Inventory April 2022-2

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

Date Enrolled: January 2019
Date of Graduation: May 2022
HDF 190 Outcomes: No highlight

HDF 415 Outcomes: Green
HDF 412 Outcomes: Pink
HDF 492 Outcomes: Blue
Any revisions will be in italics.
Leadership Inventory Revised 08/22/2017 1

*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.

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 PSC 304: Introduction to Public Administration
COM 322: Gender & Communication option) PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication HDF 412: Historical, Multi‐Ethnic, & Alternative Leadership SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory (capstone option) THE 221: Stage Management
COM 385: Communication and Social Influence HDF 413: Student Organization Leadership Consulting THE 341: Theater Management
HDF 414: Leadership for Activism and Social Change
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 HDF 415 P.I.N.K. Women Throughout my undergraduate career thus far, I have been given many different
autonomy and a minimized need leadership positions that have helped me learn my own autonomy and need less and
for approval less approval from others to validate my decisions. A monumental moment in my
past three years at the university that have helped solidify that was becoming
Sisterhood Chair for P.I.N.K. Women. P.I.N.K. Women is a multicultural sisterhood
at the University that strive to develop a sense of belonging and membership to
increase the retention of multicultural women. We aim to promote self-exploration,
professional development and leadership opportunities, which enhance the
undergraduate experience of multicultural women and prepare graduates for the
workforce. The Sisterhood Chair is in charge of recruiting new members while also
ensuring that the sisterhood is bonding. In my position as Sisterhood chair, I ran the
first ever online recruitment process and learned to have to make decisions that I
found were best for the organization and not seek approval from others. One of the
main ways this was seen is through learning how to run meetings by myself and
making plans for meetings that I stuck to. The ultimate test of this, however, came
when I had to decide if I wanted to run a recruitment process online or not. I spent
many months going back and forth with myself and others. Others told me the
process would not be the same and I shouldn’t waste my time. I, however, decided
against that and learned to do what I wanted to do regardless of what others may
have thought. I also realized that I am more than capable to make bigger decisions
and while I can consult others, I have been entrusted an executive position therefore I
have the capability to execute such position.
See Evidence 1: Picture of a recruitment flyer
2. Student will demonstrate personal, All Academic In a world where there is so much uncertainty, it becomes essential to have enough
organizational, and academic Workload self discipline to keep going and doing things. Pre pandemic it was much easier to
examples of self-discipline say you had self discipline because you could not run away from due dates or
assignments. Fall semester of 2020 really highlighted the importance of my own
personal and academic discipline. It was the first time I was ever faced with taking
online classes. This meant finally learning to take accountability and responsibility
for my classes. I was faced with asynchronous classes when I am a student who
thrives in a classroom setting. Being now that my grades were fully dependent on my
own ethic, I had to quickly adapt to the challenges of staying on top of my work
when no one else was around. In order to keep myself on track, I started to wake up
at 8 am every single day. Learning to do this allowed me to relearn a routine and
allowed me to add a new structure to my life. With this 8 am wake up time, however,
I also had to learn to say no to late night plans and learn to go to bed at a reasonable
time. By doing this, I further learned the structure that is upheld now. Fall semester
alone, I was able to attain a 3.1 GPA, one of the highest marks my GPA has been at. I
carried this new founded structure into my life now. With my planner to write when
assignments where do, a weekly calendar showing everything that needs to get done
by Friday, my strict wake up times, and my continuously boosting GPA, I have been
able to keep myself disciplined and structured.

3. Student will demonstrate the HDF 415 This semester has truly been a whirlwind for me personally. On top of balancing the
ability to manage emotions academic stress that comes with junior year, I also had to balance working 26 hours a
week, an executive position in an organization, and navigating the feelings that
come with losing a friendship and breakups. In no way am I able to put into words
how each single thing individually makes me feel let alone all happening at the same
time. Due to everything happening at once, I quickly learned how to balance my
emotions and further learn the importance of feeling everything as it comes and not
just when I explode. At the beginning of the semester, when little things would upset
or overwhelm me, I would simply just tell myself that I will be okay and that it is just
a bad moment. By doing this, I sheltered myself from truly feeling everything that
would come up and would explode every couple weeks after one minor event
triggered a breakdown or set me over the edge. After the frequencies between these
meltdowns started increasing, I realized I needed to start addressing my emotions
and not waiting till I boiled over the edge. I learned by taking things one at a time
and learning that it is okay to give myself the space to feel emotions. If that means
crying about forgetting a spoon, or learning to say no to commitments that I cannot
make, I need to make sure I am okay before moving forward. By doing all of this, I
also learned that it is okay to feel emotions as well. I always thought that if someone
doesn’t cry or is never feeling anything, they are the strong people of the world
because they have enough strength to ignore their own emotions and focus more on
their responsibilities. I am now at a point where I realize it is better to feel emotions
and there is so much power in knowing what you are feeling and articulating that
instead of completely suppressing them. I have also found I am better able to keep
my composure and am better able to manage my emotions by tackling them head on
instead of eventually whenever I am sent over the edge.
4. Student will demonstrate PSY 479 PSY 113 Stress management is one of the most important aspects of life. When
knowledge of stress management dealing with stress it is imperative that one learns how to balance stress with
methods everything else going on in their lives to ensure a content life. One of the
biggest things to do when you are stressed is to create an action plan. The
first step of stress management is creating a hierarchy of needs that helps
cater to the individuals’ needs. The hierarchy starts with yourself at the top
and realizing that you are the most important. I personally do this by
creating a plan for the day and adding some part of self care to my day. This
can look like taking a longer shower and paying attention to the little details
or recharging with a quick dance party. The next step is esteem. This covers
what your freedoms are, status, respect, and your sense of accomplishment.
In order to manage my stress effectively, I have realized I need to set realistic
accomplishable goals in order to feel like I was productive. For example,
before I used to get stressed because I had 4 final assignments to do in a
matter of a few days. I realized that instead of thinking about what I needed
to get done and getting stressed, it is far better to start working on one and
not micro stress everything that comes my way. The third level I choose to
focus on after that is what other things do I have going on. I sit myself down
and tell myself things do not happen overnight and I cannot do absolutely

everything. A perfect example of this is learning the balance of work, school,
and life. I used to stress a lot about what I could be doing and about letting
people down. Instead, now I focus on doing what I can and realizing my job
will be fine if I call out once every 6 months. By learning how to prioritize
and balance, managing your stress can become that much easier and useful.
See Evidence 4: picture of phone calendar
5. Student will demonstrate the Stress management played a big factor into how my past 3 years at URI have gone.
ability to manage stress In my first two years, I had to learn what it was like to be an active member of a
community while also balancing taking 19 credits every semester. On top of being in
class 19 hours a week, I also had to learn how to have weekly meetings and still
participate in all the extra curriculars I threw myself into. Once I learned how to
effectively split my time, I decided to lessen my academic workload and take on a
job. This year, I balanced two jobs, along with school, an executive position in an
organization, and also learning what life as a functioning adult looks like. I learned
that in order to manage my stress, I needed to make a list of things to do and
prioritize things on their importance. Something like buying socks would take less of
a priority than buying groceries and something like doing my academic work would
take a bigger priority than sending emails to an alumni relations committee I sit on. I
also learned a big way I specifically manage my stress is by learning to stay ahead of
it. By learning to do things as they come and not procrastinate or wait off to do them,
I am better able to feel less overwhelmed and overall feel less stressed when the
crunch time does come. In order to stay ahead of the stress, any free time I do have,
which comes by very infrequently, I chose to do assignments that were not due for a
few weeks. By doing this and staying ahead of my work, should bigger assignments
come up, I had more time to spend doing those or destressing to recenter myself.
6. Student will express a personal HDF 190 HDF 492, COM 302 My ‘Why” is something that is hard to put into words. I know my ‘why’ and am
code of leadership / membership always assessing my ‘why’ and how it fits into my life, but it has grown into
ethics something that I cannot put into words. It is my motivation on my hard days, my
grounding in times of uncertainty, and has become the reason I am the way I am. My
‘Why’ has made me grow and develop into the leader I am today. Prior to my first
year, I had never really thought to think about my ‘Why’ statement. I always had a
moral compass I abided to, but never really thought of my ‘Why’. I heard the term
tossed around for the first time at Institute and officially decided to start reflecting on
my own personal ‘Why’ statement. Leadership, like I talk about on my tour, is very
central to the person I am. I always naturally found myself in leadership positions
and thriving in them. I always did things for the betterment of others and found
innovative and progressive ways to look at whatever life decided to throw my way. I
stayed true to who I was and abided by the set of morals, values, and expectations I
set for myself. These ultimately helped me pick my major, assess my leadership
positions, and give me a space to reflect on how the present not only aligns with my
core values, but also where it is taking me.
See evidence 6: My “Why” Statement

7. Student will demonstrate practice PHL 314 My personal code of ethics was specifically highlighted this semester when I decided
of the personal code of ethics to take an ethics class. In this course, I read many different ethical cases and learned
about the ethics behind healthcare and what is best for the “common good.”This
course also allowed me to challenge views I previously held regarding ethical
decisions. Something that is important to consider in healthcare ethics is the fact that
not everyone will share the same view as you. My own personal code of ethics had
many forming hands into what it has become. I even have decided to get it tattooed
on me to be a reminder of how I choose to live my life. It is three symbols that stand
for Create, Connect, and Challenge. From a personal perspective, this means create
the relationships that make your life more meaningful, connect to the things to do
and do them with purpose, and challenge yourself to think about things differently
and challenge yourself to continuously educate yourself on everything. From a
leadership perspective, create the opportunities for others that you worked so hard
for and help open doors for them, connect to everyone and make sure you have a
meaningful impact on people, and challenge anything that you think is morally
wrong and challenge people to make sure their own words are impeccable. This has
provided me with a foundation to become a strong leader here at URI, but has also
solidified further my own moral compass and always ties me back to the two biggest
aspects in my life; love and respect. Being that my own personal statement is so
ambiguous and can be applied to every single aspect of my life, . I will be able to
adapt it to whatever life may throw my way. I will be able to continuously adapt my
statement to my morals and goals, regardless of where I will be. With that, holding
love, compassion and respect at the forefront of my moral compass, it is important to
always create, connect, and challenge.
See evidence 7: Screenshot from my final paper in the course
8. Student will express a personal HDF 190 Leadership Institute, College In HDF 190, we took surveys which then gave us our personal values. Through
values statement (Sources = VIA, using a VIA Institute, a series of questions were asked to rank 24 different values.
values clarification exercises, etc.) The top five values were the ones that are mainly focused on. These top five values
can shed light on what someone’s core values may be. My top five are curiosity,
fairness, humor, social intelligence, and teamwork. The way I see this work best in
my life is through my personality. I am a very outgoing bubbly person and a lot of
my values can be seen in my everyday life. I have always been a curious person and
due to that, I have gotten to experience many different things like new foods, many
different personalities, new environments, and new clubs. I have a natural curiosity
that manifests itself in learning how people are and why they are the way they are.
This has come in handy in meeting many different people here at the University. My
fairness and teamwork go hand in hand when I have a job to complete. I ensure that
everyone is not only working together, but also on a fair playing field. My humor
and social intelligence are also ones that can be seen to work together. Social
intelligence refers to being able to read a person or group of people and then adapt
based on that. A lot of the ways I tend to make people comfortable is by making
jokes and staying lighthearted. An example of this was when we first met our teams
for the leadership institute, I saw my group was not really talking to each other. Me,
being me, I decided to start cracking jokes and start getting the group more
comfortable with each other. From then on, the rest is history and my team became
the closest ones and we still are all very close. My personal values statement is one that

is ever changing. While in my first year I took them quite literally and at their face value, I
have been able to rediscover what each one of the values currently means in my life presently.
Curiosity has taken a new shape in my life. This curiosity is one that allows me to
continuously challenge myself and go do things that I have an interest in. My fairness has
transitioned into something that is less about equality and more about equity. Being a peer
leader has specifically taught me that while I may offer the same resources to people, some
might need more support than others. With given instructions, some people may need
another explanation to fully understand and others may not need it at all. I have learned to
cater this skill to make sure everyone is at the same starting line and not just given the same
resources. My humor is one that has for sure been challenged in the past year. It is one that I
has been essential to my success the past year and a half. I have to keep the same light
heartedness to life and cannot let uncontrollable circumstances bring me down. I have to
remind myself there is more to life than mask wearing and COVID. My social intelligence is
one that I had to find new meaning to. Once I stopped seeing social interactions in person
and had to adapt my very face to face sociable skills to an online setting. It was a curve that
was one that was not easy, but by learning to adapt social intelligence into picking up on
vocal ques and paying more attention to demeanors on zoom, I was able to better learn about
social groups. My teamwork is one that remained fairly the same. I just now how to work
harder to facilitate collaboration over the use of my laptop.
Revised from HDF 412

