Official Leadership Inventory 1

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name: Kaylee Goyette
Date Enrolled: Spring 2019
Date of Graduation: Spring 2022
HDF 190
HDF 413
Personal Research
Outcomes: 8, 10, 12, 13, 14, 18, 19, 20, 23, 24, 25, 26, 29, 30, 53, 54, 71, 72, 83, 84, 99, 114, 128, 143, 144, 149
Revised: 28, 38, 46, 110, 139
*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.
see Leadership Inventory Revised 08/22/2017 1
CONTENTS
ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included)
● Center for Student Leadership Development Information
● Minor Information
● Developmental Model
ADVISING INFORMATION (students will include own documentation)

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

Office: Memorial Union Room 210 Phone: (401) 874-2726 Fax: (401) 874-5317
CSLD Mission Statement

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

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

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

At URI, we are among only a handful of colleges and universities across the country that offers a Minor in Leadership Studies and one that is customized for each student. We utilize
a cross-disciplinary approach to leadership education designed to complement your academic studies. All courses utilize a variety of teaching methods but ultimately include some
form of experiential learning, practical application, and reflective learning. Employers, now more than ever, are seeking candidates with exceptional skills in the areas of
interpersonal and group management, problem solving, critical thinking and effective communication. We can help with all of the above.
GENERAL INFORMATION
● Regardless of your major, you can minor in Leadership Studies.
● Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
● Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of “C” or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
● No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
● Application for the minor must be filed in your academic dean’s office no later than the beginning of the final semester or term.
● Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors
Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
3 credits or internship experience for graded credit
Experience through Office of Experiential Learning & Community Engagement
or
Internship Class in Academic Major The only time the major and minor can overlap
Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar
Must be in Honors or have GPA of 3.3
Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit
MINOR ELECTIVES-9 credits
*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Women’s Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Women’s Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: First‐Year Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport ‐ Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option) PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, Multi‐Ethnic, & Alternative Leadership PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication (capstone option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: FLITE Peer Leadership

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

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

Outcome Category: Self-Leadership
Outcome Target class Additional Descriptive notes regarding learning and practice
Experiences
1. Student will demonstrate autonomy and
a minimized need for approval
2. Student will demonstrate personal,

organizational, and academic examples
of self-discipline
3. Student will demonstrate the ability to
manage emotions
4. Student will demonstrate knowledge of
stress management methods
5. Student will demonstrate the ability to
manage stress
6. Student will express a personal code of
leadership / membership ethics
7. Student will demonstrate practice of the
personal code of ethics
8. Student will express a personal values Personal Research My top 5 VIA values are fairness, judgment, curiosity, zest, and kindness. Considering all of these values, there is
statement (Sources = VIA, values an underlying theme of understanding and compassion. I value fairness because I believe that every individual
clarification exercises, etc.) should be given a fair and equal opportunity to succeed. To be fair, I will give people the time and space to share
their truth and express their thoughts, opinions, and concerns. The meaning of the value of judgment is analyzing
diverse perspectives and changing one’s opinions based on new information. I value judgment because it allows
me to gain a better understanding of different people’s viewpoints and diverse backgrounds that will guide my
decision-making process. I will work to actively listen to other people and provide understanding, sympathy, or
compassion. I will also examine different situations and environments to determine whether there is anything else
to consider and evaluate the best course of action for success in the future. I value curiosity because I thirst for
new knowledge about the world, the people who live in it, and myself. I will keep an open mind to allow myself to
observe new information in an unbiased way. My value of curiosity relates to my top Gallup strength of input
because I constantly absorb information. The value of zest centers around one’s high energy levels and tenacious
work ethic. I value zest because it represents a major aspect of my personality. I strive to live a life of vigor and
adventure. More specifically, I will use my value of zest when traveling to new places and meeting new people.
Furthermore, as an extrovert, I gain energy from listening to other people’s stories and building connections with
them. Small acts of kindness can have a huge impact on people. Therefore, I value kindness because I strive to
impact people’s lives. I will work to be a compassionate and understanding person that will help people in a time
of need. Additionally, I will try to be kinder to myself. I will actively live by my personal values statement and
attempt to implement it in every part of my life. In this way, I will be a more authentic and positive person.
VIA. (2016). Your Character Strengths Profile. Retrieved from

https://www.viacharacter.org/survey/Surveys/Finished/9312276.
Gallup. (2000). CliftonStrengths Results. Retrieved from
https:/www.gallupstrengthscenter.com/dashboard/en-us/csf

9. Student will demonstrate practice of the HDF 190 Student Alumni In my HDF 190 class, I took the VIA survey. My top five values are curiosity, fairness, judgement, zest and
personal values statement HDF 413 Association kindness perseverance. Before taking HDF 190, the Student Alumni Association Leadership and Development
UCS 270 branch had a leadership workshop based on one’s values. I took the same quiz before HDF 190, and got similar
Student Senate results except my top strength,which was creativity at that time. I believe that the change in my top value to
Building Manager curiosity is based on where I am in life right now. As someone who is an undeclared major, I am curious as to
Search for help with the what majors would best fit my personality and passions. I am curious to learn about the possible majors and
CCEE career paths available to me. As a result, I am taking URI’s undeclared class UCS 270. I use fairness and
URI 101 Mentor judgement to make important decisions in life. Fairness is not letting biased feelings get in the way of making
rational decisions. For example, in the recent Student Senate election, I voted on the candidate that I believed
would best benefit URI’s campus rather than the candidates I have a personal friendship with. Judgement is the
act of thinking things through rather than making quick rash decisions. It involves listening to both sides of a story
before making a decision and understanding that every person has their own unique experiences. I used
judgement when deciding whether I should travel to China during the 2019 Winter J-term. I made a pro and con
list of the positives and negatives of going on the trip to accurately weigh my options. I did not immediately decide
to travel across the country. I listened to my mother’s concerns, asked my academic advisor, Jake Clemens, if I
should go, and weighed all of the opinions and options fairly. Eventually, after hearing every option, I used my
judgement to decided to study abroad in China. Since I am an energetic and excitable person, I strongly associate
with the value of zest. I try to share this energy with others to create a more positive environment overall. Like my
achiever strength, my value of perseverance often causes me to work until I am finished with a task, like my
homework. Curiosity and judgement fall under the category of wisdom. Zest and perseverance falls under the
category of courage while fairness falls in the category of justice. From this, I derived a personal values
statement. My value statement is: I will be an active and fair member of society by advocating for change through
the values of curiosity and zest to serve others in a creative and enthusiastic way. I can live out this value
statement in Student Senate. As an active senator, I advocate for the changes that students want on campus. For
example, I am currently on the student payroll committee in hopes to centralize student pay and increase wages. I
am curious as to which process would be the most effective in order to do this. Furthermore, I will be curious
about other issues affecting our campus, and work with a positive energy to solve these issues.
In HDF 413, I further analyzed and applied my top 5 VIA values, fairness, judgement, curiosity, zest, and
kindness. This semester, I saw my values of zest and kindness almost everyday given the COVID-19 pandemic.
During this time of stress and anxiety, it is important to be kind and sympathetic to everyone, because you never
know what someone is going through. I am an extremely extroverted person, so I gain my energy from interacting
with other people. When I am with a group of people, either facilitating them or being an active participant, I try to
have a positive and enthusiastic energy. I mostly see this in my role as a building manager at the Memorial Union
(MU). This semester, I was promoted to a Senior Building Manager. This position came with the added
responsibility of aiding any of the building managers with anything they need. At one point in the semester, all of
the senior building manager and building managers had to quarantine for 14 days. I suggested to both my
supervisor and co-workers that we should have an online game day. The game day was a form of team building
and keeping the spirit high even though we were all stuck at home. During the game I used my zest strength to
ensure that everyone was having fun and bonding. Overall, I think this made my coworkers and me closer so that
we could work together more efficiently. I have also seen my value of kindness in my building manager position.
Whenever a customer needs something, I use the utmost care and compassion to address their needs, whether
that is opening up a room for them, giving them information about URI, or even providing a comfortable
environment for them to come to when the entire campus lost power except for the MU. My kindness values gives
me the ability to offer the best customer service to people using the building. As a junior, it is time for me to start
considering my future. My curiosity value sparked me to reachout to a CCEE specialist to learn more information
about internships and future careers. He gave me important information related to exploring different types of
careers, how to tweak my resume to fit jobs related to international studies, and how to write a cover letter. This
will greatly benefit me as I continue to search and apply for new career opportunities. As a URI 101 mentor, my
values of judgement and fairness were especially prevalent. When acting as a mentor to students that you do not
have a strong relationship with yet, it is incredibly important to be open-minded and unbiased towards anyone.
This includes both the student themselves and the instructor who I worked with. My instructor worked well
together. After some critical thinking and reflecting on my own URI 101 experience, my instructor Steve Cirella,
and I were able to create a syllabus to fit the needs of our students. For example, we learned that our students did
not create their own fall semester due to COVID restrictions and an inability to attend orientation in person.
Therefore, we spent several weeks teaching them about E-campus, general outcomes, and curriculum sheets.
This was extremely beneficial to every student. This was also beneficial to me because I use my own experiences
to help my students. See Evidence #1

10. Student will demonstrate the ability to Personal Research Student Senate When I was a member of the URI Student Senate, I was the Director of Operations. In this executive leadership
lead a project from start to finish CSV 302 position, I was responsible for fundraising money for the Senate. In order to accomplish this goal, first, I thought of
(follow-through) URI 101 Mentor several different fundraising ideas by myself. I considered a bake sale, charging money to paint a new community
mural, or collaborating with a restaurant and taking a portion of their sales as a donation. Next, I asked other
members of the Senate which fundraising idea sounded the best. By asking for other people’s input, I could
choose a fundraising idea that was the most suitable for the group. Finally, I decided that collaborating with the
Applebee’s in South County Commons was the best decision. I specifically chose this restaurant because it was a
tradition for student senators to go to this Applebee’s after Senate meetings. During this time, student senators
would relax and build personal relationships outside of the typical Senate business. I thought that a fundraiser at
Applebee’s would be a good opportunity for senators to bond with one another while also contributing money to
our fundraising budget line. First, I went to Applebee’s website and called the restaurant to inquire about their
fundraising policies, possible dates and times, and how much we could receive. Originally, I planned to hold the
fundraiser on a Wednesday night so that I could convince senators to attend the fundraiser immediately after the
Senate meeting that night. However, after reaching out to the manager at Applebee’s, the only available night to
do the fundraiser was Thursday. I made the executive decision that it was better to have a fundraiser on a less
popular day than to not have one at all. Next, I confirmed with the restaurant manager that the fundraiser would
run on Thursday, April 18th, 2019 from 4-9pm. I created a flyer for people to present to their waitress at
Applebee’s that night. For every table that showed the flyer, the URI Student Senate would receive 15% of their
check during the timeframe on April 18th. After creating the flyer, I spread them out throughout the Memorial
Union in hopes that other people, besides student senators, would attend. I recruited a few people to help me
spread them in the dorms on campus too. At Senate meetings, I kept promoting the fundraiser and asking people
if they could attend. Finally, the day arrived. I went to the fundraiser with a few of my friends, but the restaurant
did not look busy. When the final check was cut, I had only raised about $30. In reflection, I attribute this rather
small amount of fundraised money to two main reasons. First, I did not have as much time to plan the fundraiser
as I would have liked. The URI President wanted to have a fundraiser before the end of the semester. This only
gave me a few weeks to start and finish the project. Furthermore, the fundraiser was the Thursday before Easter,
so many people went home early to celebrate the holiday. Second, it was difficult for me to convince student
senators to go to the fundraiser and support their own organization. The fundraiser was partially unsuccessful
because of the lack of dedication of the organization’s own members. Although I was upset with the final outcome
of the fundraiser, I was proud of myself for completing a project from start to finish. I also learned a lot about the
time and effort that goes into planning a fundraiser. The following Fall semester, I used some of the fundraising
money to purchase lanyards. The lanyards were given out at First Night to promote the URI Student Senate and
recruit new members.
11. Student will describe goals and objective
statements regarding personal issues,
career issues, and community issues

12. Student will show evidence of goals and Personal Research CHN 104 Tutor This summer, I was given the responsibility of tutoring a CHN 104 class with two URI students. However, the
objectives that were planned and tutoring position transformed into a teacher’s assistant position with the job title of Chinese tutor. My Chinese
achieved professor provided me with all of the resources needed to teach the class and then gave me the independence to
decide how to run it. The main goal of the CHN 104 class was to complete the entire curriculum over the summer.
There were a total of 5 lessons with two dialogues (chapters) in each lesson. First, I created a daily schedule with
learning objectives, functions, and homework. Since my students had other commitments including part-time jobs,
internships, and other summer classes, I decided that they should learn one lesson dialogue a week. First, they
would learn the vocabulary, then the grammar, and finally the textbook conversation. Homework would be due
every Tuesday, Thursday, and Sunday. I was also responsible for grading their homework. I created an Excel
spreadsheet with my two student’s names and the homework assignments. There was also a keycode indicating
whether the student got full, partial, or no credit for each assignment. Each week we scheduled an hour of tutoring
to go over the lesson powerpoints and answer any questions they had. We met over Zoom and had a WhatsApp
group chat to remain in contact. In the group chat, I would send my students reminders and reschedule tutoring if
there was a conflict. We started classes on June 21, 2021, and just recently ended on August 13, 2021. Originally,
I planned to end classes on August 19th, but my Chinese professor requested that I finish the class by the 13th.
In order to accommodate this time conflict, I had two tutoring sessions for the last two weeks. We were relatively
successful in achieving our goal because we did meet every week and got through all of the lessons. However,
there were a few conflicts and problems throughout the process. Sometimes one of my students would have to
miss our weekly tutoring session because of a conflict. Also, I was not strict on deadlines for them to hand in their
homework. As long as they completed the assignments before August 13, they would receive full credit. Because
my students did not necessarily complete their homework when it was supposed to be due, I could not effectively
tutor. Sometimes, the tutoring time would be used to learn the vocab and grammar rather than being a review
session. Nevertheless, they did learn all of the material and hand in a majority of their homework. I also think that
their Chinese level did increase over the summer. They will probably receive an A on their transcripts for
completing the class over the summer with me.
13. Student will show knowledge of the PSY 113 In PSY 113, I learned about the “Hierarchy of Needs” theory proposed by Maslow. The theory is normally
“Hierarchy of Needs” theory by Maslow portrayed as a pyramid split into seven sections moving from low-order needs at the base of the pyramid to
high-order needs at the top of the pyramid (Gleitman et al., 2010). The base of the pyramid is psychological,
representing a person’s basic needs such as food, water, air, warmth, etc. These are things that are absolutely
necessary for survival. The next section represented in the pyramid is a person’s safety and whether they feel
protected or not. Following this section is the feeling of belonging. In this stage, people will form friendships and
start to feel like a part of their community. In the middle of the pyramid is the section of esteem. In the esteem
section, a person will develop a good self-image and are proud of their reputation and accomplishments. Once
when a person feels good about themselves, can they enter the next section of the pyramid, cognitive ability. This
upper-level need is defined as a person’s ability to learn new information. The second to last stage is called
aesthetic, meaning that a person can appreciate the beauty of nature and world order. Lastly, the tip of the
pyramid represents the stage of self-actualization. Self-actualization is when a person lives life to the fullest and
pursues their dreams. Maslow argued that a person cannot truly achieve higher-order needs such as cognitive,
aesthetic, or self-actualization without meeting lower-order needs such as psychological needs, safety, or
belonging. For example, it would be difficult for a person to establish strong friendships without food or feeling
safe. Of course, there are some exceptions to Maslow’s theory. Some people may forgo sleeping and eating to
achieve their goals in life. However, generally, the theory holds true.
Gleitman, H., Gross, J., Reisberg, D. (2010). Psychology (8th ed.). W. W. Norton & Company.
14. Student will show application of Maslow’s PSY 113 SOLC Upon reflection, I believe that I am at the self-actualization stage of Maslow’s proposed “Hierarchy of Needs”
theory to own life theory. First, my basic needs of having access to food, water, shelter, and sleep are met. Second, I feel safe in my
home and community. Generally, I feel protected and do not encounter any threats in my day-to-day life. Third, I
have established strong relationships with my family and friends. Forming lasting friendships was something that I

struggled with throughout high school. I was labeled as the “weird girl,” which made me feel self-conscious and
unaccepted. However, since coming to college, I have felt freer to be my true authentic self. As this more real
version of myself, I have found friends that accept and love me for who I am. Furthermore, I have developed an
even stronger relationship with my mother in college, because I am more thankful for her in my life and all of the
things she does for me. Although I am still in the process of working on esteem and being more confident in
myself, I am proud of who I am and all of the accomplishments I have made in my life thus far. Just recently, I was
awarded the Boren Scholarship, a highly prestigious government-funded scholarship. I was extremely proud of
myself for all of the hard work I have put into my academics, job, and co-curriculars to help me secure this award.
In college, I have also gained a deeper understanding of the world by taking different types of classes. These
classes include psychology, philosophy, theater, and Chinese history, which have expanded my overall knowledge
and intelligence. Along with increasing my knowledge, I am starting to gain a better appreciation of nature. One
way that I like to de-stress is going on walks outside and being in harmony with nature. When living in
Narragansett the past academic school year, I loved to walk by the beach to listen to the ocean or go hiking on
nearby trails. I feel at peace when I am outside. Finally, I am working on the self-actualization stage right now. I
am still unsure of what my dreams and aspirations are because I am unsure about what my passions are. When I
figure out what my passions are and how to apply them to my career, I think I will finally achieve self-actualization.
In SOLC, the e-board facilitated an activity called “My Hierarchy of Needs,” based on Maslow’s theory. First, we
drew a picture of a triangle and divided it into 5 sections. The triangle covered 5 stages of Maslow’s “Hierarchy of
Needs theory”: physiological needs, safety needs, love and belonging, esteem, and self-actualization. At the base
of the pyramid, we wrote some things that we cannot live without. On my triangle, I wrote food, car, family, friends,
and coffee. In the next section, we wrote things that make us feel secure. I put down having a part-time job to pay
bills, a warm blanket, and music. In the third section of the triangle, we wrote down how we express love. I said I
provide love emotionally and through my actions. I provide words of affirmations and support to my friends. If
possible, I try to empathize with people if they are going through a difficult time. I also give hugs to express my
love. The next section of the pyramid was the hardest for me because we were supposed to write, “how do you
take care of yourself?” During the academic semester, I am normally extremely stressed out and do not take care
of myself as much as I should. Even so, I have started to take steps to reduce my stress. When I felt
overwhelmed I went for walks. If I had some extra free time, I would cook a healthy meal or watch a movie. Even
though these are relatively small activities, they acted as rewards that made me feel better in the short run so that
I could mentally deal with school and life. At the top of the pyramid, we wrote a sentence that tells people who you
are. I simply wrote, “I am me.” Although it is a rather ambiguous statement, it also gives me the opportunity to
figure out who I am without putting down any labels. I like exploring who I am and do not want to limit myself to a
narrow-minded view. On the outside of the triangle, we wrote down our current needs. I remember that this
particular SOLC meeting was near finals week. I wrote down that I needed finals to be over because I was
overwhelmed with all of the exams I had. I also said that I needed to give myself a break because it was a difficult
semester due to COVID-19 and online classes. In conclusion, this facilitation exercise was great at helping me
reflect on myself and be more mindful of my needs as a human being.
SOLC. (2020). My Hierarchy of Needs [Facilitation Guide, Google Docs]. Google Drive.
https://docs.google.com/document/d/1F9Vgd6Z2-uF0p0y2vYhSULofaKTE86EiqAe7S0UmpOw/edit
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 D.R.I.V.E MOP program In HDF 190, one of the first class activities we did was to take the Gallup Strengthsquest test. This test provides
Signature Themes, shadow side of HDF 413 PHL 212 the top five strengths that one uses in their everyday lives. My top five strengths are input, learner, intellection,

Strengths and/or weaknesses, and Student Senate positivity, and achiever in that order. Strengths can help me better understand myself as a person and leader.
examples of application (Source = ACLU Therefore,it will also make me more aware of my leading style and in turn make me a better leader and
Gallup) consultant. My top Gallup Strength is Input. I believe input means I am good at collecting information about the
people and world around me. I then use the newly learned information to adapt to the situation. For example,
during DRIVE’s MOP program I listened to the girl I was hosting overnight. I collected the information that she was
nervous about entering college. I then used this information and tried to give her advice that would make her less
nervous.When I am consulting clients I will unconsciously collect information about them and how they function in
order to better address their needs. As someone who always wants to learn more information, whether from
classes or life experiences, I see my learner strength everyday. For example, I like to read textbooks for my
classes in order to get the most out of the course. As a consultant I will learn how to improve my leadership skills
through evaluations and constructive feedback. After I learn what I need to work on and improve, I will be more
prepared the next time I facilitate a group. Intellection is my third top strength. I enjoy having deep insightful
conversations rather than small talk. This semester I am taking two philosophy classes and my roommate and I
often talk about the ethical dilemmas I am discussing in class. For example, the first day in PHL 212, we debated
whether it was morally wrong to consume a dog. Later that night, I asked my roommate the question whether it is
morally permissible to eat dogs or not. We both made the argument that if we eat cows and pigs, than people
should also be okay with eating dogs. It is our society that says it is wrong, but there is no morally relevant
difference between eating one animal over another. I think that my intelligence strength also comes to play with
learning about different leadership theories. I really like learning about the broad range of different leadership
theories and seeing how they can be applied to real life situations. As true with any theory, there are positives and
negatives, but I think it is interesting that the same leadership theory that can be applied in one area of life can be
applied elsewhere and still hold true. For example, the Relational Leadership Model can be applied in every group
situation. For me personally, I have recognized and used this model throughout a variety of classes, clubs,
organizations, and even a part time job. It is a multifaceted theory. I see my positivity strength more than most of
my other strengths. For example, in Senate meetings, people can become angry and stressed, especially after
hours of debate on different bills. In order to relieve the stress, I smile at people and try to get their spirit and
energy up.This positive energy makes the environment easier to work in for everyone involved. Focusing on the
positives while addressing the negatives can lead to effective problem solving.I also believe that giving off high
energy can influence a room to have high energy and be more engaged in whatever is happening. Finally, I see
my achiever strength through the amount of clubs and classes I am involved in. As a first-year, I am currently the
Treasurer of the Student Senate and the secretary of the URI American Civil Liberties Union. In these positions, I
accomplish a large amount of work including managing a $95,000 budget or sending weekly email and taking
meeting minutes.I am taking Chinese 112H, which meets everyday and requires four tutoring sessions a week.
Even if it is late, I will stay up until all of my homework is done. Even now I see my achiever strength through the
amount of work and perseverance I have to accomplish my goals. I believe that my achiever strength could have
me when consulting others because I will try to work with the group until they are successful. Personally, the
Strengthsquest test was my favorite activity because I see my strengths come to play in new and unexpected
ways everyday. See Evidence #2

https:/www.gallupstrengthscenter.com/dashboard/en-us/csf.
18. Student will describe personal leadership Personal Research HDF 413 When facilitating, I typically use a combination of the Relational Leadership Model by Komives, McMahon, and
style and/or personality style including Lucas and the Developmental Model of Intercultural Sensitivity by Bennett. The first model emphasizes that
strengths and weaknesses and "relationships are the key to leadership effectiveness" (Komives, Lucas & McMahon, 2007, p. 34). The five
examples of application (Sources = components of this model are: having a purpose, being inclusive, empowering, ethical and process-oriented.
Leadership style inventories, the L.P.I., When I am facilitating a group, the first thing I want to know is the group's purpose for being there. I believe that
Type Focus (MBTI), LAMP, DISC, and this complements my input and learner skills because I want to understand group members and what the issues
other career inventories, etc.) are between them, if there are any. Then, I can relate my facilitation to an underlying theme or issue that

everyone in the group can connect to. During facilitation activities, I try to be an inclusive and empowering figure
to ensure that everyone is an important, equal, and active member of the group. I do this by giving members time
and space to share their thoughts and opinions in a safe space. Using clear and effective communication is an
essential part of these components of the model. One problem that I have as a leader is talking more than
listening. I should try to be more reflective and listen to conversations happening in the group rather than telling
them how I would do something. They need to figure it out themselves and ask for assistance when necessary. I
am an ethical leader because I lead by example. When I am facilitating a group, I follow my own values and
morals. I work to be respectful, fair, trustworthy, and positive towards all members of the group in hopes that they
will also act this way with each other. Finally, as a facilitator, I can recognize that going "through the process" is
just as important as accomplishing the end goal. By working through different activities and debriefs, groups have
the opportunity to reflect on their situation. In this way, the journey the group goes on together, from being active
participants in a facilitated activity to relating the activity to their group or organization, and finally being able to
apply the skills they learned to their real-life situation, problem, etc. is something that cannot be overlooked. It is a
vital part to the success of the entire group. For these reasons, the Relational Leadership Model drives my
facilitation style.
I have learned a lot about my own personal identity and multiculturalism within the last three years of college.
Because of this, my current leadership philosophy also centers around the Developmental Model of Intercultural
Sensitivity. This theory has six main stages, which moves from "minimal contact with others who are different...to
eventually reaching a state of having a strong sense of who they are as cultural beings and appreciation of how
cultures are similar and different" (Komives, Lucas & McMahon, 2013, p.203). As a leader, I need to understand,
appreciate, and promote openness towards different cultures and multiculturalism. Currently, I believe that I have
transitioned into the fifth stage of the model, which is "adaptation to difference." Since my majors are International
Studies and Diplomacy and Chinese, I have increased my intercultural competence and awareness. My
coursework within the last three years, including Chinese classes, APG 203, HDF 291, and HPR 316 have taught
me more about the multicultural world that we live in and how to interact in that world. Within American culture, I
am more conscious of my vocabulary in order to be inclusive of all people. For example, instead of saying "hey
guys," I have started to say "hi everyone." Furthermore, as a URI 101 mentor, instead of saying "freshman," I say
"first-year student" to be more inclusive. In terms of Chinese culture, I have started to notice cultural nuisances in
the language and society. In order to fully learn a language, you must also be aware of the history and culture it
originates from. As such, I have started to incorporate these nuances when I am speaking Mandarin, especially
when addressing my Chinese teachers. For example, the Beijing accent has an "儿" at the end of some words or
adding "啊“ at the end of a sentence can indicate exclamation or enthusiasm towards something. As a Chinese
tutor, I try to teach my students these types of cultural nuances to promote intercultural competence. I am making
a conscious effort to change my behavior to match that of the culture I am working with and to effectively
communicate cross-culturally as an individual and a leader.
Komives, S.R., Lucas, N., & McMahon, T.R. (2013). Exploring leadership: For college students who want to make
a difference. San Francisco: Jossey-Bass.
Bennett, Milton J. (rev. 2011). A developmental model of Intercultural Sensitivity. Retrieved from IDRInstitute
website http://www.idrinstitute.org (pdf).

