Leadership Studies Inventory

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

Date Enrolled: Spring 2018
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 Fax: (401) 874-5317
CSLD Mission Statement

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

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

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

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

CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors
Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented internship
3 credits or 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 (capstone PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication 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:
2. Lead Yourself
▪ Time management
▪ Organization
1. Know Yourself ▪ Self care
▪ Self discipline
Lead Others ▪ Strengths ▪ Perseverance
▪ Weaknesses ▪ Develop and maintain family,
▪ Values PROGRESS interpersonal, and intimate relationships
▪ Needs ▪ Academic, social, personal goals and
P ▪ Styles objectives
R o Learning
O o Teaching
G o Personality P
R o Membership R
E o Leadership O
S G
S RE-EVALUATE R
former stages as E
you progress S
4. Develop and Refine S
Skills
▪ Leadership theory and

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

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

Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a HDF 190 Freshman Year of College In HDF 190, we constantly talk about our own decisions as well as life on campus. Life has been so
minimized need for approval much different from being on a college campus compared to living at home. I have more priorities as
well as responsibilities because of the fact that I am technically now living on my own. I'm making my
own decisions and get to do what I want because I live by my own rules. All of the choices that I make
benefit or harm me and me only and I don’t have to worry about the consequences and its impact on
others since these choices are made mainly only towards myself. Since starting college, I have started
to learn more about myself as a student and as a person. I’m becoming more aware of what my real
potential is and also what my limits are. I have started to see what type of people that I need to start
surrounding myself with. I’ve started to have more focus and more determination whether it’s through
my academics, involvement, or just normal life on campus. I have started to have more self-control
because it does come to certain situations where peer pressure has been a huge factor. I used to be
the type of person who would always want to go hang out with friends regardless of how much work I
might have for school. Although I have worked towards developing as a person and becoming
more dependent, there are times when’re I feel as though I am gaining feelings of doubt and
low motivation which has sometimes caused problems for me. I would usually depend on my
family to help me make important life choices or even sometimes try to follow the rules or
expectations that they seem to set for me. Having that easy route made things so much easier
for me while being at home, but coming to college and having to do things for myself has been
difficult in some cases but is also helping me to grow as a person. Procrastination was a huge
thing for me, but I have now learned how to manage myself and push myself to better focus. I’ve
started staying consistently on top of my courses, have gotten involved on campus, and still have time
to hang with people I love. With that, I’ve started to shape into the person that I believe will get me to
the level of success that I’m working hard towards.This expresses the idea of autonomy and a
minimized need for approval because I’m in charge of my own life now and all the decisions and
choices that I make are reflecting on me. In this way, I’m in control of how my life goes and have the
power to shape my future in the way I want and hope for.
This sense of autonomy and minimized need for approval is an important step because not
only does it move towards a greater degree of independent, but it also highlights the idea that
I’m the one in control of my life and shaping the type of person that I want to be. With
independence, I am learning how to do things on my own without having to worry about other
people’s thoughts as well as learning how to be motivated to taking the steps or using the
resources I have to help guide me if I ever get stuck. I’m becoming less dependent on those
around me and more dependent on my own capabilities. In regards to control, it serves as an
important step because I decide who i want to be, what are the best choices for me, and where
I want to go without having to worry about anyone telling me what to do. There are no
expectations for me to follow besides the ones that I set for myself. It gives me a sense of
greater responsibility because of the fact that I’m at fault for where i end so it gives me a drive
to be better and remind myself of why I am here and what I came to do. Need to keep pushing
myself to get to the end goal of being successful, but also being happy.
SEE EVIDENCE #1

2. Student will demonstrate personal, PHY 203 D.R.I.V.E. My courses have been picking up and I have started to encounter high amounts of stress. At first, I
organizational, and academic examples of MTH 142 Rotaract started to give up but I knew that it would harm me in the long run especially on my assessments and
self-discipline CHM 124 First Semester vs. Second semester in-class assignments which could destroy mu GPA. I believe that I have demonstrated academic
discipline as this semester started and continues to progress because of the fact that I have started to
take advantage of the resources given to me on campus. I’ve noticed that I have been struggling and
took initiative to using my resources to help me to comprehend what I’m learning. I’ve been going into
the AEC to get help on my physics (PHY 203) and calculus (MTH 142) homework, and have also
signed up for weekly tutoring groups for my organic chemistry (CHM 124) as well as my calculus
courses. I’ve also been managing out my time way better than and stopped procrastinating which has
put me ahead in my classes and has given me more free time in the long run, and through I showed
that sense of self-discipline on an academic level. With organizational self-disciple, I feel it has also
progressed because of the fact that I have now adapted to college life and it’s easier for me to
maintain. I am working to prevent procrastinating or any feelings of being overwhelmed.
Procrastination is no longer a thing for me, and it has actually helped to decrease the amount of stress
that I have. I’ve started to have better time management when it comes to both my involvement on
campus, academics, and my personal life. For involvement, I have set aside time and started to plan
out time to make sure that I’m more consistent and involved in Rotaract and D.R.I.V.E. For academics,
I have started getting my work done as soon as it is assigned so I don't have to stress about it later.
For personal life, I have started to spend more time with friends and meeting new people. The new
adjustments that I have made to create a smoother ride during college has made me into a happier
and more stress free person overall. I’ve been more willing to ask for help because I’m more aware
that sometimes I need assistance in order to reach my goals and working with a team can be very
beneficial. I’ve also started caring less of what people think and have starting to make decisions more
for myself and that had made me happier and have a positive outlook on what college is like.
SEE EVIDENCE #2

3. Student will demonstrate the ability to Fall 2020 during COVID Being that majority of classes shifted online, I initially thought that my first semester of senior year
manage emotions would be much easier. That was not the case at all. With classes online, it seemed as though so much
more time was taken away from us since in most of my courses it was like I was teaching myself the
concepts that the professors were uploading or lecturing about. My classes became more difficult to
keep up with, but extracurriculars and work also became more difficult to keep up with as well. COVID
also cancelled and set back many of the plans that I had for the year.
I’m the type of person who likes to have control and know what the next steps are going to be before
they happen, but it was like I was losing all sense of control and motivation with everything that was
going on due to the pandemic. With that, I started to feel overwhelmed, anxious, nervous, and scared
because I wasn’t sure as to what was going on or what to do as a result of everything changing so
quickly. I had plans such as an internship at Westerly Hospital, new ideas for my organization DRIVE,
getting my EMT license, and more but all of that had to change because of COVID limiting so many
things and opportunities.
As a result of all of these changes, my emotions started to run high. I started become sad and scared
of the future because the fact I didn’t have as much control or ability to carry out the plans that I had
for both the semester and the year. I also started to become less motivated and more mentally
drained because of the difficulty to balance everything such as my academics, involvement, and work.
It even reached the point where I had a mental breakdown because I didn’t think I would be able to
manage or balance everything that I needed to.
It was at that point that I realized that something needs to happen in order to suppress all of the
emotions that were going through my head. I first started by talking about how I’ve been feeling and
what I’ve been going through. Usually, I try to keep my feelings and thoughts in because I don’t want
to feel like a burden which causes these emotions to start consuming me till I eventually explode.
Talking with my close friends about what’s been going on made me feel better in the sense that it
allowed me to express my emotions and get advice as to what I should do. These served as starting
steps to getting back on the path that I was working towards. They also assured me that I was doing
well, and can’t focus on or try to control things that I don’t have control over. Since that day, I started
to try to be in control of everything and focus more on the present rather than so much in the future or
past. I’ve been able to manage my feelings and emotions more as a result of being able to talk to
people I trust and not focusing on so much at once. I also started to practice more self-care and taking
time to myself to give myself time to recharge and relax rather than trying to do so much all the time.

4. Student will demonstrate knowledge of Personal Research As college students we are always undergoing points in our lives where we have so much stress
stress management methods placed on our shoulders from trying to balance our academic life, social life, and personal life. It may
seem like so much to handle, but being mindful that being able to create balance and maintaining
everything can make it so much easier.
Some of the stress management methods that can help to create that balance are time management,
organization, staying positive, and spending time with friends. Out of the four of these stress
management methods, the most important one would have to be time management. Having the
capability to plan everything and taking advantage of time will help to lower stress levels. Placing time
for work, school, and also time to relax will help people to feel less stressed and less overwhelmed.
Next, there’s organization. Being able to stay organized with everything will make it feel as though
things are less hectic because it allows us to know where everything is, when everything is, ad when
important things need to get done. After organization there’s staying positive. As individuals we tend to
focus more on the negative sides of things which makes us more paranoid and stresses us out even
more. Staying positive and being optimistic calms us down and relaxes us which as a result lowers
stress levels. Lastly, there’s spending time with friends. This is very important in a general sense
because there are times we just need to get away from work and school, and relax and have fun.
Going out with friends and just spending time with people we care about helps to keep us happy and
escape from our challenges just for a little bit. We always need time to relax and just be ourselves.
Stress Management Tips for Students. (2016, January 21). Retrieved April 16, 2018,
from https://psychcentral.com/blog/stress-management-tips-for-students/
SEE EVIDENCE #3
5. Student will demonstrate the ability to CHM 124 Stress is something that creates doubt in my mind and makes me hesitant on many decisions. In my
manage stress MTH 142 opinion, stress is something that I am constantly in a battle with and is always on my shoulder.
PHY 203 Overtime, I have learned how to manage my stress and have come up with different methods in order
to help me get there as well as gotten some pieces of advice. The first step for me was to first be
aware of where my stress was coming from then I came up with ways to lower it or get rid of it
completely. For academics, I gained a better knowledge of structure and time management. Time
management is something that has helped my greatly with stress because it has allowed me to me to
take more advantage of time especially free time. During the week, I do that "9-5 shift” where I don’t to
my room during classes but instead go to places where I can do my work. With the breaks I have
between classes I get some assignments done so I don’t have to worry about them later. I usually get
the easier assignments done in that time period since they son’t take as much time as the harder
assignments. When I find myself with free time and nothing to do, I sometimes push myself to do
homework so I have less on my plate. I also like to plan out my day where I put aside time to relax and
time to do work which has been very beneficial. Along with time management, I’ve also became more
organized. Setting check lists of the the assignments I have to do and their do dates along with
marking when exams and projects are coming up has helped me out a lot. With methods I’ve been
ahead in many of my classes and have realized I’ve been less stressed and more relaxed. This
benefitted me the most in CHM 124, MTH 142, and PHY 203 as these are the more difficult courses of
my freshman year.
For my personal life, I’ve just been able to manage my stress by doing less but working harder. I was
told at the beginning of my freshman year of college that it’s better to be part of 2 clubs and work
harder in them instead of trying to balance too many clubs. I’ve stuck to two clubs and have limited the
amount of things that I do and have been more committed to them. I now know when something
would be too much instead of trying to fit everything in which has helped to lower the stress that I used
to have trying to be involved in everything.
SEE EVIDENCE #4

6. Student will express a personal code of When it comes to being ethical, I believe that the most important components are being
leadership / membership ethics nonjudgemental and fair as well as being accepting and creating an environment that is comfortable
for everyone. I’m aware that being ethical mainly relates to the idea of being fair, honest, and
responsible, but I want to more farther on that line. I want to use these ideas related to being ethical,
these ideas being fair, honest, and trustworthy, and use them as a framework to creating my own
personal code of ethics.
A personal code of ethics is enforcing and serving as a symbol for these ideas to work towards
creating a more connected and stable community whether it being in an organization, residence halls,
or overall. I want to be fair by taking into account everyone’s ideas and opinions with remembering to
pass no judgement and encourage it. I want to remember to be honest with myself and others in
regards to capabilities and decisions because i believe all members of a group each have a role in the
overall process. Finally, I want to be able to take responsibility for my actions, whether it being a
mistake or wrong decision, proudly and learn from these experiences to better the group and
development of myself.
7. Student will demonstrate practice of the First Year Resident Assistant Being ethical, in my opinion, is the most prevalent or should be the most prevalent in leadership
personal code of ethics positions. Especially when others are coming to you for guidance and support, and even just looking
to you on what are the right things to do.
I feel as though my personal code of leadership/membership ethics are the most seen as a Resident
Assistant. As this being my first year as a Resident Assistant, I need to make sure the work i do is
impactful and important especially since I’m overseeing first year students and also serving as a part
of a staff. The specific components of my personal code of ethics is present in both my connection
with residents and also my work with my staff. Although, it fulfills my involvement in both these areas, I
feel it's more beneficial towards my connection with residents. First, there's the idea of being fair. I feel
as though I display this mainly with my values of Harmony and Communication. My value of Harmony
allows me to push away from conflict and work towards compromise between the two parties, and I
achieve this by listen to what each side has to say and work towards a solution that is beneficial to
both sides. My Communication value plays a role in just talking to them openly and using that as a
way to guide the conversation to a better place. Next, there’s honesty. I believe being honest on what
my limits are and when I need time to myself has helped me balance my job and my school work, and
also being honest with my residents by laying down the rules and making them aware of when things
have become an issue. This is projected through my Discipline value because it allows me to create
structure and rules for my residents to follow while also making sure I follow them as well to be fair,
and also providing structure and plans for myself to keep me from being overwhelmed. Lastly, there’s
taking responsible for my mistakes. This is shown through more of my Communication value because
it allows me to discuss with my residents on things I might have messed up and make sure that I
verbalize the right information to make them aware so there's less confusion. Also just being aware of
the what I need to do to be an effective and efficient Resident Assistant for the sake of of my
organization and for the sake of my residents.
SEE EVIDENCE #23
8. Student will express a personal values

statement (Sources = VIA, values
clarification exercises, etc.)
9. Student will demonstrate practice of the

personal values statement

10. Student will demonstrate the ability to EGR 106 Social Change Project (HDF 190) Having the strengths of Discipline and Achiever, it makes it so that I constantly stay focused and on
lead a project from start to finish (follow- KIN 275 Spinal Injury Prevention task with all my assignments and tasks that i’m given. With that, I constantly like to take a role in
through) Presentation (KIN 275) leading groups especially when it comes to class assignments. I usually lead in group projects by
taking initiatives to keeping all of us on track, setting deadlines, making sure that everyone has a role
in the development of the project, keeping everyone up to date, and taking into account everyone’s
ideas.
Specific examples as to the application of these strategies as I lead in projects is through a group
project from EGR 106 and the Social Change project from HDF 190. For EGR 106, I believe I took the
most control and lead by example when it came to my group. I was the one who reached out to
everyone to set meeting times, would try to set deadlines to help all of us all stay on task, and made
sure that everyone ideas were incorporated in some form regardless of other group members’
thoughts. I feel as though everyone in that group brought something unique to the table and I wanted
to make sure that everyone had a purpose and that the work went by smoothly.
Although my sense of leadership was greater in amount for my EGR 106 project, I also feel that I have
a role in leading when it comes to the Social Change project in HDF 190. We all played a part in
leading and all helped in the progression and development of the project, but I feel as though I lead
the most in the area of maintaining balance. I was the one who took initiative to once again have
meeting times for us to work on the project and also helped in breaking up the work load so that
everyone did a fair amount.
SEE EVIDENCE 5A AND 5B
Given new experiences to my role in group projects as I start move up higher in my

undergraduate studies, I have learned more on how to necessary lead more in regards to
people and not just to get the assignment done. I feel as though I have gained a better grasp
on how to adapt to people’s needs and be aware of the setting that I’m in in order for all of us
to work well together to accomplish our goal. As classes start to get tougher and projects start
to get more complex, having these abilities especially in regards to leading is very important
and makes a huge impact. Just by instinct, I’m the one who usually takes the bigger
responsibilities which most of the time results in me leading myself and my group members
over the course of the project.
A particular example to highlight the idea of my leadership in projects from start to finish is my
Spinal Injury Prevention Presentation in my KIN 275 course. At the start of the project when I
first met my group members, I could tell that they were both shy and more reserved which
made them fear presenting greatly. With that, I felt is best for me to take the lead being that I’m
more comfortable being outspoken and expressing my ideas. By doing that and presenting
that type of personality in a positive way, it created a comfortable environment for them which
pushed them to also become more verbal and less hesitant to express their ideas. I also lead
the project as i was the one who set the deadlines, set meeting times, but also made sure to
listen and communicate with my group to make that they were having a say in the progress of
the project. There was no sense of hierarchy, I was just the one putting myself out there to help
move in the right direction.
From this project, there were techniques and strategies that I could take away and apply in the
future especially with working with people. I learned how to adjust to different groups and
individuals in order to make sure that there was no conflict and more of a sense of cohesion.
This can be applied in the future as I am going to be working with various people, so it gives
me the ability to be aware that people don’t have similar needs and I have to listen and present
in order to understand what they need from me. It’s mainly the idea of coming in with an open
mind and being able to adjust. I have also learned how to be more expressive with my
capabilities, ideas, and my work ethic which can help me in the future to stay motivated but
also has a role in developing my credibility.
SEE EVIDENCE 5C

