HDF 413 Leadership Inventory

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

Date Enrolled: January 2021
Date of Graduation: May 2024
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD)
at the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.
Leadership Inventory Revised 08/22/2017 1

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

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

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

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

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

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

At URI, we are among only a handful of colleges and universities across the country that offers a Minor in Leadership Studies and one that is customized for each student. We
utilize a cross-disciplinary approach to leadership education designed to complement your academic studies. All courses utilize a variety of teaching methods but ultimately include
some form of experiential learning, practical application, and reflective learning. Employers, now more than ever, are seeking candidates with exceptional skills in the areas of
interpersonal and group management, problem solving, critical thinking and effective communication. We can help with all of the above.
GENERAL INFORMATION
● Regardless of your major, you can minor in Leadership Studies.
● Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
● Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of “C” or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
● No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
● Application for the minor must be filed in your academic dean’s office no later than the beginning of the final semester or term.
● Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors
Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
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:
2. Lead Yourself
Time management
Organization
1. Know Yourself
Self care
Lead Others Self discipline
Strengths Perseverance
Weaknesses Develop and maintain family,
Values PROGRESS
interpersonal, and intimate relationships
Needs Academic, social, personal goals and
P
Styles objectives
R Learning
O Teaching
G Personality P
R Membership R
E Leadership O
S G
S RE-EVALUATE R
former stages E
Develop and S
as you progress
Refine S
Skills
3. Broaden Your Perspectives…
Leadership theory and
practice Understand others
Communication
Group Development Hierarchy of needs
Inclusion PROGRESS Racial, cultural, gender, sexual orientation,
Citizen Activist Skills religious, class, ability, etc. diversity and
Critical Thinking commonalities
Teaching and Programming Power, privilege, oppression, liberation;
individual and institutional discrimination

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

OUTCOMES COMPLETED:
HDF 190: 2, 3, 8, 12,17, 27, 28, 41, 42, 47, 48, 110, 113, 114, 130, 131, 141, 144, 145, 149
HDF 413: 1, 2, 6, 7, 8, 10, 13, 14, 17, 18, 28, 46, 89, 90, 97, 110, 119, 120, 122, 161

Outcome Category: Self-Leadership
Outcome Target class Additional Descriptive notes regarding learning and practice
Experiences
1. Student will demonstrate HDF 413 P.I.N.K. Women I became a P.I.N.K. Woman during my spring semester when almost everything was
autonomy and a minimized need P.I.N.K. 101 still virtual. Due to this, many of the connections I made with other people in the
for approval organization were purely from the other side of a screen. After joining the
organization, I discovered they were still trying to find people to join E-Board. I was
going to take on an e-Board role, but quickly became discouraged about what the
others would think since I was only a new member. Because of this, I chose to not
try to go for an e-Board position in the organization. Later in the summer, I was really
hard on myself for not going for a position but by then it was too late. However, I
quickly learned that the Sisterhood chair was looking for a co-chair. In P.I.N.K., the
Sisterhood chair helps build bonds with the sisterhood beginning with the P.I.N.K.
101 process that I completed in the spring online. As Sisterhood co-chair, your role
would be keeping track of the girls in the process and having to step up if the chair
were not present. It required a direct line of communication and relationship building
with the girls. Although I felt I was not competent not having done the process in
person myself and feeling too brand new in the organization, I stepped up to the
challenge and our chair elected me to help assist her in the process. Many of the
other girls in the committee were a lot older and more knowledgeable than me. This
was really intimidating at first. When we began meeting the girls who would be in the
process, I learned that some of them were either older or the same age as me as
well. Although the objective was never to be intimidating, there were times in which I
had to take up space and be a sort of authoritative figure. Despite my loud voice, this
was sometimes a bit scary for me whether it be in committee meetings or in the
process meetings. However, I knew the role I took on and how badly I wanted to
grow as a leader in the organization. Keeping in mind the reasons that drove me to
do this, I developed confidence in my ability more as the semester progressed. This
helped me feel a lot less distanced from the girls in the committee and organization.
I was firm when I had to be, but was also able to build relationships with many others
by just being myself. The process has been very successful thus far and I am glad I
was able to separate my responsibilities and desire to grow as a leader from my
need for approval from others.
(See Outcome #1 in Leadership & Inventory Evidence)

2. Student will demonstrate MTH 103 EEC 105 My first year of college, I was introduced to the concept of asynchronous classes.
personal, organizational, and COM 202 P.I.N.K. For my general business minor, I had to complete a credit in either EEC 105 or ECN
academic examples of self- URI 101 201, so I decided to go with EEC 105. The class went asynchronous, so the time I
discipline BEST BUY decided to dedicate to the class every week was on my own terms. EEC 105 went
LIBRARY quite easy, but the math was not significantly difficult for me. For my second
semester, I had to take a class to fulfill two gen-ed requirements, so I decided to go
with MTH 103. Again, the class was asynchronous and it was up to me to plan out
the time I would dedicate to the class every week. Math is not my favorite subject, so
it took a lot of self-discipline to be able to successfully complete my tasks. At first, I
struggled to develop a routine which would help me be productive, but once I picked
up on the dates and times in which assignments were typically due, I decided to

organize myself. Every day, I made do lists and planned out my week to make sure I
dedicated at least an hour or two to watching the lectures and learning the material.
Because of my efficient planning and use of planners and to lists, I have been able
to do really well in the class.
This past semester I have had to balance many different things. Because of this, I
have had to learn a lot about time management. This past semester I have been a
full time student who has been heavily involved. Some of the major things I have
been involved with are SOLC, URI 101, and most especially P.I.N.K. On top of that, I
started taking a real estate class outside of URI towards the end of the semester.
Meanwhile, I was working two jobs, one at the circulation desk at the URI Carothers
Library and the other at Best Buy all the way back home. P.I.N.K. took about three
days a week and I worked at Best Buy on the weekends. Because of this, I had to be
very strict with myself with projects and assignments and make sure I was on top of
my schoolwork. One thing that served as a big benefit to me was the library. Not
only was I able to do my homework whenever I worked there but I also realized early
on that my room was not the ideal place for productivity for me. I spent a lot of the
time at the library getting my work done because it helped me discipline myself
better and get a lot more work done. I also took advantage of whenever things were
slow at Best Buy to practice speeches for my COM 202 Public Speaking class.
P.I.N.K. also took time outside of our meetings, both in the 101 process and the
organization itself because I really wanted to build relationships with the 101 class
and the women already in the organization. For URI 101, I also had to take the time
to plan out classes while also doing my regular schoolwork. I used planners,
calendars, and to do lists to keep myself organized and dedicated study time and
study habits in order to be successful and discipline myself academically.
3. Student will demonstrate the HDF 190 Counseling Due to the stress and poor coping skills I had during my first semester at college, I
ability to manage emotions decided to reach out to URI Counseling for assistance in dealing with the difficulties I
was given a counselor and upon telling her what I was struggling with, she provided
me with advice and suggestions. One of the methods she assisted me with was
managing emotions through the use of an emotion wheel. The emotion wheel helps
you determine the initial feeling, whether it be fear, anger, disgust, sad, happy, or
surprise, and then the next category is words that can stem from feeling that initial
feeling. For example, for sad, which can be guilty, abandoned, despair, depressed,
lonely, or bored, which are all specific feelings of being sad. The final category
stems from one of those respective words. For example, when feeling despair one
most likely feels powerless and vulnerable, which are the two words associated with
despair. The emotion wheel has helped me put my specific emotions into words and
process what it is I’m feeling. This helps me put together and keep track of my
feelings with a thought record and this has helped me process my emotions better.
In the first tab of the thought record, I write down the situation. For example, one
time I was really upset because a dress I wanted to wear for a specific event fell and
got really dirty. The second tab, I write down my thoughts. The moment my dress
fell, I felt like my entire day was ruined. In the third tab is where you write down your
emotions, and for this I use the emotion wheel. I felt anger the moment my dress fell,
but specifically I felt frustrated. The words associated with frustrated are infuriated
and irritated, and that was exactly how I felt in that moment. The next tab is about
behaviors. When my dress fell, I was initially very angry and did not want to speak to
anyone, although what had happened was not anyone’s fault. The final tab of the
thought record is alternate thought. Upon reflecting back on what had occurred that
same day a little while after, I realized that no matter how much I stayed being
frustrated and dwelling on the situation, it would stay the same unless I did
something to change it. I stopped moping and decided to wash the dress and pick
out another outfit. My day did not go as planned, but the thought record and emotion
wheel help me humanize my feelings and cope with stressful situations. Another
technique my counselor has provided me with have been mindfulness and breath
control techniques to cope in difficult situations.
4. Student will demonstrate

