Inventory - Final HDF 492

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

Date Enrolled: September 2019
Date of Graduation: May 2022
Outcomes Done for HDF 413: 1, 2, 3, 4, 5, 17, 41, 42, 46, 90, 97, 120, 122, 124, 126, 128, 133, 135, 139, 161
Outcomes Done for HDF 290: 6, 7, 8, 11, 12, 17 (revised), 19, 20, 23, 24, 25, 26, 27, 28, 45, 47, 48, 86, 102,
140, 141
Leadership Inventory Revised 08/22/2017 1
Outcomes Done for HDF 415: 3(revised), 7(revised), 17(revised), 28(revised), 37, 38, 42, 46, 48, 97, 109,
110, 113, 114, 139 (revised), 142, 144, 145, 148, 152
Outcomes Done for HDF 417: 1(revised), 9, 10, 93, 94, 99, 110(revised), 119, 121, 130
Outcomes Done for HDF 492: 13, 14, 39, 40, 43, 44, 55, 56, 57, 58, 59, 60, 61, 62, 103, 125, 130
*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 option) PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, Multi‐Ethnic, & Alternative Leadership PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication (capstone option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management

HDF 415: FLITE Peer Leadership

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

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

Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a COM 100H, HDF PSC 301X, HDF 413, HDF 413-TA For the entirety of my teenage years prior to college, I was always working to impress other people. I
minimized need for approval 417 knew that this was an issue, but I had such a need for approval that it was crippling. When I started my
first year at URI, my COM 100H class was a rude awakening, where this time around, I had a
professor saw right through me. She saw the facade I was putting on, and the class really taught me a
sense of identity. The entire class was made around our strengths and personalities, what we needed
to get out of the class. Being alone for the first time was hard, but having a class that allowed me to
focus on what I was interested in, and having the support system to make mistakes was something
unlike anything else. I gave a speech about thrift shopping, and as an engineering major at the time,
this allowed me to express my passions. I learned a lot about myself in this class, and having a
professor that pushed me in a way I never knew before. She told me what I was making mistakes, and
what I could do to fix it. The criticism was helpful and made me feel like I finally was shedding the high
school skin I had my entire life. I learned that I am myself, and my passions are not things that I should
be afraid of. I felt comfortable moving forward and feeling prepared to continue in this class, and say
what needed to be said. When I was comfortable and had a strong sense of autonomy, I was more
confident and this was helpful in assisting me in changing my major and finding my place in the world.
Moving forward, I was able to express my opinions and I've been unapologetically myself and this
allowed me to further my growth as well as help others, especially in the wake of a race wake-up in
America.
Revised: Since going through my college experience, I have really learned more about how I work best
with others, and work to push myself. Throughout my internship experience, I had to take on a lot of
responsibility and minimize the need for approval. I had to work with my supervisor in a hands-off
manner. My advisor knew me outside of the class we were working together for, so that was really
beneficial. I had to take on new challenges, like teaching a topic that I was very unfamiliar about/not as
strong. However, I went from always asking how I was doing, what looks good, and seeking approval
to really taking on a new role, and giving myself the approval. I realized that I was in this position for a
reason, and I would not have been chosen if that was not the case. I gained a sense of confidence and
autonomy throughout my time durian this experience. Helping teach the class that means so much to
me, I was worried about balancing my passion with this topic, to facilitating, and leading a group of
students that were my friends outside of the classroom. I was able to develop a balance for myself on
where the line is for being a leader, but friends with the students as well. I did not try to be everyone's
favorite, but realized that my job is for them to grow and get the most out of this class, so I did just that.
I learned about what I could do working with new groups, how to lead students, and push myself to see
that confidence can come from anywhere, I do not constantly need approval to do things- I believed in
myself.
2. Student will demonstrate personal, CHM 101 MTH 141, MTH 142 I spent my life being organized, studied well, and did everything I wanted to do. When I got to college,
organizational, and academic examples my time was not as restricted, I actually had to study a lot to do well, and I had no one telling me what
of self-discipline to do. I overprioritzed my studying and I wanted to be the best, but I struggled with finding a balance.
My chemistry and calculus classes were probably one of the biggest wake up calls for me. I found that
matter what I did, I was not understanding the material and the hours studying did not help. I met with
my professors for those classes, and they gave me tips on how to study more effectively. Not only that,
but I got a tutor for those classes and was able to get the help that I needed. Something that helped
me a lot was making a master spreadsheet with all the due dates of all my classes for the semester,
and putting it into my agenda. The skills that I learned early on as a college student were fundamental
in my success moving forward. After failing my CHM 101 exam, I felt lost. But once I was more

organized and figured out what I was doing, I was able to find support and manage my academics. I
made a schedule and organized my time to find a balance between everything, and use my time
effectively. I have made a master spreadsheet every single semester, and even in a global pandemic
this was just the thing that kept me in check. My MTH 141 and 142 classes focused on building off
what we learned each week, and I made it a point to make time to go to office hours to get help, and
plan to do my work a few days before so that I was able to get help with my questions. I did not get an
A in any of these courses, but I knew that my hard work paid off, and I learned that managing my time
and feeling fulfilled in all of these classes was better than getting an A and not learning these things
along the way.
Evidence #1: Picture of my agenda where I organized my time.