Outcome Category: Leadership Theories
Experiences
19. Student will show knowledge of the Personal Research For Personal Research, I researched the Authority and Bureaucracy theory by Max Weber. Weber developed the
“Authority and Bureaucracy” theory of “Authority and Bureaucracy” theory of leadership to explain the hierarchical structure of an organization and how it
leadership Weber should function. According to Weber, the concept of bureaucracy dictates how things should be done, whereas
superiors are in charge of giving tasks to the people working underneath them. Weber lists six main
characteristics of bureaucracy in this theory. First, there is a division of labor. Division of labor means that each
department specializes in its own individualized task for maximum efficiency. For example, people in executive
positions would exclusively be in charge of managing the employees underneath them while the entry-level
employees would exclusively be in charge of administrative duties. People should not encroach on other people’s
tasks and responsibilities. Second, there is a clear hierarchical structure indicating who has power and authority.
The people at the top of the management structure have the most power while people at the bottom have
relatively little power. Third, people should be given positions in the organization based on their education,
experience, and skills. An employee’s salary should also be dependent on their position. Fourth, there should be
a set of strict rules and regulations that all members of the group must be aware of and follow. It is the
responsibility of the management team to enforce these rules and regulations. The upper level of management is
also responsible for creating and implementing new laws when necessary. Fifth, employees should only develop
impersonal professional relationships. This decreases advancements based on nepotism and increases
decision-making based on logic. Lastly, employees should only be given promotions based on their qualifications
and achievements, not personal relationships. There are some flaws in this theory. Rules, regulations, and
division of labor might be too rigid, considering that there are many gray areas in life. There may be some
situations where strict rules and regulations cannot be applied or rules have not been created to address a certain
situation. Furthermore, this theory is idealistic in assuming that people will not form personal relationships with
their co-workers. It is basic human nature to form connections with other people. However, this theory provides a
solid framework for large organizations such as college administrations or Fortune 500 companies.
Peek, S. (2020). The Management Theory of Max Weber. Retrieved from

https://www.business.com/articles/management-theory-of-max-weber/.
20. Student will describe personal Personal Research Senior Building The organization of the Memorial Union follows the “Authority and Bureaucracy” theory of leadership proposed by
application of the above theory Manager/Memorial Union Weber. At the Memorial Union, there is a clear hierarchical structure. As a Senior Building Manager (SBM), I am
(Weber) Chinese Tutor/Chinese under the Office of Union Operations at the Memorial Union. Underneath my position are Building Managers (BM)
Language Flagship and Building Manager Trainees (BMT). Above my position is the Operational Service Coordinator, Matthew
Program Santagata. Mr. Santagata is my supervisor. The next person in the hierarchy is the Assistant Director of Union
Operations, Brad Irish. Lastly, the person with the most power and authority is the Director of the Memorial Union,
Carl Stiles. Each position has its own respective duties and responsibilities, which points to the division of labor
suggested by Weber. Starting at the bottom of the structural hierarchy, BMT must learn the basic duties of being a
BM. This includes tasks such as opening and closing procedures, properly filling out paperwork, enforcing
building policies, and providing excellent customer service. BMTs typically have a semester probationary period to
learn everything before they are promoted to BMs. BMs have similar responsibilities to BMTs but are held more
accountable for their actions. They have more job experience and therefore have higher expectations placed
upon them. As a SBM, I have similar duties, responsibilities, and expectations as BMs. Additionally, I assist my
supervisor with the interviewing and hiring process of new BMTs. After the Trainees are hired, I also aid in training
them. My supervisor, the Operational Service Coordinator, hires all of the BMs and ensures they are doing their
job. He oversees anything directly related to the building and handles the budget. Furthermore, he is the main
point of contact for basic questions related to the Union. The Assistant Director of the Memorial Union, Brad Irish,
has power and authority over the Office of Union Operations. This includes positions such as the Operational
Services Coordinator, Building Superintendent, Information Technologist, Maintenance Superintendent. The
position has a greater amount of responsibilities in regards to the supervision of employees and managerial
duties. Finally, the Director of the Memorial Union, Carl Stiles, oversees everyone and everything in the Memorial
Union excluding the Vice President of Student Affairs. For example, Dr. Stiles manages the Office of Accounting
and Finance, the Office of Student Involvement, the Office of Union Operations, and the Center for Student
Leadership Development. The hierarchical structure and division of labor outline the responsibilities of each
individual and who has the most power. Following Weber’s third characteristic of bureaucracy, people are given
job positions based on their skills and qualifications. I was hired as a BMT because of my experience working at a
movie theater in high school and fit my extroverted personality. During interviews, I also determine whether or not
people’s skills and experiences fit the BM job. There are rules and regulations that we all must follow as BMs.
When a BM does something wrong, typically the Coordinator of Operational Services or a SBM will address the
issue with them to prevent it from happening in the future. The hierarchical structure determines which person
addresses issues and with whom. One way that my supervisor ensures that we retain an exclusively professional
relationship is by not following his employees on social media until after they have graduated. In this way, work
lives and social lives are separate. As such, promotions are granted based on a Building Manager’s qualifications
and achievements rather than their personal relationship with the Coordinator of Operational Services. For
example, I was a dedicated and responsible BM. I take the job seriously and attempt to make everyone in the
Union feel safe and welcomed, including my colleagues. For these reasons, I was offered the SBM position.
The Chinese Language Flagship Program also follows Weber’s theory of “Authority and Bureaucracy.” There is a
clear hierarchy of power. This summer, I was a tutor for the Chinese Flagship Summer Program. In this position, I
was at the bottom of the hierarchy. I provided Chinese tutoring services for 1.5-2 hours Monday-Thursday. I was
not expected to do anything else. Next in the hierarchy was the lead tutor. He was given many more
responsibilities including scheduling tutoring sessions, overseeing the regular tutors, and conducting a cultural
class every day. Following this position are the Chinese Professors. They were in charge of teaching Chinese
courses and grading homework, presentations, and tests. Their main goal was to help students achieve high
scores on their language exams. Next, there is the Program Coordinator. Essentially she organized the Chinese
Flagship Summer Program, made financial aid decisions, and helped students with difficult problems that
Professors may not be able to understand or solve. Lastly, there is the Program Director. He is responsible for all
Chinese Flagship decisions and has the most power and authority in the Chinese Language Flagship
Department. The Chinese Language Department hires Chinese lecturers and tutors based on qualifications and
skills. I was asked to be a Chinese tutor this summer because I have achieved an advanced level of Chinese
based on my latest proficiency tests. During the Summer Immersion Program, one strict rule is that the students
can only speak Mandarin. I strictly enforced this rule during my tutoring sessions because I thought it would
benefit my students in the long run. If I did speak English, the lead tutor would reprimand me and remind me to
exclusively speak Mandarin. I did not form any personal relationships with my students outside of tutoring. This
helped me enforce the rule to “only speak Mandarin,” and be professional. I was someone that my student looked
up to for guidance and should therefore set a good example. Finally, tutoring for Chinese Flagship was a
promotion for me. Previously, I have tutored beginner Chinese classes such as CHN 101, CHN 102, CHN 103,
CHN 104, and CHN 211, but this was my first opportunity to teach upper-level Chinese classes. I was given this
opportunity because of my high test scores and dedication to studying Chinese. Based on the structure of the
Chinese Flagship Summer Immersion Program, the responsibilities of each position, the strict rules that are
followed, and the way I received my Chinese tutoring position, the Chinese Language Flagship Department
adheres to the “Authority and Bureaucracy” theory of leadership laid out by Max Weber.
“Scientific Management” theory of
leadership by Taylor

22. Student will describe personal
application of the above theory (Taylor)
23. Student will show knowledge of the Personal Research I researched the “Management by Objectives” (MBO) theory of leadership by Peter Drucker. Drucker first
“Management by Objectives” theory of proposed this theory of management in his book, The Practice of Management, written in 1954. According to the
leadership by Drucker MBO theory, management and employees set objectives together to benefit the organization at large. People in
positions of relatively less power are given the opportunity to contribute their thoughts about the general goals of
the organization. If these people feel like they are an important part of the organization, they are typically more
motivated and dedicated to reaching the goals they helped create. There are five main steps to utilizing the MBO
theory. To begin with, the company or organization should define its goals and objectives. The goals should echo
the main cause or “mission” of the organization. Next, these goals and objectives should be shared with the
employees. The objectives should be “SMART (specific, measurable, acceptable, realistic, time-bound)” (Hayes,
2021). They should be achievable goals that are clearly defined. Afterward, employees should set individual goals
that contribute to the overarching goals of the company. For example, if the objective of the company is to
increase sales by 10%, an employee may have a personal objective of increasing their individual sales by
4%-5%. Goals give employees something tangible and specific to reach towards. This might also give them more
motivation to achieve their goals.The organization will only succeed if its individuals succeed. The next step is to
make sure that employees are performing well to meet their goals. Since the goal should be specific and
measurable, managers should be able to clearly identify if an employee is on track to meeting their goals and
objectives. In the end, managers should assess the work of their employees and reward employees that met their
goals. During this last step of the MBO theory, individuals should receive feedback on what they did well and how
they can improve in the future.
Hayes, A. (2021). Management by Objectives (MBO). Investopedia. Retrieved from

https://www.investopedia.com/terms/m/management-by-objectives.asp.
24. Student will describe personal Personal Research HDF 190 In HDF 190, my class utilized the “Management by Objectives” theory of leadership. The Center for Student
application of the above theory CSV 302/URI 101 Mentor Leadership Development (CSLD) establishing key goals, values, and objectives fulfills the first step of the MBO
(Drucker) theory. According to the URI CSLD website, the main objectives of the CSLD are to guide students through their
leadership journey and foster the development of their skills to be inclusive, innovative, effective, engaging, and
ethical leaders (Center for Student Leadership Development). During the HDF 190 retreat, the goals of the
organization were shared with the class. Although the goals were not necessarily specific, measurable, or
time-bound, the goals are reflective of the CSLD mission. The staff, faculty, and students actively try to uphold
these goals and objectives every day. After the goals were shared with all of the HDF 190 sections, we split into
our small groups to further develop our understanding of the CSLD objectives. We did this by creating a full
values contract. Together, my small group and peer leader drafted a full value contract that reflected the
objectives of the CSLD. On our “Tree of Flite,” we wrote down goals such as being positive, open-minded, and
good listeners. We aimed to be trusting and to create a comfortable space where we could all share our thoughts
and opinions. Similarly, at the beginning of the Spring 2019 semester, my peer leader and I met to set personal
goals for me to achieve throughout my first year in college. These goals were more specific, such as “making sure
I have a personal care day one day a week,” or “readjusting my schedule so that I was less stressed out.” It was
easier for me to achieve my goals once we clearly established them. In a way, these objectives were also
reflective of the goals that we created in the small group and of the CSLD, since being less stressed out would
give me the time and space to be better at active listening and make a generally more positive person. In turn, I
would also become a better leader. To achieve the next step of the MBO theory, my peer leader and I met at the
end of the Spring 2019 semester to see if I had achieved my goals. I was less stressed out compared to where I
was at the beginning of the semester and had dropped some organizations to focus on my academic and social
life. In the context of HDF 190 as a class, my professor Alison Jackson Fraiser assessed my performance in the
class, graded my assignments, and provided me with feedback. She gave me praise in the areas that I did well

and offered advice on what to change in the future. To this day, I still utilize the advice she gave me in HDF 190 to
complete other projects for the leadership minor. My reward was getting an A in the class.
As a URI 101 Mentor, I took CSV 302 to learn how to be an effective mentor for first-year students. In CSV 302, I
utilized the MBO theory of leadership. In CSV 302, I created a learning contract that included a goal, activities,
and other sources that show that I accomplished the goal. One goal that I had was to “encourage my students to
get involved on campus by participating in either an event, organization, sport, or part-time job that is specific to
their interests, goals, and/or major.” This goal reflects the main purpose of the URI 101 Mentor Program, to help
first-year students adjust to college life. Next, I shared my goal with my students by doing a Powerpoint
Presentation on the different ways to get involved on and off-campus. I provided a list of different clubs and
organizations at URI divided up by interests such as sports, politics, or miscellaneous. I also taught my students
how to use Handshake to look for on-campus jobs. After the presentation, I split up the class into groups and had
them discuss what activities they might be interested in joining. They could interact with their classmates and start
to consider what they wanted to get involved in. To meet the third stage of the MBO theory, the URI 101 instructor
I was working with gave my students an assignment to participate in an event, organization, sport, or part-time job
to meet the goal that I created. The individual goal to join an extracurricular activity would contribute to my goal.
At the end of the semester, the students had to give a presentation on how they got involved. Before the
presentations were due, my instructor and I would remind our students to get involved. During the students'
involvement presentations, my instructor and I assessed our students to see if they met the goal. All of the
students gave presentations related to their involvement. Therefore, the goal of involvement was achieved.
Center for Student Leadership Development. (2021). About the CSLD. The University of Rhode Island.
https://web.uri.edu/leadership/about/.
25. Student will show knowledge of Personal Research For personal research, I learned about the “Theory X and Theory Y” theory of leadership by Douglas MacGregor.
“Theory X and Theory Y” theory of MacGregor described two different types of management styles: authoritative (Theory X) and participative (Theory
leadership by MacGregor Y) (Mind Tools Content Team, 2017). There are several assumptions made about Theory X and Theory Y styles
of management. On the one hand, Theory X assumes that people do not want to work and must be forced to do
so. Oftentimes, managers use rewards and punishments to keep employees on task and motivate them to work.
Employers hold negative assumptions about their employees and constantly inspect their work. Most of the power
is held at the top of the organization.
On the other hand, Theory Y assumes that people take satisfaction in their work and continuously want to
improve. The managers view employees in a positive light, creating a space of teamwork and collaboration.
Rather than controlling employees, as done in Theory X organizations, communication between managers and
employees is encouraged. Theory Y organizations also trust employees to be responsible and self-motivated to
complete their work. In recent years, many large organizations have adopted the Theory Y management style.
Nevertheless, both Theory X and Y are useful depending on the goals of the organization. A clear hierarchical
structure of power and micromanagement is useful when a company is just starting out. However, a company that
is already established, and whose employees essentially function independently may become discouraged and
upset if someone were to micromanage them and infringe on their business practices. The flaws of Theory X are
that people in the group might become frustrated with the lack of trust and strict rules that are enforced by people
in a higher position of power. At the same time, Theory Y may put too much faith in employees. These employees
may become too comfortable and decrease work productivity. Three factors that can affect which management
theory might be used are the size of the organization, the skill level of the employees, and the type of work that is
being done.
Mind Tools Content Team. (2017). Theory X and Theory Y Understanding People’s Motivations. Mind Tools.
Retrieved from https://www.mindtools.com/pages/article/newLDR_74.htm.

26. Student will describe personal Personal Research Student Senate As a URI Student Senator and an ESL TA for Dorcas International, I personally experienced Theory X and Theory
application of the above theory ESL TA Y management styles. As per the URI Student Senate Constitution, the organization followed the Theory X style
(MacGregor) of management. The executive board was authoritative and assumed that regular senators were not motivated to
do work on their own. Therefore, the vice president at the time, who was part of the executive board, would
micromanage everyone. For example, every Senator was required to attend one committee meeting per week on
top of attending the general Student Senate meeting and doing individual projects for Senate. If a Senator missed
a meeting, the vice president would punish them by reporting them to the rules and ethics committee. The rules
and ethics committee was responsible for punishing people if they violated the Student Senate Constitution or
resolving conflicts between Senators, the executive board, etc. The vice president held a negative view of the
people he was working with and constantly tried to control other people, whether or not it was absolutely
necessary. At one point, the vice president told me that I was not active enough in the Senate and that I should
start a project soon or I would face some consequences. However, I was on two committees at the time and
organized a SOLC retreat for the Senate to work through some of the issues the organization was having. I was
extremely offended that he did not remember my contributions to the organization or that he was trying to
micromanage me as someone in a position of power. This type of unnecessary oversight created a negative
atmosphere within the URI Student Senate. People were generally unhappy and morale was low. As a result,
many Senators resigned because of the toxic work environment. Eventually, this also led to my resignation from
the Student Senate. In this context, the Theory X management style was too authoritative and oppressive for
people to work under. In contrast, I experienced the Theory Y management style as an ESL Teacher’s Assistant.
In this position, I helped immigrants in RI learn English as a second language. I was excited to do this volunteer
work because it was fun and fulfilling. It was a new experience that was challenging but rewarding. The teacher I
was working with trusted me to have an active role in class. I played games with the students and had short
English conversations with them in break-out rooms. The teacher also encouraged open communication. At the
end of class, after all the students signed off, she would ask for my opinions on what could be improved, how I felt
about the class, etc. It made me feel like she cared about what I thought. Afterward, I even noticed that she tried
to implement my ideas into class. Theory Y style of management made me feel heard and understood. The
teacher put her trust in me and that empowered me to actively contribute in class. There are some key differences
between URI Student Senate and an ESL class at Dorcas International. URI Student Senate is a larger
organization that varies in terms of skill level. At the time, I was a first-year student and did not have much
experience. In the ESL class, there was only one teacher and two TAs including myself. I was more prepared to
be an ESL TA than a Student Senator because I had prior experience as a Chinese tutor. With that being said,
although I understand that URI Student Senate and an ESL class at Dorcas International are not the same, I
learned that I thrive better in an organization that follows the Theory Y management style.
27. Student will show knowledge of the HDF 190 In HDF 190, I learned how Robert Greenleaf, the founder of servant leadership, defines servant leadership as the
“Servant Leadership” theory of natural desire to serve others. From this, we act. These actions create leaders who actively serve others. This
leadership by Greenleaf results in an overall betterment of the entire community. The word servant leadership is the conjunction of the
words service, meaning the offering of assistance, and leadership, meaning the guidance of one or more
individuals.There are ten key characteristics of servant leadership including listening, empathy, healing,
awareness, persuasion, conceptualization, foresight, stewardship, commitment to the growth of people, and the
building of community. One must actively listen, rather than passively listen, to those around them so they can
more accurately address the wants and desires of the people they are serving. One must be empathetic and
open-minded, acknowledging that each person holds a different background which influences the way that they
see the world. Furthermore, the action of healing others involves healing one as a whole. People serving must
convince others when making decisions rather than stand in the front of a room forcing people to comply. By
conceptualizing one’s ideas, they can set long-term goals to work towards.To achieve these goals, one must have
foresight on how to properly achieve them. Stewardship involves the trust of using other people’s resources to
accurately serve the entire community. As a servant leader, one can foresee the potential growth in every human.