knowledge of stress
management methods
5. Student will demonstrate the
ability to manage stress
6. Student will express a personal HDF 413 P.I.N.K. Women In P.I.N.K., one of our crest colors is black, which represents the confidentiality and
code of leadership / membership P.I.N.K. 101 protection of our sisterhood. I was first introduced to this as a P.I.N.K. 101 in Spring
ethics 2021. I realized the value of it when engaging in discussions with others in the
organization. Being part of this sisterhood has helped me further stress in all of my
relationships outside of P.I.N.K. as well. Anytime a friend comes to me with anything,
I do not share it with others as this code of ethics is very important to me. I am
further emphasizing the point of being ethical through the work the Sisterhood
committee I am part of has done with the P.I.N.K. 101s. No matter how miniscule
anything said may seem, it is important to put into practice confidentiality. Being a
part of this organization and experience has helped me realize the importance of
practicing this in all aspects of my life, no matter who it is I am engaging with.
Holding this code of ethics true to me has also helped me develop more nourishing
relationships with other women in my organization. I am able to trust them when in
need and they have been able to come to me. This is especially important to me
because women have always been pinned against one another in society. There are
so many stereotypes about women involving gossip and drama in the media. I am
happy to have values instilled in me through being a part of something so special
surrounded by many supportive women. Being a part of an organization that puts out
a strong and firm message about practicing confidentiality and being ethical by doing
so, helps break this status quo.
7. Student will demonstrate COM 221 P.I.N.K. Women This semester in COM 221, I have learned about interpersonal communication.
practice of the personal code of P.I.N.K. 101 Some of the topics I have learned about are nonviolent communication and listening.
ethics Personal relationships An aspect of these that I hold as a personal code of ethics is empathy. This class
has taught me that to have enriching relationships with one another this practice is
very important. When people express their strongest emotions to me, I tend to feel
those feelings with them. I ask them what I can do to help them, because sometimes
people want advice and other times they just want you to be there. Taking into
consideration nonviolent communication has helped me take this more into
perspective when interacting with others, especially those who see me as a leader
or those I hold close to me. To have these empathetic connections and practice
Nonviolent Communications (NVC), it is important to listen for the needs of others.
After this it is important to acknowledge out loud to the other person that you hear
and understand their needs. After this, provide support, comfort, or whatever is
necessary. A place I put this into practice often is in my personal relationships with
my friends and family. I had always tried to be aware and present, but sometimes

out of frustration I fall short. This past semester, taking this class, I have tried to be
more mindful when listening to others and also be strategic with the words I say to
prevent escalating a situation. Outside of my family, in P.I.N.K. Women and in the
P.I.N.K. 101 Process, I practice empathy when others are sharing personal topics or
issues. I try my best to provide comfort and validate their feelings, and also ask them
if they need any comfort or support. Listening and being there for one another is
important and this is something based in the practice of empathy.
Adler, R. B., & Proctor, R. F. (2011). Looking out/looking in. Australia:

Wadsworth/Cengage Learning.

8. Student will express a personal HDF 190 Leadership Institute In HDF 190, we completed a quiz to determine our personal individual values
values statement (Sources = HDF 413 URI 101 Mentor through VIA Character Strengths (https://www.viacharacter.org). My results showed
VIA, values clarification PRS 200 P.I.N.K. 101 that my five strengths are curiosity, kindness, love of learning, hope, and
exercises, etc.) appreciation of beauty and excellence. Love of learning and curiosity go hand in
hand for me because I enjoy expanding my knowledge. I love taking notes and
organizing and applying it to my life. I’m always interested in trying new things and I
try to take opportunities I can to grow as a person. Last summer, I was playing
around on E-Campus and the URI website so that I would become more familiar with
it. Through that is how I discovered Leadership Institute and applied to be one of the
incoming freshman as soon as I could! Since then, my journey with Leadership at
URI has only gotten better and I plan on continuing the Leadership minor for the rest
of my time in college. Additionally, I have since then applied to be a peer leader and
a URI 101 mentor and I’m excited and curious to see how much more I can grow.
My next values that I feel go hand in hand are appreciation of beauty and excellence
and hope. I admire and romanticize my life because I am hopeful for my future and
working hard to be happy now and in the future. I look for little things to make me
happy, and actively practice the act of being grateful. My final value is kindness. I
look for this in others as well as in myself. I use kindness to make friends and be
accepting of everyone. All of these values are important to my life because I see
myself as a multifaceted woman who wants to be successful and become extremely
invested in things that fulfill me. During HDF 190, I really enjoyed taking these
quizzes and reflected on how these values applied into my life.
My values have been very significant to me this past semester entering my second
year at URI . I have learned a lot about myself since beginning college, and I am still
in the first half of the experience. Now that I have a sense of what my values are,
they play a bigger role in my life. Learning more about myself and my interests has
helped me feel more excited about college and my values hold very true to me in
terms of my goals. I have let my curiosity take the best of me and tried new things no
matter how uncertain I have felt in my own ability. If I do not challenge myself to go
towards new things, I will never grow as a person. After being heavily involved in
programs as a first-year student, I decided to see how the leadership aspect of these
programs worked. I became a URI 101 mentor and Sisterhood co-chair for P.I.N.K.
Women, which I know would not have happened without my curiosity. Kindness has
helped me build genuine relationships with others over this semester. I have created
a safe space for my URI 101 students and P.I.N.K. 101s to be able to come to me if
they need anything. Many of them reach out to me when they need anything and
have expressed gratitude towards me. Being able to be that person through treating
others with kindness makes me feel very happy with the roles I have taken on. My
love of learning has helped me grow immensely as a leader. From an anxious peer
leader worrying about messing up during a facilitation at Leadership Institute, to
asking excitedly to facilitate activities for URI 101 and P.I.N.K. 101, the facilitation
techniques and leadership styles I have learned about myself through HDF 413 have
helped grow immensely as a person. I thank my love of learning for helping me find
enjoyment in learning and growing. I have always had hope that somehow things
would work out for me, but this semester I went through many things that made me
feel lost or stuck in my path. Reflecting on it now as we near the end of the
semester, I am grateful for every experience because I feel certain that I am on the
right path. In my PRS 200 class, which is Introduction to Event Management, I
discovered the passion I have for event planning and management. As a self
proclaimed multifaceted woman, I have found ways to implement this passion I
uncovered into goals I already had which has helped affirm my belief in myself and
hope that things will work out. Appreciation of beauty and excellence has helped me
fully live in the moment and look for the bright side in everything. I have grown so
much in the past year and have done so many things I have never done before. I am
grateful for the experiences and everyday become more certain that I have found my
place at URI and am working towards good things for myself. Learning about my
values last year has helped me be aware of them in almost everything I do and
helps me further appreciate the growth I have had both individually and as a leader
for others.
VIA. (n.d.)., from https://www.viacharacter.org/reports.

practice of the personal values
statement
10. Student will demonstrate the CSV 302 URI 101 At the beginning of the semester as a URI 101 mentor, my instructor for CSV 302
ability to lead a project from start had us set goals for ourselves in an assignment. The assignment was set alongside
to finish (follow-through) with our partnering instructor and the goal I set for myself is teaching first-year
students effective ways to study along with teaching them about time management. I
stated that I will know that I have reached this goal when receiving feedback from
the students on how they were doing in classes along with study habits they were
putting into practice. This goal was realistic because time management and study
habits each took up their own respective weeks in the curriculum. Not only did we
have the resources within the URI 101 curriculum, but there are many resources on
campus such as the Academic Enhancement Center and the Writing Center, which
we presented to our students. It also helped that our class took place in Roosevelt
Hall, so the students had an idea of where they could go to get these resources. If
students needed any more additional help, we told them about the counseling center
and we also showed them how to email their professors. I told myself I wanted to
achieve this goal by the end of the semester when the URI 101 class ended. I
wanted my students to have good study habits so they would be successful in
college and be able to carry these out for the remainder of their years here. I
considered that there were many obstacles for college students, such as how easy it
was to be distracted by this newfound freedom. However, teaching students the
consequences of not prioritizing schools versus the benefits that came with
prioritizing school helped them put these habits into practice. During the semester, I
asked and discussed the study habits with my students that they had. We did this
through an activity in which they prioritized certain tasks throughout the day. Taking
into consideration their feedback, I put together a presentation with good study
habits and resources. It helped that I had taken similar classes as them during my
first year and was able to tell them what did and did not help me. Throughout the
semester I checked in with them. During our last class on December 1st, I received
feedback on how they were balancing extracurricular activities, how they felt they
had done throughout the semester, and how they felt about finals and the feedback I
received was really good. In my end of the semester reflection for CSV 302, I
discussed my satisfaction in having achieved the goal I set for myself.

11. Student will describe goals and
objective statements regarding
personal issues, career issues,
and community issues
12. Student will show evidence of HDF 190 URI 101 My first week of my first semester, I told myself I wanted to do really well in college. I
goals and objectives that were BUS 113 wrote down my goals for the semester, and making the Dean's List was one of them.
planned and achieved Dean’s List I have always been really passionate about school and learning, especially now that
I get to decide the path I choose to take. Getting adjusted in college at first was not
easy, especially not during a pandemic. Classes were structured differently and
everything was on your own terms. Although classes were shorter and I had more
time during the day, the workload was much bigger and I did not know anyone who I
could ask. I was unsure about how to email professors or how to approach other
students, so I decided to use the resources provided for me in URI 101. I paid
attention to the advice they gave us on how to effectively organize ourselves, the
tutoring provided, and reached out to other students in the class because we had
most of the same classes.After figuring out how ECampus worked, I was able to
swap some of my classes and I went to tutoring when I needed it, specifically for
BUS 113. When I struggled to focus in my room, I would go to the third floor of the
library for complete silence. Additionally, I looked through the syllabi for all my
classes and reached out to professors once my URI 101 mentors taught us how to
properly structure our emails. I learned to be less scared of my professors and reach
out to them for any questions I had about assignments. Because of the time and
effort I dedicated to my classes first semester, I achieved my goal of making Dean’s
List.

