attribute these choices to the poverty of my
race (McIntosh, p. 190). Thrifting has become a huge trend among young men and women and is
personally one of my favorite hobbies. But when I wear secondhand clothes, never do people assume
it’s because of the economic status associated with my race, seeing as white people are not first
assumed to be of lower class. Finally, with the Black Lives Matter movement gaining even more
attention and popularity over the past few months, it has reminded me of the privilege I hold in being
sure I have not been singled out because of my race when getting pulled over by a cop (McIntosh, p.
190). I have been so much more aware of this privilege every time I get in my car. With the way our
justice system has historically treated Black individuals, it is understandable that there is a lack of trust
with cops from the Black community. As a white woman in America, I do not have to worry about
potentially dying when getting pulled over for speeding. Just in general, there is never a time I feel that
my life is threatened because of the color of my skin. Being white in America is not a death sentence.
But, far more often than it should be, it is for the Black community.
Source: McIntosh, P. (2004). White privilege: Unpacking the invisible knapsack. In P.S. Rothenberg
(Ed.), Race, class, and gender in the United States (6th ed., pp. 188-192). New York: Worth
Publishers.
85 Student will describe the differences and HDF412 As a leader In HDF412, we learned about the Three Dimensional Oppression Matrix and how each dimension is
similarities of individual and institutional similar and different from each other. To begin, oppression is characterized as being pervasive,
oppression and relationships to restrictive, hierarchical, interconnected and intersectional, internalized, and is reproduced by
leadership (Source = Three Dimensional interpersonal interactions, institutions and social structures. Within oppression are three levels;
Matrix of Oppression) individual which are acts of prejudice, ignorance, and hatred; institutional which are policies, practices,
and norms; and cultural and societal which are assumptions, norms, and practices. Individual,
institutional, and social oppression are all similar in that they can all be intentional or unintentional.
However, the ways in which these attitudes and behaviors are expressed are very different among the
three. To begin, an example of an individual oppressive attitude would be an implicit bias against Black
or Latino men that includes the belief that they are dangerous and could be reflected through women
holding their purses close to them as they walk by Black or Latino men. This attitude is a stereotype
people may have and could be unintentional or intentional. On the other hand, an individual oppressive
behavior that one might portray would be using the wrong pronouns when speaking about or to a
transgender or nonbinary individual. This behavior is also known as a microaggression and can also
be unintentional or intentional. Continuing on, at the institutional level, oppression is produced by the
policies and practices of institutions like government agencies, businesses, education, and the legal
system. An example of an oppressive institutional practice would be workplace schedules that institute
mandatory days off for Christian holidays but do not for non-Christian holidays as it requires that
non-Christian individuals have to request time off for their holidays. For some this may be intentional,
but many times workplaces having these days off are unintentional as society has secularized and
normalized Christian holidays. Leading into social and cultural oppression, these are the social
systems and cultural norms that convey messages about what is correct, expected, and acknowledged
as “right” by the larger society. An example of an oppressive societal practice or cultural norm would
be the often-repeated belief that female survivors of rape provoked their rapists by the way they dress
or behave. As I’ve mentioned with the previous levels of oppression, these beliefs and societal norms
can either be intentional or unintentional. Overall, understanding the three-dimensional oppression
matrix provides me with a deeper understanding of the stereotypes, microaggressions, and
discriminatory norms and practices that target group members I may lead face every day. This reminds
me not only of the importance of being an inclusive leader but of monitoring my own thoughts, beliefs,
and actions. As a leader, it’s so important you are being considerate and are aware of the experiences
of those who you serve. As soon as one falls back into these oppressive mindsets, they automatically
feed back into the historically oppressive, twisted, and corrupt systems in our country.
Source: Adam, M. & Zuniga, X. (2016). Getting started: Core concepts for social justice education. In
M. Adams, Bell, L. A., Goodman, D. J., & Joshi, K. Y. (Eds.), Teaching for diversity and social justice
(3rd ed., pp.95-130). New York: Routledge.
86 Student will demonstrate knowledge of EDC453 As a leader In EDC453, Individual Differences, we learned about affirmative action and Title IX and what their
relevant laws and policies related to places are in education today. However, through this I will be speaking about how these two laws play
issues of equity and its relationship to a role in leadership. To begin, affirmative action first appeared in President Kennedy’s executive order
leadership (i.e., Title IX, Affirmative in 1961. He said in this order, “the contractor will take affirmative action to ensure that applicants are
Action, Protected Classes, etc.) employed, and that employees are treated during employment, without regard to their race, creed,
color, or national origin” (Exec. Order 10925, 1961). The purpose of affirmative action is to promote
social equity through the “preferential” treatment of socioeconomically disadvantaged people.
Examples being women, Black, Indigenous, and people of color, the LGBTQ+ community, folx who are
disabled, non-Christian individuals, and more. Most often, these people are disadvantaged for
historical reasons like years of oppression or slavery. However, these laws are not without their
opposition. As the original segregation and discrimination that led to the creation of these laws have
faded, more and more people have called for the abolition of affirmative action. Many have pointed out
that selecting someone primarily on the basis of their membership in a protected class than on their
actual qualifications can be counterproductive to society as a whole. Seeing as some leaders of
businesses and institutions often tokenize their applicants or select them based on membership solely
to diversify their whole, I do agree that there needs to be a reminder of what the original goal of
affirmative action was. It was not to benefit the higher up by making institutions seem more diverse
than they are, but rather to give opportunities to those who have been historically oppressed and have
not had these opportunities in the past.
Continuing on, Title IX of the Education Amendments of 1972 is a federal civil rights law that prohibits
discrimination on the basis of sex in any education program or activity that receives federal funding.
Title IX states, “no person in the United States shall, on the basis of sex, be excluded from
participation in, be denied the benefits of, or be subjected to discrimination under any education
program or activity receiving Federal financial assistance” (___). Title IX is a powerful tool for students
who want to combat sexual violence at school and on college campuses. Under Title IX, discrimination
on the basis of sex can include sexual harassment, rape, and sexual assault. Considering myself as a
leader, it’s important I know my rights when it comes to Title IX as many times women in leadership
positions can be taken advantage of by their dominant male (and female) counterparts. This is also
important to understand as a leader as workplaces and spaces where you may be leading in general
should be equitable in that every individual can succeed without fear of their privacy being stripped
from them. Overall, these two laws have been put in place to create equity in our country so that
groups of people who have been historically marginalized have the same right to a safe and fair
educational and work environment.
Source: Exec. Order No. 10925, 3 C.F.R. (1961). Retrieved from:

https://www.presidency.ucsb.edu/documents/executive-order-10925-establishing-the-presidents-comm
ittee-equal-employment-opportunity
“Title IX”. U.S. Department of Health, Education, and Welfare, Office of Education (1977) (enacted).
Retrieved from: https://www2.ed.gov/about/offices/list/ocr/docs/tix_dis.html
87 Student will show knowledge of effective
leadership as it relates to change agency
88 Student will describe personal examples
of being a change agent
89 Student will demonstrate knowledge of HDF413 As a future educator The Developmental Model of Intercultural Sensitivity is a six-stage model that reflects on how people
the “Model of Intercultural Sensitivity” by move through different stages of diverse cultural exposure. Stage one of this model is Denial of
Bennett and its uses in leadership Difference. During this stage, people are in denial of cultural differences and are unable to experience
any kind of variance in cultures other than slight differences in their own culture. The next stage is
Defense against Difference. In this stage, people who are beginning to experience different cultures
become defensive of their own culture and values and have an “us/them” mentality. Stage three is
known as the Minimization of Difference. At this point in the model, people recognize the common
humanity between all cultures, minimizing the gap between different cultures. The next stage is
Acceptance of Difference. This is the point where people experience different cultures in context and
begin to accept those who are different. Once someone accepts different cultures, they begin to adapt
and embrace these differences, Adaptation of Difference. During this stage, people apply their
acceptance of difference which becomes their best reference for when they actually interact with
people of a different culture. Finally, Integration of Difference is the stage in which a person does not
define themselves as a part of one specific culture. This usually refers to people who are bicultural or
multicultural. By reaching the sixth stage of the Developmental Model of Intercultural Sensitivity, we as
a society can create a more inclusive and empathetic environment. Being able to understand and
listen to others while respecting different views is a simple concept that would truly create more peace
on earth. I believe at this point in my life and for the majority of my life I have been in the Adaptation of
Difference stage because I don’t identify with multiple cultures but I am accepting and embracing of
any and all cultures. (SEE EVIDENCE #31)
students who want to make a difference (3rd ed.). San Francisco: Jossey-Bass.
90 Students will demonstrate personal HDF413 As a future educator Thinking about my life after college, I believe working in an inner city school or a diverse community
application of the “Model of Intercultural will allow me to grow in regards to my cultural competence. As of right now I feel as though I am in the
Sensitivity” by Bennett fifth stage of the Developmental Model of Intercultural Sensitivity, Adaptation of Difference. I embrace
and admire the various differences in other people and enact this through my strength of
Individualization. Through Individualization, I can connect a group of people together by showcasing
how their different strengths and values, together, can result in beautiful success. I like to believe that,
although I didn’t grow up in a culturally diverse community, I am knowledgeable of the adversity people
of different cultures face and can easily empathize with them. However, there is always room to grow.
In dedicating my time to children in diverse communities and embracing their variety of cultures and
ethnicities, I believe I have the ability to reach the final stage of the Developmental Model of
Intercultural Sensitivity. The sixth stage of this model is Integration of Difference. In this stage, a
person does not define themselves as a part of one specific culture. In my life, I view this as not
limiting myself to only one culture but rather embodying and embracing all cultures. Once I’m out of
college, I plan on teaching in a diverse community in Rhode Island. I’ve had experience observing a
classroom in Central Falls where I was able to experience new cultures right in the classroom.
Although I will be working with students in elementary school who may not fully understand the
importance of respecting and embracing different cultures, my hope as a teacher is to embrace each
of my students’ cultures and celebrate their unique differences. The more experience I have in diverse
communities, the more culturally competent I can become allowing me to progress further into the sixth
stage. My goal as a future educator is to create a welcoming and comforting environment for my
students and show them that everyone has the ability to embrace cultures whether directly apart of
them or not. If my students could take one thing with them once the school year ends, I would want
them to leave with open minds and positive growth mindsets and know that everyone, regardless of
race, gender, or culture, should be treated with love and kindness. I intend of doing this through

