Bulley Outcomes Master List

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name: Ty Bulley
Date Enrolled: Fall 2018
Date of Graduation: May 2022
*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:

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

Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a HDF 190 In HDF 190, we did not learn about minimal need for approval as a lesson, but learned about it
minimized need for approval through the class as a whole. An example of minimized need for approval is when, as a group, we
chose to do a Beach Cleanup for our social change project. When our group was first thinking of what
to do we could not figure out a service project where all of us would agree on. After some deliberation,
we decided on doing a Beach Cleanup. We did not ask anyone for help or advice, we chose to do the
Beach Cleanup on our own. Through the whole experience, we chose what to do, when we did it, and
where we did it. At first, we all worked well together, we all had our own sections of the project, I was
the photographer, and everyone else were drivers, got the trash bags, gloves, or even just helped in
general. Once the project was done, we did not really think about the presentation itself, and so I
decided to text in our group chat and figured out how we would concur this huge task. We all did a
small part, with 4 of us doing the essay and the other 4 doing the actual presentation. None of us
looked for attention, approval, or any advice other than from our group. At the end, this project was
very rewarding and I believe a part of that was that we were able to do this on our own. Thr group was
able to schedule it on our own, partake in it on our own, and even complete the presentation on our
own. Doing everything on our own shows how we do not need approval. This is an important skill as
we learn and grow, you are not always going to have someone behind you backing you up, you have
to trust your gut instinct and be okay with that you may be wrong. It is a part of the bigger process
which is life. Life is not always going to be easy and you have to be able to be on your own and not
expect approval from others all the time.
2. Student will demonstrate personal, MCE 401 and 402 All Academics Throughout college, I have learned how to use self-discipline. Self-discipline is vital in being successful
organizational, and academic examples with your college classes and beyond. I know that for me, I need to stay organized so that I do not
of self-discipline miss anything within my classes, it also keeps me from being stressed. The way I look at self discipline
is self care, self care doesn’t mean a face mask or watching a movie. Self care could mean prioritizing
yourself, budgeting your money, and saying no to friends that may be considered toxic. When it comes
to academics, a great example of this is my MCE Capstone. MCE Capstone is a year long class for
mechanical engineers where you are partnered with a company and given a project. You work in a
team of 4 or 5 including yourself and have to show progression throughout the year. Being in a team of
5, there are a lot of opinions and ideas thrown around. Within this group, we all had to learn what
everyone’s strengths and weaknesses are, for example, one person in the group was extremely good
at Solidworks, so any task involving that was what he did. I knew my strength was talking to the
company and all of the administration work, so I took advantage of this. My self discipline comes into
play when working in this because there were a lot of disagreements on how to go about certain tasks.
In most situations, I would say my opinion but I knew in this academic situation, it was easier to go
forward with someone else’s opinion and idea rather than argue over it. This shows my self discipline
because I had to trust them with their decisions which could affect my grades positively or negatively.
The personal organization aspect of this example is that I stayed organized for my group so that we
always hit our deadlines and submitted assignments on time. Even though this example is related to
MCE Capstone, self discipline can be related to any situation within academics or one's life.
REDO: An example of me showing self-discipline is with finding a job. I have always worried
about finding an internship, especially during covid. Before covid, I was in the disney college
program and that got ruined because of covid. Then my Junior year, I was planning on
interning at USPS in DC, but of course they cancelled their internships for that summer. Of
course I knew this was all because of covid and not me, but like others, I took it personally.
But, through it all I preserved and knew my time would come, I just had to wait it out. This
past summer, I even looked at getting an internship but they told me many things about why
I couldn’t get the job and that I wasn’t qualified for an internship even though I was a
student. But, I pushed through, I redid my resume, pushed through my academics, and
made sure to always put my foot forward. I did this because I knew it would all workout. I
applied for a few jobs in the fall, for some I got an interview, for some I got denied, and for
some I didn’t hear back. But again, I knew it would work out in the end! I came across
Lockheed Martin and found out that I got to the final round interview, I was so excited and I
focused on how I could be the best me. I went into the interview being me and I got the job! I
did it because I pushed through all of the people who told me I couldnt do it and proved them
wrong.
3. Student will demonstrate the ability to All Academics and The person that I walked into Leadership Institute as a first year student to now, is extremely different. I
manage emotions College as a Whole learned how to work with various types of people, situations, and just life in general. But with all of this
growth, the biggest way I grew was emotionally. As someone who came from a small town and not
much changed on a day to day basis, but when I came to college, everyday was different. I had to
cope with all of this change on my own, I did not have my family to support me or anyone in person
that I could talk to. With this, I had to learn to take a deep breath and work through the hard times, this
allowed me to enjoy the good times even more. I opened up more to others which allowed me to
create friendships that I know will last a lifetime and it was all because I was able to manage my
emotions. An example of managing emotions is when I was having difficulty in one of my engineering
classes and all of my friends were doing well. When we got the first exam back, the professor said the
lowest grade and the highest grade, I was the lowest grade. This ruined my self confidence but I knew
that I didn’t want anyone to know because I thought they would think differently of me. To manage my
emotions, I kept calm and collective and realized the big picture. The big picture was this was only one
exam in my academic career, and not only that but I knew there were actions that I could take to do
better in the class. I could go to the professor’s office hours to go over the exam and to show I cared.
This gave me the ability to do better on my next exam and to be more confident. This situation made
me realize that before I react and show my emotions, I can reflect on it and come up with a game plan
for the future. I took this thought process with me and have used it since, I’ve gained confidence more
than I ever thought.
4. Student will demonstrate knowledge of All of Academics I truly believe that stress management is how someone is either successful or not. For me, I
stress management methods overwhelm myself with tasks, whether it’s something that’s not due for a month or something that
should not be prioritized. I’ve learned to cope with this habit of mine but creating stress management
methods. The biggest example of how I do this is by wiring down every single little task I need to do. It
does not matter if it’s academic, life, or something small as cleaning my car. I do this so that I don’t
have to think about it, I can look at my to-do list and see what exactly I have to do. This allows me to
focus in on the task I’m trying to complete instead of thinking of everything else. This method works
well for me and I’ve used it more now that school has become online, it’s easier to organize tasks and
really hone in on one thing. Having ADHD is also something that I have to work with in my every day
life, and specifically for me, I’ll get off topic extremely fast. This stresses me out because I never know
if I fully completed the task I wanted to, or even if I finished my thought in a conversation. One stress
management method I learned to work with this is to not multi task. I can’t be on my phone and have a
conversation at the same time, I can’t take notes for a class while talking to a friend, it does not work
for me. Not multi-tasking may take me longer to complete my school work, but it also calms me down
because I know I’m putting my all into the work. For example, when writing my outcomes I had to break
it up. I put “do 6 outcomes by *date*” on to-do list, I put my phone on the other side of the room while I
wrote this so that I wouldn’t distract myself, and I wrote this while at my desk in my room with the door
closed so there wouldn’t be any distractions from roommates. This allowed me to focus in on the one
task at hand and helped me keep my thoughts organized as I wrote it. These are a few methods of
how I deal with stress and work around my barriers.
5. Student will demonstrate the ability to All of College No matter your major, who you are, or how smart you are, college is stressful. For me, I was confident
manage stress with all of my friends, my job as a Tour Guide, and even my life. However, my classes were and were
extremely stressful. I knew my major was not going to be easy but I never knew how a college class
worked and operated. Having five classes at once with exams, projects, and even homework added up
quickly. It was also difficult learning how to manage time with friends, on top of work, and even family
life. I also have learned recently that I have ADHD and I need to do tasks a little differently than others.
My number one way to manage stress is writing everything down in my to do lists. My to do lists allow
me to not have to remember what needs to be accomplished, I can look on my list and see exactly
what I do. I also will split large tasks in multiple smaller ones so that I can still feel accomplished with
not completing the whole project. For example, I am moving to Texas for a job, there are a lot of
different aspects to moving down. To make sure I do not miss anything, I made a to-do list that has
every single task I want to complete. The to do list includes planning a weekend trip to Dallas with my
mom to tour apartments. Instead of saying “plan weekend Dallas trip”, I have it written down as
multiple tasks. Some of the tasks are finding flights, contacting apartments, finding hotels, and
researching what there is to do. This allows me to stay organized and not overthink any of those tasks
more than I need to. It also makes sure I don’t miss any crucial steps and that the weekend will go as
smoothly as possible. This is one way I manage stress throughout my life.
REDO: Stress is something that everyone deals with, but everyone deals with it in different
ways. I definitely have had unhealthy stress management methods like ice cream or being
on Tik Tok for too long. But some healthy ones I have learned over the years are to go on a
walk if I can, go to the gym, hangout with friends, and better time management. Being
outside helps me calm down and whatever it’s nice out, I try to go on a walk with a friend. It’s
a great way to relax and not have to think about anything, it’s also good to catch up with a
friend. Going to the gym lets me do some good myself while spending some time alone. I
like to put my headphones in and just focus on what exercise I’m doing. I try to do as much
as I can when I’m there. I also like to hangout with my friends on a regular basis, staying up
to date with them on life is really comforting and helps me relax. And last but not least, I like
to manage time. Using a planner has helped me because I can visually plan out my week
and see when I am busy so I don’t put too much on one day. It really helps me focus on what
I’m doing at the moment and gives me time to focus on what needs to be done, especially
when it comes to school.
6. Student will express a personal code of When I think of a personal code of ethics, I think about being little. You learn to share with others, be
leadership / membership ethics nice to others, be understanding, and everything else that comes with being in this world. My number
one personal code of ethics would have to be, be nice to others. From the second I could understand
words, my mom always said to me, “be nice”. It was simple but so impactful, it’s something that I hold
on to even today. With everything going on in the world, others are going to be stressed and tired. That

may result in them not being the nicest in situations or to you. But that should not change how you look
at someone or treat them. Everyone has their own life and experiences ups and downs at different
times, so how can we actually know what’s going on in someone’s life? For example, as I right this, I
just finished one of the most stressful weeks of my life. I had covid, my car broke down, and I was
behind in school because of all of the above. My parents tried their best with helping me, they helped
me find a new car, they helped me while in isolation, and did whatever they could to not stress me out.
But we all know how parents are, there were plenty of times that I would have not been nice to them
but remembered all of the good they are giving me. This example shows that I was not having a great
week and they may have, but that doesn’t mean I start to not be nice to them. All the time, we think of
ourselves before others, but my personal code of ethics to “be nice” to one another challenges that
thinking.
7. Student will demonstrate practice of the When taking on leadership roles, I use this in every way possible. For example, when being a
personal code of ethics coordinator for Leadership Institute 2021, I had to work with about 20 peer leaders. Some of them I
knew and some of I didn’t, but I made sure to treat everyone the same and be nice to every person.
With the saying “be nice”, I’ve learned that your actions speak louder on your end then it does on
theirs. So no matter what they say or do, kill them with kindness and be the nicest possible person.
Going into the real world, moving to a new city by myself, and starting a new job that I know nothing
about, I’m going to be nice to everyone I meet. You never know who someone is and who they might
be later on, that person you cut in line at Starbucks could be your future boss. If you go into an
interview and you see them, it’s not gonna be a good look for you, so just simply “be nice”. This saying
and code of ethics can be applied to every single aspect of your life, always treat others with kindness
and understand everyone is having a different day. What I mean by that is you and I could have very
different days, with you having a bad day and vice versa for me. You may not treat me well but like
said above, that shows more on you than anything, so be nice to them. I always try to put myself in
their shoes and understand why they may have reacted that way or treated me in a wrongful manner.
At the end of the day, don’t steep to their level and just “be nice”.
8. Students will express a personal values HDF 190 At the beginning of HDF 190, we completed a survey that explained to us what our values are. My
statement (Sources = VIA, values values are zest, social intelligence, love, gratitude, and humor. I was not shocked about getting these
clarification exercises, etc.) specific values because I thought I had them but it was reassuring seeing that my choices and actions
help prove these values. Now that I have been able to study these five specific values, I have been
able to use them more in my classes and my social interactions with others (hence why I got social
intelligence). It was very helpful getting these results because I can be a little bit more confident in the
actions I choose to take. Zest is about enthusiasm, energy, and feeling alive. I would say I use this
value when I am talking to others as it’s important to keep the conversation a little interesting. Social
Intelligence is being aware of the motives and feelings of yourself and others. I use social intelligence
throughout my daily life whether it’d be in my classes or with others, it allows me to connect with all
different types of people. Love is both loving and being loved, it’s also valuing close relations with
others. To me, love is wanting to put effort into something whether it’d be a person or an organization.
Gratitude is being thankful for the good and expressing thanks while also feeling blessed. To me,
gratitude means being thankful for what you have and understanding how fortunate you are. Humor is
playfulness, lighthearted, and bringing smiles to others. To me, humor is just having fun and trying to