My CliftonStrengths and VIA values have provided me with a basis of my leadership the past
4 years at this university. As I now start to transition into the next chapter of my life, I have
to think about how these strengths and values will be applied. Right now, I see myself
predominantly going into the Higher Education field. I aspire to help first generation
students find a place in higher education and be the example that more often than not is not
there for them. My strengths and values go hand in hand with thriving in the field. Being
that every semester brings a new set of challenges, my strength of adaptability has allowed
me to learn to take life’s curveballs and hit them out of the park as home runs. With learning
to conform to everything life has thrown my way so far, in my future career I hope to take
this with me. In higher education, as much as there is a routine, at the end of the day one is
dealing with college aged students which bring a new surprise with every new day. My next
strength of connectedness is one that at first, I interpreted as seeing how everything in this
life is connected. As the years have gone by, I have a newfound meaning for what this means
in my life. Everything I will do and have ever done is directly connected to the person I am
today and will become in the future. If I dedicate myself now and have discipline now, I will
see the results in the future. Furthermore, what has already happened in the past has taught
me lessons on why I am the way I am. This will help in my future career because it grounds
me into the belief that as much as I sometimes hate to admit it, everything is directly tied to
each other. All my past decisions have led to where I am now and all my future decisions will
take me where I need to go. Along with that, this specific strength will help in my career by
allowing me to make the ties to my past in order to grow into a new leader and grow in
unfounded skills. My third strength is Woo and can best be described as charm. This
specifically will help me in my future career because it allows me to find ways to make
connections with all those I meet around me. It allows for better connections, which lead to
better relationships, and lead to more productivity. My strength of arranger is one that will
for sure allow me to thrive in the professional world. I used to think arranger was making the
plans to make things happen. I have come to realize it means that in crunch time and when
things need to get done, the arranger will delegate, if needed, and get it all done. In my future
career, I see this playing into my everyday life. Like mentioned above, college students are
unpredictable and bring something new every single day. With a skill like arranger, this will
allow me to keep up with the ever changing times. My last strength is one that ties all my
other strengths together; Ideation. Before, I used to think this meant thinking of all the new
brightest ideas. I have come to realize in the professional setting, this will look a lot more like
the person that is not afraid to throw any and all ideas out there. As a famous teacher once
said, “Ask for forgiveness, don't ask for permission.” In my career, this goes hand in hand
with always doing something new because you never know where it may lead you.
(2019, 01). https://www.viacharacter.org/www/. Retrieved 09, 2018, from VIA Institute.
9. Student will demonstrate practice HDF 415 My top 5 strengths are Curiosity, Fairness, Humor, Social Intelligence, and
of the personal values statement Teamwork. My curiosity is one that can be seen in both the literal and figurative way.
I am able to have a curiosity that helps me always ask questions and seek answers
but also chase the things that I take an interest to. This curiosity not only allowed me
to learn about others, but because of this curiosity I was able to even grow within
myself. I was able to rediscover what it meant to be in a leadership class again, but
was also able to discover the power of asking others for help. I never thought I would
thrive in this position and here I am a semester later wishing I could do it all over
again. My fairness can be seen in a lot of different ways, but ultimately allows me to
bring equity to the table where it may not be offered. My Humor sticks out by
allowing me to keep smiling even if life is throwing a million things my way and
helping others feel more comfortable. This has allowed me to make people feel more
comfortable. A prime example of this came when I ran the recruitment process from
my organization and learning how to make girls feel more comfortable over zoom. I
was able to see girls blossom in a 9 week span. From never hearing some of their
voices and seeing their faces in the beginning to be able to gain 21 new sisters by the
end of the process, my humor helped girls feel comfortable and blossom. My social
intelligence taught me that a simple text and check in can be used in place of the
usual small talk conversations that would happen seeing people around campus. I
learned that it is still very essential to maintain friendships, even if its only virtually.
My teamwork is one that I can say thrived the most. My students in HDF 190 were
able to go from strangers to a group of students who can support each other.
Evidence #9: Picture of my group in HDF 415
10. Student will demonstrate the

ability to lead a project from start
to finish (follow-through)
11. Student will describe goals and HDF 412 One of my biggest goals through my academic career at the University has been to
objective statements regarding graduate. I never knew how or when I was going to get here, but with one semester
personal issues, career issues, and left, it has been a hell of a ride. Looking back on my time at URI, my career goals
community issues have done a complete 180. I came in as a chemistry major, leadership minor, with the
intents of going on to dental school and being a dentist. I loved chemistry, hated my
teachers. I found it difficult to learn material I loved so much from professors who
clearly did not care about the students. I slowly went falling out of love with

chemistry and eventually switched gears to Health Studies, picked up a chemistry
minor along the way and started loving my classes. I loved learning about healthcare
disparities, epidemiology, what policies are currently in place, and how to overall
promote healthier lifestyles. Semesters start passing and I start realizing I only like
this material because every class is just a previous class retaught in a different way or
with more detail. I was not learning and was really only even interested in the career
because I know many people in the field that love it. Now, I am moving into focusing
my professional career into Higher Academia. I love the higher education
environment and am driven to make the changes that I have tirelessly fought for in
my undergraduate career. A big community issue I see in the URI community is the
one of lack of awareness. Many students do not understand the rich Native history
surrounding URI and also do not see the impacts their words and actions have on
each other. My goal with going into higher academia is to ultimately change a lot of
the unwelcoming environment to students of color. I plan on focusing on making
students of color, specifically first gen students, understand the true impacts of going
to a PWI while still pursuing your education.
See evidence 11: Picture of curriculum sheet
12. Student will show evidence of One goal that was planned for me was presidency. I set forth this plan my first year
goals and objectives that were in my organization, PINK Women. I made it my mission to learn the organization
planned and achieved inside and out. I first started this by getting to genuinely know everyone. There is not
one PINK Women that can be pointed out that I know nothing about. I became a true
sister before I stepped into different leadership position. I then ventured into sitting
as a cochair. In this position, I was able to get a deeper look into the logistics of what
it takes to run a committee. By learning what are good ways to stay organized,
communication methods, and further what goes on behind the scenes, I was able to
gain the skills to then move into the position of a committee chair. During this time, I
was set up well to run the committee in person. I now had to transition all my
knowledge into the virtual world where it was all a learning curve. I had to adjust to
a virtual world, lead a committee, and relay pertinent information to all involved
parties. After holding a leadership position in both virtual and in person settings, I
now had to apply those skills into a hybrid world. Every single experience leading
up to my election had prepared me for the role. I set forth a goal, worked hard, and
now I proudly sit as president. Will I sit here and say everything is perfect, absolutely
not. It has not been an easy ride so far and every single day is a new challenge.
However there are few moments that reground me and remind me why I do what I
do and why I have worked so hard to get here. All started with a simple goal I set
forth, worked hard and accomplished.
13. Student will show knowledge of PSY 113 COM 100 In this theory, it is formulated into a pyramid. There are 5 different layers, all that are
the “Hierarchy of Needs” theory interdependent on the previous one to get to higher levels. At the foundational level
by Maslow is physiological needs. This refers to food, warmth, and rest. The basic necessities to
stay alive. At the next level comes safety needs. This refers to security, shelter,
amongst other things. This coupled with physiological needs refers to the basic needs
people need to survive. At the next level comes Psychological needs. This section is
split into two different levels. 3rd in the pyramid is belongingness and love needs.
This refers to the relationships around someone, their friends, and how much they
feel as though they belong in the community. Above this coming in at number 4 on

the pyramid is esteem needs. This is when one feels accomplished and the prestige
someone may hold themselves to. At the top of the pyramid rounding out the last
category of needs, self fulfillment needs, is self actualization. In this level, this is one
recognizes their full potential and are therefore able to explore future endeavors
because of it.
See evidence 13: Maslow’s Hierarchy of Needs
14. Student will show application of PSY 113 PSY 479 In my life, I have went through the motions of this pyramid. When deciding
Maslow’s theory to own life on staying at URI, I went through every step of this pyramid. My basic needs
where met because I lived on campus with a meal plan so I had no concerns
for safety or for food insecurity. Moving on to the next level, psychological
needs, I assessed where I was. I was living with my twin sister, had a
network of women that wanted to see nothing but my success, was slowly
establishing who I was on campus, and further was finally through my first
semester of college, which I never though would happen. When I considered
not only how all my needs up to this point had been met, I had a moment of
self actualization where I saw the opportunities I had at URI and further the
change I could make here. Little did second semester first year me know that
she has grown into everything she realized she wanted to and more.
15. Student will show knowledge of

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

Manz & Sim’s theory to own life
17. Student will describe HDF 190 Life In HDF 190, we took a survey regarding a survey titled Strengths Quest. Essentially
StrengthsQuest Signature Themes, what this survey did was build one’s leadership DNA. It offers one’s top 5 character
shadow side of Strengths and/or strengths and how they are used. Each of the strengths can fit into 4 domains:
weaknesses, and examples of executing, influencing, relationship building, and strategic thinking. Executing refers
application (Source = Gallup) to knowing how to make things happen and having a perseverance to get things
done. Influencing refers to being able to reach bigger audiences and being able to sell
an idea to not only a group, but also the general public. Relationship building refers
to being the “glue” that holds a team together. Strategic thinking refers to being able
to stay focused and being able to take ideas, analyze them, and strategize from there.
The shadow side of this survey comes with weaknesses. Oftentimes, people’s top
strengths are also their weaknesses if used in excess. My five strengths are
adaptability, connectedness, woo, arranger, and ideation. The one I use the most is
woo. Woo essentially refers to being able to win people over. I use this every day by
sharing a smile with someone or simply striking a conversation up with someone.
My top five strengths have changed dramatically within the past three years at the
University. My very first strength of adaptability was one that has helped me survive the
whole pandemic. One moment that specifically reminds me of how central this strength is by
reflecting on my time as a peer leader for HDF 190. I had to learn to adapt to the challenges of
building a strong group dynamic in a mainly virtual world, but also still learning to balance
the challenges I personally had adjusting to the world's new norm. This strength has only
solidified itself into my life because in a virtual world that we are now living in, every day
brings something new and brings a new challenge. To the new challenge, you can do one of
two things: adapt to what is thrown your way or choose to ignore the challenge and stay
stagnant. With every new challenge, a new lesson and a new development comes out of it. My
second strength of connectedness is one that has gotten challenged over the past semester and
year. COVID has turned a once booming sociable world to one that mandates online relation
building. I am someone who connects with everyone I meet, whether it's for a minute or for a
life time. I become very connected to the world around me and being that the world is now
from little blocks with people's names on zoom, it has been a challenge to still see how things
are connected and being connected to the world you are in. A moment of this came when I was
reminded why I am still at URI and why I do what I do. The moment of magic was when I
finally began to see people again and finally began to have the human interaction I was truly
missing and felt incomplete without. These moments of magic came when I needed them the
most and needed something to remind me why I do what I do. These moments over the
semester happened when I finally sat in a classroom after 333 days of not being in one, when I
was finally able to see people I knew walking around campus, and further when I was finally
able to see sisters from my sisterhood after not seeing them for close to a year. All these little
moments reminded me that even though the world is virtual and feeling connected can be
hard, I still am very tied to my world and no reality, whether in person or virtual, can change
that. My third strength, woo, is another one of my strengths that has been challenged during
the pandemic. Learning to still have a charm and break the ice in a virtual world is something
that for sure was challenging for me. As a peer leader, I was finally able to use this strength
when it came time to engage students into the week's class. I am someone, who while I do
enjoy talking, I am also very comfortable in silence. In this class, I have been able to learn how
to not only adapt this skill to a virtual world, but also learn how to build relationships with
those around me and breaking the ice. It may take longer that a face to face world, but it is not
impossible and this semester has taught me that. My arranger came in strong in the semester
when it came time to rebalance my life with the new norm of life. Through this semester, I
have had to find new ways to arrange and organize things. One of the first instances of this
came when it came time to present the Relational Leadership Model to first year students. A
fellow peer leader and I had to come up with a lesson plan and build connections to the model
for the students. The arranger came in when it was time to make a present the information to
the students in a way that was both concise and impactful. The best way I found to do this was
in a infographic and summarizing each point into something that potrayed the whole point,
but was not word heavy. Lastly ideation was one that came into play quite frequently.This
strength was one that was hard to connect to a virtual world. It was something that saved the
day in moments of despair. I came to find new ways to interact and bring people together. One
of the ways I did this in my role as peer leader and Sisterhood chair was finding new and
creative ways to connect to students in a virtual world. The biggest way I did this was by
creating not only a space where students felt comfortable, but also facilitating different ice
breakers and games, like Pictionary and Speed Dating, to allow connections to start being
built and people still feeling connected even if it was only Zoom.
Revision for HDF 412