3. Student will demonstrate the ability to COM 100H CCJ 100X, Leadership Institute, I am a passionate individual, and throughout my COM 100H class, I learned about how to
manage emotions Greek Life communicate with others over controversial and tough topics, without being too emotional. I often
struggle with how I am feeling and this becomes apparent when trying to get my point across with
people. Learning how to manage your emotions is hard, and I am still learning, but through my
communications class, I learned how to support people, as well as support myself. Later on, in my
criminal justice classes, I have to learn how to separate my emotions from facts, and when presenting
topics that are hard for some people, I have to be a strong ally and individual for them, so that I can
keep feeling supported. In Greek Life, I have had moments where I have felt discouraged and upset,
but I have to keep a professional manner, so I cannot let my emotions take control of this. Building off
of my experiences in COM 100H, I have become a stronger leader, and I have been able to help my
students grow throughout the Leadership Institute, where I learned how to handle difficult topics and
discuss these in a way that makes people feel comfortable, but open to emotions.
Revised: When I think back to who I was at this time with my emotions, and the development that has
taken place in my life. I see that lots has changed. As a Peer Leader, I really had to reimagine what it
was like managing my emotions in a virtual setting. I wanted to express to my students my passion,
but also not come on too strong. My emotions took me all over the place, namely owning up to these
feelings is the hardest part. I have seen myself, even when reflecting from above, the necessary
adjustments were made. As I am a highly emotional person, I realize that there is a time and a place
for emotions. When working with my students, I had to ensure that my emotions did not get in the way
of growth. As I wanted to react emotionally sometimes, either with frustrating or pride, I had to stop
myself and make sure that I was speaking and acting intentionally, not just rooted in emotion. I know
that showing and owning emotions is important, but when you are a leader, it is important to not have
your emotions be the only thing happening, which is something I continue to work on.
4. Student will demonstrate knowledge of EGR 105 COM 100H, HDF 413 Stress management is hard, and figuring out ways to handle it all is even harder. When I was a first
stress management methods year student at URI, I took a class called EGR 105, where we talked about how to manage stress and
our assignments as first year students in a particularly hard subject. Stress management is different for
each person, and each class requires different stress management techniques. I found that when
helping other people, I felt that my stress was taken away. Some stress management methods we
learned from that class were time management skills, defining goals and what you can control, as well
as the support systems that URI offers on campus to help students learn to go through it all.
5. Student will demonstrate the ability to EGR 105 CHM 101, MTH 142, PSC 434 Learning stress management skills is one thing, but putting them into action is another. With the skills I
manage stress learned in EGR 105, I was given the set of skills to be successful. However, it took me a bit to actually
do it. Stress management varies for me, but the best way I was able to feel in control and manage my
stress was planning out my time. I did this with my classes my first year that were major stressors,
such as CHM 101 and MTH 142, but a class in particular I was stressed about was PSC 434. I took
this class over the summer during a global pandemic. This was a 4 credit course that I took while
working 3 jobs, and it was a senior capstone course, and I was just finishing my freshman year. I was
especially stressed because I did not think I could do the class well, but I made time each week to plan
effectively. I was ahead of the curve, and prioritized my free time well. I set small goals for myself each
day and stuck to it, but was not hard on myself when things did not go according to plan. The professor
and I met online often to discuss the class, and I truly feel that I learned so much in this class and saw
how much my stress management has improved. Towards the end of the class we had a major term
paper that I was freaking out about. I did not feel that my writing skills were up to par, but I was
prepared and got help; and did exceptionally well in that class, and on that paper. I would not have
been able to feel this way and manage it all without the skills of stress management that worked for
me, time management and goal setting.
6. Student will express a personal code of HDF 290 HDF 413 What does it mean to have a personal code of leadership/ethics? This is not a concrete thing, and it
leadership / membership ethics depends a lot on who you are, and what you value. Based on who I am, and the opportunities that I
have gone through have shaped who I am and my personal code of ethics. My personal code of
leadership ethics is to be a leader that is understanding, welcoming, understanding, kind, and fair.
Every leader is different, and in HDF 290, we learned and discussed the difference between a good
and a bad leader. Each definition is different, but I felt that when looking at the basis of all arguments, it
is based on action. My personal code of leadership is to not only speak and be a kind person, but to
act in that way. Being able to lead people and show them the importance of being a good human, and
how much that helps you in life is something that I hope I do. I feel that when you are a leader, and
when you are a person who has the opportunity to serve and lead people, you must be understanding,
forgiving, and accepting. A good leader is someone who can say things that sound right and fair, but a
great leader is one who sticks to who they are, has a strong idea of right and wrong, and actively
searches for chances to help others grow, and to show them that they are capable of great things. My
personal code of ethics/leadership has steered me down the right path, and has assisted me in the
development of who and I, and in HDF 413, helped me to create my inclusive leadership statement,
which goes hand-in-hand with who I am and my code of ethics.
7. Student will demonstrate practice of the HDF 290 Greek Life, Leadership Institute Having a personal code of ethics is extremely important. As I discuss above, I have a strong idea of
personal code of ethics Interviews my personal code of ethics, that includes speaking and being a kind person, and acting in that way.
Showing the world what it means to be a good person, and serve the world. In who I am and how I
practice leadership, I enjoy educating to bring about change. Sometimes, when you lead and live out
who you are, you get in trouble, people disagree with you, and you ruffle some feathers. You can
either swallow what is right, or deal with the cross-fire. This past semester, I dealt with this. I was in a
leadership and diversity training, where I expressed my values that were fact based in an example to
bring about change and educate those in the training with an example they would understand. What I
said was taken out of context, and I was the brute of a lot of harsh words and punishment by my
sorority, because someone took my example out of context. I was hurt, scared, and frustrated about
these actions, and the fact that I was on trail for something that was meant to educate people. I knew
that my values of being an advocate and a kind person guide my life. For days I was continuously
attacked and called out for something no one knew. Instead of retaliating, I tried to be compassionate,
and see all sides. When it came down to the trail so to speak, I came prepared, understanding, and
willing to fight for what is right. I knew that when you make change, which is what I am all about, you
will get in trouble sometimes. I recognized my privilege in saying what I said, and I would do it again.
My personal code of ethics, calling out the uncomfortable and calling for change, guides me. I know
that it can lead to disruptions sometimes, but in order for change to happen, you have to get hurt
sometimes. I would do that whole situation over again, because I know I stuck to who I am, and did it
for a good reason.
Revised: A personal code of ethics is truly important and can be relayed back into every single
situation. As I reflect on who I have become, I can see that a lot has changed, and yet, my ethics and
values have stayed constant. As I have grown, the core of who I am has stayed constant. As I think
about my personal code of ethics, I can see how universal it can be. I value honesty, passion, and
most of all, serving others. My personal code of ethics reflects on the basis of ensure that others get
the most out of every experience. When I was helping lead interviews for the Leadership Institute this
spring, I had to ensure that my ethics were stable due to the fact that I had close friends interviewing
for these positions. When I was doing this interview process, I had to make sure that I thought about
the future students; and if the students interviewing would be able to serve the students. When I was
providing feedback, I had to make sure that I was staying fair and honest, as well as ensuring that I
kept the future students and the program above all else. When you are in charge of a program like the