sharing my love and showcasing my ability to embrace all cultures, as seen in the sixth stage of the
Developmental Model of Intercultural Sensitivity. (SEE EVIDENCE #32)
91 Student will demonstrate knowledge of HDF412 In HDF412, we learned about the Action Continuum, created by Pat Griffin and Bobbie Harro. The
the ally Action Continuum by Griffin & continuum has eight “stages” that range from supporting oppression (left) to confronting oppression
Harro (right). Going from left to right on the continuum, we start with actively participating. People who find
themselves demonstrating actions within this stage can be seen telling oppressive jokes,
discriminating against target group members, intentionally avoiding target group members, or verbally
or physically harassing target group members (Adams, Bell, & Griffin, 1997). One stage further in the
Continuum is denying where people enable oppression by denying that target group members are
oppressed. People who fall in this stage do not actively oppress but collude with oppression by
denying that it exists. Next in the Continuum is recognizing, no action where individuals are aware of
any oppressive actions made by themselves or others but take no action to stop these behaviors. This
lack of taking action is a result of fear, insufficient information and education, and confusion on what
they should do. These individuals experience discomfort because of the contradiction between their
awareness and lack of action. On the cusps of supporting oppression and confronting oppression are
recognizing action and educating self. Recognizing action is when people are aware of oppression,
recognize oppressive behaviors in themselves and others, and then take further action to stop the
behaviors. People who are just beyond this point and are taking steps to get educated would be within
the educating self stage. This stage is characterized by individuals who take action to learn more about
oppression and the experiences of target group members by; reading, attending workshops,
participating in discussions, attending social action and change events, etc. One stage further in the
Continuum is educating others in which people move beyond educating just themselves to also
question and discuss with others. In addition, these people not only stop oppressive behaviors and
comments but also engage people in dialogue as to why they object a comment or action. Nearing the
end of the Continuum is supporting, encouraging where people support others who speak out against
oppression or who are working to be more inclusive of target group members by backing up others,
creating an allies group, or joining a coalition group (Adams et al, 1997). Finally, the last stage of the
Action Continuum is initiating, preventing in which individuals work to change individual and
institutional actions and policies that discriminate against target group members. These individuals are
committed to confronting oppression by planning education programs, working for passage of
legislation that protects target group members from discriminatory actions or policies, and making sure
that target group members are full, active participants in organizations or groups. When considering
the Action Continuum, it’s important to remember that once you reach a particular stage, it does not
mean you are “safe” and can stop progressing through the Continuum. This work is never-ending as
the lives of target group members literally depend on people doing this work in confronting oppression.
Source: Adams, M., Bell, L.A., & Griffin, P. (Eds). (1997). Teach for diversity and social justice: A
sourcebook. New York: Routledge.
92 Student will demonstrate personal HDF412 Anti-racist education series In HDF412, we learned about the Action Continuum which was created by Pat Griffin and Bobbie
application of the Action Continuum by Harro in 1982. This continuum describes the different behaviors people possess when either
Griffin & Harro supporting or confronting oppression. Considering my white identity and what that means in regards to
the oppression of people of color in the United States, I would currently place myself in between
Educating Self and Educating Others. Educating Self is defined as, “taking actions to learn more about
oppression and the experiences and heritage of target group members by reading, attending
workshops, seminars, cultural events, participating in discussions, [...]” (Adams, Bell, & Griffin, 1997). I
see myself in this part of the Continuum as I have gone beyond just recognizing that oppression exists
and have started to educate myself by reading books, listening to podcasts, watching documentaries,
and, more recently, attending workshops and discussions around the topics of systemic racism,
oppression, privilege, etc. For example, myself and my two friends Annika and Alex started an
anti-racist education series for students either interested in or apart of the School of Education at URI.
Through organizing this series we have not only provided other people the opportunity to have
conversations around privilege, oppression, systemic racism, etc. but also have been provided the
opportunity to learn ourselves. This leads me to believe that I am between Educating Self and
Educating Others on the Action Continuum. Educating Others is defined as, “moving beyond only
educating self to question and dialogue with others too. Rather than only stopping oppressive
comments or behaviors, also engaging people in discussion to share why you object to a comment or
action” (Adams, Bell, & Griffin, 1997). Aside from creating a space for others to have conversations, I
also believe that I am one to talk openly with people who may not talk about these issues as often. For
example, I often talk with my parents to educate them on why certain things are racist and/or
oppressive. My parents are special as they are actually willing to listen and have these conversations.
But there have been times where I’ve tried to have these same conversations with people who I don’t
know as well and it usually isn’t successful, regardless of how calm I stay. However, these tough
experiences only motivate me to continue putting in the work to educate others because I know how
necessary these conversations are.
In an ideal world, every one would move through the entire Action Continuum. But unfortunately, in
the deeply divided United States, that seems impossible. However, I have the power to personally
take action and take the steps necessary to continue moving forward on the Continuum. The first
action item I am committing to is finding ways to continue the work I am currently doing in my
anti-racist education series at URI, at my future school district. The response we have been getting
from practicing teachers has been so positive and even some of our previous professors have praised
us on our work, emphasizing how important these conversations are for teachers especially. It would
be amazing if I could set up a similar series with my future school district to allow current teachers to
have these conversations. In doing this and staying persistent in this work, I believe that I could move
towards Initiating and Preventing on the Continuum. Another action item I am committing to is
speaking out against oppression and racism when I see it. In the past I admit that there have been
times where I’ve kept my mouth quiet to avoid trouble. But at this point in my life, I understand that this
is not acceptable anymore and as a privileged white woman, I have the responsibility to speak up. I
believe that this year has provided me more opportunities to speak out against oppression so I am
committing to continuing this work and supporting those who do the same. While moving forward in
the Action Continuum, it’s important that I continue doing the work that I have been and educating
myself and others.
Source: Adams, M., Bell, L.A., & Griffin, P. (Eds). (1997). Teach for diversity and social justice: A
sourcebook. New York: Routledge.
Multicultural Organizational
Development Model (Jackson)
94 Student will show personal application of
the Multicultural Organizational
Development Model (Jackson)
95 Student will show knowledge of the HDF412 Safe Zone training In HDF412, we learned about the Multicultural Change Intervention Matrix by Pope. This Matrix was
Multicultural Change Intervention Matrix initially designed to assist student affairs practitioners with conceptualizing and developing their
(Pope) multicultural interventions but can be used across the board to discuss systemic change. When looking
at this Matrix there are three targets of change; individual, group, and institutional, and for each two
types of change; first-order and second-order. First-order change is changes within the system that do
not create change in the structure of that system whereas second-order change is any changes that
fundamentally alter the structure of the system. To begin, first-order individual change is awareness
which is when one shares content or information on an issue. For example, sharing with others that it
is Black history month and attending a session on Black history. While this is great to be doing as it
increases your awareness, it’s more of a one time thing that isn’t ongoing. On the other hand, the
paradigm shift, or the second-order individual change, is a longer process and is aimed at a deeper
understanding that will eventually lead to an “ah ha” moment or awakening. For example, attending all
of the trainings the Gender and Sexuality Center offers rather than just the introductory Safe Zone
training. I personally have only attended the first Safe Zone training but this has made me want to
attend more to further my knowledge and create second-order individual change within myself.
Continuing on, the first-order group change is membership and is when organizations change the
composition and number of who is represented in the organization but not the structure. For example,
an organization on campus may add members of unrepresented groups to their eboard or membership
in general without making change to their structure, practices, mission, or norms. However,
second-order group change, or restructuring, would be when groups allow for a change in the mission,
vision, and values. For example, giving previously unrepresented groups of people a seat at the table
but actually making it a point to ask them their thoughts and incorporate their ideas into making
change. Finally, programmatic, or first-order institutional change is when institutions create a new
multicultural position or office and have important trainings, but it doesn't necessarily alter the
underlying institutional dynamics, values, and priorities. In other words, the institution as a whole is still
operating and practicing in the same way that it was before even with new positions or offices. On the
other hand, second-order institutional change, otherwise known as systemic change, is when
institutions take part in a strategic and systematic reconsidering of their underlying goals, practices,
mission, vision, and values in which they then link them to multicultural values and initiatives and enact
them throughout the institution.
Source: Camba-Kelsay, M.J., & Boyd-Colvin, M. (2020). Action [Powerpoint slides]. Retrieved from
96 Student will show personal application of HDF412 School of Education at URI In HDF412, we learned about the Multicultural Change Intervention Matrix by Pope. The institutional
the Multicultural Change Intervention organization I am going to focus on is the School of Education (SOE) at the University of Rhode Island.
Matrix An example of a programmatic, first-order change for the School of Education would be the anti-racist
education series that I have helped create with my friends Annika and Alex. While the work we are
doing is beyond important for pre-service educators to learn about, it shouldn’t be the end. To
elaborate, faculty in the SOE have raved about how amazing our series is and how proud they are of
us for putting in the work to educate our peers on anti-racist topics. However, their actions end there.
Staff who are high up and influential in the School of Education are not pushing for this work to be
done elsewhere. Their statements of support do not reflect the values and practices of the SOE as a
whole. In fact, the SOE has a diversity vision statement that reads:
The University of Rhode Island’s Teacher Preparation Programs view the documented low
achievement levels of students of color, language minority students, students from poverty
backgrounds, and students with disabilities, and the marginalizing of diverse cultural groups
as educational injustices. In response, we assume the moral responsibility of preparing all
teachers to meet the needs of diverse learners. Informed by this knowledge base, we
collaborated on a vision that defines diversity and identifies the dispositions, knowledge,
and skills our teacher candidates must possess to meet the needs of an increasingly
diverse student population (“About”, n.d.).
After nearly completing my journey through the School of Education, I can assure you that the things
they are saying in this statement are not being done how it seems they would be. When you are a
junior, you take a class called Individual Differences that is the only class that directly focuses on
multicultural diversity in the classroom and, unfortunately, is taught by a professor who isn’t the most
knowledgeable in these topics. So, the one class the School of Education offers that focuses on
diversity does not even adequately prepare it’s pre-service educators to understand the educational
injustices in our school systems, like they say their program does in their diversity vision. To align their
words with their practices, a systemic, second-order change the School of Education could implement
would be to reevaluate their mission, vision, and values and develop new practices that are infused
with values of equity. Since Annika, Alex, and I have already created the basis for an anti-racist
education series, the SOE should also further this work by finding or creating workshops that faculty
and staff (especially professors) can attend to have conversations around these topics. While I
recognize how huge it is for the SOE to even allow my friends and I to create and implement this
series, it is only just the beginning of the progress the SOE needs to make in becoming a more
inclusive and diverse organization on campus.
Source: Camba-Kelsay, M.J., & Boyd-Colvin, M. (2020). Action [Powerpoint slides]. Retrieved from
97 Student will create a personal code of EDC 250, HDF413 In my major (elementary education), In EDC250, I was placed into a high school in Central Falls Rhode Island to observe a teacher in a
inclusive leadership as a leader and individual diverse setting. Through this experience I have seen inclusive leadership first hand which has allowed
me to write a personal code of inclusive leadership that I will use in my future career as an elementary
education teacher. My personal code of inclusive leadership is; one of the most important challenges
in education is to create and nurture inclusive environments that support learning for all students, in
which I will do as a future educator. The degree to which students can be well educated is directly
correlated to a system of personnel preparation that results in a qualified workforce so that every
student has highly skilled and competent teachers and administrators. Within this is the idea that
teachers understand what inclusion means and implements inclusion in their classroom everyday. The
No Child Left Behind Act of 2002 (NCLB) is a great example of how the government is making efforts
to give all students, no matter what racial or ethnic background, an equal opportunity to succeed. In my
experience at Central Falls High School, I have seen many instances of inclusion and empowerment. I
believe empowerment is an important factor of inclusive leadership because as a leader it is important
to always empower those around you. I also believe that within inclusive leadership it is important to
remember to use the component of the Servant Leadership Model, empathy, to truly connect with
others on a much deeper level. Overall, I find that all leaders must be inclusive leaders. No matter
what your career or what you are leading, the inclusion of those around you will make you more
credible and more likeable and will allow for better relationships over all. Personally, in education, I will
use my personal code of inclusive leadership because there should not be a day that goes by where
teachers are not creating an inclusive environment for their students. (SEE EVIDENCE #16)
Although I still stand by and follow my personal code of inclusive leadership, I feel as though there are
other ways than just through my major in which I can encompass and encourage inclusive leadership.
My new personal code of inclusive leadership is; through every day embrace others with respect,
equity, and love. Though simple, this statement signifies an understanding and embracement of
diversity. There is a famous quote by Jimi Hendrix that states, "if the power of love overcomes the love
of power the world will be at peace". This quote has spoken volumes to me ever since I was in middle
school and it has been my motivation in life to continue making strides to spread more love and less
greed. I believe that as an individual on this planet, it does absolutely no harm to be kind to others. As
a leader, I am always considering the people I am working with or for. Tying in my responsibility
strength, I feel as though it is my responsibility to make others feel included and comfortable when in
my presence. I enact this through welcoming all perspectives, mindsets, and beliefs while making sure
each individual is respected for those beliefs and opinions. Inclusive leadership should be embraced
by every individual every day. Whether in a leadership position or not, embracing diversity and
differences while in a group allows for all people to succeed, grow, and feel comfortable. Finally, equity
is also important as a leader because it ensures that all people involved are given equal opportunities
to succeed. Overall, through my personal code of inclusive leadership, I will always respect others for
their beliefs regardless of if they differ from my own, I will treat others with equity to create equal
opportunities for success and growth, and exude love everyday, because there’s never too much love
in this world. (SEE EVIDENCE #33)
Source: Garrison-Wade, D., Sobel, D., & Fulmer, C. L. (2007). Inclusive Leadership: Preparing
Principles for the Role that Awaits Them. 19, 117-132. Retrieved April 21, 2018, from
https://files.eric.ed.gov/fulltext/EJ819953.pdf.
Outcome Category: Critical Thinking