make the best of a situation. For example, whenever we are struggling I always try to lighten the mood
so that everyone can have fun with whatever it may be. See
9. Student will demonstrate practice of the An example of how I practice my personal value statement and using my VIA results is being so open
personal values statement to new experiences. With my senior year coming to an end, I have to think of the future and what is
going to happen in the next few months. The biggest new experience for me would not even be my
first job but moving across the country without knowing a single person in the area. It is absolutely
insane to me that I am moving to Dallas to start my career, I’ll be doing it alone and figuring everything
out on my own. But overall I'm excited for this, I'm excited to meet new people, learn new cultures, and
see what I can learn about myself! All of this excitement is probably because of the fact that my
biggest VIA results were social intelligence and zest. These two results will help me introduce myself to
others, be open to new experiences, and to taking chances! I did this when I came to college, I took a
chance by participating in the Leadership Institute as a first year student and it was genuinely the best
decision I made for my time at URI. With that, I am going to take that into consideration when moving
to Dallas. I am going to meet so many new faces at my job and having these past experiences will
make me realize that you never know what can come out of saying hi to someone. The majority of my
friends in college came from random experiences, not because I saw them on a class list or a piece of
paper. It just happened on my own, but some don’t like that, so this is where I may have an advantage
when it comes to moving on my own. Zest and social intelligence have allowed me to open new doors
in ways that I never knew could happen.
10 Student will demonstrate the ability to Tour Guiding All of Academics involving labs and In my senior year of college, I am on the Executive Board of Tour Guiding with the position of
lead a project from start to finish projects Retention Coordinator. My job entails creating fun and educational events throughout the year for the
. (follow-through) tour guide team. One of the major projects I worked from start to finish was Tour Guide Refresh. With
the university being online for almost 3 full semesters, most tour guides needed a refresher of the tour
and the route. Tour Guide Refresh was an hour long training where the retention team went through
the tour with up to 10 tour guides. From start to finish, this project had a lot of details that needed to be
worked out. Before starting the project, I explained to the retention team what the TG Refresh needed
to entail but no more than that, this gave them freedom to design a training to whatever they believe
would be most beneficial to the team. We then came back together and took the best parts of each and
created the training. We then went through the process of scheduling all of the tour guides for the
training and went through with all of them. I made sure to be near my phone in case anyone needed
help with the training and stayed organized throughout to see who completed the training and who did
not. I had to lead this project in multiple ways, working with my boss, fellow tour guides, and my
retention team. Each sub-group had various needs and wants, I tried my best to help with all of them.
Two months later, the training was completed and all of the feedback was gathered. This demonstrates
my ability to lead a project from start to finish.
11 Student will describe goals and objective Lockheed Martin All of Academics At the beginning of my senior year, I was applying to as many jobs as I could possibly qualify for. It was
statements regarding personal issues, out of fear of not having a job and others already lining up their futures. I applied to Lockheed Martin
. career issues, and community issues which is a company that works with the US government and military. What drew me into this company
was the program I applied for, it’s called the Operations Leadership Development Program (OLDP).
This is a three year rotational program where each year you get to move to a new city and learn about
a new business area. By the end of the three years, you will have worked in more than half of the
company which can be a huge benefit to you in the long run. I was very fortunate and was able to
receive this position and was excited to learn about all of the opportunities that may come with it.
Some of these benefits are a Master’s program, amazing health care, and other perks where it woudl
be a no brainer to accept the position. One recent situation I came across was learning more about
what is going on between Ukraine and Russia. With this escalating, I realized that my position at
Lockheed dealt with missiles and fire control. The ethics behind this can be questionable and was
something I did not think about until after the matter. I believe this could be a potential career issue
because I could learn a lot about our past and recent events where I may not agree with how it was
handled. Being the new person in the company, I also know that I will not have much of a say which
may affect how I think and process the decisions made. A goal of mine is successful in life in many
ways, but having this job questions the ethics behind my decisions and how I want to become
successful. As I put more thought into it, I realize I may not agree with the bigger picture and what the
company stands for. But, knowing the OLDP will help me with my goal of being successful, I have to
look out for myself first.
12 Student will show evidence of goals and Disney College Everyone knows I love Disney, it’s my favorite place in the world and is where I am the happiest. One
objectives that were planned and Program of my biggest goals is to work for Disney as an Imagineer and build the attractions. To get to this goal, I
. achieved knew I had to start at the bottom and work my way up, so I applied for the Disney College Program.
The Disney College Program is where you go down to Disney World for a semester and work in the
parks. I was able to partake in this in Spring of my sophomore year. I was able to create tons of
connections, life long friends, and even learn more about myself. This was a long time in the making
as I have wanted to do this program since 5th grade, I even met with Academic Advisor in the first
semester of my first year to plan out my 4 years at URI. I did this so that I was able to take summer
classes early on to get ahead instead of having to take summer classes after the program to catch up.
This worked out really well as I was able to finish my gen eds by the end of my first year which gave
me space in my junior and senior year to finish my mechanical engineering classes. Unfortunately, with
Covid, I was not able to finish the program for as long as I wanted to and was sent home. No matter
what, I feel that I achieved my goal of working for disney and creating the connections needed to one
day have a job there. It’s been the goal for as long as I can remember to work there and I know it won’t
change in the future.
REDO: Looking back, i think a goal that I planned and achieved hasn’t been fully finished but
it’s graduating college. Being a First Gen student, I’ve appreciated the ability to go to
college. Not only this, but I will be graduating with a Mechanical Engineering degree! I had to
work hard for this goal, through four years of tough classes, covid, and other situations. This
goal was planned out and sought after. I couldn’t just one day say im gonna do engineering,
I had to know and want to be in the program. Through the four years, I've had long nights of
studying, stress, and every other emotion you can think of. I've been told I should switch my
major and I’ve done really bad in some classes, but i've pushed through and done my best
with everything I can. This goal was a tough one and I am very proud of myself for
completing it. I think college taught me how to be me and still do the most I can without over
doing it.
13 Student will show knowledge of the Personal Research Maslow’s Hierarchy of Needs is a five tiered model of the needs of humans. To list the needs from
“Hierarchy of Needs” theory by Maslow bottom to top of the pyramid, they are, physiological, safety, love/belonging, esteem, and at the top is
. self-actualization. The reason why the needs are placed in a pyramid is because with a pyramid, you
need a strong base to carry the rest. Just like the pyramid, your physiological needs need to be met
before you can focus on the safety needs and so on. Physiological needs are the biological
requirements a human demands to survive. Some examples could be shelter, food, water, breathable
air, and even sleep. If these needs are not met, the person cannot function in a healthy and proper
way. Right after physiological needs is safety needs, this is where family and society can help you fulfill
this need. Some examples of safety is police, hospitals, fire department, and even the home you live
in. Safety is more than just this, it can also be emotional safety, having somewhere that you know you
won’t be judged and can express yourself. It could even be financial security where money really isn’t
a worry, that’s a really tough one to do, but if you can do it then you’re set! Next is love and belonging
needs, this need is all about feeling connected with others and having interpersonal relationships with
others. Some examples could be having a friend group, you always know that you can text and rely on
them. Another example could be having a safe home, having space where your family gets along and
can all be one, this is a huge one as this aspect can affect you from the start of your childhood. The
next need is esteem, this can relate back to esteem for yourself, others, and even the want of respect
and reputation. This is especially important within kids as these are the biggest years in one’s life to
understand the world around them. If they can be happy with themselves and comfortable with who
they are, they’ll be unstoppable. It takes a lot to be able to do this at a young age, but if you have all of
the necessary needs satisfied already, you’ll have a good chance of doing it. The last need to complete
the top of the pyramid is self-actualization. Self-actualization is referring to a person’s full potential,
personal growth, and self-fulfillment. These attributes can be the most rewarding for some as this
completes all of the needs you desire and want. Having self-actualization can really open your mind to
a new world around you, not having to worry about yourself and focus on the future instead of the past
or present is incredibly helpful. This gives you a boost to better yourself as you already have
everything you need to be a successful person. Whether the need is for shelter, a sense of belonging,
support, or even growth, Maslow’s Hierarchy of Needs portrays the human mind to always want the
best for themself.
Link: https://www.simplypsychology.org/maslow.html
14 Student will show application of Maslow’s Before taking leadership classes and participating in Leadership Institute, I never really
theory to own life thought about Maslow’s Hierarchy of Needs. However, I did subconsciously use these needs
.
to better myself. When reading through the article explaining the needs of a human and how
it is shaped like a pyramid, I realized how relatable it was to my life. I live in a very happy
and healthy home, my family gets along (for the most part haha), I have a roof over my
head, food on my plate, and even people to go to when I am having a tough time. All of my
needs are met, and I am so appreciative of that and acknowledge my privilege in that sense
as a lot of people don’t have that. An example that relates to me is my home life, no family is
perfect and so when family members do argue, I realize that it affects me more than I would
like to think. I may feel that sometimes I don’t have a safety net because there is no one to
talk to, or maybe I don’t feel a sense of belonging because my opinion is different from the
others in my household. Having these differences also allow for me to learn more and grow
empathy for others, so I truly believe my home life is a perfect example of Maslow’s
Hierarchy of Needs. I know I have everything needed to grow to the esteem and
self-actualization levels, and I have the support from family and friends to do it. Reading
more into this allowed me to see how easy it is to fall back too, like I said before, for some
reason, even the littlest argument between my parents can have a huge negative affect on
me. This could stunt my personal growth and even bring me back down to the safety and
psychological needs levels as in that moment, I don’t believe I have those. The interesting
thing about the hierarchy of needs is that it’s very personal, your idea of a safe home is a lot
different than mine, as it is for esteem and sense of belonging. So going forward,

recognizing that others may not have what you have but are on the same level as you is
very possible.
15 Student will show knowledge of the

theory of Superleadership by Manz &
. Sims
16 Student will show application of Manz &
Sim’s theory to own life
.
17 Student will describe StrengthsQuest HDF 190 In HDF 190, we had to take the Gallup quiz to see what our strengths are. This process was over a
Signature Themes, shadow side of hundred questions with a variety of situations that we had to explain what we would do and say. It was
. Strengths and/or weaknesses, and challenging as some of the situations were very sided but after taking the StrengthsQuest quiz, I
examples of application (Source = Gallup) learned that my strengths are Futuristic, Woo, Communication, Discipline, and Significance. Futuristic
means that I am inspired by the future and what could be. I energize others with my visions of the
future. An example of how I do this is I am always thinking ahead, I try to stop on top of my work and
anything else that affects my life. Woo means I love the challenge of meeting new people and winning
them over. I derive satisfaction from breaking the ice and making a connection with someone. I do this
every single day, especially now that I am in college. I love talking to new people and getting to know a
little bit more about them. I feel more comfortable in my environment and you never who you’ll meet so
why not say hi and introduce yourself. Communication for me means that I find it easy to to put their
thoughts into words. I am a good conservationist and presenter. For example, I usually try to think out
what I am going to say before I say it allowing me to put my thoughts into words which also allows me
to present effectively and efficiently. Discipline means I love routine, structure, and that my world is
best described by the order I create. An example of this is I try and wake up at the same time every
single day. I have an exact order on how I get ready in the morning and if something is out of order I
know immediately and try to fix it. I try to have structure for at least school, I try and get my homework
done before the due date so I don’t have to stress like others. Significance means I want to make a big
impact and I am independent and prioritize projects based on how much influence they will have on my
organizations or the people around me. For example, I always try to do my work in a way where it gets
easier and easier. I usually start with Physics or Calc because they are my hardest classes so I want to
do that first so later in the homework session I can relax a little more. For weaknesses, one of mine is
being able to listen people, I have a tendency to cut people off but In fix it after and apologize. I think
it’s because I always have a thought going on in my mind and I just blurt out. Recently I have been
working on this weakness and I have been thinking my thoughts out more which is progress..
G. (n.d.). CliftonStrengths® Themes. Retrieved April 7, 2019, from

https://www.strengthsquest.com/home/default.aspx
18 Student will describe personal leadership The LPI is short for Leadership Practice Inventory, it’s self reflecting quiz and based on how
style and/or personality style including you answer will show you your styles of leadership. After taking the quiz and counting up my
. strengths and weaknesses and examples
of application (Sources = Leadership style scores, I was able to see how my leadership styles ranked. In order from least to most, it’s
inventories, the L.P.I., Type Focus Model the Way, Inspire a Shared Vision, Encourage the Heart, Enable Others to Act, and
(MBTI), LAMP, DISC, and other career Challenge the Process. I fully agree with this list and after reflecting on it, I have noticed I
inventories, etc.)
challenge the process way more modeling the way. Starting with my number on challenging
the process, I always like to question why things are done a certain way. It may be because I
have an engineering background, but I have always wanted to know how something works,
whether thats a roller coaster, a homework problem, or a team dynamic. I take this LPI into

my leadership style because I will question how a team completed a task, this gets them to
think for themselves and see the team dynamic from my perspective and theres. They may
also have different opinions than me on how the task was completed, so this gives them the
opportunity to show it. Tied for second was to enable others to act and encourage the heart.
These two are all about how you are with others, how you promote positivity, and push
others to their full potential. I always try to be the hype man and try my best to push others
father than where they think they can go. Having someone like that can open your eyes to
new possibilities and being a peer leader at Leadership Institute helped me bring that to
others. A quick example from Leadership Institute was one my students would not talk at all
on the first day. She was very quiet and seemed really nervous, so it was a goal of mine to
push her out of her comfort zone. I would always say during debriefs, “I would love to hear
someone else”, this for her gave her the chance to speak up as she wasn’t the one to butt in
all the time. By the end of the weekend, she couldn’t stop talking and making friends. It was
probably one of the highlights of my time as a Peer Leader. My fourth LPI is Inspire a Shared
Vision, I could see why this isn’t a top one of mine as I usually look at situations in an
individual way. For example, I looked at each student separately and figured out what they
needed instead of what the team needed as whole. This, in my opinion, allowed for more
unity and everyone to feel more connected. My last LPI is model the way and I think is my
last one because I usually am a follower in some situations. I get nervous to be the first to
speak up or stand up for myself, it’s something I am working on and I believe I will gain more
of this LPI throughout new experiences.
Outcome Category: Leadership Theories
Outcome Target Additional Descriptive notes regarding learning and practice

class Experiences
19. Student will show knowledge of the
“Authority and Bureaucracy” theory of
leadership Weber
20. Student will describe personal
application of the above theory (Weber)
21. Student will show knowledge of the Personal Scientific Management is the theory and process where increased productivity is focused on. By analyzing efficiency, the
“Scientific Management” theory of Research person can learn how to save time and use their time more wisely. To me, this makes me think of the phrase, “work smarter,
leadership by Taylor not harder”. If you want to be truly productive and efficient, you need to know how you are going to spend your time. As I did
personal research on this topic and scientific management, I learned there are four important principles to the scientific
management theory. The first one is, “Science, not rule of thumb”, this is saying that you should never get stuck doing the
same thing over and over again. Trying new techniques out will allow you to adapt to new environments and projects. The
second principle is “harmony, not discord”, this principle goes into depth on how labor and management are necessary for
each other. This is extremely important because there are always issues within companies or really any type of organization
between management and the labor. One may think they’re being mistreated while the other is being selfish. The third
principle is “cooperation, not individualism”, this takes on the idea that no matter how individual your work may be, you
always are impacting others. For example, when writing a paper I need to make sure my sections are concise and well
written because the grading will affect others that are in my group. This could go vice versa where I have to rely on others
and trust their work will be up to what I believe is considered good. The last principle is, “development of each and every
person is his/ her greatest efficiency and prosperity”. This principle reminds me of the idea that no matter what, you always
put in your 110%. The principle goes on to say that everyone’s training should be made and be made in a thoughtful way that
includes all of them. Everyone has different strengths and goals, but when following the scientific management theory by
Taylor, one can efficiently produce hard work.
Link: https://www.yourarticlelibrary.com/management/4-important-principles-of-scientific-management/885
22. Student will describe personal MCE 414 MCE 401 and MCE As someone who is about to finish college and has gone through four years of rigorous classes, I know that if I take a few
application of the above theory (Taylor) 402 (Capstone) extra minutes in the beginning of a project or assignment to break it up, over time it will save me stress and work. The target
class for this outcome is MCE 414, MCE 414 is a mechanical experimentation class where you learn different types of
equipment that you may use in a lab. With every lab comes a written report, and with each report being worth 20% of my
grade, I want to make sure I do well on them. The way my team and I did this was by each taking a section or two of the
report and completing on our own. Instead of all working together one section at a time, this split up our individual time to
where the report could be done in a day or two instead of the whole week. This relates to the scientific management theory
by Taylor because we collectively got together before starting the reports to decide where each team member would be most
efficient and productive. This also saved time because we each could do our parts on our own time instead of finding a time
in our 5 schedules that would work for us. Using the four principles gave us more leeway and reduced the stress of the team
members which resulted in a better report overall.
23. Student will show knowledge of the Personal Founded by Peter F. Drucker, Management by Objectives is a critical approach to improve the performance of an
“Management by Objectives” theory of Research organization. Goals are made for the company and explained by the management to the members. There are six
leadership by Drucker
steps to the process, starting with defining the organization’s goals. These goals are defined mainly by the
management as they are the ones overseeing the team, they see the team from all aspects whether it’s the
individual or as a whole. These goals have to be specific and given a time frame so everyone, within the
company, knows when they should be completed by. The next step is defining employee objectives. This is
where employees get to define their own personal goals and objectives. This allows for individuality but it is
based on the company’s goals. This is helpful and productive because it shows the employee where their
mindset should be and how they can accomplish the goals they put forth. Once the goals and objectives are
created by both parties, continuous monitoring of performance and progress is needed. Always checking in with
your employees and seeing how they are proceeding will help you and them. By seeing where they are in a
specific time frame, you can help change their objectives to be more realistic or vice versa. Performance
evaluation is next, this is where a review is completed by managers who may be worried that the objectives are
not going to be met, this could be about the time left for a task or in general. Providing feedback, which is fifth in
the process, allows for the employee to understand where they can improve and how they can produce efficient
work. Feedback could also be shown as a positive with rewarding employees who are hitting their goals in the
time they gave themselves, this is of course subject to the employee and their role. Last but not least, is
performance appraisal. Performance reviews are a routine of the success of employees within the organization.
The benefits of the Management by Objectives could result in better teamwork, communication, employees will
appreciate their roles more, and give them a clear understanding of what is expected of their positions. This
alleviates confusion and allows for unity within all groups at a company.