Leadership Institute, you obviously want to make sure that the Peer Leaders are well-versed and ready
to serve, and when you are in a position where you are interviewing friends, it is sometimes awkward.
Keeping my ethics stable, and reminding myself of my personal code of ethics, I was able to provide
critical feedback and stay level-headed without favoring any of my friends.
8. Student will express a personal values HDF 290 HDF 413, Leadership Institute Finding out who you are and how your values and strengths really back into your personal leadership
statement (Sources = VIA, values statement is a challenge. I have taken the VIA Character Strengths Test a few times, and usually my
clarification exercises, etc.) strengths are around the same sort of idea. The character strengths may go up or down, but overall I
feel that I have stayed consistent. My VIA Character Strengths go in order from 1-5, being; Fairness,
Appreciation of Beauty and Excellence, Kindness, Social Intelligence, and Love of Learning. Who I am
is apparent in these character strengths. In establishing a personal values statement, I can confidently
say based on the listed traits above, that my values are a reflection of who I am. I try to be a person
who at the forefront of it all, is kind, selfless, and fair. You never know what someone is going through,
and finding the beauty in anyone and anything is more important than anything. In an ever changing
world, having a strong grapes on social intelligence allows for you to read between the lines, and to
see what is not said. Learning from others and having the change to grow is crucial to who I am, and
with my VIA Character Strengths, I feel that my values align with these, and I work earnestly each day
to help myself and others grow to be the best versions of themselves. I live by this values statement in
every part of my life, but have had the chance to grow this personal values statement through my
journey at the Leadership Institute, as well as the opportunity in my Leadership Minor classes to
re-evaluate what this statement looks like in a virtual world, as well as how I can live it and act on it in
different roles.
Source: VIA Character Strengths Survey & Character Profile Reports. VIA Character Strengths Survey
& Character Profile Reports | VIA Institute. https://www.viacharacter.org/.
9. Student will demonstrate practice of the HDF 417 HDF 413-TA When discussing what a personal values statement is, the values that I have stated above had stayed
personal values statement constant. I know that time has passed, but my values of Fairness, Appreciation of Beauty and
Excellence, Social Intelligence, and Love of Learning. Within my internship experience, I had to
practice my personal values statement every day. Within this experience, I had to be fair with my
grading and treatment of the students, no matter what. I had to cheer them on and appreciate the
value and excellence of their work, in a way that was supportive but continued to challenge them. I
kept myself open and aware with social intelligence, picking up on the verbal and nonverbal cues of
the students, and addressing if there were any areas of despair and such. Furthermore, I was kind, an
empathetic listener, and made sure the students knew that I believed and was there for them. I
exhibited the passion and love of learning through bringing the excitement to the lessons and finding
new ways that could help connect students to the subject material. All of these values certainly pushed
me to continue to grow as a student and a leader, but I was also able to reflect on where I was when I
started with my personal values, to now.
Source: VIA Character Strengths Survey & Character Profile Reports. VIA Character Strengths Survey
& Character Profile Reports | VIA Institute. https://www.viacharacter.org/.
10 Student will demonstrate the ability to HDF 417 HDF 413-TA, Fall 2021 Semester In HDF 417, we learned different ideas and reinforced accountability and leading a project from start to
lead a project from start to finish finish. Follow-through is an important skill and necessity for the world to go round, in all seriousness.
. (follow-through) This internship experience was a whole project for me to do. From setting goals for each week, to
ensuring all members of the group were happy and supported, to pushing students to think outside the
box. While this was all going on, I was still a full time student. I have taken the experience of leading a
project from start to finish and applied it to my semester-long research papers for my other classes.
Seeing the group development of my class, I was able to hold myself accountable in other classes. I
had 4 different research papers due this semester that took a lot of time and research. I went week by
week, and set goals for myself in collaboration to the projects that we had in HDF 413. I made sure
that just like my students, I was holding myself accountable, following-through, and reaching out for
help when I need it. As I think back to the project of HDF 413 this semester, I probably would not have
been able to balance my semester without this class, the lessons, and the balance it gave me. These
semester long research projects are in their final stages, and I can honestly say it has been such a
privilege to learn all of these new ideas.
11 Student will describe goals and objective HDF 290 Internship When looking at this pandemic, I felt sad and unmotivated that I could figure out my life. My entire life I
statements regarding personal issues, have wanted to help people, and that goes beyond just helping, but I hope to advocate for people
. career issues, and community issues some day, and I have goals of working for the FBI or CIA someday. However, this was not always the
case. My goals include growing as a person, learning as much as I can, improving our world,
educating others, being the best friend and daughter I can, and many other things. My goals revolve
around personal and world development, and relationship building. When looking at myself, my
personal issues are focused on confidence, which I lack heavily, My goals of improving confidence
stem from believing in my intelligence and my abilities, which grow in each opportunity I have the
change to take part in. Career issues include figuring out how I can improve my work at my current job,
and how what I do can improve my likelihood of a job. Since my career aspirations are in human rights,
and federal work, I will be working with people heavily. As a tour guide, every day I reinforce my
communication skills and work to achieve the goals I have of becoming a better person. Finally,
addressing community issues. In our broken world, I feel that I have a duty to give back, and in this
pandemic more than ever. I have goals of building a better community, and that for me has started at
URI. Joining organizations that better our world like Rotaract, Student Senate, and SOLC have been
fundamental in my journey to becoming an advocate. I feel that my goals all tie into bettering myself
and the world.
12 Student will show evidence of goals and HDF 290 Internship In my goals of bettering myself and the world, I went out on a limb to reach out to a world-renowned
objectives that were planned and global philanthropist and human rights advocate that is a friend of my uncle’s. I was nervous and just
. achieved wanted to know more about his organization that he started in 2020 called “Global Fellows in
Courage”. I emailed him in the middle of winter break one day at work, that I wanted to know more and
if he had any opportunities for me to get involved. We met over zoom the next day, and then he told
me more about the organization. I felt something in me click, and my passion and goal of bettering our
world was ignited. I felt excited and eager to join this group of people. We met the following week in
person at his property, the home of GFiC, where I expressed my interest and ideas. During this
meeting, “Young Global Fellows in Courage” was created, where we focused our ideas on courage and
how we can work with human rights advocates from around the world and create programs that will
change the course of children’s lives. Courage changes, but when we expose children to change
makers and programs when they are young, they will dream bigger, work hard, and create a better
world. I had a goal of finding an internship and bettering myself intellectually, while doing work that
makes sense and makes a difference. Never did I think that I would be the Co-Founder of “Young
Global Fellows in Courage” and be creating projects that will help the people of RI. My goals have
been met beyond expectations, and I am excited for the fact that even in a pandemic, I am making a
difference in our world today, and can do so in the future hopefully. I am passionate about my work,
and I am lucky that I get to do it today.
13 Student will show knowledge of the HDF 492 MGT 341 Maslow’s Hierarchy of needs is a theory of motivation. Abraham Maslow stated that within each human
“Hierarchy of Needs” theory by Maslow being, we had five needs that existed in a hierarchy. As each need becomes fulfilled, the next one
. above it becomes the priority to fulfill. To help lead someone you must understand where they are and
meet them at the level of need they have. The five needs are:
1. Physiological - hunger, thirst, sex, and the boidly needs
2. Safety- security and protection from harm
3. Social - Affection, belongingness, acceptance, and friendship