11. Student will describe goals and Over the course of my time at the university, I feel as though I’ve been constantly going back and forth
objective statements regarding with what I want to do in my life, what type of impacts I want to make, and the type of person that I
personal issues, career issues, and want to be. Although I’ve taken on so many different experiences to helping me work towards certain
community issues goals and objectives, I believe they have constantly changed over the past couple of years. I can say
that it wasn’t till the end of my junior year and summer before y senior year that I was completely set
on the goals I wanted to reach or set for myself. This was mainly because of the fact that I was also
constantly comparing myself to others in terms of achievements and positions while also partially
doubting my capabilities.
One of the major goals that I have for myself in terms of career is definitely obtaining my EMT license
by the time I graduate to ensure a job during my gap year, but also to take on new experiences in the
healthcare field in order to gain experiences and learn skiils that could be of great use in the future as
I work to become a Physician’s Assistant. Being part of the Emergency Medical Services (EMS) on
campus is a great opportunity, but I want to work towards branching and gaining other experiences
especially in a hospital setting. I hope to get that through clinical rotations, shadowing, and more. In
terms of personal goals, I want to work towards being more confident in the decisions that I make as
well as giving myself more credit as to all of the things I’ve accomplished so far. I’m the type of person
to focus on the things that I haven’t done and beat myself over that rather than realizing all the things
that I have done. I need to realize that each person goes at their own pace, and I’m going at the pace
that works or was meant for me. This goal basically serves as a way for me to work towards being
okay with not having control all the time, giving myself time to recharge and celebrate my
accomplishments, and just spend more time living life rather than stressing so much about the future.
It may be difficult especially being a senior about to graduate soon, but I believe that it’s definitely
possible.
12. Student will show evidence of goals and HDF 190 Resident Assistant Application and In HDF 190, we are constantly informed and constantly discuss the importance of setting goals and
objectives that were planned and Interview the use of specific leadership models in order to get us to those points.In my personal opinion, I feel
achieved Dean’s List as though setting goals is beneficial in general because it somewhat provides purpose for the things
that we do. For example, we do well in school in order to graduate and get our degrees. We get
involved for new experiences and getting out our comfort zones. For me personally, setting goals
allows me to be more focused and creates a plan as well as structure to my everyday activities
especially for academics.
Two major goals/objectives that I am very proud of myself for achieving are making Dean’s List my
first semester of college and getting the position of a Resident Assistant for my sophomore year. For
Dean’s List, the overall goal was just to make dean’s list in general. The objectives were to make sure
that I was up to date with all my assignments and all my assessments, make sure that I did practice
and had a full comprehension of the material, attend every class, and stay organized and on top of
everything. I wanted to move way from procrastinating and away from slacking. With the courses that I
had being a biomedical engineer, they were more difficult than I believed, but by always reminding
myself of my objectives and the end goal it motivated me to do what I needed to in order to be
successful. With the objectives that were set and planned, I was able to achieve the goal which was to
make dean’s list. When it came to the application to becoming a Resident Assistant (RA), the steps
that were taken were similar but different at the same time. It was the same because the goal was
what I was trying to do which was to be hired as an RA, but these objectives were slightly different.
One of the main objectives was to make sure that I wasn’t nervous and have more confidence in
myself. In other words, be myself. Also, another one was to be patient because the application and
interview process was over the span of time, so I needed to make sure I didn’t focus too much on it or
stress myself out. I would also say that another objective of mine was to make sure that I was
prepared so since I was close with some RAs, I would talk to them on what the interview process was
like and make sure that I didn’t go into blind. By following these and staying calm, I was recently hired
as an RA in Gorham Hall for my sophomore year.
SEE EVIDENCE #6
13. Student will show knowledge of the
“Hierarchy of Needs” theory by Maslow
14. Student will show application of Maslow’s

theory to own life
15. Student will show knowledge of the theory

of Superleadership by Manz & Sims
16. Student will show application of Manz &

Sim’s theory to own life

17. Student will describe StrengthsQuest HDF 190 Leadership Institute 2017 For our first assignment in HDF 190, we were to take a StrengthQuest assessment. From the results
Signature Themes, shadow side of of the assessment, I received my top 5 strengths and these five strengths in order are Harmony,
Strengths and/or weaknesses, and Discipline, Achiever, Communication, and Futuristic. At first, I wasn’t completely sure how all of them
examples of application (Source = Gallup) played a constant role in my life whether it’s as a student, friend, member, or person in general. A few
of them such as Achiever, Futuristic, and Communication were the strengths that I was certain were
present in my personality, but when it came to Harmony and Discipline I didn’t quite believe they were
as accurate back when I first got them as I believe now.
Through my time at the Leadership institute, I feel as though have used my strengths of Harmony and
Communication the most. My Communication strength was an advantage to me because of the fact
that I was so quick to open up and talk to people on my team and some people from other teams at
Institute which are some of my close friends now. I see communication being a major strength
because I see how I am not afraid of opening or expressing my thoughts and opinions even if it’s to
new people. Another strength that I felt was present throughout Institute was Harmony, and I think that
was mainly expressed through the different activities that we did where I wanted to include everyone. I
also wanted to create a comfortable and positive environment for my teammates especially since we
all just met each other. I feel my harmony strength also plays a role because I am usually the one to
step forward and get others involved or to solve disagreements that may be present. For my strengths
of Discipline and Achiever, I feel these two are mainly portrayed in the things I do related to academics
or positions I want to obtain. I use my Discipline strength to keep me on track because I believe
routine, structure, and organization are essential in maintaining balance. My achiever strength comes
from the fact that I always do more than expected and always like to stay ahead and be consistent.
For my final strength of Futuristic, I can consider both a strength and a weakness. I consider it a
strength because it helps with my decision making process. It can also be a weakness because of the
fact that since I’m always focused on the future, it causes me to get ahead go myself especially when
working with others. Although this might cause conflict, I’m constantly teaching myself to live and work
more in the moment when necessary especially with group projects.
The shadow sides of these strengths as well as showing which ones I relate to more over others was
shown to be during the group and partner conversations in class and during the activities in our first
retreat. I believe the class helped us to create some sort of definition for these strengths that connect
directly to our style in a way while also enlightening us on how we can use them in leadership. The
retreat in a way showed how we put these strengths to use in more hands-on and interactional
activities. I can see where I have used them to my advantage and how they have benefited myself as
well as other, but it’s going to take great deals of practice whether it’s application or just expanding my
knowledge to get it to that peak point.
In regards to my strengths, although they could be of advantage especially in my style of
leadership, there can also be shadow sides. Shadow sides refer to the idea of how these
strengths may cause problems in certain situations or events. In other words, there can be
instances where these strengths can be a disadvantage if raised or use to a higher degree. I
can honestly detect shadow sides of my Discipline, Achiever, and Futuristic strengths. If these
strengths are used more guided towards my needs rather than being mindful of other’s needs
then it could cause conflict or disagreements. For example, a shadow side of my Discipline
strength is that it could be me to trying to place too much structure or organization when
working with a group. With that, it can push me towards coming in with a closed mind and
trying to stick to routine which in most cases isn’t beneficial. My Achiever strength can cause
issues, have a shadow side, of pushing me to doing whatever I can in order to be successful
and reach the goal that was set. With that, it can push me to trying to take control and start to
step on toes because I’m just trying to work towards that goal and gain that sense of success
without being mindful of what I’m doing to get there. Lastly there’s my Futuristic strength. Mt
Futuristic strength pushes me to focus mainly on the end goal and base the decisions and
ideas on that which can have negative impacts on my leadership style and my work with a
group. It distracts me from focusing on what is happening and what can be done currently.
SEE EVIDENCE #7
18. Student will describe personal leadership
style and/or personality style including
strengths and weaknesses and examples
of application (Sources = Leadership style
inventories, the L.P.I., Type Focus (MBTI),
LAMP, DISC, and other career
inventories, etc.)
Outcome Category: Leadership Theories


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

of the above theory (Weber)

“Scientific Management” theory of
leadership by Taylor

of the above theory (Taylor)

“Management by Objectives” theory of
leadership by Drucker

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

X and Theory Y” theory of leadership by
MacGregor

of the above theory (MacGregor)

27. Student will show knowledge of the HDF 190 Student Panel In HDF 190, we were introduced the idea of servant leadership. Servant leadership is characterized
“Servant Leadership” theory of leadership mainly as having the primary passion and feeling to serve whether it being with others, for others, or
by Greenleaf just serving in general. Through the act of wanting to serve, it then plays in the leadership portion
because this choice pushes us to lead. Servant leadership consists of ten major characteristics, and
these characteristics re broken up into three “dimensions” as explained in the book. The three
dimensions are servant, leader, and servant leader. The ten characteristics are listening, empathy,
healing, stewardship, commitment to people, building community, awareness, persuasion,
conceptualization, and foresight. Listening, empathy, and healing are included in the servant
dimension. Stewardship, commitment to people, and building community are in the servant leader
dimension. Awareness, persuasion, conceptualization, and foresight are in the leader dimension.
Starting with listening, it’s the idea of being able to see perspective by listening to what others have to
say and using communication to making the right decision. Empathy is being able to recognize that
people are different and have different perspectives so being able to understand that and provide
sympathy towards that is crucial. Healing is like being there are a support system for others and
oneself’s through the service that they provide. Helping others can go a long way. Stewardship is
having trust n each other and recognizes everyone plays a big role and everyone should have equal
opportunity. Commitment to people is sticking with the people that one is working with and wanting to
help each other grow and develop as result of the service. Building community is kind of like notices
the differences between different communities and doing what we can to help out those other
communities that can push us all to work and come together. Awareness is just realizing the issues
that are present which can help to see how service can make a change. Persuasion is the idea of
encouraging and motivating others to help rather than forcing them to. Conceptualization is thinking of
an issue from more of a long term perspective which can help tops towards that consistent service to
help that particular issue. Lastly, there's foresight which is being more observant of the past, present,
and future and notices how each is impactful.
Komives, S. R., Lucas, N., & McMahon, T. R. (1998). Exploring leadership: For college
students who want to make a difference. San Francisco: Jossey-Bass Publishers.
SEE EVIDENCE #8

28. Student will describe personal application HDF 190 Best Buddies Formal (Rotaract Being a member of Rotaract, there have been many opportunities fro us to serve as our organization
of the above theory (Greenleaf) volunteer event) lives by the phrase “Service above Self”. As expressed to us in HDF 190, service doesn’t have to be
something that that’s huge and can be something as little as helping out a friend. We are all small
parts of a bigger picture so just taking the initiative to serve, help others, and motivate others to take
on service is a crucial part to practicing being a servant leader.
One experience where I feel I recognize the application of servant leadership in myself and my fellow
Rotaract members is through our volunteering at the Best Buddies Formal. Best Buddies is an
organization at URI where current college students build relationships with individuals that have
learning or development disabilities. They provide them the opportunities to make new friends and get
experiences that we all should be able to have regardless of a disability. Just being at this event was
very eye-opening and touched my heart because it allowed me to see that even us young college
students can make a difference in someone’s life through serving as a friend. The components of the
servant leadership model that was the most prevalent in this experience was awareness, empathy,
healing, and building community. All of the components of the Servant Leadership model were
prevalent through this event as we worked to make an impact on these individuals and provide
them with a great experience. Listening was just being there to listen to what the organization
needed us to do, and listening to what the participants needed. Empathy was highlighted through
the act of building that relationship with these individuals whether it being a smile or having a general
conversation with them about how their day is going and seeing if they’re having fun. Healing was
shown through just making sure that everything is going smoothly for them and just working to making
sure that they are having a good time. Stewardship was shown through the idea that we knew
what our purpose being there was which was to give these participants a good time as well as
trusting each other with the stations we were assigned. Commitment to people was highlight
through the fact that we came in with a positive attitude and were motivated to work alongside
this organization to make this a successful event. Building community was highly shown because
we were able to come together as parts of a different community in one general environment and build
new friendships and get to know each other. There was awareness which I believe is the most
important in this case. It allowed us to be more aware that everyone has different stories and different
backgrounds, but even though we’re different we all are still looking for the same thing. Persuasion is
shown through the fact that we took initiative to help where it was needed, and by leading by
example it encourage others to do the same. Conceptualization was shown through the fact
that we understood that although these individuals were happy at this moment, they still face
other issues and we tried to take action and get involved in other events to gain personal
relationships with them. Lastly, there's foresight. Foresight was seen through reflection of the
event. We discussed what we did in that moment and how that made an impact, and also how
it makes a small, positive long-term impact.
SEE EVIDENCE #9

“Principle Centered Leadership” theory by
Covey

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

Points / TQM” theory of leadership by
Deming

of the above theory (Deming)

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

of the above theory (Sashkin)

“Individuals in Organizations” leadership
theory by Argyris

of the above theory (Argyris)
37. Students will demonstrate knowledge of HDF 190 In HDF 190, we were introduced to the "4 V’s” theory of leadership and discussed how it connected to
the “4 V’s” theory of leadership by Grace our specific values in whatever ways we thought. The basic purpose for the 4-V Model of Ethical
(Center for Ethical Leadership) Leadership is that is basically sets out a base or a guide for individuals to use their values in order to
push towards that sense of common good. It also reinforces the idea that values should be referenced
to along with behavior and actions which in a way encourages the concept of knowing, being, and
doing that are presented in the Relational Leadership Model. In other words, what this means is that
the acts that we do and the way that we act when it comes to leadership and being effective leaders
should symbolize our values and how we believe the common good can be obtained.
The 4 V’s of this theory are values, vision, voice, and virtue. From my understanding of this theory,
values connect to the top 5 values that were given to us through the VIA Assessment. Having
knowledge of what our specific values are is the starting point to this whole process. We need to be
aware of what we are passionate about as well as what we stand for as individuals, and that is
represented through our values. Virtue are the groups or categories that our values fall into. It also
refers to the general idea of what the common good or purpose is. It pushes us towards better
practice and making it more clear on what the right choices are in different situations. When it comes
to vision and voice, I have possibly interpreted in a different way as other students, but it could come
to the fact that we possibly all define it the same. I define vision as what we want to see change, and
what the ideal world we kind of want to live in or the environment we want to place ourselves in. Vision
somewhat gives us a visual of what type of change we potentially want to create as well as what we
want to live by. Through that it allows us to be more thoughtful of what actions we want to carry out
and how our actions can either benefit or harm the change we are striving for. As for voice, it portrays
a quote or idea of what we want to remind ourselves with in order to stay true to working towards
making that change. Along with the 4-Vs comes three other core elements that are essential to the
ethical leadership model. These three elements are service, polis, and renewal. Service is the help
that we provide for others and how our values create a frame for that. It helps us to realize what we
can do for others and what are the best choices for that. Polis, in other words politics, refers to the
idea of portraying what our vision is to the public. Lastly, there’s renewal. Renewal is the act of moving
away from acting and spending time on making sure that our values and vision are in like with the acts
that are being carried out.
SEE EVIDENCE #10

38. Student will describe personal application HDF 190 Leadership Crest Worksheet Keeping the purposes of the4 4 V’s in mind, through the “Leadership Crest” activity that we did in HDF
of the above theory (Grace) S.O.L.C. 190, we were able to plan out and create what time of ethical leadership we want to go by. In other
words, what our message is and how we want to remind ourselves of it.
Knowing that the 4 Vs were split into values, vision, voice, and virtue, each portion plays a certain
role. In regards to the four V’s, it can be applied in almost any situation in various forms. For
example, through my facilitation experiences as a member of S.O.L.C. First, there's values. The
values that I identify the most with is judgement and humor. My judgement value serves as seeing all
sides to a situation and using my knowledge to make sure that I make the right choices. My humor
value is there to create a positive and welcoming environment as a leader. With values, each fall into
a virtue. The virtue that my judgement value falls into is wisdom. Through this wisdom virtue, it
expresses judgement through critical thinking and open-mindedness. My value of judgement can
also help through my facilitation skills because it allows me to gain a better sense f adjustment
with groups that I facilitate in the future because each group or organization has different
values, different expectations, and have many people with different personalities. This value
works to scope the environment and see what the vibe is like and how the group is and make
changes or adjustments when and where they are necessary to provide the best impact and
experience for the group as a whole and the individuals separately. The virtue that my humor
value falls into is transcendence, and with that it highlights humor with being lighthearted and bringing
smiles to others. I can use my humor value to create a comfortable and upbeat environment for
participants because some of the times these individuals are either reserved or not interested
in being there. My humor allows me the ability to break through the superficial introductory
stages and start working towards deeper meaning and connection with being a positive
attitude and enthusiasm. Through the explanations of my most relatable values and their
connections to their specific virtues, it allowed me to create a vision that I want to work to create which
is basically what I want to see happen in the world. The vision that I was is “living the day with more
positivity and to push ourselves to our full potential. Also, to live with less fear, doubt, and hesitation.”.
In general, I just want to make it so that everyone is happy with what they’re doing in life, have no
regret, and are never scared to take risks or make change. Moving away from that and moving
more towards the presence of this vision in S.O.L.C., it serves through my dedication and
purpose to make an impact on these groups through the initiatives and de-briefs I facilitate. I
want them to be able to reflect on the new experiences they encounter through these activities
and be able to apply it in their organizations and also outside their organizations. With this
vision, I want to express my voice and through my voice I created a message that I want to project to
myself and to others. My voice is “Live everyday like it’s our last. Don’t think about what we can’t do
and more on what we can.” With facilitating, this voice can be expressed through the messages
that I give out to help me develop and grow as a facilitator and also create that impact that I’m
envisioning and working towards.
SEE EVIDENCE #11

“Situational Leadership” theory by
Hersey & Blanchard
40. Student will describe personal

application of the above theory
(Hersey & Blanchard)