13. Student will show knowledge of COM 221 I have had a few classes touch upon this theory, but one class in particular where it
the “Hierarchy of Needs” theory stood out to me was in COM 221. This theory helps categorize our needs as
by Maslow humans in order to fully comprehend what motivates us. These needs are organized
as a hierarchy with basic needs to desire. The bottom of the hierarchy describes
basic needs such as food, water, shelter, clothing, and different things that we
usually need to be provided with at a young age. In COM 221, we discussed the
importance of these needs in learning about feral children. These are children who
lived in isolation from human contact from a very young age so they never got those
needs met that lead to the highest part of the hierarchy which is self-actualization.
After physiological needs, there are safety needs which if are not med usually leads
children to approach many situations with fear and anxiety because they grew up in
an environment where things were not safe and secure. The next need on the
hierarchy of needs is feeling a sense of love and belonging, in platonic, family, and
romantic relationships. We discussed how different attachment styles such as
avoidant, secure, and insecure attachments are instilled in people depending on
whether or not they have this need met. The next part building up to the top of the
hierarchy is esteem which can be summed up by confidence and how good we feel
about ourselves. When these needs are met, it helps people feel valuable and
important. The top of the hierarchy is self-actualization and it is how we realize our
potential and find passion in. Not every human reaches this unfortunately, but when
we are able to get there it is completely unique to everyone and it is the need that
drives us.
14. Student will show application of HDF 413 SOLC I was someone who had to build my needs starting from lower in the hierarchy
Maslow’s theory to own life PRS 200 P.I.N.K. myself when I began college. I am still trying to further develop some of these needs,
but I have found some things in which I meet my need of self-actualization at the
University of Rhode Island. One of the passions in which I am able to meet the need
of self-actualization is event management. This semester, I have been taking PRS
200 Introduction to Event Management. I have always been the friend that plans and
coordinates everything, from making the phone calls to the schedules to running
around and perfecting every detail. Something that many people may find stressful, I
found very enjoyable. I also like being the reason people are able to have a good
time and building connections with one another. I feel as though this is why I have
enjoyed learning about facilitating and putting together retreats as well. In PRS 200,
we learn about putting together timelines for events and dealing with managing
crisis, which is something you have to learn in order to facilitate. You have to make
sure the needs of the group members are being met, just like in public relations and
event management, you must adhere and take into consideration any needs of the
guests in attendance. This brings me to the other way I feel I have been able to
achieve self-actualization since building up my other needs throughout college. I
have found a passion in leadership, specifically inclusion and social change. I think it
is the reason why I feel I have exuded my best self in places like P.I.N.K. specifically
the 101 process where I am able to facilitate activities for young multicultural women
I can see myself in. Receiving feedback and kind words from these young girls has
truly made this feel like I am doing something I am meant to do and meet this need
in the hierarchy of needs. I am grateful to have built myself up and fulfilled these
needs for myself in order to achieve this.

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 HDF 190 P.I.N.K. Women In HDF 190/290, we completed Gallup’s StrengthsFinder Inventory
StrengthsQuest Signature COM 221 P.I.N.K. 101 (strengthsquest.com) and we learned about our own individual set of strengths that
Themes, shadow side of impact our lives everyday. According to the results, my top five strengths are
Strengths and/or weaknesses, communication, positivity, activator, futuristic, and woo. A way in which I use my are
and examples of application by communicating with people because I’m confident when talking to people and I’m
(Source = Gallup) good at persuading people and winning them over, which is my woo and
communication strengths. For example, I joined P.I.N.K. Women and have made so
many friends, with both older members and the girls who were in the process with
me. I am always trying to plan events and spend time with the girls who were in the
process with me, so that we can become closer. Since high school, I have always
enjoyed making connections and also helping my friends make them as well.
Another example of me using my communication strength was during the building

block game. I was one of the communicators and used that in order to successfully
complete the task. Futuristic and activator play a role in my life because I like to get
things done and put them motion, because I have many goals I want to accomplish.
An example of this is with how I organize myself. I always like to plan ahead and
have backup plans for everything I do and I write it all out into a planner. Positivity is
a strength that I value very strongly, because it’s my driving force to continue moving
forward despite all of the trials and tribulations life throws at me. My strengths are
important to me because they play a part in every aspect of my life.
Source: Gallup StrengthsFinder (https://www.strengthsquest.com/home.aspx)
This semester, I was able to reflect a lot more on some of my strengths as I took on
more and more leadership roles on campus. The strength I feel as though stood out
to me the most was Communication. As a double major with communications being
one of my majors, I always thought it was appropriate that this was my number one
strength. However, I did not realize how much this tied in as being one of my own
personal values as well. This semester, I took COM 221 or Interpersonal
Communication with Kristine Cabral. I have always carried myself well in terms of
communicating with others, but I did not realize how much I could improve on in
communicating when it came to relationships with those closer to me. The lessons I
learned in this class have taught me how to not just express myself better to get my
needs across to others, but also how to listen and take in what people tell me. As
someone who values building relationships in leadership, the lessons I learned in
this course will help me in understanding those I am leading. I saw it often as
Sisterhood co-chair for P.I.N.K. 101 as taking on more of a leadership role for the
women in the process helped me build strong connections with them while also
being firm when necessary without disrupting those relationships.

18. Student will describe personal HDF 413 Leadership Institute During Leadership Institute, I learned that my top Leadership Practice Inventory
leadership style and/or SafeZone Training (LPI) is Challenge the Process. I have always considered myself to be quite
personality style including outspoken, so this did not come as much of a surprise for me. However, learning
strengths and weaknesses and more about what challenging the process meant helped me discover different ways
examples of application in which I apply this to my life. Challenge the process means committing yourself to
(Sources = Leadership style looking for new ways to change, grow, and improve, along with making a
inventories, the L.P.I., Type commitment to take risks by celebrating small wins and learning to grow from
Focus (MBTI), LAMP, DISC, and making mistakes. A way in which I do this is that I constantly look for new ways to
other career inventories, etc.) learn more about myself. I have taken courses in many different things both in the
University of Rhode Island and outside in order to expand my knowledge. I take into
consideration the knowledge I learn and use it to help make change. An example of
this was using the knowledge I gained during SafeZone training not just for personal
application, but also emphasized to others the importance of using inclusive
language and being aware of others around you in order to make them feel included.
When people present a view that can offend others, I work to create a safer space
with respectful and informative language. I make an effort to educate myself in order
to create better environments for others and also to help myself grow as a person.
There have been many times in which I did not fully understand a concept or made
mistakes, but I owned up to them and learned from them. Learning from them is all
part of challenging yourself, because when you are doing something you have never
done before it is not going to be perfect. An example of this is getting my bartending
license this past spring. I have a tendency to take classes for different things,
because I want to acquire more and more skills. I was one of the younger ones in
the class, but I did not let this discourage me. When I received my license and was
able to work a few times this summer, I was also one of the youngest people there.
At times, this was nerve wracking and people tend to undermine you. Sometimes, I
made mistakes but I did not let that discourage me. Challenging the process is not
always easy, but there is no growth without challenge.
Leadership Practices Inventory (LPI). LeadershipTraction®. (n.d.). Retrieved

November 29, 2021, from https://www.leadershiptraction.com/lpi/.
Outcome Category: Leadership Theories