4. Esteem- Internal factors, respect, autonomy, achievement, and some external factors
including recognition and attention
5. Self-actualization - drive to become the best version of ourselves, achieving our goals and
reaching potential
Source: Robbins, S.P. & Judge, T.A. (2017) Essentials of Organizational Behavior. Pearson India
Education Services.
14 Student will show application of Maslow’s HDF 492 MGT 341 and Spring 2022 Understanding your needs in life is extremely important. During my final semester of my senior year, i
theory to own life Semester underwent a lot of physical changes, and my hierarchy of needs was in danger. I often neglected the
. physiological and safety-security levels of my needs, working to help others was all I wanted to do.
However, in failing to take care of my health, emotional stability, and wellness- I tried to build a life for
myself without a solid foundation. When you do not work in the order of the needs of the pyramid, you
are not able to reach the true levels of self-fulfillment, and I did not when I was going like this. I have
spent the past few months working with myself to adapt to the changes of life, and prioritize myself and
what I need- in order to help others, I must help myself first. Understanding the hierarchy of needs by
Maslow has helped me create sustainable and realistic goals for myself regarding my growth and
development.
15 Student will show knowledge of the
theory of Superleadership by Manz &
. Sims
16 Student will show application of Manz &
Sim’s theory to own life
.
17 Student will describe StrengthsQuest HDF 413 SOLC, Rotaract, Greek Life Our strengths are extremely important. Understanding them allows for us to be better leaders and
Signature Themes, shadow side of consultants. Understanding ourselves makes it that much easier to understand others. “Effective
. Strengths and/or weaknesses, and leaders know what they do best and apply their strengths in all aspects of their lives.” (Komives, Lucas,
examples of application (Source = Gallup) & McMahon, 2013, p. 164) Two evaluations that give us our strengths are the Gallup Strengths Test
and VIA Character Strengths. My Gallup strengths are Input, Positivity, Context, Woo, and Developer.
My strength of input allows for me to take in all information that I can to try and understand a situation,
however this sometimes can be a roadblock. If I have to take in all the information I can, it is hard for
me to make quick decisions, especially when I have a time constraint. With the strength of positivity,
this allows for me to keep things light, and be a strong leader regardless of the situation. However, I
see that sometimes when being a leader, positivity can be seen as a toxic positivity where individuals
try to cover over feelings of negativity with fake positivity. Being a leader you have to find a balance in
being positive, and being empathetic. I find that this goes hand in hand with my context strength, which
helps me to take in information regarding each circumstance, and how I can use my prior knowledge
about myself and others to help the present. This is a double edged sword because when I turn back
to understand, I may miss things if I am only looking at the past, which is why I am thankful that I have
the strength of input to help balance myself. My strength of Woo allows for me to be comfortable and
excited in engaging with new people and meeting them, I find that it makes me excited having
conversations and connecting with people I may not have had the chance to do prior. However, Woo
tied with positivity can be slightly overwhelming for some people, and when being a leader I have to be
able to read the room and make sure I make others feel comfortable with themselves and the
environment and my energy levels influence that. Finally, I have developer as my 5th strength.
Developers help cultivate and see the potential in others, and build them up. I find this to be true, I do
love helping others see the beauty and strength within themselves, however sometimes, this strength
can make people feel uncomfortable, and when I am supporting those in a role that does not work
them, I might be blind to seeing that this role is not the one that works for them, so I have to see that.
All in all, in HDF 413, I had the opportunity to work on my facilitation skills and how my strengths play a
role. As a leader, I have had to connect with new people, make game time decisions, win others over,
and see the potential in others. My strengths all came together to build an inclusive environment and
support my peers, students, and friends whenever I have to. I feel that my strengths perfectly capture
who I am and I am glad that I have had the chance to learn more about them and myself to become
better.
Revised: As much as I loved writing what I said above, I feel that I must revise to talk more about how I
have grown and my gallup strengths. My gallup strengths have changed since I wrote this, and I think
that is pretty awesome. WIth Context being my first strength, I think more than ever, my reliance on the
past and what has occurred has influenced who I am, and how I lead. I enjoy the opportunity to learn
more about people and who they are before I can lead them. Developer is my second strength, going
from 5 to 2, I think the reliance and the opportunity to cultivate the potential in others has grown since
then. I have had the chance to really work with my students in the leadership institute, and have seen
the value and ability in each person, each student, and now it is something I am super passionate
about. Input is number 3 now, and I think that taking in all the information is important,but sometimes I
cannot have the opportunity to do that. As a leader, you have to be able to think on your feet, and you
do not always have the time or ability to collect information all the time. I find it important to collect as
much information as I can, but I think that we have to be able to find a balance, and when I lead, I try
to do that. My 4th strength is learning, which is something I did not have before. This past semester I
have grown a lot, and have more than ever, really felt the desire to really search for more knowledge. I
have always enjoyed learning, but having the chance to do that forever is a new goal. I feel that we
can learn more than ever, every single day, if we are open to it. When leading, not only do we teach,
but we learn from those around us, and when I lead, I make it a point to learn as much as I facilitate.
Finally, I have positivity. I am glad I still have this as a strength, and I find this crucial and fundamental
to who I am, not only as a leader, but as a human being. Being positive goes such a long way, and it
changes lives. When I lead, I want to be real, to be alight, and to be a person for people to rely on.
When you are positive, you can do that.
Revised (again): Now I have revised this many times over. That being said, I think about the role
of my strengths as a Peer Leader, and I have reflected on that. When I reflect on my Gallup
Strengths after serving as a Peer Leader, each one of them mean something new. Context,
when you lead, is crucial. When I understand and learn about my students and those I lead, I
am able to further understand who they are, how they act, and highlight what makes them
unique. Context allows for me to observe others, and assess their needs. Developer is a
strength that has really flourished in this role. Seeing my students grow over the semester has
made me feel so wonderful. With the strength of developer, I feel that I have a role of
empowering those I lead to see their greatness, but as a Peer Leader that looks different for
every person. I have learned that helping others develop their skills is dependent on who they
are. When you empower others, you have to work in a way that connects to who they are, and
that can only be achieved as you get to know those you lead. Input is important; as I read my
students, which in a world where sometimes silence is a common thing, reading nonverbals is
crucial. Taking in information whenever I can, allows for me to gain a better understanding of
myself and others, grow in my understanding of humans, and really become a more empathetic
and stronger leader. Learner has really come out in this role as well, but in a very different way.
As this class counts for my leadership minor, I feel that I have learned more life skills and about
people, that no grade can be used to describe how much I got out of working with my students.
Every single person in the HDF 190 class has taught me something new about being fully
human. My students in particular have pushed me to understand and question the status quo.
Their passion and dedication to growth and this program has reinforced my passion for
leadership, and I feel that I have learned more about myself than I may have taught them.
Finally, Positivity. In this semester, through my discussions with my fellow Peer Leaders, I was
able to recognize my past mistakes in the practice of positivity. When I first started on my
journey, I was the face for toxic positivity. I pretended everything was okay all the time, and felt
that in order to be a good leader, I have to be happy and upbeat all the time. Toxic positivity
hurts many people, and I have really been able to practice true positivity in this class. I own up
to my own personal feelings, and promote genuine interactions; whether they be conversations
as simple as asking someone a question, or having in depth-conversation, being genuine
promotes positivity. When those around you see you living your life and being a genuine
individual, this promotes feelings of happiness. In turn, I feel that being genuine promotes
positivity. In my students, their experience has been fairly positive, and I think that being
genuine, from the students, peer leaders, and professors, we all focus on genuine interactions
that create moments of happiness and positivity. You do not have to be smiling, loud, upbeat,
and in the front to promote positivity, and this semester, I was able to practice that and grow in
that sense.
As a Peer Leader, my strengths have made the experience unique for my students. My passion
and transparent on who I am, knowing my strengths, have allowed for growth to happen not
only in my understanding of my students and leadership theories, but what my strengths mean
to me.