41. Student will show knowledge of the HDF 190 Land mines Activity (in HDF) In HDF 190, we discussed and went over what the Relationship Leadership Model is and how it’s
“Relational Leadership” model by important. When it comes to the Relational Leadership Model, it doesn't just focus on the fact that it's
Komives, McMahon & Lucas a form of leadership in creating better relationships. Along with that, it’s a way of leadership that
stretches the concept of building relationships in order for individuals to come closer together to work
towards making decisions and achieving that common goal.
The Relational Leadership Model consists of three core principles known as knowing, being, and
doing. The principles of knowing, being, and doing are essential to the importance and use of the
model as it creates a framework for better application and understanding. Knowing in a sense serves
as being aware of perspective and opinion. Knowing how you believe change is made and what skills
can be used to make that change in comparison to others is a baseline for the knowing principle. The
principle of being, in my opinion, reflects that phrase “actions speak louder than words”. Being aware
of what you stand for (in there words your values) while keeping in mind that other people might have
different values and beliefs than yours is crucial to understanding what the purpose of being principle
is. Also, carrying out those positive values and beliefs in what we do and reminding ourselves that our
actions affect those around, whether it is in our groups or environment, is something that plays a huge
role in this principle. Finally, for the doing principle, it’s basically taking the ideas of knowing and being
and putting them into affect to get the goals that were set or being reached for. Using these principles
simultaneously can help individuals work towards being more positive and ethical leaders along with
the five components.
Again, the five components of the Relational Leadership Model are inclusive, empowering, ethical,
purpose, and process. Inclusive is to include and involve everyone as well as their thoughts, opinions,
and ideas which creates that diverse perspective in a group or team. Empowering serves as a form of
motivation that allows people to understand that their opinions and thoughts are wanted and helpful
and that they have a big purpose in the success of the group. Ethical is being truthful and fair to
yourself and others when carrying out decisions or working together. Purpose is being able to work
with others that generally have the same goal or idea but still being able to have that sense of
individual commitment that assists in the overall process or steps to getting toward the goal. Finally,
there’s process which refers to the decisions and steps that the group takes to achieving the goals
that they have set and carrying out the purpose.
SEE EVIDENCE #12

Student will describe personal application HDF 190 D.R.I.V.E. Many applications of different leadership models comes through different activities in HDF 190 as well as some
42. incorporation in a few of the organizations that I’m involved. More specifically, D.R.I.V.E. In HDF 190, we did an
of the above theory (Komives et al) Land Mines Activity (in HDF 190)
First Year Resident Assistant activity where we were to work in groups of 3, and the main point of the activity was for two members to help the
other member, who was blind folded, to get from one side to the other. What made it more challenging was that
there were many obstacles in the way that we had to get them around in order to make it to the other side. Through
the activity, there were a few of the components of relational leadership that were present. In my opinion, inclusive,
empowering, process, and purpose were the components that were mostly applied. Purpose came from the fact
that everyone had the same common goal which was to get their group member from one side to the other.
Process was present because different groups took different routes and made different decisions in order to get to
the other side. Empowering was present through the act of members encouraging the blind member as well as
motivating each other. Lastly, inclusive was present since everyone was involved in the activity and played a big
role in the success of the whole class and not just particularly their own group.
Outside of the classroom, the relational leadership model is applied also in D.R.I.V.E. which is one of the main
organizations I’m involved in on campus. The components of the relational leadership model that are applied the
most in this organization are purpose, empowering, ethical, and inclusive. Purpose serves somewhat as the base
for our organization because our main goal is to further diversify campus and we make all our decisions through
this main purpose. Inclusive is highlighted because we like to create a welcoming and comfortable environment for
all our members to be it easier for us all to express our voices. Empowering is there with encouragement and
motivation from each of us that also allows others to express their opinions and to take initiative in everything we
do. For ethical, we use this as a way to ensure that the decisions we are making will have positive impacts and are
the right choices.
SEE EVIDENCE 13A
As an employee on the Housing and Residential Life (HRL) team at the university, I’m constantly putting
the components of the Relational Leadership Model into action through facilitation as a Resident Assistant
(RA). As a RA, our main goal or “mission” is to ensure the safety of our residents as well as maintaining
the standards of the building. The first component is inclusive which is taking account everyone as well as
their thoughts, opinions, and ideas which creates diverse perspective in a group or team. I believe we
portray that as RAs by giving the residents the opportunity to speak out and share any thoughts on how
they believe the building could be better or how we can be of more assistance to them. Next, there’s
empowering. Empowering is a form of motivation that allows people to understand that their opinion and
thoughts are wanted and helpful. This is shown throughout the building by making sure that our residents
know that we are here for them and will listen to what they have to say. In that sense, motivating them to
be more verbal with us, and what issues are going on so that they have an easier time adjusting as first
year students. Ethical is being truthful and fair to yourself and others when carrying out decisions or
working together. This component is mainly prevalent in acts of enforcing rules or policies of the building
and university to the residents. Making sure that we present the policies, but also following them
ourselves to maintain balance. Also, being honest and responsible with them and with the choices we
make under this position. For purpose, it’s being able to with others that generally have the same goal or
idea but still having that sense of individual commitment. As each RA is a member of HRL, we are all
working together towards the same goal or purpose of playing a role in creating a comfortable and
welcoming environment for all residents on campus. Although we are all part of the same team, we still
have individual responsibilities and priorities that we must carry out. With the use of our individual styles
coming together in our staff, it’s creating a more diverse community in each residence hall and in HRL as a
whole. Lastly, there’s process which refers to the decisions and steps that the group takes to achieving the
goals that have been set. The process that we all take can differ greatly since we all have different styles
that we bring to them team. We are always learning from each other, and that can benefit our sense of
leadership in the building and how we lead our residents. The steps we take are related to making sure the
building is running smoothly. Although we might make mistakes here and there, we learn from our
experiences and do better for next time. It’s all part of the job, and all these components aid in our mission
of being a main resource for first year students as they adapt to new college experiences while creating a
comfortable and positive living environment for each and every one of them.
SEE EVIDENCE 13B

43. Student will show knowledge of the Personal Research With a new understanding of constructivism, it’s a concept that is prevalent in almost everyone’s lives
concept of constructivism regardless of it being in academics, service, or just personal life. It’s to express the sense of learning
and sometimes teaching. Constructivism is a theory that highlights the way that people learn whether
it being from experiences, beliefs, or knowledge that we have. This theory is something of great value
to us, especially as leaders, because it aids in our comprehension of the world and what’s going on
around us.
In regards to constructivism, there’s the constructivist view of learning which is shown through
different practices but ones that are more hands-on and active, such as experiments or real-world
examples. This is beneficial because it allows those who are learning to think more and work outside
the box to get to the point that they need to. They are using the current knowledge that they have on
the issue or event while also gaining new knowledge that will then be reflected and discussed upon.
Being able to also address how and why one is doing what they are doing is very crucial to the
concept of constructivism because it really shows how when it comes to individuals with different
experiences, beliefs, and knowledge they tend to act different as they see the world different in some
areas. It also helps to formulate the idea that the views and understanding of the world is also
constantly changing through these new experiences and this new way of learning.
What is Constructivism? (n.d.). Retrieved April 16, 2018, from

https://www.thirteen.org/edonline/concept2class/constructivism/
SEE EVIDENCE #14

44. Students will describe personal examples HDF 190 Servant Leadership Speeches In my opinion, application of constructivism is the most seen through almost all of the activities that we
of implementing constructivism do in HDF 190 once we are presented with a new leadership theory or model. As students, we all
come from different places and have different values which essentially means that many of have
different views and opinions in certain areas and have been through different experiences.
Once we learn about a new model of leadership, we are constantly discussing how we believe we
express the model and some of the components and also talk about how we can forward with it now
and in the future. This highlights the portion of constructivism that presents the idea of reflecting on
and discussing the new information given using the experiences and knowledge we already have to
help show that personal connection and application. Through all of the people that show their
connections to the models, it’s interesting to see that although we all are receiving the same
information because of the experiences we have had and our beliefs, each of us have a different
interpretation of how the model can we used and the components within them. This is specifically
shown through the Servant Leadership speeches we had to do. Before the Servant leadership
Model was first presented to us, I thought of service as more so events and acts that made a
huge impact on people, groups, or the community. I didn't necessarily consider service or acts
of servant leadership to be acts so small. Through that, it was great to see what various people
characterized as service, how they feel the servant leadership model could be used, and why
the assist in service primarily. We all learned the same model, but it was clearly shown that we all
had different understanding of what it was, how it can be applied, and how we define the
characteristics. Our specific experience, understanding, and beliefs shaped how we saw the model
and what we took away from it. This plays a role in how we think the model can be used or is being
used outside the classroom, in our community, and the world.
Generally, what I learned overall and took from the Servant Leadership Model was the fact that
service is not just one concrete or abstract concept. There is just one way to characterize or
define service. Being a servant leader is essentially what one makes of it based mainly on their
values and beliefs, but also could relate to their experiences. People can be a servant leader
and provide service in the ways they know how or what they are most passionate about.
Another thing that I took out of my knowledge of this model is also the fact that getting
involved in new forms of service can benefit us all in growing as a person. Remembering that
service doesn’t have to be something huge or major is an important thing to remember. Just
being there to serve in ways you think is important is a starting step to playing a role in greater
change for the future.
SEE EVIDENCE #15
45. Student will demonstrate knowledge of HDF 413 In HDF 413, we discussed Kolb’s Experiential Learning Model. Learning in a concept that’s very
the Experiential Learning Model (Kolb) beneficial to one's growth, especially one’s leadership growth. Leadership is not something that can
just be perfected in a short period of time. It takes consistent practice and application. This idea
relates specifically to the use of Kolb’s model of Experiential Learning which is where individuals
reflect on their new experiences.
Kolb’s model of Experiential Learning consists of four stages which are Concrete Experience,
Reflective Observation, Abstract Conceptualization, and Active Experimentation. Concrete experience
is when a new experience or new lesson is presented. Reflective observation is identifying the
importance or purpose of the new experience. Abstract conceptualization is identifying the lesson or
what ideas should be taken from the new experience. Active experimentation is applying what was
learned from the experience to outside and different situations.
McLeod, S. A. (2013). Kolb-Learning Styles. <https://www.simplypsychology.org/learning-

kolb.html>
SEE EVIDENCE #24

46. Student will describe personal application HDF 413 Leadership Institute 2017 After gaining new knowledge and understanding of this cycle, I feel this cycle was the most seen
of the Experiential Learning Model (Kolb) during my experience at the Leadership Institute my freshmen year. I feel it was at that point where
although I wasn’t aware of what the Kolb’s model of Experiential Learning was, I was still
demonstrating application of it because it was my first experience as a college student.
Concrete Experience was present at the point when I first arrived at the Alton Jones campsite
because I didn't know what to expect and I was basically just throwing myself out there to learn
something new. Reflective Observation was present during all of the daily activities we went to such
as the challenge course or breaking boundaries because there were so many different leadership
ideas that were the core to each activity such as teamwork, communication, trust, etc. These core
ideas served as the purpose and importance of the overall experience. Next, there’s Abstract
conceptualization. This stage of the cycle was mainly used in the debriefing points after every activity
during Institute. This is where we discussed what we learned, why we did it, and how we can use once
we got back onto campus. Lastly, there’s Active experimentation which putting that “how can we use
this once we get back to campus” into effect. It’s using the new knowledge of leadership, teamwork,
trust, communication, etc. that we gained to help be a crucial part of the URI community whether it
being in our residence halls, our classes, or even the organizations we become a part of. Using this
cycle could assist in learning how to practice better leadership skills, especially the primary skill of
facilitation.
SEE EVIDENCE #25
47. Student will show knowledge of the HDF 190 In HDF 190, we were introduced to the “Social change model of leadership”. Social change means the
“Social Change Model of Leadership COM 100 act of getting involved or establishing things that create a change or a solution to a problem out in
Development” by Astin et al society. It’s more about moving away from those in the moments events or activities and working
towards those that have a larger and longer impact. In the social change model of leadership there is
a portion called “the Seven C’s for change” which are consciousness of self, congruence,
commitment, collaboration, common purpose, controversy with civility, and citizenship. These seven
C’s are broken up into three groups known as individual values, group values, and society &
community values.Individual values consists of consciousness of self, congruence, and commitment.
Group values consists of collaboration, common purpose, and controversy with civility. Society/
community values includes just citizenship.
First, There are the individual values which starts with consciousness of self which are having
knowledge of what one believes in and values as well as their attitudes and emotions regarding a
situation. This specific value takes a part in practice towards communication (COM 100) because it
also relates to the idea of mindfulness. There’s also congruence which where one’s actions should
match their beliefs and values and commitment which is consistent involvement, time, and passion
towards people or an issue. Next, there’s the group values which starts with collaboration which is
working alongside or with other individuals or groups that have the same goal or vision. There’s also
common purpose which is individuals or groups having a similar goal, value, or vision, and
controversy with civility which is noticing that disagreements and conflict will arise and taking away
perspective from it. Lastly, there’s the society/community values which includes just citizenship.
Citizenship is just various people, groups, and organization coming together to play different role in a
bigger picture.
SEE EVIDENCE #16

48. Student will describe personal application HDF 190 Stepping Stones Activity (in HDF In HDF 190, we were given the opportunity to get a better visual of what the social change model was
of the above theory (Astin et al) 190) like through the activity we did together in class. The activity was that we were broken up into 3
Buy One More (URI Rotaract Club) groups and each group was to stay into their designated hoop. The hoops were placed in a triangle
shape with large amounts of distance between them. We were given stepping stones that were to
place on the ground to help each group get from one hoop to another. The motive of the game was
that all groups were supposed to around to each hoop and them end up back into their own hoop by
the end of the time given to us.
Specific components of the social change model was expressed throughout the progression of the
game and help us to understand what the lesson behind the game was. In the individuals values
portion, I feel as though commitment was seen the most because of the fact that even though things
got tough we didn’t give up and we tried to pull through to make it to the end. We remained calm and
committed to completing the task given to us all. In the group values, collaboration and common
purpose was the most applied in this activity. Collaboration was seen through the fact that we all were
aware that we couldn’t complete the challenge with just our own teams and they we need the help of
each team. With that, we all worked together and used each other resources and took each other’s
ideas into account to create a route that we could all get through. Common purpose was clearly there
because we all had the same goal which was to get our teams through the other hoops and end up in
our own hoop before time ran out. Finally, in the society/community values citizenship was highly
expressed over the course of the activity. Citizenship was present through the fact that were all split
into groups working towards the same purpose and goal so in that way we were all working together
playing smaller roles in a bigger event.
SEE EVIDENCE 17A
Moving away from in class activities and toward real life social change events, one experience
where the components of the Social Change model was applied was through the Jonnycakes
Buy One More event that I was involved in with Rotaract. This event was focused on making a
social change towards hunger, but although we didn't completely change that social issue
overall we still played a role in helping out and giving service. Our aim was mainly to help out,
work together as a team, and connect with Rhode Island residents to help families get healthy
and nice Thanksgiving meals. With this experience, I feel as though the components of the
Social Change model that were the most prevalent were consciousness of self, collaboration,
and commitment. Consciousness of self served as the frame to put these other components in
line because if we were aware of what our values in regards to making this change then we
wouldn't be as passionate to helping out. Those of us who volunteered clearly believe in
working to help others and provide service to those in need. Following this component was
collaboration and commitment. Collaboration was seen through working with Jonnycakes as
well as working with these Rhode Island residents as they played a primary role in the success
of our event. If it was for us working with and getting these individuals involved we wouldn't
have gotten as much food to send as we did. Commitment was shown by us just being present
while displaying a positive and upbeat attitude and environment especially to those we were
around. Social change with this situation, and also other events or social issues, can be done
just through small acts. These small acts can start a line to bigger and better change in the
long-run.
SEE EVIDENCE 17B

49. Students will demonstrate knowledge Personal Research The Leadership Identity Development Model created by Susan Komives is a model that is geared
of the “Leadership Identity towards displaying the changes that individuals undergo as their leadership identities change over
Development Model” by Komives et al time. The model is presents process by which leaders are seen to develop. There are six key stages
within this model and these stages are awareness, exploration/engagement, leader identified,
leadership differentiated, generatively, and integration/synthesis.
Awareness is known as the first stage and this is where individuals are aware that there are leaders
out there. In this stage, they define or relate the concept of being a leader to people such as a
president, a teacher, a mother. They don’t consider themselves leaders to be a leader. Exploration/
engagement is the next stage. This is a stage where individuals learn to interact with others and take
on group experiences to make friends. Development of group skills are generally starting to develop in
this stage. Following is leader identified, and this is the stage where individuals see a leader as
someone who is in power or has power. They think of leadership as a hierarchy. Leader differentiated
is the next stage. Leadership differentiated is the idea that leadership is a concept that is shared
within a group and the group process and is non-positional. Generativity is known to be the fifth stage,
and in this stage individuals are passionate and motivated to help others develop their leadership
skills and their sense of leadership. They are also committed to influences and making the change
that they group is striving for. Lastly, there’s integration/synthesis. In this stage, individuals move away
from the idea of a leader being someone who holds a specific role or has power. They move towards
the idea that everyone expresses a sense of leadership and that can be different and look different
among each person. It highlights the idea that everyone has a unique and different leadership style.
Longerbeam, S. D., Komives, S. R., Mainella, F., Osteen, L., & Owen, J. E. (2020, May 19).
Leadership Identity Development: Challenges in Applying a Developmental
Model. Retrieved December 21, 2020, from https://journalofleadershiped.org/
jole_articles/leadership-identity-development-challenges-in-applying-a-
developmental-model/
50. Students will describe personal Leadership Institute Peer Leader First coming into college, I definitely considered myself to be in the Leadership Identified stage as I
application of the above theory. (Leadership Institute 2020) mainly believed that to be considered a leader you need to hold a certain position. There were parts of
(Komives et al) me that thought that people could lead in different situations and groups, but I thought to be a leader
you need to have a certain role or title. That mentality completely changed especially through my
involvement in the Leadership Minor throughout the course of my college career. The idea that a
sense of leadership is in everyone and everyone has their own leadership style was first presented
and started to become clear to me as I attended the Leadership Institute 2017 and took HDF 190 in
Spring 2018, but it was through various leadership classes and different positions that I’ve had that
continued to develop my thought process and push me through these stages.
One recent event that again worked to develop my thoughts on leadership was the LPI workshop that
we did in the Leadership Institute this past semester. From that, it became clear to be that I’ve
reached that Integration/synthesis stage. Being a peer mentor was a great experience because I was
able to play in active role in expanding the knowledge that my students had in regards to leadership
and what a leader truly is. Through discussing LPIs, the other peer leaders in my group and I were
able to talk about our experiences and thoughts on leadership while also inviting our students to do
the same. It was clear to see that our students were at the starting stages, but as they participated in
these workshops and learned so much more they started to shift slowly into the later stages.
Throughout institute, we were all sharing our ideas and thoughts but also getting a first hand look into
new perspectives that we might not have visited before in terms of components and qualities of a
leader and leadership styles.