Experiences
the “Authority and
Bureaucracy” theory of
leadership Weber
20. Student will describe personal
application of the above theory
(Weber)
the “Scientific Management”
theory of leadership by Taylor
(Taylor)
the “Management by
Objectives” theory of
leadership by Drucker
(Drucker)
“Theory X and Theory Y”
theory of leadership by
MacGregor
(MacGregor)
27. Student will show knowledge of HDF 190 COM 100 In HDF 190, we learned about the “Servant Leadership” theory, which emphasizes
the “Servant Leadership” Student government at the importance of serving others first in order to lead. Robert Greenleaf, who is
theory of leadership by Classical High School considered to be the father of servant leadership says “it begins with a natural
Greenleaf feeling to serve, to serve first. That conscious choice brings one to aspire to lead.”
So in essence, in order to serve, one must help and support others first. In our
servant leadership speeches, we had to focus on one specific aspect of servant
leadership, and I chose to focus on building community, which is being committed to
building community within our organization. People work their best when they feel
inspired and supported by those around them. So in order to receive positive output
from members of a group or organization, one must create an environment in which
everyone feels is a welcoming community. The person I chose that I felt best
represented this for me was my peer mentor in HDF 190, Julia. Julia had built such a
strong sense of community within my group by being friendly and welcoming from
the start. We’re all equally supported by her and through her example we grew
extremely supported of one another within my group. In addition to building
community, other characteristics of Servant Leadership are listening, empathy,
healing, self-awareness, persuasion, conceptualization, foresight, stewardship, and
commitment to the growth of people. Listening is important because it’s not just
about what you hear someone tell you, it’s important to understand what they’re
saying. In group discussions, especially about heavy topics, it’s important to hear
what everyone is saying. An example of this was in high school, we had people from
our neighborhood address gun violence to us because they had lost a lot of friends
and family as a result of gun violence. Although I had heard about gun violence my
entire life, this person’s experience inspired me to become more passionate about
activism. Empathy is important because everyone’s experience is different and
everyone’s perspective is valid, and it’s important to understand one another.
Whenever someone comes to me with a personal problem, I try to put myself in their
shoes. Healing is important because without healing, there is no growth. A way in
which I apply this to my life is by healing from things of the past because dwelling on
things of the past can affect the present and the relationships I have with people
around me. Self-awareness is key to knowing how your actions and words can affect
those around you. Being self-aware helps one take the proper actions that prompt
for better decision making. Persuasion plays a great role, especially when it comes
to authority. Rather than bossing someone around, you can give them reasons to
change or adjust something or draw them into a cause. An example of when I used
persuasion to help another person was when someone approached me about a
topic in which we had entirely different views on and I was able to explain to this
person about why I had my respective opinions, and they began seeing things from
my perspective. Conceptualization helps individuals look beyond today or
themselves. A way I apply this in my life is by reflecting on my goals and what I want
to accomplish in everything I do, whether it be in school or an important job.
Foresight helps one make better decisions and take better action based on past
successes and failures. First semester of college, I went through financial hardships
due to poor money management skills. When it began happening again second
semester, I took the actions necessary and reflected on what had helped me
manage my money in the past. Stewardship is how one shows responsibility and
accountability for members of their group. During COM 100 first semester, my group
was falling behind in an important project and the deadline was coming up. I knew it
would take a group effort to do this project well, so I encouraged the other members
of my group to start the project as soon as they could and within a matter of days we
managed to put a lot of work into the project and did excellent on it. I knew we would
all equally be held accountable on the project so I reached out to ensure we
completed it. The final characteristic of servant leadership is commitment to the
growth of people. This is significant because it helps you think about how the actions
and decisions made affect the growth of others around you. In student government
at Classical High School, we were able to build a community within our class
government and achieve many different things. One event we held that I was really
content with was our Valentine’s Day Bake Sale. We were able to raise money for
our class and with that money, everyone in our class was able to receive a free t-
shirt designed by a member of our class when Covid-19 abruptly ended our senior
year.
Source: Greenleaf, R. K. (2002). Servant leadership: A journey into the nature of

legitimate power & greatness. Paulist Press
T. (n.d.). Servant leadership: Putting your team first, and yourself second. Retrieved
March 7, 2021, from https://www.mindtools.com/pages/article/servant-
leadership.htm
28. Student will describe personal HDF 190 Leadership Institute A time in which I applied Servant Leadership was during Leadership Institute. It
application of the above theory P.I.N.K. 101 happened during multiple occasions and many different characteristics of the model
(Greenleaf) were applied during our small group meetings. Listening was one characteristic we
used on several occasions. When someone else was sharing a personal experience,
we listened attentively and sympathized with one another. We played a game once
in which we shared personal experiences and the lights were out. During this time,
we couldn’t see one another and some people were sharing very deep experiences.
In addition to listening, sharing these experiences with one another helped us in
building community. There were multiple times during Leadership Institute in which
we played activities to help us feel more engaged and interact with one another.
Despite the difficulties we faced with our group being smaller than expected, we still
built a community within our group. It was very difficult during my first semester to
build a community in a campus where almost everything was remote, and for this
reason experiences like the Institute helped me share my experiences and also
learn about those of others.
This semester I was granted the opportunity to serve a Sisterhood co-chair for
P.I.N.K. Women. One of our core values is Community and there a phrase in it that
says “serving a mentor for younger women from our communities.” This really spoke
to me in the role I played this semester in the committee. Helping out the Sisterhood
chair, I was able to develop close relationships with these younger girls. Even when I
had other things going on, I knew that being a mentor for these young girls was a
priority for me during this process. The characteristics of servant leadership that
really stood out to me throughout this were empathy, commitment to the growth of
people, and building community. Empathy came into play during group discussions
and when I spoke to most of them one-on-one and was able to provide support and
encouragement when necessary. From the first meeting I had with these young
women and getting to know them more and more, I watched as they blossomed
throughout the entire process. Building community was a big one, especially
because they were one another’s 101 sisters who wanted to join a sisterhood that
strongly practices this part of servant leadership. Putting these into practice, I was
able to serve as a mentor for these young women and it was very rewarding.

Source: Greenleaf, R. K. (2002). Servant leadership: A journey into the nature of
legitimate power & greatness. Paulist Press
leadership.htm

the “Principle Centered
Leadership” theory by Covey
(Covey)
the “14 Points / TQM” theory of
leadership by Deming
(Deming)
the “Visionary Leadership”
(now often cited as
“Transformational Leadership”)
theory by Sashkin
(Sashkin)
the “Individuals in
Organizations” leadership
theory by Argyris
(Argyris)
37. Students will demonstrate
knowledge of the “4 V’s”
theory of leadership by Grace
(Center for Ethical Leadership)
(Grace)
the “Situational Leadership”
theory by Hersey & Blanchard
(Hersey & Blanchard)

41. Student will show knowledge of HDF 190 As we learned in HDF 190, in order to successfully carry out a leadership position,
the “Relational Leadership” it’s important to apply the Relational Leadership Model. There are three basic
model by Komives, McMahon principles that this process consists of and that is knowing, being, and doing. One is
& Lucas required to know themselves and the world around them, act right based on what
they know and act in ways that positively affect the community. This process
emphasizes that we all learn from one another and there’s not a singular person that
is greater than another when working together in a group. To help a group or
organization be successful, there are five key components to relational leadership.
These are purposeful, inclusive, empowering, ethical, and process-oriented.
Through the act of being purposeful, there is a goal or activity set in place. People
work together to find a common purpose and work effectively to achieve it. Being
inclusive pertains to understanding and valuing everyone in the group, but it’s
deeper than that. To be inclusive does not just mean to give someone a place
somewhere, it’s to actively show that they’re accepted, welcomed, and valued there.
When someone feels included, they feel more comfortable and are more willing to
open up because they feel equal andl important. Empowerment is how the group
setting makes someone feel important in their own individual way and it gives them
the room to showcase their way to help the group. For example, in HDF 190,
everyone has their own unique VIA Values and Gallup Strengths, so everyone offers
different strengths to benefit the group. The ethical component of Relational
Leadership is how one represents that their values are moral and do not disregard or
disrespect any values or standards set in place. The final aspect of this model is
process-oriented. When a group has a purpose, there is a process involved in
achieving the set goal or purpose. This refers to the steps taken and decisions made
that align with what the group is working to achieve.
Source: Relational Leadership Model (Komives, S.R., Lucas, N., & McMahon, T.R.
(2007). Exploring leadership: For college students
who want to make a difference. Jossey-Bass)
Gallup StrengthsFinder (https://www.strengthsquest.com/home.aspx)
VIA Character Strengths (https://www.viacharacter.org/character-strengths-via)
42. Student will describe personal HDF 190 GWS 150 During my time as a student at the University of Rhode Island, I have seen the
application of the above theory Group Activity Relational Leadership Model be implemented. In my Gender and Women Studies
(Komives et al) classes. The class is very interactive and my professor welcomes everyone to share
their own distinct experiences. As a Hispanic woman, a space like this at a
predominately white institution is very welcoming and safe. I feel heard sharing my
own personal experiences and have learned a lot from others in my class as well.
The component of the model applied in this class is inclusiveness, because no one
is left out of the discussion in that class. There is one boy in the class who is a
person of color as well, and we give him the safe space to share his personal
experience living where he lives. Another time I have seen it is in HDF 190 when we
played a game with blocks. Each of us had an assigned task and we all built off of
our own Gallup Strengths (Rath, 2007) when we were assigned the roles. We all
stuck to the roles we were assigned and worked together to help complete the task
at hand. This activity was very purposeful, as we all were able to work together and
our strengths were revealed in our respective roles. I was one of the communicators
and my biggest Gallup strength is communication. I used this to help guide my group
towards completing the task.

the concept of constructivism
44. Students will describe personal
examples of implementing
constructivism
knowledge of the Experiential
Learning Model (Kolb)
46. Student will describe personal HDF 413 Leadership Institute Developing as a leader is not a linear process. This fall semester, I learned
application of the Experiential about Kolb’s Model of Experiential Learning (Kolb, David A., 1984). This model
Learning Model (Kolb) relates to me because even prior to Leadership Institute, I had some experience with
facilitation in high school. However, I did not acknowledge that at the time as
concrete experience, but it did help bring me to the point of doing Leadership
Institute and becoming interested in SOLC. Leadership Institute was a similar
experience for me reflecting back on the training and then putting into practice what
was learned. Every time I facilitated an activity, whether it be while practicing during
training or during the two days with the first year students, I would reflect on the
experience and come to a conclusion of what I needed to improve on. Due to this,
my facilitation only improved throughout my time at Camp Jori. Two of my values
include hope and love of learning (VIA). I feel as though this is why this model
applies to my life. As a hands-on learner, I have to put things into practice in order to
grow. I always enjoy learning new things whether it be about a skill, technique, or
simply just learning from experience. When learning new things, it is also important
to maintain a hopeful mindset because doubt in yourself could deter progression.
There is a lot of knowledge I have now that could help me with future
facilitation opportunities. I recognize that even when things such as energizers are
not my strong suit, they are still essential to most groups to get them up and going.
Building upon my strengths in different content areas will help me facilitate
energizers in the future. With Leadership Institute being my first experience in this, I
did notice I was stronger in more serious activities that required more prefacing and
were a lot more personal. With communication, positivity, and activator at the
forefront of my strengths, I want to utilize the same traits that I use for these
meditative activities for more energy inducing activities. Kolb’s Model of Experiential
Learning holds true to me because I am someone who reflects and grows from
every experience. Love of learning is one of my biggest values. Since Leadership
Institute, I have taken on many roles in which I am a facilitator that I have only
improved in with every activity I facilitate and reflect on. Since being a peer leader
was my first experience, I have developed more skills and knowledge since then to
utilize in future facilitation roles.
Kolb, David A. (1984). Experiential Learning: Experience as the Source of Learning

and
Development. Englewood Cliffs, N.J.: Prentice-Hall
Rath, T. (2007). Strengths finder 2.0. New York: Gallup Press.
47. Student will show knowledge of HDF 190 Through HDF 190, I have learned about the Social Change Model about how
the “Social Change Model of important it is for our values to act in accordance to our actions. The social change