As much as these are my strengths, some of these in the future can also prove to bring some
challenges. My strength of adaptability, when overused (which I do often), can lead to me
putting myself in the mentality that no matter what I can get it done. By doing this, not only
am I hindering plans from their potential, I also choose to live a life under constant pressure
and stress when I could have simply time managed and had a little discipline instead of
responding to myself with with the sentence that diamonds are made under pressure. My next
strength, connectedness, can become challenging once I become a working professional for a
plethora of reasons. One of the biggest ones is that because I love connecting everything I do
together and making it a big part of my identity, I can easily get lost in a career that may not
be fitting or suitable all because I think it is taking me where I want to go. That however, is
not correct and just proves to show while certain decisions make you succeed, obsessing over
them may only keep me in a hole. My third strength is one that too often has been challenging
to me. I see this one specifically as a challenge because truly, I talk too much. A 5 minute walk
to class has easily turned into a 25 minute stroll down memory lane just be bumping into
people I see. Because I sometimes do get so caught up in building relationships around me and
caring for the person, sometimes I neglect what needs to get done. My skill of arranger is one
that I have already seen struggles in in the professional world. I like things done a certain way
so when they are not done that way, I tend to go “bridezilla” on people. So I have been told I
can be a control freak with certain things that I want done a certain way, but because I am an
arranger and already made the plan in my head on how to make things happen, its hard
sometimes to let that plan go and let someone else figure it out. Also due to arranger, I always
try to save the whole world and the moon and sometimes that is also not possible. My strength
of ideation is one that I can foresee why I will have challenges with it. Ideation sometimes
makes me think of a tunnel vision. I can get super hyper focused on one or two parts of a plan
not realizing there is still a whole other side to the plan. This will be challenging in my career
because everything I set forth is about the bigger picture, not just the snapshot.
Gallup Strengths Quest retrieved from https://www.gallupstrengthscenter.com/
18. Student will describe personal When attempting to use this in my future career, I think the five components of the
leadership style and/or personality relational leadership model and their core will have individual challenges, but some
style including strengths and when coupled together may lead to some extreme challenges. One of the biggest
weaknesses and examples of challenges I can think of right now is empowering versus inclusive. Being a Latina
application (Sources = Leadership student at a University that has fueled my fire into becoming a higher education
style inventories, the L.P.I., Type professional, I have sat in multiple different spaces, mainly headed by white women,
Focus (MBTI), LAMP, DISC, and that will stress the importance of how I need to use my experiences as a woman of
other career inventories, etc.) color, let alone one that has a lengthy resume, to help inspire others and help educate
others. When looking at it from two different perspectives is where the real issues
begin to be highlighted. From the white woman’s perspective, I am empowering a
student of color and including them to have their voices and experiences heard. After
all, I cannot speak on their experiences therefore the best way to educate others is to
hear it from a direct source themselves. From the side of a student, as empowering as
it can be to have all your credentials consistently listed, sometimes it starts to feel like

you are being put on a pedestal for having all these acclimations while being a
person of color is impossible. It creates a space where technically, I am empowering
and including others, but also from the opposite lens I am forcing others to educate
and communicate their experience so a class has a different perspective other than
my own. A plan I have to help navigate once I am in the field is to always think back
on how those things made me feel and how there are endless other ways to empower
and include. Inclusion does not always have to look like the only person of color in
the room talking, it can look like creating a space where they even feel comfortable
enough to talk. Empowering does not always have to look like sharing your story to
inspire others, but can look like giving someone the extra push to get involved on
campus or reach out to their professor. It is little switches that can be made that will
not be too difficult.
Outcome Category: Leadership Theories

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

application of the above theory
(Weber)

the “Scientific Management”
theory of leadership by Taylor

(Taylor)

the “Management by Objectives”
theory of leadership by Drucker

(Drucker)

“Theory X and Theory Y” theory
of leadership by MacGregor

(MacGregor)

27. Student will show knowledge of HDF 190 Volunteering over the summer In HDF 190, I learned a theory called Servant Leadership which teaches that
the “Servant Leadership” theory of at Special Olympics leadership style of placing service above self. The pioneers behind this idea include
leadership by Greenleaf Lao Tzu, Chanakya’s Arthashastra, Jesus Christ, and Robert K. Greenleaf. Of all
these, with a specific focus on Robert K. Greenleaf, one can better understand what it
means to be a servant leader. Greenleaf spent most of his life working for AT&T and
then after that decided to shift his focus to being a Servant Leadership consultant. To
start, people are typically inspired to do good by being both good servants as both
leaders and followers. This leadership theory begins with a sense to serve and then to
serve first. Each day is seen as an opportunity to serve and to improve the way a
leader works. Servant and Service go hand in hand with this theory. Being a servant
is essentially someone who, out of free will, has a drive to serve and advocate.
Service, on the other hand, is acting in a helpful way to be of assistance to or benefit a
group. The characteristics of servant leadership can be broken up into three separate
groups: relationship building oriented, future-oriented, and community oriented.
Relationship building oriented focuses on listening to others, understanding, being
empathetic, searching of the self, and an awareness of not only self, but also others.
Future oriented focuses on building consensus, seeing ideas and dreams become
reality, and being able to learn from the past in a way to help see the consequences of
potential future actions. Community oriented focuses on being stewards for the
general good, a want and commitment to grow in all aspects of life, including
professional and personal lives, and being able to build community by being humane
and using a platform to help benefit others. With this, there are also 10 characteristics
that fall under the umbrella of these terms. Those are listening, empathy, healing,
stewardship, commitment to people, building community, awareness, persuasion,
conceptualization, and foresight. Through being a good listener to both yourself and
others, having empathy and an understanding of people, looking for wholeness both
within yourself and others, along with an awareness of yourself and others, good
relationship come out of these. Once those relationships are built, the brickwork for
community building then begins with stewardship in regards of ensuring those in
power use their power for the common good, building community through being
humane and looking out for the common good, and having a commitment to want to
grow both personally, professionally, and for others. Once the community is built,
the future can then be planned through building a consensus, conceptualizing ideas
and seeing those ideas follow through being able to learn from the past, both good
and bad, and make better formulated plans for the future.
Greenleaf, R.K. (1996). On becoming a servant-leader. San Francisco: Josey-Bass
Publishers.
28. Student will describe personal Volunteering over the summer A personal experience I have with this is when I volunteered over the summer at the
application of the above theory at Special Olympics Special Olympics. I was at a public health booth with my mom offering information
(Greenleaf) based on different resources available to the disabled along with different programs
available to them and what medical resources they have. Being that I know people
who are disabled, I was driven to spread vital knowledge to communities that don’t
often get it by the fact that if I was ever in their positions, I would want to know
resources available to me. Servant leadership is something that has helped me with my
current goals.Although I personally relate the most to the Relational Leadership Model, an
aspect of this model specifically that sticks out to me the most is service above self. In all my
leadership positions, I have had to learn how to not only make relationships with others, but

also learn how to serve others, I used to take this quite literally. By literally I mean the servant
leaders we often think about: people who are in community service projects, public servants,
and even members in our own lives who’s main role is to serve. I have however been able to
learn this is more a type of leadership that represents more of a selfless leader than someone
who does service projects. With this new found meaning, I learned I practiced this in my
everyday life. In peer leadership, I had to learn how to serve my students best. This meant
offering any support they may have needed. I have also found that in order to serve others, you
also have to serve yourself. I have found that if I am not okay, I cannot serve others. This
semester specifically has taught me the importance of learning how to serve myself. This
means taking time to enjoy the things I do in my life and also realize I can only serve so much.
This semester I hit a crossroads when I realize one of my students was simply not engaging at
all. I had one of two options: over exert myself and try to connect to this student or realize I
had done everything in my power to try to get them to engage. I realized in order to take the
option I wanted, I would need to make sure I was serving both myself and still my student.
Once I realized I had done everything in my power to help serve him, I decided to serve myself
and keep moving forward.

the “Principle Centered
Leadership” theory by Covey

(Covey)

the “14 Points / TQM” theory of
leadership by Deming

(Deming)

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

(Sashkin)

the “Individuals in Organizations”
leadership theory by Argyris

(Argyris)

37. Students will demonstrate HDF 190 Technical Theatre, Softball In HDF 190, it was taught that the 4 V model refers to a model of ethical leadership. It
knowledge of the “4 V’s” theory of essentially lines up interior beliefs and values with exterior actions and behaviors to
leadership by Grace (Center for advance the common good of all. Coined by Dr. Bill Grace, it is based on his research
Ethical Leadership) regarding leadership and his own personal passions of ethics and faith. At the Center
of Ethical Leadership, it was discovered that people who are leaders that want to
make a difference also need to join a journey that an inner commitment to integrity
and an external commitment to common good of all. People oftentimes go about this
by discovering the values and beliefs they hold true at their core, establishing a vision
as to how the world can be different, and finding a way to use their voice to make a
difference to ensure their vision is seen. The 4 V’s refer to Values, Vision, Voice, and
Virtue. Value explains how an understanding and commitment to ones values can
help them be an ethical leader. Vision explores the ideation of being able to see a
problem and from there select a plan that will serve to make the bigger picture better.
Voice refers to taking one’s own voice and using that in a way that enlivens the
vision. Virtue then explores the idea that we are what we preach along with striving
to do what is best. This four v model came most alive in my life during my senior
year. I was stage manager for all the productions of my high school and I came into
the position accidentally because I saw a need for someone to take charge. I first saw
that there was a problem with how the crew was working and then asked myself
what I could do to solve that. I made a plan to first build trust and relationships
between the girls (since I went to an all girls school I had the privilege of working
with an all female crew) and from there found ways to make sure everyone was in a
position they would thrive at. Due to this, a lot of the crew enjoyed their time at tech
and eventually kept coming back all because I bridged a gap that seemed
unbridgeable. The Four V’s also take into consideration what the lies between each one of
the V’s. At our core, there is Virtue. This in my eyes is a centering point and always ties us
back to what we do in our lives. It ties together our voice, values and vision. Voice represents
our own personal way of making things happen, but also tying together what it means to fill
the damn silence. Values are the reason, as a leader, you make certain ethical decisions. By
reminding yourself why you make certain decisions, you are therefore more able to be an
ethical leader. Vision is an outlook of what the goals are. By looking at what the goals are, one
is also able to consider the importance of making ethical decisions along the line of the process
and not just at the end.
Center for Ethical Leadership. (2007). The four –v model. Retrieved from
http://www.ethicalleadership.org/philosophies/ethical-leadership
38. Student will describe personal P.I.N.K. Women One personal example of when I had to use was during my term as Sisterhood Chair
application of the above theory in P.I.N.K. Women. I had a vision of running the first online recruitment process and
(Grace) had to execute it, holding love and compassion at the forefront. I wanted my girls to
still feel connected to the organization and each other so I had to come up with
innovative ways to ensure they were connected. After endless breakout rooms and 9
long weeks later, I looked back on my process and say the vision I held at the
beginning play out exactly how I intended. My values allowed me to still carry out
everything I did with love and compassion. Using this as my grounding energy, I
was also able to have others understand my values and make sure they were always
carried out. My voice ensured that my vision and values were always communicated

and executed. Tying all of these together into virtue ensured that I ran a recruitment
process that was not only ethical, but also one that I was proud of.
Evidence 38: Picture of meeting from Sisterhood Committee from the Spring 2021

the “Situational Leadership”
theory by Hersey & Blanchard

(Hersey & Blanchard)
41. Student will show knowledge of HDF 190 In HDF 190, I learned the Relational leadership model. Pioneered by Susan R.
the “Relational Leadership” model Komives, Nance Lucas, and Timothy R. McMahon, the model essentially describes
by Komives, McMahon & Lucas how “Leadership is a relational and ethical process of people together attempting to
accomplish positive change.” It states how the process of people working together to
help complete a task or make a different all to help the common good. Along with
that, the model practices a model of knowing-being- and doing within the five major
components. The five components of this model include Inclusive, Empowering,
Purposeful, Ethical, and Process-Oriented. Inclusiveness is ensuring everyone is
made a part of the group and that multiple different ideas are also considered. In
order to be inclusive people have to have an understanding of themselves, others,
and know that everyone has their own stories unlike their own which can range in
culture, language, socioeconomic status, citizenship, and education levels. This is
valuable because having the many differences people have to offer only makes the
group better, being fair and equal is important for inclusion, no matter how big or
small, everyone can make a difference and everything is interconnected. Being
inclusive then helps in developing talents, building communities, and engaging in
civil duties. The next component is empowering in terms of both empowering
yourself and all parties involved. With a knowledge of power, empowerment, the
impact that power has, and self esteem, that then leads to the beliefs that everyone ,
regardless of size, has importance, growth and development of others is important
and vital, all opinions are to considered, and power should be shared. With all that,
things that can be done include sharing of information, learning in different
dynamics like relational and group ones, the encouragement of others, building
people up, and promoting leadership of oneself along with practicing renewal of
one’s ideas and skills. The component of this leadership model is purposeful and
this refers to having an individual commitment to a common goal or activity. This
also refers to the ability to collaborate and find common ground in order to help
accomplish things for the common good. This is accomplished by developing values,
influences systems already in place, modeling values, and making ethical decisions.
This is then further enforced by the beliefs that everyone is responsible for
encouraging others, character development happens through participation, high
standards for all helps everyone, and actions should benefit good off all and the skills
required to enact these things like behaving for all, being trustworthy, acting bravely,
identifying issues and resolving them, along with confronting other who are acting
inappropriately. The last component is process oriented and this refers to how the
group goes about a project. Holding the beliefs that the process is just as important

as the outcome, good effort is encouraged, and trusting the process, the skills of
collaborating, reflecting, doing things purposefully, challenging ideas, talking to
others, and learning how to use constructive criticism, it can then be seen how this
component fits into group settings.
Komives, S, Lucas, N. , & McMahon T. (1998). Exploring Leadership for College