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

Outcome Target class Additional Descriptive notes regarding learning and practice
Experiences
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 HDF 412 In HDF 412, we spent a good amount of time discussing inclusive leadership and identity and its connected
of the “Cycles of to the Cycle of Socialization. The cycle of socialization was a theory developed by Bobbie Harro and serves
Socialization” (Harro) theory and its as a way to help us understand and realize why we group up to think the specific ways we do in terms of
uses in leadership roles in society, oppression, social identities, and more. It’s a cycle that falls in one direction showing how the
process of socialization occurs, where it may or does come from, how it has impact on each of us and our
lives, and how it constantly continues. The steps in the cycle are as the following in order. It starts with the
“beginning” to “first socialization” then to “institutional and cultural socialization” After that follows
“enforcements” which is the followed by “results”. Once reaching the “results” stage, an individual can either
break out the cycle or move into “continuation” which causes them to go through the cycle again.
The “beginning” which is the point where individuals aren’t necessarily conscious of the biases, stereotypes,
habits, etc. that we inherit as we are born into a world where they are already present. First socialization is
the stage that discusses how those individuals love and those around them such as their families or other
adults shape their self-concepts and perceptions as well as place the rules or norms they “have” to follow.
Institutional and cultural socialization are generally the messages that are presented to people more on a
group or institutional level in terms of those in power presenting these messages. Our culture is also filtered
and modified in ways to also follow and express these norms or rules. Enforcements are rewards or
punishments that are put out to ensure that individuals are following the rules or norms that are set. The
results are defined as the negative outcomes that come from this specific socialization. As stated before,
following the results stage, an individual can either move into continuation which causes them to go through
the cycle again or break out the cycle. The continuation stage is where nothing is done to make change or
challenge the norms and rules that are placed which pushes individuals back into continuing the cycle.
Breaking out the cycle is where people challenge and questions the norms and rules in place, seeing
something is wrong, and actively doing something to change their views or working to learn what’s actually
right.
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.
Zuniga (Eds.). Readings for diversity and social injustice (pp. 37-34). NY: Routledge.

72. Students will demonstrate personal Household norms and beliefs A specific community that for whom I would like to operate in solidarity with are those who have an atheist
application of the “Cycles of growing up in a Haitian identity. Growing up in a religious household and practicing my religion since I was younger gave me such a
Socialization” (Harro) household negative outlook on those who identify as atheist as I felt it went against my beliefs and values when I was
younger. As I became older, matured, and started to establish my own values, that is no longer the case but
there was still that part of me that has minor negative outlooks on this specific identity. Through the use of
Harro’s Cycle of Socialization, it portrays the certain path that I went to in terms of my thoughts and feelings
towards this specific identity as well as the modifications I’ve made to have a less judgemental, open, and
accepting perspective. The “beginning” is the opinions and thoughts that I had in regards to an atheist
identity was due to the biases in society as well as the opinions of those around me. This influenced my
beliefs in the sense that it pushed me to frown upon this identity through what I’ve seen, heard, and learned.
First socialization is due to the fact that as stated before, I grew up in a very religious household so the
concept of religion was one that was major to my family. Our faith was something we identified greatly with
and took pride in. I was taught that anyone that goes against religion or doesn’t believe in religion should be
frowned or judged. That was the mindset I was born into and the mindset that I carried for a good amount of
time. Institutional and cultural socialization is seen through religion and education. Through religion and
education, we are bombarded with messages in regards to having faith and believing in a God. The leaders
in these roles also highlight these messages, values, and beliefs in order to persuade others to believe in the
same without providing or presenting other perspectives. The media, patterns of thought, and other factors
that impact our culture also present these messages in the same manner. It is shown in a way that there is
one specific thing to believe in, and those who fall outside of these beliefs aren’t necessarily following the
rules or norms. That is, and should never be the case.
Enforcements and results are the steps that fall next in the cycle. In terms of atheist identity, the
enforcements present were that these people were frowned upon especially in the environments that I was
placed in which pushed me to form these negative thoughts and opinions on this identity. For me specifically,
the result was that I was constantly judging those who had an atheist identity as I felt it went against my
beliefs and values. This led to misperceptions, silence, inequality, collision, and more because I never took
the time to understand their perspective until I was older and started to become less ignorant. As there is a
stage of continuation that pushes people back into the cycle, I broke out the cycle as I started questioning
the system and socializations that were present in terms of this identity. As I grew older, I started to obtain a
more open mind, started listening more to what people said, welcomed differences and perspectives, and
was more respectful of people’s choices. This led me to grow to be less judgemental of those who identify as
atheist because even though they don’t line up with what I people in doesn’t mean they’re as less of a
person than I am. They have every right to their values and beliefs, and they shouldn’t be judged right from
the start based on that identity. Breaking out of this cycle will allow others to be more accepting of differences
and perspectives which could aid in a more cohesive and peaceful society. It is up to us to listen to others
opinions and decisions before making assumptions or judgements.

73. Student will demonstrate knowledge HDF 412 In HDF 412, we learned about the cycle of Liberation also created by Bobbie Harro. This specific theory is
of the “Cycles of Liberation” (Harro) one that generally represented the steps that are taken for individuals to obtain solidarity with certain
theory and its uses in leadership identities they judged, went against, or just didn’t understand. The steps in the Cycle of Liberation is order
are, “waking up”, “getting ready”, “reaching out”, “building community”, “coalescing”, “creating change”, and
“maintaining”.
“Waking up” is the starting step and this is the step where things that was seen as a norm or made sense to
us are starting not to make sense anymore. This is the point where views start to become challenged or
questioned. “Getting ready” is what we do in order to expand our knowledge and start to build ourselves
based on the new perspectives that we have. The subgroups that are major points in this step are
empowerment of self, gaining, and dismantling. Following “getting ready” is “reaching out”. “Reaching out” is
taking on new experiences and exploring in order to learn more information about the norm being questioned
and the new perspective that’s being taken on. This enhances being more vocal about disagreements and
both experimenting and exploring these new ideas. “Building community” is the step where individuals start
to work with others and change they way we interact with others in a day to day basis. It highlights the idea
of bringing people together through interaction with people like us and interactions with people who are
different from us. It’s through these interactions and encounters that works towards discussing and
exchanging views with others, understanding others’ perspectives, and listening to one another. After that is
“coalescing” which is the step where people start to serve as allies before moving into action. This can be
done through educating, sharing views, being a sense of support, organizing and planning events, being
awareness, and more. “Creating change” follows and this is the step where individuals actively participate in
moving towards action in order to work towards establishing new values, rules, norms, etc. while continuing
to interact with others. The last step is “maintaining” “Maintaining” is the idea of placing this change and
passion for change on a day to day basis in order for it to stay strong and relevant. In order to successfully
maintain, it needs to be observed, payed attention to, taken care of, learned about, and changed consistently
or when necessary.
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. Zuniga (Eds.) Readings for diversity and social justice (pp. 627-634).
NY: Routledge.

74. Student will demonstrate personal Personal experiences at Harro’s Cycle of Liberation in my opinion is a cycle that represents the steps that are taken for individuals to
application of the “Cycles of home and higher education obtain solidarity with certain identities they judged, went against, or just didn’t understand. I believe that my
Liberation” (Harro) opportunities “waking up” was when I first realized how my family’s religion made them so judgemental of people's life
choices and how it caused them to disapprove of certain identities. It was clear to me when I saw that I
couldn’t even come out to my family and be my full self around them because of the beliefs they had in their
religion. It was at this moment where I came to the conclusion that it isn’t fair for them to judge other people’s
religion choices given that some aspects of their religion causes unfair treatment and negative judgement of
others and their life choices. Next, there's “getting ready”. As I moved towards being more accepting of other
identities in terms of religion and religion choices, I started to diminish those beliefs and internalized
oppression of those with atheist identities. I also educated myself, and learned that the concepts and ideas
that were taught to me at a young age were altered and not accurate of what this identity actually
incorporates and is. Moving into “reaching out”, I started to explore through the discussions that I had with
others in order to continue to expand my knowledge and break down the beliefs that I thought were the rules.
This specific point was the start step to being more accepting and understanding of those with this identity as
I learned more and more over time. “Building community” and “coalescing” are through my involvement in
diversity organizations on campus I’ve been able to work towards creating a safe place and environment
where differences are welcomed and appreciated, judgement is to be left behind, and a thirst for knowledge
is encouraged. “Creating change” for me has been through the discussions I’ve had and roles that I’ve taken
on in the sense of speaking out and advocating for those who have been misunderstood or judged for too
long. I’ve worked to push others to step out of their comfort zones, educate themselves on the truth behind
the norms and rules they’ve learned, and respect other perspectives and identities. Lastly, “maintaining” is
present through my continuous involvement in the organizations and groups and my constant motivation to
continue to expand my education.

the “Configuration of Power” (Franklin)
and its relationship to leadership
76. Student will demonstrate personal

application of the “Configuration of
Power” (Franklin)

77. Student will demonstrate knowledge HDF 412 Cross and Fhagen-Smith’s Model of Black Identity Development is a process in which individuals move towards expansion,
of racial identity development (Cross adjustment, and expression of their black identity. Although this model is more known as the theory of Black identity development,
& Fhagen-Smith; Rowe, Bennett & it can also be known as the theory of psychological Nigrescence. This theory was previously a five-stage theory, but was then
modified into a theory composed of four stages with three central concepts. These concepts are personal identity, reference group
Atkinson; Ferdman & Gallegos; Kim;
orientation, and race salience. Personal identity is defined as the one’s personality traits and characteristics. Reference group
Horse; Renn etc.) orientation is defined as an individual’s specific values, view of the world around them, and philosophical and political views. Race
salience is how the importance of one’s race impacts the methods and choices they made in life (Cross, 1991).
As the Black identity development theory focuses on these three concepts, there are also three patterns in which the Nigrescence
lifespan approach is stated to be made up of. These three patterns are Nigrescence Pattern A, Nigrescence Pattern B, and
Nigrescence Pattern C. Nigrescence Pattern A is the state and process where through the encounters and experiences that these
individuals have with those close to them such as family, friends, and partners they form or establish their black identity. This
pattern generally is seen to occur from birth to adulthood. This particular pattern is said to relate to most Black people as they are
seen to identify with one of their many Black identities by the time they become adults. Nigrescence Pattern B is the transformation
that some individuals go through in adulthood due to the fact that they are not socialized towards Blackness or have not reached
or established a Black identity that is healthy. Nigrescence Pattern C is the state where individuals expand and modify their Black
identity during their adulthood. This pattern happens regardless of if an individual experiences Nigrescence Pattern A or B, and
also includes Nigrescence recycling (Cross & Fhagen-Smith, 2001).
In regards to the Nigrescence patterns, there are six sectors that are involved. These sectors are infancy and childhood in early
Black identity development, preadolescence, adolescence, early adulthood, adult nigrescence, and nigrescence recycling,
respectively. Sector one is infancy and childhood in early Black identity development. In this sector, certain factors in an
individual’s life as well as history play huge roles in their experiences as Black children. This is a point where these children are not
aware of what racism is or what it looks like or what a racial identity may be. Next, there’s preadolescence which is sector two. In
this sector, a sense of development in regards to black identity starts to form from what these individuals learn from their parents
and outside factors or people. In terms of parental teaching, there are three identity types that are involved which are low race
salience, high race salience, and internalized salience. Low race salience is when children don’t learn much or learn only a few
things about race or what struggles or difficulties that may come with being black. High race salience is when children are taught to
take pride in their Black identity and learn to view it positively as a major part of themselves. Internalized salience is when children
form negative thoughts and opinions towards being black or anyone who identifies as black. This most of the time comes from the
things that they learn as they are in this stage of their life that pushes them to thinking more negatively about this identity as well
as the stereotypes that come with it. Following this sector is sector three, adolescence. In this sector, these individuals start to
become more aware of their Black identity and the concepts that come with it. These individuals begin to form their own beliefs,
thoughts, and opinions on their Black self-concept and start to take more pride in their identity. Many start to move from their
unhealthy Black self-concept to a more healthy Black self-concept (Cross & Fhagen-Smith, 2001).
Sector four, early adulthood, is made up more of those with high race salience while those with low race salience still see race as a
concept that is not important or essential. Those with high race salience move towards growth in this sense of creating and
obtaining a viewpoint that greatly values race, Black self-concept, and Black culture. Those with low race salience are still in that
mindset that pushes them away from valuing this Black identity, and most of the time they need to go through a crucial experience
that pushes them to look more into their race. Individuals with internalized salience need a conversion to occur in order to work
towards gaining a healthy Back identity and race salience. Lastly, there’s sector five and sector six. Sector five, adult nigrescence
consists of four stages. These four are pre-encounter, encounter, immersion-emersion, and internalization/internalization
commitment. The pre-encounter stage represents low race salience and internalized racism. The encounter stage is the point
where individuals encounter a situation that challenges their understanding of their Black identity. Immersion-immersion is the
stage where individuals take more pride in their Black-identity or obtain a pro-Black identity along with creating a lens that allows
them to focus on the aspects of Black identity. The internalization stage is a stage in regards to differences in perspectives. It is
composed of three perspectives with them being Black Nationalist, bicultural, and multicultural. Sector six, Nigrescence recycling,
is the last sector included in this model. This sector is the point in which a person’s Black self-concept is challenged. These
challenges may be represented by the experiences that Black people go through on a daily basis such a racism or sense of pride
in their identity. Within this sector there are five suggested identity enactments or transactions that Black people commonly use.
These enactments and transitions are buffering, code-switching, bridging, bonding/attachment, and individualism. Buffering, code-
switching, and bridging are the three enactments used to help Black people with interactions with different groups of people. The
enactment of bonding/attachment is more to provide a sense of belonging with Black people. Individualism is an enactment that
assists individuals with obtaining a more individualistic perspective rather than a collective one. It is also seen to decrease the
degree that race-salience may be present (Cross & Fhagen-Smith, 2001).
Patton, L. D., K. A., Guido, F. M., & Quaye, S. J. (2016). Student development in college:
Theory, research and practice (3rd ed.). San Francisco: Jossey-Bass.