Link: https://corporatefinanceinstitute.com/resources/knowledge/strategy/management-by-objectives-mbo/
24. Student will describe personal Summer An example of the Management of Objective theory is during Summer Tour Guiding. During the summer, I was
application of the above theory Tour Guiding one of the heads of the Tour Guide Program, I had to implement multiple procedures for different types of
(Drucker)
employees. Whether they were part time or full time, I had to make sure everyone was on the same page. To do
this and be successful at it, the other head, Celia, and I had to follow the management of objective theory. We
would have daily meetings with our admission counselor and talk about new updates and details that needed to
be gone over with the tour guide team. In these meetings, we wrote down our objectives and how we wanted to
implement them in a timely manner. These objectives would be step one as in this situation, we were the
management. We focused on how we can complete these objectives with both types of employees. Next, we
went to the tour guides and asked what they were looking. What objectives did they want to get out of the
summer and how could we help them get there, this is where the tour guides defined employee objectives.
Throughout the summer, we always checked in with the tour guides to have continuous monitoring of
performance and progress. This allowed us to come back to the meetings with our admission counselor with
evaluations on different procedures and details we’re going. This gave Celia and I an open space to be honest
and comfortable with what we thought was going right and going wrong. This gave us the opportunity to receive
feedback from our admission counselor which also allowed us to give feedback to the tour guides. This approach
resulted in more of our procedures to be successful, especially with the covid guidelines changing all the time. At
the end, we had a successful summer and had a pizza party to celebrate which would be equal to performance
appraisal. Now looking back, I realized I used the Management of Objectives theory way before I learned about
it.
25. Student will show knowledge of “Theory

X and Theory Y” theory of leadership by
MacGregor
application of the above theory
(MacGregor)
27. Student will show knowledge of the HDF 190 In HDF 190, we learned about the Servant leadership theory of leadership that was created by Robert Greenleaf. In his
“Servant Leadership” theory of theory he first says, “it begins with a natural feeling to serve, to serve first. That conscious choice brings one to aspire to
leadership by Greenleaf lead..”. Robert Greenleaf is considered the father of modern servant leadership. He worked at AT&T for 38 years in
management training and development, and had 25 years consulting on Servant leadersip thereafter. He also founded the
Center for Applied Ethics which is now the Greenleaf Center for Servant-Leadership. Greenleaf was worried with two things,
the first was that the individual in society and his or her seeming bent to deal with the massive problems of our time and that
the individual who is denied wholeness by failing to lead when there is opportunity. In the theory, the servant is the leader.
The great leader is seen as a servant first. It begins with the natural feeling that one wants to serve, to serve first. It is not
about re-inventing the leadership wheel, but instead each day to search, listen, and fully expect that a better wheel is in the
making. It’s about interacting with each other in a less coercive way and a more supporting manner. From this perspective,
the only authority deserving one’s allegiance is that which is freely and knowingly granted by the led to the leader. Followers
will only respond to individuals who are chosen as leaders because they are proven and trusted as servants. Servant is one
who serves or does service and the definition of service is an act of assistance. The definition of leadership is a guiding or
directing head, as of an army, movement, or political group. There are 10 characteristics of servant leadership, they are,
listening, empathy, healing, awareness, persuasion, conceptualization, foresight, stewardship, commitment to growth, and
building community. This is the overall idea of the Servant Leadership theory and model.
Greenleaf, R. K. (1991). The servant as leader. Indianapolis, IN: Robert K. Greenleaf Center.
28. Student will describe personal HDF 190 In HDF 190, we learned about the servant leadership theory presented and created by Robert Greenleaf. In class, we
application of the above theory presented speeches about the theory and how we have used it in our daily lives. Through my speech, I talked about one of
(Greenleaf) my friends who was forced to major in engineering due to his parents were paying for school. He had no interest in
engineering and wanted to major in Kinesiology. He wanted to drop out because he was having issues with his family and
school . Home life is not fun for him and school is just not his calling, I personally am not the biggest fan of school. I stress
myself out and overthink many aspects of it, however, coming to college I have been able to turn myself around and stay on
top of my work and classes. This has allowed me to be more free and open with who I am to others. I have known my friend
for a while now and understand how he still needs a little boost of encouragement. Recently we were talking and he was
described how he does not think school is going to be the right choice for him in the long run. I have empathy for him
because I know what it is like to be going through a stressful time at home and worrying about school. In this situation school
is not a top priority. I had a heart to heart with him and explained if we push through it now, as engineers, we won’t have to
worry so much in the long run and everything will be worth it. We’re all here to support each other through academics,
emotions, and whatever else it may be. As an engineer it’s going to be a lot of work, but with the knowledge of empathy,
building community, conceptualization, and the many other characteristics in Servant leadership, I know I can become the
leader and follower I always have known I can be. Engineering is all group based, no matter what, there are always going to
be people we do not want to work with. Servant Leadership is going to help me through these challenges by enabling me to
listen, heal, and have foresight into others perspectives and opinions. Servant leadership is applicable to my strengths
because one of my top strengths is being a Woo. I love talking to people and I try to give them my full attention. With the
knowledge I have gathered from Servant Leadership, I will bring it into my daily life, through small and big gestures, whether
it’d opening the door for someone or paying it forward in a drive thru line. Now, later on in the semester, he is going to be
transferring to UMass and major in construction management. It’s what he wants to do and through the servant leadership
model I was able to help him figure out what path he wanted to take, this has allowed me to see that I can make a difference
through just a small open conversation.
“Principle Centered Leadership” theory
by Covey
application of the above theory (Covey)
31. Student will show knowledge of the “14
Points / TQM” theory of leadership by
Deming
(Deming)
“Visionary Leadership” (now often cited
as “Transformational Leadership”)
theory by Sashkin
(Sashkin)
“Individuals in Organizations” leadership
theory by Argyris
application of the above theory (Argyris)
37. Students will demonstrate knowledge of HDF 190 In the Servant leadership unit in HDF 190, my class talked about the “4 V’s”, the 4 V’s are values, vision, voice and virtue. In
the “4 V’s” theory of leadership by a little more depth, values is about what you identify with personally and on a civic level. Vision is how you are able to picture
Grace (Center for Ethical Leadership) actions and how you can use them in for service to others. Voice is all about claiming your speech and being able to express
yourself with confidence authentically. Lastly, virtue is all about understanding the significance of practicing because that is
what we become. These are the “4 V’s”, but connected to the “4 V’s” are renewal, service, polis. They all intertwine, for
example, service connects to Vision to Values, indicating that when our values are tested and tried through service to others,
the latent version within them is often revealed. “Polis” is the Greek word for the city, and root of the English word politics. As
we learn to give voice to our vision in the context of a public act, we are engaged in the art of politics. As Voice returns to
Values, the territory of our work changes to renewal. As we express our voice multiple ways, we need to break from the
action on a regular basis to consider if our actions are congruent with our values and vision. See
Center for Ethical Leadership. (2007). The four –v model. Retrieved from
http://www.ethicalleadership.org/philosophies/ethical-leadership
38. Student will describe personal HDF 190 Tour Guide HDF 190 has helped me integrate the “4 V’s” which are values, vision, voice, and virtue into my everyday life. I have used
application of the above theory (Grace) these characteristics through Tour Guiding with even the little time I have been a part of this group. Every tour you partake in,
you have to get a sense of what the parents and students are trying to get out of it. Using the “4 V’s” will help me with my
tours so that the tour can be specific to the needs and wants of the prospective students and their parents. Values will help
me with tour guiding because with the characteristic “value”, you have to have an understanding of a commitment to your
own individual core. By allowing myself to figure out what I identify with, it will help me create a better tour for potential
students which benefits everyone on a personal and civic level. The characteristic “vision” will help me with tour guiding
because it is the ability to frame out actions, particularly in service to others, within a real picture of what ought to be. This
beneficial on a tour you have to frame the next part of the tour as you go to help make the tour process easier for the
potential students and families. They want to see a tour that showcases the best parts of campus because college is such a
huge decision. The characteristic “voice” means claiming our voice is the process of articulating our vision to others in an
authentic and convincing way that animates and motivates them to action. “Voice” will help me on tour because potential
students and families come on tour to hear personal stories and my experiences so they can see for themselves if they really
do like URI. The last characteristic of The 4-V Model of Ethical Leadership is “Virtue”. “Virtue” is understanding that we
become what we practice, we foster virtue by practicing virtuous behavior. This characteristic will help me as it’s important
that I treat all of my tours as equal and make sure every tour I give is my 100% so the potential students and families have
the best experience possible.
Center for Ethical Leadership. (2007). The four –v model. Retrieved from
http://www.ethicalleadership.org/philosophies/ethical-leadership
“Situational Leadership” theory by
Hersey & Blanchard
application of the above theory (Hersey
& Blanchard)
41. Student will show knowledge of the HDF 190 As said by Komives, Nance Lucas, and Timothy R. McMahon, “leadership is a relational and ethical process of people
“Relational Leadership” model by together attempting to accomplish positive change.”. Relational leadership is defined as a relational process of people
Komives, McMahon & Lucas together attempting to accomplish change or make a difference to benefit the common good. Relational leadership is all
about putting the group and the goal first, making sure that the holistic process is to help reach a goal and know how we got
there. Also, how the purpose is achieved is equally as important as the outcome. The purpose has an influence on being
inclusive, empowering, and ethical. You have to have a purpose and must be willing to get to know others in this way in order
to practice relational leadership. In the model of relational leadership, there are 5 components; they are inclusive,
empowering, ethical, purposeful, and process. Inclusive is all about involving people from all backgrounds and understanding,

valuing, and engaging all aspects of diversity. Empowering is to encourage members to actively engage and get involved. It
also helps with self empowerment sand environment s empowerment. Ethical is being guided by a system of moral principles
and to lead by example. Purposeful is committing to a common goal or activity and resolving differences among members. It
also helps find a vision with those around you. Process is being aware of the way a group interacts and the impact it has on
the group’s work, be intentional, and how you complete all aspects of a group whether it’d be membership or decision
making. Another part of the relational leadership model is “Knowing”, “Being”, and “Doing”. “Knowing” is about knowing
yourself and others, also engaging yourself in learning new information as you develop the competencies required in the
role. “Being” is about being aware of yourself and others and being open to difference and value other perspectives, for
example attitudes. “Doing” is how to act, practice listening skills, interpersonal skills, and effective civil discourse skills.
“Doing” is also about what you do to make the group feel valued and comfortable with their role because everyone is equal in
the group no matter what their strengths or weaknesses are.
Komives, S. R., Lucas, N.,&McMahon, T. R. (2013). Exploring leadership: For college students who want to make a
difference. San Francisco: Jossey-Bass.rald79/relational- leadership
Relational Leadership. (2009, September 27). Retrieved March 19, 2018, from https://www.slideshare.net/emy
42. Student will describe personal HDF 190 According to Komives, Lucas, and McMahon, “Leadership is a relational and ethical process of people together
application of the above theory attempting to accomplish positive change”. From what I have learned in class and from my own personal experiences, it is a
(Komives et al) holistic process with a purpose where we know how we reached the goal. How the purpose is achieved is just as important
as the outcome. The purpose influences inclusivity, empowerment, and ethicalness; there has to be a purpose and a
willingness to get to know others in order to practice relational leadership. In relational leadership there are five main
components, they are inclusive, empowering, ethical, purposeful, and process-oriented. Each of the five components also
have 3 components for themselves which are “Knowing”, “Being”, and “Doing”. The main point to relational leadership is
putting the group ahead of the leader. This is the ideal way a group should work but this is not always the case. I have been a
part of situations where the leader takes advantage of the group and does not use the methods of the relational leadership
model. In high school, for an economics project, there were five of us and we all had different positions. One person in the
group was the leader and they did not follow the relational leadership model in any shape or form. The leader was doing all
the work and not allowing us to participate. This made the whole group look bad and in for that we all received bad grades
which was not a reflection on how we wanted the project to go. If the leader used the five components of the relational
leadership model and their knowing, being, and doing aspects, the group would have been a lot better. Inclusivity is all about
understanding, valuing, and engaging all aspects of diversity. If the leader knew how to work with others, the environment
would have felt a little more inclusive. If the leader was doing a better of listening to the group, the inclusiveness would have
been a lot more genuine. Inclusivity is all about being the change and being the difference so others feel comfortable and
unfortunately the leader did not do that. Empowering is encouraging members of the group to actively engage and get
involved to self empower and bring success to the task. If the leader knew how to bring new information to the group,
empowerment would have played a bigger part in the project. The use of interpersonal skills would have created an
empowering environment in the group allowing for more opinions and values to be shared. Being an empowering
environment will allow the group to stay on task and be productive. If the component ethical was used, the group could of had
the potential to be better connected. Ethical is being guided by a system of moral principles and to lead by example. If the
leader knew how to lead by example, the group would have been guided with principles that would have kept us on track.
Building a group with moral principles could have done a lot of good for us because we would have been aware of ourselves
and more open to each other. Purposeful is committing to a common goal or activity and to resolve differences among
members. If the group knew what the purpose was of the project, the project would have been made a lot more simple. We
would have been able to do a lot more with it if we all practiced listening skills and engage ourselves into the material for the
project. The last component of the relational leadership is process-oriented, it is being aware of the way a group interacts and
the impact it has on the group’s work. It also is how you completed all the aspects of the group, for example like membership
and decision making. If our group had a process to orient ourselves, we would have been able to know what to do and not
have to rely on the leader. If the leader had an intent that was positive for the whole group then it would have been a
successful process.

43. Student will show knowledge of the HDF 190 Constructivism is a basic theory based on observation and scientific study on how people learn. With this method, people
concept of constructivism create their own understanding of the world around them. The individual is the creator of their own knowledge in this view. To
be able to create this knowledge we have to ask questions, explore, research, and always rethink what we know so we can
construct better and better ideas and knowledge. We have to always be reflecting, this will allow the creator and their
knowledge to be changed to better the end goal whatever it may be. In HDF 190, we use the constructivism model with our
learning experience like the desire for students to become active and expert learners, the knowledge of HOW to learn, and
reflection and the ability to integrate new information. HDF 190 follows the constructivism classroom style through many
characteristics. Some of the characteristics are curriculum emphasizes big concepts, beginning with the whole and expanding
to include the parts, pursuit of student questions and interests are valued, students work primarily in groups, and learning is
interactive building on what the student already knows. These characteristics and more allow for the classroom to become
and constructivism environment unlike most classes which is very unique.
Educational Broadcasting Corporation. (2004). Constructivism as a paradigm for teaching and learning.
Retrieved Minor in Leadership Studies from
http://www.thirteen.org/edonline/concept2class/constructivism/index.html
44. Students will describe personal HDF 190 Orientation When I came to URI for Orientation, I did not know anyone and was worried to meet new people but I was so excited at the
examples of implementing same time. Everyone was scared to talk to each other, as most would be. Even without knowing it, I was using
constructivism constructivism, I studied my surroundings (aka the others in my group) and realized all of us were nervous so I took the first
step and said hi and asked everyone who they were. This gave me the knowledge to know that everyone wanted to start a
conversation but didn’t know how to. I reflected over the whole summer and because I used constructivism during
Orientation, some of them now are my best friends and I am so happy that I did. The result of me taking this chance of talking
to everyone allowed me to create new ideas and knowledge that have changed what I previously believed or knew to be true.
I also made a rational decision of talking to the other members of the group or it would have been awkward for the next two
days. Even though it may have not been in a classroom, at orientation, they used characteristics of the constructivism model
by the orientation leader being interactive and rooted in negotiation and they also had our knowledge see as dynamic and
ever changing with our experiences.
Educational Broadcasting Corporation. (2004). Constructivism as a paradigm for teaching and learning.
Retrieved Minor in Leadership Studies from
http://www.thirteen.org/edonline/concept2class/constructivism/index.html
45. Student will demonstrate knowledge of

the Experiential Learning Model (Kolb)
application of the Experiential Learning
Model (Kolb)
“Social Change Model of Leadership
Development” by Astin et al
application of the above theory (Astin et
al)
49. Students will demonstrate knowledge of
the “Leadership Identity Development
Model” by Komives et al

50. Students will describe personal
application of the above theory.
(Komives et al)
51. Students will demonstrate knowledge of
the Strengths-Development Model by
Hulme et al
application of the above theory (Hulme
et al)
behavior theories of leadership from
Michigan and Ohio State
application of the above theories
(Michigan & Ohio State)
Charismatic leadership
contingency approach to leadership by
Fiedler
application of the above theory (Fiedler)
Path-Goal theory by House
application of the above theory (House)
Leader Member Exchange (LMX) theory
by Dansereau, Graen & Haga; Graen &
Cashman; Graen
(Dansereau, Graen & Haga; Graen &
Cashman; Graen)
Leadership Substitutes Theory
Models of leader emergence
66. Student will describe the impact of traits
on leadership emergence and
performance
Chaos approach to leadership by
Wheatley

(Wheatley)