Leadership Development” by model is composed of three different sets of values, all working in collaboration to
Astin et al compose the social change model. The first set is our group values, which are
collaboration, common purpose, and controversy with civility. Collaboration means
working together and sharing responsibility, authority, and accountability. Common
purpose entails sharing the same goals and values for this particular effort.
Controversy with civility recognizes that differences can happen, but they must be
discussed in a productive manner. The next set is individual values, which are
consciousness of self, congruence, and commitment. Consciousness of self is being
aware of what it is within you that prompts you to take action. Congruences entails
acting in line with your values and beliefs. Commitment means being invested in the
mission you are carrying out. The final set of values is community values, and the
value is citizenship. Citizenship is how this purpose being carried out connects the
group to the community and helping out the welfare of the community.
Source: Wagner, W. (n.d.). The Social Change Model of Leadership: A Brief

Overview.
48. Student will describe personal HDF 190 P.I.N.K. Women In HDF 190, we learned about the Social Change Model and I was able to apply it
application of the above theory during my time in the P.I.N.K. 101 process. Although at the end of the day getting
(Astin et al) into the process is one’s own individual responsibility, I worked with the other girls in
the process to learn facts and achieve this goal. I applied consciousness of self
because I knew I wanted to get into P.I.N.K. and that I wanted to be part of a
multicultural organization so that prompted me to take action. I applied congruence
because I knew how important it was to be confidential so I kept everything about
my own individual experience with the process to myself and confidentiality and trust
are important to me. I showed commitment by showing up to every meeting and
actively participating. For group values, I mostly applied collaboration and common
purpose. I set up multiple meetings with some of the other girls in the process to
learn facts and build bonds with one another. We all had a common purpose and we
all worked towards achieving that purpose through collaboration with one another.
Finally, in joining P.I.N.K. Women, I am becoming a part of an organization that
practices citizenship and does things to better the community and we are bringing
together more and more strong, independent women.

Overview.

knowledge of the “Leadership
Identity Development Model”
by Komives et al
50. Students will describe personal
application of the above theory.
(Komives et al)
knowledge of the Strengths-
Development Model by Hulme
et al

(Hulme et al)
knowledge of behavior theories
of leadership from Michigan
and Ohio State
application of the above
theories (Michigan & Ohio
State)
knowledge of Charismatic
leadership
knowledge of contingency
approach to leadership by
Fiedler
(Fiedler)
knowledge of Path-Goal theory
by House
(House)
knowledge of Leader Member
Exchange (LMX) theory by
Dansereau, Graen & Haga;
Graen & Cashman; Graen
(Dansereau, Graen & Haga;
Graen & Cashman; Graen)
knowledge of Leadership
Substitutes Theory
knowledge of Models of leader
emergence
66. Student will describe the
impact of traits on leadership
emergence and performance
knowledge of 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
knowledge of the “Cycles of
Socialization” (Harro) theory and
its uses in leadership
personal application of the
“Cycles of Socialization” (Harro)
knowledge of the “Cycles of
Liberation” (Harro) theory and its
uses in leadership
“Cycles of Liberation” (Harro)
knowledge of the “Configuration
of Power” (Franklin) and its
relationship to leadership
“Configuration of Power”
(Franklin)
knowledge of racial identity
development (Cross & Fhagen-
Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos;
Kim; Horse; Renn etc.)
personal application of model(s)
of racial identity development
above
knowledge of models related to
gender / identity / gender
identity development (Lev;
Bussey; Bussey & Bandura;
Bilodeau; Gilligan; Belenky et al;
etc.)
personal application of model(s)
of gender identity above
knowledge 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
knowledge of McIntosh’s theory
of privilege and its relationship
to leadership
personal application of
McIntosh’s theory
85. Student will describe the
differences and similarities of
individual and institutional
oppression and relationships to
leadership (Source = Three
Dimensional Matrix of
Oppression)
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.)
effective leadership as it relates
to change agency
examples of being a change
agent
89 Student will demonstrate HDF 413 When thinking about leading others, a model that should be taken into consideration
knowledge of the “Model of is the Developmental Model of Intercultural Sensitivity (Komives, Lucas & McMahon,
Intercultural Sensitivity” by 2013). At the beginning of the semester, I felt as though I stood in the acceptance or
Bennett and its uses in adaptation stage of the model. I was able to recognize the values and differences
leadership between myself and others, but beyond that point it became sometimes difficult to
fully immerse myself in other cultures. Being able to experience more things in
person this semester, I was able to be more involved in events held by multicultural
organizations. Even though I always made the commitment to respect other cultures,
this semester I was able to learn and immerse myself in them more. Meeting people
from different backgrounds and creating connections has helped me expand my
horizons. As a person of color on campus, multicultural organizations are important
to me and I do have an advantage in learning about other cultures by being a part of
them. I also continuously put myself in positions in which I was the minority, which
helped pave the way for others like me. Additionally, teaching people about my own
culture helps them respect and understand others from my background. Empathy
and communication are key to reaching the final stage of this model. Although there
is plenty of room for growth, I recognize how far I have come in learning about many
of the different organizations for different groups on campus.
Komives, S.R., Lucas, N., & McMahon, T.R. (2007). Exploring leadership: For
college students who want to make a difference. San Francisco: Jossey-Bass
90. Students will demonstrate HDF 413 P.I.N.K. Women This model has helped me with leadership because I have worked with first-year
personal application of the P.I.N.K. 101 students in both the P.I.N.K. 101 process and being a URI 101 mentor. I am able to
“Model of Intercultural URI 101 guide students towards different groups on campus that can serve as safe spaces
Sensitivity” by Bennett for them. The roles we play as leaders in others’ lives occur in many different ways.
The Developmental Model of Intercultural Sensitivity helps me acknowledge the
importance of being sensitive and welcoming to those who are different from me.
Taking into account this model and my own personal strengths and values helps me
adhere to and develop my own personal leading style. As a URI 101 mentor and
Sisterhood co-chair for P.I.N.K., worked with a few students who are from different
cultures than me. This often led to having students perceive things different from me
and sharing experiences with one another helped with gaining knowledge and
perspective on how culture influences the way in which we see the world. I had a
student in my URI 101 section who came from another country who shared with me
their concerns with asking questions out loud in the predominantly white classroom,
because they were afraid of being perceived differently or judged. The student was
able to confide in me because I emphasized from the beginning that my primary
objective was to make everyone feel safe and welcome, and that they were able to
come to me if they were ever uncomfortable or needed absolutely anything. The
student shared the way things were back home for them. I was able to learn about
the culture of one of my students and also share my experience as a minority on this
campus from a different culture than them. Although our backgrounds are different,
we found commonalities and understanding in one another.
Komives, S.R., Lucas, N., & McMahon, T.R. (2007). Exploring leadership: For
college students who want to make a difference. San Francisco: Jossey-Bass
knowledge of the ally Action
Continuum by Griffin & Harro
Action Continuum by Griffin &
Harro
the Multicultural Organizational
Development Model (Jackson)
94. Student will show personal

application of the Multicultural
Organizational Development
Model (Jackson)
the Multicultural Change
Intervention Matrix (Pope)
96. Student will show personal
application of the Multicultural
Change Intervention Matrix
97. Student will create a personal HDF 413 SOLC Through inclusive leadership, people are able to feel a sense of belonging
code of inclusive leadership amongst those around them. By being inclusive, we offer people the space to be
represented and seen as equal. To me, this is important because everyone
deserves to be recognized in a group. In order to be inclusive, it is essential to
acknowledge the experiences and cultures of everyone and use inclusive language.
This helps people feel empowered, which is an essential part of the Relational
Leadership model. In the chapter about the model in Exploring Leadership it states,
“thriving on change demands the empowerment of every person in the organization.”
(Peters, 1989) Everyone in the group must feel as if they have a place in order to
practice inclusive leadership.
The Developmental Model of Intercultural Sensitivity has helped me
acknowledge the stage that I see myself in, in terms of how I experience cultural
differences between myself and others. At the beginning of the semester, I saw
myself in the acceptance or adaptation stage of the model (Komives, Lucas &
McMahon, 2013). Although I still have not fully immersed myself in other cultures, I
feel as though I am more comfortable learning about and integrating into the lives
and cultures of others if given the opportunity to. In HDF 413 and SOLC, we learn
about different facilitation activities in order to apply them to distinct groups and
organizations. Working with people from organizations that are not familiar to me
helps me expand my horizons and stay firm on my commitment to respect the
cultural backgrounds of others. Two of my values, kindness and love of learning,
help me strengthen myself in the application of this model (VIA). Kindness helps me
make everyone feel respected and included. Love of learning helps me educate
myself and learn about others in order to fulfill that role as a leader.
SafeZone Training was very beneficial because it taught me how to
address students and handle situations relating to gender and sexuality. I will apply
this knowledge to educate others and create a safe environment when facilitating. A
portion of the SafeZone training that stuck out to me was the possible scenarios I
can be confronted with and learning how to manage them (Gender and sexuality
center). When facilitating, it is important to start off with an activity that allows people
to introduce themselves and get to know those around them. This is an effective way
to work with students, because you do not want anyone to be misgendered or
offended. From the knowledge gained through this training, I anticipate conducting
facilitations about inclusivity with groups in the future. My top strength of
communication along with my kindness value will help me use appropriate and
inclusive terminology when working with people (Rath T., 2007).