78. Student will demonstrate personal As I was reading through this section on the model of Black identity development, it was interesting to see
application of model(s) of racial how much this model related to me in terms of the process and journey I went regarding gaining the comfort
identity development above with my race and culture. As there are certain concepts that I didn’t necessarily go through to a huge extent,
the majority of this model related directly to me and my experience. These experiences are related more to
the sector that was presented in the reading. With sector one, I definitely believe that certain factors such as
my family traditions and practices, schooling, church played a major role in the experiences that I had as a
Black child. My culture and race was presented to a high degree growing up in almost every environment
that I was in, so I was aware of my racial identity at a young age. Although I was aware of my identity at a
young age given the experiences I’ve had, I wasn’t educated or taught about the difficulties and struggles
that generally came with it. This relates more to the ideas of discrimination and racism. Those were areas
that I learned more about when I was older, and I still believe I’m continuing to educate myself till this day.
During my pre-adolescent years, which relates to sector two, I feel as though I was at a more low race
salience type. This is more so because of the fact that I wasn’t really taught about my race from my parents
or outside people such as teachers or other family members in terms of racism, discrimination, and the other
concepts that come with that such as the history behind it or the current issues that were and are going on.
With these people in my life, a bigger focus was on our culture and our race was a huge part of that. I
learned to love myself, my Black-concept, and my Black identity from the moment I could talk, but I don’t
think I was as educated on the values and the importances of being Black till I was way older and took the
steps to educate myself more. I generally believe I had a healthy sense of Black-concept, but to me there
was always that feeling that something was missing or lacking, and I didn’t realize that till later on in life. With
sector three, I relate in the way that I became more aware of the more serious concepts that came with being
black. Again, talking about the ideas of racism and discrimination. This was also that moment where I did
start to have my own beliefs and values as I started taking those primary steps to educating myself and
expanding my knowledge on my identity. This somewhat goes into early adulthood, sector four, as this
expansion helped to establish a clear baseline for fully understanding the history and current challenges that
come with this identity, but that pushed me to take more pride in being Black as I saw how strong, intelligent,
powerful, etc. we are more and more everyday.
With sector six, Nigrescence recycling, one thing that stood out to me the most were the five identity
enactments and transactions. While reading what each enactment and transition consisted of as well as their
definitions, I could think of many situations where I’ve used them or they were present in. For example, code-
switching. I can see where I’ve used this enactment whether it being in the classroom, at a job interview, or
just in the workplace or a professional environment in general. Certain examples could be my involvement in
organizations on campus, my employment as a Resident Assistant and working in retail, or just working with
different groups of people at various events or in different classes.

models related to gender / identity /
gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)

application of model(s) of gender identity
above

additional social identity development
model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;
Johnstone; Gibson; Forber-Pratt &
Aragon; etc.)
82 Student will demonstrate personal

application of additional social identity
development model(s) above
83. Students will demonstrate knowledge of

McIntosh’s theory of privilege and its
relationship to leadership

application of McIntosh’s theory
85. Student will describe the differences and

similarities of individual and institutional
oppression and relationships to
leadership (Source = Three Dimensional
Matrix of Oppression)
86 Student will demonstrate knowledge of

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

leadership as it relates to change agency

88. Student will describe personal Resident Assistant When it comes to the idea of being a change agent, I feel as though many people leave it individuals who
examples of being a change agent D.R.I.V.E. have a sense of power or influence as they most of the time can reach a larger audience. That is not the
case at all. Anyone can be a change agent regardless of the size of the impact that can be made. A change
agent is generally defined as an individual who wants to promote or encourage change in any organization
or group.
Attending a predominantly white institution, it was clear to me that a greater sense of diversity and inclusion
need to be strived for on campus. With that, I became passionate in getting involved in different
organizations and groups in order to target and push towards making that change. Some specific examples
are my involvement in DRIVE as an E-Board member and my past involvement as a Resident Assistant (RA)
for two years. Through DRIVE, increasing diversity on campus was pushed through our main events
throughout the year such as the Multicultural Overnight Program and RAM for a Day but also through
supporting other multicultural groups on campus and ring awareness to certain issues or situations. Taking
on an active role in working to make that change thought support, organizing and plannings, and bringing
awareness especially as an E-Board member is reflective of being a change agent even though that change
is currently at a smaller scale. As a Resident Assistant, I worked towards being a change agent by being
awareness through programs, meetings, and discussions that I had with the residents in my buildings as well
as other buildings. Advertising certain events, highlighting certain current events, and more allowed these
students to see and possible work towards understanding issues on campus in terms of lack of diversity and
inclusion but also the issues going on in the world around us. As this was also on a smaller scale, I was still
working to promote and encourage change in perspectives that will hopefully result in larger change
following that.
89. Student will demonstrate knowledge of HDF 413 Being aware of differences and being able to adjust and be respectful of differences is a characteristic and
the “Model of Intercultural Sensitivity” by concepts that’s very important in leadership. Having the ability to provide equal opportunity and be
Bennett and its uses in leadership encouraging and accepting of people’s experiences, values, beliefs, and culture aid in being a more
impactful and positive leader. With that an important model related to this idea is the Development Model of
Intercultural Sensitivity (DMIS).
The Development Model of Intercultural Sensitivity is a model created to basically explain how individuals
see, go through, and experience cultural difference. The model starts from ethnocentrism to ethnorelativism.
Ethnocentrism is the cultural experiences of one’s specific cultural being the center of reality while
ethnorelativism is cultural experiences on one’s specific culture and other cultures being more relatable.
There are 6 experiences of difference on this scale that starts from ethnocentrism and moves towards
ethnorelativism. These 6 experiences are denial of difference, defense against different, minimization of
difference, acceptance of difference, adaptation of difference, and integration of difference. Denial is rejecting
that there are differences in culture. Defense is where cultural differences are stereotypes and explained in
negative contexts. Minimization is where one views the characteristics or values of their own culture as the
frame for cultures in a worldview. Acceptance is being aware that one’s own culture is just one of many
cultures out there. Adaptation is adapting new positive behaviors and opinions towards cultural difference.
Lastly, integration is getting involved and gaining one’s own experience about the different views of cultural
difference.
Bennett, M. J. (2014). DMIS Model. Retrieved September 15, 2018, from <https://
www.idrinstitute.org/dmis/>
SEE EVIDENCE #26
90. Students will demonstrate personal

application of the “Model of Intercultural
Sensitivity” by Bennett

91. Student will demonstrate knowledge HDF 412 IN HDF 412, we learned about the Action Continuum. This specific model was created by Adams, Bell, and
of the ally Action Continuum by Griffin Griffin. Included in this continuum are eight stages of response. These eight stages are “actively
& Harro participating”, “denying”, “recognizing”, no action”, “recognizing, action”, “educating self”, “educating others”,
“supporting, encouraging”, and “initiating, preventing”.
First, there’s actively participating. Actively participating is a place on the spectrum where individuals are
taking part in the oppression through making jokes, targeting or disrespecting these specific groups, avoiding
or discriminating against these target groups, and harassing individuals in these groups. Denying is a place
on the spectrum where individuals are basically stating that the oppression that these groups are
experiencing or stating isn’t real. They aren’t being mindful or recognizing the oppression that is actually
occurring and just dismissing it through denial. Recognizing, no action is not taking any action or doing
anything to help even though one is aware of the oppression that's present. This lack of action is most of the
time due to free, lack of knowledge, or not knowing exactly what to do in order to help out. Recognizing,
action is taking action while being aware and recognizing the oppression that’s present. Educating self is
expanding one's education and knowledge of the target group and the oppression they experience and the
history behind it through research, reading, and participating in various events, workshops, and more to learn
more about it. Educating others is using one's knowledge of that oppression to inform others that might not
be aware or know much about it. This can be done though difficult or educating discussions, conversations,
and more to see other’s perspectives while presenting history, facts, and one’s own knowledge. Supporting,
encouraging is supporting, encouraging, and serving as an ally to those who are speaking out and bringing
awareness to the oppression that's present. It’s generally the idea of helping to make a different while
provide support where one can or where it’s needed. Lastly, there's initiating, preventing. This place on the
spectrum is where individuals are actively working to make that change in rules and policies to assist in
preventing or getting rid of the oppression on certain target groups. It also serves to bring awareness and
shed light on these issues through programs and other events.
These stages are placed on a continuum with supporting oppression on one end and confronting oppression
on the other. The supporting oppression end starts with actively participating and goes down the stages to
confronting oppression respectively.
Adams, M., Bell, L. A., & Griffin, P. (Eds.). (1997). Teaching for diversity and social justice: A
sourcebook. New York: Routledge.

92 Student will demonstrate personal 2nd Year Resident Assistant When it comes to recognizing privilege, many individuals can see themselves on the Action Continuum
application of the Action Continuum relating to supporting oppression to confronting oppression in regards to a specific social identity. My
by Griffin & Harro socioeconomic status is one dominant social identity that I have and a specific privilege that it provides me in
the ability to attend college and further my education to obtain a more successful future and career. In
relation to my involvement in the sense of what I’m doing to help those that don’t have the privilege of
attending college given their socioeconomic status, I feel as though I fall into the “educating others” stage on
the action continuum. The “educating others” stage is defined generally as the stage where an individual
initiates discussions and conversations with those who might not be as educated on the situation or problem
at hand to see their perspective while providing their own perspective on the situation itself as well.
In my opinion, I believe that many of the students that attend the university are very fortunate and privileged
to attend college but aren’t very aware of that privilege based on the encounters and conversations I’ve had
with different people on campus. I’ve had many conversations with various people regarding this perspective
whether that being in class, with old residents, or even with some of my friends. There have been times
where I’ve had to advocate for those who are struggling financially because of the fact that some people just
don’t understand or realize how ignorant they are being and how not everyone has the same experiences or
opportunities as others. One specific example were conversations that I’ve had with people in regards to
Talent Development. Talent Development is a program run by the university that allows multicultural students
the opportunity to attend the University of Rhode Island through assistance given by the school. I've had
other students come to me and express that they feel that they don’t understand the purpose of Talent
Development or what the need for it is. With this experience, I’ve shown the stage of educating others by first
opening up the floor to expressing why they feel this way and then discussing the concepts of privilege and
opportunity. The main points that I discuss in these conversations are related to the fact that some students
wouldn’t even have the opportunity to attend college without the assistance of this program given their
socioeconomic status, experiences, etc. while also getting these students to be more aware of the privilege
they do have in terms of their socioeconomic status. I invite them to express their perspective, but also
educate them on the ideas of privilege and lack of privilege based on a certain identity. In this case,
socioeconomic status.

93. Student will show knowledge of the HDF 413 In HDF 413, we learned about the Multicultural Organizational Development Model. The Multicultural
Multicultural Organizational Development Organizational Development (MCOD) Model is a model that assists and supports organization that are
Model (Jackson) switching from an monocultural organization to a multicultural organization. This model helps to get to that
point in three crucial ways. These ways being first helping that organization to recognize where their sense of
multiculturalism is on a scale, then to aid in creating a vision to what idea of multiculturalism they want to
portray, and lastly having them establish goals and points that need to be reached in order to reach that
vision.
The MCOD model consists of three main categories, and these categories are monocultural, transitional, and
multicultural. Monocultural is expressing almost a favor or bias towards one group or culture. Transitional is
moving towards that idea of including other groups and cultures, but trying to have that express the culture of
that one group that the organization is in favor off. Multicultural is valuing the different identities and cultures
of other groups and trying to incorporate those ideas in that organization. Each of these categories have
different subcategories that basically highlights what these organizations carry out in these “steps” or “titles”.
Exclusionary and Passive Club are the two subcategories in the monocultural portion. Exclusionary is
excluding those who are not in favor or as passionate about their group or its values from their mission.
Passive Club is passively and actively excluding others and only including those who they think fit into their
group. Compliance and Positive Action are the two subcategories in the transitional portion. Compliance is
the act of stating to include others , only a few, but not pushing towards making big changes. Positive Action
is taking the effort to bring others from different groups into that organization with also taking into mind the
differences. Redefining and Multicultural are the two subcategories in the multicultural portion. Redefining is
basically involving everyone regardless of styles or culture and working towards creating a new and more
positive definition behind inclusion. Multicultural is creating that diversity by representing individuals along
with their different cultures and perspectives.
Holvino, E., Ed.D. (n.d.). Developing Multicultural Organizations: A Change Model.

Retrieved April 19, 2018, from <https://naaee.org/sites/default/files/mcodmodel.pdf>
SEE EVIDENCE #22
94. Student will show personal application of

the Multicultural Organizational
Development Model (Jackson)
95. Student will show knowledge of the HDF 412 In HDF 412, we briefly learned about the Multicultural Change Intervention Matrix. The Multicultural Change
Multicultural Change Intervention Intervention Matrix is known as a model that provides a frame and baseline for understanding strategies,
Matrix (Pope) interventions, or actions to assist with change in regards to multicultural issues. In this specific model, there
are three targets of change. These three targets of change are at an individual level, group level, and
institutional level. In each of these three targets, there are first-order changes and second-order changes.
For the individual level, the first order change is awareness while the second order change is paradigm shift.
For the group level, the first order change is membership while the second order change is restructuring. For
the institutional level, the first order change is programmatic while the second order change is systemic.
Camba-Kelsay, M. J. & Boyd-Colvin, M. (2020). Action [PowerPoint slides]. Multicultural

Change Intervention Matrix (Pope).

96. Student will show personal D.R.I.V.E In terms of involvement, DRIVE is the organization I want to focus on as it’s one of the organizations I’m the
application of the Multicultural most involved and passionate about. For DRIVE, I want to focus on multicultural change at a group level.
Change Intervention Matrix
As stated before, at a group level target of change the first order change is in regards to membership while
the second order change is in regards to restructuring. First, there’s first order change. When it comes to
membership, DRIVE has a low amount of members within the organization itself. A starting step to making
first order change is figuring out ways to increase membership in the organization. As this is limited given the
certain circumstances we’re in with limits to in-person interactions, it makes it more difficult to gain a large
amount of members. Moving away from this challenge, increasing membership can be done through
recruitment and larger advertisement of the organization along with who we are and what we do. As all
organizations are virtual, this recruitment can be done through social media. This could be a great starting
step as the majority of students are very active on social media. Coming up with different ways to get
ourselves out there through virtual communication and through social media can help with increasing
membership in order to have more voices, bodies, and hands on deck to move towards making that
multicultural change at a larger scale than what we’ve been doing given the struggles we’ve been having. As
restructuring is related to second-order change, this can be done through revision and modification of
DRIVE’s goals, purpose, and ideas as there is a limit in how our message can be presented to the student
population at the university. One specific idea and change that can be made is placing more of a focus on
the educating aspect in DRIVE’s purpose. As we need to adapt to the changes that we are experiencing with
changes in the way the university is currently operating as we no longer can’t do events or things in person,
creating a focus on educating our members as well as others helps to push into that starting step in creating
multicultural change. This can be done through spreading awareness on certain current events, providing
helpful resources, and presenting ways to be allies and advocates for those who need it.
97. Student will create a personal code of Rhody Ambassadors As an individual who has been involved in many different organizations on campus I have bene exposed to
inclusive leadership SOLC many different forms of leadership, but one that stands out specifically to me is inclusive leadership. I believe
in order to successfully progress as a team and as an organization, members need to be inclusive and
provide a welcoming and judge-free environment for current and new members so everyone is comfortable
to express their thoughts and ideas. With that, personal codes that I follow regarding inclusive leadership are
acts of “No judgement” and “Keep an open-mind”. Being part of organizations such as Rhody Ambassadors
and SOLC, there is a great group of people that bring different ideas and personalities to the group which
means that each of most of the time have different ways of learning as well as expressing ourselves. No
judgement plays a role and is important because it allows me to work towards creating a more welcoming
environment for those in my organization or team by being aware that people have their own ideas and
thoughts and they should be able to express that without any criticism. Keeping an open-mind enforces and
highlights the idea that people are coming from different backgrounds and have various experiences that
shape the people that they are. Having an open-mind helps to understand difference while also be more
accepting and encouraging to lack of similarities that works to make organizations more diverse and unique
in ideas, choices, and personalities. This holds weight specifically when facilitating in retreats as a part of
SOLC.
SEE EVIDENCE #27
Outcome Category: Critical Thinking


98. Student will show knowledge of principles
of critical thinking and fallacies (logic is
used in this minor)
99. Student will demonstrate proficiency of

critical thinking
100. Student will show knowledge of

metaphorical analysis to critically analyze
self and leadership situations

metaphorical analysis to critically analyze
self and leadership situations
102. Student will show knowledge of at least five Personal Efficient problem solving is very beneficial when it comes to making the right decisions as well as the
decision making methods Research most ethical ones especially in regards to leadership. Being able to have the ability to make the best
choices in different situations can bring nothing but positive and impactful outcomes. Five different
decision making methods in order are first to identify the problem, analyze the problem, identify
decision criteria, develop multiple solutions, and lastly to choose the optimal solution.
By starting the process by identifying the problem is very important because one must make sure
that they are trying to solve the right problem. This can be carried out by asking questions and
observing. Basically, active listening skills can be very helpful in this stage. Next, there’s analyzing
the problem. This relates mainly to deeply observing the problem, and focusing on how severe it is
and what components or circumstances are consistent in the problem. After, there’s identifying the
decision criteria. This refers to the idea of what concepts and areas should the decision cover. In
other words, just being aware and having knowledge of what areas need to be addressed before
making that decision to making sure that it solves the problem. Developing multiple solutions comes
next. This is just having multiple options and coming up with more than one solution rather than just
stopping at the first because it helps to see perspectives. It also aids in potentially coming across
easier routes to making that decision. Lastly, there’s choosing the optimal solution. It brings the
whole process together ad a whole and using these steps can assure that us as leaders make the
best decisions, not just for us but for others as well.
Westside Toastmasters is located in Los Angeles and Santa Monica, California. (n.d.).
Retrieved from <http://westsidetoastmasters.com/resources/laws_selling/lib0011.html>
SEE EVIDENCE #21

103. Student will describe personal examples of First Year Resident Assistant As a Resident Assistant, there are many instances where problems arise whether it is roommate
having used five decision making methods conflicts or staff disagreements. Roommate conflicts are one of the many areas of my position that
requires decision making in order to enforce regulation and maintenance between the residents in
the building, but also provide fairness between the parties involved. With the first step which is
identifying the problem, the problem is usually presented to me by one or more of the roommates
within that room, but I try to go further with information by asking the roommates what’s been going
on that led to this issue to further identify why it is a problem. Next, there analyze the problem.
Working with these residents, we discuss what aspects of the problem are causing further issues and
what the main reasons or routes of the problem are. After, there’s identifying decision criteria. This is
the point where I act as more of a facilitator and partially a mediator between these residents where
we move towards what type of decisions need to be made and what ideas can be brought up to
move towards a solution. Then, there’s developing multiple solutions. With the information I’ve
gathered from all sides of the situation, I first open up the floor to the residents and see what they
feel they can do in order to get rid of the issue and solutions they think could prevent it from occurring
again. If it gets to the point where there are no ideas towards a solution, then I step in just a little to
push them towards the right direction. Lastly, there’s choose the optimal solution. Usually in these
cases, there is more than one optimal solution but through the discussion with the residents, we
choose solutions that hold more weight and will have a higher degree to avoid this issue in the future.
SEE EVIDENCE #28