Finally, all of these characteristics lead to building a better and more unified community. If every person acts as a
servant leader, it can create a ripple effect, inspiring other to act and serve others.
Greenleaf, R. K. (1991). The servant as leader. Indianapolis, IN: Robert K. Greenleaf Center.
28. Student will describe personal HDF 190 Rotaract After learning the Servant Leadership model in HDF 190, I connected the model to experiences I have in Rotaract
application of the above theory Student Senate and Student Senate.The slogan of Rotaract is “Service Above Self.” This means putting the betterment of the
(Greenleaf) ESL TA community before the individual. I originally joined Rotaract because of my natural desire to serve others and
actively participate in the change I wanted to see in the world. In Rotaract, I participated in a campus clean up,
Jingle and Skate, and Spirit of Giving. Jingle and Skate was a fundraiser where all proceeds were donated to
Children’s Friend to help families during the holiday season. Spirit of Giving was a holiday gift drive where various
URI clubs and organizations received a family to buy presents for during the holiday season. I helped collect
these donations and load the U-Haul. We listened to the needs of the communities we were serving, whether that
be cleaning up campus property or purchasing specific clothes and toys families needed for the holidays. We
must empathize with the needs of the people we are serving and try to understand their position in comparison to
our own. Through collecting various gifts for underprivileged families, we are acting in a healing way,
strengthening our relationships with those whom we are serving. It was not until I found and picked up so much
trash on URI’s property that I was aware of the amount of littering on campus. The service projects that Rotaract
undertakes made me more aware of the issues that affect our local community in southern Rhode Island. During
Jingle and Skate, we persuaded people to donate to Children’s Friend rather than coercing them into it. During
the campus clean-up, we conceptualized a cleaner, safer, more eco-friendly campus and had the foresight to
actively clean it ourselves.By putting the community before ourselves and using the resources provided like trash
bags and gloves, we utilized the component of stewardship.During the various service projects I participated in, I
felt myself grow as an individual. I felt a greater sense of responsibility to serve others and offer assistance where
needed. Finally, I built community during the campus clean up by meeting new people who were cleaning with
me. Overall, we built community during Spirit of Giving by bringing the community closer together. In Student
Senate, I helped organize a Meet the Senate event. This event was meant to act as an introduction to the URI
campus community and build a more united community. At this event, we listened to URI students. complaint with
“complaint jars.” This made us more aware of the problems we should address for URI students. During the
conversations we had with them, we were empathetic as student Senators and had empathy to their problems,
especially since we are students ourselves. This event was also created to start the healing process between
Student Senate and many clubs and organizations that have encountered problems with Senate before. When I
entered Senate, I had the conceptualized vision to create a connected, holistic organization that fostered effective
communication with the people they serve. Meet the Senate was just one of the foresighted activities I put that
would build this connection.
During the Spring semester of my Junior year at URI, I was motivated to volunteer at DORCAS International
Institute of Rhode Island (DIIRI). DIIRI is a non-profit organization that provides services to immigrants and
refugees to help them adapt to living in the United States. At DIIRI, I served as an English as a Second Language
classroom aid. This combined my passion for language learning, international studies, and serving others. I used
my skills and interests to serve others. In a way, I made my community better by making my students feel more
confident communicating, working, and living in American society. I helped with a class on Wednesday nights
from 6:00pm-8:30pm. There were approximately 30 students in the class that I helped teach. In class, I had to
actively listen to my students. Oftentimes, I had trouble understanding my students because of their accents, so I
really had to try to listen to understand what they were saying. Many of my students spoke Spanish and would
ask questions in Spanish if they were confused. I took Spanish in high school and understood enough of the
language to guess what the question was. But this really challenged me and forced me to actively listen to my
students in English and Spanish. I was empathetic by understanding that each person had their own cultural
background and experience in the world. They came from different age groups, different professions, and different
lifestyles. My teacher and I tried to be understanding of this during class. For example, some students were still

working full-time jobs or driving home from work when class started. This was perfectly fine, as long as they
logged into the Zoom class to listen, they were not considered absent. We were empathetic towards the lives that
our students have outside of the classroom. During class, I did not feel superior to my students. I felt like we were
learning together. As I helped teach them English and American culture, I also learned about their native
languages and the places that they come from. It was a learning experience for all of us. The conceptualized
long-term goal for our students was to pass the CASAS exam and speak conversational English. The CASAS
exam assesses a person’s language capabilities in terms of dealing with everyday situations such as buying
things at a grocery store, giving and receiving directions, etc. The curriculum that we were using gave us the
foresight to help our students achieve their goals. I believe that we consistently built trust with one another during
class time. The students started to recognize me when I came to class and seemed excited to know a familiar
face. One time, the teacher who normally taught the class was sick, so there was a substitute teacher. Even
though the students were respectful to the substitute teacher, they seemed to respond better to the instructions
that I gave because of the trust we already built. I had a commitment to the growth of my students because I
wanted them to succeed. At the end of the school year, I strongly believe that every student’s English speaking
level had improved. They all had the potential to grow, and they did. Lastly, we built a small community through
the Zoom ESL class. It was really sad when the class was over because of the relationship we had built, but they
were ready to complete the class. In this way, I helped them adapt to the community they are living in.
29. Student will show knowledge of the Personal Research For personal research, I learned about the “Principle-Centered Leadership” theory developed by Covey and
“Principle Centered Leadership” theory Gulledge. The Principle-Centered Leadership theory shows that missions and people are the two most integral
by Covey parts of any organization. According to Covey and Gulledge, organizations should have a mission, a vision for the
future, and core values and beliefs that align with their mission. One of the first steps that an organization should
do is to form a mission statement that will be shared amongst all people at every level of the organization. This
statement will unite people in the organization and motivate them to perform well. Next, people in the organization
should ensure that the principles in the mission statement are actively being carried out. People at all levels of the
organization should be committed to adhering to the mission statement. Covey and Gulledge describe four levels
of organizational development: organizational level, managerial level, interpersonal level, and personal level
(Covey and Gulledge, 1992). Furthermore, leaders should take a holistic, ecological, organic, and people-based
approach to integrate these concepts into the four development levels (Covey and Gulledge, 1992). Leaders
should look at the organization as an interlocking congruent whole. Through this lens, the people in the
organization and the organization itself can begin to develop, grow, and take form. Covey and Gulledge created
the Principle-Centered Leadership Paradigm model to help leaders visualize the structure of an organization.
First, there should be an organizational alignment of structure, strategy, and systems (Covey and Gulledge,
1992). Structures and systems help achieve the main strategy while the strategy aims at fulfilling the overarching
mission and vision of the organization. Strategies can change while the mission and vision are constant. Next, the
managerial level should empower every member of the organization. Managers should not just delegate
responsibilities to their employees, but rather become mentors that support their employees to strive to do their
best. If managers are empowering the people in the organization, then a deeper level of interpersonal trust will
start to develop. There should be a mutual feeling of trust between everyone in the organization. Finally, there is
the self, which is dependent on one’s personal trustworthiness. Trustworthiness is based on a person’s character,
skills, and effectiveness. People who make good decisions and are generally trustworthy will contribute to and
benefit from the organization since they will simultaneously grow and develop alongside the organization.
According to Komives, Lucas, and McMahon (2013), leaders that follow the Principle-Centered Leadership theory
are eager to learn, service-oriented, positive, and energetic. They empower themselves and others and work
towards self-renewal. Organizations that lead by the Principle-Centered Leadership theory have a clear mission
followed by every development level of the organization which guides its growth and development.

Covey, S., Gulledge, K. (1992). Principle-Centered Leadership. Covey Leadership Center. Retrieved from
https://bryongaskin.net/education/Quality%20Management/mission-vision-principles%20bu%20Stephen%20Cove
y.pdf.
Komives, S. R., Lucas, N.,& McMahon, T. R. (2013). Exploring leadership: For college students who want to make
30. Student will describe personal Personal Research SOLC Student Organizational Leadership Consultants (SOLC) uses the Principle-Centered Leadership theory to guide
application of the above theory HDF 413 their organization. The mission statement for SOLC is “Rams that lead Rams.” This is the main purpose of the
(Covey) organization and the driving force that motivates individuals in the group. Every member of SOLC is committed to
helping other URI students achieve their organization’s goals. Two visions of SOLC are to serve more
organizations on campus and to work on retention within the org itself. The core values that people in the
organization follow are to actively listen to others, be open-minded, serve others, adapt to new and unfamiliar
situations, and have fun. In following Covey and Gulledge’s Principle-Centered Leadership Paradigm model,
organizational alignment is gained by the strategies, structures, and systems used in SOLC. For example,
leadership workshops and retreats are two strategies that are used to achieve the mission statement and pursue
the shared vision and principles of the organization. During retreats, facilitators are directly helping organizations
achieve their goals. The structures and systems may change depending on the goals of the organization
participating in the retreat or which activities are being used. Some organizations may want to focus on
communication while others might want to address conflicts amongst the executive board. During the COVID-19
pandemic, SOLC had to adapt to the situation and explore online options for meetings and retreats. The SOLC
executive board found new ways to engage online and even hold online facilitations for organizations that were
willing to participate.
Even though the strategies, structures, and systems may change, the main goal of serving other Rams remains
consistent. Within the managerial level of development, the advisor of SOLC, Alison Jackson Fraiser, empowers
SOLC members to get involved by facilitating retreats. Furthermore, the lead facilitator during retreats empowers
the other facilitators and shadows who help conduct the retreat. In SOLC, members build interpersonal trust with
one another. Even though I have never had the opportunity to facilitate a retreat for a URI organization, I have
facilitated an activity in SOLC as part of HDF 413. I felt confident in my abilities to lead the activity because of the
empowerment and trust given to me by my peers, co-facilitator, and HDF 413 peer leaders. They supported me
through the facilitation process and provided me with valuable feedback at the end. Finally, I believe that I am a
trustworthy person and that there is mutual respect between the other SOLC members and myself. In SOLC, I
was given the opportunity to learn more about myself and develop my skills as an effective leader. Working from
organizational alignment to my personal connection to SOLC, every member of SOLC pursues the main mission
to serve URI organizations, has a shared vision of hope, and emulates the core values within the organization and
while serving other groups. This has allowed me to personally grow and to transform SOLC into the organization
that it is today.
“14 Points / TQM” theory of leadership
by Deming
application of the above theory
(Deming)
“Visionary Leadership” (now often
cited as “Transformational
Leadership”) theory by Sashkin
(Sashkin)
“Individuals in Organizations”
leadership theory by Argyris
(Argyris)
37. Students will demonstrate knowledge HDF 190 In HDF 190, I learned about ethical leadership. Ethical leadership is comprised of the 4 V’s Model. The four V’s
of the “4 V’s” theory of leadership by stand for: Values, Vision, Voice and Virtue. Ethical leadership highlights on the inclusion of all, but begins with the
Grace (Center for Ethical Leadership) examination of oneself. First, the individual must identify their core beliefs (values), questioning how to make a
change that impacts the future (vision), and then translate this vision into reality using their voice. In speaking
one’s A person’s vision is when the individual directly affects the community with an optimism to make a change
for the common good (virtue). Virtue is a test challenging individuals to have a commitment to living out their
values, visions, and using their voice in everyday life to create a more unified community. The four V’s are further
connected through service, renewal, and polis. Through service, one’s core values arise to make their vision a
reality. Using one’s voice to articulate their visions is an act of polis, or politics. This can be seen through
legislation in the United States where representatives and senators act as a voice for their constituents. Finally,
renewal is the action of connecting one’s voice with their values.This could be shown through civilians protesting
to stand up for their beliefs of how the world ought to be.The common good is based on the inclusion of everyone,
relies on the responsibility of everyone, and ensures that life is fair and just for everyone. Ethical leadership
depends on the values of the community as a whole, connecting leadership with ethical beliefs, developing the
character of the individual, making everyone an active participant, and teaching others how to actively live out the
ideals of ethical leadership everyday.
Center for Ethical Leadership. (2007). The four –v model. Retrieved from
http://www.ethicalleadership.org/philosophies/ethical-leadership
38. Student will describe personal HDF 190 SAA In HDF 190, I learned how to applied my personal values to the 4 V’s model of Ethical Leadership by Grace. My
application of the above theory DRIVE MOP top 5 values are curiosity, fairness, judgement, zest, and perseverance. By identifying these values, I have a
(Grace) ESL TA better understanding of who I am and what I am passionate about. By knowing this about myself, I am better
equipped to translate my vision into a reality. I am aware how I react in different situations . Curiosity is my
number one of my top 5 VIA values. I find that this fits my personality well, especially right now as I am exploring
curious what major I want, which clubs I want to be involved in, and eventually what career path I want in the
future. My vision for the future is wanting a career where I can serve other people. As an extrovert, I know that I
want a career that involves interacting with others with the common goal of a positive change in society. I am
curious about the different ways I can utilize my major and career to achieve this goal. With my values of fairness
and judgement, I will make rational decisions on whether the actions I choose will have a positive change in the
future. My value of zest will give me the energy allow me to create a more united community through positivity
and creating a welcoming atmosphere to work within to reach this goal. Finally, my perseverance will cause me to
work hard until the project is completed.The committee branches in SAA utilize the 4 V’s Model of Leadership. As
individuals, we all hold different values, and bring these values with us to the meetings. These values can help
shape the vision of the committee and the project they want to do. Each person in the committee uses their voice
to express their opinions on what their vision is, creating a sense of collaboration. Finally, each person’s virtues
makes them ethical and willing to respect each other’s decisions. During the MOP program, I utilized my values
when interacting with the high school students. My values helped inspire my vision of making the students feel
more welcome to the college campus atmosphere. I used my voice to articulate my vision by answering the high
school student’s questions about transitioning into the college lifestyle. I reassured them of their fears and tried to
make them feel as comfortable as possible. Finally, I was virtuous by using my values, vision and voice to benefit
the common good, or the group of high school students, who hopefully felt more comfortable in their journey
entering college.

I can apply Grace’s 4 V’s Model of Ethical Leadership to my position as an ESL classroom aid at Dorcas
International. Since my first year in college, I have been able to reflect on my VIA values and what they mean to
me. My core values center around being compassionate and understanding towards other people. Through
various courses, I have learned more about myself and my intersectional identities. I am still in the discovery
process, but I have learned a lot throughout the last three years. With the newfound confidence in myself and my
values, I aim to meet new people and listen to their stories. I want to understand their backgrounds to really
understand who they are before making a snap judgment. Recently, I discovered that my last VIA value is
kindness, not perseverance. Although I do persevere through challenges, I think that kindness fits my personality
better. I have always had an innate desire to help people. I think that it is interesting that my vision in the past was
to find a career where I can serve other people and make a positive change in society. As a junior in college, I
found a job position that would give me the opportunity to do just that. At Dorcas International, I am a volunteer
English as a Second Language Teacher’s Aid for a beginner-level English class for immigrants. My values align
with the values of the organization. I am a caring and compassionate individual that wants to help immigrants
learn English and adapt to living in the United States. I learn about my student’s lives and the experiences they
have had. I am living out my core values, making a positive contribution to society, and impacting the future. I do
this through my voice when teaching my students. For example, I have to go through English worksheets with my
students. We go through the examples together and I answer any questions that the students may have. I
encourage and empower my students to continue learning English. Doing this kind of volunteer work is a type of
service. I am applying my values to a cause that I believe in. I use my voice to advocate for my students. For
example, I give the teacher suggestions that I think would benefit the class. I noticed that some students were
participating more than others, so I suggested that we call on people instead of having everyone shout out the
answer. In this way, everyone would be able to participate. Finally, I use my voice to make change happen. The
teacher and I helped our students pass their CASAS exam. My voice is being used to turn my vision into a reality.

“Situational Leadership” theory by
Hersey & Blanchard
(Hersey & Blanchard)
41. Student will show knowledge of the HDF 190 In HDF 190, I learned about the importance of being felt as a leader through the Relational Leadership Model.
“Relational Leadership” model by The Relational Leadership Model has three basic principles: knowing, being and doing.The “knowing” principle
Komives, McMahon & Lucas involves knowing both oneself as an individual and the people in a group being lead in order to effectively lead
and play to every person’s strengths. “Being” includes holding the belief that ethics and inclusiveness are
important. Relational leadership exemplifies that every person plays a significant role when leading. Finally,
“doing” is putting words into actions by participating in the community together as one’s social responsibility in
order to achieve a common goal. Relational Leadership also has five main components. The five components of
Relational Leadership are inclusiveness, empowerment, purpose, ethics, and being process-oriented. Purposeful
means setting goals that one intends to succeed in reaching. This is done through collaboration and positive
change. However, this can only be achieved through inclusiveness. Inclusiveness involves respecting every
person’s different perspective and using those differences when collaborating to make a more inclusive and
representative positive change. Another component of Relational Leadership is empowerment. Empowerment
ensures that every member of a group feels heard, felt and important. There are two main expectations when
discussing empowerment, one of the individual and one of a group. The individual must be confident in
themselves and actively participate in achieving a group’s goal. In response to the individual, the group must
listen to them and provide ample opportunities to participate in the organization. While some members of the

group may disagree with what is being said, they respect the individual enough and appreciate his willingness to
become involved. Ethical leadership is a type of leadership that falls under relational leadership, whereas one
cannot effectively include or empower others without following morals and values. These include respect,
fairness, teamwork, trust and communication. Finally, Relational Leadership focuses on the process in reaching a
goal rather than achieving the goal itself. This involves analyzing how the group makes decisions, how the group
fosters teamwork, and the energy that is created when the group passionately works toward a common goal.
Relational Leadership follows Sinek’s belief in first focusing on why you are doing something, then how one does
it and finally what to do in order to achieve a goal. The “why” aspect focuses on putting people first.These people
must feel included and that they have a purpose. To achieve these goals an individual or group must know “how”
to achieve their goal, through being process- oriented and empowering others to speak. The “what” is the result in
hopefully accomplishing one’s goal using the five components of Relational Leadership to know, be and do better.
a difference. San Francisco: Jossey-Bass
Sinek, S. (2009). Start with why: How great leaders inspire everyone to take action. London: Penguin Publishing.
42. Student will describe personal HDF 190 Student Alumni In HDF 190, I learned about the Relational Leadership Model and have since forth been able to apply parts of the
application of the above theory HDF 413 Association (SAA) theory to different clubs and organizations I am a part of on campus. SAA effectively utilizes the Relational
(Komives et al) Student Senate Leadership Model, making the club inclusive, empowering, ethical, purposeful, and process-oriented. They are an
Memorial Union Building open organization that allows any student could join. This makes the club more inclusive, allowing more diverse
Manager perspectives and unique individuals to join. A strength of SAA is that it empowers its members to be actively
involved within the club. Members must sign up for events and fulfill a certain number of requirements by the end
of each semester while simultaneously earning points. SAA encourages members through a point based system
where points are traded in for prizes at the end of the semester. SAA follows ethical leadership because of their
morals such as fairness, respect, and teamwork. The purpose of SAA is to host events that benefit the student
body, connect with alumni and participate in community service activities.The club fosters a positive and hopeful
attitude, creating a fun environment to work in.This allows us to focus on our goals and find the most effective way
to complete them. Finally, while SAA does have goals, the process to achieve the goals are as important as
completing the goals. Before every event, SAA members go to assigned committee meetings to help plan the
event. This is a group based activity that allows for collaboration of ideas. Furthermore, after every event,
feedback forms are sent out in order to reflect on the event and see what could be improved on in the future, the
doing part of relational leadership. My positivity strength and my fairness value relate to the five components of
relational leadership in the Student Alumni Association. My positivity gives me energy to include other people and
causes me to empower others to be more active members. If people see how excited SAA makes me, it could
inspire them to join the club. My fairness value comes into play with the ethical component of relational
leadership. In SAA, I appreciate that they respect me and are fair in allowing me to miss some events because of
prior commitments I have. I am fair because as soon as I have a conflict with an SAA event, I let the person
running the event know. This makes me more accountable to myself and the group. Both my positivity strength
and fairness value support being process-oriented because work cannot be done effectively in a negative and
unfair atmosphere. However, my achiever strength is a weakness in terms of being process-oriented. I want to
reach my goals but do not pay attention on how I reach them as long as they get accomplished. If a group stalls
and does not make a decision, I would rather work individually to complete the task, which does not follow the
component of inclusion. In URI’s Student Senate, I have witnessed ineffective leadership. While we follow the
laws in the constitution, we often forget each others roles as human beings who deserve to be respected.
Currently our leadership causes our organization to have a lower level of inclusion, creates a lack of
empowerment, a lose of purpose, survives with a lack of ethics, and focuses on the end result, rather than the
process to accomplish goals. Since joining URI’s Student Senate in October, there have been over 25 Senate
resignations. This means that over 25 students attempted to address student issues but could not find a powerful
enough reason to stay and deal with the ineffective way Senate manages itself. The leaders, such as the

President or the Vice President should have changed their leadership approaches, as evident by the drastic
number of losses the Senate experienced this year in retention rate. If they operated under the Relational
Leadership Model, they could have encouraged members to stay instead of leave with negative attitudes.
Although we are inclusive in terms of understanding and valuing diversity in Senate, the floor can be an
intimidating and often negative place to speak. This inhibits the senators who want to speak but are too nervous
out of fear of being mistreated. If people do not feel welcome and included in the conversation, they will not want
to stay in the organization. The leaders should act as a guide to make senators feel more comfortable to speak
their opinions. On the point of the loss of purpose in Senate, the main component of being ethical is not being
applied to hold the Senate responsible. This creates a low morale. People resigned because they saw the lack of
respect amongst members. It is the duty of the President to address these issues, as Senators often act with
childish behavior, have feelings of frustration, and have an unwillingness to work together effectively. Members
can not work as a team to reach their goals because there is a lack of positivity and collaboration. The Senate
must be more accepting of each other’s work through positive reinforcement. Currently, if changes fail, the time,
work, and effort seems invalidated. The leaders of Student Senate should make new senators aware of the job
they were elected to do. Several senators resigned because of the convoluted process of how decisions are
made and a misunderstanding as to the work required of them in the position. With transparent and confident
leadership, this could have prevented the massive resignations and focus on the process rather than the end
goal.
In HDF 413, I expanded my knowledge on the Relational Leadership model. As a building manager at the
Memorial Union at URI, my boss, co-workers and I have also attempted to use the five main components of the
Relational Leadership Model: having a purpose, being inclusive, empowering, ethical, and process-oriented. The
building managers of the Memorial Union have a clear purpose: ensuring the safety and well-being of people in
the building, enforcing policies, and executing daily tasks. Most of the time we are an inclusive group. Our
supervisor always tries to make us feel like a family. During staff meetings, we all listen to each other’s concerns
and try to fix problems together. For example, last semester there were a few communication issues when trying
to get coverage for shifts. During a staff meeting, we were all given the opportunity to address this issue in a safe
open space. After the meeting, the issue was quickly resolved due to the inclusivity and open dialogue. Our group
is also empowering. This part-time job has given me the opportunity to discover my sense of self through full and
active involvement. I have developed my skills in multitasking, problem-solving, customer service, and overall
responsibility. I would argue that my coworkers have also been able to develop their skills. For example, some
people and I have recently been promoted. As senior building managers, we are currently training new hires so
that they too can grow and develop their skills. I believe that we could work on being more ethical and working
through “the process.” Even though one of our job requirements is to enforce policies, there are times that we
may make exceptions due to personal favors or a nonchalant attitude. We should work on upholding the same
standards for everyone and “leading by example.” Finally, I think that the “process” part of the Relational
Leadership Model is the most difficult to attain, especially during COVID-19. Due to the virus, double coverage
shifts have been cut down to one person, and the most I see of my coworkers is when we switch shifts. I hope to
create more of a group mentality amongst the building managers in a time that feels so individualized.
Additionally, last semester we did not have evaluations because the semester was cut short. I like the reflection
and feedback from evaluations because I can identify my strengths and what I need to work on, part of the
process when becoming a better leader. For these reasons, I believe that the Relational Leadership Model can be
applied to Building Managers of the Memorial Union. See Evidence #3
a difference. San Francisco: Jossey-Bass

43. Student will show knowledge of the HDF 190 In HDF 190, I learned that constructivism redefines the method that people learn best. Based off of observations
concept of constructivism and scientific study, humans are more apt to learn when they experience and reflect on the world and their own
experiences rather than being told by a superior. When we process our own thoughts, new ideas create bridges
that connect to old ideas or change our old ideas completely. Individuals need to pursue their own learning
through asking questions, exploring, researching and self-reflection. Constructivism changes our view of the
traditional classroom setting. While traditional classrooms focus on students working alone while an authoritative
teacher instructs them what to do, constructivist classrooms focus on teamwork and the teacher acting as an aid
to answer questions as students explore the materials themselves. Rather than correct answers, constructivism
highlights the importance of the process to arrive at answers. Finally, constructivism allows for a more open,
interactive environment to learn in. HDF 190 does a great job following this constructivist model. The teacher is
seen as an aid, a guiding force rather than an authoritarian lecturer. We often work in groups and participate in
collaborative manners.
Educational Broadcasting Corporation. (2004). Constructivism as a paradigm for

teaching and learning. Retrieved from http://www.thirteen.org/edonline/concept2class/constructivndism/index.html
44. Students will describe personal HDF 190 The HDF 190 classroom is set up in a constructivist style. This class is based on experiences and application of
examples of implementing leadership models rather than solely lecturing about them. When learning new models, we would be expect to
constructivism read the relevant document first so that we could interpret the model then ask for clarification in class.The entire
leadership department teaches as a team, my class was taught by Allie, Robert, Melissa Boyd Calvin, and
Melissa Campa-Kelsey. The teachers acted more as aids rather than authoritative and superior. After learning the
models, both Robert and Allie’s sections would meet in the ballroom or one of the Atriums and perform activities
that directly correlated to the model.The one that stands out to me is the Servant Leadership activity. During this
interactive activity, the class was divided into three separate towns. Each group was tasked with designing a
community for their town. I was in the privileged Strawberry town. We were easily able to get building permits and
received an exuberant amount of money to build more building. Because I was given the responsibility to buy
building permits, I did not know what was happening within my community or the other communities around me.
During the debrief activity I realized that other communities did not have the money, space, or privilege to build
their towns as mine had.This simulation made me more aware of problems in my own society and how privileged I
am to be able to afford, housing, clothes, food, etc. I would not have had this realization from just reading about it
in a textbook. Another interactive activity we did was building any kind of building for URI’s community that
college students would want. We were only given tape, paper and markers to construct the building. My group
though outside of the box and build the building by taping it to a wall. Other groups had 3D structures.This was
truly a hands on learning experiences, which helped me understand the constructivist theory more. HDF 190
works primarily in groups. The class is split up into groups with one peer leader. We bonded in these groups and
grew to trust one another.We used primary sources when looking at the various Leadership Models. Rather than
tests, we had assessments in many different types of forms including a speech, a paper, and a presentation. This
allowed us to develop our skills in areas where we are weaker and emphasize on our strengths.
45. Student will demonstrate knowledge of HDF 413 In HDF 413, I learned about Kolb’s cyclical Experiential Learning Model. The model explains the different ways in
the Experiential Learning Model which people attain, process, and utilize new information. At the center of the model is the perception continuum
(Kolb) and the processing continuum. The perception continuum is linked to the way a person thinks about things and
therefore how they can learn new information. One way is by doing it themselves, a concrete experience, or by
thinking about something, an abstract conceptualization. The processing continuum is linked to the way in which
people do things, and what they will do with the newly learned information.One way is through reflective
observation and another way is active experimentation. Starting with a concrete experience, a person will do
something new themselves. Then they reflect on what happened. After the reflection process, the person will
draw conclusions about the new thing that they learned and finally, they will put the new action into practice
themselves to see what happens until they learn something new again. At this point, the model will restart again.
Within each of the four parts of the model, there are also four different types of learning styles, diverging,

assimilating, converging and accommodating. The diverging learning style occurs between the concrete
experience and reflective observation stage. It involves feeling and watching. Assimilating occurs between the
reflective observation and abstract conceptualization stage. This learning style involves thinking and watching.
Converging occurs between the abstract conceptualization and active experimentation stage. It is the thinking and
doing learning style. Finally, the accommodating learning style happens between the active experimentation and
concrete experience stage. It is the process of feeling and doing. All of these components make up Kolb’s
Experiential Learning Model.
Komives, S.R., Lucas, N., & McMahon, T.R. (2007). Exploring leadership: For college students
who want to make a difference. San Francisco: Jossey-Bass.
46. Student will describe personal HDF 413 Student Senate I have utilized Kolb’s Model of Experiential Learning as a member of URI’s Student Senate. As a senator, I
application of the Experiential Learning CHN 111H listened and engaged in debates during our meetings, a “concrete experience.” During debates, I realized that
Model (Kolb) there was a clear and rising dissonance between senators. Therefore, I began reflecting on the situation. During
this “reflective observation” phase, I analyzed the parts of the organization that were going well and parts that
could be improved. After I told the Senate VP my findings, he delegated me with the responsibility of organizing a
SOLC retreat. This retreat gave the organization’s members an opportunity to identify the reasons there was a
dissonance, express concerns in a safe space, and begin problem-solving. For example, one major problem we
had was poor communication. I engaged in the “abstract conceptualization” part of the model during the retreat
since I, and the group, learned new techniques to deal with our problems. We learned new communication skills
through various team building exercises but had yet to put them into practice in real life. Finally, the “active
experimentation” phase occurred after the retreat. The Student Senate created an anonymous box that people
could put complaints in which would be addressed without pinpointing anger towards one person. Also, the retreat
made everyone more comfortable expressing issues and working together. See Evidence #4
Learning a new language is a great example of how Kolb’s Model of Experiential Learning works. In CHN 111H, I
had to learn some basic Chinese characters, pronunciation, and tones. It was an extremely slow and painful
process. However, I had to get a feel for how the language worked. For a more concrete example, I would say
that learning to count to 10 in Chinese was really difficult when I first learned it. I went through the diverging stage
when I first tried to say the Chinese numbers out loud. The words felt awkward to say because of the difference in
pronunciation between English words and Chinese words. I had to watch my teachers say the words so that I
could figure it out myself. After I learned how to count to ten the first time, I reflected on it. During this time, the
information was assimilating into my brain. I remember counting on my fingers to match each of the words up with
the number of fingers I held up, much like a child does when they first learn to count in English. I tried to absorb
the new information. Then, I drew a conclusion. I also wrote down the arabic numerals on a piece of paper and
wrote down the Chinese characters for each number underneath the arabic numerals for comparison. The
numerical value of each number was the same even though the words that I was saying were different. The
information was converging as I tried to relate the new information to information I have already learned. Finally, I
tried counting in Chinese again. I tried to imitate my teacher who was counting on us. I messed up several times.
But eventually, through practice and repetition, I was able to master counting to 10 in Chinese. After I could
confidently count to 10 using, I started to learn how to count even higher. This is representative of the
accommodating part of the model. It was important to have a solid base of information since the higher numbers
in Chinese rely on the first 10 digits. For example, the number twenty is said as “two ten” and the number thirty-
five is said as “three ten five.” This can also be applied to other aspects of learning a language, such as
vocabulary, grammar patterns, or new phrases. Learning a new language is a cyclical process, much like Kolb’s
Model of Experiential Learning. A person learns a new concept. Then, they reflect on what they learned so that
they can draw a conclusion. Next, they try it again to improve. Lastly, they master the concept and try to apply it in
new areas of their life or they learn something new and start the process all over again.