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
69 Student will demonstrate how cultural
anthropology / paradigms relate to
. leadership
70 Student will describe personal example
of using cultural anthropology /
. paradigms as a leader
71 Student will demonstrate knowledge of Personal Research Disney College Program and Tour The Cycle of Socialization is different for everyone, but everyone goes through the same process.
the “Cycles of Socialization” (Harro) Guiding Socialization in the grand scheme can either be beneficial or a setback. The cycle is explained through
. theory and its uses in leadership a chart with circles, arrows, and a core center. The beginning of the cycle begins with birth, no one is
able to choose what type of family they are born into, it’s chosen for you. This is a major influence in
someone’s life as this could cause stereotypes, biases, prejudices, history, and even misinformation.
Family values and traditions is also a major aspect of the cycle of socialization. This gives us our Lens
of Identity, it’s aspects of our life that we can not change but these aspects teach us personal values.
These personal values are found through family, teachers, and anyone who we love and trust. Your
childhood is where the majority of your expectations and values come from, as these are your most
defining years. The next main portion is messages form institutions and culture. Whether it is on a
conscious or unconscious level, your school, the media, and even companies can force you to think a
way that is only beneficial for them. Culture is also another aspect where individuals will be reinforced
with ideas and thought processes they may not be used to. For example, in some countries and
religions, arranged marriage is the norm, and this could affect how someone look at the rest of their
life. Once these messages are reinforced or brought upon, it creates rewards and punishments, it
empowers discrimination and can even create a divide between groups of people. Your lens of
experience can help you in how you may react to situations, for example you may feel guilty, stressed,
violent, whatever it may. These feelings and emotions can in return turn into actions that may be good
or bad. To combat this, the cycle of socialization says to educate, take a stand, and question what is
going on. If you do nothing, it brings you right back to the beginning of the cycle, as there is now even
more misinformation, bias, and is once again brought on to a new generation. At the center of all of
this is fear, ignorance, confusion, and insecurity. These feelings can change a person’s mindset
immediately. For example, if someone fears for their life, they may not stand up for what they believe
in. If they’re not educated, they may be confused and unwillingly ignorant, it all comes full circle and we
need to break it.
https://depts.washington.edu/fammed/wp-content/uploads/2018/06/Cycle_ofSocializationHandout.pdf
72 Students will demonstrate personal Leadership Institute The Cycle of Socialization affects us in every aspect of our lives, I personally realized this more once I
application of the “Cycles of got to college. I fully acknowledge that I am privileged for how I grew up and where I came from. I
. Socialization” (Harro) know that I was born into a loving and caring family. But I also recognize that my family broke that
circle of socialization within their own families. My mom’s dad was an alcoholic and my dad’s dad left
him when he was 5 years old. This shaped them to who they are and those issues stuck with them, so
they made sure to stay away from those thoughts to make sure my brother and I had the child hood
they wanted us to have. If my parents did not break this cycle, it could have affected me in a way that
would setback, maybe I wouldn’t have gone to college or cared about my health. I thank my parents
every single day for what they’ve done for my brother and I. Others do not have this and I learned this
during Leadership Institute when we did the Self Identity charts. When we went around, we talked

about where we’re from, who we are, and how we present ourselves. It was very interesting to see how
someone only 20 minutes away from where I lived, had such a different life. Their life was affected by
their family having to live pay check to pay check where as my main issue was having to come out to
my family. Both issues are valid but they all stem from the cycle of socialization. For them, financial
issues could be because of systemic issues and for me, I have to think about how I’m going to educate
my family on who I am. Having experiences Leadership Institute, I realized that I have benefits in my
life and I have setbacks, mine are different than the person next to me. Acknowledging what you are
fortunate for and how you can make a change is the first step in breaking the cycle.
REDO: Looking back, I realize how much my family has done for me. They have pushed
through all of their hardships to help my brother and I with all of our goals and dreams. But I
do think I need to start to do this with myself as now. I’m about to be on my own and I am
very excited but also very nervous. I think having this time to myself will be good, it will allow
me to appreciate and truly understand what my family has done for me. Even what others
have done, having to make new friends, start a new job, and learn about more the city I’m
moving to. I think having to break the stigma for myself that I can’t do it on my own will show
that I’ve grown. Back as a freshman in college, I was nervous that I couldn’t do college and
back then I had to break the cycle of negativity. Even though I haven’t been negative just yet
with moving to a new city, I have to make sure I don’t get to that point again. It’s something I
have to look out for and think about, but as of right now, im staying outside of this negativity
and only focusing on the positives.
73 Student will demonstrate knowledge of Personal Research The Cycle of Liberation is to show someone, a group, or an idea can go from just a thought to an
the “Cycles of Liberation” (Harro) theory action. The beginning of the cycle begins with waking up, this is where the problem is being realized
. and its uses in leadership and understood as a problem. It’s critical for this stage to occur so you know your why. The next phase
is getting ready, this includes the empowerment of self, gaining inspiration, and dismantling. You want
to educate and prepare to be authentic with how you go about the issue and with fighting it. Before you
can build the community you have to reach out. The movement of self toward others and seeking
experience is extremely helpful in getting others involved and invested in the cause. An example could
be taking a stand on a situation, no matter if you’re by yourself or with others, you know what you’re
doing is the right thing to do. Next is building community, this is where you work with others to gain
support. You build coalitions, rules, roles, and even question assumptions. After you build your
community, you coalesce. Coalescing is organizing an action plan where fund raising, education, and
being a role model are at the forefront. You want to foster leadership within the community that you
built to keep the why going. Now that you’ve done this, you move into action and create change.
Creating change is probably the hardest part of the cycle of liberation. This is where critical
transformation within the institutions and culture is needed. Some examples could be influencing
policy, assumptions, risks, and structures. Once the change is created, that change needs to be
maintained. Motioning change has to be integrated within society through education, living your dream,
modeling authenticity, and accepting accountability from all ends. At the core of liberation is is
self-love, self esteem, joy, support, and security. When we lift each other up and recognize issues that
are stemming within, we have to create change and be the liberation we know we can be.
https://geography.washington.edu/sites/geography/files/documents/harro-cycle-of-liberation.pdf

74 Student will demonstrate personal BLM Movement The times we are living through right now are monumental, with history and breaking news occurring
application of the “Cycles of Liberation” every day. The biggest liberation that comes to mind while being in college is the Black Lives Matter
. (Harro) Movement. This movement is creating change within American society on multiple topics, whether
that’s police brutality, racism, or stereotyping. Their main mission is to change how we perceive those
issues in this country. The wake up for BLM was when police brutality was being recognized more and
more in the news against POC. This sparked critical thinking which resulted in getting ready. Change
doesn’t happen over night so BLM empowered themselves by realizing and educating others on the
issue at hand, that this is something that needs to be focused on. BLM was to dismantle these
stereotypes created and reach out to others to seek their experiences. This would help them create a
community as now others are able to relate and understand how these issues affect all of them
whether it is conscious or unconscious. They coalesced by creating action plans, lobbying, raising
money, and transforming their anger into positive reinforcement. This gave us others voices to start the
BLM movement in their areas around he country which later turned into change. All of this work and
build up helped bring the conversation to families around the country. It gave these issues a platform
that wasn’t there before. The main issue with BLM now is having to maintain that inspiration and hope.
The media does not cover it anymore because it’s not what brings the viewers to their channels, so
BLM may have to start all over again.
75 Student will demonstrate knowledge of
the “Configuration of Power” (Franklin)
. and its relationship to leadership
76 Student will demonstrate personal
application of the “Configuration of
. Power” (Franklin)
racial identity development (Cross &
. Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)
application of model(s) of racial identity
. development above
models related to gender / identity /
. gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
application of model(s) of gender identity
. above
additional social identity development
. model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;
Johnstone; Gibson; Forber-Pratt &
Aragon; etc.)
application of additional social identity
development model(s) above

83 Students will demonstrate knowledge of
McIntosh’s theory of privilege and its
. relationship to leadership
application of McIntosh’s theory
.
85 Student will describe the differences and
similarities of individual and institutional
. oppression and relationships to
leadership (Source = Three Dimensional
Matrix of Oppression)
relevant laws and policies related to
issues of equity and its relationship to
leadership (i.e., Title IX, Affirmative
Action, Protected Classes, etc.)
87 Student will show knowledge of effective
leadership as it relates to change agency
.
88 Student will describe personal examples
of being a change agent
.
the “Model of Intercultural Sensitivity” by
Bennett and its uses in leadership
90 Students will demonstrate personal
application of the “Model of Intercultural
. Sensitivity” by Bennett
the ally Action Continuum by Griffin &
. Harro
application of the Action Continuum by
Griffin & Harro
Multicultural Organizational
. Development Model (Jackson)
94 Student will show personal application of
the Multicultural Organizational
. Development Model (Jackson)
Multicultural Change Intervention Matrix
. (Pope)
96 Student will show personal application of
the Multicultural Change Intervention
. Matrix
97 Student will create a personal code of
inclusive leadership
.

Outcome Category: Critical Thinking
98. Student will show knowledge of principles Personal Critical thinking looks different for every situation and everyone. No matter what, there are
of critical thinking and fallacies (logic is Research some principles to critical thinking and you can use it to your advantage. One of the main
used in this minor)
principles of critical thinking is gathering complete information. Having a full understanding
of a situation or topic gives you the power to confidently know what the right decision is. Not
only that, but it gives you the ability to reason why you are thinking that way. This is
extremely helpful when debating a topic or finding a solution to a problem. The next main
principle is to question all aspects of the thinking process. Whether that’s questioning the
methods of which the facts are derived, questioning the conclusions, or the source of the
facts. Questioning these roles play an active role in critical thinking. Questioning the
method by which the facts are derived is in reference to how the information is portrayed, is
it being portrayed in a negative or positive light. An example is CNN vs. Fox News, both
might cover the same story but they are going to have different viewpoints which will give
different rhetorics. Questioning the conclusion makes you think through the entire process
of how you got there, choosing a conclusion means you went through multiple steps to feel
comfortable finalizing your thought, so questioning it will strengthen your opinion.
Questioning the source of facts is extremely important, there is always a motive and that
motive is gonna be different for every person or media outlet. Like said before, the example
of CNN vs. Fox News is a great way to show the difference in sources, they may gather the
same information, but the way they show the facts is a whole different way. One of the last
main principles of critical thinking is how you examine the situation. Examining the big
picture is a must because it allows you to see the situation from all perspectives and sides.
This is a great way for the thinker to be as least biased as possible while being thoughtful
about their thoughts and actions. Examining multiple causes and effects can also be crucial
to the critical thinking process as this allows the thinker to focus on more than just one way.
For example, we both can do a math problem, but our ways of approaching the problem
can be so different. Examining both approaches will allow the thinker to take the best parts
of each way to create an optimal thinking process.
Link: http://www.wright.edu/~elliot.gaines/criticalthinking.html
99. Student will demonstrate proficiency of HDF 190 WRT 104, Leadership Institute, Tour In HDF 190 and throughout other experiences in college, I have been able to critically think. In HDF
critical thinking Guiding 190, we have learned how to go into a situation and solve the problems that are arising while making
sure everyone is being accounted for equally and fairly. For example, in my WRT 104 class, I had to
write about technology and how it has affected different generations. Writing this research paper, I
had to make sure I was fair and equal to all the three generations. The younger generation has an
advantage because they have more experience with all different types of technology whereas the
other generations do not. I had to make the questions fair and equal to ensure reliable data and this
forced me to critically think about what types of questions would be okay to ask and if they were how
to approach it. At the Leadership Institute, we were randomly put into groups and this gave a diverse
look into everything we did. The leaders and the students (including me) had to critically think to make
sure everyone was included and felt a part of the team. Throughout the institute I was doing my part
and critically thinking of how I can approach everyone on my team and get a connection with them.
Throughout the 3 day experience I talked to everyone and it allowed me to create a bond with the
whole group. Tour Guiding has a lot of critically thinking involved in every aspect of the position. With
the actual tours, you have to make sure to always understand your group and understand what they
want to get out of a tour. No tour is alike so you have to approach the situation in a timely matter and
respond quickly as it is only an hour and a half long. This critical thinking during tour guiding allows
for the visitors and for me (the tour guide) to have a better experience, allowing me to not have to
waste my time on specific sections but then focus on others so that the visitors can see what they
really want to see. Overall I have used and demonstrated critical thinking in multiple ways that have
shown how proficient I am in it.
REDO: Critical thinking has been something I’ve thought about a lot. Everyone thinks in
different ways, based on what they’re studying, their interests, or where they come from. I
try to think outside of the box and in more than one way. With experience of working with
people with tunnel vision, I try to not do what they do but see things from all perspectives.
After getting through college, I realized that critical thinking includes empathy and
sympathy. Thinking about all situations, you have to think logically in a way that would stop
you from overthinking but also under thinking. Each situation needs different attention to
detail. For example, deciding what kind of car you want or what college you want to attend
is a little different than what you want for dinner. They have different needs when it comes
to critically thinking. For dinner, you may want to think about if you already has pasta that
week or what a healthy alternative could be. For college, you want to look at so many
different factors like cost, distance from home, the educations, and so many more. Critical
thinking comes in all shapes and sizes and deciding what shape and size you want to use,
is crucial.
100 Student will show knowledge of HDF 190 Tour Guiding, Leadership Institute In HDF 190, it has come to my attention just how much critical analyzing I do on myself and
metaphorical analysis to critically analyze leadership situations. One of my first experiences in college was the Leadership Institute, it was a
. self and leadership situations three day experience that allowed me to meet 100 other incoming first year students even before we
started our college careers. During the Leadership Institute, we had activities where we were in our
groups and were asked questions that might be a little touchy for some. One of my friends in the
group was talking about how he isn’t out to his dad yet and how big of a burden that is for him and
even his mom. Personally, I could relate to him as I am gay too and went through that whole awkward
transition of coming out already. I tried analyzing the situation and was critically thinking of ways how I
could help him out. I had to think about all of the experiences I have had with him already because
depending on what I thought would be right, it would make sense to hug him and let him have a
shoulder to cry on or just leave him alone as everyone reacts to a situation differently. For tour
guiding, even though I have just started and have not a lot of tours just yet, I have to think ahead and
see where my group for the tour is heading. As the tour guide of the group, you are the leader, you
have to make sure that everyone can hear you, see you, and understand you. During my tours my
goal is to ask the group what their majors are and if they none of them are interested in a certain area
then I am not going to give them the full speil as that does not pertain to anyone of them. In both of
these situations I metaphorically analyze myself and my leadership self through different perspectives
and ideas. SEE
101 Student will demonstrate proficiency of
metaphorical analysis to critically analyze
. self and leadership situations
102 Student will show knowledge of at least Personal Every day, all day long, we are making decisions. Whether that decision is as little as where
five decision making methods Research to get coffee in the morning or life decision of if you should move or not, there are decision
.
making techniques used. We use these techniques subconsciously and consciously, with
these being five important/useful ones. The first decision making method is a brainstorming
session, it does not put any stress on any participant and the team can generate a
multitude of ideas from it. The biggest benefit is that ideas will come from one another, one
team member may have an idea but someone else could add to that. This creates an
environment where everyone feels they’re being heard and have a purpose. The next
decision making method is The Delphi Method, this is a way to create consensus among a
group. To use this method, each member receives a questionnaire where they are able to
say their opinions while being anonymous. It allows for deeper conversation where
members can feel they won’t be judged or looked at differently. The next method is Bain’s
RAPID Framework. RAPID stand for Recommend, Agree, Input, Decide, and Perform. R is
for recommending an action or decision that is based on research. A is for agreeing to a
decision, making sure all members of the team agree or they’ll have a right to veto it. It is
for input that is needed for recommendation, this input should not be personal opinion but
based on facts. D is for deciding on a decision and committing the team to it. And last, P is
for performing the decision on a quick time schedule where accountability is used to make
sure it progresses. The fourth decision making method is Multi-Voting Decision Making.
This method has the group come up with a large amount of solutions to solve the problem.
The team then gets to vote on their favorite top third of the items, which will most likely give
a winning favorite. If it does not, then the process is repeated with those the top few
choices. The last decision making method is The Nominal Group Technique. This method
supplies members with being anonymous while giving their opinions. You first start with
members swirling their thoughts down on a piece of paper, all ideas are then put against
each other and ranked. This approach is useful in situations where some members are
more talkative than others, it gives everyone the opportunity to voice their opinions. All of
these decision making methods allow for each member of the team to feel included and
welcome!
Link:
https://www.organizationalpsychologydegrees.com/lists/5-group-decision-making-technique
s/