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.
Gallup, I. (2021, January 4). Analytics & Advice About Everything That Matters. Gallup.com.
https://www.gallup.com/home.aspx.
Evidence #2: A photograph of the class where I was a Peer Leader!
18 Student will describe personal leadership

style and/or personality style including
. strengths and weaknesses and examples
of application (Sources = Leadership style
inventories, the L.P.I., Type Focus
(MBTI), LAMP, DISC, and other career
inventories, etc.)
Outcome Category: Leadership Theories
19 Student will show knowledge of the HDF 290 PSC 113, Politics Understanding as Weber’s theory of Authority and Bureaucracy goes hand-in-hand with leadership theories before the
“Authority and Bureaucracy” theory of whole Industrial Revolution. Within Weber’s theory of Authority and Bureaucracy, Weber spoke of the three
. leadership Weber authority styles. and the differences of Bureaucracy, where we learned about 7 different types. In
Authority, there is traditional, charismatic, and rational-legal. Bureaucracy includes the specialization of
jobs, subdivision, hierarchy, rules and regulations, technical competence, and impersonality. I find this
theory to be relevant to daily life, and I think it is crucial to understand this theory. When Weber was
formulating this theory, he saw the challenges that came when organizing large groups of people,
especially when it came to matters of authority. Weber believes that authority was given to those who
were most competent and the most qualified, in comparison to who you knew getting the authority,
which was common in the 1800s. This nepotism led to inefficiency in organizations, and rational
authority being a major one that he studied, we were able to get a stronger understanding and set of
standards for how organizations should run. WIth a clear set of standards regarding a bureaucracy,

Weber made it easier for organizations to figure out who is getting authority, how to run better, which
we still use today.
Sources: Learning, L. (n.d.). Principles of Management. Retrieved January 11, 2021, from
https://courses.lumenlearning.com/wm-principlesofmanagement/chapter/reading-bureaucratic-manage
ment/#:~:text=Weber%20was%20convinced%20that%20organizations,of%20rational%20organization
%20a%20bureaucracy.
Bureaucratic Theory (Max Weber). (2019, April 09). Retrieved January 11, 2021, from
https://expertprogrammanagement.com/2019/03/bureaucratic-theory-max-weber/
Powerpoint: Camba-Kelsay, M. (2020) Leadership Theories: Historical and Current Approaches

20 Student will describe personal application HDF 290 PSC 113 When learning about this theory, it really reflected back to me about learning about bureaucracies
of the above theory (Weber) within a different setting, Political Science. As a Political Science major, bureaucracies are essential to
. understanding how our government runs. When I was in my political science class as a freshman, we
had a whole chapter dedicated to bureaucracies. and we learned about what makes a bureaucracy.
We looked at the characteristics that Weber stated makes up a bureaucracy, and for me, this was
crucial to the understanding. This theory at the time was fundamental to the classes’ understanding of
the topic, due to the broadness of bureaucracies, these characteristics have been used for centuries to
classify bureaucracies. I never really thought of this theory within a leadership theory lens, but since
learning about this theory in class, I really was able to re-evaluate this idea, and how crucial it is when
you are working in a large organization, such as a bureaucracy, to have those given authority to be
those who are the most qualified and the ones with the highest level of understanding and knowledge.
The hierarchical structure of bureaucracies can be applied to many different organizations, which I
have seen not only in my classes, but in my organizations, and in the workplaces of many peers. The
characteristics of Weber’s theory fits many different aspects, and goes beyond my initial understanding
of bureaucracies from a solely political science standpoint, and see the roots of leadership here, and
how without it, things would not run as smoothly.
“Scientific Management” theory of
. leadership by Taylor
22 Student will describe personal application
of the above theory (Taylor)
.
23 Student will show knowledge of the HDF 290 Leadership Institute In Drucker’s Management by Objectives theory, this 5 step process allows for organizations to set
“Management by Objectives” theory of goals for themselves, and how to monitor/see progress. As we know, goals are not always easily
. leadership by Drucker tracked, some are more tangible than others, which is understandable. This theory was created to
allow individuals to create individual goals, as well as organizational goals. Drucker believes that
effectiveness in organizations is more important than efficiency, and he created this theory to fit that
standard. Within this theory, MBO states the need for commitment, responsibility, and maturity; through
all roles in the organization. We see that Management by Objectives becomes an action process when
the objectives of an organization are agreed to and decided by employees and management. This
allows for clear understanding of the roles and responsibilities of each individual, and to see their goals
become a reality. Within this process, both personal goals and organizational goals are hit. The steps
include setting organizational objectives, cascading objectives to employees, monitoring, evaluating
performance, and rewarding performance.
Sources: In Business Communication, O. (2017, October 30). Management by objectives (Drucker).

Retrieved January 11, 2021, from
https://www.communicationtheory.org/management-by-objectives-drucker/

24 Student will describe personal application HDF 290 Leadership Institute, Freshman Year When looking at Drucker’s MBO theory, it really connects to SMART goals, which is a type of
of the above theory (Drucker) goal-setting workshop that helps create manageable and achievable goals. I learned about this during
. my freshman year while attending the Leadership Institute, HIstorically speaking, we create these
broad goals for ourselves, and due to the nature of these goals, it is often difficult to reach them.
SMART goals go hand in hand with MBO. When you plan out your goals, create attainable and
specified expectations, it's easier to reach what you want. When looking at these goals that I created, I
made sure to make goals that were manageable, attainable, achievable, and targeted. Through this
workshop, I was able to take my broad goal of “doing well in school” to saying that I wanted to dedicate
time each day to each class, making the work laid for myself easier. Drucker’s theory allows for
organizations, or individuals, to reach efficiency, and to reach their own goals and the organization's
goals. When I set the goal of doing well in school for myself, I was also hitting the organization's goal,
the University of Rhode Island’s goal of having students do well.
25 Student will show knowledge of “Theory HDF 290 Hostessing Job Summer 2020 WIthin McGregor’s Theory of X and Y, we learn about the behavior of individuals at work. Douglas
X and Theory Y” theory of leadership by McGregor said there would be two models that explain this behavior, which to the view have stark
. MacGregor differences. Theory X states that the average worker dislikes work and will avoid it if they can. This
theory involves threats, control, and tough management. Theory Y is different, where control and
punishment tactics are not necessary for motivation. Motivation in this theory comes from learning, job
satisfaction, and creativity. When looking at these theories, it is hard to say which one helps motivate
people more to come into work every morning. Within Theory X, if a person dislikes work and has little
motivation, using this hands-on approach will include micromanaging them to get their work done
correctly. Within Theory Y, if your employee sees work as a prideful thing, management can take a
step back and allow employees to take ownership of their work and do it themselves. We see that
whatever style management choses has a very different outcome and ability to motivate workers.
Theory Y is more regarding being effective, as it allows for a more cohesive and collaborative
workplace, but Theory X, even though it has fallen out of fashion, has been effective and necessary in
large scale corporations that have a lot of people they employ and the nonnegotiable deadlines they
have to meet. Regardless of what theory you believe to be most effective for you, motivation in
employees comes from many different things.
Sources: The Mind Tools Content Team By the Mind Tools Content Team, Team, T., Wrote, M., Wrote,
M., & Wrote, M. (n.d.). Theory X and Theory Y: Understanding People's Motivations. Retrieved
January 11, 2021, from https://www.mindtools.com/pages/article/newLDR_74.htm
26 Student will describe personal application HDF 290 Hostessing Job Summer 2020 I can see McGregor’s Theory of X and Y to be correct in how I, as an individual, work and need
of the above theory (MacGregor) motivation. I have viewed my job, regardless of what it is, to be a privilege and to be something that I
. am excited for. This past summer, I worked as a hostess at a restaurant. I was the only hostess that
had any experience with a new system, and management relied on me and believed in me to handle
this. I found people to hire for hostesses’ so that I would not be doing the job alone and overworking
myself, and was required to train them. Not only that, but this responsibility allowed for things to run
more smoothly in the time of COVID. Theory Y fits how this played out, management knew that I could
handle this system, working with training each employee, and then finding hostesses who could handle
the fast-paced environment of a restaurant in the summertime. I took ownership of this work, and
through my experience was able to figure out how to teach people how to work, while simultaneously
working myself. I did it all myself, and this was because I take pride in my work, and want it done well.
Theory Y fully explains how I was motivated each day to come in and work. McGregor’s Theory of X
and Y can be used for many of my jobs, even academically. Nonetheless, I know that for me, Theory X
would not be effective, I need space to do work, and I have seen that in group projects, where the
professor crowds the groups, micromanages every step of the way, which I found suffocating and
ineffective for personal and group growth.
27 Student will show knowledge of the HDF 290 Rotaract The theory of Servant Leadership was created in 1970 that came from the book The Servant as
“Servant Leadership” theory of Leader by Robert Greenlead. In this book, the servant leadership theory is perfectly captured.
. leadership by Greenleaf Greenlead wrote, “The servant-leader is the servant first… It begins with the natural feeling that one
wants to serve, to serve first. Then conscious choice brings one to aspire to lead. That person is
sharply different from one who is a leader first, perhaps because of the need to assuage an unusual
power drive or acquiring material possessions… The leader-first and the servant-first are two extreme
types.” The Servant Leadership theory has 10 man characteristics that help us to test if this theory is
action. We ask ourselves, do those who have been served grow as individuals, and are they able to
grow to become more independent and become servants themselves? Another question is what the
effect on the lower class in society, and if our actions help them. The 10 Characteristics of Servant
Leadership include Listening, Empathy, Healing, Awareness, Persuasion, Conceptualization,
Foresight, Stewardship, Commitment to the Growth of People, and Building Community. The Servant
Leadership Theory helps to see that underneath it all, we all just want to serve when we lead. There
are those who want to lead first, but I feel that those who are in a search to serve first, in turn, make
stronger leaders.
Source: Powerpoint: Camba-Kelsay, M. (2020) Leadership Theories: Historical and Current