98 Student will show knowledge of principles HDF412 In politics, in business, in In HDF412, we learned about critical thinking and six specific fallacies people use in conversations.
of critical thinking and fallacies (logic is conversations in general To begin, critical thinking can be defined as, “intelligent reasoning with supporting evidence to help
used in this minor) make wise decisions” (Camba-Kelsay & Boyd-Colvin, 2020). This evidence being facts, testimonial
evidence, and statistical evidence that are external to us and that are used to lend support to a
conclusion. Critical thinking is an essential skill leaders must have to ensure they are able to
communicate ethically and logically. It’s also an important skill to have as it teaches leaders to gain
support through truth and reasoning not manipulation. This leads me to our other learning during this
unit which was, fallacies, which are some ways in which people can manipulate someone in a
conversation. The first fallacy we talked about was Hasty Generalizations which are conclusions
based on flimsy evidence. An example of a hasty generalization would be saying that since my sister
is of good health and likes to eat a lot of burgers and French fries, we can conclude that burgers and
fries are healthy and don't really make a person fat. This conclusion is based on a single example
making their supporting evidence untrustworthy. The next fallacy we talked about was Begging the
Question which assumes the point that needs to be proved. For example, if someone asks if God is
real and another person responds with “yes, God is real because the Bible says so, and the Bible was
made by God.”, it would be begging the question because the person is proving God is real by using
God as the reason. Continuing on, complex questions lead to no “correct” answer. An example would
be asking Jeff Bezos, “when did you first learn you and your company were treating your employees
poorly?”. No matter how Bezos answers this question, there will never be a “correct” answer as it’s
automatically a negative topic. Next, we talked about Ad Hominem which attacks a particular person
rather than the issue under consideration. Ad Hominem attacks are so commonly seen in politics
today. An example would be when Mike Pence called out Biden’s character during the 2020 Vice
Presidential Debate rather than talking about the issue at hand which was the Coronavirus. False
Analogy is another fallacy we learned about which is an invalid comparison between two items. For
example, saying that because my friend Sam and I both love space, we also both want to be
astronauts. This would be a false analogy because loving space doesn’t automatically mean
someone wants to be an astronaut. Finally, the last analogy we talked about was Slippery Slope
which is the assumption that an initial action will inevitably lead to a series of disastrous events
ending in catastrophe. An example of this would be politicians assuming that lowering the voting age
would result in a higher turnout of uneducated young voters, resulting in someone unfit becoming
president, resulting in a dismantling of democracy as we know it. The fact that this is so extreme
makes it a perfect case of slippery slope because, in reality, lowering the voting age would never
result in a complete corruption of our government. Overall, understanding critical thinking and
fallacies will help leaders build credibility by learning to be ethical and logical in the way they lead.

Source: Camba-Kelsay, M. J., & Boyd-Colvin, M. (2020). Critical and Reflective Thinking for Effective
Leadership [PowerPoint slides]. Retrieved from
https://brightspace.uri.edu/d2l/le/content/100165/viewContent/452609/View
99 Student will demonstrate proficiency of HDF412 The 2020 Presidential Debate In HDF412, we learned about six fallacies that people use in conversations. While many politicians
critical thinking very often use fallacies, Donald Trump stood out to me during the first 2020 Presidential Debate as
he used fallacies in many of his arguments. Throughout the debate, Donald Trump showed his ability
to avoid questions and attack others’ character, and his inability to speak in a presidential manner.
To begin, both candidates were asked about how they would respond to the Coronavirus moving
forward into 2021. Off the bat, Donald Trump made a hasty generalization that the Coronavirus was
all China’s fault. While there’s reason to believe the virus may have originated from China, there is
no definite evidence to prove it is China’s fault. This argument could’ve been strengthened if Trump
had directly addressed the seriousness of the Coronavirus, offered condolences to the hundreds of
thousands of lives lost due to the virus, stated his plan moving forward in regards to the virus (like the
moderator asked him to), and rid his dialogue of any racial generalizations against China. While
there were many fallacies presented through Donald Trump’s arguments, the next one I noticed was
his ad hominem attack against Joe Biden in regards to his “smarts” in college. The topic at hand was
still the Coronavirus yet Donald Trump decided to attack Joe Biden by saying, “you graduated either
the lowest or almost the lowest in your class” (CNN News, 2020). Rather than addressing the points
Joe Biden brought up and having a decent rebuttal, Trump chose to attack Joe Biden’s character by
bringing up points that had no relevance to the topic. Seeing as Donald Trump interrupted Biden to
say this unnecessary point, I would advise that he try his best to keep these unprovoked thoughts to
himself, though I would assume that to be nearly impossible considering his behavior through the
entirety of the debate. Overall, the first presidential debate was a hot mess riddled with fallacies from
both candidates. Based on Trump’s embarrassing performance at the debate, I could go on for
pages about all of the fallacies he used through his arguments and hope I never have to actually be
put in the position of his advisor.
Source: Camba-Kelsay, M. J., & Boyd-Colvin, M. (2020). Critical and Reflective Thinking for Effective
Leadership [PowerPoint slides]. Retrieved from
https://brightspace.uri.edu/d2l/le/content/100165/viewContent/452609/View
CNN News. (2020, September 29). Entire First Trump - Biden Presidential Debate. Retrieved October
17, 2020, from
https://www.cnn.com/videos/politics/2020/09/29/first-debate-full-video-2020-dbx-vpx.cnn
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 URI 101 With friends and family, at work In URI 101, we learned about how to make decisions to help us when entering clubs or groups on
five decision making methods campus. We took a look at eight that were outlined by the University of Minnesota. They were; the
coin toss method, decision by authority without consultation, decision by authority after consultation,
decision by expert, average of group member opinion, minority decision, majority decision, and
consensus. To begin, the coin toss method is by far the quickest and easiest decision-making method
but tends to be exclusive and can result in problems because of the uncertainty of it. I personally
have used this method multiple times with my friends and family when deciding simple things such as
where to eat or what movie to watch but this method tends not to be the best method for major group
decisions. Next is decision by authority without consultation. This method is good for routine
decisions where an opinion is not necessarily needed or for crisis situations where a decision is
needed without much time to consult, but when used for major decisions within groups, it can cause
resentment within the group and may possibly make other members have little motivation or
commitment to the task. On the other hand, decision by authority after consultation tends to be a
better decision-making method. When using this method, there is more group interaction and
discussion which can build more motivation since the members had a say in the decision. But, this
method also means that the authoritative figure may be getting more biased information as opposed
to unbiased information which may not be in the best interest of the group. The next method we
learned about was the decision by expert method. This method works well when the group may not
be as educated on the issue and need some guidance but this can also cause conflict within the
group because of the lack of say in the final decision. Average of group member opinion can be
harder to implement because it’s difficult to get an average of something that isn’t numbers but it can
be useful for simple, routine decisions such as how long to spend at the gym. A decision-making
method that tends to not be very popular is minority decision. This method is beneficial when
delegation to a smaller group is necessary or when the rest of the group lacks the skills or information
necessary to make a decision. Minority decision on the other hand doesn’t take advantage of the
resources of most group members. Similarly, majority decision does not take into account every
member’s opinion and can leave the minority upset but it is a good method to use when the majority
can handle implementation without minority involvement. This is seen as a legitimate method in
democracy, especially here in the United States. Finally, consensus is the last decision-making
method we learned about. Consensus is a great method because it produces a high quality decision
since everyone is being heard equally and is extremely useful for serious, important, complex
decisions that affect a lot of people. The only downside to this method is that it can take a great deal
of time and energy when in large groups because it involves getting everyone to sit down and
discuss. What I like most about consensus is the equality aspect of it because other methods tend to
lean one way or the other and don’t incorporate the entire group. I also like it because it can be used
for something as simple as at work when the group is deciding who’s going to take the first break of
the day. (SEE EVIDENCE #17)
Source: Typical Methods of Group Decision Making. (n.d.). Retrieved April 18, 2018, from
http://www.minneapolismn.gov/www/groups/public/@ncr/documents/webcontent/convert_274389.pdf
103 Student will describe personal examples of URI 101 With friends and family, in chorus, in After learning about eight different decision-making methods in URI 101, I thought about how I have
having used five decision making methods class, at work used each one in my life. Although I haven’t used decision by an expert or average of group member
opinion, I have used the coin toss method, decision by authority without consultation, decision by
authority after consultation, minority opinion, majority opinion, and consensus. To begin, I have used
the coin toss method multiple times in my life to decide on something that isn’t reaching a decision.
For example, recently my friend and I were out and about and couldn’t decide on where to get dinner
so we flipped a coin and when it landed on heads, we decided to go to my favorite restaurant as
opposed to hers. In my senior year of high school I was the chorus manager so that meant I was
responsible of running class if the teacher was ever out. One day our teacher was stuck in traffic so I
started to run class without discussing things with my classmates and it felt exactly like the method
decision by authority without consultation. I didn’t like how it felt to make a decision without hearing
from my classmates so I decided to talk to them all about which songs we wanted to start with by
using the method decision by authority after consultation. I now know that if I am ever in an
authoritative position again, I will not make any decisions without hearing from the entire group. Next,
I’ve been apart of a minority decision here at school in my COM 100 class when our teacher decided
to do a social experiment to see if the majority of the class would vote one way or the other. The
entire class had to close their eyes and vote whether we did group work for the rest of the class or
lecture. After both questions were asked, our teacher told us that we would be lecturing for the rest of
class which confused everyone because we all figured most of the class would want to do group
work. But she had explained that the majority did vote for group work but she was basing our decision
on the minority decision which was to lecture. Our teacher explained to us that when people of a
minority group are forced to do something they don’t agree with it can be extremely frustrating, just
like how the majority of the class was upset that we had to sit through lecture for the rest of class.
This taught me a really cool lesson that deciding on something based on only a few people’s opinion
is not always effective and can cause conflict within a group. At work as a camp counselor, I have
been apart of multiple decisions made based upon the majority. For example, over the summer, my
coworkers and I needed to decide on whether or not to take the campers to the beach or not. It
needed to be quick because we had to make sure the parents knew to bring bathing suits for the kids
or not so we all took a vote and the majority of us decided that we would go to the beach. This is a
very simple example but majority decisions are used all the time in government, specifically
democracies. I’ve also used the decision-making method consensus in HDF190 when my small group
was deciding which social change presentation we should attend. (SEE EVIDENCE #18)
Source: Typical Methods of Group Decision Making. (n.d.). Retrieved April 18, 2018, from
http://www.minneapolismn.gov/www/groups/public/@ncr/documents/webcontent/convert_274389.pdf
104 Student will show knowledge of at least COM221 In interpersonal relationships In COM221, or Interpersonal Communication, we learned about the roots of conflict and five different
five problem solving / conflict management conflict management styles; competing, avoiding, accommodating, compromising, and collaborating.
methods, as well as understanding the When discussing interpersonal conflict, it is important to consider the roots of conflict. While conflict is
roots of conflicts viewed differently among different genders and cultures, some interpersonal conflict begins with
personality differences, ineffective leadership, lack of openness, physical and emotional stress, and
differences in values. To begin, the first conflict management style is competing which is an “I win,
you lose” situation. The competing style of conflict management shows great concern for your own
needs, but little concern for the other person involved. People who manage conflict in this way feel as
though as long as their needs are met, the situation and conflict have been dealt with effectively.
Overall, this situation tends to be one of the less effective ways of dealing with conflict. One situation
where competing may be necessary and effective is as a lawyer as their job requires them to defend
and fight for their case. Continuing on, the avoiding style is an “I lose, you lose” situation where
neither party resolves the issue. The avoider in this situation doesn’t allow for communication,
changes the subject when it is brought up, and generally withdraws from the scene when the conflict
is trying to be resolved. Using this style typically suggests that you may be unconcerned with the
issue at hand and for the other person’s emotions and feelings. While there are situations where
avoiding may be necessary, this style typically results in more conflict as nothing has been resolved.
The accommodating style is an “I lose, you win” situation where the person sacrifices their own needs
for the sake of the other person. People with harmony as their top strength may feel they use this
style of conflict management a lot. The main purpose in using this style is to maintain peace within
the relationship but over time, people may realize that, while the other person’s needs were met, your
own feelings and needs have not yet been dealt with. Although not the case for every situation,
accommodating may only result in temporary harmony within a relationship. Next, compromising is an
“I win and lose, you win and lose” situation. In this style, there is some concern for your own needs
but also concern for the other person’s needs. Compromising typically means both parties have had a
say in the issue and can both agree to sacrifice a little to accommodate the other person’s needs. The
last conflict management style is collaborating which is an “I win, you win” situation. While this is the
most ideal of all conflict management techniques, it is sometimes the hardest to achieve in
relationships. This style considers the needs of both individuals and is seen as successful when both
parties get what they need out of the resolution. Collaboration is always the most ideal but many
times can never be met as some interpersonal relationships are far too different to find common
ground, which is not necessarily a bad thing. Overall, while all five techniques have both positive and
negative attributes, it is important to consider both the good and the bad implications they can have
on interpersonal relationships and in what situations to avoid or embrace them. (SEE EVIDENCE
#50)