104. Student will show knowledge of at least HDF 413 Conflict can start from a variety of different situations, but in my opinion, conflict usually roots from
five problem solving / conflict Personal disagreements in perspectives, ideas, or opinions along with differences in views or personality.
management methods, as well as Research Some other common roots of conflict can come from toxic environments, poor communication,
understanding the roots of conflicts unclear expectations, or resistance to change.
It’s beneficial to be aware of problem solving and conflict management methods that will assist in
resolving conflict or preventing conflict from worsening. Five problem solving/conflict management
methods are actively and carefully listening, communicating issues, feelings, etc., evaluating options,
embracing conflict, and the potential use of Tuckman’s Group Development Theory. Actively and
carefully listening helps in problem solving and conflict management in the sense that it allows
involved parties to express their concerns or issues to make others aware which can help in pushing
towards the next steps in resolving these problems or conflicts. Communicating issues is another
great strategy because most of the time issues may start due to lack of communication,
miscommunication, or poor communication. Increasing and working towards better communication
can help to lay the problems and feelings out on the table to again work towards a solution. During
these conversations, it’s good to keep in mind that the conversation should target the problem not the
individual. Evaluating options is another method as it works towards creating a list of alternative or
potential solutions in order to work towards compromise or agreement to alleviate or get rid of the
problem or conflict at hand. It can also work to prevent it in the future. It’s inevitable that conflict will
occur, so embracing conflict is a method in problem solving and conflict management. When conflict
arises, it’s best to deal with it rather than ignoring or avoiding it. Most of the time the uncomfortable
situations are the most important ones to deal with. Lastly, there’s Tuckman’s Group Development
Theory which assists in problem solving and conflict management in group settings.
Tuckman’s Group Development Theory was created and published by Bruce Wayne Tuckman and
Mary Ann Jensen in 1965. The model was first published with just four main stages. These stages
were forming, storming, norming, and performing. In 1977, a fifth stage known as adjourning was
added (Project Management 2018). These five stages have seen to be present in many of the
leadership and group experiences, projects, and events that I have taken on and been a part since I
was introduced to this theory in HDF 190 my freshman year of college. Forming is the first stage of
Tuckman's Group Development Theory model. This is the stage where the individuals that make up
this group or team introduce themselves in order to get to know each other. The forming stage is
generally where rules are put into place and first impressions are made. Storming is the next step
following forming. The storming stage is where disagreements and conflicts within the group or team
start to become present due to different ideas, opinions, and perspectives. It is said that this is the
stage where those in these groups start to act more like individuals rather than as a team. Next,
there’s the norming stage. The norming stage is the point where the individuals in this team start to
encourage and accept differences in the group in order to come together and move away from or
resolve the conflict that has arrived. Following the norming stage is the performing stage. This stage
is where the group works towards being a single unit as they make decisions together and work
together. Trust and respect generally increases in the performing stage. Lastly, there's the adjourning
stage. The adjourning stage is when the group celebrates and reflects on their journey as they have
reached their goal or completed their tasks. They look bad on what happened, reflect on their
successes while being mindful of potential failures, and recognize all members for their contribution
to the team. Although, these steps are presented in a certain order groups and teams can move back
and forth between stages. For example, a group could go from the storming to norming stage, but
then go back to the storming stage if new conflict arises.
Tuckman's stages of group development. (2018, October 15) Retrieved September 21, 2020,
from <https://ns4business.com.br/tuckmans-stages-of-group-development/>
105. Student will describe personal examples Friendship and personal Throughout different situations with friends, family, and group members in group projects I use
of having used five problem solving / relationships problem solving and conflict management methods consistently. I used to be the type of person who
conflict management Group situations such as tried to avoid conflict, but as time went on and I grew up it came clear to me that avoiding conflict is
organization events, staffs, and not healthy or beneficial to anyone. Avoiding conflict starting making me feel certain ways against
group projects friends as I wasn’t vocal on my issues and started to place me in situations that weren’t necessary.
These past experiences taught me to embrace conflict and be comfortable with being uncomfortable
as I knew change needed to be made. In conflict or problems that either include me or that I’m
mediating, I make sure to listen actively and carefully as well as communication in a positive manner
in order to hear the other perspective and effectively explain my points, feelings, and ideas. This
allows me learn why other people are feelings the way they are, be empathetic, and express my
concerns and thoughts which helps to push towards a solution. I strongly stand by the idea of putting
myself in other people’s shoes. Coming up with possible solutions and evaluating options is another
method that I use consistently in order to give all parties involved the chance to state their thoughts
on the solution at the moment while also working to compromise or find a resolution that will work for
everyone. This works to make this fair while also trying to make the most beneficial and logically
decision, but also helps so that this issue isn’t revisited or comes up in the future.
Tuckman’s Group Development Theory helps me when I’m working in group settings whether that
being in my organizations, my staffs, or in group projects.I believe that all groups go through these
steps constantly, but these can assist in conflict management and problem solving. With this, I mainly
focus on the idea of welcoming and encouraging differences whether the being personality, ideas,
etc. because I strongly think different types of people in a group makes a group stronger as it bring
new perspectives and ideas. Conflict will definitely arise as a result of that, but it’s up to us to learn to
deal with it effectively, include everyone and their ideas, and work towards making a collaborative
effort to be successful.
106. Student will demonstrate the ability

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

leadership that is used in crisis (i.e., James
& Wooten; Garvin; Covey; Frohman;
Lalonde; Schoenberg; Joni; Braden et al;
etc.)
108. Student will describe examples of

leadership in crisis situations (i.e.,
application of James & Wooten; Garvin;
Covey; Frohman; Lalonde; Schoenberg;
Joni; Braden et al; etc.)
Outcome Category: Interpersonal and Organizational Concepts & Skills

109. Student will demonstrate knowledge of HDF 190 FLITE Retreat Active listening is more than just listening and providing responses. It is a much more complex
active listening techniques COM 100 process, but with practice, it can be developed easily. My personal definition or interpretation of active
listening was just the simple idea of relying of receiving a message from another person and either
holding onto that message or giving a response. There are many more steps that are taken in order to
be much more successful in active listening.
I was first introduced to active listening during my in my communications course (COM 100). Over the
span of taking this course, although active listening was presented to us in one chapter, it was
consistent throughout many of the chapters that we were assessed on and discussed. With this
lesson on active listening, it was mainly reinforcing the ideas of interpersonal relationships and
development of verbal and nonverbal communication.
At our FLITE Retreat for HDF 190, active listening was brought up to us. Active listening is more
complex than just listening and responding. There are five steps to it. These steps involve
encouraging, restarting basic ideas, reflecting feelings, clarifying, and summarizing. The first step is
encouraging which basically pushes the conversation to continue by showing interest and well as
possibly giving off verbal and nonverbal cues that motivates the person to continue talking. Next, there
is restating basic ideas which is the process of reiterating parts of the story that shows the person you
were listening and understood what they were saying. After, there’s reflecting feelings which is making
statements in a way that shows that you see where that person or group of people are coming from
and understand how they’re feeling. The fourth step is clarifying which is being more engaged and
asking questions in order to make sure that all parts of the conversation are understood. Lastly,
there's summarizing which is just restating and reflecting the major ideas that were presented over the
course of the conversation.
SEE EVIDENCE #18

110. Student will describe examples of using HDF 190 FLITE Retreat After gaining a greater knowledge of what active listening was, I believe that I have started to use it
active listening skills Rotaract Retreat more easily and constantly in many of the things I have been involved in. I’ve used it in places such as
the meetings for the clubs I’m involved in, some of my classes, and regular interactions. In order to
work towards practice of active listening skills, it’s best to first understand why it’s important
in leadership. Active listening not only helps with sense of communication, but it also provides
a sense of community and cohesion between organizations and groups. It might not be fully
clear as to how it creates community, but after thinking and reflecting on active listening skills
it enforces the idea of a free space. it establishes a warm and judge-free environment for
others to express their ideas while having their ideas and opinions taken into consideration
and discussed upon fairly and equally. Working towards a sense of growing as a team which
helps to push towards a greater sense of performing which in the long-run helps to
accomplish goals. It eliminates the sense of hierarchy and pushes more towards a sense of
community.
The first ever retreat I attended was the FLITE Retreat which is where I was introduced to the model
for active listening. During this retreat, active listening really came into play during the values timeline
discussion that we have with our groups. This activity almost reflected the breaking boundaries activity
that we had during leadership institute but had more interaction. Active listening was present during
this activity because as we were discussing our thoughts and personal connections on the ideas of
gender, socio-economic status, race and ethnicity, and sexual orientation, each of us were actively
listening to each other as we spoke and were mainly encouraging each other through nonverbal cues
such as head nods or snaps. Some of us even expressed that step of reflecting feelings because we
were learning some many touching stories and experiences that each of us have went through.
Through this, we were able to learn more about each especially coming together as a group of
strangers, and express to the other members of the group of our experiences and connect it to
how we are or changed as a person. This activity helped to increase those senses of interpersonal
relationships as many of us related to one another on different levels which was an eye-opening
experience. It highlights that idea of being more comfortable and less hesitant to show
ourselves in full light because of the type of environment and vibe that is set through active
listening. Just seeing that these new people are listening but also responding positively to
what is being said makes it less terrifying to share what our values are as well as who we are.
In the end, this was the starting step to the family that we became at the end of HDF 190.
Active listening also played a part during the Rotaract retreat, but wasn’t as deep as the values
timeline discussion during the FLITE Retreat. Through the introductions and little discussions we had
with new people, we were expressing those steps of active listening without even being aware of it.
While these conversations were going on, each us were encouraging with head nods or verbal
agreements as the others were talking, restated ideas and clarified whether it was for better
understanding of choices or the other person related to what their partner was saying which was
something that was present for me as I talked to my partners, and reflected feelings by talking about
what their values are or why they made those choices to understand how they feel or how they felt in
the moment.
SEE EVIDENCE #19

functions of group communication by
Hirokawa

of functions of group communication
(Hirokawa)

113. Student will show knowledge of Personal In terms of giving and accepting feedback, there are specific techniques and points that individuals
techniques regarding giving and Research can follow to both of these successfully and in the most intentional way. There are strategies specific
accepting of feedback to giving feedback as well as strategies specific to accepting feedback.
With giving feedback, the most effective and helpful techniques are concentrating on the behavior
rather than the person, balancing the content, being specific, being realistic, being timely, owning the
feedback, and offering continuing support. Concentrating on the behavior and not the person allows
for individuals to avoid using others or targeting an individuals character. One should discuss the
issue at hand in terms of the behavior, how it made them feel, and what they potentially want at the
end. Balancing the content is presenting examples and points as to what the person has been doing
or is doing then following that with where things or what can be done to make improvements while
ending it on a positive note. Being specific allows better illustration of the issue or situation that’s
being described but also providing information to help the receiver decide on what next steps they
want to take. Being realistic is having a discussing with a focus on what can be changed because man
of the time people make comments on this that the receiver may not have control of. There needs to
be a focus on something that the receiver can change or work towards in regards to the situation.
Owning the feedback is merely just using first person to show that the feedback is coming from you as
it is your opinion. Being timely is just making sure that the issues and feedback is communicated in a
timely manner. This relates to the idea of not waiting too long to express opinions, concerns, or
feelings while also keeping in mind to express these issues at an appropriate time. Offering continuing
support highlights the fact that feedback should be process that’s continuous. This can be done
through a follow up or just setting an environment that allows the receiver to be vocal if they want
honesty in the future, have questions, etc.
Receiving feedback has a variety of techniques as well. These techniques include listening to the
feedback given, being aware of responses, being open, understanding the message, reflecting and
deciding what to do, and following up. Listening to the feedback is presenting the concept of active
listening such as nonverbal cues, no interruptions, and concentration on the messages being stated.
Being aware of responses is shown through both verbal and nonverbal cues. This means displaying
open body language, remaining focused on the person talking, and tone of voice. These two
techniques work towards moving away from becoming defensive or upset, and focusing more on
receiving the information being put out in a more positive manner. Being open is basically the idea of
being receptive to the ideas and issues that are being expressed by the one giving the feedback.
Understanding the message is doing what needs to be done in order to make sure one fully
comprehends the feedback they are receiving. This is usually done through asking questions, actively
listening to the key points, and asking for clarification if needed. Reflecting and deciding what to do is
realizing the importance of the feedback while also being aware of what could happened if it is ignored
and basing the next steps off of that. Following up can be done through future conversations related to
the feedback that was presented and the work that was done from before to that point to see if any
growth or beneficial changes was made.
Receiving and Giving Effective Feedback. (2020, May 13). Retrieved December 21, 2020,
from https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/
teaching-tips/assessing-student-work/grading-and-feedback/receiving-and-
giving-effective-feedback

114. Student will describe examples of Pre-Health advisor meeting about Due to COVID limiting and ending many of the plans that I had for the second semester of junior year,
giving and accepting feedback. future plans before and after the summer following junior year, and senior year it got to the point where I felt like I was stuck and
graduation loss complete control of the future i was trying to create for myself. There were so many things that i
wanted to do such as complete at internship at Westerly Hospital, get my EMT license, and other
opportunities to get experience and develop my skills. That was all either pushed back or cancelled
due to COVID regulations in these healthcare facilities. Because of that I went to my pre-health
advisor for guidance.
Through this conversation, feedback was exchanged on both ends as we were discussing potential
and alternative plans with everything going and the changes that were and are still occurring. As we
were talking and was telling him about my plans, I was receiving and accepting feedback as he was
telling me what parts of my plans and goals were good and what parts might need to change or where
alternative options might be useful. Through receiving this feedback, I made sure that I was actively
listening to the ideas and pieces of advice he was presenting. I was also making sure to to be open in
the sense of not being upset when he disagreed with my ideas, but I knew he had my best intentions
in order for me to get to where I wanted to go. Through constant listening, staying engaged, and
paying attention I was able to fully understand and recognize the main points of our conversation but
also made sure to ask questions when I was confused or somewhat disagreed. With these pieces of
advice and points that were discussed and made, I was able to use this feedback to come up with a
changed plan in terms of getting experiences and doing what I want to do with everything going on
with this pandemic. I also made sure to follow up with my advisor a couple months after to further
discuss the changes that I made keeping the feedback in mind.
I was also giving feedback during this conversation as well as there were some points that I didn't fully
agree with before everything was explained to me through the questions that I was asking. Through
the feedback that I was giving based on the thoughts that I personally had, I made sure to be honest
and fully explain where I was coming from or why I chose those decisions to support why I was
somewhat agreeing with the alternative options that my advisor presented at first. This highlights
techniques of being realistic and specific in regards to the feedback. I was also owning my feedback
as I wasn’t being hesitant on expressing my opinions.
Being able to accept and give feedback during the conversation that I had with my advisor in terms of
future plans and goals helped me to come up with a more reachable and timely plan that can be done
with all the limitations of the pandemic.
115. Student will show knowledge of the 7D

coaching model (Knott)

application of the 7D Model (Knott)

elements of a Crucial Conversation and
steps to maintain dialogue and move to
action (Patterson, McMillian & Switzler)

118. Student will describe examples of One specific crucial conversation that I have had in the past was with one of my closest friends where our friendship
engaging in a Crucial Conversation almost ended because of the fact that we were avoiding each other and expressing our issues with outside parties rather
than to one another. At some point we both realized that we were at the point where we needed to confront each other
about the issues that we were having as nothing was resolved from ignoring each other. Emotions were very high once the
conversation began. We both entered the conversation very aggressively and became more and more defensive as the
conversation continued as it seemed as though we were more so attacking each other rather than trying to reach the route
of the problem and finding a solution. It was clear that this conversation wasn’t going anywhere, so we just took a step
back and revisited it when we collected our thoughts and calmed down. When we revisited the conversation, we focused
more on just getting over the issues and forgiving each other rather than actually saying what was on our mind. This
dialogue and approach to the conversation wasn’t effective as these issues still pop up here and there making us annoyed
with each other at times. It’s even more consistent because of the fact that we now live with each other along with some of
our closest friends.
Reflecting on the information and lessons learned from the crucial conversations content, changes could have and should
have been made to lead the conversation in a more successful direction as well as reach successful dialogue. Start with
the heart could have been reached by first initially figuring out what I generally wanted from this conversation, what I want
my friend to get from this conversation, and what I wanted for the relationship. I wanted to be able to express my issues in
a way that she understood, and wanted to create an environment for her to also be comfortable with expressing her
issues. For the relationship, I wanted for us to share how we’ve been feeling, find a solution and recognize the issues at
hand, then go back to how we used to be. By focusing on these main points, it would’ve allowed me to approach the
conversation in a more calm manner in order to ensure that these were met. Next, there’s learn to look. It was clear that
our environment of the conversation wasn't safe as voices were getting loud, we were being aggressive towards each
other, and there was a high level of hostility. Once we reached that point, we should have taken a step back, took a breath,
realized what was going on that was preventing the conversation from flowing, and revisited it with a more open minded
and understanding attitude. Being aware of how I’m going into the situation and conversation as well because it will allow
me to be more cautious of how I’m coming off as the conversation progressed. After, there’s make it safe. Even at the start
of the conversation there was a lack of respect and lack of understanding as we were constantly disregarding and
dismissing each other’s feelings. We should have worked towards meeting in the middle, and recognizing what both our
purposes were to gain a better understanding of where the other person was coming from. Rather than being so
defensive, we should have taken their feelings into account and reflect on it as each of our emotions are valid. Master my
stories is up next. This is the step where rather than trying to come at my friend for the things that have been bothering
me, I should focus more on telling her how what she’s doing makes me feel and why it makes me feel the way it does. This
relates to the concept of sharing my feelings rather than trying to attack her character which again works to prevent that
defensive and aggressive demeanor.
Following all these steps is STATE my path. STATE my path, in my opinion, is one of the most crucial out of all the steps
as it tackles so many different areas that help to guide the conversation in the right direction, ensure that the effective
dialogue is being used, and make sure that the overall purpose is being met successfully. It allows individuals to express
their thoughts and opinions as well as encourage the other parties to also express their thoughts and opinions in an
encouraging and empathetic manner. This step would be crucial in my conversation with my friend as it will allow us to
both discuss what our issues are with each other along with how it makes us feel while being sure to present these points
in a way that doesn’t halt the conversation or upset one another in any way. Explore others’ paths is the step that follows
and that step serves as a focus on the other parties’ story and points. This specific step focuses on the act of being aware
of the thoughts that the other person is expressing and placing attention on them. In a way it’s the idea of active listening
to be more aware of where the other person is coming from. This is definitely another area I lacked during my crucial
conversation with my friend as I was constantly disregarding her feelings and paid more attention to getting my points
across. By recognizing her story it will allow me to see her perspective and gain a better understanding of it to move
towards a solution that benefits both sides. It will allow us to find ways to prevent the issues that we are both feeling from
happening again constantly and allow us to move towards rebuilding our friendship. Lastly, there’s move to action. This is
the point where decisions are made regarding the issue or situation that is being presented. As a potential solution is being
reached, we need to be sure to remain in that state where mutual understanding and respect are still present. Going
through and targeting all the points in these past steps will also for the most beneficial decisions to be made. With that,
going through these steps with my friend regarding our situation will allow for us to both create a space where our dialogue
and communication is approached in the most effective way to discuss our issues, gaining that understanding and
perspective, which will allow us to reach a decision that will be best for our friendship.
In regards to this situation, I took the approach of talking about what I would have done differently with my new knowledge
of these crucial conversation steps because of the fact that this may be a potential conversation that needs to be revisited
as the conversation didn’t go as well as it should have the first time. These issues are still present here and there. Being
able to practice and master these skills to reach successful dialogue in crucial conversations is beneficial in a variety of
ways as it allows and promises better communication which can lead to personal and relationship growth.
facilitation techniques