Gender and sexuality center. (n.d.). Retrieved from https://web.uri.edu/gender-
sexuality/safe-zone/.
Komives, S. R., Lucas, N. and MacMahon, T.R. (2013). Exploring leadership: For
college students who want to make a difference. San Francisco: Jossey-Bass.
Rath, T. (2007). Strengths finder 2.0. New York: Gallup Press.
Outcome Category: Critical Thinking
Outcome Target Additional Descriptive notes regarding learning and practice

class Experiences
principles of critical thinking and
fallacies (logic is used in this
minor)
proficiency of critical thinking
metaphorical analysis to critically
analyze self and leadership
situations
proficiency of metaphorical
analysis to critically analyze self
and leadership situations
at least five decision making
methods
examples of having used five
decision making methods
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)
knowledge of leadership that is
used in crisis (i.e., James &
Wooten; Garvin; Covey;
Frohman; Lalonde; Schoenberg;
Joni; Braden et al; etc.)
108. Student will describe examples of
leadership in crisis situations
(i.e., application of James &
Wooten; Garvin; Covey;
Frohman; Lalonde; Schoenberg;
Joni; Braden et al; etc.)
Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome Target Additional Descriptive notes regarding learning and practice

class Experiences
knowledge of active listening
techniques
110. Student will describe examples GWS 150 In GWS 150, we tackle difficult topics relating to social identities. The professor has
of using active listening skills COM 221 helped create a safe and comfortable environment for all of us. The professor
always gives us the freedom to leave if we are ever uneasy about what is being
discussed in the class. Some of the times, students will share out personal
experiences in which they felt oppressed or judged by a social identity they hold.
Wanting to be empathetic towards my peers, I always make sure to listen to their
stories. Through this, I am able to learn about the things other people go through. It
is important to be aware of what goes in the world around you and work towards
making positive change. To put into play active listening, I take into consideration the
Servant Leadership model. The most important characteristics of the model I apply
in this class are listening and empathy. I use listening to not just be interactive, but
also to make sure my peers feel understood. I use empathy to see things from the
perspective of others who experience the world differently than me. When others are
sharing their experiences, it’s important to put yourself aside and put their needs first
and listen actively.
leadership.htm
In COM 221, I learned about how to be an effective listener. Two types of ineffective
listening I tend to unintentionally engage in are pseudolistening and selective
listening. I really want the people I care about in my life to feel appreciated.
However, as someone with a hectic life, I sometimes have the tendency to be in my
own head. I do not want my friends to feel as if I do not care, and I sometimes fade
in and out of listening to them, but act as if I was completely immersed in the
moment. Through this class, I have become more aware of the communication in the
relationships in my life, so I have tried to be a more mindful listener. Becoming more
mindful has also allowed me to realize how often we all do this, especially with those
closest to us. I did not realize how often I tend to selectively listen, especially with
being in my own hand. For me, it happens most often with my family, because I am
so comfortable and adjusted to being around them. I want to work on this more
because although I do not want to, I have noticed this is a pattern that I tend to
showcase in really close friendships and romantic relationships as well. In this class
we also discussed things we need to get rid of in order to be a more effective
listener. For me, I definitely need to put into practice getting rid of distractions.
Whether it be external or internal, this gets the most in the way of being there for the
people I care about. I need to remind myself that no matter what is going on in my
life, looking out for the people closest to you is of the utmost importance. If I do not
start putting aside these barriers to communication, I can lose out on important
conversations or even worse be distanced from those around me. Over the last few
months, I have been trying to be a more effective communicator and be empathetic
towards others. However, I did not fully grasp that this does not solely mean caring
for the person’s needs. It also entails the way we receive and process the
information they give us. I will work on putting aside distractions or searching for a
more quiet place to talk to assure that the other person is getting my full undivided
attention.

knowledge of functions of group
communication by Hirokawa
application of functions of group
communication (Hirokawa)
113. Student will show knowledge of WRT 201 Peer review When giving someone else feedback, you want to use constructive criticism and be
techniques regarding giving and respectful. The feedback given must be presented in a way that will not offend the
accepting of feedback other person, just simply help them improve on their work. It is also important to
thoroughly read the work of the other person and make sure you understand it. If
you do not understand what the other person is talking about, you can not give
proper feedback. When accepting feedback, it is important to be open to criticism.
These suggestions and tips are not intended to offend you, they are there to guide
you in improving your work. In WRT 201, we wrote essays on environmental issues
and were assigned to peer review one another’s papers. This was the first time we
received feedback and suggestions on our essays from another student. In all of my
other classes of the semester, the professor is typically the person who provides
feedback. Sometimes, it is harder to take advice from another student because they
are taking the class as well so you assume they know just as much as you.
However, while it is important to keep in mind that their tips might not be effective, it
is important to consider their suggestions as it is another perspective. This person
could be implementing skills they learned in the past and you could grow as a
student based on that. In the same respect, you could help someone through skills
or prior knowledge you have that they don’t. It is important to keep in mind that the
objective is a good grade and developing the skills needed to succeed. Giving and
accepting feedback from others will help one do so.

114. Student will describe examples WRT 201 Peer review In WRT 201, we had a peer review assignment in which we reviewed another
of giving and accepting student in the class’s essay and they reviewed ours. When reading my classmate’s
feedback. paper, I kept in mind all of the essay-writing skills and resources our professor had
given us. I also kept in mind that they were a fellow student with the same objective
as I had, so I made sure to be effective in reading their paper and understanding the
concept of the paper. Our professor gave us an outline to follow to make sure we
grasped the topic and could address any minor suggestions in a respectful manner.
In addition to writing on the outline, I made a copy of the paper and highlighted
anything that could be improved upon. I also read the rubric of the assignment and
past feedback given to me by the professor so I knew what his expectations were.
When I received feedback in return, I made sure to take it into account. The same
way I provided feedback in a respectful manner, I received in return. I really enjoyed
being able to peer review because I was able to see my paper through the eyes of
my classmate. Due to the feedback I received, I was able to submit a paper that I felt
really confident and content about.

the 7D coaching model (Knott)
personal 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
119. Student will demonstrate HDF 413 Leadership Institute In SOLC and HDF 413, we were introduced to concepts in practices that helped us
knowledge of facilitation SOLC become effective facilitators. Being a good facilitator is not only about being able to
techniques guide a group through an activity, but also being able to help them understand the
objectives and take into consideration the needs of your group. A part of facilitating
we learned about this semester is sequencing or how to build up gradually towards a
successful retreat. Prior to facilitating for a group, it important to assess their needs.

For example, SOLC works with different groups and organizations and usually in the
email they address why they feel as though they need a retreat. Having this prior
knowledge, it is essential to think about the number of people involved, what
challenges/activities/games might be best and how they can be adapted based off
the needs of any members, and what the overall objective and the goal the group
wants to work towards. As the facilitator, it is important to be prepared and have
expectations set for the day. This includes being early to make sure everything is
ready and you have all the materials, making sure your group has sign any forms
necessary, and assuring they came prepared to challenge themselves physically
and mentally for the better. A great way to start a facilitation is with an ice-breaker or
energizer depending on the needs of your group. If your group already knows one
another, start with an energizer. If your group does not know each other yet, start
with an ice breaker before the energizer. If you are on a tighter schedule find ways to
incorporate both into one. These types of activities do not require any debriefing and
should be briefly explained. It is important to make sure to ask the group if they have
any questions. Following this, the process of the remainder of the day is based off
the needs of the group. An important activity to do earlier in the day is some kind of
contract where the group sets expectations and values they want everyone to instill
and practice when working together. Another activity we should include as
facilitators should be an activity that requires the group to work together in order to
achieve a common goal that requires critical thinking. Some of these activities could
include a Marble Maze where the group has a mat lifted off the ground and the
objective is to get the marbles to a certain hole or Lava Tiles where the group has to
get from one side to another unable to touch the ground without a tile. These
activities require the group to practice effective communication and makes for a
good debriefing activity in which they are able to discuss their successes and
failures with the activity and how to improve on any failures. These are activities that
are most effective for group development when facilitating, and the GRABBS
assessment tool (Schoel, Prouty, & Radcliffe, 1995) f great in helping a facilitator
decide what the goals are of the group are, how ready they are, what the group is
feeling, their behavior, the physical abilities, and the stage of group development
they are in so they are able to pick the most ideal activities for their group.
Schoel, J., Prouty, D., & Radcliffe, P. (1995). Islands of healing