Source: DeVito, J. A. (2016). The Interpersonal Communication Book (14th ed.). Harlow, Essex,
England: Pearson.
105 Student will describe personal examples of COM221 As a co-facilitator, in my In COM221 I had the opportunity to evaluate my past conflict management techniques and compare
having used five problem solving / conflict interpersonal relationships them to the five that we learned in class; competing, avoiding, accommodating, compromising, and
management collaborating. Competing is hard for me to determine a time I truly felt I used it in the sense that I felt
successful in the end as I typically do not like to put other people’s feelings under the rug. Competing,
which is an “I win, you lose” situation, to me seems like an elementary way of resolving conflict as it
puts superiority of one person’s feelings over the other’s. I may have used this style of conflict
management when I was younger or in a less serious situation, like an argument over where to go to
dinner, but my restorative strength makes me want to work through issues and have full
communication on both sides so all people involved are accounted for. Building off of this, I tend to
avoid the avoiding style of conflict management as I enjoy working through conflict and find it very
beneficial for my inner peace as well as for the harmony within the relationship. Avoiding is an “I lose,
you lose” situation where one person avoids confrontation and doesn’t communicate with the other
person. An example of when I may use this style is as a co-facilitator. When working together with
another facilitator, it is important to establish credibility within one another, remain professional, and
work together in harmony. If a conflict came up in a retreat, I would use the avoiding style of conflict
management to ensure that the rest of the retreat goes smoothly regardless of any interpersonal
conflict between myself and my fellow co-facilitator. The next conflict management style is
accommodating which is considered an “I lose, you win” situation. I have definitely seen myself use
this situation before in interpersonal relationships to avoid more conflict. While it may not be the best
way to resolve conflict, it is effective if one person in the relationship is willing to adhere to the other
person’s needs. I tend to use this with my friends as most of the time the root of the conflict is
something meaningless that honestly won’t affect or hurt me if I accommodate to the other person’s
needs. This isn’t my preferred style of conflict management but it can be helpful in certain situations.
Continuing on, collaborating is the ideal conflict management style as it is an “I win, you win” situation
but, unfortunately it is sometimes hard to achieve. When in a conflict with friends, family, or peers, I
am always trying to work towards achieving an “I win, you win” situation because it means both sides
of the party have gotten what they want and/or need. Finally, compromising, which is an “I win and
lose, you win and lose” situation, tends to be my most commonly used conflict management style.
When in a conflict, regardless of how upset I am over something, I always try to hear out the other
person and work towards finding common ground where we can both be happy. Collaborating can be
unrealistic in some situations, so coming to a compromise where both people “win and lose” tends to
be a much more realistic outcome and easier to achieve. As I have grown over the years, I have
realized how important conflict management is and how impactful it can be on interpersonal
relationships. When I was younger, I had a very hard time working through conflict and would tend to
cause more conflict by avoiding the situation. Now, I know that working through conflict is one of my
top strengths as a leader and I take pride in knowing that I am always willing and ready to work things
out. (SEE EVIDENCE #51)
Source: DeVito, J. A. (2016). The Interpersonal Communication Book (14th ed.). Harlow, Essex,
England: Pearson.
106 Student will demonstrate the ability
to synthesize multiple knowledge
perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)

107 Student will demonstrate knowledge of HDF412 Hurricane Maria In HDF412, we learned about various crisis leadership theories. One of them being David Garvin’s
leadership that is used in crisis (i.e., James After Action Reviews (AAR’s). These are reviews that should be done after a crisis occurs to allow the
& Wooten; Garvin; Covey; Frohman; members involved time to reflect on what happened and then, with that information, make change.
Lalonde; Schoenberg; Joni; Braden et al; Garvin outlines four questions that should be asked during these reflective discussions: What did we
etc.) set out to do? and, What actually happened? which combined should take up 25 percent of the
group’s discussion time, Why did it happen? which should take up another 25 percent of the group’s
time, and finally, the most important in Garvin’s mind, What are we going to do next time? taking up
50 percent of the group’s time. The first question is simple as the goal is for groups to recognize they
set out to do. They must talk and come to a whole-group agreement on what their mission was and
how they define success. Otherwise, there will be no basis for their evaluation of their performance.
Moving on, the second question asks members of the group to come to an agreement on what
actually happened. During this time, members must try their best to put emotions aside to ensure the
group is only determining what happened based on facts. This can be a difficult point in the
discussion as emotions are very high after a crisis occurs. Though Garvin says that these two
questions should only take 25 percent of a group’s time, they’re crucial because once facts are
established, diagnosis can begin. Continuing on, the third question asks members to begin the
process of analysis by examining the cause and effect. The goal of this being to tease out the
underlying successes and failures of what might’ve happened. For example, after Hurricane Maria
power was not restored until eleven months after the storm so the leaders in charge should ask
themselves why it took so long? During this conversation, individuals must be completely honest with
themselves and others, as well as face up to their deficiencies. Finally, the part of the discussion that
should take most of a group’s time is deciding what to do next time. Typically these solutions arise
naturally in conversation when the problem is fully understood and because members are eager to
share ideas. However, Garvin emphasizes the importance of members focusing on things they can
actually fix rather than external factors they cannot control. Overall, when groups complete these
AAR’s, they are taking steps to ensure these discussions and reviews become second nature. If
practiced enough, a new mindset develops in the group where members understand the importance
of recognizing the reasons behind successes and failures before, during, and after a crisis.
Source: Garvin D.A., “Learning In Action, A Guide to Putting the Learning Organization to Work”
(Boston: Harvard Business School Press, 2000), 106-116.
108 Student will describe examples of HDF412 Hurricane Maria After learning about David Garvin’s After Action Reviews (AAR’s) in HDF412, I can see how these
leadership in crisis situations (i.e., reviews were used after the crisis in Puerto Rico that was and still is Hurricane Maria. To begin, some
application of James & Wooten; Garvin; of the Puerto Rican leaders in charge during Hurricane Maria were Governor Ricardo Roselio, Noel
Covey; Frohman; Lalonde; Schoenberg; Zamot (the revitalization coordinator for Puerto Rico’s Financial Oversight and Management Board),
Joni; Braden et al; etc.) Amgen (one of the world’s leading bio-pharmaceutical companies that provides life-saving drugs to
patients with serious illnesses) specifically, Diana Flores (the Director of HR at Amgen Puerto Rico),
and President Donald Trump. Though I wasn’t there when these leaders completed their AAR’s, my
further analysis is what I would imagine they talked about. First, the leaders had to determine what
their goal was by asking themselves, “what did we set out to do?”. The goal for the crisis leaders
during Hurricane Maria was to control as much of the situation as possible. Of course, they were
dealing with a natural disaster so if they didn't have prior measures put in place, there wasn’t much
more they could do to lessen the brunt of the storm. If I were them, preparing more for future
hurricanes would be sticking out in my mind as something they could fix moving forward. Continuing
on, once the leaders determined their goals they had to put their emotions aside and talk about what
actually happened, keeping only facts at the center of their discussion. During this part of their
discussion they may have talked about the fact that a Category 5 hurricane hit their island and wiped
out power and cell service across the entire island, leaving millions without food and clean water.
They may also have talked about the costs involved and how damage costs were extreme and the
crop value decreased significantly. While it might’ve been difficult for them to recognize these facts,
the conversation had to happen in order for them to be able to discuss why it happened. Aside from
the obvious fact that global warming is having a dramatic affect on the power of natural disasters
around the world, the Puerto Rican leaders had to also recognize their own unpreparedness as a
cause for the devastation on the island. The government leaders and natural disaster team in Puerto
Rico did not have enough systems, structures, or measures in place to handle the damage caused by
Maria. If they had prepared for a storm as strong as Maria, the damages caused by the storm may
not have been as extreme. In addition, if the President of the United States actually made an effort to
work with the Puerto Rican government and support them in setting up systems and measures for
hurricanes, this crisis may not have been or still be as severe as it is. This leads me to the last
question asked during AAR’s which is “what are we going to do next time?”. Here, my hope is that the
leaders involved recognized the need for stronger hurricane procedures for all of Puerto Rico. I’m
sure they also recognized the need for more support from the U.S. government as a whole. These
are things that they can actually work on fixing, assuming both parties cooperate. Overall, the severity
of Hurricane Maria in Puerto Rico made it crucial that the leaders in charge during this crisis
completed Garvin’s After Action Reviews to ensure they are better prepared for the next disaster
storm.
Source: Garvin D.A., “Learning In Action, A Guide to Putting the Learning Organization to Work”
(Boston: Harvard Business School Press, 2000), 106-116.
Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
109 Student will demonstrate knowledge of HDF190, In class, in one-on-one As a first-year in HDF190, we learned about active listening skills at our Day of Discovery. This year in
active listening techniques HDF415 conversations, as a peer mentor HDF415, I was able to further my knowledge of active listening as a peer mentor. To be an effective
active listener, one must encourage the speaker, restate ideas, reflect feelings, clarify, and summarize.
First, in a classroom environment where there is communication from the professor and classmates, it
is extremely important to encourage the person speaking. This can be seen through head nods and
messages like "uh-huh" or "I see". These are ways to encourage the person to continue talking, keep
yourself engaged, and maintain conversation. In addition, in interpersonal dialogue with friends or at
school, restating basic ideas shows your understanding of what the person is saying, discloses a grasp
of the facts, and checks your interpretation of the situation. As someone who values one-on-one
conversations, I always make sure that I am fully understanding what the person is saying to me so
that facts don’t get confused. I feel as though my restorative strength comes into play through active
listening because I like to make sure that conflict is avoided at all times and that if conflict does arise, I
can understand where exactly things went wrong. Continuing on, reflecting your feelings shows that
you are fully present and aware of how the person feels and shows that you are engaged and care
about the person with whom you are speaking with. When working with people, this is extremely
important because you should be aware of and respect the feelings of others and be able to
communicate feelings back. To add, clarifying information goes leaps and bounds when working with
people in a work or classroom environment. Whether the conversation is with a teacher or a best
friend, it is always important to clarify to ensure that you understand the message they are trying to
convey. Finally, summarizing brings each component together to encourage the speaker, restate
ideas, reflect feelings, and clarify information. Summarizing is a great tool to use when working with a
group of people to ensure all members understand the information that was discussed. Becoming an
active listener will improve your overall performance in both work and classroom environments
because it makes you aware of not only the speaker's thoughts and feelings but also your own
thoughts and feelings. I utilized active listening during my one-on-one meetings with my FLITE
students. I encouraged my students when they were talking, made sure I understood what they were
saying by clarifying and restating their thoughts, and further, reflected my feelings based on what they
had to say. This was extremely beneficial going through these meetings as it allowed me to fully
understand where they are at in the class and how I can be of help to them in the future. (SEE
EVIDENCE #52)
Source: Issa, J. (n.d.). Top Four Active Listening Techniques. Retrieved on February 5th 2018 from
https://www.onlinepsychologydegrees.com/articles/active-listening-techniques/
110 Student will describe examples of using HDF415 COM221, as a peer mentor In COM221, interpersonal communication, we were paired up and given a pretend situation between
active listening skills two people in which we had to demonstrate our knowledge of active listening. The situation my partner
and I were given was, “Your friend was a participant in a game show competing for $150,000. They
were eliminated right before the grand prize but still won $20,000. They’re extremely upset and said
the $150,000 would’ve helped them with so much. How do you respond?”. When coming up with a
response to present to the class, I thought back to the five components of active listening that we
learned about in HDF190 and HDF415. When presenting to my class, I encouraged my partner when
he was acting as the friend by nodding and projecting interest in what he was saying. I then clarified by
restating his thoughts into my own words to fully understand the message he was trying to convey. He
showed that he appreciated this as it demonstrated that I was listening to everything he had to say.
Before inputting my feelings, I decided to summarize all of the information that he said to gather my
own thoughts and create a basis for how I would reflect my feelings without hurting his feelings. After
hearing his thoughts about not winning the $150,000, I reflected my personal feelings and told him that
winning $20,000 is an accomplishment in itself and that it’ll still help with many things. Although this
was a pretend situation in my COM221 class, I utilize active listening every day and especially as a
peer mentor. Active listening plays a major role in being a peer mentor as I need to be aware of my
students, what is going on in their lives, and how I can help them. Especially during my one-on-one
meetings, I had to be actively listening to what they were saying and asking of me. I feel as though this
goes without saying as my purpose of being a peer mentor is to be there for them when needed and
help them with any struggles they may be having in FLITE. Being an active listener also helps
strengthen my restorative and responsibility strengths as it allows me to be more aware of people's
feelings and everything that is going on around me. From this experience, I have learned how
important being an active listener is and how it can change the trust that is formed in interpersonal
relationships. Overall, I utilize active listening to establish trust with my FLITE students as well as to
show others that I care about what they have to say. (SEE EVIDENCE #53)
Source: Issa, J. (n.d.). Top Four Active Listening Techniques. Retrieved on February 5th 2018 from
https://www.onlinepsychologydegrees.com/articles/active-listening-techniques/
functions of group communication by
Hirokawa
of functions of group communication
(Hirokawa)
113 Student will show knowledge of techniques
regarding giving and accepting of feedback
114 Student will describe examples of giving
and accepting feedback.
115 Student will show knowledge of the 7D
coaching model (Knott)
116 Student will demonstrate personal
application of the 7D Model (Knott)