facilitation techniques
121. Student will demonstrate knowledge of HDF 413 When it comes to de-briefing with individuals, groups, or organizations, it’s best to keep in mind that a
de-briefing techniques de-brief should serve almost as a conversation between the individuals present or involved to reflect
on the activity, event, or situation. With that, there are specific techniques that can assist in proper
execution and impact of a de-brief. These techniques include talking with people instead of talking at
them, framing the discussion to get people talking, asking mostly open-ended questions, adapting to
the group to keep them engaged, creating a space that allows everyone to hear and see each other,
use neutral responses, and make changes when necessary if something isn’t working.
In terms of talking with people rather than talking at them, this is a technique that serves to invite
everyone to share their thoughts and opinions to get a conversation going. Framing the discussion to
get people taking can be done through asking “what”, “so what” and “now what” which serves to get
people thinking, have them connect certain occurrences to others, bounce of each other's ideas, and
how to use these skills and points in other situations. The use of open-ended questions aids in
providing greater insight and chances for people to engage and actively participate in the
conversation. It’s another technique that serves to guide or start the impactful conversation that is
being pushed and hoped for. The use of different formats can be helpful in adapting to the group to
keep them engaged. De-briefs can be done in a variety of way ranging from sit down conversations to
more interactive methods. During a de-brief, the facilitator or individuals should always keep in mind
that it’s best that everyone can hear and see each other while the conversation is starting and
progressing. This can be done through sitting in circle, tasing sticks, and more. Neutral responses
help to invite and support different opinions and ideas which works to create that conformable and
welcoming environment which in turn will encourage conversation to continue. Making changes when
necessary is a major technique in de-briefs as these de-briefs should relate as much as it can to the
group that’s involved to have them get the most from the conversation, listen, pay attention, and stay
engaged. Also, changes may need to be made due to environmental factors such the number of
individuals, type of energy, etc.
Playmeo. (n.d.). How To Conduct A Debrief - Top Seven Tips for Successful Reflections.
Retrieved December 21, 2020, from https://www.playmeo.com/how-to-conduct-a-
debrief/

122. Student will demonstrate proficiency of HDF 413 Rhody Ridiculousness Retreat Before actually taking on my first facilitation activity, I was very nervous and worried that I wouldn't do
de-briefing techniques Barlow Inclusivity Program well especially when it came to de-briefing. I feel as though debriefing is one of the most complex
concepts when facilitating because it consists on abilities to adjust and think on the spot with the
information the group provides in regards to their values. Although I was nervous at first, I feel as
though the fact that I kept specific de-briefing techniques in mind helped to successfully accomplish
my goal.
During the Rhody Ridiculousness retreat, I facilitated the Full Value Contract (FVC) and I felt the de-
brief for this activity was important and essential since it's putting what they believe their their values
were out to the rest of the organization. The way I de-brief it crucial because I need to create a way or
path for the participants to reflect on these values. The de-briefing techniques that I believe I
presented and used to my advantage during the de-brief of the FVC were giving the group the floor
and letting the guide the conversation, asking open ended questions, and encouraging the de-brief in
the direction the group was going. In regards to the first technique of giving the group the floor and
letting them guide the conversation, I let them discuss among themselves what they believe were
important and stepped back as though they were talking to each other as a team instead of to me as a
facilitator. The techniques of open ended questions helped to create an environment of expression
between each individual and also a better sense of reflection on the activity. When it came to the
technique of going in the direction of the group, I did that by listening to words and phrases that they
were highlighting and using those in further questions to continue to the debrief. Overall, the style that
I feel I present in my de-brief is more of an observer style where I give the group the opportunity to
have their conversation in the way they feel is the most beneficial and impact to them while only
stepping in where I feel it is necessary. I do that through the questions I ask to continue the discussion
or making sure that they don't fall off track.
SEE EVIDENCE #29
Through HDF 413, I learned what makes an effective and impactful de-brief as well as had the
opportunity to develop these skills in the retreats that I took part of. Since those experiences
and that course, I have taken the new knowledge that I had and implemented it into various
workshops and events that I have either led or been a part of. One specific example was the
de-brief that I led in an Inclusivity Program when I was a Resident Assistant in Barlow Hall on
campus. One of the main things that I focused on at the start of the de-brief was how I wanted
to frame the discussion. This program was somewhat a heavy topic, so I thought it would be
best to have everyone sit in a circle so we could all see and hear each other. At the start, I tried
to get the conversation started by asking what everyone thought of the activity and what they
learned or took from it. From that, the conversation started to flow very well. All the students
were connecting with each other's points and ideas as well as expressing their thoughts and
ideas on the program itself. This was my attempt to talk with everyone rather than talking at
them.
Over the course of the de-brief I asked certain questions to get the students to reflect on the
activity and what they learned. I made sure to use open-ended questions that pushed the
students think and dig deep as I felt that would have the most impact. I definitely use the
concepts of “what?”, “so what?”, and "now what?” that we learned in a different way in HDF
413 to have the conversation continue and guide the conversations to cover the points that I
was striving for. With the use of these techniques, I believe that the de-brief went very well as it
started an educated conversation and allowed people to reflect on the program and the
activities incorporated in it.

framing based on psychology and its use in
group facilitation
framing based on psychology and its use
in group facilitation
125. Student will demonstrate knowledge the HDF 413 In HDF 413, we were presented new knowledge in regards to reframing and how they plays an
four frames of organizations, and the essential role in an organization or groups development and growth. Reframing is generally the
meaning of reframing by Bolman and Deal capability to think or go about various situations in various ways which helps to establish new and
more impactful methods and strategies. It is important to groups and organizations because it allows
the presence of better comprehension of values, goals, and decisions, allows for retainment or
balance and structure, allows for the incorporation of new ideas and choices, and most importantly
allows for the creation and establish of new methods and techniques to create a bigger impact.
Along with the definition and importance of reframing, there are also four frames that are in included to
crucial to full understand. these four frames are the Structural frame, the Human Resource frame, the
Political frame, and the Symbolic frame.The structural frame highlights the idea of clear division of
labor as they fit an organization's values or wishes such as their goals. The human resource frame
focuses on the task of aligning the human needs and organizational needs in order to reach success
and become for efficient as an organization. The political frame relates to the idea of being aware of
conflict and categorizing it as normal because of the fact that there's competition for power in regards
to specific tasks. This frame moves towards a power-based structure. The symbolic frame is focused
on moving away from rules and policies while moving towards a sense of cohesion and identity.
Bolman, L. G. & Deal, T. E. (2013). Reframing organizations: Artistry, choice & leadership
(5th ed.). San Francisco: Josse-Bass.
SEE EVIDENCE #30

126. Student will describe personal application HDF 413 Department of Housing and As a employee of the Department of Housing and Residential Life (HRL) at the University of Rhode
of organizational analysis using the four Residential Life Island along with my new knowledge of the four frames of organizations, it’s clear that there is
frames of organizations, and breaking the application of each of these four frames within this organization. HRL accounts for residential life of all
frame / reframing (Bolman and Deal) students that live on campus which comes with various responsibilities for all involved such as the
Area Coordinators, Hall Directors, Resident Assistants, and even higher positions. The four frames of
organizations are the structural frame, the human resource frame, the political frame, and symbolic
frame.
In regards to the structural frame, it's mainly present through the different positions that are included in
this organization. The responsibilities and tasks are split between groups based on the position that
they have in order to make sure that we are completing our job properly and efficiently while so have a
big role in the development of HRL overall. While Resident Assistants have responsibilities guided
more towards direct connection to residents, Hall Directors and Area Coordinators take care of more
of the serious and higher responsibilities that we send up to them. The human resource frame is
applied in a sense of paying attention to what the residents need and basing our decisions or finding
out what we can do to give them that. The political frame isn't as prevalent inHRL, but I believe it
relates to the split of power through the positions that we have. The higher positions hold more weight
to the decisions that are being made while lower positions don’t have as much leverage to changes or
decisions being made. Conflict happens as we try to get involved and suggest changes we feel will
make a greater change, but our suggestions aren't taken into account as much or are still being
worked on. Finally, the symbolic frame is enforced through what we want to put out as HRL in a
professional sense, what we all bring to the team in regards to our identity which helps to create
cohesion, and the concepts we focus on such as academic success and interpersonal relationships.
For breaking the frame or reframing, it’s more towards the political frame. As said before, the political
frame isn’t as prevalent in HRL due to the idea that we all play a role and do about the same work.
There isn't much of a sense of power-based structure because not much conflict has been present
because of the fact that it's clear we all help each other rather than seeing our jobs as a power-based
position.
SEE EVIDENCE #31

127. Student will show knowledge of Personal For organizations, companies, and other group settings it’s always the best to organize meetings, set
organizing meetings / setting agendas / Research agendas, and lead messages in the most professional, inclusive, and engaging way possible. With
and leading meetings organizing meetings, it’s best to set a time that works for majority of members and a place easily
accessible. For those meetings, it’s also a good idea to add interactive segments that gets the group
high in energy, talking, and participating. Participation in meetings results in new ideas being
presented and new perspectives being expressed. Asking the members for their input in terms of how
the meetings are run or the components included can help in making changes or creating meetings
that are most effective.
When setting agendas, it’s best to include the main points of the meetings so that the members know
what’s being discussed and can follow along throughout the meeting. Having an agenda also assists
the leaders of the organizations to stay on task and follow a following schedule that makes the most
sense based on what needs to be discussed. A technique that also can be used is sending the
agenda to the members beforehand, so that they can be prepared and come in with new ideas or
changes if they have any.
Leading meetings is definitely the most crucial step as it’s what keeps members engaged and
involved in the ideas and events that are being presented and talked about. Like stated before, adding
interactive components brings happier moods and attitudes, and can change the overall energy in the
room. The way in which higher members also lead meetings plays a huge role in how effective the
meeting is or how it will go. Having good public speaking skills, speaking in the right tone and volume
level, and confidence shows credibility. Also, setting up the room in a way that all members see and
hear each other can assist in guiding and starting discussion if needed. Lastly, organizations should
set aside meetings for bonding events or time for members to come in and have a good time as a way
to escape from stressful work, academics, or any other stress they could be dealing with.
Krakoff, S. (n.d.). How to Lead and Run an Effective Team Meeting. Retrieved December
21, 2020, from https://online.champlain.edu/blog/how-to-lead-effective-team-
meeting

128. Student will describe personal Individual Resident Assistant As a first year Resident Assistant, I decided to collaborate with the Center for Student Leadership
examples of organizing meetings / Program Development (CSLD) to plan a program for first-year students to help them to get better exposure to
setting agendas / leading meetings D.R.I.V.E. student leadership on campus. It was more guided towards students who were pursuing the minor
and those who don't know where to start in regards to getting involved, but was open to anyone who
wanted to attend. Given that this was my individual program, I was the one who was taking charge in
organizing everything and also making sure that everything was finalized and moving smoothly.
This program allowed me to develop better skills in organizing meetings, setting agendas, and leading
meetings because of the fact that I was taking on a LEAD position even though this wasn’t in a retreat
setting. With organizing meetings, it was mainly shown through the fact that I was the one reaching
out to coordinators and other individuals in order to let them know what I wanted to get done and also
express what I needed help on. These meetings were of a long duration and weren't as formal as
retreat meetings, but I feel as though I was successful with reaching out to organizations, meeting with
individuals of these organizations, and also doing follow-ups with my facilitators with a little help from
one of the coordinators of the CSLD. For setting agendas, I feel I improved on this skill greatly
because of the fact that I was the one setting the overall plan for the program in general when it came
to time, the purpose of the program, and what I want the students to get out of it and basing
everything on those components. On my agenda, I had a starting plan as to what organizations I
wanted there, what types of activities I wanted, the timing for everything, and deadlines but also made
sure to make revisions when and where they were necessary. Finally for leading meetings, I made
sure to do follow-ups with the people that were involved in the program to make sure that everyone
was on the same page and knew what needed to be done. I also made sure that these people also
got back to me with their plans and ideas while also giving them the resources and ideas that I had to
help us all as a team be successful in the end.
SEE EVIDENCE #32
Being on DRIVE E-Board for the past two years, it was clear to us that changes needed to be made
to our meetings to get our members to participate more as well as work to increase attendance in
our meetings. In terms of organizing our meetings, we made sure that at the start of every semester
we ask past members and potential new members what days and times worked for them in order to
get the highest attendance possible. This would either be done through GroupMe or a google form.
While the meetings were going on, we tried to frame it in a way that allowed our members to talk
more rather than talking at them the whole time. We would usually present an idea and open up the
floor to any thoughts, changes, or additions. Our E-Board would also try to come up with plans
together with the members as a group such as with planning the Multicultural Overnight Program
(MOP), making changes to RAM for a Day, fundraising ideas and more.
With meeting agendas, we worked to create an agenda during our E-Board meetings about what
main points we wanted to discuss at the meeting coming up. Once the agenda was created and
finalized, we sent it out in our weekly meeting reminders so that our members would have it
beforehand and also projected it during our meetings so that everyone could follow along. E-Board
also used it to stay on track of what points we needed to cover, and we also used colors for each E-
Board member so we knew who was talking at what point. This help to meetings to run smooth and
effectively without any confusion or interruptions.
Leading meetings was one of them main focuses that we had every time we had a meeting. At our E-
Board meetings we always discussed how we wanted the meeting to go, what we wanted to get from
the meeting, and what changes we could make to make the meeting go better. We started to
implement more interactive games such as name games, ice breakers, and energizers at the
beginning and middle of the meetings to get everyone laughing, participating, and getting the
energy up. At the end of each meeting, we would do certain activities as a check in on all our
members just to see how they’re doing. One of the plans that we had that we haven’t been able to
execute due to the pandemic was bonding events once a month, but it’s been difficult due to limits
in face-to-face interactions but we’ve bene trying to work towards virtual bonding such as Kahoot
and movie nights.
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 HDF 190 In HDF 190, Tuckman’s stages of group development was briefly introduced to us but during HDF
of group development (Tuckman/Tuckman HDF 413 413, I feel as though we gained a better understanding and grasped of each concept. In regards to
& Jensen, Bennis or others) Tuckman’s stages of group development, there are 5 stages overall. These stages, in order, are
Forming, Storming, Norming, Performing, and Adjourning. The importance of this theory is mainly to
assist organizations and groups to be aware of what stage they currently are on, what stages they
need to get passed, and what they need to do in order to get to the point of adjourning. This model
isn’t just in the form of getting starting at the first stage of Forming and going to the fifth stage of
Adjourning. Organizations or groups can move forward, backward, and jump throughout the model
depending on their situation. For example, a group can start moving towards norming stage then
move towards the storming stage as problems start to arise then move directly to the performing stage
as they get pass their issues and start to work together.
As said, the stages of Tuckman’s stages of group development, in order, are Forming, Storming,
Norming, Performing, and Adjourning. Norming is the idea becoming familiar with those in the group
through introductions and interaction and then the presentation and discussion of rules, values, and
purpose of the group or organization. Next, there's Storming. Storming is the instance where there’s a
lack of communication and cohesion because members might have their own ideas, thoughts, and
opinions which might play a role in halting the group’s progress or journey. After, there’s Norming
which is where people start to become aware that they play a role in the team's overall growth and
success and start to work together to get to their goals. Performing is after Norming, and it's the act o
working together hands on while developing trust and become comfortable with each other which
creates flexibility and a sense of community. Lastly, there’s Adjourning. Adjourning is simply the act of
reflecting on what was done and going over what went was done well and what can be done better
while recognizing everyone’s effort and dedication.
Leadership & Team-building. (n.d.). Retrieved December 3, 2018, from <https://

wheatoncollege.edu/campus-life/activities-organizations/leadership/student-involvement-
handbook/strengthening-group/leadership-teambuilding/>
SEE EVIDENCE #33