103 Student will describe personal examples of Tour Guiding MCE Capstone, Disney College The use of decision making is never ending, I personally use it in my academics, work life,
having used five decision making methods Program and personal life. The first of the five examples is TG Refresh. TG Refresh, the Retention
.
team used brainstorming as a way of designing an informative and interactive study
session for the tour guides. This was crucial as most tour guides have not been out on tour
since before covid, with this being Fall of 2020, it was over a year for some people. Each
member of the team came up with as many ideas as possible, once all the ideas were
gathered into one list, we went through them as a group. We took all the best parts of each
idea to create an ultimate plan. This created a productive training with the tour guides that
was worth their time. I used the Delphi Method when creating my events for tour guiding.
As the retention coordinator, I plan weekly events for the team. Whether it’s an ice skating
event or a movie night, I plan it! But to make sure it’s worth the Retention Team’s time to
plan it, we send out questionnaires to the team to see if they would be interested. For
example, the Tour Guide team went to the Women’s Basketball Game, we ordered pizza
and a few other things to get people interested in going. Before spending the money on
pizza, we sent a questionnaire out to see how many would go, this created an
understanding of the expected group and who was going which allowed for deeper
planning. An example of Bain’s RAPID Framework is deciding to do the Disney College
Program when I did. With my engineering curriculum, there’s really never a good time to
leave for a semester. I have to recommend ideas of how to work this, some of them were
summer classes or extending my time in college. I then agreed that these were my two best
options and got input from others on it. I asked my parents, friends, academic advisors, and
anyone else I could ask. Then I decided it was smart to take summer classes to get ahead
in my work so that when I got back from Disney, I was on schedule with my attended
graduation date. I used the multi-voting decision making method in capstone with the QFD
analysis and having to take 150 ideas down to one. At the beginning of the school year,
each member of the team had to come up with 30 solutions on how to solve our capstone
project. Once we all did that, we came together, created a huge list and went through each
one. We kept simplifying the list all the way down to 5 ideas, once we did this we wrote pros
and cons for each. This allowed to come to a conclusion of the idea that we used. I used
the nominal group technique when working in e-board meetings for tour guiding. For the
next school year, they are changing the dynamic of e-board and who does what. They gave
us the details of each position and we were able to anonymously voice our opinions. This
allowed me to feel more comfortable in what I was saying and how honest I was.
104 Student will show knowledge of at least Personal Every person has to deal with conflict, whether that's in the work environment, at home,
five problem solving / conflict management Research with friends, wherever it may be. These are five different methods to manage conflict and
. methods, as well as understanding the
roots of conflicts how to solve it. The first is accommodation, accomodation is in reference to a lose/win
situation. This usually occurs when one party is prepared to give their position. Some
examples of this method is when people encourage others to voice their own opinions, it
could be better to save the relationship than fight over the situation, or the problem has a
bigger impact on the other party at hand. The second method for managing conflict is
compromise. Compromising is similar to accommodation where it’s a win/lose situation, but
both sides have some type of winning and some type of losing. Both sides won’t get
everything that they want but it will be enough for them to agree to the circumstances.
Some examples of this is to achieve an agreement when all parties have equal power or to
reach a temporary resolution in more complicated matters. The third method of conflict
management is avoidance, this is a lose/lose situation. Avoidance is where no one takes
action to address the issues within the situation. This means it will remain unresolved which
could cause more issues down the line, which is not good for anyone. Some examples of
this method being used is if the parties need a chance to take a breather and take some
time from each other or more time is necessary before making the decision. The fourth
method is competition, this is also a win/lose situation. Dominance and power are used
from one party to try to win the overall situation. Some examples of this are when other
methods have been tried and failed, emergency situations when a decision needs to be
made quickly, and where unpopular changes are necessary to be applied. The last method
of conflict management is collaboration, this is a win/win situation. What makes
collaboration different from compromise is that this requires trust and commitment from all
sides of the situation to help reach a resolution. The groups would do this by getting to the
heart of the problem right away and making sure everyone is empathizing for the other
side. An example of this is when all the parties are willing to look into alternative solutions
as one large group instead of separately.
Link:
https://www.southampton.ac.uk/~assets/doc/hr/Five%20methods%20for%20managing%20
conflict.pdf
105 Student will describe personal examples of All aspects of my Throughout my time in college, I have dealt with multiple types of conflict and I have had to
having used five problem solving / conflict life :) work through all of it too. An example of me using the accommodation method is when I
. management
know it’s not worth an argument. For example, in one of my calculus classes, I noticed I got
points off for a problem that I shouldn’t have. I brought it up to the professor and they said I
would have to go through a formal process to get the points back, it wasn’t worth it time
wise to do this. I did the math out and realized it wouldn’t change my grade enough to affect
it so I didn’t argue, I accommodated. The new method is to compromise. I compromise all
the time with friends and family. A simple example of this is saying I wanted to hangout at 6
and my friend wanted to hangout at 8. So, we decided to hangout at 7, theatrically this was
a win/lose because neither of us got what we wanted but we also got a time that worked
better for us. Avoidance is the third method and Iv’e used this method when it comes to
academics. If I don’t look at a problem until I have to, I am avoiding the responsibility. This
backfires as I will have to deal with it as some point and by then, it’ll be an even bigger
problem. Competition is the fourth method and an example of this is when I applied for
E-Board of Tour Guiding. At the end of the day it was a competition and people used their
advantage of being popular on the team to try to get more people to like them. This, in
theory, would help the admission counselors like them more because they know they are
well known and liked. The last method of conflict management is collaboration, I have used
collaboration in so many aspects of my life when it comes to academics, friends, work, or
even family. For example, my family is going to Hawaii in June but we all wanted to go to
different islands. So we each voted and decided to split the trip up into multiple segments
so that we can all get a little of what we wanted!
106 Student will demonstrate the ability

to synthesize multiple knowledge
. perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)
leadership that is used in crisis (i.e., James
. & Wooten; Garvin; Covey; Frohman;
Lalonde; Schoenberg; Joni; Braden et al;
etc.)
108 Student will describe examples of
leadership in crisis situations (i.e.,
. application of James & Wooten; Garvin;
Covey; Frohman; Lalonde; Schoenberg;
Joni; Braden et al; etc.)
Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
109 Student will demonstrate knowledge of Personal Active listening requires you, the individual, to thoroughly listen to a speaker. To correctly do
active listening techniques Research this, it means you understand what they’re saying, you respond to it, and are able to reflect
.
on it. It’s never easy to always do this, I know for myself I get side tracked and focus on that
instead of listening to who I need to. Plenty of other times, people will already have a
response before the person has even finished, meaning they are only listening to hear when
the speaker is going to stop but not actually what they are saying. There are six steps to
active listening and doing effectively. The first step is of course to pay attention, you want to
have “wait time” before responding. This will allow you to truly think about what was said and
to process it. The next step is to withhold judgment, you have to have an open mind when
actively listening. Be open to ideas you didn’t think of or may not be a big fan of, this
criticism can hurt the speaker in a way where you may not benefit. For example, it could hurt
a project because the speaker now thinks they aren’t good enough for it. The next step is to
reflect, reflecting is the way someone can help the speaker know that the listener is actually
understanding. Every once in a while, repeat key points so that the speaker knows you hear
what they are saying, this will help both sides as you are more than likely actually listening, it
also shows that you care about what is occurring. The fourth step is to clarify, clarifying is
when you feel comfortable to ask questions because you don’t fully understand what is
going on. Open ended, clarifying, and examining questions are important to active listening
as it can encourage the coaches to do more self-reflection. The fifth step is to summarize,
summarizing what the speaker said will show you have a true understanding of what is
happening. If you can’t complete this step then you go back to step 4 where you clarify any
information you may have. The last step is sharing, if you can share the information to
someone else then that shows you have understanding of the content meaning you were an
active listener.
Link:
https://www.ccl.org/articles/leading-effectively-articles/coaching-others-use-active-listening-s
kills/
110 Student will describe examples of using Math Classes As nerdy as it sounds, I love math. Math was the one class where I could focus, but I
active listening skills absolutely loved Calculus 4, also known as differential equations. Differential equations is
.
algebra but on a calculus level, meaning all you do is learn how to solve different equations.
For me, I would be able to focus and be an active listener in this class because I was so
interested. I have multiple examples of how I was an active listener in this class. The first
example was that I always asked questions when I needed to. This showed I was paying
attention and understood some of the content. Differential equations was the kind of class
that you couldn’t ask a question if you didn’t pay attention, there was a lot to each lecture so
you had to make sure you were on top of it. I always took notes so that I could go back and
acknowledge what the class was doing, this was a great way for me to clarify the content for
myself too. If I couldn’t clarify the content on my own, then I could ask questions. My last
example is being able to share the content. I felt that I was pretty comfortable with the
content and was able to explain it to others. By being able to share the content with
classmates, it showed I was an active listener as I knew enough of the content to feel
comfortable explaining it. This is a huge step as if I was to give incorrect information, it would
not have been good for their grades. But I felt that I actively listened and felt secure on what
I was saying about the content.

functions of group communication by
Hirokawa
112 Student will describe personal application
of functions of group communication
. (Hirokawa)
113 Student will show knowledge of techniques Personal Getting feedback can be a tough pill to swallow or it can be huge ego booster, but it depends
regarding giving and accepting of feedback Research on what is being said and what the situation is. You could also be really nervous or excited
.
to give someone else feedback, it could ruin or make their day based on what you say. But
no matter what, how to go about receiving or getting feedback is crucial. When receiving
feedback, you first want to listen. You want to actively listen to what the person has to say
whether it’s good or bad. You can take this information in and take it into account for next
time. You also want to be aware of your responses. The body language you present and
tone of voice you show will show someone everything they need to know. Someone who is
receiving feedback and has their arms crossed is not open to hearing about how they can
improve, they feel like they are being attacked. Whereas someone who is nodding their head
and has the arms open, shows they care and what the feedback is. You also want to be
open and understand the message, be honest if you don’t know what they are saying.
There’s no point in the person giving you feedback if you don’t know what they mean. You
also want to reflect on the feedback and decide on what the next steps are. Usually the next
steps are to take the feedback and use it for next time but also follow up with the person to
make sure you’re doing better than before the feedback. Now that you received the
feedback, here are a few ways you can give effective feedback to someone. The first way is
to concentrate on the behavior, not the person. Making feedback personal can be damaging
and not really get the point across. You also want to balance the content, never make all not
the feedback about one area. You want to have feedback that covers the entirety of
whatever it may be. Always be honest but make sure you give both good and bad. Always
reinforce a negative comment with something positive. This shows the person that you saw
good in what they had to offer, they just have a few things they need to work on, but that’s
normal. If you were to give feedback that was only negative, at a certain point the comments
won’t mean anything. But going back and forth will show the person what they can work on
for next time. A few other examples are to be specific, realistic, be timely, own what
feedback you had to give, and offer continued support. All of these techniques will allow the
feedback to be more useful and intelligent than if you went into it to bash the person
receiving the feedback.
Link:
https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/assessi
ng-student-work/grading-and-feedback/receiving-and-giving-effective-feedback

114 Student will describe examples of giving Interview with I have had to deal with a lot feedback in my time of college. Whether that was for positions
and accepting feedback. KVH Industries on campus, interviews for internships or interviews for full time jobs. My most memorable
.
story with receiving feedback was an interview last summer with KVH Industries. It was late
May and I already accepted that I was not going to have an internship, I was planning on
doing summer tour guiding and working at URI for the summer. But, this opportunity arose to
do an interview at this company in the Newport area. When I went into the interview, I had
no idea what to expect but I was well prepared and ready to answer any questions they may
have. Instead of asking questions about my resume or my past experience, this interviewer
went right into giving me feedback about my resume. He said it was pretty much useless
and not helpful in anyway. He said multiple rude comments that frankly had nothing to do
with the interview or position itself. The point of me bringing this up is that he was extremely
unprofessional and once he began these negative comments, I started to ignore. This
wasted his time and my time as now his feedback wasn’t being taken because he wasn’t
specific and was not realistic. The summer of 2021 was a year after covid had started, so
many people did not have internships or really anything on their resume because there was
nothing available. Him pointing this out and trying to give me feedback on not having
anything was unless and unrealistic. This ruined his credibility with me and did not want me
to ever work for this company. Overall, this interview showed that giving feedback and how
you give the feedback are two separate things. When you become unrealistic or not specific
with your feedback, it shows you are not capable of it.
115 Student will show knowledge of the 7D
coaching model (Knott)
.
application of the 7D Model (Knott)
.
117 Student will show knowledge of elements
of a Crucial Conversation and steps to
. maintain dialogue and move to action
(Patterson, McMillian & Switzler)
118 Student will describe examples of
engaging in a Crucial Conversation
.
119 Student will demonstrate knowledge of Personal Facilitating a group can come in a multitude of ways. I have learned that you can facilitate within the
facilitation techniques Research group or outside of the group, but it has to be done differently. For example, when doing Leadership
. Institute, I am facilitating outside of the group but for the group. Whereas with facilitating within the
group, it’s also affecting me. One facilitation technique I've learned to be useful is assigning each
member of the team or group a role. Having roles within the group designates who can be reached for
what. Assigning these roles most definitely depends on the member's strengths and weaknesses.
Doing this creates a communal responsibility to make the team successful. This facilitation technique
can give some members comfort as they feel like a true team player. It can even help them feel as if
they are valued and helping others on the team with their role. I’ve learned this can work in almost any
setting, whether it’s work, academics, or even in a social setting. Knowing who is going to listen to you
and empathize versus the person who is going to be blunt and be honest with their feelings. This
responsibility of having a role can stem from your personality too, having someone be super bubbly
can be beneficial to the team by being the hype person. But, you would not give this position to
someone who may be more mellow or pessimistic, you would give them more of an introverted role.
Having each team member feel valued and respected is incredibly important in creating a productive
environment, this is why I chose to talk about this facilitation technique.
Link: https://www.meeteor.com/post/meeting-facilitation-techniques
120 Student will demonstrate proficiency of MCE Capstone I have facilitated groups in two different ways, one is from outside the group and the other is being a
facilitation techniques part of the group. During MCE Capstone, I have been placed into a group with 4 others. This group
. stands for the whole academic year and does not change as you have the same project and work on it
throughout both semesters. This is probably the longest I have ever had to work with the same
individuals on such a large scale. Capstone is also the pivotal class within engineering so you want to
make sure you are doing the best you can. When I first met my group, I realized that each of us had
our strengths and weaknesses. I learned quickly I would be the one in the group that did the talking,
organizing with the sponsors, and any of the administration work. Basically saying that I was the
facilitator of the group. What I did to make sure everyone had an important role and felt valued was by
assigning roles to each team member. When we collectively agreed on what roles we each did, we felt
like we had tasks. This feeling made the team move faster and get work done in a successful way. This
helped everyone work better together as everyone knew who to go to if they had a question and could
do their own thing even if the others could not meet. Facilitating this group taught me how everyone’s
strengths and weaknesses need to be acknowledged to have a smooth run through of the tasks.
Going forward in group settings, I know this facilitation technique can not only be beneficial to me but
to the team as a whole.
121 Student will demonstrate knowledge of Personal This debrief technique sounds like it would be something everyone does but it’s not, and it’s to be
de-briefing techniques Research prepared. Being prepared can mean many things, whether that’s being ready with questions, being
. mentally prepared for the conversation to go a way you did not expect it to, or even no one wanting to
speak. Being prepared with questions is extremely helpful and can help guide the conversation if it
gets off topic. Having different types of questions can also be helpful., For example, there are ‘what’
questions, ‘so what’ questions, ‘now what’ questions, or open ended questions. They all direct the
conversation in different ways and as the facilitator , you would use them to get different reactions out
of your group. If I wanted to know how the team would use the activity we just completed in the future,
I would ask a ‘now what’ question as it will make them think of what’s ahead. Open ended questions
can help the team debrief more through their own thoughts rather than through the facilitator. This can
help the team get closer and connect on a new level. Being prepared also shows through the play by
play of the debrief, for example as the facilitator, you usually want to start and end the debrief to make
sure the main points and conclusions are met. Within the middle of the debrief is meant more for the
team to work through what they accomplished or didn’t accomplish. With the mental prepared aspect,
you want to be prepared for some of the team members to have stringer opinions than others.
Depending on the activity, it can be triggering to some so being prepared with follow up questions or
questions that covert the conversation will be helpful in these instances. Overall, being prepared is a
great way for a facilitator to feel comfortable with the debrief.
Link: https://www.playmeo.com/how-to-conduct-a-debrief/
122 Student will demonstrate proficiency of Tour Guiding During my Junior year, I was a Trainer for the new class of Tour Guides. I was super excited to train
de-briefing techniques the new tour guides and have them be prepared for whatever parents may come their way. One part of
.
the training process is mock tours, mock tours are when tour guides do a section of the tour with only
their trainer and get checked on if they hit the points or not. I have three new tour guides in my training
group and have to meet them each week. At the end of the mock tours, the trainer goes through their
notes and explains where they missed and how they could improve. This is a perfect example of the
debriefing technique explained above as I had to come prepared with personalized comments and
questions for each new Tour Guide. To be prepared, I always had general questions prepared if I could
not think of anything personal. I would create personalized questions and comments as they gave their
mock tours. I used the different types of questions to help guide me through. The three new tour
guides within my group were all different, especially when it came to sensitivity, so I had to make sure
with some I was very blunt with my opinions whereas the others had to be a little mellow. Nothing
wrong with either way, but as the facilitator I had to make sure I met all of their needs.