117 Student will show knowledge of elements HDF412 In HDF412, we read the book Crucial Conversations by Kerry Patterson, Joseph Grenny, Ron
of a Crucial Conversation and steps to McMillan, and Al Switzler. Throughout this book, the authors outline seven steps one must go through
maintain dialogue and move to action when having a crucial conversation. The first step being Start with the Heart which is aimed to keep
(Patterson, McMillian & Switzler) you focused on what you really want and don’t want. This step also emphasizes the importance of
working on yourself as you are the only person you can directly control. Continuing on, the next step is
Learn to Look where during this time, you are looking for when the conversation becomes crucial,
when emotions run strong, and when things may potentially become unsafe. The authors also include
the style under stress test in this step which informs you of two ways in which you may act under
stress; silence or violence. Silence includes masking, avoiding, and withdrawing while violence
includes controlling, labelling, and attacking. Next, we have Make it Safe which occurs after the
conversation becomes unsafe. You must first step out to make the conversation safe. During this step
you are also asking yourself two important questions: have I established mutual purpose, and am I
maintaining mutual respect? There are four action steps to establishing a mutual purpose which are
abbreviated by the acronym CRIB; Commit to seek mutual purpose, Recognize the purpose behind the
strategy, Invent a mutual purpose, Brainstorm new strategies. Moving forward in the conversation, you
Master your Story. At this point in the conversation, you have to remind yourself of what your story is
and why it matters in the grand scheme of things. In doing this, you must also remember the other
person’s feelings and beliefs so we don’t end up back in an unsafe environment. Once you master
your story, it’s time to STATE your Path to ensure you aren’t being too pushy in the conversation. The
abbreviation STATE stands for; Share your facts, Tell your story, Ask for others’ paths, Talk tentatively,
and Encourage testing. This leads me to the sixth step which is Explore others’ paths. To me, this step
reflects active listening perfectly and is summarized by the acronym AMPP; Ask, Mirror, Paraphrase,
Prime. The final step in concluding a crucial conversation is to Move to Action. By this I mean figuring
out how you’ll decide your next steps as well as document what decisions you have made up until that
point.
Source: Patterson, K., Grenny, J., McMillan, R., & Switzler, A. (2002). Crucial Conversations: Tools for
talking when stakes are high. New York: McGraw-Hill.
118 Student will describe examples of HDF412 Moving out with my boyfriend After learning about how to have a crucial conversation in HDF412, it has made me think about a
engaging in a Crucial Conversation conversation I need to have with my boyfriend. Considering that graduation is only a few months away,
I know that I’m going to have to have a talk with my boyfriend about moving out into our own
apartment. This will be a crucial conversation because the stakes are high, opinions vary, and
emotions may run strong. My boyfriend is out of college and I will be too in May so there is definitely a
sense of urgency to start having this conversation. In addition, we have both lived at home with our
parents our entire lives including through our four years of college so living on our own is definitely new
for the both of us. When considering having this conversation, I will work through each of the seven
steps discussed in the book Crucial Conversations by Kerry Patterson, Joseph Grenny, Ron McMillan,
and Al Switzler. To begin, it’s important that I ask myself before having the conversation what I really
want to get out of it. Before having this conversation with my boyfriend, I want to write out what I want
for me, my boyfriend, and our relationship so I have my priorities straight before sitting down with him.
My goal is to have a productive conversation with him that allows for the two of us to figure out the
logistics of moving out. Writing these out will be used as a good reminder when I am having the
conversation and emotions start to get high. As a skilled active listener, I am good at sensing
nonverbal cues, especially when it comes to my boyfriend. In the event the environment becomes
unsafe, I need to Make it Safe by asking myself two important questions: have I established Mutual
Purpose? And, am I maintaining Mutual Respect? After being with each other for three and a half
years, my boyfriend and I tend to have very productive and respectful conversations with each other.
But it hasn’t always been that way and it isn’t necessarily a given. Considering the high stakes of this
conversation, I understand that mutual respect may get thrown out of the window. To ensure our
mutual purpose is established, I must first Commit myself to seeking our mutual purpose. Once a
mutual purpose is established, I must Recognize the reasoning behind my boyfriend’s emotions,
words, and disagreements. It’s important to me that we live relatively close to the school district I work
for. However, my boyfriend really wants to stay in Narragansett or South Kingstown. I must recognize
his emotions and feelings because at the end of the day, regardless of disagreements, we both want to
move out together. Next, we must together Invent our mutual purpose, which is that we both want to
move out, and then Brainstorm new ways in which we can go about our conversation. Once the
environment is safe and the conversation can continue, I have to remind myself of what my story is
and why it matters in the grand scheme of things. In doing this, I must also remember my boyfriend’s
feelings and beliefs so we don’t end up back in an unsafe environment. Whether we both want to
accept it or not, the fact is that currently, my boyfriend and I aren’t financially stable enough to move
out together seeing as we both don’t have full time jobs yet. We also don’t know where I will be
working next fall which is important in deciding where we look for apartments. Once I share these
facts with him, I will Tell my story which is that I’m excited to finally move out with him but still feel a
little nervous seeing as I’ve lived at home for my whole life. When I’m both sharing my facts and telling
my story, I will Talk tentatively by using phrases like “I was wondering why…” or “Perhaps you were
unaware…” to reduce defensiveness and make it safe for my boyfriend to offer differing opinions
(Patterson, Grenny, McMillan, & Switzer, 2002). Next, I will ask my boyfriend to share his paths and
encourage testing by encouraging him to be open and honest with me, regardless of if we may
disagree. In general, it’s always important that I hear out what other people have to say. I don’t like to
control conversations and learn and grow most when I can hear from others. To hear my boyfriend’s
perspective, I will ask him to share his thoughts and feelings to get the ball rolling and encourage him
to be open with me. If asking doesn’t make him fully comfortable, I will mirror the actions and emotions
I can see him portraying. This could be super helpful if I notice that my boyfriend’s voice and gestures
become inconsistent with his words. From past conversations with my boyfriend, I know paraphrasing
is extremely validating and reassuring to him and also to me so I will be sure to use this when
exploring his path. Finally, if the conversation is going nowhere and he clearly does not want to share,
I can prime by guessing what he is thinking or feeling in hopes that this will make him more
comfortable to share. The final step in concluding our crucial conversation is to Move to Action. This
way we can continue our productive conversation rather than forgetting what has been said and falling
back into unsafe and unproductive habits. Overall, my boyfriend and I definitely have our opinions and
will have strong emotions when talking about moving out but I know if I follow these steps and keep his
feelings in mind when talking with him, we will actually have a really successful conversation and
hopefully figure out moving out!
Source: Patterson, K., Grenny, J., McMillan, R., & Switzler, A. (2002). Crucial Conversations: Tools for
talking when stakes are high. New York: McGraw-Hill.
facilitation techniques
120 Student will demonstrate proficiency of HDF413 SOLC, as a peer leader Although I’ve only been apart of SOLC for one semester, I believe my facilitation skills and techniques
facilitation techniques have grown leaps and bounds since the beginning of the school year. Through both SOLC and
HDF413, I have had the opportunity to learn from my fellow peer leaders and develop my own style of
facilitation. To begin, as a facilitator I utilize challenge and support to ensure that the participants are
gaining what they should from the experience while also feeling comfortable along the way. Challenge
and support generates active participation throughout the room but keeps a sense of safety present as
well. Having this balance in a room allows for participants to feel able to step out of their comfort zone
if willing but also ensures that they can take a step back too. Leading into my next facilitation technique
is the idea of challenge by choice. As a facilitator I believe it is extremely important to maintain a
comfortable environment for each participant. Explaining that at the beginning of a retreat or an
initiative is something I stand by and will do in every retreat I facilitate on. I believe each participant
should take out as much as they can from their retreat but forcing someone to do something they are
not comfortable with will not help that case either. In addition, I believe I utilize creativity to foster
excitement and fun within my initiatives. For example, during the Rhody Ridiculousness retreat, I was
able to get creative with my initiative, Brain Buckets. When facilitating, I could see that the group was
doing very well even with consequences so I decided to challenge them to see how fast they could
complete the initiative. I then challenged them again by seeing if they could beat their first time. The
participants really enjoyed this as it gave them something exciting to work towards. To add, my
adaptability when facilitating is extremely beneficial because you never know how a group may
perform. Being able to adjust last minute to a group’s needs while remaining calm and comfortable
helps maintain credibility within the group and also keeps the flow of the retreat going. Being adaptable
keeps me on my toes but at the same time allows me to relax because I’m comfortable and confident
in myself as a facilitator. (SEE EVIDENCE #34)
Being a peer mentor has allowed me to develop many skills that I knew I had but was never super
confident in. First, I have been able to work on my facilitation skills that I first learned in HDF413. At the
Day of Discovery, I had the opportunity to facilitate Where the Wind Blows to a group of over 60
students. This was a special experience because for many of the students as well as myself and my
fellow peer mentors, it was our first time getting to know each other. When facilitating this, I made sure
to keep an upbeat and positive attitude to allow for comfortability within the group. In addition, I
co-facilitated a much bigger initiative for our group development activity. This was a unique experience
because it was an activity that had only been done a few times and Maddi and I had to plan out the
entire activity from scratch. Before class, Maddi, Allie, and I sat down and wrote out rules, debrief
questions, and figured out how Maddi and I were going to co-facilitate it. Once in the activity, I
explained the goal, the rules, as well as the points system. Through my framing, I made sure to
elaborate on the idea of challenge by choice and explained to the group that they can designate
specific roles if need be if someone was uncomfortable doing something. In addition, when considering
challenge and support, I definitely challenged the students by limiting the amount support I offered. I
knew that they were ready and able to take on the challenge and I knew that they would gain the most
from the activity if they worked through it on their own as a group. Overall, through these two activities,
I was able to utilize and build upon my skills as a facilitator which has made me more confident in my
abilities as a facilitator. (SEE EVIDENCE #54)
Source: Gaffney, G. (2000). Facilitation. Retrieved November 30, 2018, from