133. Student will describe personal examples of HDF 413 URI Rotaract Club Coming into a new year of Rotaract, it seems as though all of us as members went through Tuckman's
group development in use (Tuckman/ stages of group development once again because of the presence of new members. Forming which is
Tuckman & Jensen, Bennis or others). the introduction and establishment of ground rules is shown, in my opinion, at least once a month as
we are always getting new members. We express to these members what URI Rotaract Club is all
about, what our values are, what we do, and why we do it. We continue to follow “Service Above Self”
and follow what comes with that.
This semester I feel as though as an organization we skipped to the Norming stage and didn't
encounter the Storming yet in the semester. The Storming stage relates to the idea of conflict that may
arouse as a result of strong-minded people and lack of cohesion in the organization with differences in
views, but I don't believe we have ever reached that point. Everyone is very accepting of other’s ideas
and suggestions without any judgement which allows us to push towards the Norming stage. The
Norming stage is the idea of these members feeling welcomed and being aware that they play a role
to the success of the team as well as bringing in their ideas and listening to others. This is shown
through meetings as we are constantly coming up with brand new ideas and taking into account
opinions to perform better which pushes us to the Performing stage. For us, performing seems to also
follow our norming stage.We are currently in the state of moving back and forth between between
Norming and Performing when it comes to every new event. The dedication and effort that members
are putting into preparation of each event and involvement in these events allows us to perform to the
best of our ability. With that, I feel we have made the type of change and different that we wanted to
and also made the biggest impact that we potentially could have. Lastly, there’s the Adjourning stage.
As the semester is coming to an end, I feel we are moving towards the Adjourning stage as we are
putting aside time to reflect on the semester, recognize our successes and mistakes, and come up
with plans for the next semester.
SEE EVIDENCE #34
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

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

using the theory of Challenge and Support
(Sanford)

construction / elements of informative and
persuasive speeches
141. Student will demonstrate proficiency in COM 100 In COM 100, public speaking was one of the chapters that we focused on where were learned certain
informative and persuasive public speaking BME 181 elements that made a great presentation and also some things that made a terrible presentation. It’s
clear that public speaking is something that is terrifying for so many people, but it can be overcome
with confidence and practice. Also, some techniques that are useful to have a successful speech are
organizing main points, creating outlines, and most importantly practicing.
Public speaking is something that I had huge trouble in because I wasn’t a fan of being the center of
attention and speaking in front of people that I didn't know. I would get so nervous that it would cause
me to be monotone, play with my hands, and shake. After learning the different things that help to
make a great presentation, I have been able to grow as a public speaker. I feel as though most of my
issues came from lack of confidence and practice which are crucial to providing a great speech, so by
taking those into account I’ve been able to move from a bad public speaker to one that is constantly
growing and learning new things. Also, the information that I have learned in my classes on public
speaking, and the criticism or advice I have received from my professors has helped me to make
changes and practice to be better for next time.
As I am constantly giving presentations whether it was informative speeches in COM 100 or

presentation in my biomedical engineering seminar (BME 181), For COM 100, my concept was
related to an informative speech discussing school systems between the U.S. and Spain. I
used public speaking techniques as a way to frame all of my information and have my ideas in
order. I made it so that I have 3 main points, an introduction, and conclusion. Once I found my
main points, then I created an outline to put all my thoughts on paper to help me present it
better, and I practiced days before to be more prepared. I constantly use the techniques to my
advantage as it provides a sense of practice to further developing my public speaking skills. From
that, I feel as though I have grown as a public speaker because of the fact that I am more willing to go
first or volunteer when giving speeches or presentations, I go up there with more confidence and less
fear, and I have a full understanding of the material that helps to inform or persuade my audience.
For BME 181, I used these same techniques but in a different form. I still started with the
technique of organizing my main points, but in regards to an outline, I wrote down my
information as addition to the information on the slides to further explain my research. Using
these strategies and techniques assisted in successfully presenting my topics to the class.
With that, I can take use this in other events and situations because it allows me to develop
my credibility especially when talking to a group by presenting myself as more confident and
enthusiastic about the concept I’m presenting.
SEE EVIDENCE #20

142. Student will show knowledge of Personal Knowing the right skills and steps to take when conducting interviews makes it so professionals are
planning and conducting interviews (as Research able to successfully observe and assess potential candidates in order to pick the individuals that they
the interviewer) believe will be beneficial to their team or organization.
The are a variety of steps and concepts to keep in mind when conducting these interviews to ensure
that all the areas are targeted along with making sure the interview goes smoothly. One of the primary
points are to prepare the right interview questions. It’s good to make sure to have a list of questions
that will help to assess the candidate that’s going through the interview. These questions should
include a mixture of close-ended questions, open-ended questions, and possibly hypothetical
questions that consist of situations related to the specific position being interviewed for. Next, the
interview needs to be structured and organized. These included being organized but flexible, being
strategic, and dedicating the right amount of time. Being organized, flexible, and strategic refers to the
fact that these interviews should be set during times that are both reasonable for these candidates as
well as being able to make adjustments if necessary. Dedicating enough time refers to making sure
that the interviews are too short, but also not too long. It’s just providing enough time for the
interviewer to get to know the candidate, but also making sure the candidate gets to know the
interviewer or ask any questions. Other points in planning and conducting interviews include not
rushing into judgement and taking notes. Nor rushing into judgement means not forming an opinion
about the candidate too quickly. Interviewers should wait until the interview finishes to form their
opinions and evaluate the responses given during the interview. Taking notes helps to have down
points and information that can be useful in assessing the applicant in case some things were missed
or forgotten.
The last major point in successfully conducting and planning interviews is interview etiquette. This
includes making the candidate comfortable through active listening, friendly gestures, and more. Also
thanking them for their time and giving them any update on what the next potential steps in the
interview process are.
Planning and conducting a job interview. (2018, November 08). Retrieved December 18,
2020, from https://www.roberthalf.co.nz/management-advice/recruitment-process/
conduct-interviews

143. Student will describe personal Spring 2019 Resident Assistant One of the most recent experiences I’ve had in regards to conducting and planning interviews was my
examples of planning and conducting Interviews involvement in Resident Assistant interviews in Spring 2019. I along with other current Resident
interviews (as the interviewer) Assistants assisted Housing Directors with these interviews in order to help out in choosing which
students and applicants we feel would be the most successful and best additions to the team. The
steps that we took and kept in mind that were presented above were those that helped us to make
sure that these interviews went smoothly along with helping us to accurately assess and observe each
student.
With the questions, we are sure to include more hypothetical and open ended questions to allow each
student to express their ideas and thoughts. This also helps us to learn more about how each
applicant leads, a sense of their personality, and why they would be a great fit for this position. In
regards to structure and organization of the interviews. Housing always makes sure to make decisions
based on student life at the university to be sure that attendance during the interviews is high while
making sure that no one misses out on the opportunity due to potential time conflicts or other
situations. Interviews are scheduled Fridays later in the day and Saturdays being that classes won’t
be going on so the applicants will be able to make it. As there are hundreds of students applying for
this position, we are sure to schedule each rotation for about 5-10 minutes, being that there’s 4
rotations per student, to briefly get to know everyone while also getting the information we need. Each
of us make sure to take notes that we use later to score each applicant, but also to write down things
that stood out to us that could be useful in evaluating later on.
Throughout the entire interview we make sure that we are presenting a personal but professional type
of energy to be sure that each applicant is comfortable. This process is definitely one that makes so
many people anxious and nervous, so it’s partly our job to make sure they’re relaxed and calm to
allow them to be more open and expressive with each of us. We do that through active listening such
as eye contact and head nods, smiles, informal conversation, etc. After the interviews are done, we
make sure to ask them if they have any questions to see if there's anything they’re curious about in
terms of the position or our experiences. Once the questions are answered, we update them on what
the next steps to the process will be so that they are aware and keep an eye out if they end up making
it to the next step.

144. Student will show knowledge of Personal There are crucial steps in preparing for and giving effective answers in interviews as the interviewee.
preparing for and effective answers in Research These specific techniques and steps help to ensure that individuals do their best and put themselves
interviews (as the interviewee) out there in the best light possible in order impress those they are being interviewed by. These steps
and technique include analyzing the job, researching the company, practice interviewing, getting
yourself ready, knowing what to bring to the interview, practicing interview etiquette, and listening as
well s asking questions.
Taking the time to analyze the job allows individuals to see what the company is looking for in their
candidates and what the job entails overall. Making a list of the skiils and knowledge that you have
helps to give a visual of how one’s qualities fits with the job. Researching the company allows people
to know what they're talking about, express why they are interested in the position, what they can
bring the table, and answer any questions about the job that will most likely be asked about the
company. This also shows dedication and whether the job is a good fit. Setting aside time to practice
interviewing helps people to be more prepared. It allows individuals to get their ideas together,
calming nerves, and figuring out what type of message they want to present to the interviewer. In a
sense, it increases a level of confidence in the eyes of these interviewers. Getting yourself ready and
knowing what to bring to the interview also helps people to be more prepared. Be sure to dress
professionally and bring your resume, list of references, know what questions that you want to want to
ask, and any other documents asked for or needed. Along with practicing the verbal components of
interviews, practicing interview etiquette helps to practice those nonverbal components. This includes
being aware of body language, making sure to make eye contact, being attentive, looking interested,
and other areas that interviewers pay attention to. Listening and asking questions is a major part of
interviews. Asking questions shows engagement with the interviewer and listening allows formulation
of responses while the interviewer is taking or asking job related or qualification related questions.
Doyle, A. (n.d.). How to Get Ready for a Job Interview. Retrieved December 21,
2020, from https://www.thebalancecareers.com/how-to-prepare-for-a-
job-interview-2061361

145. Student will describe personal Emergency Medical Services The interview that I had to become part of the Emergency Medical Services at our university was an
examples of preparing for and being Recruitment Interview interview that I prepared myself for as this was position that would help me to gain experience in the
interviewed field that I want to work with. This was a great and impactful opportunity and position, and I wanted to
make sure that I was well prepared and confident going in, throughout the interview, and coming out
of the interview.
Being even applying to become a part of the recruitment class back in Spring 2019, I made sure to
take the time to analyze and research the organization to see what type of individuals they were
looking for, what skills and candidates they usually take in, and what the organization was all about in
general. In other words, what type of work do they do for the university and what type of experiences
do their members get from being apart of this team. I was confident I was a good fit because of my
career goals as well as the type of person I consider myself to be. I knew I make the most out of this
experience if given the chance. Once my interview was scheduled, I was sure to practice interviewing
and my interview etiquette with one of my friends that was already a member of EMS. She asked me
questions that she thought they would ask or that they asked her when she interviewed the semester
before me so that I knew was to expect and was more ready for it. This helped me out so much
because when I went into the interview, my responses flowed well and I showcased myself in the best
light possible. I brought in my resume to show them my involvement as well as skills, and dressed in
the most professional way. Throughout the interview, I made sure to actively listen and make eye
contact and at the end I was sure to ask questions to gain more of an understanding of what the team
did and the type of values and goals they had. With the use of all these techniques, I went into my
interview confident and engaged and a result I ended being offered a spot in the recruitment class of
Spring 2019. With that, I passed recruitment at the end of that semester and I am now a first
responder in EMS till this day.

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
151. Student will describe personal examples

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 Personal There are a variety of principles that assist in effective mentoring. These specific principles include the
effective mentoring, as well as Research idea of understanding the roles at which mentors play, specific skills that should be tackled and
problems particular to the mentoring developed in order to be a great mentor, and creating a bond and comfortable environment. For
relationship understanding the roles at which mentors play, it’s the concept of knowing what mentors are here to
do and what they aren’t necessarily here to do. Mentors serve more as a support system and a sense
of guidance. They are not here to serve as a coach, a therapist, or give a step my step outline of how
to get to where their mentee needs to go. A mentor isn’t there to show you how to do things, but there
to encourage and provide advice through their experiences. There are specific skills and qualities that
a mentor should have so they have can have the biggest impact on their mentees. These skills
include being a good listener, having good communication skills, being open ad honest, providing
feedback when necessary, and giving advice when needed. These main skills along with others that
could be specific to the mentee can help in strengthening the relationship as well as put in that effort
needed to push the mentee to do what they need to do in order to get to where they want to be. This
also makes it so the mentee confide in the mentor and is comfortable expressing concerns, plans,
ideas, and struggles that they might need assistance or help with. Creating a comfortable environment
and a strong bond helps to strengthen the relationship as well. It will continue to support and push
towards creating that safe space that allows the mentee to express themself in the way that works
best for them, and know that their mentor is there to support them.
As there are principles of effective mentoring, there are also common problems that are particular to
the mentoring relationship. One of these common problems is that mentors feel as though they have
to serve as a therapist for their mentees so sometimes they integrate themselves a little too much into
the mentee’s life. This can lead to overstepping boundaries or crossing certain lines. Another problem
could be that the relationship could not be strong and that safe space could not be set which makes it
difficult for the mentee to speak to the mentor about problems or struggles that they’re having based
on what they have mentor for. The last common problem is that the mentor could be engulfed in their
own life and not pay as much attention to their mentee as they should. This could lead to lack of
support, communication, and more which could lead to future problems or challenges.
Reh, J. F. (n.d.). This Is How a Great Mentor Could Boost Your Career and Life. Retrieved
December 21, 2020, from https://www.thebalancecareers.com/a-guide-to-
understanding-the-role-of-a-mentor-2275318

159. Student will describe personal URI Mentor 101 The fall semester of my junior year, I took on a position as a URI 101 Mentor for undecided first years
examples of mentoring and being Emergency Medical Services (EMS) attending the university. Given that I was a Resident Assistant in Barlow at the time which is the
mentored undecided mayors building, I thought it was a good choice because I could also be there for my
students when they needed me outside of class and more available. Through my mentoring
experience, a main goal of mine was to assist my students as much as I could in terms of providing
resources and being there as a support system to them as they were adjusting to college life. From
the start, I made sure that I was open with them in terms of sharing my experiences, struggles that
I’ve had, and challenges I overcame. As many of them were scared about life at college, being open
and honest with them about everything helped to calm nerves as they had an idea as to what they
could do to adjust and adapt to life at the university. It also helped them keep in mind what resources
are out there for them in case they may need it. I also made sure to create a welcoming and
comfortable environment, and with that my students were never afraid to reach out to me when they
had questions on assignments, needed helping being put in the right direction for academic and
involvement related opportunities, or just someone to confide in to certain extents. Being an open,
positive, and friendly mentor made it so much easier for them to come to me and put their trust in me.
I still see and converse with some of them till this day when I see them around campus.
A situation or time where I was being mentored was when I was going through recruitment at EMS on
campus. Throughout recruitment, I can say that I had multiple mentors that helped me develop in the
skills that I needed to be successful as well as expand my education in the healthcare field and
emergency department. From the start of recruitment, the members of EMS created a safe space for
us to mess up, learn from our mistakes, and ask questions. They always challenged us and made us
think when it came to the answers or steps to certain situations which benefited us in the long run. It
clear that they were there to help us learn and grow as potential first responders rather than pushing
us all the way, and it worked. Even though recruitment is over, I’m still earning more and more when I
go to the station from those who supported me as I went through recruitment.
160. Student will describe principles of effective

peer leadership, as well as problems
particular to peer leadership
161. Student will describe personal examples

related to being a peer leader and being
led by peers

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LEADERSHIP

Name: Sheaffeel Gedeon

Leadership Inventory Revised 08/22/2017 !1

ADVISING INFORMATION (students will include own documentation)

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

Leadership Inventory Revised 08/22/2017 !3

MINOR ELECTIVES-9 credits

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▪ Leadership theory and

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8. Student will express a personal values

9. Student will demonstrate practice of the

Leadership Inventory Revised 08/22/2017 !12

Given new experiences to my role in group projects as I start move up higher in my

Leadership Inventory Revised 08/22/2017 !13

14. Student will show application of Maslow’s

15. Student will show knowledge of the theory

16. Student will show application of Manz &

Leadership Inventory Revised 08/22/2017 !15

Outcome Category: Leadership Theories

19. Student will show knowledge of the

20. Student will describe personal application

21. Student will show knowledge of the

22. Student will describe personal application

23. Student will show knowledge of the

24. Student will describe personal application

25. Student will show knowledge of “Theory

26. Student will describe personal application

Leadership Inventory Revised 08/22/2017 !17

Leadership Inventory Revised 08/22/2017 !18

29. Student will show knowledge of the

30. Student will describe personal application

31. Student will show knowledge of the “14

32. Student will describe personal application

Leadership Inventory Revised 08/22/2017 !19

34. Student will describe personal application

35. Student will show knowledge of the

36. Student will describe personal application

Leadership Inventory Revised 08/22/2017 !20

39. Student will show knowledge of the

40. Student will describe personal

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What is Constructivism? (n.d.). Retrieved April 16, 2018, from

Leadership Inventory Revised 08/22/2017 !24

McLeod, S. A. (2013). Kolb-Learning Styles. <https://www.simplypsychology.org/learning-

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52. Student will describe personal application

53. Student will demonstrate knowledge of