Komives, S.R., Lucas, N., & McMahon, T.R. (2007). Exploring leadership: For college students who want to make
47. Student will show knowledge of the HDF 190 In HDF 190, Melissa Camba-Kelsay taught me about the Social Change Model of Leadership Development. The
“Social Change Model of Leadership Social Change Model of Leadership relies on social responsibility, teamwork, the process, values, community
Development” by Astin et al involvement, educating others, and making every member of society have meaningful role.This leadership model
focuses on the 7 C’s for change: consciousness of self, congruence, commitment, collaboration, common
purpose, controversy with civility, and citizenship. These 7 C’s can further be divided into individual values, group
values, and community values. Individual values are consciousness of self, congruence, and commitment.
Consciousness of self is the awareness of one’s own beliefs, values, attitudes, and emotions. One must be
mindful of their actions, meaning they are aware of what they are doing and how their actions can impact others
around them. Congruence is “walking the talk” by making sure our actions are consistent and align with our
beliefs. Commitment is following through on the actions through investment, involvement, and eventually a
passion. Group values include collaboration, common purpose, and controversy with civility. Collaboration means
that every person is an active member, working together as a team. Every person is equally responsible, has
power, and is accountable in achieving the end goal. This highlights how to effectively utilize each person’s
talents. The common purpose is the main goal that everyone collectively works toward. Controversy with civility
acknowledges that disagreements will arise in a group setting. However we should be open minded, actively
listen to other people, and possibly learn something new. Finally, the society/ community value is citizenship.
Citizenship is the act of making every member of society an active member. The individual can see their role in
the world on a larger scale. The individual values, group values and society values work off of each other.
Individual values connect with group values and vice versa, group values connect with societal values and vice
versa, and citizenship connects with individuals values and vice versa. As individuals understand their beliefs,
they can transition into groups. Groups arise from the collaboration of individuals. Once groups understand their
values, they can educate society to have these beliefs. Societal values are reliant on groups and individuals
working as an important person in society who can have an impact. All of these 7 C’s result in social change.
However, social change does not occur if it relies on paternalism, assimilation, a perspective that other
communities are at a deficit, can be easily fixed, or by ignoring cultural differences. Social change cannot occur if
one group thinks they are in a position of power or by throwing money at the problem. Instead, individuals must
work towards fixing the root of the problem. As a team, they can make more people aware of the problems. This
can leave a lasting impact and hopefully cause a ripple effect of change.
Komives, S.R., Wagner, W., & Associates. (2009). Leadership for a better world: Understanding the social change
model of leadership development. San Francisco: Jossey-Bass.
48. Student will describe personal HDF 190 In HDF 190, my peer mentor group had to do a community service project that utilized the 7 C’s of the Social
application of the above theory (Astin Change Model of Leadership. For this project, my group and I decided to do a beach clean up at Green Hill Beach
et al) in South Kingston. Personally, I was conscious of myself, congruent, and committed to the cause. I was conscious
of myself because I was aware that my strength of positivity and my value of perseverance, which came to play
during this project. I had a positive attitude entering into this project, as we would be cleaning up the environment.
I was excited to make a difference in my own community. I persevered through this experience because it was
difficult to find a day and time when all eight of my group members and I were free. We changed the date at least
three times since we all had conflicting schedules. We finally decided on April 2, 2019. This ties in with
commitment since not only me but my entire group was committed to going on this day. We followed through on
our plan to cause social change by cleaning the beach. I was congruent with my beliefs because I did clean the
beach. The talk about doing the beach clean up turned into action. As a whole, our group worked extremely well
together. We all collaborated to clean the beach, each person picked up at least one piece of trash and was
present in the moment. We each took responsibility and accountability in cleaning the beach. For example, Katie,
Gianna, Xavi and I picked up a large piece of plastic that was stuck to a wooden pole. We all had the common
purpose of cleaning up the beach. We did not have controversy with civility though since we all agreed to the

beach clean up. No one in the group challenged doing a beach cleanup, however, if someone did have a different
plan we would have given them the opportunity to express their idea of what other project we could have done.
We will transition our group values to the societal value of citizenship when we give our group presentation on our
beach clean up experience. We will connect the beach clean up to the 7 C’s, educating others about their roles as
people who should keep the environment safe. This is just the start of spreading awareness of the problem of
littering. By educating others, it calls upon individuals to use the newly learned information. They could clean up
beaches and pick up trash as members of society This is part of the citizenship component because individuals
become a part of society with a responsibility to not litter. If no one litters, the root of the problem would be
effectively addressed. The social change my group made was bettering the beach environment. We were socially
responsible by making an impact on behalf of other people who want to enjoy the beach without seeing trash.
Komives, S.R., Wagner, W., & Associates. (2009). Leadership for a better world: Understanding the social change
model of leadership development. San Francisco: Jossey-Bass.
49. Students will demonstrate knowledge
of the “Leadership Identity
Development Model” by Komives et al
50. Students will describe personal
application of the above theory.
(Komives et al)
51. Students will demonstrate knowledge
of the Strengths-Development Model
by Hulme et al
application of the above theory (Hulme
et al)
53. Student will demonstrate knowledge of Personal Research For personal research, I learned about the studies done on behavioral leadership theory by Michigan and Ohio
behavior theories of leadership from State. Ohio State posited that there are “two dimensions of managerial behavior,” that leaders have when
Michigan and Ohio State interacting with the people beneath them on the power structure. One dimension is consideration. A leader’s
consideration points to how caring and supportive the leader is towards others. The other dimension is initiating.
This dimension suggests how well a leader establishes and maintains roles, as well as the ability to accomplish
goals. The two dimensions of consideration and initiating are independent variables. For example, a leader could
have high on consideration and low on initiating (Komives, Lucas, McMahon, 2013), while others could be high or
low on both. Meanwhile, the University of Michigan studied different types of relationships that can be formed
between leaders and the group. The type of relationship can affect the group's ability to work together effectively.
Michigan indicates three behaviors that leaders can have: task-oriented behavior, relationship-oriented behavior,
and participative leadership (Komives, Lucas, McMahon, 2013). A leader that is task-oriented makes sure that the
group accomplishes its goal and things are running smoothly. Relationship-oriented behavior is related to the
connections that are formed between the leader and the group, as well as between group members. Lastly,
participative leadership gives group members an opportunity to contribute to important discussions that relate to
the group dynamic with leaders rather than being told what to do. To be an effective leader, a person’s behavior
should change based on the situation. Some criticisms of the two behavioral leadership theories are that they are
too broad and do not indicate which behaviors should be used in specific settings. Since human beings are
complex, each person will have a different reaction to a specific behavior. Therefore, a leader’s behavior in a
given situation does not automatically correlate with success. Furthermore, there are too many variables related
to group members, the environment, etc. to truly understand the complex relationship between leaders and group
members.
54. Student will describe personal Personal Research Senior Building Manager My leadership style follows the behavior leadership theories created by Michigan and Ohio State. As a Senior
application of the above theories Building Manager, I am a leader for the building managers and building manager trainees. Based on the Ohio
(Michigan & Ohio State) State study, I believe that I am high on consideration and medium on initiating. I care about the people that I work
with. I try to show them that I care in small ways. For example, last Easter I hosted an Easter egg hunt inside of
the Memorial Union for the building managers. This was a fun bonding experience for us and was a way to show
appreciation for everyone’s hard work during the semester. I relate this to my value of kindness and zest. When I
am training new building managers, I am supportive and always make sure to patiently answer trainee’s
questions. As such, I am high on the consideration dimension. I give myself a lower score on initiating because
there are times when we do not complete our goals and our job feels pointless, especially during the summer and
COVID-19 precautions. During the summer, there are not many people in the building besides the staff.
Therefore, there is a lot of downtime that is misused. Personally, I have done homework and watched videos
during downtime at work even though I could have cleaned the office or started a new project. As a leader, this is
setting a bad example for the other building managers. However, I am still relatively responsible and follow
through on job tasks.
Furthermore, I am a resource for other building managers. Sometimes building managers on shift will call or text
me to ask questions when I am not working and because of my position, it is my responsibility to help them
through the issue. Depending on different situations, I have task-oriented behavior and relationship-oriented
behavior. I am still working on participative leadership. When I am given a specific task, I am extremely
task-oriented. Due to my achiever strength, if I start a project, I aim to complete it. Just recently, I helped move
furniture in the Union to make it a more welcoming place. Since some of the COVID-19 restrictions have been
lifted, we have transformed most of the spaces in the Memorial Union to be relaxing. As of last week, this project
has been completed. When I am helping train new building managers, I try to stay on-task and go through the
training list with them. After they have completed the training list, I give them a test to see if they remember all of
the things they have learned. During training week, I typically work double-shifts to give the trainees extra support
as they are learning to open and close the building. As stated above, I try to build connections with other building
managers. It can be easier to address a problem with other building managers if there is already a relationship.
When I was a building manager trainee, I forgot to complete a large setup in the ballroom. I forgot to tell the next
person on shift, so they quickly had to finish the setup as the event was starting. My co-worker was upset but we
were able to effectively solve the problem together and I learned about the importance of communication between
building managers. Participative leadership is something that I am struggling with. However, I think that I am
getting better. When I train new people, I have a system that I follow. The system that I learned was taught to me
by a former building manager and makes sense based on my thought-process. Recently, I was watching a new
trainee close the building, but she was trained by someone else. She had a different process of closing the
building than me, which frustrated me because it did not make sense. People could still come into the building if
she closed the third floor before the first floor. I tried to give her advice and explain why she should do it a different
way. However, she reassured me that she knew what she was doing. Perhaps, I need to be more open-minded to
new ideas and listen to other people. Although there are many factors that indicate effective or ineffective
behavior, I think that I am a successful leader. As a Senior Building Manager, I try to lead by example through my
behavior. I am a caring, hard-working, and understanding leader.
Charismatic leadership
contingency approach to leadership by
Fiedler

(Fiedler)
Path-Goal theory by House
(House)
Leader Member Exchange (LMX)
theory by Dansereau, Graen & Haga;
Graen & Cashman; Graen
(Dansereau, Graen & Haga; Graen &
Cashman; Graen)
Leadership Substitutes Theory
Models of leader emergence
66. Student will describe the impact of
traits on leadership emergence and
performance
Chaos approach to leadership by
Wheatley
(Wheatley)
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
Experiences
69. Student will demonstrate how cultural
anthropology / paradigms relate to
leadership
example of using cultural
anthropology / paradigms as a leader
71. Student will demonstrate knowledge HDF 291 In HDF 291, I learned about Harro’s Cycles of Socialization. At the beginning of the cycle, a child is born into the
of the “Cycles of Socialization” (Harro) world that is already oppressive. Children are born innocent but are brought into a biased and prejudiced world
theory and its uses in leadership that has a preconceived history of oppression. The first stage of socialization is taught to children by their
parents or other people they love and trust. At this stage, children learn societal norms and what their role
should be. Parents will place expectations on their children and scold them if they start to behave in ways
outside of the traditional social norm. In this way, children become confused and feel guilty about expressing
themselves. Next, there are institutional and cultural forms of socialization that reinforce messages about
traditional social norms. Children quickly learn what is expected of them. Institutions and culture reaffirm who
should have power and make important decisions. Institutions include “education, religion, medicine, law,
criminal justice, government” (Harro, 2004). Meanwhile, culture is defined as the media, language, and holidays.
Children receive these messages either consciously or unconsciously. The next stage of the Cycle of
Socialization is enforcement. People are rewarded or punished depending on how well they conform to tradition.
People who do not conform are often discriminated against, are persecuted, and stigmatized. The result of the
cycle of socialization is a negative outcome for everyone. There are feelings of “dissonance, silence, stress…
inequality, anger, guilt, hate” (Harro, 2004). This is a vision of a struggle of power and oppression in the future.
The cycle continues when people do nothing and allow this toxic behavior to continue. People choose to be
subordinate to the society they live in, not willing to question social norms or reanalyze the things they were
taught. At the core of this cycle of socialization is ignorance, insecurity, fear, and obliviousness (Harro, 2004).
People perpetuate the cycle of socialization with their own children. To break the cycle, people need to question
the system they were born into and speak out about the inequities that they see in society.
Harro, B. (2004). Cycle of Socialization. https://depts.washington.edu/geograph/diversity/HarroCofS.pdf.

72. Students will demonstrate personal HDF 291 HPR 316 I was born into a world that already had negative stereotypes and prejudices against me. As a young, adopted,
application of the “Cycles of Asian female, I have several identities that are oppressed in American society. However, even before I was
Socialization” (Harro) adopted and brought home to America, I faced a powerful set of Chinese societal norms that could have been
the reason for my abandonment. In 2000, when I was born, the Chinese government upheld a one-child policy
that allowed common people to only have one child per household. Because of this policy and traditional
Chinese gender norms, Chinese parents favored male children. As a result, there was a prejudice against
female children by Chinese parents and society, which often led to their abandonment. Therefore, quite literally, I
experienced the Chinese traditions and history of oppression against females the minute I was born. Next, my
American parents taught me the social norms of American society. They taught me how to behave, what to
believe in, and set expectations that I was a “good girl.” When I was in elementary school, I despised wearing
dresses and tights because I lacked the freedom to be comfortable and run around at recess. I remember that I
bargained with my mother, who loved to dress me up, that I would wear one dress a week if I could dress in
jeans or shorts for the other four school days. I did not understand why she wanted me to wear a dress if I did
not want to, but now I understand that it is an expected gender norm for girls to wear dresses. As a child, I was
quiet, shy, and timid because that was what I was taught as a kid by my parents. Based on traditional societal
norms, girls are supposed to act this way while boys are taught to be loud and powerful. In HPR 316, I analyzed
the institutional and cultural norms of socialization. There are so many messages about societal norms that I had
not thought about before. For example, from grade K-12, I have only had 6 male teachers. Unconsciously, this
shows that women are expected to go into the teaching field while men are not. The same expectations go for
nursing, social work, and secretary jobs. Meanwhile, men are encouraged to go into construction, engineering,
government, law, or, business careers. While these expectations are starting to change, there is still a long way
before we reach equality in certain professions. I thought about the role that American culture has on people.
For our final in HPR 316, we had to analyze power dynamics, racism, diversity, stigma, and bias in a half an hour
television episode. I chose to watch an episode of iCarly called “iMake Sam Girlier,” which is a show I watched
as a teenager. I wanted to see what sublime messages I received from the media I was exposed to as a child,
and how that may have perpetuated the gender norms and unconscious bias I have today. First, all three of the
main characters in iCarly are white. Sam comes from a lower-class background and is prone to violence. In the
iCarly episode, Carly teaches Sam to be more feminine. Sam wears a skirt, high heels, and makeup, causing
everyone to pay attention to her. This is a form of objectification because people are staring at Sam because of
her looks and not her personality. Sam’s crush asks her out on a date after she changes her appearance.

Furthermore, in this specific episode of iCarly, there is a bully named Jocelyn. Jocelyn is a tall black female who
is angry, rude, and violent. At one point, Jocelyn is bullying a student. The student asks for someone to “call the
police,” which not only reinforced negative stereotypes about black women, but also alludes to racial profiling. By
casting a young black female to play an aggressive bully, the entertainment industry is reinforcing society’s
negative view toward this stigmatized status. This episode of iCarly reproduces cultural stereotypes and implicit
bias with the casing choices, writing style, and portal of gender. I was taught these negative messages as a
child, perpetuating harmful societal norms and implicit bias. The messages that I was taught to follow are
enforced by my family, friends, and society. In school, there was a dress code that students could not wear
spaghetti strap tank tops and shorts had to be longer than the length of the fingertips. If female students did not
follow these regulations, they were sent to the principal's office. When I came out as bisexual to my mother, her
immediate response was that I “should not tell other people.” She was enforcing hetronomative ideals on me
because that is what she was taught. She also did not want other people to stigmatize me because of my sexual
orientation. In American society, I think that there is dissonance, stress, and anger over the inequity and
discrimination that has existed for centuries. During the COVID-19 pandemic, I was personally discriminated
against because of my Chinese race and the alleged origins of the COVID-19 virus. Currently, I believe that I am
continuing the cycle while also attempting to challenge the system that I grew up in. The implicit bias that I have
will not change overnight and is something that I continuously need to change through education and being
open-minded. However, I think by taking classes such as HDF 291 and HPR 316, I am making strides in
changing my worldview and becoming an ally.
Farrow, J., Schneider, D. (Writer), & Christiansen, R. (Director). (2009). iMake Sam Girlier [Television series
episode]. In Nickelodeon, iCarly. Los Angeles, CA: Sunset Bronson Studio.
73. Student will demonstrate knowledge
of the “Cycles of Liberation” (Harro)
theory and its uses in leadership
74. Student will demonstrate personal
application of the “Cycles of
Liberation” (Harro)
of the “Configuration of Power”
(Franklin) and its relationship to
leadership
application of the “Configuration of
Power” (Franklin)
of racial identity development (Cross
& Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)
application of model(s) of racial
identity development above
of 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
of 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 HPR 316 In HPR 316, I learned about McIntosh’s theory of privilege. Privilege is the advantages, preferences, and
of McIntosh’s theory of privilege and conveniences in life that are given to some statuses over others (Rosenblum & Travis, 2016). The advantages
its relationship to leadership are unearned and based on a person’s identities. The people who have these privileges are often oblivious to
the hardships that people with different statuses may face. People are also unaware of their own privileges since
their statuses might not be disadvantaged. In American society, able-bodied, white, heterosexual men are the
most privileged because they have the most power and make the most decisions that shape societal norms. In
general, privileges make life easier for people. McIntosh developed the theory of privilege because, in her
women’s studies courses, she found that although men could admit that women were underprivileged, they
could not see how they were privileged. In addition, McIntosh discussed white privilege as an “invisible
knapsack,” that makes life easier for white people (McIntosh, 1989). Being white in America is a privilege that
grants safety and security. For example, it is assumed that white people are less dangerous compared to other
races. Authority figures often racially profile blacks and Latinos for crimes compared to white people. It is
assumed that white people are less of a violent threat than blacks. In recent years, it seems like this statistic is
starting to decrease though. White people do not face as many barriers when finding places to rent or live and
white people can easily find toys and dolls that represent their culture and race. In school, white children learn
more about their race and it is shaped in a positive light compared to children of different races. Assumptions
about white privilege are unconsciously taught to white children, who will remain oblivious to their privilege and
continue the cycle unless it is discussed with them. Privilege is not exclusive to one aspect of a person’s identity.
A person can be underprivileged in one aspect of their life, but also privileged in another. For example, a white
male who has a disability is privileged as someone who is white and male but underprivileged because of his
disability. As a leader, it is important to think about one’s own privileges and how these privileges might affect the
way the leader interacts with the people they are working with. A leader should also assess a group’s privileges
or lack thereof. Leaders should be allies towards underprivileged groups and facilitate difficult conversations
between group members about races, diversity, oppression, and privilege. Hopefully, the leader will help the
group become more understanding of the diverse backgrounds of the people in the organization and how certain
backgrounds and privileges shape the productivity, relationships, and collaboration within the group.
McIntosh, P. (1989). White Privilege: Unpacking the Invisible Knapsack. Peace and
Freedom.https://psychology.umbc.edu/files/2016/10/White-Privilege_McIntosh-1989.pdf
Rosenblum, K., Travis, T. (2016). The Meaning of Difference American Constructions of Race and Ethnicity, Sex
and Gender, Social Class, Sexuality, and Disability. New York: McGraw Hill Education.
84. Student will demonstrate personal HPR 316 As an adopted Chinese woman raised by white parents, I tend to think more about the ways that I am privileged
application of McIntosh’s theory more often than the average person. I am more thankful for the statuses that I hold due to the circumstances of
my life and the way it could have turned out if I was not adopted. For example, when I tell people that I was
adopted from China, they almost always say something along the lines of “wow, you’re so lucky.” Even though
they are probably correct, given the types of developmental and physical problems that many Chinese orphans
can develop due to the poor living standards in Chinese orphanages, it still makes me feel uncomfortable to hear
and think about. Being adopted and growing up in the US was not something that I chose, but a privilege. The
intersectionality of my master statuses, which make up my identity, work to privilege and underprivileged me,
and sometimes both at the same time. Based on my life experiences, I have seen how social class can shape a
person’s life and either grant them privileges or disadvantages. As a child, my family and I would have been
considered upper-middle class. We lived in a large white house in a primarily white neighborhood that had a
reputable school system. I attended expensive weekly horseback riding lessons and every summer we would go
on vacation to Disneyland or another far-off destination. At this point in time, I was extremely privileged and
entitled because of my socioeconomic status. Entitlement is the expectation that someone should be treated
better or more worthy, whether that be respect, protection, or acknowledgment, based on their statuses rather
than their personality or achievements. I took all of these things, as well as access to a good education and
health care, for granted. I was unaware of the advantages that my parents' income gave me. When I was 7
years old, my parents got divorced. My dad moved away while my mother and I lived in my childhood home.
Although I was still a part of the middle-class, money became much tighter. My mom and I could no longer afford
luxuries such as going out to eat or going on vacation. Several years later, my mother confessed to me that she
used all of her mother’s inheritance money to afford the house mortgage and pay some bills since her income
alone was not enough. When I was in my junior year of high school, my parents sold our house and my mom
rented a condo for us to live in. However, at school, I could pass as being from a higher social class than I
actually was. I did this by showing pictures of my old house and wearing name-brand clothing (which I bought
from a thrift store). it was easier for me to “pass” as someone from a higher social class since a majority of my
classmates had middle-upper class backgrounds. I decided not to express my discreditable status because I did
not want to be treated differently. Even though I transitioned into the lower end of the middle-class, I am still
substantially privileged compared to other people. For example, I have access to secondary education and the
opportunity to study abroad in China. This is something that some people may never have the chance to
experience due to their socioeconomic status.
Being an adopted Asain raised by white parents has given me insight into the privileges that are granted to
some groups of people but not to others. In my predominantly white town, my race is clearly marked status.
However, this master status has worked to both privilege and disadvantage depending on the situation. One
stereotype about Asians is that they are all smart. Therefore, when I walk into a classroom, I do not necessarily
have to prove that I am intelligent to my teachers and classmates. Throughout high school and college, this
assumed intelligence has given me a competitive advantage over other students, especially in terms of grades.
During my senior year in high school, we all had to complete a research paper that was graded anonymously.
Surprisingly, I was given an 85, which was unusual considering that I typically received 95-100 on all of my other
assignments in my classes. Therefore, I believe that an assumed intelligence due to my race, as well as
favoritism in the classroom, were major contributing factors to the success of my high school career. It is a
privilege to be considered smart and not have to constantly prove it. At the same time, my stigmatized Asian
status is often used to stereotype me, discount my accomplishments, and cause me to be underprivileged. I
currently have a 4.0 GPA at URI. Sometimes when I tell people this, they say, “of course you do, you’re Asian.”
Nevertheless, I have worked extremely hard to attain my grades, which has nothing to do with my race. This can
be extremely frustrating at times as it diminishes my effort and capabilities into a stereotype, rather than my
talents as an individual. However, sometimes I almost agree with their statement because of the double
consciousness that I have. Double consciousness is the perception of one’s self from the prominent group in
society who typically are not stigmatized. Since I was raised in an environment to see things from white people’s
perspectives, a small irrational part of my unconscious bias understands what they mean when they say I am a
specific way “because I am Asian.” The stereotypes and social construction regarding Asians and other