https://infodesign.com.au/wp-content/uploads/Facilitation.pdf
de-briefing techniques
122 Student will demonstrate proficiency of HDF413 SOLC, as a facilitator At our fall retreat for SOLC, we learned about different ways one can frame a debrief. Of the ones we
de-briefing techniques discussed, I have been able to utilize feeling cards, one word whip, and the Kolb’s Model of
Experiential Learning. To begin, feelings cards are extremely beneficial when facilitating a low energy
group with little participation. After laying out the feelings cards on the floor, I would ask every
participant to pick up a card that they thought best described how they felt during the initiative. Next, I
would ask participants to share their cards and explain to the group why they picked it. This debriefing
technique is effective as it makes it easier for participants to come up with thoughts and ideas to share
with the group. Another quick and effective debriefing technique is one word whip. I was able to utilize
this technique at the Rhody Ridiculousness retreat. I personally enjoy this debrief because it allows
every person in the group a chance to speak and is easy to build off of. Once every person has said a
word, I ask if anyone would like to share why they chose their word. This usually allows for new ideas
to flow between the group and leads into a good discussion for the rest of the debrief. Finally, one of
the best ways to bring things full circle for the group is to utilize the Kolb’s Model. The Kolb’s Model is
composed of four key ideas but when debriefing, we focus on three questions. The first is “what?”.
When framing a debrief, I always begin by asking them what just happened, what were their feelings,
and what skills did they use to succeed. Typically, I allow discussion to flow until I feel as though they
can move into the next question which is, “so what?”. Within this I relate the initiative back to their club
or organization by asking questions such as, “considering the challenges you faced and how you
overcame them, how can you use this knowledge to benefit your organization?” and “with the entire
initiative in mind, what does this all mean for your organization?”. Once they’ve made the connection, I
ask, “now what?”. Through this question, I ask them what goals can they set to take back to their
organization and how they will ensure they are implementing those goals once they leave the retreat.
Beginning with debrief techniques such as feelings cards and one word whip, facilitators are able to
create a great foundation for the Kolb’s Model. I’m extremely glad we took time at our fall retreat to
discuss these different techniques because it made me feel more confident going into my first debrief
and kept me stress free throughout. (SEE EVIDENCE #35)
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 HDF413 Through different organizations In HDF413, Melissa Camba-Kelsay came in to teach us about reframing and the four frames of
four frames of organizations, and the organizations by Bolman and Deal. According to Bolman and Deal, “Reframing is a powerful tool for
meaning of reframing by Bolman and Deal gaining clarity, regaining balance, generating new options, and finding strategies that make a
difference” (page 22). Through reframing and specifically the four frames of organizations,
organizations can find out through what frame they work best. The four frames are structural, human
resource, political, and symbolic. To begin, the structural frame focuses on the goals of the
organization and tends to be straight-forward in its implementation. Often you will see this frame in
organizations that follow and work through a strict hierarchy of positions. Bolman and Deal continue on
to say that organizations will work best in this frame when rationality prevails over personal
preferences and needs. They also state that, in the structural frame, problems will arise in the
presence of structural deficiencies and can be resolved through restructuring. Continuing on, the
human resource frame has a heavy focus on the people of the organization. It follows the idea that
organizations need the people to function and build ideas and people need organizations for
community and opportunities. Through this frame, organizations must tailor to the needs of the people
and the people must work allow for success. Next, through the political frame, power is the focus.
Bolman and Deal highlight the fact that organizations are coalitions of diverse individuals meaning they
work for the goal they are trying to accomplish, not the people. Organizations who follow a political
frame center its values around conflict and power. Finally, the symbolic frame is much different than
the rest as it’s frame is more seen through the organization’s culture rather than its positions or goals.
Through this frame what is most important is not what has happened but rather what it means.
Organizations who run through a symbolic frame typically have some sort of chant or saying and are
heavily focused on what each different member will take out of being apart of said organization.
Overall, each frame has potential to benefit various kinds of organizations but only through reframing
will a group truly know what works best for them. (SEE EVIDENCE #36)
Source: Bolman, L. G. & Deal, T. E. (2013). Retrieved November 26, 2018. Reframing organizations:
Artistry, choice & leadership. (5th ed.). San Francisco: Jossey-Bass.
126 Student will describe personal application HDF413 CSLD, Rotaract, SOLC, in the US Through both of my organizations, around campus, and in governmental organizations, I can see how
of organizational analysis using the four government different groups follow the four frames of organizations based on their specific needs. To begin, the
Center for Student Leadership Development follows the structural frame in that it has a hierarchy of
frames of organizations, and breaking the positions starting with the president of the University and going down to the graduate interns. This
frame / reframing (Bolman and Deal) highlights the structural frame because there is a clear layout of the positions but does not necessarily
focus on how much power each position holds, as the political frame would. This works well for most
schools or centers on campus as it is easier to divide work and responsibilities. While CSLD mainly
follows the structural frame, they also “break the frame” by following the human resource frame at
times to show their appreciation for the people they work with. Breaking the frame can be viewed as
redefining the organization you are in and is considered a necessity in reframing. Reframing is finding
new ways to manage and run an organization by following a different frame of organization. Without
breaking the frame reframing would be impossible. Through giving more meaning to an organization
and focusing attention on the people, CSLD showcases their ability to break the frame and consider
new perspectives when needed. Continuing on, a common example of a political frame is seen quite
literally in political organizations such as the three branches of government in the United States. While
there is a balance of power among these three branches, power is the overarching theme within each
branch. Without power in these groups it would be hard to establish credibility and complete the
important tasks that are at hand. On the other hand, both of the clubs I am involved in on campus
follow the human resource and symbolic frames of organizations. In SOLC, as well as in CSLD, there
is a focus on the people rather than positions or power. The human resource frame considers the
people’s needs and incorporates those into the success of the organization which is shown through
both SOLC and CSLD. In regards to the symbolic frame, SOLC dedicates time to our “Good Vibes Jar”
which signifies our desire to create more meaning to each of our meetings and all of our retreats.
Similarly, throughout all of CSLD, we have a our “lead big, we do” saying that creates a sense of unity
among the leadership community. In addition, my club rotaract follows the human resource frame by
giving the members a say in future service projects as well as considering the needs of each member.
One of our meetings towards the beginning of the semester was breaking off into smaller groups
based on service interests and hearing from each member about project ideas they would like to see
us do. Rotaract centers its values and mission around the members which allows for a very welcoming
and inclusive environment. To add, the symbolic frame is seen in Rotaract through our Happy Bucks
chant which creates a sense of unity among the group and gives us something we can all rally behind.
Overall, while all uniquely different, each group, organization, or governmental body follows one of the
frames of organization based on their needs and what works best. (SEE EVIDENCE #37)
Source: Bolman, L. G. & Deal, T. E. (2013). Reframing organizations: Artistry, choice & leadership.
(5th ed.). San Francisco: Jossey-Bass.
127 Student will show knowledge of organizing HDF415 Peer mentoring, one-on-one In HDF415, we were required to hold one-on-one meetings with our students. Through this, I have built
meetings / setting agendas / and leading meetings on my knowledge of effectively organizing and leading meetings. The first step in organizing a meeting
meetings is to articulate to yourself what the purpose of the meeting is. Taking this step moving forward helps to
ensure that all necessary steps are met in order to achieve the goal. Next, it is important to figure out
and make a list of who your meeting will be for. In my case with peer mentoring, I didn’t have to go out
of my way to figure this out as we knew ahead of time that the meetings were for our students. Once
you understand the purpose of the meeting as well as who will be attending, it’s important to go over
how the meeting should be organized to best accomplish the purpose. One-on-one meetings should
be centered around the individual you are meeting with so not every meeting will be the same in the
way it is structured. Regardless, the structuring should have the greatest impact on the individual to
focus on the meeting’s objective and allow the individual to grow and learn. Next, review your schedule
and set aside time for your meeting. Along with this, consider how much time is necessary to achieve
the goal of your meeting as well as choose a location that will allow for both yourself and the individual
to focus. Finally, confirm with each person that the date and time still work at least day before the
meeting to ensure everyone remembers and can make it to the meeting. Once in the meeting, the first
step in leading effectively is to be on time and end on time. Not only does this help build your credibility
as a leader but also shows your respect for the people you are working with. In addition, make sure
each individual has a fair chance of expressing ideas and opinions. Specifically with one-on-one
meetings, it’s important that the person gets all the time they need to discuss any issues they may be
facing or ask questions. Finally, at the end of the meeting, summarize all points that were discussed
and allow time for any final comments, questions, or thoughts. (SEE EVIDENCE #55)
Source: Rebori, M. K. (n.d.). How to Organize and Run Effective Meetings. Retrieved March 20, 2019,
from https://www.unce.unr.edu/publications/files/cd/other/fs9729.pdf
128 Student will describe personal examples of HDF415 Peer mentoring, one-on-one In HDF415, each peer mentor is required to schedule, arrange, and lead one-on-one meetings with
organizing meetings / setting agendas / meetings their students. The first step I took in scheduling my one-on-one’s was to articulate what the goal of my
leading meetings one-on-one meetings were. I decided that the goal was to check in with each student and hear how
they are doing in the class as well as complete the Wheel Guide that Robert provided us in class. In
addition, I decided on how much time I felt was necessary to have a successful one-on-one in which I
decided a half an hour was enough. To add, I also decided on where to hold my meetings in which I
chose the 24-hour room of the library as it is a good meeting spot and free from major distractions.
After organizing times and meeting places, I created a Doodle survey for my students to fill out. I found
success in this process as almost every one of my students immediately signed up for a time. I was a
little nervous I would have trouble with my students signing up but in the end only had one student not
sign up for a time where I eventually just met with him before class. Finally, the last step I took in
planning my meetings was to consider how I wanted to structure the meetings so that each student got
as much out of it as possible. I began each meeting with the Wheel Guide to have the students
visualize where they are in regards to each characteristic. Once we discussed and completed the
Wheel Guide, I then went into questions to see where they are at in the class and finally, allowed them
to ask me questions. I found this to be a good structure but made sure to adjust it if I felt as though a
student may not benefit from it. From this experience I have learned the importance of being prepared
and organized for meetings and how it helps establish credibility as a leader. Overall, when in my
meetings, I made sure to allow each student to express themselves and find comfort in talking with me.
I feel as though I was very successful in my organizational and leadership styles when completing my
one-on-one’s. (SEE EVIDENCE #56)
Source: Rebori, M. K. (n.d.). How to Organize and Run Effective Meetings. Retrieved March 20, 2019,
from https://www.unce.unr.edu/publications/files/cd/other/fs9729.pdf
129 Student will show knowledge of
Parliamentary Procedure
130 Student will show knowledge of techniques
for working with difficult people
131 Student will describe personal examples of
using techniques to work effectively with
difficult people
132 Student will show knowledge of the stages HDF190 Leadership Institute, volleyball, in In HDF190, Alison Jackson Frasier taught us Tuckman’s Stages of Group Development. The first
of group development (Tuckman/Tuckman classes stage is forming. In forming, individuals aren’t clear on what to do yet. In other words, nobody really
& Jensen, Bennis or others) knows each other yet so there isn’t much talking going on or any group chemistry at this point. In
addition, because of this lack of group chemistry, there is no trust within the group yet. Forming tends
to be the most awkward stage in group development but I remember at the Leadership Institute, every
peer leader and coordinator went out of their way to make the first group interaction fun and enjoyable.
The second stage is storming. In storming, roles and responsibilities become articulated but there is
still little team spirit. Storming tends to be a bit chaotic because people are pushing for a position of
power. When captains were being chosen for my high school volleyball team, we definitely saw the
chaos that is storming. Every senior was determined to gain that position of power, but once the week
was over everything calmed down and things fell into the norming stage. Norming is known to be the
“calm after the storm” because success begins to occur and appreciation and trust are built. Most
groups enjoy norming because leaders figure out their positions and feedback is well-received and
objective. The next stage is performing. During performing, team members feel highly motivated and
there is high trust in everyone. The group as a whole feels more confident in each other and the group
mentality has shifted from “I” to “we”. Finally, adjourning is the final stage in group development. It is
the final assessment and it is when the group recognizes each other for their contributions. This is my
favorite stage when working on group projects in class because I enjoy being able to celebrate our
work as well as reflect on the relationships we build along the way. (SEE EVIDENCE #19)
Source: Five Stages of Group Development. (n.d.). Retrieved February 20, 2018, from
https://med.fsu.edu/uploads/files/FacultyDevelopment_GroupDevelopment.pdf.
133 Student will describe personal examples of HDF190, Leadership Institute, volleyball, I loved learning about the Tuckman’s Stages of Group Development because our in class discussion
group development in use HDF413 chorus, theater, in classes, during was so interesting and it helped me better understand the process behind the dredded group projects.
(Tuckman/Tuckman & Jensen, Bennis or facilitation When I think about the first stage, forming, I think about that first day at the Leadership Institute when
others). everybody was sitting in their designated groups waiting for someone to give us a hint as to what
exactly we would be doing next. Things felt awkward between the group and conversation felt forced.
Luckily, once the ball got rolling, those awkward individuals who I felt no connection to, ended up
becoming some of my best friends. On the other hand, I can vividly remember my volleyball team,
specifically the seniors, go through the storming stage, and let me add that it was not a pretty sight.
During tryouts, the coaches informed all of the seniors that there would be a team vote on who will be
captain. After that short five minute conversation, my fellow seniors and I did everything it took to prove
to the underclassmen that we were the best fit for the captain position. This period of storming brought
out all of our true colors, maybe in more bad ways than it did good. But after they announced captains,
the storming stage moved into the norming stage and the gym felt like all of the tension had been
washed away. When the seniors could finally come together and respect the captain’s position of
power, trust was restored and we started to become a successful team again. An event where I have
experienced the performing stage would definitely be in chorus. In chorus there never really seems to
be a storming or norming stage because everyone is always open to the we vs. I mentality. I loved
chorus for that exact reason because it never felt like a competition between anyone, everyone always
trusted each other and were motivated to sing well as a whole. Finally for adjourning, I can think of
many experiences I have had where it is time to celebrate accomplishments, but the Leadership
Institute is one that I constantly think about due to the friendships we had built in the end. The last
activity we did at Institute was called “Reach Out and Touch” where our two peer leaders chose a few
people to go around and hug someone based on the statement that was said (i.e. “hug someone if
they made an impact on you at Institute”). When I think of adjourning I think of which groups have had
the biggest impact on me and although I can think of a ton of different examples, this activity at the
Leadership Institute truly made me realize how far we as a group had come from that very first day in
the Union. The Leadership Institute only lasted a few days which goes to show how incredible our
group development truly was. As someone who is dominant in relationship building, I find that I enjoy
forming the most because I love getting to know people, but I also believe that I enjoy adjourning too
because I love to celebrate everyone’s group accomplishments and see how far we have come
together. (SEE EVIDENCE #20)
During my co-facilitation retreat, I saw Rhody Ridiculousness go through Tuckman’s Five Stages of
Group Development. The five stages are forming, storming, norming, performing, and adjourning.
Forming is when the group is establishing relationships and getting to know one another. Although I
am unsure of how close the group was before our retreat, forming was seen during introductions, Hog
Call, and even the Full Values Contract. Throughout these energizers and initiatives, I was able to see
the group build new connections and relationships. During storming, roles and responsibilities become
articulated but tends to be a bit chaotic because people are pushing for a position of power. This was
seen at the beginning of Brain Buckets when the group was struggling to come to an agreement on
who would be doing what. There were a few voices taking charge and some getting pushed aside but
once the group was able to hear everyone’s opinions, the group moved to norming. Norming is where
the group figures out positions and feedback is well-received. After a few rounds of Brain Buckets, I
could see the group figuring out what worked best to get the job done. Once I gave them the
opportunity to do a speed round with no consequences, they still decided to keep the talking at a
minimum because they saw how effective it was before. Next is performing which is quite literally when
the group performs and where more trust is established. This was seen mainly through the rest of the
initiative where they were successful many times. Finally, adjourning is when the group celebrates and
recognizes their accomplishments. This was best seen through the debrief where we reflected on the
group’s performance as a whole. In this stage, the group was able to reflect on their experience and
discuss challenges and successes that came with each round. Being able to see Rhody
Ridiculousness go through Tuckman’s stages was a really unique experience that has benefited me as
a facilitator. Moving forward, I now have experience working with a group that moved through
Tuckman’s which will allow me to recognize when other groups may also be going through the five
stages. (SEE EVIDENCE #38)
Source: Five Stages of Group Development. (n.d.). Retrieved February 20, 2018, from
https://med.fsu.edu/uploads/files/FacultyDevelopment_GroupDevelopment.pdf.
134 Student will show knowledge of group
roles and how they contribute to group
dynamics (Johnson & Johnson; Benne &
Sheats; Knowles & Knowles; etc.)
group roles and how they contribute to
group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)
memberships skills in groups
membership skills in use
138 Student will show knowledge of the HDF413 Teaching a child to ride a bike In HDF413, we discussed Sanford’s Theory of Challenge and Support. The essence of this theory
Challenge and Support theory by Sanford, believes that a student or individual develops through simultaneously being challenged and supported.
and its relationship to organizations The idea is that with the right amount of challenge and support, one will grow and succeed. If too much
challenge is provided, the individual will easily get frustrated and likely end up giving up. On the other
hand, if too much support is provided, the individual will not learn and will have trouble performing on
their own. With a generous balance of both, individuals have the opportunity to thrive and feel good
about their success, which creates a positive reinforcement of their hard work. An example of
challenge and support can be seen through the lense of a parent. When your children get to the age
where they can start performing tasks on their own, the implementation of challenge and support
becomes relevant. Consider you’re teaching a child to ride a bike. It would not make sense to place
them on a two wheeled bike and expect them to go anywhere. At this point, the child would grow
frustrated for not being able to move. On the other hand, if you only provide them with training wheels
and hold on to the handles for them the entire way, they will not learn how to maneuver the bike on
their own. A perfect balance would be to provide training wheels but allow them to learn how to steer
and pedal. With this balance of challenge and support, the child can grow confident enough to try and
ride without training wheels. Having a balance of challenge and support is comforting but also
empowering for an individual. It gives them the chance to experience success and failure but in the
end through the highs and lows, they can feel good about the outcome. (SEE EVIDENCE #39)
Source: Academic Advising Resources. (n.d.). Retrieved December 1, 2018, from