framing based on psychology and its use
. in group facilitation
124 Student will demonstrate proficiency of
framing based on psychology and its use
. in group facilitation
125 Student will demonstrate knowledge the
four frames of organizations, and the
. meaning of reframing by Bolman and Deal
126 Student will describe personal application
of organizational analysis using the four
. frames of organizations, and breaking the
frame / reframing (Bolman and Deal)
127 Student will show knowledge of organizing Personal Throughout my time in college, I have had meetings with professors, classmates, admission
meetings / setting agendas / and leading Research counselors, exec boards, and even with TAs. All meetings should have a purpose as they
. meetings
take up the time of the members that are attending, unfortunately, sometimes it could have
been written in an email. To have a successful organized meeting, there are a few criteria,
you as the leader, need to accomplish. The first big one is finding a time for when all
members are available, the easiest way to do this is by using When to Meet. Everyone puts
in their schedules and it highlights when others are busy, finding a time that everyone can
meet is important as it allows you to not have to repeat yourself more than necessary.
Before meetings, knowing your member’s strengths and weaknesses can help tremendously
for how you run the meeting. Having a group of extroverts in a meeting is going to be a lot
different than if you have introverts, so organizing the meeting in a way that works for those
people will help you and them. By giving meeting roles, you and the team all understand
everyone has an important position and those responsibilities will allow you to create a safe
environment where all feel welcome. The biggest way to organize meetings and set agendas
is by taking notes. Taking notes throughout the meeting gives you the opportunity to know
what to focus on next time and in between meetings. The best way to do this is by writing
down every single thing possible, it’s a great way for someone to go back and catch up if
they were not able to attend. Taking notes also gives team members the feeling that their
voice is being met and heard. Having your opinion or thought written down will give the
chance of open conversation on that topic that may not have been there before. Writing
preliminary notes gives the team an idea of what is going to be talked about. This allows
them to be more engaged with what your saying then the notes itself. The saying, “this could
have been in an email” is very popular so make sure to give a reason so it’s worth the
team’s time. The last way to organize a meeting is to use the parking lot method to keep chit
chat down, this keeps the meeting short and gives focus to the content at the forefront.
Link:
https://www.acqnotes.com/Attachments/University%20of%20Nevada%20–%20How%20to%
20Organize%20and%20Run%20Meetings%20Effectively.pdf
128 Student will describe personal examples of Tour Guiding Being a part of E-Board for Tour Guiding has taught me what a successful meeting looks
organizing meetings / setting agendas / like. Usually a successful meeting has productive points where after the meeting, everyone
. leading meetings knows what their goal is until the next week. For example, being the Retention Coordinator,
my goal is to focus on the team morale. I do this with my retention team by creating fun
events and experiences throughout the semesters to keep tour guides happy. Almost every
week, I have a meeting with e-board and my retention team. In my Retention Team
meetings, I noticed that some of the team is talkative while the other side is very quiet. To
combat this and meet everyone in the middle, I have everyone come to the meeting with an
idea for an event. This gives everyone the chance to talk, voice their opinion, and also feel
heard. It’s also a great way to be productive as each week, the team has 5-6 new ideas for
events to host. I also acknowledge that some weeks are busier than others so it’s not worth
having a meeting. This saves time for all members of the retention team, including me. I like
to think this makes the team feel that I am valuing their time as I am not wasting a 10
minutes meeting about something we’ve already talked about. With those weeks that we
don’t have a meeting, I’ll send a text in our team group chat to make sure everyone is still on
the same page. This allows team members to ask questions at whatever time works best for
them. At the end of meetings, I like to use the parking lot method to keep chit chat down
during the meeting. Having this time at the end of the meeting allows the extroverts to stay
and get their words out whereas the introverts can leave and do something else. It’s up to
themselves if they want to stay or not as that time is just to catch up instead of important
notes.
129 Student will show knowledge of Personal Every person has an opinion, and everyone is allowed to have their opinion, but
Parliamentary Procedure Research Parliamentary Procedure defines how certain situations should be handled. The full
.
definition of Parliamentary Procedure is a rule that defines how a particular situation is to be
handled, or a particular outcome achieved, in a legislature or deliberative body. The first
example that I think of is in governments on how there is always an order on how things are
done. For example, a bill always goes through the House, then the Senate, then the
President. And within those are their own parliamentary procedures. Parliamentary
Procedure is a commonly accepted way that a group of people come together, present, and
discuss possible courses of action, and make decisions. Having a parliamentary procedure
allows for order and organization within a group. It gives every member a heads up on how a
situation may go or will be handled. Whether that situation is something that is about to
happen or will happen, the parliamentary procedure gives the deliberative body a way to
describe what should happen in a detail oriented way. A parliamentary procedure is different
for each group or body of legislature, as each situation pertains differently to each group.
Parliamentary procedure is a great way to keep an organization running and to have checks
and balances. These checks and balances make sure every person is able to have their
opinions heard and validated. In my opinion, I truly believe the Parliamentary Procedure is a
great way to make sure that all aspects of situations are thought through and worked upon.
When this procedure is not followed, this is when issues arise and complications occur.
Link: https://www.parliamentarians.org/about/parliamentary-basics/
130 Student will show knowledge of techniques Personal Working with difficult people can be part of your job, your errands, or even just with family and friends.
for working with difficult people Research But there are ways to help work with them so that you are not drained by the end too, having helpful
. techniques can show how resourceful you are. After some personal research, I learned that you should
never over react to any situation. Overreacting can heighten the emotions within the situation and
make the problem more about you and them than the actual problem at hand. Overreacting can also
throw you into the situation where issues may arise for you personally, which is not what you want.
Another technique is to never ever take it personally, the majority of the time when someone is being
difficult or hard to be around, it’s more about them than you. For example, usually as a kid, when
bullying goes on it’s saying more about the person saying it than receiving it. For someone to stoop
that low to say a hurtful comment has something seriously wrong about them. This leads into the next
point which is to empathize and understand where they’re coming from. We all grew up with different
families, backgrounds, cultures, and experiences, so we may perceive the world in different ways.
Difficult people still have feelings and a point of view. So before blaming yourself, reacting, or even
getting annoyed back, remember to see where they’re coming from. It may change the situation for the
better.
Link: https://www.asaporg.com/seven-strategies-to-effectively-deal-with-difficult-people-at-work
131 Student will describe personal examples of Disney College When I was participating in the Disney College Program, I had intense training on how to
using techniques to work effectively with Program work with guests. Whether it was a normal family waiting in the line, someone having issues
. difficult people
with their fastpass, or even having a lost parent (thats what Disney calls a lost kid), I was
able to help in any situation. This situation and story is a little different than others, as rare
as it may seem there can be threats within the parks. It was the end of the night and I was
working with one other coworker at the front getting guests into the attraction, we both were
in the college program so we didn’t have too much experience combined. We saw a lady
close to the front with her family, they were sitting against a wall and place their backpack on
the ground. The family got back up and left, but without the bag. We waited about 5-10
minutes and no one showed up, so to be safe, we called security to remove the bag in case
if there was anything suspicious with it. About 45 minutes later, the lady returns and is
looking for her bag, she was extremely mad and wanted to speak to a supervisor. I could
understand her being frustrated as now she has to spend her evening figuring this out, but
she did also leave her bag unattended for about an hour. But, I tried my best empathize and
understand where she was coming from, I explained the situation to her and how we were
trained for bags left alone like that. Using the techniques I learned from Disney, I made sure
to never over react and to not take any of her comments personally. I knew that even though
I may have ruined her night, my coworker and I did the right thing. We tried to help with the
process as much as possible and really wanted her night to get better, but you can only help
people so much!
132 Student will show knowledge of the stages HDF 190 In HDF 190, we learned about the stages of group development through the Tuckman’s Stages Visual.
of group development (Tuckman/Tuckman In the Tuckman model, there are five stages, these stages are forming, storming, norming, performing,
. & Jensen, Bennis or others) and adjourning. In the first stage of forming, this is where individuals are not clear on what they’re
supposed to do, the mission isn’t owned by the group and there's no trust yet. The group also has no
history, they’re unfamiliar with the other group members, and people are not committed to the team just
yet. This is the very beginning so everything is very rough. The second stage is storming, storming is
when roles and responsibilities are articulated, agendas are displayed, problems solving doesn’t work
well, and people want to modify the team’s mission. This stage also involves tryning new ideas, splinter
groups form, competition is high, there’s little team spirit, lots of personal attacks, and cliques drive the
team. So by this point everyone is still not getting along and learning how everyone will and is working
together. The third stage is norming, this stage is where success occurs, the team has all the
resources for doing the job, appreciation and trust are built, and team confidence is high. The third
stage also involves more individual motivation, team gains commitment, members self-reinforce team
norms, and team gains commitment from all members on direction and goals. This is where the team
is starting to work well together. The fourth stage is performing, this stage is where team members feel
motivated, individuals defer to team needs, team members have objective outlook, and high pride in
the team. This stage also includes high empathy, high trust in everyone, okay to risk confrontation, and
superior team performance. This is saying that the team is finally working as a team. The last stage is
adjourning, this is where the team has their final assessment, list of things that could have been better,
transition planning, and recognizing members for their contributions. This stage is also about reform
and redo to reduce mourning, and to celebrate all of the achievements that the team has completed.
Tuckman Model Provided By HDF 190 and Sakai Page (Source Unavailable)
133 Student will describe personal examples of HDF 190 Tour Guiding Starting October of 2018, I applied to become a Tour Guide for URI. I have wanted this position for
group development in use quite some time as my tour guide when I visited my junior year of high school made me want to come
. (Tuckman/Tuckman & Jensen, Bennis or here. Through this activity and process of interviewing and training, I was able to connect it to the
others).
Tuckman Model in many ways. The tuckman is through stages and the stages included, forming,
storming, norming, performing, and adjourning. In the first stage of forming, the team establishes rules
and everyone is treated as a stranger. This occurred at our first meeting as none of us knew each
other so everyone was in the same boat of trying to make friends. The second stage was storming, this
stage is where members start to communicate but still view themselves as one instead of as a team.
For us, this was when we got into our little groups where each trainer got about 4 new Tour Guides so
we were all still trying to meet each other. We were all still confused about the process so we were all
getting stressed and not working well together. The third stage is norming, this is when people start
feeling a part of the team and realize they can achieve work if they accept other viewpoints. In training,
for me, this was when I would go on my mock tours and listen to what the trainers had to say about my
tours and how I could improve on them. The fourth stage is performing, this is when the team works in
a open and trusting atmosphere. For us, during training, this was when we were able to go back to our
home base trainer and trust them with anything we had going on or what we wanted to say. The last
stage is adjourning, this is when the team conducts an assessment of the year and gets ready for the
next one. In training, this was our last meeting of the training program, they gave us their final thoughts
and how we can keep improving, they also gave us time to say bye to everyone and to thank everyone
for what they did to help us. In the interviewing process, I went through two different rounds with both
allowing me to use my strength of Woo and value of Social Intelligence to their full potential as both
interviews were group based. Both interviews had us talking in front of the whole group whether
itâ€™d be an activity or just a question. This style of interviewing brought the best out of my strengths
because overall I am influencing which also correlates with the job position of Tour Guiding pretty well.
I worked well with the other trainers and trainees because of my communication, significance, and
discipline strengths. Throughout my training experience, my values really shined like Zest, Humor, and
Gratitude, especially because the acceptance rate was only 12.5%. My strength Woo allowed me to
feel comfortable with talking with new people everyday on tours and my strength Communication has
helped me stay organized with my Tour Guide Team. The strengths Significance and Discipline have
helped me stay on track with the Tour Guide Training program and helping me with making sure I am
studying all of the facts for my mock tours. My strength Futuristic has helped me with looking ahead of
what else I can do in the Welcome Center as Tour Guide. For example, I applied to become a part of
the Recruitment team for next year and the social media team. My values have also helped me
tremendously when it came to Tour Guide Training. My value Zest has helped me put a positive
outlook onto the training process no matter how stressful it may have gotten. When the whole team
was having a rough or stressful day of trying to prioritize their tasks, I would use my value of Humor to
bring a little light to our meetings and hopefully put a smile on their faces. The value Social Intelligence
was super useful as it allows me to learn about my social situation quickly and assess it. This is useful
because no tour is the same so the value Social Intelligence will allow me to asses the group and learn
quickly what they want to hear and what I should emphasize on tour as not everyone is looking for the
same thing. My value of Love comes in handy with Tour Guide Training and tours in general because
every tour I want to put my personal touch on it. When people come on tour, they are looking for
personal stories and not just the facts because they can look up the facts any time they want, but they
can’t look up what you have to personally say so adding my value of love to the training process was
beneficial for me and will hopefully be for the visitors as well. Gratitude is my last value and this is
really important, because as said before, the acceptance rate was very low and I am so thankful that I
was chosen for this position. This position is super important as Tour Guides are the ones providing
students and their families with information on the school, we are also their first impression and we
wanna make sure that it is a good one. I hope that this program stays just as good and useful as it was
because it allowed me to use my strengths and values to their full potential and I hope that the next
group of newbies will feel the same!
Tuckman Model Provided By HDF 190 and Sakai Page (Source Unavailable)
134 Student will show knowledge of group Personal Every group dynamic is different, whether that means there's only a one person difference
roles and how they contribute to group Research In a group, it could depend on the project at hand, or even team member’s backgrounds.
.
dynamics (Johnson & Johnson; Benne & Benne and Sheat are individuals who dissected group dynamics, they wrote an article called
Sheats; Knowles & Knowles; etc.) “Functional Roles of Group Members”. It highlights the importance of different roles and
makes sure everyone is valued and cared for within the team. Their work influenced other
research into how group dynamics can be improved and become more detail oriented. The
first group of roles are task roles, these roles are related to getting the work done and
because there are so many, I’m going to explain each in about a sentence. I do want to
prefer that yes these are considered different roles, but someone more than likely will have
more than one of these roles. The initiator/contributor proposes ideas on how to approach
problems or goals. The information seeker requests clarification of comments and does in
depth research on whatever the topic may be to make sure the group is factually correct.
The information giver gives factual information to the group, almost seen as the authority on
the subject. The opinion seeker ask for clarification on values, attitudes, and opinions of the
group members. The opinion giver is the one who expresses their own opinions and beliefs,
which could be beneficial to the team. The elaborator is the one who takes peoples initial
ideas and adds to them. The coordinator identifies and explains the relationships between
everyone’s ideas. The orienter will review and clarify all information needed to move forward,
they help the team stay organized. The evaluator/critic gives proposals determined from
other objectives to find whats best fit. The energizer concentrates the group’s energy on
forward movement, kind of goes hand in hand with the orienter. The procedural technician
helps with group discussion by organizing the logistics and meetings. The last main task role
is the recorder, the recorder acts as a typist to make sure all ideas are written down. All of
these positions are helpful and useful in creating a successful group. Multiple roles will most
likely done by one person, but figuring out who does what is a whole task on its own.
Link: https://www.mindtools.com/pages/article/newTMM_85.htm
135 Student will describe personal examples of MCE Capstone I have worked in a lot of different groups, though different work situations, academics, and
group roles and how they contribute to even just in my regular life. Having the experience I have had, I have learned that all groups
. group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.) do not work the same and I have to work with all different kinds of people. In my capstone
class, I was not able to choose my team. I was given my team members based off of what
projects we were interested in, meaning group dynamic was not thought about when putting
people together. My group of five, including me, has all different kinds of backgrounds and
opinions. Some members of the team are outspoken, some are quiet, and some can be
rude. Having said that, no matter what I have to work with all of them to have a successful
year in capstone. I took on the role as Team Leader back in the Fall semester and I did this
because I knew I could be the one who organizes the team and keeps the energy up. I am
also the secretary for all meetings to make sure any ideas said can be used in the future and
the correct credit can be given. One member of the team likes to work by himself but also is
extremely able to work on the mechanics of the project, so we usually let him take on the
tasks that only one person needs to. The other three are individuals who prefer to be told
what to do. These three would be considered the information seekers whereas I would be
the information giver. They would also be considered the collaborators as I usually orient