Students What Want to Make A Difference. San Francisco: Jossey- Bass. (68-72).
42. Student will describe personal HDF 190 HDF 415 This model has played a huge role in the leader I have become. I have always held
application of the above theory this model central to my leadership style and it has continued to do right by me. One
(Komives et al) role that allowed me to really use my relational leadership skills was the role of peer
mentor for HDF 415. I was able to drive this model home for students by giving them
the needed resources to learn, but I was also able to use this the entirety of the
semester. As a peer leader, I needed to focus on the 5 main components (Purposeful,
Ethical, Process Oriented, Empowering, and Inclusiveness), but also focus on my
knowing being doing aspect of the model. I know who I am, why I do things, and
further know how to do said things. As a peer leader, I needed to transform the given
skills into something that required me to apply my skills into ones that were
teachable. I needed to evaluate if everything I was doing was not only ethical,
purposeful, inclusive, empowering, and process oriented for myself, but also for the
students I was helping. I needed to ensure that they were getting the best experience
in HDF 190 while also ensuring they could navigate the first year identity struggles.
Once I helped them start to discover who they were as students, I then was able to
help guide them in the journey. All of this was happening while I was still asking
myself the same questions. All of this allowed me to build a better relationship with
myself and also build both relationships with my students and between my students.
The biggest thing I used this semester was learning to be inclusive. This course
specifically has stressed the importance of always making room at the table and
making sure others feel comfortable enough to help them build connections. This,
however, is a double edged sword because one also has to realize just because you
make room at the table doesn't mean that someone is going to take the seat. I have
learned this the hard way, both in this course and in my own life the past three years.
There is only so much one can do and sometimes not everyone wants to be included.
This is where for me it became imperative to recognize this. I have been able to gain a
skill set, through this course, that allows me to recognize this and learn to still make a
space for them to feel included, but also learning I cannot bend over backwards to
help students, in this case, participate or engage in a conversation.
See Evidence 42: Picture of group training from HDF 415
43. Student will show knowledge of HDF 190 PSY 113, Volunteering In the HDF 190, it was taught was constructivism is. Constructivism essentially
the concept of constructivism describes a theory that describes how people learn. In this specific theory, it can be
explained how people are thought to build their own knowledge and deeper
understanding of the world through experiencing things and reflecting on given
experiences. When learning things in life, people are often presented with new
information in a forum that includes what we know, who we are as individuals,
along with our own life experiences. Due to this, with the new information, old ideas
and habits may change or completely be dissolved. As a result of this, in order to
learn, humans have to ask questions, research, discover, and reassess the knowledge

they have. This theory was first explained in HDF 190 and PSY 113. In my life, I have
personal experience when I volunteered and then worked at a summer camp for
kids. The program was arts-based and I had to deal with a lot of different kids who
all had varying art skills. Along with that, through the camp, as it progresses
students went learning new ideas and how to do different skills better and more
efficiently. An example of this came when we started working with clay. A basic
aspect of piecing clay together is a technique called scoring. Essentially, the pieces of
clay trying to be glued together are both scratched and then a mixture of clay and
water called slip is applied to both pieces and then the pieces are pressed together. At
first, students would erratically make lines and pressed the pieces together without a
concern of how much slip was used. As time progressed, however, students learned
patterns of lines that would work best along with how much slip to use.
Educational Broadcasting Corporation. (2004). Constructivism as a paradigm for

teaching and learning. Retrieved from
http://www.thirteen.org/edonline/concept2class/constructivism/index.html
44. Students will describe personal HDF 415 This theory came into play with one of my biggest strengths, ideation. This value
examples of implementing specifically means being able to see the connection between ideas in life and further
constructivism manifest those ideas in their lives. In HDF 415, this came into play when I had to
learn to be a peer leader in a virtual world. I had to learn how to apply the skills I
had learned all these past years into a situation I was never confronted with. I came
to find new ways to interact and bring people together. One of the ways I did this in
my role as peer leader and Sisterhood chair was finding new and creative ways to
connect to students in a virtual world. The biggest way I did this was by creating not
only a space where students felt comfortable, but also facilitating different ice
breakers and games, like Pictionary and Speed Dating, to allow connections to start
being built and people still feeling connected even if it was only Zoom. One of my
favorite things to see now that the semester is closing out, is seeing how I have been
able to apply all my skills forward and end off the semester well. I particularly knew
it would be a challenge to adapt to the virtual world with my very in person skill set,
so I did everything in my power to try to get as many opportunities to work on this
as possible. I was able to run meetings for my sisterhood committee, but was also
able to facilitate team building in a setting I was not fully comfortable. By doing all of
this, I was able to use past ideas and skills to formulate new ideas and plans.
45. Student will demonstrate HDF 415 This model was founded by Kurt Lewin and a colleague, John Dewey, that builds the
knowledge of the Experiential model into two separate sections: concrete experience or abstract conceptualization.
Learning Model (Kolb) with concrete experience, this is where an individual lives through a process and
then learns lessons from it. For abstract conceptualization, this refers to having the
thoughts about something and making a plan in place. The experience then goes one
of two ways: reflective observation or active experimentation. Reflective observation
is where you reflect on what has happened. With active experimentation, you apply
the lessons just learned.
Source: Komives, S. R., Lucas, N., McMahon, T. R., Wagner, W. & Ostick D. T. (2013).
Exploring leadership: for college students who want to make a difference. Jossey-Bass.
See evidence 45: picture of article

46. Student will describe personal HDF 415 PINK Women One of the main experiences that ties this model into my experience is my evolution
application of the Experiential as a leader at the peak of COVID. I had to think long and hard about a potential
Learning Model (Kolb) action plan and focus on building a plan with sisterhood at the forefront. I had to
completely revolutionize the recruitment process for PINK Women since I was the
first and only person to ever run a process virtually. Every week, I had to think of a
plan and make it happen. After every weekly meeting, I would reflect on what went
well, what could be improved on, and what to keep for the next week. By the 6th
week of the semester, I was fully ready to take on everything that came my way. The
girls in the process were connecting with each other and more importantly enjoying
their weekly Zoom meetings. With a combination of all four parts of the model, I was
able to effectively connect over 25 girls on Zoom during times where connections
were so difficult.
See evidence 46: picture of weekly minutes
47. Student will show knowledge of Social Change Model of Leadership Development, coined by Astin et al, defines social
the “Social Change Model of change in junction with the 7 C’s. (Citizenship, collaboration, common purpose, controversy
Leadership Development” by
with civility, the consciousness of self, congruence, and commitment, work together to create
Astin et al
social change (Higher, 1996). All 7 work together to address issues at their root through a
multistep process. Citizenship refers to being an active contributor to the community you are a
part of. Collaboration calls for working together as a team with other citizens to accomplish a
goal. A common purpose is then built by collaborating with those around you to make a
common goal in order to share the same purpose. With working in teams, disagreements may
arise, but controversy with civility will allow for these to be handled in a respectful matter.
Conscious of the self refers to the self awareness group members will have and to actively
consider strengths, values, weaknesses, and actions. Congruence is the binding glue. This is
where reflection of ones actions to ensure they are in line with one’s values. Commitment
rounds out the 7 C’s and calls for passion and involvement to actively get through the goals
and plans of the group. All 7 work together to ensure social change happens in communities.
Retrieved from: Komives, S.R., Wagner, W., & Associates. (2009). Leadership for a
better world: Understanding the social change model of leadership development. San
Francisco: Jossey-Bass.
See Evidence 47: 7 C’s Chart
48. Student will describe personal FLITE This model is one of the core models I used my freshman year. A group of us partook
application of the above theory in a plan to reduce plastics use around campus. We learned from other professionals
(Astin et al) about the impacts using plastics has on our campus. From there, we learned to work
together as a team and further our actions as a collective. We made up a plan which
required collaboration and congruence. As individuals that all do different things
around the URI campus, we all actively had to learn how to be members of each
other’s communities in order to effectively enact change. Then, we had a self
awareness to enact the needed change. This model helped change my mentality and
has shown me how social change can be as easily attainable as just getting a group of
individuals together.

49. Students will demonstrate
knowledge of the “Leadership
Identity Development Model” by
Komives et al
50. Students will describe personal My development within the Leadership Identity Development model is one that I
application of the above theory. have seen great improvement in within the past semester. First, I started by reflecting
(Komives et al) back on my “Why?” statement. At the beginning of every semester, I make an effort
to always assess what I did the past semester and semesters before, but also set some
goals for what I want to accomplish within the next semester. My “Why” Statement
is deeply rooted in the very first stage of the model defining awareness. I am always
assessing my behaviors and things I am committed to to ensure that I am not only
staying true to myself, but also learning about myself. One of the most memorable
parts of the semester so far that shows a moment of becoming self aware was simply
by reflecting on all that I have done. I also reflect on what the leaders around me are
doing. I assess what the leaders in my life are doing well and further how I can apply
that to my own leadership style. Within the past 7 weeks in this class, I have been
able to develop skills that can always use revisiting. I have been able to use some of
my top strengths to not only get to build relationships with my students, but also
help my students blossom into the interactive folks we see in class now. With every
passing week, I see not only my students, but the team getting more close knit and as
someone who loves speaking to new people and assessing groups, this has for sure
been a highlight. Moving on from Stage 1, I found that stage 2 came very naturally.
Teamwork and interpersonal connections are something that energize me and are
building blocks for making teams successful. One area I hope to specifically keep
improving on is my facilitation skills in an online setting. I hope by the end of the
semester I will be able to feel more confident in the virtual setting and find more
ways to build connections with students.
Revision for HDF 412
In the first stage of this model, it highlights the importance of awareness. As time has
progressed, I have become that much more aware of not only what my future goals are, but
also more aware as to what I want my life to look like. As I move into what is next, I focus
more on what is going to make me happy and less on what is going to make me money. My
why statement still remains very true to who I am and is one of few things that has kept me
grounded this semester. Life this semester definitely was not easy and I will not shy away
from the fact that there was a point where I was seriously considering withdrawing from
school or taking next semester off. I went back to my why statement and had a small reminder
as to why I do what I do. I have been able to reflect on my past few weeks as a leader and

recognize that just because someone carries it well does not mean its not heavy. This semester
has been challenge after challenge and has definitely helped me grow in a lot of ways. Could it
have been accomplished a less painful way? Of course. However, everything that has
happened has landed me where I am today. It is all a part of my journey and the only thing I
can do is sit, reflect, continue to carry a self awareness with me, and build into a better leader
and person.

knowledge of the
Strengths-Development Model by
Hulme et al

(Hulme et al)
53. Student will demonstrate

knowledge of behavior theories of
leadership from Michigan and
Ohio State

application of the above theories
(Michigan & Ohio State)

knowledge of Charismatic
leadership


knowledge of contingency
approach to leadership by Fiedler

(Fiedler)

knowledge of Path-Goal theory by
House

(House)

knowledge of Leader Member
Exchange (LMX) theory by
Dansereau, Graen & Haga; Graen
& Cashman; Graen