https://sites.miis.edu/academicadvisingresources/theories/sanford-challenge-support/
139 Student will describe personal examples of HDF413, As a facilitator, as an aspiring After learning about the theory of Challenge and Support in HDF413, l now have the ability to
using the theory of Challenge and Support EDC312, elementary education teacher, as a implement this into both facilitation and teaching. A crucial part of being a successful facilitator is
(Sanford) HDF415 peer mentor, on NWCC knowing how to balance challenge and support. When facilitating a retreat one must consider every
participant’s ability level as well as if the group is high functioning or low functioning. With a low
functioning group, much more support is needed. When facilitating, I make sure I am allowing the
group to challenge themselves but if I see that more support is needed, I will alter the initiative to allow
for more success. On the other hand, if the group is very high functioning and having great success on
an initiative, I will alter it to see if they can have success when faced with challenge. Continuing on, a
facilitator must always analyze who is in the group and if there seems to be any limitations within the
group. If I feel as though there may be a person with a certain limitation, I will always provide the group
the option to give one person “special powers” to give any extra support than may be needed. As a
future educator, challenge and support will be implemented in my class room every day. Especially
when teaching young children, balancing challenge and support is crucial. Within this is the idea of
scaffolding. Scaffolding is the support you provide a child, or individual, when working towards
achieving a specific goal. In EDC312, we discussed how scaffolding is based off of needs and can
vary from student to student. While it is important that teachers provide the support a child needs to
learn and succeed, scaffolding also highlights the idea of stepping back when the child is able to learn
independently. Once out of college and teaching in an elementary school, I will utilize challenge and
support by providing my students the support they need to grow while also challenging them to
succeed independently. With my knowledge of the theory Challenge and Support, I have the skills
needed to be both a successful facilitator and teacher and can continue my life goal of helping others
grow and succeed. (SEE EVIDENCE #40)
This semester, Spring 2019, I gained new experiences as both a peer mentor and facilitator on the
North Woods Challenge Course (NWCC). In both of these experiences, I was able to utilize Sandford’s
theory of Challenge and Support. As a peer mentor, providing the appropriate amount of challenge and
support plays a major role in the progress and independence students gain throughout the semester. I
quickly learned the challenge that comes with implementing challenge and support. At the beginning of
the semester I gave my students a lot of support due to the fact that it was the beginning of the
semester. If I challenged them off the bat to figure things out of their own, it would’ve set a harsh and
unfriendly tone for the rest of the semester. Starting out the semester supporting my students was a
good decision on my part because if they were faced with challenge, they would have been
discouraged moving forward in the semester. On the other hand, once the semester continued on, I
needed to ease back on the amount of support I provided my students so that they would begin to
work independently. Providing too much support wouldn’t challenge them to think independently and
gain confidence working on their own. In addition, when I was trained to be a facilitator on the NWCC, I
learned the importance of implementing challenge and support for the participants. Similar to as a peer
mentor, providing too much challenge makes success hard to achieve which would in turn frustrate the
participants when trying to complete their task at hand. On the other hand, providing too much support
doesn’t give participants the chance to work through the problem at hand and learn from their
mistakes. Through these two experiences, I have learned the importance of basing challenge and
support off of the needs and skill level of the participants/group. (SEE EVIDENCE #57)
Source: Academic Advising Resources. (n.d.). Retrieved December 1, 2018, from