Approaches
28 Student will describe personal application HDF 290 Rotaract, HDF 190 (PL) The Servant Leadership Theory fits my understanding of how the organization, Rotaract, that I am a
of the above theory (Greenleaf) part of runs. Each leadership position within the organization is service focused. When I joined this
. club, seeing the e-board member’s enthusiasm during our meetings about service was so apparent. I
did not know these students, at first outside of Rotaract, but I could tell that who they are, first and
foremost, was dedicated to service. As my time at URI continued, I saw these students in many
different lights, and I saw their dedication to service shine through, and I also saw them become strong
leaders throughout the process. When we had elections, it was apparent which individuals were more
servant/leader first type of people, and I think in a service-based organization, despite it all, you must
be service-first. I personally believe that the strong service background and drive that each member,
general and E-Board, has is what makes the group so special. I feel that my leadership style has
emerged, and I have become more service-first than anything. I feel that now being elected as the
Projects Manager, I have to lead as being service-first, since it is my responsibility to pick our service
projects. I feel that as we mature, and our experiences shape us, some people emerge as more
service-first, while others become more leader-first. Sometimes, you need one or the other for
maximum efficiency, and other times, both allow for growth in different ways.
Revised: When I served as a Peer Leader for HDF 190, I had the opportunity to teach about the
Servant Leadership Model to the students in the class. The process and application f that exceeded all
expectations, and I really learned a lot. When I applied this theory, I took it from the lens of integrating
strengths into our Servant Leadership Model. By creating the activity, “Reaching for Greenleaf’s” I was
able to take a different approach and application to the model. I feel that my personal leadership theory
connects the most to the Servant Leadership Model, and by doing this activity I was able to see how I
could connect my personal goals, ad well as who I am as a person, to reach that. By connecting my
values, strengths, components of the servant leadership model, and our goals. By doing this exercise,
I was able to connect who I am, my strengths of positivity, learner, and developer; as well as
connecting the values of appreciation for love and beauty, love of learning, and fairness to how I
practice leadership. I value in the Servant Leadership Model Empathy, Healing, Listening, and
Commitment to the Growth of others. As a Peer Leader, I am able to utilize all this and promote the
goals of growth and connectivity on campus. As I reflect on the semester, I have been able to do that
with my students, seeing them grow into new positions as Leaders on campus, in the Leadership
institute, in jobs, and in clubs. Using the Servant Leadership Model, I have become more committed to
the growth and serving others, as well as teaching that to others.
Evidence #3: Lesson Plan, Reaching for Greenleaf’s

“Principle Centered Leadership” theory
. by Covey
of the above theory (Covey)
.
31 Student will show knowledge of the “14
Points / TQM” theory of leadership by
. Deming
of the above theory (Deming)
.
“Visionary Leadership” (now often cited
. as “Transformational Leadership”) theory
by Sashkin
of the above theory (Sashkin)
.
“Individuals in Organizations” leadership
. theory by Argyris
of the above theory (Argyris)
.
37 Students will demonstrate knowledge of HDF 415 HDF 190 When learning about the 4 V’s of Ethical Leadership, I truly felt super connected to theory. When
the “4 V’s” theory of leadership by Grace viewing the model of Ethical Leadership, the 4 V’s really help to promote the common good. The 4_V
. (Center for Ethical Leadership) Model looks at Values, Vision, Voice, and Virtue. These values help to create an ethical leader, and
help to promote a more ethical, inclusive, and equitable world. In the realm of the 4 V’s; understanding
where you lie on the model and what these values, visions, and virtues are. When you understand how
you fall in this area, it helps to promote further self-assurance. Through our reflection of the 4 V’s; I
saw the connection between what my “why” is and this model. I value Passion, Kindness, Love,
Learning, and Positive Energy. When being an ethical leader, I have to work to make change, and
inspire though these virtues. When using my voice, I promote kindness, inclusivity, and change. I know
that I can use my privilege to promote and be a voice for good. When considering the role of the 4 V’s
in Ethical Leadership, this field is always growing. With a model that is so flexible, it is applicable to
Ethical Leadership. Within understanding the 4 V’s you are able to further create an ethical
environment and promote ethical leadership; at all levels, the individual. the team, and the overall
organization.
Source: What is Ethical Leadership? (n.d.).

https://www.villanovau.com/resources/leadership/what-is-ethical-leadership/#:~:text=The%20four%20V
's%20stand%20for,create%20a%20strong%20ethical%20leader.