stigmatized groups are so culturally ingrained into our society that it is difficult to disagree with the
unstigmatized, unmarked “mainstream" people.
It has become even necessary to acknowledge the privileges that each individual does and does not have.
However, one major problem that exists in American society is the inability or unwillingness to admit privileges
that we have. If people are never exposed to the struggles the underprivileged people experience, it is more
difficult for them to acknowledge their own privileges. As a leader, I need to be aware of the advantages and
disadvantages that are granted to me based on my multiple statuses. Then, through my values of fairness,
judgment, and kindness, I should use this knowledge to educate other people about privilege and be an ally to
people who are often disadvantaged in society. In this way, I can minimize inequities and make the US a better
and safer place for people to live in.
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
examples of being a change agent
89 Student will demonstrate knowledge HDF 413 In HDF 413 I learned about the Model of Intercultural Sensitivity. In order to be a good leader, one must
of the “Model of Intercultural understand, appreciate, and actively promote openness towards different cultures and multiculturalism. The
Sensitivity” by Bennett and its uses in Model of Intercultural Sensitivity explains this using six stages, moving from a stage of monoculturalism to a
leadership stage of understanding one’s self as a cultural being living in a diverse, multicultural world. The first stage of the
model is “denial of difference,” meaning that the person does not understand that, nor can appreciate that
different cultures exist, unless it is blatantly obvious. People in this stage may not be able to analyze their own
culture and how it affects their way of thinking and the society that they live in. One example of this is believing
that everyone should speak the same language. The next stage is “defense against difference.” In this stage, the
person creates a barrier between themselves and different groups of people, creating a dichotomy between an
“us” and “them.” These people may also believe that their own culture is superior to others and create negative
stereotypes that further draws a line of division between the two cultures. There is also a “reversal” component
to this stage. This is when a person will praise other cultures by criticizing their own culture, but still not being
culturally sensitive. The third stage of the model is “minimization of difference.” During the minimization stage, a
person has started to understand intercultural sensitivity.These people believe that regardless of culture,
everyone is the same because we are all biologically human that have feelings and emotions. Although this may
seem like a good thing, the person uses this principle to avoid understanding and appreciating different cultures
which diminishes the importances of multiculturalism. A person in this stage may feel that they can understand
everyone, no matter the culture, just by being human. The fourth stage of the model is “acceptance of
difference.” When people enter this stage, they start to see how culture affects the world and people’s beliefs
and values. They start to see that different cultures are a positive thing in different contexts, even if they don’t
necessarily agree with certain cultural practices. In this stage, people become more aware of culture sensitivity.
The next stage is “adaptation to differences,” in which people begin to actively change their behavior to match
that of the culture they are working with in order to effectively communicate with people from a different culture.
By adapting one’s own behavior, they are starting to accept and understand the importance and significance of
cultures other than their own. Another main component of this stage is intercultural empathy, which is the ability
to empathize with someone based on their culture and life experiences, rather than just one’s own. The sixth
and final stage of the model is called “integration of difference.” In this stage, the person truly works to be
bicultural or multicultural. The person constantly works to become a fully culturally competent member of a
society that they were not originally from or even become their primary culture. The person may never truly feel
like they belong to that culture, but are adapting and drawing on many different cultural views to understand
situations.
who want to make a difference. San Francisco: Jossey-Bass
Bennett, Milton J. (rev. 2011). A developmental model of Intercultural Sensitivity. Retrieved from IDRInstitute
website http://www.idrinstitute.org (pdf).
90. Students will demonstrate personal HDF 413 Growing up in hometown I have personally gone through several stages in the Model of Intercultural Sensitivity. As a child, I grew up in a
application of the “Model of Leadership Institute predominately white high school. The public school that I attended only had one African American teacher and
Intercultural Sensitivity” by Bennett APG 203 little diversity in students. As a teenager growing up in this environment, I experienced the through the first two
HDF 291 stages of the model. I was unable to recognize that other cultures exist and may experience the world differently
CHN 313 & 313 than I do because of the microcosm I lived in. In class, there always seemed to be an overhanging message that
America was superior to other countries, that the rich are better than the poor etc. I bought into these messages
without further examination of my own beliefs. This is an example of the defense against difference stages.
Although I wish I was not this ignorant as a child about the multicultural world we live in, I believe that this
experience has given new me the opportunity to truly grow to learn and appreciate diversity and culture. My first
experience in college was attending the Leadership Institute. During this three day leadership excursion, I was
exposed to new people who had backgrounds and experiences that were completely different from my own.
SInce this was the first time I went through an experience like this, I went through the minimization of the
difference stage of the model. I was able to recognize that no matter where we all came from, we were all
human beings with different stories to share. At this time, I was still not knowledgeable about different cultures
and experiences. I now realize how limiting this experience is because I could not truly understand other
people’s stories without knowing more about their background. It was not until I took APG 203 Cultural
Anthropology and HDF 291 that I moved into the stage of acceptance of difference. In APG 203, one of the
most impactful things that I learned about was the concept of “ethnocentrism.” Ethnocentrism is when a person
judges other cultures based on their own culture instead of the actual culture that the event or action is
happening. At this time, it was like a light switched on and I began to see the world through a new lense. I
started to be more aware of different cultures and how different actions should not be judged by American
culture. During one of my conversations with my friends they said how weird it was that someone in China ate a
bat.I told them that while Americans may think it is strange, it is because they are being ethnocentric and not
acknowledging that eating different foods from what Americans eat could be appropriate in other cultures. In
HDF 313 and 314, we started to examine China’s history and culture. We learned about the high speed train,
panda bear diplomacy,how older people randomly spit on the ground. Although this may have sounded odd to
my class and me, China’s culture is not the same as our culture, and should not be compared. At this point in
time, I felt that I had grown and learned so much about this topic compared to what I knew when I was younger.
Currently, I am working to achieve the adaptation to difference stage and eventually the integration of difference
stage. I plan to study abroad next year where I hope I gain the ability to adapt to the Chinese culture and
effectively communicate with the local people. Since I will be studying abroad for a year, I also hope to reach the

integration of difference stage where I make a sustained effort to become fully competent in the Chinese culture
so that I can utilize my knowledge of both Chinese culture and American culture to become a better more
effective leader. See Evidence #5
of the ally Action Continuum by Griffin
& Harro
92 Student will demonstrate personal

application of the Action Continuum by
Griffin & Harro
93. Student will show knowledge of the HDF 413 In HDF 413, I was introduced to the Multicultural Organizational Development Model created by Bailey Jackson
Multicultural Organizational and Rita Hardiman. The model has three main types of organizations with two stages under each main type of
Development Model (Jackson) organization. The first type of organization is monocultural organizations. The first stage of monocultural
organizations is exclusionary organizations. These orgs normally focus on a dominant’s power and privilege.
Membership is typically limited to a specific group of people, which can be harmful and dangerous to members
of other groups in discriminatory and exclusionary ways. The next stage is “the club” which also falls under
monocultural organizations. This group also holds power over other people who typically do not have power in
society. Only the dominant group’s culture is seen as the “right way.” The group functions as if there is only one
type of culture in which all policies and practices center around. Although there may be people in the group from
traditionally underrepresented groups, it is normally a type of tokenism and only allowed if the people exhibit
qualities and values relating to that of the dominant culture. The group may engage in some conversations
related to diversity and social justice but only to a certain extent, without challenging their own views. The next
main type of organization is non-discriminating organizations. Under this main organization type is the third
stage, the compliance organization. In this stage, organizations begin to address and remove the inherent
discrimination practices. The monocultural practices and missions may remain the same, but more diverse
groups of people are allowed to join the group. The fundamental idea of this stage is to be more open without
actually changing anything major within the structure of the organization. Tokenism is still a major piece of this
stage, since people from traditionally underrepresented groups in higher positions must assimilate to the
dominant group’s culture and should not challenge the way that things are done. Stage four is the affirming
organization stage. At this point, organizations make a commitment to eradicating discriminatory practices and
removing advantages that majority groups have. The organization will hire and promote more people from
traditionally underrepresented backgrounds while also providing them with support and career development.
Even though the group members have to assimilate to the organization’s culture, they also have the opportunity
to attend diversity awareness trainings. Finally, the last main category of organizations are multicultural
organizations. Stage five includes the redefining organizations. These organizations are transitioning into an
organization that focuses on valuing diversity rather than just being “non-discriminatory” or non-inclusive. During
this stage organizations ensure that everyone in the organization is thriving and working to their full abilities,
which will benefit the entire organization as a whole. The organization may question their values, practices,
mission, structure, etc and revise these things to make them more inclusive to everyone; working to make the
group a truly multicultural organization. Finally, the last stage of the model is the multicultural organization. The
mission, values, and organizational structure of the group will reflect all of the cultures working together
simultaneously. Leaders actively and consistently work to eradicate all forms of oppression in the organization.
Everyone in the group should feel safe to voice their opinions and be active members. Finally, this organization
will aim to reach out and apply this model to larger communities such as regionally, nationally or globally.
Jackson and Hardiman argue that the last stage may be an unachievable aspiration because groups need to
constantly be learning new things, analyzing their organizations, and implementing changes to become a true
multicultural organization.

Jackson, B. W. (2006). Theory and practice of multicultural organization development. In Jones, B. B. & Brazzel,
M. (Eds.), The NTL Handbook of Organization Development and Change (pps. 139-‐154). San Francisco, CA:
Pfeiffer.
Jackson, B. W., & Hardiman, R. (1994). Multicultural organization development. In E. Y. Cross, J. H. Katz, F. A.
Miller. & E. W. Seashore (Eds.), The promise of diversity: Over 40 voices discuss strategies for eliminating
discrimination in organizations (pp. 231-‐239). Arlington, VA: NTL Institute.
Jackson, B. W. and Holvino, E. V. (1988, Fall), Developing multicultural organizations, Journal of Religion and
Applied Behavioral Science (Association for Creative Change), 14-‐19.
94. Student will show personal application HDF 413 SOLC In SOLC, I have recognized the Multicultural Organizational Development Model in action. Based on
of the Multicultural Organizational HDF 291 conversations regarding diversity, activities directly linked to inclusionary practices, and the safe environment
Development Model (Jackson) created at every meeting, I believe that both SOLC and the CSLD are in stage 5 of the model, the redefining
organization. Based on my experience in the organization, they are a group that values and appreciates diversity
and new, different perspectives.The leaders of the group encourage active participation of all members, which
benefits both the individual and the organization as a whole. Although it was not as prevalent this semester
because of COVID-19, in prior years SOLC has worked with a variety of different groups to accomplish goals
such as defining values, teamwork skills, trust, etc. Even though I have not personally shadowed or facilitated
these types of activities, I have experienced inclusionary practices within the group itself. During the middle of
the Fall semester 2020, I had to quarantine for 14 days. Therefore, I could not attend in-person classes. Even
though I was not there physically, I still felt like a valued member of the group. There were facilitation activities
for people that participated online. Also, sometimes the online members and the in-person members were able
to collaborate together in the big group. SOLC has created a safe welcoming environment that I am happy to be
a part of. I want to continue to be an active member in the group and further promote full inclusion, acceptance,
and empowerment of all members.
Moving from a traditional classroom setting to HDF 291 classroom, I felt completely out of my element. My HDF
291 class was composed of amazing and powerful women of color. I believe that our class also highlighted
Jackson’s Multicultural Organizational Development Model, especially after our in-person retreat. At first, I think
that our class was in the affirming organization stage. We were not incredibly knowledgeable about
multiculturalism and diversity besides the fact that it plays a large role in our lives. In our class, we worked to
eliminate discrimination. On this first day of class, we worked together in groups to define racism and
discrimination. At first, I thought that reverse racism was a real thing, until I learned that it is not because racism
by definition is a majority group dominating a minority group. Also in the beginning of class, we were incredibly
supportive of one another, even when we may have disagreed with each other. This was a great environment to
go into, but we were able to transition into the fifth stage, the redefining organization, after the class retreat.
During the class retreat, we did an activity based on intersectionality and self reflection. There were signs on the
wall with words such as age, gender, socio-economic status, etc. Based on the statement that was said, we
would have to stand near the sign that we most strongly associated with. During this activity, my classmates and
I all shared parts of our story with one another. This made me truly appreciate the diverse world that I am a part
of. Everyone was willing to talk about sensitive issues because of the safe environment that we created. I talked
about how being adopted and having divorced parents has shaped my life and made me question different
aspects of who I am as a person and a leader. We did this activity again in HDF 413. Something that I really
appreciated in HDF 413 was the addition of the category “any other identity.” This option gave me the ability to
express my identity as someone who is adopted, which is not a typical identity but still a major part of who I am.
This one activity made me more aware of my surroundings and the multicultural world I live in. Everyday, I try to
carry out the messages that I learned from this activity. I try to create an atmosphere where people feel
comfortable to talk about important issues and ensure that everyone feels included and heard. See Evidence #6
Multicultural Change Intervention
Matrix (Pope)

96. Student will show personal application
of the Multicultural Change
Intervention Matrix
97. Student will create a personal code of HDF 190 Leadership Institute In HDF 190, I learned how to become a more inclusive leader through the Relational Leadership Model. One of
inclusive leadership HDF 413 the main components of Relational Leadership is being inclusive. Learning about inclusive leadership has
HDF 291 greatly influenced the way that I shape myself as a leader.Leadership Institute was the first place I learned about
the concept of inclusive leadership. During various conversations and challenge courses, every person was
given the opportunity to speak and participate in the activity. The peer mentors ensured that every person felt
validated and included in the conversation. My personal code of inclusive leadership is make sure that every
single person in a group feel important, validated, and heard. Another key element of inclusive leadership is
understanding that every person comes from a different background and has a unique story that has shaped
them to be who they are. We must respect these differences. A quote about inclusive leadership that has stuck
with me was one by Alison Jackson Fraiser who said “It’s not just about making sure people have a place at the
table, but making them feel welcome.” If someone feels unimportant or invalidated in a group, they will feel as
though their efforts and participation are irrelevant. In turn, the person will feel upset, disappointed,and
discouraged in continuing their participation.The person would be less apt to express the opinions or actively
participating in the group if they invisible. In HDF 190, the class highlights on inclusive leadership. Another key
component to inclusive leadership is active listening.This relates to the validation part of inclusive leadership.
Not only do we have to hear what the person is saying, but we must interpret it and ask for clarification if we do
not completely understand what the person means so that they feel included and that they are truly being heard.
For the Social Change Model group project that we had to in our small groups in HDF 190, each of us played an
important role. Together, my group and I did a beach clean up. We had to coordinate our schedules to ensure
every member could participate. If someone had a conflict with a specific day, we chose a different day because
we did not want to invalidate the conflict that that group member had. We understood that every person had
prior commitments and had to respect the different things that each member does. Finally, the project also had a
presentation and paper component. As individuals, we choose whether we wanted to do the paper or the
presentation based on what we believed our strengths were, which in turn benefited the entire group. We made
it fair by 4 people working on the presentation and 4 people writing the paper. Each person participated in the
final outcome of the project and felt heard by being able to choose which aspect of the project they wanted to
do.
Inclusion, diversity, and multiculturalism are an integral part of any organization. Before attending the University
of Rhode Island, I was unfamiliar with this type of inclusionary language and practices. Coming from a primarily
white town, I was not exposed to conversations involving multiculturalism or the importance of acknowledging
different diverse backgrounds. However, at URI I have taken a handful of classes, such as HDF 291 and HDF
413, that have given me the opportunity to have these meaningful discussions and expand my knowledge. For
example, in HDF 413, we learned about the Multicultural Organization Development model (MCOD). This model
has six main stages starting with the monocultural exclusionary stage and moving to the perhaps unattainable
multicultural stage (Jackson, 2006). As a leader and consultant, my goal will be to achieve the “redefining
organization stage” and continue working towards the multicultural stage. I will help groups create and revise
inclusionary policies, as well as pursue endless opportunities for learning more about effective inclusionary
practices as I started to in my HDF classes. Furthermore, based on Tuckman’s Stages of Small Group
Development model, I will first identify which of the 5 stages, forming, storming, norming, performing, and
adjourning, the group I am working with is at (Tuckman & Jensen, 1977). Then, based on which stage of the
Tuckman model the group is at, I will facilitate conversations to create a more equitable and welcoming
environment for everyone. For example, if a group is in the forming stage, they may not have enough trust
among group members to talk about issues such as barriers to inclusivity or how to work towards social change

within their group. Overall, as a leader and consultant, I currently strive to not only make sure that every person
in the organization has a voice, but also that they feel comfortable, safe and welcome to use it.
Komives, S. R., Lucas, N.,&McMahon, T. R. (2013). Exploring leadership: For college students who want to
make a difference. San Francisco: Jossey-Bass
Jackson, B. W. (2006). Theory and practice of multicultural organization development. In Jones, B. B. &
Brazzel, M. (Eds.), The NTL Handbook of Organization Development and Change (pps. 139-‐154). San
Francisco, CA: Pfeiffer.
Jackson, B. W., & Hardiman, R. (1994). Multicultural organization development. In E. Y. Cross, J. H. Katz, F. A.
Miller. & E. W. Seashore (Eds.), The promise of diversity: Over 40 voices discuss strategies for eliminating
discrimination in organizations (pp. 231-‐239). Arlington, VA: NTL Institute.
Jackson, B. W. and Holvino, E. V. (1988, Fall), Developing multicultural organizations, Journal of Religion and
Applied Behavioral Science (Association for Creative Change), 14-‐19.
Tuckman, B. (1965). Developmental sequence in small groups. Psychological Bulletin, 63(6), pp.384-399.
Outcome Category: Critical Thinking
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
98. Student will show knowledge of PHL 212 PHL 101 In my PHL 212 Ethics class and my PHL 101 Critical Thinking class, I learned how to construct valid
principles of critical thinking and arguments and think critically about ethical issues. In order to argue a valid argument, it must be the
fallacies (logic is used in this minor) case that if the premises (claims) are true then the conclusion is also true. An argument is not valid if
one of the premises is false and the conclusion true. To ensure that your argument is valid, you
should think of possible counterexamples to your claims. If you can come up with a counterexample,
then you should modify the premise that the counterexample disproves and make it stronger. The
fundamental principle of critical thinking is that you should not accept a statement as true without
good reason. According to philosophical critical thinking, we must suspend our judgements until we
have definitive evidence to prove our claims. Fallacies are mistaken beliefs, or bad arguments.The
most common fallacies are begging the question, equivocation, appealing to authority, the slippery
slope, appeal to the person, and hasty generalizations. Begging the question is when someone uses
a statement as both a premise and a conclusion. Equivocation is assigning two different meanings to
the same term, like done in puns. Appeal to authority is when we believe something because we
believe that person is an expert even if they are not. The slippery slope argument is when one action
will lead to another wrong action so the first action should not be done to begin with. Appealing to the
person is when we reject a claim based on the person making the claim instead of the argument
itself. Hasty generalizations are when we make conclusions about a group of people based on an
undersized representative group. As children, we are often raised to believe several fallacies based
on various factors including our parents beliefs and the society we live in. On the first day of my PHL
212 Ethics class, we debated whether eating dogs is morally wrong or not. This made every individual
in the room to think critically and acknowledge fallacies that we may hold based on our own culture.
The argument was that in our society, we see dogs as a pet rather than meat. However, other
countries and cultures see dogs as a meat as we see cows and pigs as meat. The argument could be
made that in India, cows are seen as a sacred animal that should not be eaten like American society
believes dogs should not be eaten.This is part of a metaethical theory called cultural relativism
whereas something is morally right if a culture determines it is right. In my PHL 101 Critical Thinking
class we further broke down the process of constructing valid arguments. We created truth tables
which help determine the validity of an argument by laying out when premises are true or false. If it is
the case that all of the premises are true, but the conclusion false, then the argument would be invalid
and therefore disproven. For example, we read an article that argued against Affirmative Action.
Whereas the first premise was: If it is wrong to discriminate against minority applicants, then it is
wrong to discriminate against majority applicants. Premise two is: It is wrong to discriminate against
minority applicants, so the conclusion is that it is wrong to discriminate against majority applicants.
According to truth table method, this argument is valid because if all of the premises are true then the
conclusion is true. Critical thinking and possible fallacies in our beliefs help shape my leadership style
by making me analyze and self-reflect on my judgement calls. If I encounter a problem as a leader, I
can think logically think about the situation and determine if the opposing side is making a valid
argument. See Evidence #7
Vaughn, L. (2008).Doing Ethics [PDF file]. Retrieved from

https://sakai.uri.edu/access/content/group/ffe26274-3a69-44a3-ae4a-07aa8fbe77ae/Readings%20_%
20Guides/Unit%201%20Readings%20_%20Guides/Evaluating%20Arguments.pdf
99. Student will demonstrate proficiency of PHL 212 CHN 112H In PHL 212 and APG 203, I increased my knowledge about critical thinking, which I applied in my
critical thinking APG 203 CHN 216H Chinese language classes and overall knowledge about Chinese culture. In PHL 212, I learned the
definition of critical thinking, whereas we should suspend our judgments until we have definitive
evidence to prove our claims. In APG 203, I learned about two important concepts that relate to
critical thinking and language learning. The first concept is hasty generalizations. Hasty
generalizations are basically stereotypes. People make an assumption about a specific group of
people based on the actions of a small group.Second is ethnocentrism. Ethnocentrism points to the
gelling that people have that their culture is better, correct, and superior to other cultures. When I first
started college, I was guilty of making hasty generalizations and being ethnocentric. In high school, I
did not learn about many other cultures, so I assumed that American culture was the best and that
any other culture was strange and weird. Partially, I attribute this to the American education system
and the way that American history was taught to me as a child. I also grew up in American culture,
which promotes certain world views and creates implicit bias. In addition to this, I was also extremely
privileged as a child and did not understand other cultures. Even though I am Chinese by birth, I was
enculturated into American culture by my white parents, American institutions, media, etc. I was
raised as if I were part of the majority rather than a minority. Now, through my values of judgment and
curiosity, I have started to question some of the things that I was taught as a child, as well as question
why things are the way they are. To relate this back to language learning, a person must be familiar
with the culture and history of the place that speaks the language. In Chinese class, I use my critical
thinking skills to become less ethnocentric and accept the new culture I am learning about. This is
also related to cultural relativism, a concept I learned in APG 203. According to Franz Boas, cultural
relativism explains that right and wrong are dependent on the culture and outside standards should
not be used to judge the behavior of a different society. To achieve cultural relativism, I must attempt
to suspend my judgment and try to see things in the view of other people’s standards. For example, in
CHN 112H, I learned that men should not wear green hats in China because it means that their
significant other is cheating on them. There was a student in male student in class that was wearing a
green hat, which made my Chinese professor laugh. We all asked why and she told us the cultural
significance. For the average American, this does not make sense. However, by using critical
thinking and understanding Chinese culture, you would know it is taboo. Similarly, people believe that
the COVID-19 virus originated when a Chinese person in Wuhan ate a bat from a wet market. I
remember that a lot of my classmates were disgusted that a person would eat a bat and that it was
simply wrong. However, I actually defended the person who ate the bat. Even though I personally
would not eat a bat, it is unfair to use American standards to judge the actions and behavior of people

living in China, a completely different society. In this way, I am critically thinking by challenging my
preconceived notions and using cultural relativism to prove my claim that eating a bat is not wrong
according to the Chinese culture. By understanding and respecting a different culture and using my
critical thinking skills, I can be a better leader in both America and China. See Evidence #14
Kottak, C. (2019). Cultural anthropology: appreciating cultural diversity. McGraw-Hill.