(Dansereau, Graen & Haga; Graen
& Cashman; Graen)

knowledge of Leadership
Substitutes Theory


knowledge of Models of leader
emergence
66. Student will describe the impact of

traits on leadership emergence and
performance

knowledge of Chaos approach to
leadership by Wheatley

(Wheatley)
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
69. Student will demonstrate how

cultural anthropology / paradigms
relate to leadership

example of using cultural
anthropology / paradigms as a
leader

71. Student will demonstrate The cycle of socialization is a theory created by Bobbie Harro. (Harro, 2006 p.
knowledge of the “Cycles of 27-34). At its core is confusion, ignorance, oblivion and fear. This then
Socialization” (Harro) theory branches off into different arrows that create a consistent cycle. It starts off at
and its uses in leadership one’s birth. Since we have no conscience and systems of oppression are
already in place, we quickly learn different biases, stereotypes, and
preconceived notions because one is born into the system. The model then
moves into First Socialization. This is where our own judgments and biases
come to fruition by the people we are surrounded with and the experiences
we experience. Next comes Institutional and Cultural Socialization. This is
often how certain groups are portrayed in the media, social circles,
professional worlds, and further by society as a whole. These forms of
socialization are then further enabled by enforcements, essentially rewarding
said behavior. This is where rules, and rule breakers, come into play. Those
who follow the rules set forth are rewarded whereas those who do not are
punished. The next step of this process is the results. This is where a lot of
misconceptions, guilt, hate, collusion, violence, internalized behaviors, etc…
are tied together. Should one choose to do nothing, this then leads to the
continuation of the whole cycle and further nothing begins to get challenged,
changed, or even discussed. Should one choose to break the cycle, it starts by
questioning the system that is built, why one believes it, and quickly start to
see what is wrong with the bigger picture.
Harro, B. (2018). The cycle of socialization. In M. Adams, W. J. Blumenfeld, D. C.
J. Catalano, K. S. DeJong, H. W. Hackman, L. E. Hopkins, B. J. Love, M. J. Peters,
D. Shlasko, & X. Zuniga (Eds.) Readings for diversity and social justice (pp. 27-34).
NY: Routledge.
See evidence 71: screenshot of article
72. Students will demonstrate Growing up, in the United States none of my family members had visible disabilities
personal application of the that required me to be a caregiver. When I lived in the Dominican Republic from
“Cycles of Socialization” (Harro)
ages 3 to 6, one of my grandfather’s brothers had both of his legs amputated. In the
Dominican Republic, healthcare is viewed very differently than it is here in the
United States. One only goes to the hospital if they wish to die or are actually dying.
For simple cuts, accidents, or injuries that may occur in the everyday life that may
actually need medical attention, never get treated. Along with that, for long term
illnesses, treatments are not taken seriously. Preventative medicine is more of a
suggestion instead of an actual practice. One day, he was riding his motorcycle and
got into an accident where he burned his calf. The burn was treated at the hospital,

but once he got home he got careless with the upkeep of it. The wound became
necrotic which led to amputation. Once that happened, he became wheelchair bound.
After a few years of being wheelchair bound, he lost his other leg due to lack of
circulation. Being that his first amputation came before I was born, I have only ever
known him in a wheelchair. He lived in one of the family’s countryside homes with
his wife as his main caregiver to this day. Being that he lived in the countryside and I
lived in the city, I only really saw him when the whole family was together or when
we went to visit. I never thought that he couldn’t leave his house and never saw his
disability as who he was, but I just saw him as just my uncle. Thinking back on it,
we only ever went to see him and he only came to our other countryside home a
handful of times. Due to me seeing him as just my uncle, I never considered what
limitations his life may have outside of walking. I figured the wheelchair solved the
immobility issue, but never sat back to consider what issues come up with being in a
wheelchair. This very first socialization with my uncle also allowed my mom to
teach us from a very young age to not treat people differently because of what
disabilities they may have. It was ingrained into us that you respect everyone,
regardless of ability, upbringing, race, or gender. Everyone is a human being and
deserves human decency. I always knew to respect people, but since it was only a
handful of interactions I had ever had with a disabled person, I never really thought
about what life was like for them. I never really understood the exact limitations
because if I did not see it in my everyday life, it was never something I considered or
thought twice about. Culturally, being that I come from a very traditional Hispanic
family, disabilities where a “Don’t ask, Don’t Tell, Don’t Look.” You do not ask
what disability someone has, you do not tell whoever you are with you do not stare
at people with disabilities. People with disabilities were not to get looks or even
talked to. In my mind, I always thought of people with disabilities as lonely people
since no one spoke to them since even in the media, disabled people were often
portrayed alone and maybe with a caregiver. This further enforced the core beliefs I
had of oblivion, ignorance, and ideology that disabled people were somehow
different that other people. Once I started growing up and began meeting and
interacting with more disabled individuals, I finally began to rethink my own
ideology. I began to challenge how I thought about disabled individuals. I began to
start questioning why I thought the way I did. Why did I think this? Do you treat
those with physical disabilities differently because you can see those disabilities?
Once I began rethinking my previous misconceptions, I really began to reshape my
previous thoughts.

73. Student will demonstrate HDF 412 COM 320 The Cycle of Liberation is a theory created by Harro. (Harro 2008, pp. 627-634).
knowledge of the “Cycles of Similar to the Cycle of Socialization, it follows step by step in a cycle. At the core of
Liberation” (Harro) theory and its the theory is love, hope, support, security, balance, etc… The step into the cycle
uses in leadership
comes when one wakes up and realizes the bigger picture. It starts with getting ready
which entails introspection, authenticity, inspiration, recognizing privilege and
systems of oppression, and learning to dismantle them. Once that is done, one can
then step into the second part of the model, reaching out. This is where one begins to
speak out about injustices and starts taking stands using the given tools and
resources. These first two steps are more interpersonal whereas the last few steps are
more systemic changes. The third part of the model involves building community.
This is where people begin to work with others, regardless of differences, and begin
to question the systems as a whole rather than as an individual. The next step is
coalescing. This is where things are organized from action planning to lobbying,
fundraisers, educating, and being an active ally. Once these are all set forth, one can
then move into action and creating change, the fifth step. This is where institutions
begin to get changed and cultures begin anew. Once all these systemic changes
happen, the last step to the cycle is maintaining. This accounts for spreading hope,
being an inspiration, being an active role model both in your life and community,
taking care of each other, and taking accountability for things. With all these steps,
the cycle of liberation is built and then kept alive.
Harro, B. (2018). The cycle of liberation. In M. Adams, W. J. Blumenfeld, D. C. J.
Catalano, K. S. DeJong, H. W. Hackman, L. E. Hopkins, B. J. Love, M. J. Peters, D.
Shlasko, & X. Zuniga (Eds.) Readings for diversity and social justice (pp. 627-634).
NY: Routledge.
74. Student will demonstrate personal HDF 412 KIN 123 Once I had my wake up moment, I started to do my own personal research on what
application of the “Cycles of living with a disability is like. Everything is documented in the world we live in so
Liberation” (Harro) getting to hear what people’s everyday lives were like made me realize that even
with a disability, they are just like every other human. In high school I would watch
Youtube videos religiously. Due to this, I began being more and more exposed and
less and less afraid due to the ignorance I was living in. I also learned to not think of
a disability as a negative thing, but more of a part of someone. It may impact who
they are, but a disability is not a defining factor of someone’s identity. The next step
is community building. In college, I was finally able to surround myself with all
different ability levels. In my previous schooling, your friends were determined by
who was in your classes and who scored around the same level. Friendships were
built on mere grades and GPAs and not characters and common interests. Once I got
to college, I quickly realized not everyone learns the same and a disability isn’t just
something you can see. Having a learning disability specifically is not something
that makes someone dumb, rather it just causes them to learn differently. My first
year I had a friend with a learning disability. They taught me a lot more of what
everyday life was like with an “invisible” disability. They were dyslexic and often
had me proofread things from texts to papers. This quickly taught me that even the
smartest looking individuals may be struggling with their learning and even if
someone does have a learning disability does not mean they are not smart. Once I
finally began thinking differently, I began to call out the people in my class who
would think likewise to what I used to think like. Just because someone learns
differently than you does not mean they are stupid or should be treated as such.
knowledge of the “Configuration
of Power” (Franklin) and its
relationship to leadership
76. Student will demonstrate personal

application of the “Configuration
of Power” (Franklin)
77. Student will demonstrate HDF 412 There are 6 different important aspects to this model. First is the orientation. This refers to
knowledge of racial identity how a person orients itself. They can identify as undifferentiated, white identified, latino as
development (Cross & other, sub group identified, latino identified, and latino integrated. The undifferentiated group
Fhagen-Smith; Rowe, Bennett & refers to themselves as just people and prefer to state they do not see color. The white
Atkinson; Ferdman & Gallegos; identified group are latinos that have assimilated into white culture so much they believe they
Kim; Horse; Renn etc.) themselves are white and align a lot of their lives around whiteness. The latino as other group
is the group that refers to themselves as not white, but do not have an identity within their
group. The sub group identified think of themselves as where they are from like Chilean,
Cubans, or Dominicans. They often use their own personal sub group as a positive, but only
look at other groups as comparison and as inferior. For the latino identified orientation,
individuals see the connections between all subgroups and still view things as a latinx
individual. The last, latino integrated orientation, they see latino identity as a central part of
their own identity. Second comes the lens. This refers to how each individual group views the
world. The undifferentiated or denial group see the world typically from a closed lens. The
white identifying group sees through a tinted lens, since they see white as superior and
everything else as inferior. The latino as other group has a very external lens. They do not
seem to fit into the latino lens, but also do not fit into the white lens. The sub group identified
has a narrow lens since they only see the world from their own lens as a subgroup, but not
from the wider lens of the latino community. The latino identified group then sees the world
from a very broad lens because they see subgroups as a part of a whole. The last, latino
integrated group, has a very wide lens because they see all the struggles that come with latinx
identities and have a more inclusive lens. Next, comes identity. This is where groups tend to
identify themselves as. In the same order as stated above, the undifferentiated group prefer
seeing people, the white identified group identify as white, the latino as other as not white, the
sub group by their own sub group, the latino identified as latinos, and the latino integrated as
individuals in a whole group. Then, the fourth and fifth steps of the model highlight how
latinos are seen and how whites are seen. For the denial group, latinos are seen as a who are
they type and whites are seen as people who are colorblind. White identified groups see
latinos negatively and whites in a very positive light. Latino as other see latinos as a general
term whereas whites in a negative light. Subgroup identified see their own group as great and

others as inferior and whites as a barrier in life. For the latino identified group, latinos are seen
in a very positive light whereas whites are seen as either allies or barriers. The latino
integrated group then sees latinos positively and the relationship with whites is one that is
complicated. The last step of the model refers to framing of race. This refers to how
individuals in each group see race. For the denial group, they see race as something that is
irrelevant and invisible. The White identified group only sees race as a clear cut white or
black. There is also a term they like using called “mejorar la raza” or improve the race that
essentially highlights how they need to procreate and create lives with white identifying
individuals in order to purify the race. The latino as other group sees race as white or not
white, no inbetween. The sub group then sees race as something that is not clear and more
centered around ones own nationality. The latino identified group sees race as latino or not
latino. The latino integrated group then has a dynamic and constructed view on race since they
see race as part of their identities and not just a miniscule thing.
Identity Orientations of Latinos in the United States. (n.d.).
Retrieved from
https://bernardoferdman.org/Articles/GallegosFerdmanIdentityOrientationsBJHR2007.pdf.
78. Student will demonstrate personal The above theory really highlighted my own personal struggle with my identity.
application of model(s) of racial Growing up, in third grade I distinctly remember saying “I do not see color and I am
identity development above Latina, but I don’t care.” How ignorant. Anyways, coming to a country that I knew
very little about even though I was born here made me want to fit into the cookie
cutter so so badly. I then moved into the third identity of the model, latino as other. I
never really saw myself as white, but I also did not see myself as black so when it
came time to check that box on the PSAT in high school, I just checked other. I then
remember shifting into Sub Group identified and being very nationalistic. I wore my
flag so proudly and even said to a teacher one day, “I am embarrassed to have an
American passport.” Not only was that an extremely stuck up comment to make, I
failed to see the Latinx community as a whole and just thought my country of origin
was the best. I then stated to do more and more research into latino culture and
identity since I already knew so much about my own subgroup. This opened my eyes
to the latino integrated orientation where I find myself today. Identity is much more
complex than the few boxes we check off and often requires more thinking than just
seeing someone for their race.