them in the right direction with whatever tasks they are working with. The evaluator in this
situation is unfortunately the professor who will be grading us. Overall, the team dynamic
works well but it took some time to figure out.
136 Student will show knowledge of effective Personal Being a leader means you need to be a team player, this can be shown through being an
memberships skills in groups Research effective group member. Being an effective group member can help the team in more than
.
ways than you would think, from the team dynamic to the progress of the tasks at hand. First
area of how to be an effective group member is communication. In a group, communication
skills are a must if the team wants to function well. Communication can be through,
explaining your own ideas, listening carefully, asking clarifying questions, and even sense
how others feel based on their nonverbal communication. All of these skills are critical to
having a successful group. Open communication is also key, allowing team members to feel
comfortable with what they want to say. This allows members to be effective as they can put
forth their best work. A healthy group climate is next, having openness is important, like said
before, it gives members the chance to talk to each other, open up, receive diverse
viewpoints, and easily present within the group. Trust and self disclosure are also a great
way to create effectiveness. Group members will be able ot trust one another which allows
them to feel comfortable sharing their ideas and opinions. This gives the group even more
developed ideas and conversations. Support is a big one as well, group members can
demonstrate for one another as they each accomplish their goals and ambitions. Support
helps the team not think of each other as competition but as a whole. Respect plays a huge
role in how a team works. Respect can be shown in constructive feedback or simply just
being nice to someone. The process of a group work is also important. Some of those skills
would be individual responsibility and accountability, constructive feedback, problem solving,
management and organization, and knowledge of roles. All of these skills are factors into
how a team works together but also how a group member can be effective and truly add to
the project.
Link:
https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/tips-stu
dents/being-part-team/teamwork-skills-being-effective-group-member
137 Student will describe personal examples of Leadership All four years Throughout my time in college, I have been an active member in multiple groups. Whether it
membership skills in use Institute was work, clubs, or even class, I always put my best foot forward and focused on what I
.
could do to be effective member. An example of me using membership skills is at
Leadership Institute. I participated in all four years of my college career and each year, no
matter what my position was, I focused on being an effective member. As a student the first
year, I focused on building friendships and creating connections with new people as I was
going into a new chapter of my life. I did this by listening to others, getting to know one
another and being respectful towards my peers. Having a positive mindset allowed me to
open up and truly express my feelings. I understood to always ask questions to my Peer
Leaders if I had one as it was important to understand what was going on. As a Peer Leader
for two years, I always tried to create a healthy group climate. I did this by being open with
students so they could feel comfortable and potentially open up too. This gave me the
respect I needed in this role but also gave the team support as we were all connected. Being
a peer leader for two years really opened my eyes to seeing what being an effective group
member really is. As a Student Coordinator, I worked on the management and
organizational aspects of Leadership Institute. Instead of working on individual student’s
needs, I worked on needs of whole team. This gave me a new light into what is expected
and wanted out of students and Peer Leaders. Knowledge of roles was incredibly important
too, this time around I learned how the system worked and who to go to when there was an
issue. It allowed for open conversation and a seamless transition from training to inviting first
year students to Leadership Institute.
138 Student will show knowledge of the HDF 190 In HDF 190, we learned about the Challenge and Support theory by Sanford. The main concept
Challenge and Support theory by Sanford, around this theory by Sanford is that college students go through significant personal growth and
. and its relationship to organizations development, much which is influenced by the college environment itself. The basic idea is for growth
and development to occur, a student needs to have a balance or challenge and support appropriate for
the task. For example, too much support and the student will never really learn what they need to grow
and develop. Another example, too much challenge and the student will become frustrated and
possibly quit trying and give up on the task. The Challenge and Support can be broken down into
readiness, challenge, and support. Elements of readiness is when an individual cannot grow until they
physically or psychologically ready to grow. For example, introducing quantum physics to a third grader
is probably not a great idea because they are just simply not ready for that material. Challenge is the
next one, if the environment presents too much challenge, students can regress to earlier, less
adaptive modes of behavior. If there is too little challenge in the environment, students may feel safe
and satisfied, but they do not develop. The amount of challenge a student can tolerate is a function of
the amount of the support available. For example, a mom going back to college is going to need more
support than an 18 year old with classes because she has more responsibilities and stress on her
plate. Organizations need to use this theory to make sure that every member of the organization feel
sunited and comfortable with being part of the group.
Sanford, N. (1962). The American College. New York: Wiley.

Sanford, N. (1966). Self and Society: Social change and individual development. New York:
Atherton.
Evans, N.J., Forney, D.S., Guido, F.M., Patton, L.D. & Renn, K.A., (2010). Student
Development in college: theory, research, and practice (2nd ed.). San Francisco:
Jossey-Bass.
139 Student will describe personal examples of HDF 190 Leadership Institute At the Leadership Institute, I was introduced to the Challenge and Support Theory by Sanford.
using the theory of Challenge and Support Throughout the three day experience I was able to get to know my group and how all of our diverse
. (Sanford) backgrounds help us be a better group and help us support one another more. During the full day that
we were there, we completed the Challenge Course. At the Challenge Course there were different
obstacles and activities to complete as a team. The first activity we had to complete was using a rope
and getting across the “water” while not touching the ground. I was super nervous because I do not
have any upper body strength and did not want to not look my best self. The whole team cheered me
on and was there to help me through the whole activity. They gave me the support I needed for this
challenge and it helped me progress throughout the rest of the Institute and my college career. At first
the challenge was scary enough where I would not do it and I would just stay back and not go across
with everyone else. But the support I received was overwhelming and allowed me to be confident and
accomplish the task.
140 Student will show knowledge of the COM 100 In COM 100, we learned about the construction and elements of informative and persuasive speeches.
construction / elements of informative and An informative speech gives information that describes something or states how to do something, it
. persuasive speeches does give your opinion as a main point and avoids making judgements as if something is good or bad.
A persuasive speech is when you try to persuade the reader and/or listener to change their beliefs
through your opinions on a subject that you think is good or bad, right or wrong, moral or immoral,
justified or unjustified that we should or should not do something about. No matter what the type of
speech it is, it follows the same outline. The outline of a convincing speech starts with choosing a
topic. In persuasive, you choose a topic where you have a strong opinion on it. When you have a
strong opinion, you’re able to talk a lot more about the topic as you have so much more emotion with it.
For informative, you choose a topic to help people understand a certain topic and help educate them
on it as well. After you choose a topic, you have to write a thesis statement, for informative you would
say how you’ll explain where as persuasive you would say why you should agree with the speaker or
not. After the thesis statement you have to create points that will support your thesis. For an
informative speech, you should have between 2 to 4 main points with three supporting ideas for each
main idea. You say what they are and then explain them through the cohesive speech. For a
persuasive speech, you start with the problem and solution, then demonstrate that something is wrong
or right, and finally you explain why the thesis is true through your main points and their sub-points.
For both types of speeches, you have to develop support for your thesis, then this will allow you to be
able to write the introduction and conclusion. Once you are done with writing the speech, then you can
deliver the speech and get your point across or inform the audience depending if it’s a persuasive
speech or an informative speech.
WcDebate, WD. 2012. Preparing Informative and Persuasive Speeches, 2

141 Student will demonstrate proficiency in COM 100 In COM 100, we learned about many different forms of informative and persuasive public speaking.
informative and persuasive public With informative public speaking, the listener wants to hear facts and learn more about a certain topic.
. speaking It’s not so much about your opinion but more about giving the listener the power to decide what they
want to believe based on the information you are giving them in the speech. With Persuasive public
speaking, you want to bring your opinion with facts into the picture allowing you to get your point
across with the hope that you make the reader and/or listener want to change their stance or keep it
depending on where they stand. I personally have shown my proficiency in informative and persuasive
public speaking in multiple ways, both are related to Tour Guiding.The way I’ve used Tour Guiding in
an informative public speaking way is through my normal tours. The whole tour is me talking about URI
and everything this school has to offer. We go through all the academic buildings, dining halls, and
even residential halls. This informs the parents and their prospective students who may be interested
in URI, through the tour my goal is to hopefully have them feel a little bit more informed on the school
and even potentially make them want to apply or say yes to the school. For my persuasive public
speaking example, it was on Welcome Day. They needed a tour guide who was engineering for a tour
that was just going to be a dad, mom, and their son. I of course took it and went on the tour with them,
I made the tour as engineering as possible and answered every single question he had. I made sure
he felt comfortable and was getting all of my personal stories that i could possibly tell him. He was so
intrigued and it helped me make the tour as personal as possible. At the end of the tour he asked me
where the bookstore was and made a joke asking, “are you going to put your deposit down?,” and he
said yes! This was an example of persuasion because i was able to persuade him to want to come to

URI, it was so rewarding and showed the power of how being personal and persuasive can truly
change someone’s opinion or shape it
142 Student will show knowledge of planning Personal No matter who you are, how confident you are, and what you know, being interviewed can
and conducting interviews (as the Research be a scary process. But the person conducting the interview can make a huge difference in
. interviewer)
the environment that you interview in. This can calm you down, allow you to feel comfortable
to answer honestly and openly, and even be true to yourself. There are many ways to help
the planning and conducting parts of an interview go smoothly, but here are a few options.
First, you want to make sure you know what you want out of a candidate before you
interview. Of course there is a job description and the candidate should fit that pretty closely
but you should also know what you want out of their personality and themselves. Anyone
can have a specific skill set, but it may not mean you want to hire them, so going into it
knowing this is crucial. You want to be super comfortable with the job description and other
factors that come along with the position, this makes sure the candidate can ask any
questions they may have. You want to review the candidate’s resume before you interview
them. Just like how the candidate did research on the company and job itself, you want to
know as much as you can, save the interview for information that isnt on their resume
instead of asking them stuff they have already given answers to, it also can make you look
professional. During the interview, you want to make sure you have planned out questions
and have a variety of questions. Some of the questions should be open ended, never
telegraph the answer in a question, always probe for additional details, and present a
scenario. All of the questions put together will give a well rounded judgment on the
candidate and if they are qualified. All of these examples will help you be prepared to
conduct the interview and give the person being interviewed a chance to show who they are!
Link: https://www.peoriamagazines.com/ibi/2010/nov/planning-and-conducting-perfect-interview
143 Student will describe personal examples of Tour Guiding Throughout my time in college I have completed a lot of interviews, whether that was for
planning and conducting interviews (as the Tour Guiding, Leadership Institute, or jobs for post-grad. But, one of my favorites was being
. interviewer)
the interviewer for Tour Guiding. During the fall semester, Tour Guiding interviews hundreds
for the position. It’s two rounds with the first round being about the person themselves and
see fi their personality is a match. The second round of interviews is them giving us sections
of the tour to see how well they can memorize and perform. When I was preparing to
conduct first round interviews, I always made sure to go in knowing their names and their
google forms they filled out prior to the interview. This allowed me to have a basis and I
could go in more depth with each candidate. The interviews were four people at once and
we would never ask anyone the same question, but the question always had the same
outcomes. For example, we would give each candidate a word and they would have to
create a story with it. The story could either be real or not but they had to convey a story that
had a beginning, middle, and end just like would have on a tour. The outcome options would
always be the same, the candidate either did a good job or did not. What was so unique
about this scenario style question is that each individual wouldn’t be able to copy any of the
others and showed how quick they were on their feet. Once we did this question, then we
could ask questions about their story to see how they would react or go more in depth. At
the end of the interview, we asked them if they had any questions for us. This is in itself is a
question, we want to see if they have thought of anything while being in the interview or if
they had any questions when they did research into the position. It depends on how the
candidate’s interview went for this part of the interview to be either really good or bad. If the
candidate was not very talkative or entertaining throughout the interview and doesn’t have a
question at the end, it could hurt them and vice versa. Overall, the interviewing process was
super smooth and it was a lot of fun to get to meet so many new faces!
144 Student will show knowledge of preparing Lockheed Martin Any interview I have partaken in Interviews can be scary, but preparing for them can help you gain the confidence needed to
for and effective answers in interviews (as be successful! I have been in many interviews, whether I was being interviewed or doing the
. the interviewee)
interviewing. I’ve learned over the years, being yourself and sticking to your core values will
get you far. But of course, I like to be as prepared as possible! Doing your research is very
important for many reasons. Having an understanding of the company and what they stand
for will give you a heads up of what kind of questions they may ask. I personally like to look
up the company’s history to see how they started, their values, and their focuses. This gives
you an advantage because if you are to answer any questions, you know how they may
want you to respond. With interviews and having a specific amount of time set for them, you
want to be quick on your feet and know what you’re talking about. Coming in with questions
can show you have been prepared and have done your research. At the end of all
interviews, they ask you if you have any questions, this in itself is a question. It’s to see if
you did your research about the company and the job. It shows you do your due diligence
and want the position, whatever it may be. I personally always like to ask what the
management expects out of the position within 30 days, 90 days, and 6 months. This shows
them that you expect to be there long term and want to see how you can and will grow within
the company. TTIQ is something that I learned in elementary school. It stands for “Turn The
Question Around”, and what that means is that you always start your answer with the
question in an answer form. This shows the person that you acknowledged the question and
understand what is being asked. This is extremely crucial in having an effective answer in an
interview as the interviewer sees that you care. This is personally one of my favorites
because it reminds me of the question as i’m about to answer so that I don’t get off topic
and start to ramble.
145 Student will describe personal examples of Tour Guiding, Pratt & Whitney, Over the past year I have interviewed for multiple positions such as Tour Guiding, Pratt & Whitney, and
preparing for and being interviewed Leadership Institute Peer Leader Leadership Institute Peer Leader. With these interviews, they were all group interviews with pre
. planned questions and tasks other than the Pratt interview. For those two interviews I pretended to
answer the questions ahead of time, this helped me know what I was going to say when I got to the
interview. I was less nervous and way more confident in my answers and how I was answering which
helped me. In both of the group interviews, I received the positions so I am assuming that the way I
prepare for the group interviews is working for you. For the Pratt interview, they said they would give
me a call so it was hard to prepare as much as I did for those. However, for this position, I asked my
friends to ask me questions just to practice and it helped, the only reason why I did not receive the
position is because I was a freshmen and freshman engineering students are not at a high enough
class level for those types of internships but it is still good to get your name out there before you
actually apply for internships. Overall, to prepare, I give myself a little bit of a pep talk to get myself
excited and make I am confident in who I am so that it’ll hopefully help me when I am in the actual
interview. During the interview, I am as honest as I can be so that they know who I am and I can see if
they are an actual match for me which is super important because you want to make sure you brand is
actually who you are.
146 Student will show knowledge of effective Personal To create effective collaboration in whatever situation you may find yourself in, you must
collaboration / coalition building (Sources: Research follow a few strategies. These strategies encompass a team as a whole, individuals within
. Cilente/Komives et al; NCBI; etc.)
the team, and yourself. The first strategy is to build culture around servant leadership. You
have to have ambition and humility to do this, it allows the leader to give the team trust and
empathy which gives members a sense of comfortability. Next is to define a clear theory of
change. You always want to explain why you are doing something and what it will cause.
When a leader explains their decisions, it shows the team where their head is at and helps
them with deciding on how they want to respond. Investing in and empowering a coordinator,
you want to invest in your team but you also want to invest in the leader of that group.
Whether that’s you or someone else, having a leader who has the appropriate resources
needed to be successful will ultimately help the team in the long run as well. Prioritizing
opt-in coalitions over consensus based models really allows the team to always give their
advice and opinions. This create a dialect within the group that is more readable and
understanding, meaning the problems of today will be fixed today. This can be extremely
beneficial in the short and long runs. And last, building a core of partnerships from which
coalitions can be built. To have successful collaboration, you need relationships of trust and
respect. Having these attributes within a relationship will give both sides a safety net within
situations. All of these strategies will help you create an effective plan to collaborate in and
outside your group.
Link: https://ssir.org/articles/entry/10_things_you_need_to_build_clever_coalitions
147 Student will describe personal examples of Living Down the Living down the line means having roommates. I absolutely love being able to live so close
working in collaboratives/coalitions Line to the beach and not having to worry about being on campus. However, living with two
.
others can be a lot. I have learned to collaborate and work with both on a friend level and
roommate level. The biggest thing was back in my Junior year, the three of us had a
cleaning schedule, it made sure all of us were held accountable when something was not
done. This made me stay clean and made sure that others in the house were clean too.