Vaughn, L. (2008).Doing Ethics [PDF file]. Retrieved from
https://sakai.uri.edu/access/content/group/ffe26274-3a69-44a3-ae4a-07aa8fbe77ae/Readings%20_%
20Guides/Unit%201%20Readings%20_%20Guides/Evaluating%20Arguments.pdf
metaphorical analysis to critically
analyze self and leadership situations
101. Student will demonstrate proficiency of
metaphorical analysis to critically
analyze self and leadership situations
102. Student will show knowledge of at least
five decision making methods
examples of having used five decision
making methods
104. Student will show knowledge of at least
five problem solving / conflict
management methods, as well as
understanding the roots of conflicts
examples of having used five problem
solving / conflict management
106. Student will demonstrate the ability
to synthesize multiple knowledge
perspectives (course work),
competencies (communication, writing,
information literacy or
mathematical/statistical skills) and
responsibilities (global, diversity &
inclusion or civic knowledge)
leadership that is used in crisis (i.e.,
James & Wooten; Garvin; Covey;
Frohman; Lalonde; Schoenberg; Joni;
Braden et al; etc.)
108. Student will describe examples of
leadership in crisis situations (i.e.,
application of James & Wooten; Garvin;
Covey; Frohman; Lalonde; Schoenberg;
Joni; Braden et al; etc.)

Outcome Category: Interpersonal and Organizational Concepts & Skills
Experiences
109. Student will demonstrate knowledge of HDF 190 In HDF 190, I learned about the key components to active listening. Active listening is based on encouragement,
active listening techniques restating basic ideas, reflecting feelings, clarifying statements, and summarizing the point being made.
Encouragement makes people feel more comfortable expressing their true feelings. To be encouraging, one must
use a positive tone of voice and not agree or disagree with the points being made. Rather, they must encourage
the person to speak their opinions. People can use phrases such as “I see, that’s interesting”, or “ I understand.”
This creates an environment that allows for the growth of conversation and projects interest. Next, the active
listener should restate the speaker’s ideas by saying “If I understand, your idea is,” or “in other words.” This
shows the speaker that you were listening to what they were saying while simultaneously allowing oneself to
ensure they are accurately understanding what the speaker means. The active listener then must reflect on the
speaker’s feelings. This is done with a short reply while allowing the person to explain their feelings given the
situation. You can say to the person “you feel that…” This demonstrates that you were listening and
understanding how that person feels. This is also a self-reflection period for the speaker, as it makes them
evaluate why they hold their feelings. Next the active listener should ask clarifying questions to get additional
information and evaluate the situation and frame their situation in a different perspective to explore all sides of the
problem. People could say “Can you clarify that” or “so in other words what you’re saying is….” Finally the active
listener should summarize what the speaker has said. To do this, they must restate, reflect and summarize the
main points. This connects all of the ideas and allows for review and updates of progress in the future.
Penn State University’s Center for Conflict Management. Mediation Handbook Training, 1990.
110. Student will describe examples of using HDF 190 Student Senate In HDF 190, I learned the value active listening has on every individual in every situation. During the FLITE Day
active listening skills Leadership Institute of Discovery, my small group and I made a value contract called the Tree of FLITE. This included active listening
CHN Tutor for beginner as a core value. I learned more about my peers that day. We had deep insightful conversations that was only
level Chinese made possible by the encouragement and respect we had for each other. If I were distracted or did not give my
Chinese Flagship classmates my full attention, we would not have grown as close. Also, during the retreat when we were in larger
Summer Tutor groups, such as debriefing the sticker activity or everyone coming together, it was important to pay attention to
who was speaking, as a means of mutual respect and to fully understand the intention of their words. For
example, during a large group discussion, one person stated that we should give people our full attention while
communicating with them and should not being looking at our phones as we often do in today’s society. At
Leadership Institute, we used active listening skills during the Breaking Boundaries activity. During this activity we
all sat in a circle with the lights off and had conversations about sensitive subject matters. We were not allowed to
use any electronics and the only person who could speak was the person holding the flashlight. This really
allowed us to understand each person and their personal stories. It forced us to focus on the speaker and
internalize what they were saying without any distractions. I believe that this is the moment where we all bonded
the most because it was also when we were most vulnerable. Active listening validates the members of a group.
This time allowed us to reflect on our own feelings. When the activity was done, we summarized the value that
deep conversations and active listening has in building long lasting relationships. Recently, I used my active
listening skills when dealing with a conflict in Student Senate. There was a miscommunication about the
allocation of funds for a certain organization. The last I heard of the conflict was when I was first sworn into my
position. I received an email where the organization voiced their confusion since they received d three different
sources of information of how to proceed forward to get the money on time. I arranged for a face-to-face meeting
the day I learned of the conflict (3/6/2019) and used my active listening skills to understand their situation and
accurately address their concerns. We then formed a plan of action based on the information that they had and I
could provide. Furthermore, we often ask for clarification in Senate so that we all know what is being talked about

and how we are interpreting the bills we are reading. Active listening made me better able to serve my
community. See Evidence #8
As a Chinese language tutor, I have become better at using active listening techniques. I have been a Chinese
language tutor for one year. First, I tutored students in beginner-level Chinese classes but was recently promoted
to tutor students in upper-level Chinese courses. There is normally a tutoring sheet that I use to help my students
review important vocabulary, grammar patterns, and content from the textbook. There is also a prompt that is
related to the chapter they are learning that simulates questions on the national speaking exam that they have at
the end of the year. During my tutoring sessions, I try to encourage my students through positivity and
reassurance. I believe that my strength of positivity and values of kindness and judgment help me do this. As
someone who also went through the same tutoring experience as my student, I remember feeling helpless when
my tutor would mock me for not knowing the language. I would be helpless lost and they would treat me like I was
dumb. Based on my own experience feeling this way, I try to listen to and understand the needs of my students
and answer their questions in a helpful manner instead of being condescending. Sometimes, the students have
to give a list or a summary in response to one of the oral prompts. To show my students that I am actively
listening to them, I recall their answers back to them. I do this for two reasons. The first is so that they remember
what they said and the second is so that I can evaluate whether their answers fit the question I am asking. In the
upper-level Chinese courses, some of the questions are worded weirdly, so students might not know how to
answer them. For example, a question might ask how a person got from “Place A” to “Place B” using directions,
but the student thinks that the question is asking what type of transportation the person used to get from “Place
A” to “Place B.” By recalling what they said, I can identify their mistake myself and then explain why their answer
was wrong. If necessary, I will also try to put the basic idea into a simpler example so that they can understand it
better. Then, I ask them to correct the mistake and try to answer the question again. Something that I could get
better at is reflecting feelings as an active listener. I have a tendency to want to fix problems and then quickly
move onto the next section. I think that I need to be more considerate to my students and see if they are ready to
move on instead of rushing through the tutoring sheet. I should also ask students what areas they feel confident
in and what areas they think are the hardest. Every student is different and learns differently. I think that I am
making some progress on reflecting feelings through nonverbal communication. If I see that my student’s face
looks really confused, even if they say everything is fine, I try to identify where they are having trouble. Then, I
use the textbook and my own examples to help them try to understand the word or phrase and how to use it in
the context of a sentence. Similarly, I ask my students to tell me which part is difficult when they look confused.
This way I can accommodate their learning to fit the problems that they are having. After each section of the
tutoring sheet, I ask my students if they have any questions. Personally, I know that I tend to forget my questions
by the end of the tutoring session, so asking after each section ensures that the information is still in their
short-term memory. When I tutor students in beginner-level Chinese, sometimes I have to ask my students to use
English to clarify the point they are trying to get across in Chinese. Then, I can help them translate the sentence
back into Chinese. Something else that I need to work on is summarizing points at the end of tutoring. Each
tutoring session lasts about half an hour.I run out of time to summarize the points that they learned in tutoring. If I
give them a quick summary of the important information from tutoring, it might help them recall what they learned
and help the information stick in long-term memory. In the future, I will try to implement this into my Chinese
tutoring sessions. Actively listening is necessary to be a good tutor. It will also show that I am respectful towards
my students and that I value their thoughts and opinions. In turn, this makes me a welcoming and understanding
leader that respects their followers.
Penn State University’s Center for Conflict Management. Mediation Handbook Training, 1990.
functions of group communication by
Hirokawa

application of functions of group
communication (Hirokawa)
techniques regarding giving and
accepting of feedback
114. Student will describe examples of giving HDF 413 SOLC In HDF 413, Omar Laguerre-Lewis and I co-facilitated a scavenger hunt activity during SOLC. We received
and accepting feedback. Senior Building Manager feedback both during and after the activity. During the co-facilitation, Robert Zenga, one of the HDF 413 peer
leaders, privately messaged me on Zoom. He said that the activity was running too long and that we should try to
end it soon since another group also had to facilitate an activity after us. Quickly after receiving this feedback, I
privately messaged Omar that we should wrap up the scavenger hunt on the ninth object instead of the original
tenth for time’s sake. We adapted to the situation based on the information that was given to us. When we
completed the activity, Omar and I received both positive and negative feedback. On the positive side, people
thought that the activity was creative and liked that it included people both in-person and online. There were two
pieces of constructive feedback that stuck with me. First, someone suggested that even if we say that an activity
is “challenge-by-choice,” we should still try to encourage everyone to participate. I think this is something that
everyone learned in SOLC that day because the following week the co-facilitators did just that. Personally, this
was something that I was not aware of beforehand, so it was definitely a useful tip to keep in mind. Another piece
of feedback that we received was that the room was too loud and it was difficult for people to hear each other. If I
had a chance to redo the scavenger hunt activity, I would have all the in-person people get into physical groups
instead of putting everyone in breakout rooms during the brainstorming session. Then, I would give each group a
laptop with the people online. One challenge of this is ensuring that the groups give time and space to people in
person and online, but the groups should try to adapt to the situation. During the debrief, I would ask the group
questions about whether this group formation worked or not. My classmates gave feedback in an encouraging
way. Even though there may have been missteps throughout the facilitation process, I felt empowered to try again
and analyze the positives and negatives of what happened. I can use the feedback that they gave me for this
facilitation activity and apply it to other situations.
In my senior-level student position at the Memorial Union, I am responsible for giving feedback to my co-workers.
When I am training new Building Managers, I try to be patient, understanding, and encouraging. First, my
supervisor and I go through a training checklist with the new hires. The checklist gives them a basic overview of
all of our job responsibilities and how to execute them. After they have formally been trained, I conduct several
tests to see they can do the job independently. The application tests display their knowledge of where to locate
equipment, how to set it up, and how to use it. It also tests their ability to use the camera software to save photos
and videos, locate files in the R-Drive, and fill out important documentation if there is a problem in the building.
Typically, I test building managers on how to properly set up the ballroom because it is more involved than any
other setup we have to do. One time, I was testing Zach, one of the new building managers, on setting up the
ballroom. I gave him a list of things to set up, but I did not interfere. He would ask me questions every now and
then about where things were. I would describe it to him, but I would not show it to him, because I thought this is
how he would learn best. When he said he was done, I provided him with feedback on what he did well and
where he could improve. Overall, he understood the general concepts of how to set up the ballroom, which made
me feel confident that he could do the job independently. However, he did miss a few items and asked some
questions that I thought he should know. I encouraged him by telling him he did a great job, but also provided
feedback on his performance. He seemed to sincerely take the advice, which felt rewarding. In addition to training
building managers, I will also give feedback to building managers if I notice that they forgot to do something or
“messed up.” For example, one time I realized that the room cards, which indicate the schedule for each meeting
room, from Tuesday were left in their slots on Wednesday. I texted the girl who was working the night before and
reminded her to do roomcards on her next closing shift. She acknowledged her mistake and explained that she
had simply forgotten. Even so, she was extremely apologetic and humbly accepted the feedback. In turn, I said

that it was not a huge issue but that I would rather remind her instead of making it into something bigger than it
was. As a Senior Building Manager, I have learned how to give constructive criticism that gets to the point but
does not personally attack the person. In HDF 413, I learned how to accept feedback to improve myself and the
activities that I am learning.
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
engaging in a Crucial Conversation
facilitation techniques
120. Student will demonstrate proficiency of HDF 413 URI 101 mentor In HDF 413, CSV 302, and being a URI 101 Mentor, I have effectively utilized facilitation techniques to guide
facilitation techniques CSV 302 groups in activities that foster teamwork, adaptability, and energy. Before taking HDF 413, I did not think that I
had ever facilitated an activity. However, upon further reflection, I realized that I have co-facilitated an activity in
CSV 302 and facilitated that same activity by myself in URI 101. I was in Richard Song’s section of CSV 302
during my sophomore year of college. He assigned us a group project related to involvement that required an
activity component. My group members and I facilitated an activity called “Snowball.” There was a bag with
crumpled up paper inside with a type of involvement on it. Everyone chose one piece of paper from the bag and
left it crumpled up. Then the students proceeded to have a snowball fight with the paper for 2 minutes. This was a
good energizer to get people excited for the presentation. After the snowball fight was over, we asked each
student to get one piece of paper and open it up. Instead of the traditional PPT presentation, we had students
read the involvement activity that was on their piece of paper and flipped to that portion of the slide to present.
Overall the activity went well, except that the student stood for the majority of the presentation because we did
not tell them when to sit down. I was responsible for making the snowballs and bringing them to class. I realized
that the number of “involvement snowballs” were not equal to the amount of students in the class. I made sure
that every person was included, I created several extra snowballs out of different colored paper so that those
students would have something to throw during the fight. After the snowball fight was over, we had every student
pair up with another person. This was to ensure that people without an “involvement snowball” still had the
opportunity to participate in the conversation after the activity and for partners to work together. A week after the
CSV 302 presentation, I did a similar activity with my URI 101 students. However, I altered the activity slightly to
fit the topic presentation of the week. This activity seemed to go well as students were energized and laughing.
The activity was also a useful way to get information across to students without the traditional lecture style of
teaching. I noticed that in both activities, it seemed to run longer than it should have, so in the future I would
either ask students less questions regarding the word they have on their paper or go over the presentation
quicker since they all had access to it. These two experiences were the first time I was actively leading an activity
and helped shape my future facilitation experience.
In HDF 413, I co-facilitated a scavenger hunt with Omar Laguerre-Lewis in SOLC. The scavenger hunt was
through Zoom incorporating people both in-person and online. People were split into two teams and had to find
the most objects off of a list within a given amount of time. Whichever team had the most points at the end won
the game. There were two point keepers and everyone else found objects. Omar and I created two positions for
the activity so that everyone had a role where they felt safe and comfortable to participate. Throughout the
activity, Omar and I had to adapt to situations that arose. Adaptability is an extremely important facilitation
technique because one cannot plan for everything that will happen. First, people forgot who was on their team.
An SOLC member suggested that everyone put their group number in front of their name to help people
remember. Not only is adaptability important to facilitation, but so is listening and addressing the needs of the
group being facilitated. Another instance of adaptability relates to timing. When the point keepers were adding
their totals, there was a moment of awkward silence. To quickly fill the silence I took advantage of it and proposed
debrief questions. One of the most impactful parts of the activity was the feedback that Omar and I recieved. I
appreciated the supportive comments and the constructive criticism, as it will help me become a better facilitator
in any activity I do in the future. See Evidence #9
de-briefing techniques
122. Student will demonstrate proficiency of HDF 413 I am currently still in the process of learning how to effectively de-brief an activity. I have actively participated in
de-briefing techniques several de-briefs in HDF classes and retreats. I have only performed my own de-brief twice in HDF 413 and
SOLC. In HDF 413, we had a group project about inclusion. The group project also included a facilitation activity.
People drew animals and categorized themselves based on where they thought they belonged. After the activity
was over we did an in-depth de-brief regarding why they chose the groups they did, if there was anyone who felt
left out, and why people didn’t form a big group where everyone belonged and was included. From this
experience, I learned the value of de-briefing. De-briefing is a way to link the activity with broader, more important
topics. A good de-brief will make people think about why an activity was chosen and how it relates to the goals or
values that a group is trying to accomplish. For example, this activity was trying to make people realize how it
feels to be excluded and directly connected to our group presentation. The only other time I have done a de-brief
was during my co-facilitation with Omar in SOLC.I think that this de-brief was less successful because our activity
ran too long. When we did the de-brief only one person responded to the questions that we posed. Next time, I
think I would make the activity shorter so that people are more engaged in the de-brief
portion of the conversation. The object of the SOLC facilitation was to have fun, so it was fine that there was not
as much participation as we would have liked. However, if this was an actual group that we were facilitating,I
would have made the activity shorter, since the de-brief plays a crucial role in personal reflection for the group
members and accomplishing the group’s overall goals.
framing based on psychology and its
use in group facilitation
124. Student will demonstrate proficiency of
framing based on psychology and its
use in group facilitation
125. Student will demonstrate knowledge the HDF 413 In HDF 413, I learned about Bolman and Deal’s four frames of organizations from a presentation given by
four frames of organizations, and the Melissa Camba-Kelsay. At its core, a frame is the set of ideas that a person has. In order to become a better
meaning of reframing by Bolman and leader, people need to reframe their original thoughts and beliefs in order to adapt to new situations and
Deal understand the people one is working with. There are four frames of organization: the structural frame, human
resource frame, political frame, and symbolic frame. The structural frame is based on management style and
completing set goals. The organization is like a factory, relying on coordination, specialization, and increased
efficiency. Problems can be solved through analysis and restructuring. . The human resource frame views the
structure of a group as a family and values the individual.This frame is based on the skills, attitudes, energies,
and commitment of the people working. If the people are not happy or are being exploited, not only are they
themselves suffering, but also the group as a whole is suffering. Individuals need to thrive. The political frame is
based on competition for power. Organizations are made up of coalitions of diverse individuals and interest
groups that are all competing for control. This model assumes that conflict will happen and creates different
strategies and tactics to address the problems. The competing stakeholders make goals and decisions using
bargaining, negotiation, and jockeying for position. The symbolic frame is much different than the previously
mentioned frames. This frame is based on culture and anthropology, disregarding all rationality. Culture is the
most important part of an organization and unites people around common values and believes. The most
important thing is not what is actually happening but the meaning behind it and what it signifies. Because people
interpret and experience things differently, each person may mean different things to different people within the
same group. Symbols offer direction and hope in times of uncertainty and stress. All of the frames can be used at
different times and in different situations to address the situation at had.
Bolman, L.G., & Deal, T.E. (2013). Reframing organizations: Artistry, choice & leadership. (5th ed). San
Francisco, CA; Jossey-Bass.
126. Student will describe personal HDF 413 Traditional classroom I can identify the four frames of organizations in four different areas of my life. The traditional classroom setting
application of organizational analysis setting that I have experienced in high school and sometimes in larger classes at URI is a good example of the structural
using the four frames of organizations, Building Manager frame. The teaching style in these classes are run as machines in a factory. The teacher stands at the front of the
and breaking the frame / reframing Student Senate classroom giving lectures to students. The students main goal is to pass the class and get a grade. When college
(Bolman and Deal) HDF 291 students start to take classes related to their major, their academic performance may increase and become more
efficient because they are more interested in their specific major. In some of my larger lecture classes such as
PSY 113 or ECN 202, the professor lectures and I am expected to do homework and complete exams based on
the lectures. If there is a problem or performance gap with the entire class, I can fill out the IDEA Student
Feedback sheet at the end of the semester. If the teachers analyze student’s feedback, they can restructure their
class to fit the needs of their future students. In the building manager position, I see the human resource frame.
My supervisor stresses to all of us that we are like a family. He sees us more than just student workers. He tries
to get to know us individually and see how we process the world. My supervisor also does his best to ensure that
his employees are happy. If there is a problem, he is the first person to try to remedy the situation and ensure that
it does not happen again. In this type of environment, I am able to thrive, grow, and develop. I feel extremely
comfortable bringing up issues at staff meetings if I recognize something wrong. I also try to ensure that my
co-workers feel comfortable so that they can thrive and develop as I have. This in turn makes our entire
organization more cohesive and successful. When I was a part of URI Student Senate, the organization was
based on the political frame. Many of the senators, including myself, were competing for power and control over
the organization. We all believed that we knew what the best decision was for the organization, but because we
all had different viewpoints and strategies to address the problems, it seems as if nothing productive ever got
done. When people tried to pass controversial bills on the URI Senate floor, senators would negotiate and
bargaining with one another to make sure their bill would pass. From this experience, I learned that I do not do
well in this environment. Competition tends to make me back away from a problem and I do not like to argue
about things that I do not strongly believe in. This is one of the reasons I am no longer a part of this organization.
Finally, I mostly saw the symbolic frame in HDF 291. Ironically, this is Melissa Camba-Kelsay favorite stage of the
model and she also taught this class. In HDF 291, I learned a lot about how diversity and culture influence the
world around me. This model stresses that culture is the most important part to any organization. In class we
examined a lot of important topics including women in the media, campus climate, body image, hair, and women
of color in leadership. Because everyone in the class came from different cultures and backgrounds, we all
interpreted these topics a little bit differently. Then we are able to share our different perspectives and learn from
one another. Something that I found the most interesting was our discussion on hair. I learned about the
exuberant amount of money that black women have to pay to meet society’s beauty standard of hair. I also added
that when I was little, strangers used to run their fingers through my hair because they thought it was so pretty,
but it would make me incredibly uncomfortable. In one single sentence, I changed the entire direction of the
conversation because the way I interpreted the topic conversations was different than what was traditionally
discussed in class. I think that these four frames of organization can help me understand more about myself and
determine what environments thrive in and which environments I shut down in.
organizing meetings / setting agendas /
and leading meetings