https://sites.miis.edu/academicadvisingresources/theories/sanford-challenge-support/

construction / elements of informative and
persuasive speeches
141 Student will demonstrate proficiency in
informative and persuasive public
speaking
142 Student will show knowledge of planning
and conducting interviews (as the
interviewer)
planning and conducting interviews (as the
interviewer)
144 Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)
145 Student will describe personal examples of ASB, peer mentor, School of Over the course of just a few months I have had multiple interviews in which I used multiple different
preparing for and being interviewed Education, peer leader techniques to prepare. The first were my interviews for Alternative Spring Break. Honestly, I felt pretty
comfortable going into the group interview so I didn’t do anything to prepare but once I had my
one-on-one interviews with the trip leaders, I asked myself potential questions that I thought they may
ask and made sure I went over exactly what I wanted to say. Continuing on, for my peer mentor
interview it was required to prepare a power point based on requirements both Allie and Robert
provided. To help me feel ready, I practiced what I wanted to say over and over both with and without
notecards and considered questions that I thought they might ask me. Practicing my presentation was
extremely beneficial in preparing for my peer mentor interview and is one of the main reasons I feel I
was successful. In addition, I had one of the biggest interviews of my college career this semester and
that was my School of Education interview. To prepare for this, I attended an information session held
by the School of Ed that went over what to expect in the interview process. Attending this eased my
nerves as I was able to understand exactly what they were expecting from us and see potential
questions they may ask me. For my interview to be a peer leader, I have been preparing with my friend
Lindsay as we are both going out for the position. Providing feedback when asking each other
questions or going over what we may say helps so much as it allows for us to gain insight from another
person. Finally, one technique that I have learned to use when being interviewed is to simply be your
honest and authentic self. I have found that it completely settles any and all nerves that I may have
going in. When being interviewed, it is so important to relax and show them who you are because in
the end, if you give off a persona that is not who you are and they accept you, then you will never truly
be able to be yourself in that position. Similarly, if you show them who you are and they don’t accept or
hire you, then you know that those people may not have been the right fit for you anyway. I feel as
though regardless of whether the outcome of the interview is good or bad, knowing that you gave it
your all and were genuine throughout is what matters the most. (SEE EVIDENCE #58)
Source: Preparing for Interviews. (n.d.). Retrieved March 17, 2019, from
https://careerservices.princeton.edu/undergraduate-students/interviews-offers/preparing-interviews
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 HDF415 As a peer mentor Over this past semester, I have had the wonderful opportunity of serving as a peer mentor for HDF190.
mentoring, as well as problems particular Our role as peer mentors can be defined as formal mentoring as our main goal was to create, build,
to the mentoring relationship and maintain relationships with our mentees. According to the American Psychological Association
(APA), there are six main characteristics that make for effective formal mentoring. To begin, there has
to be established objectives within the program in which you are mentoring. The objectives lay out
exactly what the goal is for the mentees as well as for the mentors. In HDF415, this was seen at our
first meeting in December when we discussed goals for the semester as well as expectations from
both us and the students. Next, the APA states selecting participants as another characteristic for
effective peer mentoring. This is an important to the effectiveness of mentoring as it ensures that both
the mentors and mentees that are selected are aware of expectations. Continuing on, matching
mentors and mentees is an extremely important part of effective peer mentoring. The American
Psychological Association states, “programs that solicit important matching criteria from both parties
are more likely to initiate successful mentorships” (Henderson-Daniel, 9). In HDF415, we took into
account the strengths and values of the students in our section before choosing our groups. Now, at
the end of the semester, I can confidently say that my fellow peer mentors and I were successful in
choosing groups based off of strengths. Throughout the semester, it was extremely cool to see each
group mend, work together, and play off of each other’s differing strengths to find success in this class.
Being able to select our mentees allowed for, not only allowed for their success in the class but also
success in building strong and genuine relationships among their fellow peers. In addition, training
mentors places an important role in the effectiveness of peer mentoring. In HDF415, we had a
designated meeting time to go over what was expected of us for the next week as well as how to be an
effective mentor for our students. This can be viewed as our “training” as it prepared us for our role of
peer mentor as well as what our instructors expected of us for the following week. Within these
meetings were where we established guidelines for meetings with our students, which is another
characteristics outlined by the APA. While the majority of our meetings with our groups were during
class, we did have to schedule one-on-one meetings with our students and could make follow ups
depending on individual needs. Finally, it is important to outline a goal-setting process within peer
mentoring to establish achievable goals within the group. At both Day of Discovery and in one-on-one
meetings, I established both group and individual goals that I could hold my students accountable to
through the rest of the semester. While these six characteristics all go into effective peer mentoring,
there are also some problems that lie within peer mentoring. If the bounds of the relationship are not
clearly understood and established, a mentee may be overly dependent on a mentor, asking for
constant help rather than working out their own problems. On the other hand, mentors should not use
or exploit their mentees to boast, nor should they take credit for the mentee’s work. In addition, issues
regarding the separation of professional relationships with personal relationships can easily detriment
a mentor-mentee relationship. Aside from issues regarding relationship rules, there also may be
problems when a mentor or mentee is having performance issues and don’t perform to the
expectations of the other. Overall, problems within mentoring can be minimized from the beginning
when both parties have clear expectations of what the professional relationship can do and what it
should not do. (SEE EVIDENCE #59)
Source: Henderson-Daniel, J. (2006). Introduction to Mentoring: A Guide for Mentors and Mentees.
4-18. Retrieved April 23, 2019.
159 Student will describe personal examples of HDF415 As a peer mentor for HDF190 This semester, Spring 2019, I have had the opportunity to serve as a peer mentor for the first-year
mentoring and being mentored class, HDF190. Throughout this semester, I have held one-on-one meetings with my students,
provided feedback on outcomes, answered questions, provided both academic and emotional support,
as well as facilitated multiple debriefs to encourage experiential learning. Through my one-on-one
meetings, I had the opportunity to check in with my students, see where they are at in the class, as
well as discuss any concerns they may have as the semester continued on. This was a great aspect of
my experience as a peer mentor as I feel it allowed my students to feel more comfortable with me as
well as get a better sense of our mentor-mentee relationship. In addition, while they took a great
amount of time to read through, I thoroughly enjoyed giving feedback on their outcomes and resumes.
Coming into this position, my goal in the end was for my students to feel successful and feel like I was
a good support system through the semester. As a developer, I love to see others succeed and I love
even more when I can help be apart of that success and growth. While it was just a small part of this
semester, it truly was so enjoyable being able to help my students succeed through giving feedback on
their work. To add, through the semester I feel as though I learned how to successfully provide the
necessary amount of challenge and support for my students. At the beginning of the semester, I
provided a lot of support for my students by answering all of their questions and reminding them of
homework assignments and due dates. As the semester drew on, I began to let them answer each
other’s questions and rely on each other for information about class. I feel as though as a mentor,
specifically in my role for HDF190, it is important to challenge your mentees to gain independence as it
will help them in future classes when they don’t have a peer mentor to rely on. Continuing on, through
my role as a peer mentor, I had the opportunity to provide both academic and emotional support for my
students. I am a huge people person and always support the people with whom I make relationships
with so I wanted to define my role off the bat and explain to my students that I would be there for them
in school and out of school. As I mentioned previously, I enjoyed being able to provide support for my
students through giving feedback on outcomes, but I also enjoyed seeing the relationships we built
over the semester and seeing how some of them really looked up to me as a peer mentor. Finally, I
was able to encourage experiential learning and bring theories to life through various activities
facilitated by myself and my fellow peer mentors. While the activities were enjoyable, my students
always gained so much from the debriefs, whether full group or small group. This was extremely cool
to see because I remember as a student in HDF190, the debriefs helped me better understand the
theories so I’m glad my students also took a lot out of the debriefs. Aside from being a peer mentor, I
was also able to be mentored by both Allie and Robert in the class HDF415. In this class both
instructors helped myself and my fellow peer mentors learn what it takes to be a peer mentor, how to
give feedback, how to set up activities so that the students see the relationship between the theory,
how to be a peer coach, and how to give the right amount of challenge and support for our students.
All of these things that we learned in HDF415 have led me to become the peer mentor that I am today
and without Allie and Robert helping and being a mentor for us along the way, this semester would not
have been as successful as it was. (SEE EVIDENCE #60)
Source: Henderson-Daniel, J. (2006). Introduction to Mentoring: A Guide for Mentors and Mentees.
4-18. Retrieved April 23, 2019.
160 Student will describe principles of effective
peer leadership, as well as problems
particular to peer leadership
related to being a peer leader and being
led by peers

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LEADERSHIP

Name: Felicity Smith

Leadership Inventory Revised 08/22/2017 1

ADVISING INFORMATION ​(students will include own documentation)

Leadership Inventory Revised 08/22/2017 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

Leadership Inventory Revised 08/22/2017 3

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 08/22/2017 4

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 11

Source: Values in Action (VIA). (n.d.). Retrieved December 1, 2018, from

Source: CliftonStrengths Results. (n.d.). Retrieved November 21, 2018, from

Outcome Category: Leadership Theories

Leadership Inventory Revised 08/22/2017 18

Leadership Inventory Revised 08/22/2017 26

Leadership Inventory Revised 08/22/2017 27

Leadership Inventory Revised 08/22/2017 29

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

Source: Harro, B. (2018). The cycle of socialization. In M. Adams, W. J. Blumenfeld, D. C. J.

Source: Harro, B. (2018). The cycle of socialization. In M. Adams, W. J. Blumenfeld, D. C. J.

Source: Exec. Order No. 10925, 3 C.F.R. (1961). Retrieved from:

Leadership Inventory Revised 08/22/2017 42

Outcome Category: Critical Thinking

Leadership Inventory Revised 08/22/2017 47

Leadership Inventory Revised 08/22/2017 50

Leadership Inventory Revised 08/22/2017 51

Outcome Category: Interpersonal and Organizational Concepts & Skills

Leadership Inventory Revised 08/22/2017 54

Source: Gaffney, G. (2000). ​Facilitation​. Retrieved November 30, 2018, from

Source: Academic Advising Resources. (n.d.). Retrieved December 1, 2018, from

Source: Academic Advising Resources. (n.d.). Retrieved December 1, 2018, from

Leadership Inventory Revised 08/22/2017 63

Leadership Inventory Revised 08/22/2017 67

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ADVISING INFORMATION (students will include own documentation)

Source: Gaffney, G. (2000). Facilitation. Retrieved November 30, 2018, from