Collaborating in this aspect was all understanding the common goal of wanting a clean
house and not wanting to worry about having to clean up after others. I think this helped me
a lot with becoming closer with my two roommates as we were able to create trust and
respect in our relationships. These attributes are critical to a healthy household and give us
the opportunity to have fun and be more than roommates. In other situations, I have learned
to not collaborate so much. There are situations where having to deal with it may be better
for the situation. This could be considered collaborating in some aspects as I am making
decisions for the both of us. Whether we both agree or not, it’s still a collaboration. No matter
the situation, investing in these relationships is crucial for all partners involved to create an
open conversation and a comfortable living situation.
148 Student will demonstrate knowledge of Personal Diversity is crucial to any organization, you want to have as many opinions and backgrounds
techniques to communicate and engage in Research as possible. Having diversity allows you to see a situation from all perspectives and gives
. difficult dialogues related to diversity and
inclusion. you the strength you need to build your group. Communicating and engaging in diversity can
sometimes be difficult, but having strategies to work through these difficulties can help. First
I set the stage, these types of conversations should be known ahead of time. It will allows
members of the group to prepare themselves and be ready if they may have questions.
Establishing discussion guidelines will give team members a purpose and goal to the
discussions. Understanding the reason behind the discussion and the implications will help
the conversation flow with an actual purpose. Making the conversation a brainstorming
session and expecting different viewpoints will give a true meaning. We all come from
different backgrounds and understanding that will really give the conversation a new
meaning. Encouraging questions is extremely important as well, being comfortable to ask
questions where you may be confused is not only good but also powerful. Reminding
everyone of the common goal is pretty important too, usually that common goal is to respect
one another and show empathy towards each other. Common goals can bring people
together and allow for those open conversations and questions to happen. Overall, diversity
is important and knowing how to talk about it can help groups come closer and truly
understand one another.
Link: https://coachdiversity.com/blog/ten-strategies-for-holding-difficult-conversations-about-diversity/
149 Student will demonstrate proficiency in Leadership I fully understand that I come from a background of privilege. I am very fortunate to have two
communicating and engaging in difficult Institute loving parents in a stable household who care for me. But of course being a cisgendered
. dialogues related to diversity and inclusion.
white male has a huge impact as well. Back when I was a participant for Leadership
Institute, we participated in an activity of My Mosaic. My Mosaic was a way to show your
personality, basically things that you can change and can’t change. The inside of the circle
were things that were at your core that you can’t change. For example, your race, ethnicity,
and sexual orientation are things that you can’t change, but as you go further out of the
circle, the characteristics are more changeable and less to your core. These can be your
personality traits or anything you can change about yourself. When going through this
activity I learned that I have privilege with attributes I may not be able to change. Hearing
other people’s stories allowed me to understand where others were coming from and why
they may be a certain way. Having and seeing these perspectives has given me a new
outlook on life and how I interact with others. I really learned to never judge a book by its
cover and to treat people with kindness because you never know what kind of day someone
is having. It’s all perspective but being in the safe environment that I was, I felt comfortable
asking questions and truly getting to know my peers.
150 Student will describe ways to maintain Personal Accountability is needed more now than ever within groups. With Covid-19 changing
accountability in leadership / member Research how we look at each other and work together, we have to focus on accountability.
. relationships
Accountability is how a team can truly be one and learn to work for a common goal.
When someone is not trustworthy or does not own up to their mistakes, it really
allows for confusion to flow. There are tons of ways to build accountability within a
team, but here are a few. The first one is assess where you stand, talk to the team
and see where they all believe the team is right now. This will help you understand
where everyone is thinking they stand and how you can help them all get to their
potential. Talking with your team and increasing clarity will allow the team to have
open conversations if they may feel they need clarity. Defining your team’s
obligation and your unit’s leadership contract will really set the groundwork for what
you all expect out of the team. Committing to tackle the hard work is a way to show
the team you care and that you will make sure things are right. Making sure team
members create friendships and fixing those that may be strained will elevate the
team in more way than you would think. This will allow the team to feel as if they are
one and are united in all aspects. You want to build relationships through celebrating
success and by working with other teams in your organization. Setting the tone for
others and committing to being in the long haul.
Link:
https://www.forbes.com/sites/forbesbusinesscouncil/2021/05/05/15-ways-to-build-a-
more-accountable-team/?sh=27a905ce6720
151 Student will describe personal examples Disney Within my organizations I have had to take accountability for my own
related to maintaining accountability as a College
. leader Program
actions and others as well. An example of this was while working in the
Disney College Program. At Disney, there is a system called DAS. DAS is
where anyone with a disability that may hinder them from waiting in line
for extended time periods, can get a DAS pass and receive a return time.
Basically, their return time is however long the wait time is, so they’re
waiting for the ride but they’re able to go around the park and still do what

they want. It’s extremely helpful for guests who don’t have the ability to
wait in line. I was working one day and my position was to give out the
DAS passes. I was also helping a new person with the system. We had a
family come up to us and ask for a DAS pass and so I taught her how to do
it. I unfortunately showed her the wrong thing and we cancelled their other
DAS passes for the day, without knowing we sent them on their way.
About an hour later I found out that a family was not happy in the front
because their passes were lost and my co worker thought it was her fault. I
made sure to apologize to the family and explain that it was my mistake.
We made sure to give them all their passes back and a few more as a sorry. I
tried my best to make it better by assisting them and explaining how I made
the mistake which they appreciated. Taking accountability was tough to do
because I knew it was my fault but it was the right thing to do and I am
very happy I did.
152 Student will describe ways to build Personal Having a connection with members of your team or group is crucial to
relationships between leaders and Research
. members
meeting deadlines. If your team enjoys being with each other, it allows then
to work better and be more productive. One of the way you can build
relationships with your team is building a culture of listening. You always
want to make sure you are putting your best foot forward, so when
listening to others, make sure you aren’t distracted by your phone, emails,
or anything that could get in the way of you not fully understanding what
the person has to say. Learning to recognize others emotions is really
important, this shows that you care. Seeing that someone is down bad or
needs help with their feelings is really important to creating trust. This trust
can later turn into more productive session within the team. You always
want to use praise, even if it’s just saying thank you in an email or how
much you appreciate someone. It can go far and having this attribute within
a group is really healthy, it brings people close to each other. Setting high
expectations is good for many reasons. You never want to low ball your
group and so having high expectations will show them you trust they’ll get
the work done. This can also be good for the team as you can offer rewards
and other perks if the goals are met. Asking questions is good in every
situation, if you don’t understand something, ask! Asking questions can
bring a group closer to one another because they all might have the same
question but are to nervous to ask. In my opinion, asking questions is one
of the most important characteristics you can do because it shows you care
about what’s happening. Having relationships within your team is

important to every individual on the team, it gives them a voice and a place
to feel safe.
Link:
https://beleaderly.com/7-ways-to-build-great-relationships-with-your-team/
153 Student will describe personal examples of Tour Guide During my Junior Spring, I was fortunate enough to be a Tour Guide
building relationships with members as a Training
. leader
Trainer. In this role, I had three new tour guides under my wing. Each of
them had different wants and needs. One person wanted to make friends
and get the most out of it, someone had a tough time breaking their shell,
and the other was there to just make money. So with this, I had to learn to
create different relationships and create a group! I did this by finding
activities that us four would all enjoy. I thought us going to Dunkin and
getting to know each other was the best way! We all liked coffee and it was
good to learn more about everyone. When I went on practice tours with
each of them, I had to learn how they learned. Depending on how they took
criticism and feedback, I would make sure I said what I needed to say for
them to be successful. By the end of the training time, I learned how each of
them worked individually and as a group. This helped me learn more
about myself and how to work with others as well.
154 Student will describe how credibility Personal Having credibility in general is an extremely powerful tool, but its even
applies to leadership, as well as the Research
. characteristics and skills of a credible
more powerful in a leadership setting. Having a group that trusts and
leader respects you is crucial to having a successful team and outlook. There are
certain qualities a team looks for in credibility and one of them is honesty
and integrity. Being open and honest about what is going on within the
group and with issues that are arising can be really helpful in helping
members of the group be more involved. The second quality is
communication, with honesty and integrity, you need to communicate with
the team and layout what is happening. Making sure everyone is on the
same page is super helpful in meeting the common goals. Ability to
delegate is important as well, knowing what people’s strengths and
weaknesses are can help you create a smooth transition between projects or
tasks. A positive attitude and a sense of humor are needed too. Having a
sense of humor doesn’t mean you make everything into a joke, what it
means is that at a certain point you try your best to make it fun, of course
only when it’s possible. Certain situations you need to be firm and serious
but for the most part, you should just have fun. Hard working and being
committed to your job is going to show the team you are there for a long
time and want to succeed. Having a hard working leader shows what can
be done and what needs to be done. Being confident and fair can push you
farther with you credibility. Being confident in the words you say and
having fairness between all group members will help you reach your
common goals as a team. And last is being flexible and understanding.
Everyone in this world has things come up and being the one that they can
go to when they need something is important! Having flexibility on when a
task can be done is super important, especially for a team that has members
of all backgrounds and families.
Link:
https://www.inc.com/adam-heitzman/leadership-credibility-10-qualities-ev
ery-employee-looks-for-in-a-leader.html
155 Student will describe personal examples of Retention In my senior year of college, I have had to work with a team for Tour
building, maintaining, and repairing his/her Coordinator
. own credibility as a leader for Tour
Guiding. This year I was the Retention Coordinator and had to create
Guiding events throughout the year for the team. To do this successfully, I had a
team of six tour guides who I had weekly meetings with to think of ideas
for future events. Some of these events were as simple as a movie night or
as thought out as a formal. But through all of it I had to create credibility
with my team to make sure they knew that I knew what I was doing.
Having to work with these six tour guides allowed me to open the floor and
express honesty and respect towards all of them. I had to be confident in
what I say and focus on the good as there were times that were not the best
for the team. At a certain point, tour guides were not being paid anymore
for events, and this was tough but it was a decision I had to announce the
team. Of course this was not my decision but because it affected my events,
I had to be the one that said something. So with this announcement, I wrote
a thoughtful and honest email explaining why this decision was made. In
this situation, explaining why it was being done helped ease the confusion
and frustration with it. I had a lot to deal with, but being credible with all of
my decisions as the Retention Coordinator allowed me to create a new
understanding of what makes a team a team and I am forever thankful of
that.
156 Student will describe ethical standards in Personal Research Ethics is a broad topic, it can be applied to any situation or activity you are
influence
. participating in. Ethics needs to be focused on whenever it possibly can so
that thoughtful ideas and opinions can come out of it. There are five rules of
ethical influence and here they are. The first is, Always help people to make
balanced and informed decisions. You want to be the one that helps
someone think in a logical way. If you think too fast, you may make a
mistake when it comes to a decision that lies ahead. The second rule is to
ensure pitches include the drawbacks as well as the benefits. You always
want to list the pros and cons of every situation so that you can visually see
why you might choose one decision over another. Having the negatives and
positives gives each person the option to decide how they want to move
forward. Rule three is to be clear and open with people about your own
interests. Being honest and respectful about your thoughts will show
credibility and trustworthiness. It will make sure the others don’t overthink
and will allow them to know exactly where your head is at. This is good for
many types of decisions that may need to be made, even if your opinion
does not matter. Rule four is to aim for people wanting to do what you
want them to do. Never force anyone to do anything they don’t want to. To
make sure you don’t come across this, you want to find people who are
actually interested in the job or activity at hand. The last rule is never
mislead people into doing something that you know will harm them. This
is where honesty and trustworthiness comes into play, always make sure to
focus on the good and never throw anyone under the bus.
Link:
https://www.learntoinfluence.com/the-ethics-of-influence-five-rules-to-live-
by/
157 Student will describe influence applies to Personal Influencing through leadership can be a tough job, a lot of pressure can be
leadership Research
. put on you through this. But there are some ways influencing leadership
can be done in a thought out way. The first way is to establish credibility.
Credibility gives a leader trust and respect from a group. Without
credibility, a team won’t function correctly and the whole group could go
down. Having that credibility is so important and so is having your team
know what is going on around them. Keeping them in the dark won’t help
anyone and will make no one feel united. The next way is to engage with
others and build a connection. When others feel close to you, they feel they
can trust you. You want to build relationships that allow for successful
work ahead. Having to focus on the good and positives of people is crucial
to making sure everyone is engaged. Clarifying expectations and practicing
accountability are really needed within a leader to make sure the team
understands what needs be done. When you are open about the
expectations and are honest when you make a mistake, your team will see
you as a person more than their boss. And this is important to creating
those relationships and influencing your team. The last way is to share your
passions. When your team sees how passionate you are about what you do
and what you represent, they’ll want to join in with you. Influencing is all
about showing the good and bad, being honest about why you are deciding
a certain way, and just being overall positive.
Link:
https://training.hr.ufl.edu/resources/LeadershipToolkit/job_aids/Leadingby
Influence.pdf
158 Student will describe principles of effective Personal Effective mentoring is crucial to organizations that want to progress and
mentoring, as well as problems particular Research
. to the mentoring relationship
move forward. As a mentor, there are multiple roles and responsibilities
you need to partake in to be successful at being effective. First is being fully
present and an active listener. When someone is in your office talking to
you, don’t be on your email, shuffling papers around, or even wiring
someone down (unless it pertains to the meeting). Make sure to have all of
your attention on them as they are trusting you will listen. Another role is
focus the session on pressing issues, making sure all the important points
have been made first so you can address what is needed. Once that’s done,
then you can focus in on the fun stuff and catching up as usual. Asking
direct but open ended questions as a mentor allows the mentee to really
think for themselves. It gives them the opportunity of figuring out their
question before you even answer it, giving them more independence. Try
not to interrupt and only tell you story if they want to hear it. These both
correspond with each other as you don’t want to take away this time from
the mentee, it’s their time and space to ask questions and to tell you how
they want to spend this valuable time. Being encouraging and following
through with your commitments is crucial because it gives you the
credibility needed to be a mentor. The last role is being organized, keeping
your thoughts in an organized way will allow the both of you to stay on
track and not miss anything important.
Link:
https://www.buffalo.edu/provost/admin-units/faculty-affairs/mentoring/Eff
ectiveMentoring.html
159 Student will describe personal examples of Holiday Hill During the summer after my first year of being URI, I was a camp counselor
mentoring and being mentored Day Camp
. at Holiday Hill Day Camp. I worked with a group of second graders for the
whole summer and had two other counselors help me. It was my first year
of being a camp counselor so I always turned to others for when I needed
help or didn’t know what to do. Being with second graders is a lot to
handle, but it was also a lot of fun. My co-counselor Emerson helped me
with everything I needed, she would’ve been me mentor in this process.
She helped me understand my schedule, how to work with kids at that age,
and even how to have fun through all of it. During all of this, I had a kid in
my group who would never leave my side. He had a stutter and because
the kids didn’t understand at that age what that was just yet, I made sure to
take care of him. I would always make sure to ask him if he was done
talking in case if he was having a moment of stuttering and through this
bond we became really close! I would consider being his mentor because I
taught him that it’s okay to be different and that you have to work with you
what have. I always made sure he felt included and never wanted him to
not feel that way. Throughout the summer, he trusted me and I helped him
be more confident. As a little kid, he went through a lot but he pushed
through!
160 Student will describe principles of effective
peer leadership, as well as problems
. particular to peer leadership
161 Student will describe personal examples
related to being a peer leader and being
. led by peers

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LEADERSHIP

Leadership Inventory Revised 08/22/2017 1

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 08/22/2017 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

Leadership Inventory Revised 08/22/2017 3

MINOR ELECTIVES-9 credits

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15 Student will show knowledge of the

G. (n.d.). CliftonStrengths® Themes. Retrieved April 7, 2019, from

Leadership Inventory Revised 08/22/2017 14

Outcome Category: Leadership Theories

Outcome Target Additional Descriptive notes regarding learning and practice

Leadership Inventory Revised 08/22/2017 16

25. Student will show knowledge of “Theory

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45. Student will demonstrate knowledge of

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106 Student will demonstrate the ability

Outcome Category: Interpersonal and Organizational Concepts & Skills

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Leadership Inventory Revised 08/22/2017 35

123 Student will demonstrate knowledge of

Leadership Inventory Revised 08/22/2017 43

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

WcDebate, WD. 2012. Preparing Informative and Persuasive Speeches, 2

Leadership Inventory Revised 08/22/2017 46

Leadership Inventory Revised 08/22/2017 49

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Leadership Inventory Revised 08/22/2017 57

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