38 Student will describe personal application HDF 415 Application for Summer Internship Having a strong idea of yourself through the 4 V Model is crucial. The 4 V’s of Ethical Leadership are
of the above theory (Grace) truly influential and I had a direct experience regarding Ethical Leadership. This past semester I was
. given the opportunity to apply for an Internship at the RI Ethics Commission, while the outcome of that
is unknown right now, I had the opportunity while going through this application to reflect on my values.
My knowledge of the 4 V’’s provided for me to apply direct experience and strengths-based language
in my cover letter and application. When i think about Ethical Leadership, the 4 V’s have provided me a
lot of support. I know that I am a person that values fairness, justice, and passion. Within Ethics, I use
my voice to promote change and call out discrepancy and issues in our system. I work to make
change, inspire growth; these virtues tie into my vision of making a difference in the world, Within this
internship, I hope to use my passion, voice, and vision to create policy changes at the state level, and
have the opportunity to gain hands-on experience regarding a topic that very much interests me.
39 Student will show knowledge of the HDF 492 MGT 341 The situational leadership model by Hersey and Blanchard is one of the other contingency theories in
“Situational Leadership” theory by motivation. This theory focuses on the followers, and says that a successful leadership depends on the
. Hersey & Blanchard right leadership style that is focused on the followers’ readiness. Their readiness to work and be led
and grow in the workplace. There are four different scenarios that a person can follow: unable and
unwilling, unable and willing, able and unwilling, and finally able and willing. Within these four
scenarios states how the manager should react and adapt. The SLT has really intuitive appeal and it
emphasizes the importance of followers.
Education Services.
40 Student will describe personal application HDF 492 MGT 341, Life When I think about my time in the workplace, I can see the application of this theory at my old place of
of the above theory (Hersey & employment. When you think about the theory above- the goal of accomplishing a task. In a place of
. Blanchard) employment that tis fairly new, I found ti difficult looking back to have a solid foundation and therefore
the focus was not so much on the followers/employees. In accomplishing tasks, we were able but
unwilling to do many things. Therefore according to the theory, the manager must use a suprovita and
participative style. My boss in this place did not do that- and made the place of employment more
hostile for me by commenting on my appearance, and taking more tips from the charges. Therefore, in
a seemingly supportive environment from the outside, when the leader handles things from a rough
lens, it leads to high employee turnover and low job satisfaction, which is why I was only there for 5
months. Understanding the implications of different leadership styles and approaches for this theory
plays a role in how I understand how to lead others in the future of my employment.
41 Student will show knowledge of the HDF 413 Greek Life In HDF 413, we learned about the relational leadership model, referred to RLM for shorthand, where
“Relational Leadership” model by we were able to fully understand how groups work together and relate. The Relational Leadership
. Komives, McMahon & Lucas Model is an important model that allows individuals to consider how relationships influence leadership.
Leadership is not complete without relationships, the ones we make with others throughout the
process of leading. “Leadership is inherently a relational, communal process.” (Komives, Lucas, &
McMahon, 2013, p. 94) Leadership requires other people to contribute, it is not a solo act. The
Relational Leadership Model is a reference to seeing leadership in large groups, or teams even.
According to the text, “This model is not a leadership theory in itself, and it does not address the
change outcomes for which leadership is intended. The Relational Leadership Model does not seek to
describe the way leadership is currently practiced in all groups or organizations; rather it is an
aspirational model that we propose in developing and supporting a healthy, ethical, effective group. It is
a framework connecting five key elements that can serve as a responsive approach to leadership.”
(Komives, Lucas, & McMahon, 2013, p. 95-96) There are different factors of the RML, with the first
being purposeful, where our actions have merit. The second component is inclusive, where each and
every person is welcomed and their opinions count. The third part is empowering, where each person
is built up and valued. The fourth component is being ethical, where we learn from our mistakes and
hold others accountable. Finally, we have the fifth component of being process-oriented. We can learn
from others and work towards a common goal. The RLM is key to working together and see how you
can be a leader today, effectively.
42 Student will describe personal application HDF 413 Leadership Institute, Greek Life, The Relational Leadership Model can be applied anywhere, and it can be viewed for each and every
of the above theory (Komives et al) HDF 190 PL organization, and it should.I have seen it do wonders for organizations all over URI. An organization
. that I will be analyzing based on the Relational Leadership Model will be my sorority. The first
component of the RLM is purposeful. Our sorority has two main philanthropies that we work with to
benefit, and we have fundraisers every semester and work with them. I think as a whole, our sorority is
purposeful in their actions, trying to promote change and help make the URI community a better place.
My sorority is collaborative and works together to make decisions. The second component is being
inclusive. I think my sorority tries its best to be inclusive, but Greek Life as a whole is historically not
inclusive. The microaggressions in Greek Life that are inherently racist need to be addressed, and I
think in the wake of the Black Lives Matter movement, more people are realizing what is wrong with
Greek Life. I think my sorority in particular can improve in being more inclusive, not just in our
members, but through our social media, working together and valuing others' opinions. Lots of
members have not experienced or had any training in inclusivity and diversity, so a lot of
microaggressions are present in daily discussions. I think working to address inclusivity takes time, but
educating everyone is the first step. The third component is being empowering, I believe that through
our sisterhood events and open-door policies, the members of the Executive Board and chair positions
are extremely open to provide support for those who need it. Also, we work to empower our members
to be the best they can be through acts of service, as well as their education. The fourth component is
being ethical, which I think we do our best to establish this idea. In our group, we hold each other
accountable to being the best we can be, sometimes that does not happen, so growth is needed here.
I think being afraid to hold each other accountable stems from the idea that criticism is not good, but in
reality, we need constructive criticism to grow. The fifth and final component of RLM is being
process-oriented. This is an area as well that our organization needs to improve on as well. Being a
social organization, it seems more often than not, working towards something very rarely happens. In
conclusion, it seems that most organizations can follow the RLM if they know what it entails. Growth in
any form is necessary, and I think looking at this model in comparison to our actions allows us to see
what needs to be done to improve, and I think that is a good thing. In the Leadership Institute, I saw
how I can grow with my students, and that when we are working together, we can achieve great things.
Evidence #4: Photograph of Greek Life!
Revised: Applying the Relational Leadership Model to how I practice leadership has changed so
much. I never really considered the RLM to be the model that I base my practice of leadership on. That
being said, in the role of Peer Leader for HDF 190, I realized how much of this theory I value and use
in my day-to-day leadership. I reflect on my personal leadership theory and application of this below.
The Relational Leadership Model (RLM) has 5 pillars that aid in it's creation. These components are
inclusion, empowerment, purposefulness, ethical, and process-oriented. When I practice leadership, I
find it important to consider where every individual is at in that very moment. Focusing on inclusion, in
my practice of leadership, I find that ensuring that every person has the space to exist, have the
resources to participate, have their voice heard, and feel valued. We all have had different experiences
that have shaped us, played a role in our development, that our understanding and abilities differ
greatly form the next person. Being a great leader ensures that these differences are recognized and
used to further the group. Each opinion and perspective helps to create a beautiful world. I also focus
on positive empowerment in my leadership platform. I find that the best way to work with others is to