120. Student will demonstrate HDF 413 Leadership Institute I was first introduced to the concept of facilitation when signing up to take HDF 413.
proficiency of facilitation SOLC At this point, I had already been accepted to be a peer leader for Leadership
techniques Institute but I went into Leadership institute with a basis knowledge. I saw many
similarities between the activities we did at the SOLC retreat to the activities I did as
a peer leader for Leadership Institute. Utilizing the knowledge I have now, I can
reflect on the activities done at Leadership Institute with a newfound perspective.
Learning about the GRABBS assessment tool (Schoel, Prouty, & Radcliffe, 1995), I
know every retreat facilitated is going to be different based off the needs of the
group being worked with. Thankfully, for Leadership Institute the structure was
already set in place for us, and now I understand why the day is structured the way it
is. The objective of Leadership Institute was to build relationships amongst the first-
year students we were working with before they began their first year at URI. In
terms of the GRABBS assessment, that was our goal. Our job as peer leaders was
to come up with the activities, which sometimes varied depending on where we felt
our group was at. During the SOLC retreat, I acquired even more skills about
facilitating and why certain activities were used as us as facilitators participated in
these activities. Our goal was to learn how to facilitate so the debriefing of these
activities pertained to not just how we did as a group but in what situations would
those activities be beneficial to another group. This helped me gain knowledge on
structure and activities to do for a retreat. This also helped me gain more insight in
how to preface and debrief certain games or activities. For HDF 413, both my paired
facilitation and group facilitation fell on the same day. Both were very different
activities that came with different goals. The first facilitation I did was a game of Lava
Tiles with Angie that involved working together as a team so that is what most of our
debriefing was based off of. Later in the day, my group presented on Inclusion and
this activity required prefacing that this was “Challenge by Choice” meaning at the
comfort of our group’s willingness to share. It is important to adhere to the needs
and the goals of the group you are facilitating and I have been able to develop skills
to help put that into practice throughout this semester.
Schoel, J., Prouty, D., & Radcliffe, P. (1995). Islands of healing

knowledge of de-briefing
techniques
122. Student will demonstrate HDF 413 Leadership Institute The first place I learned about the importance of debriefing was Leadership Institute.
proficiency of de-briefing As someone who likes looking for the deeper meaning in things, this was always a
techniques part of facilitation that peaked my interest. I saw during our last day of training how
debriefing activities helped bring the group to a similar conclusion and helped
everyone express how they felt during an activity. Debriefing especially helps with
team building and cooperation, because the group can recognize what they need to
improve on to become stronger as a whole. This can also draw attention to ways the
group was or was not successful in making sure everyone felt equal in their group.
During Leadership Institute, I worked with Celia and Kevin to come up with questions
for certain activities that required critical thinking as a whole. It is also important to
acknowledge when debriefing is required and when it is not. For activities such as
Wizbang, they are simply meant to be energizers. Activities such as a stargazing
where everyone is just meant to listen to one person at a time as they share also
does not require debriefing. When you have an activity where you work as a team,
for example getting everyone across a jumping rope, debriefs are required or else
the activity is nothing more than a frustrating challenge in which the group is not able
to reevaluate themselves and improve. In HDF 413, I learned even more about
facilitation and debriefing. For our paired facilitation, Angie and I decided to go with
Lava Tiles. We split everyone into four groups and they had to get from one side to
the other only using the tiles. I feel as though we did a good job at explaining it and
watching everyone experiment different methods was very interesting. Through the
debrief, different groups were able to learn about what worked for others and how
they utilized their Gallup strengths and VIA values to work together as a team. This
was one way facilitation worked for team building. For my group facilitation in HDF
413, we facilitated an activity for Inclusion. The activity we did was Cross the Line,
where everyone started off on one side and based on the prompts they were given,
stepped forward. By the end of it, the group looked around them and acknowledged
everyone’s similarities and differences. The objective was to make sure the group
understood the importance of inclusion regarding the backgrounds and capabilities
of their peers. The debrief questions we had for them helped us learn about how the
class felt about the activity and what it taught them about the overall objective of
inclusion.

knowledge of framing based on
psychology and its use in group
facilitation
proficiency of framing based on
psychology and its use in group
facilitation
knowledge the four frames of
organizations, and the meaning
of reframing by Bolman and Deal
application of organizational
analysis using the four frames of
organizations, and breaking the
frame / reframing (Bolman and
Deal)
organizing meetings / setting
agendas / and leading meetings
examples of organizing meetings
/ setting agendas / leading
meetings
Parliamentary Procedure
130. Student will show knowledge of HDF 190 Lasalle Bakery In HDF 190, I have learned about models that help in working with other people.
techniques for working with Sometimes you have to work with people who you do not see eye to eye with. It is
difficult people never easy to work with other people, but there are ways to handle this. The Social
Change Model teaches us to look within ourselves while also incorporating those
around you. The individual values of the model are important to apply when working
with difficult people. It’s important to know yourself and your values, and act
consistently with those values. In addition to that, it’s important to keep in mind the
commitment one has to a job and the tasks at hand. The group values of the Social
Change Model are collaboration, common purpose, and controversy with civility,
which are also important to consider when working with difficult people. Once you
recognize your individual values, it’s important to apply them in group settings. You
are collaborating with coworkers to achieve a common purpose. It’s important to
avoid groupthink and doing things in a way that would discourage other coworkers.
Engaging in a respectful manner despite the difficulties and difference of opinions
leads to the work being done properly. Finally, the society value of citizenship is also
important to consider when working with others. You have to be actively working and
collaborating with others to benefit the experience of the customers or in non-work
related settings, the community around you. While working at Lasalle Bakery, there
were times where my coworkers and I had difficulties in working with one another.
However, keeping in mind the tasks at hand, we worked to complete them and give
customers a good experience.

Overview.
131. Student will describe personal HDF 190 Lasalle Bakery While working at Lasalle Bakery, I was already applying the Social Change Model
examples of using techniques to unconsciously. Sometimes, my coworkers and I would get into disagreements. I
work effectively with difficult used the Social Change Model to work in a civil manner with others towards a
people common goal. Creating an environment in which people feel respected despite their
differences is important. We all want to get the job done and not have to leave too
late, so we always make sure to keep that in mind. I keep in mind my individual
values of being respect and integrity. Even when our boss is not around, I want to
make sure to be working well. I keep this in mind when working with people who do
not have the same values. In addition to using my individual values, I use the group
values of the Social Change Model. I would ask my coworkers if there were any
tasks that were easier for them or they prefer to do. If someone does not do
something well, I would help them or have someone else help them to promote
collaboration. Sometimes it is frustrating when people do not know how to do things
or are too lazy to do things, but it’s important to be civil and approach them about it
in a respectful manner. Finally, I put society values in place by taking into
consideration the customers. I would not want them to walk into a clearly hostile
work environment or hear workers fighting. It’s important to focus on the common
goal and get the job done.

Overview.
the stages of group development
(Tuckman/Tuckman & Jensen,
Bennis or others)
examples of group development
in use (Tuckman/Tuckman &
Jensen, Bennis or others).
group roles and how they
contribute to group dynamics
(Johnson & Johnson; Benne &
Sheats; Knowles & Knowles;
etc.)
examples of group roles and
how they contribute to group
dynamics (Johnson & Johnson;
Benne & Sheats; Knowles &
Knowles; etc.)
effective memberships skills in
groups
examples of membership skills in
use
the Challenge and Support

theory by Sanford, and its
relationship to organizations
examples of using the theory of
Challenge and Support (Sanford)
the construction / elements of
informative and persuasive
speeches
141. Student will demonstrate PRS 100 Presentations In PRS 100, we had to design a brochure to help draw people into an event or
proficiency in informative and support a cause. The initiative is not real, however we had to plan an event and
persuasive public speaking design an initiative as if it were real. For my initiative, I chose to help a bakery in
Providence called Sarcastic Sweets fund to open a brick-and-mortar store, as they
are currently operating from a food truck. To prepare to speak in front of my class, I
made sure to have prior knowledge on the bakery and the owner, Nina Reed. Next, I
created an outline for my initiative detailing mission, budget, and an overall overview
of the event. This information was what would be presented in my class, however it
would not be on the brochure. I had to make sure I knew this information
beforehand, and I put small notes on index cards to help guide me for the
presentation. Finally, I created a brochure which would be presented to my class.
The brochure had to be well organized and informative, along with being pleasing to
look at. I dedicated time to creating a brochure to help draw in people to the event,
the people in question being my classmates. On my day to present, I had the
brochure behind me and only glanced at my index cards to stay on track. I was able
to project my voice and speak slow and thoroughly, elaborating well on all of the
aspects of my outline along with presenting my brochure. At the end of the
presentation, I received positive feedback from other members of my class. Many
mentioned that if my event were to be brought to life, they would attend.