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

application of model(s) of gender
identity above

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

application of additional social
identity development model(s)
above

knowledge of McIntosh’s theory
of privilege and its relationship to
leadership

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

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

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

effective leadership as it relates to
change agency

examples of being a change agent
89 Student will demonstrate

knowledge of the “Model of
Intercultural Sensitivity” by
Bennett and its uses in leadership

personal application of the
“Model of Intercultural
Sensitivity” by Bennett
91. Student will demonstrate The Action continuum is a timeline on where to place yourself based upon what
knowledge of the ally Action action you may be taking. (Adams.). It ranges from supporting oppression to
Continuum by Griffin & Harro
confronting oppression and all they gray in between. There are 8 steps. On the far
left it starts with actively participating. This is where oppressive jokes are told,
people from target groups are put down, avoidance of certain people, discrimination,
and harrasment of group members come in. Secondly, it is denying or ignoring
certain things. This is where one who sees a target group may not believe they are
oppressed. This causes problems because although it is not actively participating in a
problem, it is still contributing to the problem. Next is recognizing the need for
action, but not taking action. This is where one is aware of the said oppressive
behaviors, but takes no action to stop jokes or comments. This is also where one may
be at a crossroads with awareness and action. Next up comes recognizing and taking
action. This is where an awareness of a behavior is seen and one is taking actions to
stop it. Then comes educating myself. This is where one attends workshops,
seminars, events, and other things to help with abolishing oppression. Then comes
educating others. This goes above educating yourself and moves towards having the
needed dialogues in order to not only stop oppressive behaviors, but also educate the
community. Next comes supporting and encouraging. This is where support is
provided for those who speak out and ally groups are formed against oppressive
actions. The last and final step is initiating and preventing. This is where one works
at both an individual and institutional level to enact change. This includes creating
seminars to educate, working to get legislation passed, and being an active agent of
change.
Adams, M. , Bell, L.A. & Griffin, P. (Eds.). (1997). Teaching for diversity and social
justice: A sourcebook. New York: Routledge.
92 Student will demonstrate personal HDF 412 One specific privilege I have is being a cisgender woman. Although being a woman is
application of the Action a disadvantage, the fact that I am a cisgender woman gives me an advantage. I never
Continuum by Griffin & Harro have to think twice about what bathroom I have to use. I never have to explain to a
new partner that my anatomy is not who I am. I do not have to worry about how I
naturally can have kids. This is a privilege that I honestly did not recognize I fully
had and am still understanding the advantages that come with being a cisgender
woman. One of the top benefits that has come with being a heterosexual cisgendered

woman is that fact that no one has ever questioned my womanhood. I have never had
to think to myself, “well am I girly enough? Am I even a woman?” because to the
world, I appear as what I am. The one most frequently asked question I do receive,
often from family around the holidays, is when kids are coming and when the
traditional wife and mom life is starting for me. Being heterosexual this question is
also pretty straightforward because I do not have to explain my sexuality to people or
fear that someone I love will not accept me. On the action continuum, I would place
myself at the educating self step. Since, to my knowledge, no one in my close circle
identifies by anything but cisgender, I had to take it upon myself to get the
knowledge to stop certain behaviors. One of the biggest steps I took to get here is by
getting safezone trained. Safe Zone is a training that allows attendees to learn more
about the LGBTQ+ community and allows for the examination of prejudices, biases,
preconceptions, and behaviors in order to effectively be an ally. This program taught
me so much about misconceptions I did even know I had while also teaching me
about how to effectively address people should I see injustices or oppressive
comments come up in my life. Due to me being already safe zone trained, a next step
I would like to take to continue in the action continuum is become an instructor for
the safe zone program. By having this certification, I will not only be able to teach
myself that much more, but I would also be able to facilitate the difficult discussions
for people to have. I would reach out to a good friend’s partner who works in the
Gender and Sexuality center in order to let myself take this certification with me and
continuing to educate people on the top even past graduation. For a community
impact, I would set up safe zone training to get people in my organization and inner
circles safe zone trained so they also continue to teach forth the message.

the Multicultural Organizational
Development Model (Jackson)
94. Student will show personal

application of the Multicultural
Organizational Development
Model (Jackson)

the Multicultural Change
Intervention Matrix (Pope)
96. Student will show personal HDF 412 It is a theory founded by Raechele Pope that can be divided into targets of change,
application of the Multicultural like individual, group, and institutional, and type of change, both first and second
Change Intervention Matrix order changes. The group I will put my focus into is P.I.N.K. Women, who I sit as
president for. As a group, there are two main things we can address for first and
second order of change. For first order change, under membership, I would
specifically focus to highlight disparities women may face. Being a multicultural
group, I find it important to not only learn about issues we may face as women of
color, but also learn how to cope, have a support system, and learn to rise above. So
many systems are built against us, so to have a network around you that can help
navigate that can only make you stronger. Next, come restructuring as a second order
change. Into an integral part of new member duties, I would require all new
members to get safe zone certified and also participate, at least once a semester, in
conversations like those put forth by Diversity Dialogues. On the institutional level,
on a first order change I would have us, as an organization, push for programming
changes at level of all multicultural organizations. I would work hand in hand with
the MSSC and MUSIC team to help build programs to help all multicultural
organizations. For second order change, I would have a group of students and I sit
with the Parlanges and discuss systemic changes that need to happen at URI in order
to help multicultural students. We would come with a list of grievances and provide
various action plans that can be implemented to help other multicultural students
across campus and further help with campus climate.
97. Student will create a personal HDF 415 PHL 314 Inclusive leadership is something that I have held central to who I am. One of the
code of inclusive leadership biggest indicators of this is how I choose to live my life. I have a life mantra that I
even tattooed on myself. It is three symbols that mean create, connect, challenge. This
means create the relationships that make your life more meaningful, connect to the
things to do and do them with purpose, and challenge yourself to think about things
differently and challenge yourself to continuously educate yourself on everything.
From a leadership perspective, create the opportunities for others that you worked so
hard for and help open doors for them, connect to everyone and make sure you have
a meaningful impact on people, and challenge anything that you think is morally
wrong and challenge people to make sure their own words are impeccable. I use this
code both personally in my life and in everything I do. I came to this code of
leadership quickly once I was able to articulate what exactly my code was. I was able
to build this code by reflecting upon my life in HDF 415 and other leadership
positions this past year. I have learned I am inclusive, thanks to my value of fairness,
and can now sum it up into a quick three words. I have also learned how to be
inclusive not only in a group setting, but in a leadership position. As a peer leader
specifically it became very important to create connect and challenge between my
group. Inclusive leadership here includes creating opportunities for students,
connecting to students and connecting students to each other, but also challenging
students to step out of their comfort zones. All of this helps build an environment
that allows student to feel more open to what may be coming. by opening myself up
to others, others are more willing to do the same.
Revision from HDF 412

My specific discipline is one that is truly focused around inclusive leadership. The Cycle of
Liberation is a theory created by Harro. (Harro 2008, pp. 627-634). This model will work
hand in hand in my field because I hope to go into my field to fix a lot of the problems I
currently see. In higher education, the bigger picture is often forgotten and more attention is
paid to the little details of “workshops” and not addressing the real issues at hand. As someone
who has had an awakening, I currently sit on the third part of the model: building community.
Not only have I spoken to countless people about the injustices I see and how to fix them, I am
continuously connected to other higher education professionals to hear their thoughts, build a
network, and hopefully implant them with the spark to actually do something since I cannot
yet. From the thoughts of the Lalonde theory, I also need to think about what groups I may be
impacting. A housing crisis is one that is very different from an admissions one. Both require
different responses for example a department like housing requires a reactives response and

admissions a Integrators response. This all ties back to the bigger picture and the bigger
outlook into what things I can learn to help me in the future.
Evidence 97: Picture of HDF 415 group
Outcome Category: Critical Thinking
98. Student will show knowledge of HDF 190 HDF 412, PINK Women Throughout my time at the University, I have had to find ways to critically think.
principles of critical thinking and One of the biggest challenges I had to overcome is the COVID pandemic and how it
fallacies (logic is used in this minor) ties closely to my newfound goals. Due to the pandemic, I had to find new ways to
think critically and problem solve. Before, a simple call or text to someone who has
held similar positions to the one I am currently in or have been can help resolve any
issues. Now with the pandemic, I had to rethink ways of problem solving. I had to
think critically in order to find solutions. Previous solutions, as helpful as they could
have been, could not be applied to what was currently happening. The shift to the
virtual world made us relearn how to be a student, how to lead, and overall how to
be a human during such pressing times. I had to relearn how to study, pay attention,
and learn how learn in a setting where I had never been in before. I also had to
relearn how to be a leader. I had to facilitate activities in a setting that was cold and
honestly unwelcoming. I had to find ways to connect 2x2 cells to each other while
also still managing the stress of a new leadership position. After I learned how to do
that, I had to think of new solutions to any problems that may arise. Critical
thinking entails thinking outside the box and find new ways to solve old problems.
99. Student will demonstrate Tour Guide This semester specifically highlighted the importance of critical thinking. I have
proficiency of critical thinking learned to think very quickly on my feet and learn to be able to solve problems
thrown my way. In tour guiding, I have learned to think critically while giving a
tour. Being a tour guide, we are prepared for any questions that may come our
ways. I have learned to think critically in any sticky situations we may be placed in.
I was once giving a virtual tour and none of our students seem to be interested let
alone care about the school that they signed up to see. I started by conversing in the
chat and getting to know them in order to better cater the tour to the students. Once
I found out that their majors were Public Health and Biological Sciences, I was able
to speak about my personal experiences in the major and describe what a day in the
life was like on campus and get the students even more interested. They then started
asking questions and started getting more comfortable and ultimately got a lot out
of the tour.

metaphorical analysis to critically
analyze self and leadership
situations

proficiency of metaphorical analysis

to critically analyze self and
leadership situations
102. Student will show knowledge of at

least five decision making methods

examples of having used five
decision making methods
104. Student will show knowledge of at

least five problem solving / conflict
management methods, as well as
understanding the roots of conflicts

examples of having used five
problem solving / conflict
management
106. Student will demonstrate the ability

to synthesize multiple knowledge
perspectives (course work),
competencies (communication,
writing, information literacy or
mathematical/statistical skills) and
responsibilities (global, diversity &
inclusion or civic knowledge)
107. Student will demonstrate HDF 412 Thinking on Lalonde’s theory, it highlights the importance of why inclusive
knowledge of leadership that is leadership looks into different styles of leadership and not just the act of being
used in crisis (i.e., James & Wooten; inclusive. In the theory, there are 3 different types of leadership. There are
Garvin; Covey; Frohman; Lalonde; collectivists, integrators, and reactionaries. Collectivists are prepared for the people.
Schoenberg; Joni; Braden et al; etc.) They are either motivated by facilitation, humanist, take action on what is best for
the common good, pragmatic, or anticonformist, that takes action based on an action
idea or belief held in society. Usually, this type of leader is best for more countryside
areas. Integrators used all their skills to the best of their ability. Mobilizers value
their skills highly and tend to build strategic plans. The collective of experts is a
manager that creates orientations and then designates. The periphery takes research
from other past events and integrates it into a plan on how to move forward. This
usually works best in developed parts where there are enough people to use them
where they are best suited and not just where they are needed. Reactives are the
ones that do things quickly. The municipal centric works hand in hand with the
leader in order to make interventions. The adventurer just takes action, within
reason, spontaneously. The contingent takes action, within reason, after all things
are considered. Now why is this important to inclusive leadership? When thinking
on what specifically may need to get done, first leaders must think on what their
groups are. By thinking about what the groups they are leading are, a plan can then
best be devised. In the case of the Executive order, it is very tone deaf and evident

that a Republican Cis White man wrote it. When considering how this standpoint
can be inclusive, it is important to reflect on not only the privilege of being white
that is had, but also comprehend that even if you do not fully understand, there is
still ways to be inclusive.
Lalonde, C. (2004). In search of archetypes in crisis management.Journal of Contingencies

and Crisis Management, 12(2), 76-87.
See evidence 107: Picture of Article
108. Student will describe examples of Work One of the biggest ways this has been highlighted in my life is at work. As a
leadership in crisis situations (i.e., bartender/server, thinking of quick solutions in a crisis is integral to being good at
application of James & Wooten; your job. I consider myself a mobilizer. I am usually the one delegating and getting
Garvin; Covey; Frohman; Lalonde; stuff done. One day at work, someone collapsed and had a seizure. In the middle of
Schoenberg; Joni; Braden et al; etc.) sunday brunch. In this situation I could’ve done one of three things: something,
nothing, or just watch everyone else do something. I chose to act as I have CPR
training so I called a manager over, got someone on the phone with 911, and even
luckily had a doctor that just happened to be dining with us. From that moment
forward, I ensured everything was under control while the manager was responding
to other customers and trying to keep people away from the area and further I was
responsible for making sure everyone was okay. In the end, my quick thinking
allowed me to act in time of crisis.
Outcome Category: Interpersonal and Organizational Concepts & Skills
109. Student will demonstrate URI 101 HDF 413, PINK Women, Work Active listening entails more than just sitting and hearing what is being said. Active
knowledge of active listening listening entails hearing what is being said, processing, and responding based off of
techniques what is being said instead of what you may have wanted to say. This also includes
verbal and nonverbal techniques. Some verbal cues can be the use of reassuring
phrases. Some nonverbal cues can be things like open body language, head nods, and
eye contact. All paired together they can build closer relationships to those around
you.
110. Student will describe examples of URI 101 A very clear example of active listening skills actually came not too long ago in my
using active listening skills life. There was a miscommunication between some of my friends and I. We all had to
sit together, discuss what the problem was from personal perspectives, see what
potential action plans could be, and actively make sure everyone was being heard. I
had to act as the mediator, listen to everyone’s perspectives, and actively be attentive
to what would overall be the best plan of action. I listened to every side and to what
everyone had to offer, considered what needed to be done, and then proceeded to
build a plan with everyone’s best interest in mind. Once this was accomplished, the
plan was set forth and accomplished.