128. Student will describe personal Personal ACLU President During the Spring 2020 semester, I was the President of the URI ACLU Chapter. I was elected into this position
examples of organizing meetings / Research CHN 104 Tutor as a sophomore since the former president was studying abroad. I was responsible for organizing meetings,
setting agendas / leading meetings setting agendas, and leading the meetings with the help of the other e-board members. At the time, I felt
incredibly unprepared to lead the club. The former president gave me the username and passwords to the email
accounts and a quick summary of what he hoped we would accomplish in his absence. I was still given the
freedom to pursue my own projects, but it was difficult with such low membership and conflicting e-board. One of
the e-board members was in constant opposition to the rest of us, which made it difficult to present new ideas at
club meetings and make unanimous decisions. One of the first problems I ran into as the new president was
setting a meeting time. I sent out a “When2Meet” to the Facebook group chat and through email. At the end of
the week, only 4 people, including myself and the vice president, had filled out the possible schedule. I resent the
“When2Meet” and told people to fill it out by the end of the following week. At that point, about 7 people had filled
it out. I created a schedule based on this; meetings would be held every Tuesday from 5-6. However, I still
received backlash because it conflicted with the secretary’s schedule. Instead of changing the time, I simply
stated that this was the best time for everyone else and that I would take notes at the meeting if he could not
make it. Although it was frustrating, I needed to take charge and make a decision. Setting agendas for ACLU was
easier because I had ideas about what I wanted to accomplish, as well as ideas from the other e-board members.
For every meeting, I would create a list of talking points that I wanted to go over. During the first meeting, I
remember that we all introduced ourselves and talked about different projects we might want to pursue
throughout the semester. I wanted to create an interactive game about civil liberties that could be played with
students in the Union. Students could learn about their civil liberties and perhaps be interested to join ACLU. I
also hoped to collaborate with Brown University’s chapter of ACLU, which we had done the semester before. The
vice president proposed getting a member of the RI State ACLU to come to URI and give a speech about civil
liberties. Unfortunately, other members of the club did not offer any new ideas. I hoped to make the club focus on
the pursuits of the members rather than the e-board. I noticed that in the past, the club mostly revolved around
what the executive board wanted to do rather than what members wanted. However, I think that the club
members at the time would have preferred to be followers and execute the ideas of the e-board. During meetings,
I tried to stay on schedule by following the agendas that I created prior. Before each meeting, the secretary would
send out an email detailing what we went over the week before, what we would be doing at the next meeting, and
remind people when the meeting times were. Sometimes we had to cancel the meeting because only the e-board
showed up that week or we went through the agenda quickly. We got through roughly 6 weeks of meetings until
classes went online due to the COVID-19 pandemic. The club was already struggling before the pandemic, so it
was even more difficult to get attendance afterward. Most of the activities the club planned to do were in-person
and I was at a loss on how to adapt to the situation. I canceled most of the remaining meetings after discussions
with both the e-board members and other club members. I did feel bad that I did not try harder to conduct
meetings and find alternative things for the club to do, but I was also at a significant disadvantage because I did
not feel prepared to bear the responsibility of being president.
During the 2021 Summer semester, I taught a Chinese 104 class to two students. I was much more prepared to
set the agenda for these meetings, organize the meetings, and lead them than I was for ACLU. First, I contacted
the students through WhatsApp to introduce myself and discuss meeting times. Together, we decide on one
hour-long session a week on Wednesdays from 10 AM-11AM. Next, I created a daily schedule with learning
objectives and homework. I followed the format that my Chinese professors typically use, which is clear and easy
to read. At the top, I put links to the audiovisual materials for homework, the CHN 104 Quizlet classroom, and the
Zoom link and password. I thought that it was easier and more convenient for all of this stuff to be in one location.
The daily schedule also included the plan for each week, the powerpoints, and what homework needed to be
completed. Each week, they learned one lesson dialogue. In each lesson dialogue there were new vocabulary,
grammar patterns, and textbook conversations to learn. The schedule went from June 21, 2021-August 20, 2021,
reviewing a total of 10 dialogues. By setting up the schedule in advance, it was easy to follow since there was a
clear plan from the beginning. I knew exactly what lesson to teach based on the week and they knew exactly
what to study. Before each tutoring session, I would review the lesson dialogue powerpoints so that I could
effectively teach the information to my students. Sometimes, I would forget the meaning of a character or its
correct pronunciation. It was helpful to reteach myself the information before teaching it to others. During the
tutoring sessions, I would lead the meetings to facilitate learning. We reviewed the information from the chapter,
including the vocabulary, grammar patterns, and textbook conversations. I give my students a lot of credit
because they learned three days worth of Chinese in one hour of tutoring. At the end of each session, I would
ask them if they had any questions either about the subject matter, the homework, etc. I would also give them
reminders to complete their homework and other information that I thought was pertinent. At times, we did not
stick to the original schedule. Sometimes we change the tutoring day or time if there was a conflict. Additionally,
my professor requested that I finish tutoring by August 13 rather than the 20th; therefore I had to do two sessions
of tutoring the last two weeks to successfully finish teaching them the material by the 13th. However, by already
having an outline of how I wanted to organize the meetings, it was easier to adjust the class schedule. I believe
that my students were hardworking and really did learn the material over the summer. Based on my experiences,
I have learned from my past mistakes and now know how to effectively organize meetings, set agendas, and lead
effective meetings. Evidence #13
Parliamentary Procedure
techniques for working with difficult
people
examples of using techniques to work
effectively with difficult people
132. Student will show knowledge of the HDF 190 In HDF 190, I learned about Tuckman’s stages of group development. There are five main stages including
stages of group development forming, storming, norming, performing, and adjourning. The stages of forming and adjourning always occur
(Tuckman/Tuckman & Jensen, Bennis within a group. The storming, norming and performing stages can alternate. Sometimes groups will dissolve
or others) before they reach the storming, norming or performing stage. In the forming stage, the group members are first
entering into this new environment. Individuals do not know what to expect and do not yet know their roles. The
group does not have a common purpose and therefore are not committed to the team. Because people are so
unfamiliar with each other, there is a lack of trust. Next, the group enters the storming phase. Individuals start to
understand their roles and responsibilities to the group. Groups try new ideas as they get more comfortable with
each other. People see how much power they can obtain in the group because of high competition. Because of
this high competition, it is difficult to solve problems and creates a low team spirit. People start to have an agenda
and tweak the role of the team. In this environment, cliques form and make decisions for the group. Either people
are overactive or not active at all. The next stage the group moves into is Norming stage. The group starts
working together and has a greater appreciation, confidence, and trust in each other. The group comes to a
consensus on what the goal should be rather than hiding their agendas. Each member feels more committed to
the team and individuals take a more active role. This is the first sign that success is occurring.The next stage is
performing. This is the point where the team is working the most efficiently.The group knows what is expected
and what will happen, acting as a single being rather than separate individuals coming together. Team members
are motivated to work hard and put the needs of the team above their own individual needs. The team has pride,
openness, and support, fostering trust. The last stage is adjourning where the group self reflects. They review
what could have gone better and plan for a transition in the future.The group praises individuals for their hard
work. In conclusion, the group celebrates.
Tuckman, B. (1965). Developmental sequence in small groups. Psychological Bulletin, 63(6), pp.384-399.
133. Student will describe personal HDF 190 Experiencing college as In HDF 190, I applied learned the application of Tuckman’s stages of group development in my academic life. In
examples of group development in use a First-year student HDF 190, the class was split into four separate groups with one peer leader. My group had 8 people in it, Xavi,
HDF 413 Kristen, Gianna, Katie, Amanda, Eric, Ty, and me with Ray as our peer leader. When we first met, the group
(Tuckman/Tuckman & Jensen, Bennis entered the forming stage. We introduced ourselves to each other but did not really know why we were in the
or others). group. We did not have a common purpose to work towards and did not yet trust one another. Our group briefly
experienced the storming phase during the hula hoop/ card game in the ballroom before spring break.This was
one of the first times that the group worked together as a team. We began to understand our roles and
responsibility in the group, tried new ideas to accomplish the goal and modified the goal because of our dislike of
the activity. Instead of trying to get the hula hoops to look exactly the same as the model one, our goal was for
each person to participate and effectively communicate with us or other groups. We did not push for power or
form cliques because we knew we were would be more successful efficient if we worked together. There were
different levels of participation among group members depending on what goals that were trying to accomplish.
Some group members put in their full effort because they were trying to complete the task that was given to the,
while other group members did not participate as much because they were high for some people who wanted to
do the task and low for the people who had a different goal in mind since they did not understand or enjoy the
activity. Personally, tried to complete the task that was given to us by Allie and the Peer Leaders. However, when
my group members expressed their dislike for the activity and wanted to change the goals within our group, I was
more than happy to adapt to the situation. I began to see that sometimes there are smaller, more important goals
within groups than actually completing the task at hand. We had some team spirit, but it was not as high as
when we went through the norming and performing stages.The group entered the norming phase during the
Social Change Model group project. We were committed to doing a beach clean up. We successfully found a day
where none of us had conflicts, went to the beach, and filled several bags with trash. Each member contributed
resources to the project; some people drove us to the beach and others brought gloves and trash bags. We grew
to appreciate and trust our small group to complete the goal. Every single member of the group was motivated to
participate in the clean up, picking up at least two pieces of trash each. When we had to write the paper and give
the presentation about the beach clean up, we entered the performing stage. We were motivated to complete the
project. Each individual choose to write the paper or work on the presentation.There were no surprises who
chose which activity, based on our personalities. We were efficient because while we worked on our parts of the
project individually, inevitably we came together in the end to produce the final project. When we completed the
beach clean up, finished the paper and finally gave the presentation, we felt successful as a group. Without one
person, the group would not have been the same. We learned to support, trust, and work with one another.
Finally, we recently went through the adjourning phase on the last Thursday class (4/25/2019). We assessed our
progress as a group and reflected on our growth since the forming stage. We made paper plate awards to
recognize members for their contribution to the group. We celebrated “graduating” FLITE as a group. As a first
year student, I was in the forming stage when I first entered the college campus. I was not sure what my purpose
was, especially since I was an undeclared major. I was still getting to know other people on campus and did not
yet know who I could trust. As a few months passed, I entered the storming phase. I started to understand my
role on the college campus by joining several clubs and organizations. I was introduced to new ideas because I
was and became an active member in all of the clubs I joined, including Rotaract, URI Dems, SAA, and the
Dressage Team. I joined several cliques, which made me feel more comfortable on at such a large campus. By
second semester I entered the norming stage and performing stage. I felt more successful and motivated in my
clubs. During the second semester, I declared a major and was able to have a clear purpose in the URI
community. I saw myself as a passionate URI student, rather than an individual. I found people to trust on
campus who I could use as resources. Currently, as the end of first year quickly approaches, I am in the
adjourning phase. I have several final academic assessments. I am preparing for next fall semester as a
sophomore and celebrating the end of the first-year journey.
In HDF 413, I continued my application of Tuckman’s stages of group development. In HDF 413, we each had to
do a presentation. In the forming stage, the class divided themselves into their own groups of about four people. I
created a group with three other people, Cam, Catherine, and Taylor. Our group’s presentation topic was
inclusion. A few days after we established the group, I emailed them all so that we could create a phone group
chat and have a streamline form of communication. We decided together to meet on Friday to make a plan and
establish roles. We briefly went through the storming phase when we were trying to decide what our project
should look like and what roles each person would play. We did have a clear goal that we all wanted to achieve
and trusted one another due to the nature of the class we were taking together. It was not long before we entered
the norming stage by splitting up the rubric and deciding which parts we would cover. We all trusted one another
to do their parts because we all chose which part to do based on our strengths. A large part of this comes from
each of us knowing ourselves and being able to apply it to the group. For example, I know that my top three
Gallup strengths all fall under the analytical category, so doing research and learning about theories is where I
can best contribute to the group. Personally, I decided to do additional research outside of class about inclusion
because I find leadership theories extremely interesting. On the other hand, Taylor and Cam decided to work on
the facilitation activity together because it seemed to best fit their skills and level of creativity. We entered the
performing stage when we met the day before the presentation was due so that we could discuss how to present
it. I think that our group went back down to the storming stage at this point too because I learned that I had to
quarantine and could not present with them in person. At first, although it may have been mostly self-inflicted, I
did not feel like I was part of the group and did not know how to handle the problem. However, after talking it over
with my group members, they were extremely accommodating to my situation and we were able to move back
into the performing stage. During the presentation we were in the performing stage because we worked well
together. I was still able to contribute as an equal presenter even though I was online and the rest of my group
was in person. We finally ended the adjourning stage when we completed the presentation and looked at the
feedback together. We each got individual and group feedback. Even though this was a short-term group, we
were still able to experience all of the stages in Tuckman’s group development. I learned that you can go
between stages due to conflicts and may have to adapt to meet the new situation. In the end we were all proud of
one another for creating something together and successfully presenting it. See Evidence #10
134. Student will show knowledge of group HDF 413 In every group, people have different roles. There are two different kinds of roles that people can have, group
roles and how they contribute to group building roles and task roles While the group building roles focus on building relationships in the group, the task
dynamics (Johnson & Johnson; Benne roles focus on accomplishing a goal..There are also dysfunctional roles including special interest pleaders,
& Sheats; Knowles & Knowles; etc.) blockers, and clowns. These individuals negatively impact the group in a purposeful way. There are four different
types of group building roles. The first is the gatekeeper. This person ensures that everyone is included,
especially if someone has not contributed yet. The second is the encourager. This person welcomes everyone to
express their own ideas. They also ensure that everyone is included in the conversation. The third is the
mediator. If a conflict arises between group members, this person can manage the issue so that it does not inhibit
the group’s progress. The fourth role is the follower. These people, although quiet, are a vital part to the
organization. They are active listeners who support the group.There are five task roles: the information seeker,
opinion seeker, opinion giver, summarizer, and clarifier. The information seeker can identify whether the group
needs more factual information to continue the task. The opinion seeker identifies whether the group needs more
opinions, ideas, or insight to continue the task. The opinion giver shares their own perspective and ideas to
benefit the group. Other people in the group may be able to expand their ideas based on this person’s statement
or opinion. The summarizer concisely states other’s opinions or conversations for clarity. The clarifier expands on
others ideas and simplifies the definition of works so that everyone is on the same page. Knowing one’s group
roles is extremely important in regards to group dynamics. If a person can identify what roles they typically have
in groups, they know which roles need to be filled and which roles they need to adapt to working with. Overally,
every group role is equally important and provides balance within the group. It also gives people the opportunity
to play to their strengths and rely on others for areas where they may have a weakness.
135. Student will describe personal HDF 413 ACLU A person’s group roles can strongly correlate with their strengths and values. In many of the groups that I am in, I
examples of group roles and how they URI Amnesty often see my top five strengths, input, learner, intellection, positivity and achiever, come out, which influences my
contribute to group dynamics (Johnson International role in the group. I am currently the vice president for URI ACLU. In this position, I take on many of the

& Johnson; Benne & Sheats; Knowles responsibilities that other e-board members may not have time for or have not done. I take on the summarizer
& Knowles; etc.) role of the group because I often write the weekly emails that get sent out to all the group members informing
them that we have a meeting and what we are going to be discussing. I take the information that the president of
the group gives me and make it more clear and concise for other group members to understand what is
happening. This is related to my strength as an achiever because in order for the group to be successful, it is
important that everyone is on the same page. During the meeting, I often play the role of opinion seeker or
opinion giver. Towards the beginning of the semester, I always ask other group members if they have any topics
or campaigns that they want to address for the semester. THis correlates with my learner strength because I want
to know what other people think so that I can become more knowledgeable about my group member’s opinions,
viewpoints, etc. However, once everyone else has given their opinions, I often add my own input about the way I
see things and what we could do differently to improve the club. For example, I recently told the president that we
should start to discuss what the RI ACLU is doing in our meetings so that our group members feel more involved
and can talk more. It often feels that only the e-board members talk in meetings and that general group members
don’t play as large of a role as we would like. The roles that I play in URI ACLU are important for the success of
the club. In my roles, I try to make the club a more inclusive group so that everyone feels like they are a valued
member with a voice. The group may have some weaknesses, but I think that identifying group roles will help
shift the balance and make it more equal. Also, the people who play more active roles in the group, including
myself, should give other members more of an opportunity to participate. This fall semester (2020), I joined URI
Amnesty International. mIn this club, I challenged myself to be more of a follower than a leader. I attend every
meeting, actively listen, and support the group to the best of my ability even though I may not say much. This
could also relate to my achiever strength because my presence and support can help the club achieve its goals.
For example, every week there are new petitions to sign to defend different human rights that are being violated.
If I were to talk every time this was brought up, other people may not pay attention and not be aware of the
petition. Therefore, I learned in this position that followers are just as important as leaders. I also learned that I
can play more than just one different role in different clubs and in the same club. I believe that I adapt my role in
the group based on what is needed. This can positively influence group dynamics because it is important there
will always be different types of roles in the groups one is working with. If there is already an opinion seeker, I can
adapt and become an opinion giver.
effective memberships skills in groups
examples of membership skills in use
138. Student will show knowledge of the HDF 190 In HDF 190, I learned about the Challenge and Support theory by Sanford. This theory is based on student’s
Challenge and Support theory by interactions with their physical and social environment. Students go through three developmental stages, starting
Sanford, and its relationship to with readiness, moving to challenge and finally having support.The first stage is readiness, which is initiated by
organizations the individual. The individual student decides when they are ready to go through a change.This is based on their
maturity level and positive environmental factors. After going through the readiness stage, the student
experiences the challenge stage.This is the most important stage for developmental growth. There must be a
careful balance in the amount of challenge though. If there is much of a challenge, the student is more apt to give
up, become frustrated, or ignore the challenges so they do not have to face their problems. However, if the
student encounters too little of a challenge, they will feel safe and therefore unable grow and reach their full
potential. The amount of challenges a person can handle is dependent on the amount of support they have in
their environment, and their personal values. Support can be found in many places, especially on a campus
including peers, faculty, parents, friends, counselors, etc These people offer encouragement and are available to
listen and offer advice if needed.
Sanford, N. (1962). The American College. New York: Wiley.

Sanford, N. (1966). Self and Society: Social change and individual development. New York: Atherton.

139. Student will describe personal HDF 190 First year of college After learning about the Challenge and Support Theory by Sanford in my HDF 190 class, I was easily able to
examples of using the theory of experience apply it to my experience as a first-year college student. When I began my first-year at URI, I was ready for a
Challenge and Support (Sanford) UCS 270 change. I had grown tired of high school drama and was ready for the opportunity to be more independent. I had
Spring semester positive emotional support from my mother and friends to begin the next stage of my life. In college, I have
2020-Online Classes experienced many challenges including how to navigate campus, who to keep friendships with, and what clubs to
Chinese Capstone join. In the beginning, I had the right amount of challenges, where I felt myself developed as an individual. I
Abroad learned more about myself in a few short months than I had thought possible. However, at one point, I had
reached the point where I had too many challenges. As a first year, I joined a large number of clubs. I found it
extremely difficult to balance my curricular work with my clubs and organizations. I felt frustrated and wanted to
quit all of my clubs because of how overwhelmed I was. However, the following semester I reevaluated what
clubs I wanted to stay in and which clubs I wanted to drop so that I hopefully would not have as many challenges
in the future. I worked through these challenges with the support of my friends and family, who convinced me to
quit some clubs or organizations in the future so that I would have more free time for myself. In my USC 270
class: Academic and Career Development, I was ready to go through the process of finally choosing a major. This
class enabled me to learn more about my characteristics and personality. This course challenged me to think
about how my Myers-Briggs (16 Personalities) would apply to possible career options and what values I prioritize
in a career. I had to reach outside my comfort zone by forcing me to calling someone with a career that I was
interested in. Although I am an extroverted person, I was nervous about making the call because I did not know
how the person would respond or if they would be willing to help me. For me, there was just the right of The
challenges that allowed me to grow and develop without being so too challenged that I would was frustrated. I
had the support of my professor, Jake Clemens, and the person I interviewed, Megan Chen. Megan Chen is an
international adoption coordinator, but majored in journalism in her undergraduate degree. She had empathy for
and allowed me to interview her, giving me her support. Jake Clemens gives me both challenges and support. He
challenged me to apply to be a URI 101 mentor and supported me in a mandatory meeting we had at the end of
the year. In this meeting, he also gave me a challenge to intern at the State Department the summer I am a
junior, as it is only available for juniors. He supported what major I decided I wanted to declare and we analyzed
how International Studies and Diplomacy fits my personality, strengths and values.
To say the least, the past year has been a major challenge with so much uncertainty. In March 2020, the
COVID-19 virus was in the United States. This caused a national quarantine period and a shift to online classes
for Universities. At first, I was not ready for this major change. However, after two weeks of spring break, I
realized that I did not have a choice and had to prepare for online classes. Even though I was not thrilled by the
idea of having classes held online, I was excited to get back into a regular schedule and reconnect with my
classmates. At first, it was difficult getting used to the online format. Some teachers held class at regular times
while other teachers posted lectures for students to look at independently with assignments that were due
intermittent. All of my classes were different, which also made the experience overwhelming. Even so, reflecting
on the experience, I think that the challenge was hard but not impossible. I did not give up and persevered
through my classes. As class schedules changed and we received new deadlines for assignments, I quickly
edited my Google calendar. There were some days that I felt unmotivated, but it never interfered with my school
work. I was able to cope with the challenges of social distancing and online classes through my support system.
At the time, I lived with my mom who offered unconditional love and support. She gave me advice that motivated
me to keep going and get through my classes. I also had a strong group of friends that I could call and text. Most
of my friends are also college students and we were all going through the same thing together. It was nice to
have someone to talk to who understands what you are going through. Furthermore, my professors were
extremely understanding and accommodating. I was sick the week of midterms and had to reschedule three of
my exams. I was stressed out that I would not be able to make up the exams or that I would be unprepared. After
classes were moved online, I reached out to my professors to reschedule the makeup exams. One professor
counted my third exam twice, another professor gave me ample time to study and do the test in person, and the
last professor sent me the exam online and told me to hand it in by a deadline. I felt supported, which helped
calm my nerves. I ended up doing fine on all of the tests and received A’s in all of my Spring 2020 classes,
despite how difficult of a year it was.
My Chinese Capstone year abroad is echoing the challenges and uncertainties of the Spring 2020 semester. I
applied to my Capstone year abroad in January 2021. During winter break, I took extra Chinese classes to help
prepare me for the national language tests. We studied Chinese for 4 hours a day with 3 hours of homework. It
was quite overwhelming, especially after a long semester. I needed to score at least Advanced-Low proficiency
levels in reading, writing, speaking, and listening to Mandarin Chinese. I was unsure of myself but felt prepared to
take the test. I was supported by my Chinese professors, my family, and my friends. They encouraged me that I
worked hard for 2.5 years and that I could succeed. Thankfully, I passed all of my exams and was accepted into
National Yang-Ming University in Taiwan. We just learned that we are leaving for Taiwan in a month. From August
23, 2021- August 25, 2021, we had an orientation about classes and scheduling. Although I am ready for the
changes that are to come, I am worried that there will be too many challenges. First, we have to learn a new
system of Chinese characters. At URI, we are taught using simplified characters while Taiwan only uses
traditional characters (ex. 美国/美國). This will be a major growing pain at the start of classes in Taiwan.
Second, as of right now we are starting Chinese courses online. The time difference between Taipei and Rhode
Island is 12 hours. I almost missed the first day of orientation because it happened on Monday at 9 AM Taiwan
time, which is Sunday at 9 PM EST. I have to be more cognizant of the time difference when trying to schedule
things too. Finally, I am worried about adapting to living in Taiwan. I know that I will get homesick and fatigued
from being with people who speak a different language. At the same time, I feel like I am ready for this new
challenge and it will be a fun adventure where I will grow as a person. At least I know that I have the support of
my family, friends, therapist, classmates, and professors. They will offer me encouragement when I need it and
give me time and space to express how I am feeling.
construction / elements of informative
and persuasive speeches
141. Student will demonstrate proficiency in
informative and persuasive public
speaking
planning and conducting interviews (as
the interviewer)
143. Student will describe personal Personal Senior Building Manager One of my responsibilities as a Senior Building Manager is to conduct interviews with students interested in
examples of planning and conducting Research becoming building managers. The first time I helped with the interview process, I was still a regular building
interviews (as the interviewer) manager. I believe that my supervisor saw the potential in me to become a Senior Building Manager, and gave
me an opportunity to prove myself by allowing me to sit in on the interview. Now that I am a Senior Building
Manager, I feel an even greater responsibility to interview candidates and choose which ones I think will thrive the
best in the work environment that we have. Before the interview even begins, we read through the candidate’s job
application and cover letter. If the person sounds like they are a good fit for the building management staff, then
they are granted an interview. Typically my supervisor and Senior Building Managers, including myself, will
conduct the interview together. Even though this can be slightly intimidating, we try to create a relaxing and
reassuring environment. During the interview, I am polite and professional. First, we introduced ourselves and
then asked the candidate to do the same. We really try to understand the person themselves and who they are.
Next, we go through a list of questions related to the building manager’s job and how they might handle different
situations. The first question that we ask is “to your knowledge, what do you think the job responsibilities of a
building manager are?” Even though this seems like a simple question, it actually shows how much effort the
person puts into the interview and their attention to detail. Anyone who applies to be a building manager receives
a list of the job responsibilities, which they should read before the interview. Surprisingly, a large majority of the
candidates do not do this and do not answer this question completely. Another question that we ask involves a
series of hypothetical problems that all happen simultaneously. For example, there is a dog that is loose, a truck
is stuck in the loading dock, a silent alarm went off, and someone is asking for a keycard. We ask the person in
what order they would solve the problems. No matter what order they say, this question exemplifies the
candidate’s ability to multitask. As building managers, this is something that we constantly need to do, especially
during the evening shifts. One other question that always sticks out to people is “there is an older disheveled
gentleman who is in the showers in the Union and talking to himself as you are closing by yourself, what do you
do?” Some people respond that they would call the police while other people say that they would personally go
into the bathroom and ask the person to leave. This question tests the candidate’s ability to deal with a crisis
when they are working independently. We need to make sure that the person can assess a strange situation and
make a decision about what should be done. When the interview is done, we ask the candidate if they have any
questions about the job. One question that we received was, “what is your favorite part about working here.” My
response was that I like interacting with people in the building, you meet so many different people, from DJs to
professional staff to other students. When the interview is over, and the potential candidate leaves, my supervisor
will ask the Senior Building Manager’s opinions on the person and how well they would do in our job profession. I
typically fault people if they are not familiar with the job responsibilities or if I think they do not pay attention to
details.
The first person that I helped interview was named David. He seemed like a good fit based on his cover letter and
was highly recommended by another Senior Building Manager. He was majoring in finance and had experience in
customer service. At the time, the Building Managers were still responsible for doing accounting jobs such as
counting cash boxes and giving change. Therefore, David was given an interview. During the interview, David
was extremely professional. He wore a dress shirt, khakis, and dress shoes. He was more dressed up than I was.
When we asked him the question about the job responsibilities of a building manager, he gave almost every
correct answer. When I asked the question about the “disheveled gentleman in the shower,” I accidentally said
the word “devilish.” I was embarrassed because I had messed up, but everyone laughed and I learned from my
mistake. Since then, I have said the correct word. In response to the question, David said that he would either try
to go into the shower to tell the man to leave. However, iif that did not work he would call the police. I thought that
this was a very thorough response because he anticipated what might happen after he tried to address the
problem. When the interview was over, David thanked us and we all shook hands. We were all impressed by the
interview and the way that David answered our questions. Therefore, my supervisor offered him the job. The
following semester, David accepted the job and became my Building Manager Trainee. Since interviewing David
for the Building Manager job position, I have conducted several more interviews or have helped in the
interviewing process. During the Spring 2021 semester, my supervisor conducted the interviews by himself due to
social distancing guidelines. He recorded the interviews and asked the Senior Building Managers to watch the
videos and give our opinions on the candidates. I gave him an ordered list of who I liked based on their pros and
cons. Even though I did not directly conduct the interviews, I still played an important role in the decision-making
process.
144. Student will show knowledge of Personal URI Career Advisor In college, I have been given ample opportunities to interview for various positions. As such, I have learned
preparing for and effective answers in Research HDF 413 valuable information about preparing for interviews and how to effectively answer basic interview questions. The
interviews (as the interviewee) URI 101 Mentor first thing that I do when interviewing for a new job position is to research the company or organization that I am
Building Manager trying to join. I see if the organization’s purpose and values align with mine. For example, the purpose of
ESL TA DORCAS International is to provide immigrants, refugees, etc. with services that will help them adapt to living in
the United States. This is a cause that I strongly believe in and want to contribute to. Therefore, I applied for a
position to work there. The next thing that I do is review the job requirements and qualifications. I try to see if my
skills and personality will fit the job description or if I should consider another position. When I apply for jobs, I try
to cater my resume to the job that I am applying to. Even though I have a wide range of experiences, I only put
information on my resume that is relevant to the job description. I have even reached out to my URI Career