planning and conducting
interviews (as the interviewer)
examples of planning and
conducting interviews (as the
interviewer)
144. Student will show knowledge of HDF 190 Tour guide interview During my first year at URI, there were three different interviews I was a part of for
preparing for and effective URI 101 interview academic organizations. For my first interview, my Tour Guide interview I did not go
answers in interviews (as the Leadership Institute interview in there with any preparation at all. I did not know what to expect and I did not do
interviewee) anything to prepare for any answers that could be asked. I wound up not being
offered a position, and I knew to be more prepared for my next interview. Taking
time to reflect on my goals, I also reflected on my strengths and how these could be
used to do well in an interview. For my tour guide interview, I was not aware of my
strengths and wasn’t feeling very confident. Two of my top strengths are woo and
communication, so I knew I had the ability to communicate why I wanted to become
a part of these organizations or teams and that I could showcase my passion in a
way that draws people in. I thought about ways in which I could use my strengths
and I thought about hypothetical questions that could be asked. I wrote down
reasons why I wanted to be a part of these groups, my strengths and values, and

why I was passionate about leadership and mentoring. Although these were not the
exact questions I was asked during my interviews, being prepared with my
reasoning and driving passion for leadership, helped me feel confident in my
responses during these interviews and prepare for anything coming my way.
145. Student will describe personal URI 101 Tour guide interview During my first year at URI, there were three different interviews I was a part of for
examples of preparing for and URI 101 interview academic organizations. For my first interview, my Tour Guide interview, I was not
being interviewed Leadership Institute interview well prepared and wound up not being offered a position as a Tour Guide. Upon
reflecting on it, I realized I was not myself during this interview and I also lacked
confidence. However, I did not dwell on this and took it as a learning experience.
Before my URI 101 interview, I took time to reflect on my Tour Guide interview and
what I could have been improved on. I did things to make myself feel more confident
for the interview as well as reminding myself of the reasons why I wanted to be a
URI 101 mentor. I could build upon my strengths of woo and communication to help
draw new students at URI into different organizations. I remembered how lost I felt at
the beginning of my first year and how opportunities like Leadership Institute helped
me find my place. Staying focused on my goal and reminding myself why I signed up
to be interviewed helped me go into the interview with confidence and passion for
what I was about to do. Following my interview, I felt really good about myself and
regardless of how it would go, I knew I was proud of myself. About a week or so
later, I got my acceptance email. Knowing the passion I had for making URI a good
experience for everyone, I applied to be a peer leader for Leadership Institute. Using
the same confidence and goal setting methods I used for my URI 101 interview, I
went into my peer leader interview with the same confidence and passion. The
following week, I received my acceptance letter for Leadership Institute and am
grateful to get to experience being a mentor for first year students.

effective collaboration / coalition
building (Sources:
Cilente/Komives et al; NCBI;
etc.)
examples of working in
collaboratives/coalitions
knowledge of techniques to
communicate and engage in
difficult dialogues related to
diversity and inclusion.
149. Student will demonstrate WRT 201 Writing an essay In WRT 201, our first assignment of the semester was to choose a topic pertaining to
proficiency in communicating public health and writing a persuasive or argumentative essay about. I chose to write
and engaging in difficult about Black maternal health, because Black women endure the worst treatment and
dialogues related to diversity and complications in terms of pregnancy and childbirth. I did not want to write an essay
inclusion. simply to persuade people to join my side in any argument. To me, this was about

informing other students in my class about a real serious issue, and using the proper
persuasion methods to get them to understand the severity of the issue. As a
woman of color, I have experienced discrimination and stereotyping, but I am aware
that I will never experience it the way Black women do. This is not a topic that affects
me personally, but this is an issue extremely important to address. I did research
and found about eight to ten sources in the last year supporting my claim. When
introducing my essay topic to the class, I was nervous, but I wanted them to know
how serious my topic was. I explained to them the statistics and that these numbers
were the reason I felt so passionate about this topic. Black mothers deserve to be
treated in the same regards and respect as anyone else. I structured my
argumentative essay in a way that was not opinion based and avoided the word “I”. I
allowed the statistics to present the severity of the issue and received a 90% on the
assignment, the only tweaks made being my annotations or word choice. I wanted to
bring an issue relating to diversity and inclusion to light, and through my essay I was
able to effectively carry out this mission.
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
examples of mentoring and
being mentored
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 During my first year at the University of Rhode Island, I did Leadership Institute
examples related to being a peer throughout the first semester. I was unfamiliar with the actual set up of the program,
leader and being led by peers but I was told that in prior years it was held before the semester started. Despite this,
my peer leaders still made the most of the experience. Seeing how they were still
able to create a good experience for our small group, I became interested in further
pursuing the minor. I was very grateful I did because through HDF 190, I was placed
into a group with my peer leader, Julia, who was very helpful. Our group built well
upon each other's strengths and it helped me learn more about myself. The
experience I had in this course led me to apply to be a peer leader for Leadership
Institute for 2021. The first half of the week, we were facilitated by the Leadership
Institute coordinators who helped guide us towards reaching our full potential as
peer leaders. We all connected very well with each other in those three days. The
coordinators gave me a lot of advice both about facilitating and leadership at the
University of Rhode Island. Many of the words they shared with me I still keep in
mind to this day when it comes to facilitating or consulting. We also spent a lot of
time with the fellow peer leaders in our group putting together a plan in order to
make this a remarkable experience for our students. It required immense
preparation and practice, but after those three days, we spent two days with our first-
year students. Although sometimes things did not go according to plan, it was still an
overall memorable experience. My group, “Teal or No Deal”, reminded me a lot of
my HDF 190 group, where we called ourselves “The Dream Team.” In a short
amount of time, I learned a lot about my students and they grew really close to one
another. Prior to Leadership Institute, I had almost no facilitation experience so I was
very nervous and tried practicing repeatedly to memorize things verbatim, but I
learned shortly it was all about faking it until you make it. I had never done anything
like this before, but neither had our students. With this in mind, I was able to facilitate
alongside the other members of my group. Our group connected really well. Similar
to my HDF 190 group, I occasionally see the first-year students who were in my
Leadership Institute group hang out around campus. My first experience as a peer
leader was very fulfilling and I owe a depth of gratitude for the peer leaders and
coordinators who led me before.

HDF 413 Leadership Inventory

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HDF 413 Leadership Inventory

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LEADERSHIP

Name: Denisse Portuhondo

Leadership Inventory Revised 08/22/2017 1

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 08/22/2017 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 08/22/2017 6

Leadership Inventory Revised 08/22/2017 7

Leadership Inventory Revised 08/22/2017 8

(See Outcome #1 in Leadership & Inventory Evidence)

Leadership Inventory Revised 08/22/2017 9

(See Outcome #2 in Leadership & Inventory Evidence)

4. Student will demonstrate

Leadership Inventory Revised 08/22/2017 11

Adler, R. B., & Proctor, R. F. (2011). Looking out/looking in. Australia:

(See Outcome #7 in Leadership & Inventory Evidence)

(See Outcome #8 in Leadership & Inventory Evidence)

VIA. (n.d.)., from https://www.viacharacter.org/reports.

(See Outcome #10 in Leadership & Inventory Evidence)

(See Outcome #12 in Leadership & Inventory Evidence)

(See Outcome #14 in Leadership & Inventory Evidence)

Leadership Inventory Revised 08/22/2017 15

(See Outcome #17 in Leadership & Inventory Evidence)

Source: Gallup StrengthsFinder (https://www.strengthsquest.com/home.aspx)

Source: Gallup StrengthsFinder (https://www.strengthsquest.com/home.aspx)

Leadership Practices Inventory (LPI). LeadershipTraction®. (n.d.). Retrieved

(See Outcome #18 in Leadership & Inventory Evidence)

Outcome Category: Leadership Theories

(See Outcome #27 in Leadership & Inventory Evidence)

Source: Greenleaf, R. K. (2002). Servant leadership: A journey into the nature of

Leadership Inventory Revised 08/22/2017 19

29. Student will show knowledge of

Leadership Inventory Revised 08/22/2017 20

Gallup StrengthsFinder (https://www.strengthsquest.com/home.aspx)

VIA Character Strengths (https://www.viacharacter.org/character-strengths-via)

43. Student will show knowledge of

Kolb, David A. (1984). Experiential Learning: Experience as the Source of Learning

Leadership Inventory Revised 08/22/2017 22

Source: Wagner, W. (n.d.). The Social Change Model of Leadership: A Brief

Source: Wagner, W. (n.d.). The Social Change Model of Leadership: A Brief

49. Students will demonstrate

Leadership Inventory Revised 08/22/2017 23

Leadership Inventory Revised 08/22/2017 25

Leadership Inventory Revised 08/22/2017 28

Leadership Inventory Revised 08/22/2017 29

Rath, T. (2007). Strengths finder 2.0. New York: Gallup Press.

VIA. (n.d.)., from https://www.viacharacter.org/reports.

Outcome Category: Critical Thinking

Outcome Target Additional Descriptive notes regarding learning and practice

Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target Additional Descriptive notes regarding learning and practice

111. Student will demonstrate

(See Outcome #113 in Leadership & Inventory Evidence)

(See Outcome #114 in Leadership & Inventory Evidence)

Leadership Inventory Revised 08/22/2017 33

Schoel, J., Prouty, D., & Radcliffe, P. (1995). Islands of healing

Schoel, J., Prouty, D., & Radcliffe, P. (1995). Islands of healing

VIA. (n.d.)., from https://www.viacharacter.org/reports.

Source: Wagner, W. (n.d.). The Social Change Model of Leadership: A Brief