knowledge of functions of group
communication by Hirokawa

application of functions of group
communication (Hirokawa)
113. Student will show knowledge of COM 302 Giving and receiving advice is something I have always prided myself on. The act of
techniques regarding giving and giving advice is one that is proactive and requires skills like active listening,
accepting of feedback proactive planning, and empathy. One cannot give advice if they have no empathy.
One of my favorite life quotes has become “Honesty without kindness is brutality
and kindness without honesty is manipulation.” This quote highlights how in order
to be honest, you have to be kind and in order to be kind you have to be honest. In
order give advice, one has to be kind and empathetic and in order to receive that
same advice, one has to be open to it. In terms of receiving advice, one has to actively
be open to what advice is being given and also be open to even listening to said
advice. In order to accept feedback, one also has to be open to even listening. There is
a distinctive difference between actively listening and just hearing what is being said.
See evidence 113: Grading rubric for COM 302 Class
114. Student will describe examples of PHL 314 In my philosophy class this semester we covered medical ethics. We learned the
giving and accepting feedback. ethics behind the healthcare field as a whole, but also the ethical considerations
behind healthcare decisions. This includes the end of life wishes a person has, how
healthcare proxies should handle certain cases, and even what medical staff can and
cannot do from an ethical standpoint. I was interested in taking this class because in
public health I would need to still be an ethical person. In the course, we had to write
papers upon what ethics in our field looks like. At first, I chose to focus on 3 main
arenas in health care that concerned me: race and gender, marketing, and
dehumanization. I met with my professor, Lyle Mook, to ensure I was on the right
track. In our meeting, he informed me that while all three topics are great and
amazing to focus on, there is simply not enough room in 1 paper to adequately cover
it. We spoke about how marketing in healthcare already has laws it has to follow
therefore any room for ethical debates will be hard to cover. Then we discussed how
Dehumanization in healthcare is something that would be harder to find information
on because healthcare, both patients and doctors, see everything as numbers and that
is why things are dehumanized. Also, in my preliminary research it was hard to find
articles even referring to what I was looking for. That is when I decided to switch my
focus to just race and gender. I was then able, with the help of Professor Mook’s
advice, to change my plan of action and focus in on one. I met again with him and
told him what my plan was and he stated how it was something that was not only
feasible, but right up my alley. I took all his criticism on my precious work and
changed the whole thing that in the end I was more than satisfied with.
Evidence #114: screenshot of Outline

115. Student will show knowledge of the
7D coaching model (Knott)

application of the 7D Model (Knott)
117. Student will show knowledge of HDF 412 In the book Crucial conversations, it talks about what is needed to have effective
elements of a Crucial Conversation conversations. One of the biggest things this chapter specifically taught me about was
and steps to maintain dialogue and in Chapter 7 how it highlights to not to speak abrasively and rather speak
move to action (Patterson, persuasively. (Patterson p.119-140). Reading this specific chapter really highlighted
McMillian & Switzler) how what is needed first is an introspective look and then an action plan on how to
enact that. One specific tip I learned was to talk tentatively. When going into crucial
conversation, I always went in with what I had to say, of course I listen to others, but
I focus more on what the point I was trying to get across is. By contrasting this with
listening tentatively, it makes me come into the conversation with a plan, not a
decision. The first step is to master the content. I do this by actively seeking new
information and when the time comes for crucial conversations, make sure I have all
the knowledge I need as well as some background on why the person may think the
way they do. Next, master the skills. I do this actively practicing all I do and finding
ways to integrate them into my life. Third is enhancing the motive. I do this by
actively reflecting on all I do; the good, the bad, and the ugly. Everything is a lesson
if used as one. Fourth is to watch for cues. This means learning to pick up new signs
and the way I actively practice this is noting people’s behavior in everyday
conversations in order to contrast against a crucial one.
Patterson, K., Grenny, J., McMillian, R. & Switzler, A. (2012). Crucial conversations:
Tools for talking when stakes are high (2nd Ed.). New York: McGraw-Hill.
Evidence #117: Screenshot of book cover
118. Student will describe examples of HDF 412 When going into crucial conversation, I always went in with what I had to say, of course listen
engaging in a Crucial Conversation to others, but more focus on what the point I was trying to get across is. By contrasting this
with listening tentatively, it makes me come into the conversation with a plan, not a
decision.The first step is to master the content. I do this by actively seeking new information
and when the time comes for crucial conversations, make sure I have all the knowledge I need
as well as some background on why the person may think the way they do. Next, is master the
skills. I do this actively practicing all I do and finding ways to integrate them into my life.
Third is enhancing the motive. I do this by actively reflecting on all I do; the good, the bad,
and the ugly. Everything is a lesson if used as one. Fourth is watch for cues. This means
learning to pick up new signs and the way I actively practice this is noting people’s behavior
in everyday conversations in order to contrast against a crucial one.

knowledge of facilitation techniques
120. Student will demonstrate HDF 415 In HDF 415, a classmate, Peyton, and I were able to facilitate an activity surrounded a
proficiency of facilitation techniques specific leadership model. We decided on the Relational Leadership model and were

able to ingrain into first year students what the RLM is. In this activity, we facilitated
an activity called Secret Structures. In this activity, you will work as a team to
build/draw something on the other side of the “wall.” One member of the group will
be looking at the structure and reporting back to the group what the structure is and
then build off of that. From there, the group will try to match the structure on the
other side as well as they possibly can. Only one person at a time can view the
structure (for only 10 seconds) from each group and everyone collectively will agree
how much time is needed to complete the structure at the beginning of the activity.
People are able to go up multiple times, but only once everyone from the group has
gone up at least once. Team members are able to give up their “look” to another
teammate if they wish. Once groups got settled, it now became time to facilitate the
activity. With instructions in place, as a facilitator all I had to do was groups were
staying on track and ultimately reaching their end goal. Once they were satisfied
with the drawings, in my case I had virtual students, I now had to turn over to the
debrief. Peyton and I came up with a series of questions to ensure students could
connect the activity to the Relational Leadership Model. We asked questions that
prompted students to think like How did you hold each other accountable? and In
what ways did you ensure everyone’s opinions were being heard? All of these led to
students being able to connect the Relational Leadership Model to a more everyday
setting and ultimately see the theory in action.
Evidence 120: Picture of write up
121. Student will demonstrate HDF 415 Leadership Institute In this course, I was better able to become a facilitator. I learned very important skills
knowledge of de-briefing like learning how to lead discussions as well as focus discussions on what the issue at
techniques hand may be. Some important things to consider is how you frame the conversation
from the start. In order to frame a conversation effectively, you set boundaries and
expectations early on. Then, once those are set, you can move into guiding the
conversation. As a facilitator, one’s main role is not to focus on asking questions, but
rather to help guide the conversation in a positive light. Once that is accomplished,
the conversation flows and prompts from pre planning come into consideration and
are then used to make sure the conversation is continuing on the right track. After
that, the main role of a facilitator is also to shed light on the importance of a given
conversation. The facilitator in some cases acts as the main source of connection
between connecting the material back to what was just done or making sure students
can see the connections and why a given activity was relevant.
122. Student will demonstrate Leadership Institute I worked as a peer leader for first year students and had weekly debriefs with. In
proficiency of de-briefing HDF 415, I was able to facilitate not only whole class discussions, but also help
techniques navigate smaller group debriefs in my small group. The difference in going from
facilitating to large groups to small groups back to large groups has taught me some
new skills. I had to learn how to keep the conversation on track in larger groups,
which I often struggled with, and had to find ways to bring student’s voices out so
the same 2 people in small groups were not talking. I also gained a variety of skills
dependent on what the conversations were geared around. Some were a lot more
personal, which simply required guiding and introspective questions, whereas some
were more educational which required more prompted and reflective questions to
ensure students were connecting with the material and fully grasping what the
material was teaching.

knowledge of framing based on
psychology and its use in group
facilitation

proficiency of framing based on
psychology and its use in group
facilitation

knowledge the four frames of
organizations, and the meaning of
reframing by Bolman and Deal

application of organizational
analysis using the four frames of
organizations, and breaking the
frame / reframing (Bolman and
Deal)
127. Student will show knowledge of PINK Women Organizing and running meetings is one of few things where you can get a plethora
organizing meetings / setting of tips for, but actually won’t get better in until you do it. For organizing meetings,
agendas / and leading meetings the first thing to do is set a time expectation, tone, and overall objective for the
meeting. This can vary from a meeting to discuss budget sheets, a meeting to connect
to new people you have never interacted with, or introducing new ideas. Once the
overall objectives of the meeting are established, the next important thing to consider
is time. If it is something that can be resolved quickly, a quick 30 minute meeting can
solve that. For things on a larger sale that require more attention to detail, blocking
off a longer time block to ensure all details are covered. Once that is set, an agenda
will need to be set for what is being done in the meeting. This includes everything
from introductions to discussion points to conclusions. Every single thing in the
meeting is planned down to the last second. With this, also comes adding a plan for
crisis management. If everything goes to plan, making the agenda for best case
scenario. However, in order to be effectively prepared one has to think about all the
possibilities. This means planning plan A and intending to use it, but also having a
plan B, C, D, E, F, and G. Once a plan is established comes the easy part: running the
meeting. With an agenda in place, now comes enacting the plan. All the bases are
covered should anything go wrong and now it just comes down to making sure the
meeting sticks to the agenda and ensuring to respect people’s time. Inclusively, when
running meetings it is also important to make sure all opinions and thoughts are
being heard and sitting in a more unbiased position.
128. Student will describe personal PINK Women Work During the summer, I was assigned to be lead of the area I worked in. During this
examples of organizing meetings / time, it was my responsibility to effective train any new members of the team,
setting agendas / leading meetings address allergen concerns, be the connection between management and employees,
and overall work to create a welcoming environment. As lead, I also had to facilitate
meetings on almost a daily basis in terms of what is new in the area, what new
allergens were, what stuff we may be out of, and overall how to provide a better
customer experience. With these meetings, I always came in with a plan and had at
least 4 back up plans. I had to figure out what I was going to talk about, what was
important to update everyone on, and what further could be done better. I then also
had to think about any important skills. I typically did a skill of the day every day I
worked and after a while, I had to find creative ways to think of this. The skills
included everything from how to upsell to how to be a better person. These then
made my employees much more pleasant and even got us recognized for being the
nicest people in the whole restaurant.

Parliamentary Procedure
130. Student will show knowledge of PINK Women Work At my summer job, I worked with an incredibly difficult manager. This manager was
techniques for working with known to sabotage everyone she worked with and actively made it a case to be
difficult people miserable. They would always be upset if employees were building friendships with
each other, would always yell at employees for doing what they were told to do, and
overall created a very negative and toxic work environment that eventually became
the reason I left for some time. In order to work effectively with difficult people, I
learned it is best to understand that it is okay to see not eye to eye with certain people
and also recognize that it is okay to call out certain behaviors, regardless of what
titled positions may be. Along with understanding that it is okay to have differences
in opinions, I also learned that sometimes it is best to not fight every battle. When it
comes down to it, starting an argument about every single thing I may disagree with
or the person is not an effective way to get things done and to further accomplish any
goals the group may have. In these situations it is best to set aside any personal
feelings and simply find a way to work together and accomplish the goals. Common
good above personal judgements.
131. Student will describe personal Work Serving I had one particular table come in that just seemed to be dissatisfied with everything.
examples of using techniques to I had watered them, two minutes later they complained that the water tasted flat.
work effectively with difficult They were upset that flat water was flat. Anyways, drink orders were placed and as
people soon as I dropped the drinks on the table, the first thing out of their mouth was in
regards to the ice shape. It was too boxy. In this moment, before food was even
placed, I realized this table was going to be one of the more difficult ones. I
recognized some of the skills I had in dealing with difficult people and at the
forefront created a game plan where I would try my best to keep the table happy
while also keeping my sanity. Before I took their food order, I fully explained every
single item in the food they ordered and realized some of the problems earlier came
from miscommunication. I explained every single entree to them across our 3
different menus and even went as far as explaining how things were made. For
example, we have a margherita pizza that is made with a tomato, salt, and pepper
sauce topped with macadamia ricotta that then gets baked and topped with EVOO
and fresh basil. Once every single item was explained to the party of 6 and needed
adjustments were made, the focus then became making sure the kitchen could
accommodate all they needed. Once all their food came out, the table became more
than satisfied and enjoyed every last bite of their dishes. Once dessert came to be
ordered, they ordered one of every one to see if they would be satisfied, and low and

behold, they loved every single one of the desserts. Through the night they added
more drinks and overall went enjoying their experience more and more as time
passed. Once it came time to pay, they thanked me for my service while
acknowledging how difficult of a party they were and ended up tipping 30% of the
bill. Overall, by learning to listen and build a collaborative plan helped me create the
needed environment to bring satisfaction to all.

stages of group development
(Tuckman/Tuckman & Jensen,
Bennis or others)

examples of group development in
use (Tuckman/Tuckman & Jensen,
Bennis or others).

group roles and how they
contribute to group dynamics
(Johnson & Johnson; Benne &
Sheats; Knowles & Knowles; etc.)