Advisor, Brandon Sousa, to set up meetings related to building my resume and writing cover letters. In HDF 413, I
learned how to write a cover letter. A cover letter should explain why you are a good fit for the company, relate
past experiences to the job position, and highlight your strengths. It should also use words and phrases from the
job description to show that you are qualified and understand the job responsibilities. Lastly, it should have a
lasting impression on the interviewers as to why you are the perfect candidate. If I have been granted an
interview after submitting my resume and cover letter, I will start to prepare my answers to common interview
questions. I will do further research on the company and write down facts that I think are important to remember.
When I go to interviews, I wear professional attire, such as a dress and flats, to show that I am serious about the
job. I prepare for questions about my strengths and weaknesses in advance. When answering this question, I
always reference past experiences and my top 5 Gallup Strengths. For example, I would say that I tend to set
goals and work hard to achieve them. I am also great at establishing strong connections with people as I strive to
learn the most about them in order to better understand and address their needs. This points to my input, learner,
and achiever strengths. In terms of weaknesses, I shape them in a way that shows I can recognize my faults, but
that I can also work to improve my faults. I often say that I get overwhelmed when there is a lot of work to get
done. However, I normally take a few deep breaths to calm myself, and then I can tackle the problem. Another
good example is that I am often late to things, but I set several alarms so that I am on time. At the end of the
interview, I always ask a question or two. For example, I will ask what the day-to-day experience is like or what
the best part about working at the company is. After the interview, I typically send an email to the interviewer to
thank them for their time and consideration. I learned from one of my mentors that I should always go to
interviews. She said that even if I do not get the job, I have gained interview experience, which will make me
more confident for the next interview I have. With this advice in mind, I have applied for many different jobs and
opportunities while in college. I have been successful and have failed, but I have always learned valuable
information from the interviews.

https:/www.gallupstrengthscenter.com/dashboard/en-us/csf.
145. Student will describe personal HDF 413 URI Tour guide At URI, I have completed three interviews.The first interview was for URI tour guides. I dressed up nice and
examples of preparing for and being URI 101 mentor looked the part. However, as a first year, I was not prepared to think on the spot. The interviewers gave me a
interviewed Building Manager random word and I had to make up a story about it. My word was banana and I told an extremely odd story about
a baby banana growing up and seeing all the other bananas get old and brown. They didn’t live life to the fullest
so the older brown banana warns the other green bananas not to waste their lives. Least to say, I was not fully
prepared for the interview and I did not get the job. The next semester, spring 2019, I interviewed for the URI 101
mentor position and the building manager position. I had an amazing role model who told me that you should
always go to interviews because you never know what might happen. If you do well, you will get the position and
if you don’ t do well, then you gain experience. During the URI 101 mentor job interview and the building manager
interview, I felt much more prepared. This was the same semester that I took HDF 190, so I was starting to
understand myself more. For example, in HDF 190, we took the Gallup Strengths test and the VIA values test.
Then we analyzed our strengths and values. This made me more prepared to answer questions related to my
strengths and how I could apply them to the job. For example, during the URI 101 mentor interview, I said that I
value hearing everyone's perspective before I make a decision to ensure that I am not acting in a bias way. This
correlates with my VIA value of judgement. During the building manager interview, I also used similar techniques.
I also thoroughly read the job description and was able to recall almost everything that needed to be done. During
the interview, I also asked questions relating to the daily tasks and what I could get out of the job. After my
interview, I sent my supervisor a thank you letter. I used my former job interviewing experience to successfully get
both the URI 101 and building manager position. In HDF 413, a panel of former leadership minor graduates
attended our class and gave us advice about job interviews and how their leadership skills can be applied to their
real lives. One thing that really stuck out to me was to establish connections/networks within your field and to turn
rejection into a learning opportunity to help you improve in the future. I think that I have already started working

on the second piece of advice, and I am excited to start building a network. In the near future, I hope that this
information will aid me in my success in future job interviews.
See Evidence #11
effective collaboration / coalition
building (Sources: Cilente/Komives et
al; NCBI; etc.)
examples of working in
collaboratives/coalitions
techniques to communicate and engage
in difficult dialogues related to diversity
and inclusion.
149. Student will demonstrate proficiency in HDF 291 HPR 316 In HDF 291 and HPR 316, I engaged in difficult dialogues related to diversity and inclusion. In these classes, I
communicating and engaging in difficult challenged myself by pushing myself out of my comfort zone. Previously, I did not have any experience
dialogues related to diversity and discussing these somewhat sensitive topics of conversation. In HDF 291 (RBB), we focused on conversations
inclusion. related to Women of Color (WOC). In my first reflection paper, I recognized themes of oppression, empowerment
in numbers, asserting one’s identity, and the historical background of discrimination. One article that we read by
Lindsey Yoo discussed the white-black dichotomy of race in America. As a Korean-American woman, Yoo always
struggled with her identity and whether she was considered a “woman of color,” since the term is commonly
attached to black women in the US media. In the article, Yoo explains that some people do not consider Asians
and Hispanics “women of color,” since there is a perception that they did not go through the same oppressive and
racist attitudes faced by other races. However, this simply is not true since Asians have also faced struggles and
oppression such as the Chinese Exclusion Act or the Japanese Internment camps. I believe that women should
be able to decide for themselves whether they consider themselves to be women of color or not. I am still
somewhat unsure, but would probably consider myself a woman of color. In RBB, we also had a faculty/staff
guest panel where we heard from Dr. Joanna N. Ravello and Dr. Mary Grace Almandrez. One of the first things
that they said is every day they “put on capes and fight oppression.” This statement really stood out to me
because it made me recognize that oppression is still something that is real in our society today. However, there
are people in positions of power that are willing to fight against these negative behaviors and attitudes. In the
latter half of RBB, we explored problems that women of color face in the modern-day. We had discussions about
URI’s campus climate, WOC in the media, body image, WOC in leadership positions, and current issues facing
our generation of WOC. These conversations were more personal because we all drew from our own
backgrounds, experiences, and opinions. There were underlying themes of a lack of diversity and representation,
tokenism, stereotypes, and the assertion of one’s identity. During the conversation about URI’s campus climate,
there was a general consensus that although most women of color feel safe on campus, they do not feel valued.
One of my classmates pointed out that although URI seems diverse compared to some of our high schools and
hometowns, there is still a limited amount of diversity compared to other places (K. Laguerra-Lewis, personal
communication, 2020). At the same time, some of the students recounted their experiences in the TD program.
They said that when the summer was over, they felt surprised and underrepresented by the influx of white
students that moved onto campus (J. Minier Parra, personal communication, 2020). In our HDF 291 forum, many
students stated that WOC are seen as symbols of tokenism or a representation of their entire race at URI. For
example, the advertisement of multicultural organizations and programs at URI is a marketing strategy for URI to
prove they have a divest campus and attract students of color to the school. Branching out from URI, we started
to look at how the media portrays WOC. There is a general lack of representation of WOC in the media and when
they do have an appearance, they are often stereotyped and limited in their roles. In the television show Fresh
Off the Boat, racist jokes are made for “comedic effect” and the mother uses a fake Chinese accent (Huang et al.,
2015). I find this extremely offensive towards Asian Americans, as it is not how I would want to be represented in
the media. Additionally, Muslims are typically portrayed as terrorists and black men are seen as drug dealers.
When the American audience, especially children, are consistently exposed to people of color playing specific
types of roles in the media, it perpetuates bias and racism in reality. Even so, Native Americans, biracial or
multiracial women, or Middle Eastern women are rarely represented in the media at all. After learning about WOC
in the media, we discussed the barriers that WOC face in leadership positions. WOC often do not have mentors
or other WOC in higher positions to look up to and guide them through their advancement. This causes many
WOC to have imposter syndrome. Mena & Vaccaro explain that mentors in the workplace and in community
engagement can help women of color feel empowered and preserved through racism, sexism, and the feeling of
not belonging. RBB made me more aware of other people’s identities and that we all have different backgrounds
that shape our lives and experiences. This will make me a more understanding and compassionate leader. I have
gained a greater appreciation for the diversity in our country and a new way of thinking about how to address
social problems in new ways.
In HPR 316, I increased my knowledge about diversity and inclusion through difficult conversations. HPR 316
built on the information that I learned in HDF 291. In class, we had discussions related to human differences and
issues of social justice. The master statuses that we learned about were race, sex/gender, social class, sexuality,
and disability, the statuses in society that affect a person the most within their everyday lives and tend to
overshadow the other statuses a person holds (Rosenlum & Travis, 2016). In class, we learned about hegemonic
ideology (dominating ideology). Hegemonic ideology points to a belief that is pervasive in a culture because of
social control by the dominant group. This creates a dichotomy between the majority and the minority, but gives
the majority most of the power. Those without power tend to accept the beliefs of those in power. It also leads to
natural law language, which assumes humans do things because it is bound by “natural law.” People use natural
law language to defend harmful stereotypes and an inability to change one’s behavior. For example, in the 1960s,
it was assumed that “people want to be with their own kind.” This type of natural law language was used to
uphold federal segregation laws and other discriminatory policies. Generally, there is an assumption by people
without disabilities that people with disabilities are not intelligent or are “helpless.” However, in HPR 316, I learned
that a disability is a loss or limitation of opportunity to take part in normal life as part of the community at an equal
level with others due to physical and social barriers. We live in an ableist society that excludes people with
disabilities from interacting in society because of the way that buildings are constructed or lack of understanding
of how to accommodate an impairment or disability. In any regard, disability resides in the society we live in, not
the person themselves. Women have faced a long history of gender inequality that can still be seen today. In the
past, women belonged to the private sphere where they were responsible for taking care of the home and
children. Additionally, women did not gain the right to vote until 1920. Although women are rapidly joining the
workforce, they still face major obstacles in terms of inclusion. It is more difficult for women to attain
executive-level positions compared to their male counterparts and there is still a wage gap between the salary of
men and women with the same profession. At the end of HPR 316, we discussed what it means to be an ally and
how we can be more inclusive. An ally is a person that consistently tries to eliminate stigmas and the
mistreatment of people with stigmatized statuses (Rosenlum & Travis, 2016). By taking HPR316, participating in
class discussions, and analyzing my own identity, I have started to evaluate the privileges that I am granted in life
and my implicit bias. By being aware of my position in society and the privileges I have, I can use my voice and
power to educate other people about the inequalities that exist in society. I will make the conscious decision to
have difficult conversations about power, privilege, and racism. There are going to be times where I make
mistakes, but I have to learn to be okay with the uncomfortableness of it and grow from it. In the future, I hope to
bring attention to diversity, inclusion, and multiculturalism to students in middle school and high school. I hope
that by providing these kinds of workshops, students will learn to have a better appreciation for the world we live
in and become future allies.
Alvarez, M. (2020, February). Personal Interview.

Ravello, J. (2020, February). Personal Interview.
Laguerre-Lewis, K. (2020). Personal Interview.
Mena, J. & Vaccaro, A. (2014). Role modeling community engagement for college students: Narratives from
women faculty and staff of color. In S. Van Deventer Iverson & J. Hauver James (Eds.), Feminist community
engagement: Achieving praxis, (pp. 55-74). New York: Palgrave Macmillan.
Minier Parra, J. (2020). Personal Interview.
Yoo, L. (2013, September 12). Feminism and Race: Just Who Counts as a ‘Woman of Color’?
[Web log post]. Retrieved from
http://www.npr.org/sections/codeswitch/2013/09/12/221469077/feminism-and-race-just-who-counts-as-a-womano
f-color.
150. Student will describe ways to maintain
accountability in leadership / member
relationships
examples related to maintaining
accountability as a leader
152. Student will describe ways to build
relationships between leaders and
members
examples of 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
examples of building, maintaining, and
repairing his/her own credibility as a
leader
156. Student will describe ethical standards
in influence
157. Student will describe influence applies
to leadership
158. Student will describe principles of
effective mentoring, as well as problems
particular to the mentoring relationship
159. Student will describe personal HDF 291 Building Manager Throughout my college career, I have already had so many opportunities to be mentored and be a mentor to
examples of mentoring and being URI 101 Mentor others. As a building manager, I see my supervisor as one of the most influential mentors in my life. Matthew
mentored Long standing Santaga is the Coordinator of Operations Services at the Memorial Union and my supervisor. Based off of an
friendships interview I did with him in the Spring of 2019, I learned about his personal mentoring philosophy. His personal
mentoring philosophy has six main components. The first is to get to know who you are supervising. Matt strongly
believes in understanding the people he is working with on a deeper level than just an employee. He also says
that it is better not to sugarcoat things but that everything will be okay even if something goes wrong. Something
that I have connected with this semester especially is that “the struggle is real, but it’s so worth it” (Santagata,
2019). This philosophy is something that has kept me going this semester because my motivation has not been
where it normally is given the pandemic and other life events. Matt also believes that he should give support but
also give people the opportunity to be independent so that they can develop and grow. This is related to his
philosophy that philosophy and growth should go hand-in-hand with having fun and making the best in any
situation. Finally, he believes that if someone does mess up, that a conversation goes a long way rather than
immediately reprimanding the person. This resonates with my judgement value because I would also gather all of
the facts and different points of view before I make a decision or take further action if something wrong happens.
In a large way, I aspire to follow these six pieces of advice as a mentor myself. In the interview, Matt and I also
set up short term and long-term goals for ourselves. These goals include me becoming a senior building
manager, keeping high energy, reaching out more for help if needed, and helping me develop real world skills. It
has been about a year since this interview, and I believe that we have accomplished many of the short-term
goals. I think that setting goals in a mentor-mentee relationship can be extremely beneficial because it gives
something tangible to work towards and also gives me the opportunity to reflect on the relationship. I have tried to
integrate some of Matt’s mentoring philosophy into my own experiences as a mentor. I have been a URI 101
mentor for two fall semesters. As a URI 101 mentor, I make it clear to my students that I am there for them if they
need me for any reason at all. Last fall semester, I used to go to my classroom about 10-15 minutes early to meet
with any student who may want to chat. I realized that students feel more comfortable talking one-on-one or in
small groups rather than in the big group and accommodated to their needs.I also try to be real with my students
by answering their questions truthfully. I believe that I effectively support my students by giving them access to
important information such as campus resources or different involvement opportunities, but I acknowledge that I
cannot force them to do any of these things. They have to be independent and do it for themselves. I do not have
any long standing friendships with any of my URI 101 students, but I feel that I play an important role in their
transition into college, having experienced everything that they are experiencing.
I also believe in the concept of being an unofficial mentor to the people you love and care about. My best friend
and I were both adopted and grew up together in the same town and attended the same high school and college.
I am a mentor to her as much as she is a mentor to me. We have the ability to have real, deep, personal
conversations with one another. From our relationship, I have learned that as a mentor, I can give my advice but
that it may not always be followed. However, I feel honored that she feels comfortable to ask for my advice in the
first place. My friend has taught me so much about who I am and the potential of who I can be. I hope that in the
future I can build on my mentoring skills and acquire new mentors as I enter into my career field.
See Evidence #12
M. Santagata, personal communication, February 20, 2020

160. Student will describe principles of
effective peer leadership, as well as
problems particular to peer leadership
161. Student will describe personal HDF 413 Leadership Institute Between HDF 190, HDF 291, and HDF 413, I have experienced three different types of peer leaders. Even
examples related to being a peer leader HDF 190 though I have never been a peer mentor before, I have gained valuable wisdom and feedback from my peer
and being led by peers HDF 291 mentors in each of these classes. In HDF 190, my peer mentor was Ray Schrager. She was a very hands-on
peer mentor. Two memories that stand out the most to me are her giving me valuable constructive criticism on my
first outcomes before I handed them in and holding two individual meetings with me. During the first meeting that
we had together, I created a web that described how I felt I was doing in relation to my mental health,
involvement, academics, social life, etc. At the end we talked about why I choose different places for my web and
how I could start to change the ones that I ranked relatively low. We also set goals during the meeting. At first, I
completely rejected this idea because, based on my personality type, I am a perceiver and don’t like making
plans. However, Ray explained to me that goals are like stepping stones and give us something tangible to work
towards. This was an interesting way of thinking about it and now I set small goals for myself all the time. This
helps me with time management and giving a purpose to the things I am doing. Ray was a great peer mentor
because she was supportive when necessary but also gave us all the opportunity to grow, especially because it

was during our first year. In HDF 291, our class’s peer mentor was Blessin Premy. I was not as close to Blessin
as my other peer mentors, but she was still incredibly helpful and supportive. I asked her if she could find me a
book for the class from a past year student, and she provided it to me as if it were nothing. This is something that
I am still incredibly grateful for. Furthermore, she always used to answer our questions in our GroupMe group
chat and send reminders for assignments that were due. In HDF 413, we had two peer mentors, Ryan and
Robert. I have a closer relationship with Robert because he was my peer leader for the Leadership Institute, but
Ryan has always given me great advice whenever I ask him for it. Also, during class this semester, there have
been times where I could not attend class in- person. Ryan did a great job running online facilitation activities that
I could participate in and making me feel included at all times. For example, one activity we did in HDF 413 was
a memorization game that involved teamwork.Ryan acted as both my legs, eyes, ears, and voice throughout the
entire activity so that I could participate to the best of my abilities. He would clarify things if I could not hear and
walk his computer around so that I could see what my group was doing. Finally, Robert has been an amazing
peer mentor to me, in terms of HDF 413, the leadership minor, and life in general. At the beginning of the
semester, I had a lot of self doubt and questioned whether or not I should complete the leadership minor. I
quickly reached out to Robert to get his opinion. He said that it helped him with self-discovery, understanding his
strengths, and personal development. He also said that he did not like calling himself a leader, which greatly
surprised me because he has a natural talent of building people up and helping them develop themselves. This
great advice made me continue with the leadership minor, and after basically completing HDF 413, I am proud of
myself for sticking with it and excited to reflect on all of my leadership experience. Also, throughout the entire
semester, Robert has been a constant support system to me. He always answers my questions about HDF 413
or outcomes in a timely fashion. After not doing outcomes for a year, I was worried that I would forget how to do
them. Thankfully Robert offered to look at them for me and told me I did “genuinely good work.”
R. Zenga, personal communication, October 28, 2020

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LEADERSHIP

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

MINOR ELECTIVES-9 credits

see Leadership Inventory Revised 08/22/2017 4

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2. Student will demonstrate personal,

VIA. (2016). Your Character Strengths Profile. Retrieved from

see Leadership Inventory Revised 08/22/2017 7

VIA. (2016). Your Character Strengths Profile. Retrieved from

see Leadership Inventory Revised 08/22/2017 9

see Leadership Inventory Revised 08/22/2017 10

see Leadership Inventory Revised 08/22/2017 11

Gallup. (2000). CliftonStrengths Results. Retrieved from

see Leadership Inventory Revised 08/22/2017 12

see Leadership Inventory Revised 08/22/2017 13

Peek, S. (2020). The Management Theory of Max Weber. Retrieved from

see Leadership Inventory Revised 08/22/2017 15

Hayes, A. (2021). Management by Objectives (MBO). Investopedia. Retrieved from

see Leadership Inventory Revised 08/22/2017 16

see Leadership Inventory Revised 08/22/2017 17

see Leadership Inventory Revised 08/22/2017 18

see Leadership Inventory Revised 08/22/2017 19

see Leadership Inventory Revised 08/22/2017 20

see Leadership Inventory Revised 08/22/2017 22

VIA. (2016). Your Character Strengths Profile. Retrieved from

see Leadership Inventory Revised 08/22/2017 23

see Leadership Inventory Revised 08/22/2017 24

see Leadership Inventory Revised 08/22/2017 25

Educational Broadcasting Corporation. (2004). Constructivism as a paradigm for

see Leadership Inventory Revised 08/22/2017 26

see Leadership Inventory Revised 08/22/2017 27

see Leadership Inventory Revised 08/22/2017 28

see Leadership Inventory Revised 08/22/2017 30

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

Harro, B. (2004). Cycle of Socialization. https://depts.washington.edu/geograph/diversity/HarroCofS.pdf.

see Leadership Inventory Revised 08/22/2017 32

see Leadership Inventory Revised 08/22/2017 35

see Leadership Inventory Revised 08/22/2017 37

92 Student will demonstrate personal

see Leadership Inventory Revised 08/22/2017 38

see Leadership Inventory Revised 08/22/2017 39

see Leadership Inventory Revised 08/22/2017 40

Outcome Category: Critical Thinking

Vaughn, L. (2008).Doing Ethics [PDF file]. Retrieved from

see Leadership Inventory Revised 08/22/2017 42

Kottak, C. (2019). Cultural anthropology: appreciating cultural diversity. McGraw-Hill.

see Leadership Inventory Revised 08/22/2017 43

see Leadership Inventory Revised 08/22/2017 44

see Leadership Inventory Revised 08/22/2017 45

see Leadership Inventory Revised 08/22/2017 46

see Leadership Inventory Revised 08/22/2017 49

see Leadership Inventory Revised 08/22/2017 53

Sanford, N. (1962). The American College. New York: Wiley.

see Leadership Inventory Revised 08/22/2017 54

see Leadership Inventory Revised 08/22/2017 57

Gallup. (2000). CliftonStrengths Results. Retrieved from

see Leadership Inventory Revised 08/22/2017 58