examples of group roles and how
they contribute to group dynamics
(Johnson & Johnson; Benne &
Sheats; Knowles & Knowles; etc.)

effective memberships skills in
groups

examples of membership skills in
use
138. Student will show knowledge of the HDF 190 HDF 415 This theory is one that is rightfully named. Challenge and Support demonstrates the
Challenge and Support theory by equilibrium needed to be at to grow. With any challenges in life, it is important to not
Sanford, and its relationship to face the uphill battle on your own. However, this does not mean that you need to
organizations have someone guiding you through every single challenge that life brings. The
equilibrium of knowing how much your being challenged and asking for support
when needed leads way to one of the most beautiful parts of life: growth. In
organizations, it becomes imperative to consider this. As a leader, you are put into
situations where you will need to make sure members are growing, but also feeling
supported. This can be accomplished in a very simple way. By learning to make
others feel at home and comfortable where they are, they are then able to take on the
challenges that are presented to them and grow. In organizations, it is also important
to recognize that a lot of the challenges that come with having members and with

being a leader in a community, is the fact that struggles are not only going to come
personally, but for the organization as well. Learning to navigate those issues on a
personal basis can then lead way being able to challenge and support an
organization. These challenges can come from internal or external sources, and
support can be offered in a plethora of ways that will help reach the sweet spot of
growth.
Source: “Sanford's Challenge & Support Theory.” Imjoeboe, 28 Apr. 2011,
imjoeboe.wordpress.com/2011/04/28/challenge-support/.
Evidence #138: Picture of Challenge vs Support Diagram
139. Student will describe personal HDF 415 P.I.N.K. In P.I.N.K. Women, this is one theory I can apply all too well. I was given my first
examples of using the theory of real leadership position through this organization and saw how I was able to grow. I
Challenge and Support (Sanford) was asked to be sisterhood cochair my second year at the university and was able to
learn more about what sisterhood meant to me. I was nervous taking on this position
since I was still a fairly new member in the organization and was unsure of my own
ability. With the support of people who have become my mentors like Raquel Ortiz, I
was able to blossom in my leadership position there. I was able to help her run a
recruitment process and be supported with any challenge that alone brought. On top
of becoming one of my biggest support systems at URI, Raquel has been able to
assure me and help me thrive as a leader. She saw the potential I did not see in
myself, but also supported me where it was not overbearing and has allowed me to
grown in so many different ways. This challenge vs support then led way to me
holding the position of sisterhood chair. Now that I sat as sisterhood chair, I am now
challenged in different ways than I was in that of cochair. I now have to make all the
execute decisions and was able to have support in a different way. This came because
now I had a committee to not only support my decisions, but be my support system
throughout the entirety of the year. Without the committee, I would not have been
able to do it.
Evidence #139: Picture of Recruitment meeting this year

construction / elements of
informative and persuasive
speeches

proficiency in informative and
persuasive public speaking

planning and conducting interviews
(as the interviewer)

examples of planning and
conducting interviews (as the
interviewer)

preparing for and effective answers
in interviews (as the interviewee)

examples of preparing for and being
interviewed

effective collaboration / coalition
building (Sources: Cilente/Komives
et al; NCBI; etc.)

examples of working in
collaboratives/coalitions

knowledge of techniques to
communicate and engage in
difficult dialogues related to
diversity and inclusion.
149. Student will demonstrate HDF 412 The first step is to master the content. I do this by actively seeking
proficiency in communicating and
engaging in difficult dialogues new information and when the time comes for crucial conversations,
related to diversity and inclusion. make sure I have all the knowledge I need as well as some background
on why the person may think the way they do. Next, is master the
skills. I do this actively practicing all I do and finding ways to
integrate them into my life. Third is enhancing the motive. I do this by
actively reflecting on all I do; the good, the bad, and the ugly.
Everything is a lesson if used as one. Fourth is watch for cues. This
means learning to pick up new signs and the way I actively practice
this is noting people’s behavior in everyday conversations in order to contrast
against a crucial one.
Patterson, K., Grenny, J., McMillian, R. & Switzler, A. (2012). Crucial conversations:
Tools for talking when stakes are high (2nd Ed.). New York: McGraw-Hill.
150. Student will describe ways to

maintain accountability in
leadership / member relationships

examples related to maintaining
accountability as a leader
152. Student will describe ways to build

relationships between leaders and
members
153. Student will describe personal P.I.N.K. In the organization of P.I.N.K. Women, I have learned how to develop relationships
examples of building relationships Women with members. A perfect example would be the relationship I blossomed with one of
with members as a leader our members. During her recruitment process, she was a very reserved and shy
person. I took it upon myself to see her blossom within the next three years I had left
here. I was the cochair during this time so she always looked up to me as a mentor,
which I didn’t know until fairly recently. When my junior year started, I developed
my relationship with her by not only finding things we shared in common, but also
taking her under my wing to help her navigate the college experience. Through this,
our bond started strengthening and then senior year comes. Last ride. I chose her to
serve on my executive board because I have led by the theory that as a leader, you
have to help those who may not see it in themselves that they too are capable of
holding leadership positions. Selected her and to have seen her blossom into the
beautiful, intelligent, bright woman I know she always has been has been one of the
most rewarding experiences.
See evidence 153: Picture of me and my mentee
154. Student will describe how

credibility applies to leadership, as
well as the characteristics and skills
of a credible leader

examples of building, maintaining,
and repairing his/her own
credibility as a leader
156. Student will describe ethical

standards in influence
157. Student will describe influence

applies to leadership
158. Student will describe principles of Community In an effective mentoring role, it takes certain skills in order to thrive. One of the most
effective mentoring, as well as Prep important skills to focus on is what exactly is needed in a mentorship position. By
problems particular to the defining what is needed in a mentorship, a better mentorship can be built. Once the
mentoring relationship expectations are set forth, another important thing to keep noted is the openness to
the mentorship. At the end of the day, a mentorship is a learning experience for both
sides and can often bring about a lot of change. Effective mentoring also entails
making the commitment to be a guiding voice no matter what. Again dependent on
what kind of mentor is needed, a guiding voice or listening ear can help the mentee
become a better version of themselves. All things considered, some of the difficulties

with mentorships arrive when considering both people are human. More often than
not, mentors can take on the stress and problems of their mentees lives and can
overstretch themselves. This becomes a problem because now the mentor cannot
effectively be a mentor due to lack of self care. Additionally, considering the gaps
between mentors is also important. Having someone in an establish career is great,
but they may not understand the social norms of what being a college aged student,
for example, is. If it is a peer mentor, it can also get forgotten that although peer
mentors may have empathy for mentees, they are also in the same learning curve.
They often learn from things that they have lived and focus on providing advice to
help mentees avoid the same fate. A last problem can be not finding a mentor like
you. Having a mentor that comes from a similar background can help understand a
lot more of what the motions the mentee is going through is than having someone
from different backgrounds. They may not share all the same things, but sharing at
least one thing in common fundamentally can really help build a strong relationship
between a mentor and mentee pair.
159. Student will describe personal URI 101 Community Prep In my middle school, an alumni coordinator reached out to me and a few other
examples of mentoring and being people in regards to starting a peer mentorship program. At the time, I pegged it as a
mentored great idea and I never would have expected the wondrous places it has taken me. I
got one of the biggest mentors of my life through this program. Her name is Ashlee
Reyes, we both went to the same middle school and eventually ended up at the same
high school. Throughout my academic career, she understood a lot of the same
struggles I faced, being one of the only Latina women in a room dominated by white
women. On top of that, add in the pressure of going to one of the most competitive
all girls schools in the state, it became that much harder to recognize when we were
doing well because it became an expectation. Being that I am the oldest of my
siblings, I also never had an older sister and in Ashlee, I was able to find that and
more. I was able to find someone that helped me navigate the beginning of college as
she was also a first gen student, and also navigate the twisted life of being 18. In my
young adulthood, I really had no clue who I was or what I wanted to be. Due to
mentors like her, I was able to go defining what I wanted to be and further start
building myself into a better version of myself. Once this all started happening, I took
on the role of mentoring people in my family. I have a cousin who dropped out of
high school and sat in a similar identity struggle to mine. She did not know what to
define herself as and sat in a position where she was lost. I started to help them
navigate who they are and what they wanted to do. They recently admitted to me
that because I encouraged them to go back to school, they enrolled to get their GED
degree and are set to start driving lessons soon. All of this made me realize that as a
mentor, whether you are a mentor or are being mentored, comes down to being kind.
You never know the true impacts your word may have on someone and you never
truly recognize, at least for me, when you are mentoring or being mentored until you
sit and reflect because it just feels natural.
See Evidence 159: Screenshot of Facebook Alumni Group
160. Student will describe principles of Leadership HDF 412 In effective peer leadership, the first thing to realize is that just as you are, everyone is
effective peer leadership, as well as institute human. In order to effectively mentor people, you first have to make connections
problems particular to peer with them and also consider the importance of what a mentorship may mean to be. It
leadership could be defined as a simple academic mentor, or evolve into a mentor that will be

with you every step of the way. When thinking of effective peer leadership, one has
to highlight that since it comes from your peers, they often understand a lot of the
same struggles or emotions you may be going through. They understand it better
than anyone else because they have been in your shoes before and may even
currently be in your shoes. Another benefit to peer leadership is the importance of
having a mentor around your age. As much as older mentors can help with general
life, a peer mentor often can look at things from the same perspective culturally and
logically. Every generation brings new ideas and new norms forward that some
people still have no adjusted to. Although peer leadership is needed in life, it also has
some drawbacks. One of the biggest ones is that having peer mentors can become
challenging because as much as a mentee may struggle, a mentor can also be
struggling in that moment. We are still all human and more often than not, can be
faced with a lot of struggles that can make it hard to mentor others. On top of that,
peer leadership can sometimes bring about problems as well because we are also at
the age where life is still getting figured out through the experiences we live.
161. Student will describe personal Leadership This past summer of 2021, I was able to be a Leadership Institute peer leader. During
examples related to being a peer Institute this experience, I was able to be a peer leader to incoming first year students. The
leader and being led by peers easiest part was introducing myself. Once that was done, I worked with my two
other peer leaders to help our group bond and build connections within each other.
A big part of peer leadership is recognizing that one needs to take a step back and
allow for others to make the connections that are intended to be made. During this
time, my fellow peer leaders and I set up the space for what we wanted conversations
to look like and then redirected our focus onto what the group was saying. Like I
mentioned before, one of the biggest parts of being a peer leader is focusing your
attention on what is being said and not what you want to say. I was able to guide
conversations and learn so much about my group of students within the 2 day camp.
See evidence 161: Picture of peer leaders from Institute

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LEADERSHIP

Name: Neomy Delacruz

HDF 190 Outcomes: No highlight

Leadership Inventory Revised 08/22/2017 1

Leadership Inventory Revised 08/22/2017 2

ADVISING INFORMATION (students will include own documentation)

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

CSLD Mission Statement

Leadership Inventory Revised 08/22/2017 3

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

Leadership Inventory Revised 08/22/2017 4

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 08/22/2017 5

Leadership Inventory Revised 08/22/2017 6

Leadership Inventory Revised 08/22/2017 7

Leadership Inventory Revised 08/22/2017 8

Leadership Inventory Revised 08/22/2017 9

See Evidence 4: picture of phone calendar

Leadership Inventory Revised 08/22/2017 10

Leadership Inventory Revised 08/22/2017 11

Revised from HDF 412

(2019, 01). https://www.viacharacter.org/www/. Retrieved 09, 2018, from VIA Institute.

10. Student will demonstrate the

Leadership Inventory Revised 08/22/2017 13

Leadership Inventory Revised 08/22/2017 14

15. Student will show knowledge of

16. Student will show application of

Revision for HDF 412

Leadership Inventory Revised 08/22/2017 16

Leadership Inventory Revised 08/22/2017 17

Outcome Category: Leadership Theories

19. Student will show knowledge of

20. Student will describe personal

21. Student will show knowledge of

22. Student will describe personal

23. Student will show knowledge of

24. Student will describe personal

25. Student will show knowledge of

26. Student will describe personal

Leadership Inventory Revised 08/22/2017 18

Leadership Inventory Revised 08/22/2017 19

29. Student will show knowledge of

30. Student will describe personal

31. Student will show knowledge of

32. Student will describe personal

33. Student will show knowledge of

34. Student will describe personal

35. Student will show knowledge of

36. Student will describe personal

Leadership Inventory Revised 08/22/2017 20

Leadership Inventory Revised 08/22/2017 21

39. Student will show knowledge of

40. Student will describe personal

Leadership Inventory Revised 08/22/2017 22

Komives, S, Lucas, N. , & McMahon T. (1998). Exploring Leadership for College

Leadership Inventory Revised 08/22/2017 23

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

Leadership Inventory Revised 08/22/2017 24

Leadership Inventory Revised 08/22/2017 25

Revision for HDF 412

Leadership Inventory Revised 08/22/2017 26