help them believe in themselves and their greatness. That being said, there is a difference in being
empowering, and promoting toxic positivity. As I went through my time at URI, I used to be the person
that was positive all the time. Empowering others is not always being upbeat and loud, but being open,
vulnerable, and supportive to those you lead. I feel that I am transparent in my leadership style, and I
make everyone known that they contribute the development of the group and they matter. I know that
this is very different in personal application, but in my personal understanding, I am able to apply it with
my students, friends, family, and more.
43 Student will show knowledge of the HDF 492 MGT 341 The theory of constructivism has been covered by many different psychologist and thinkers- but the
concept of constructivism one I will be discussing today is Piaget. He was one of the first theorists of constructivism, stating that
. humans create their knowledge through the experiences and interactions. The individual is at the
center of this view of constructivism, and set the stage for the radical field of constructivism. His work
provides evidence that children are not cognitively inferior to adults and that children develop
differently by establishing a theory involving cognitive stages. Constructivism is a learning theory that
knowledge is gained through our experiences and the reflections they carry. And it is subjective and
open to the individual. Cognitive and social constructivism are the two fields.
Source: Brau, B. (2018). Constructivism. In R. Kimmons, The Students' Guide to Learning Design and
Research. EdTech Books. Retrieved from https://edtechbooks.org/studentguide/constructivism
44 Students will describe personal examples HDF 492 CCJ 331 Constructivism is focused on the idea that knowledge is gained through our own experiences and the
of implementing constructivism reflections that follow them. Every single experience that I have had has led to the next thing, and
. influenced the choices that I have made. When I think about the knowledge I learned in my class, CCJ
331, I feel constructivism played a major role. This course, I just took this spring 2022 semester, I felt
aligned and called to the subject material. As I reflected on my final semester, reflecting on what
punishment nad crime really was, allowed for me to really think about why I went into criminal justice
int eh first place. The call for justice, to advocate for others, is rooted in just punishment, and
understanding what is punishment. This course, and constructivism played a role in supporting me in
the next steps- figuring out how I can advocated for justice and proper punishment, and grow
punishment in a way that benefits us all. Knowledge is power, and when I was in this course, I felt
called to learn as much as I could, knowing this was the space for me. I was developing in my
passions, my maturity, and my ability to synthesize my needs and desires.
45 Student will demonstrate knowledge of HDF 413, HDF 290 PSC 113 Teaching Social psychologist Kurt Lewin and his colleague John Dewey worked to create Kolb’s model of
the Experiential Learning Model (Kolb) Experiential Learning, which according to the textbook states that, “Kolb suggests that we come to new
.
information in one of two ways: by doing something (concrete experience) or by thinking about
something (abstract conceptualization). We then process that information either by reflecting on the
experience or the thought (reflective observation) or by applying that information (active
experimentation).” (Komives, Lucas, & McMahon, 2013, p. 32)
46 Student will describe personal application HDF 413 PSC 113 Teaching The Experiential Learning Model is one that is important to understand,especially in college where we
of the Experiential Learning Model (Kolb) educate and learn every single day. This semester, I have had the unique opportunity to connect and
. educate students in a class I took as a first year student, that actually helped me pick my major. This
class was extremely influential for me, and I wanted to do that for my students. I do study sessions for
PSC 113, which is Introduction to American Politics, which meets once a week to help students
reinforce concepts. I was really nervous about the class and making sure my students were supported.
I prepared all the material I needed and went to class. Although I only had 4 students, I felt that it went
really well. I didn’t think I would learn much considering that I took that class already. However, I was
wrong, My students offered me amazing insight and different perspectives that I really did not think I
would get in this class. I truly thought I would be asking them questions and getting no response. In
this concrete experience of hearing others thoughts on material I believed I had already known, I was
able to further my understanding on this topic. As I continued to teach, I was thinking about how to
knock down the walls of my own mind. As I walked back to my house, I thought about my experience
with those students. I never considered those points before, and I thought this would be just me
regurgitating information to them. Through reflective observation, I realized that I had these
preconceived notions about this class, and underestimated the knowledge these students had. I came
to the point that I cannot be an effective teacher when I come into a space unwilling to learn as well.
Reflecting on the diverse perspectives that these students brought to me made me see that in
learning, even if you are the leader, you can still learn. Being open to new ideas on material you may
already know well may open your mind to somethings you never considered before. This model works
in everyday life, and in order to grow you must reflect on experiences. It does not have to be a very
deep reflection, as long as you look back and see what you have learned from it. I know now that in
order to be the best teacher I can for my students, I must be open to learn from them, just as they are
open to learn from me. Over this semester I have learned so much more and opened my eyes to
perspectives I never truly considered. I am quite thankful that I was able to understand this process
with my students and how I could use this to my advantage.
Evidence #5: Study Session PSC 113 Presentation
Revised: From the lens of Kolb’s Experiential Learning Model, I was able to gain a stronger
understanding and example of it with my own students. My group of 5 really grew this semester in so
many ways, and through one of their group assignments, I saw them come together. The students
were required to create a brochure/slideshow that connected with the Social Change Model. My
students had a concrete experience of learning about the social change model, the 7 C’s, and what the
assignment entails. It provided a chance for them to reflect about an initiative they would be interested
in creating a brochure about. Through Reflective Observation, the students read about the different
goals of the CSLD, as well as the initiatives in place with the Office of Community Equity and Diversity.
Through reviewing what the students have individually experienced, as well as what they are
passionate about, they chose to do a presentation regarding increasing diversity through recruitment at
URI. As they progressed into doing research on this topic, they entered into the stage of abstract
conceptualization, where they actively were learning about this experience. They did research on what
the CED office is doing, as well as what other schools have done to increase recruitment of diverse
individuals. Throughout the growth of the presentation, they began to piece together what the
presentation might look like. This was not without its challenges, but it provided them the time to
reflect. When working together, they put together everything they had learned about, and created our
presentation. Active Experimentation was the students putting together the presentation, providing the
chance to explain and see everything that they had learned. In Active Experimentation, this provided
the students the chance to reflect on what they had learned and began to enact treal change. Through
Kolb’s Experiential Learning Cycle, each step was clear in the development of knowledge and
connection on the group to create an end result, the presentation.
47 Student will show knowledge of the HDF 290 SOLC In the Social Change Model of Leadership, Leadership is viewed as a process. This process
“Social Change Model of Leadership examines leadership from three different perspectives, where individual values are looking at the
. Development” by Astin et al consciousness of self, congruence, and commitment. Within the group values, we look at
collaboration, common purpose, and controversy with civility. FInally within community and society
values, we examine citizenship. This model provides insight for leaders who may not want to hold the
traditional roles regarding leadership, but still want to make positive change. This theory is built on a
few assumptions, including leadership to be collaborative, socially responsible, and inclusive and
accessible for all. I feel that the Social Change Model is a theory that really connects how I practice
leadership. I see leadership to not be standing up in front of a group of people and telling them what to
do, but continually working with others, to allow them to grow and connect with you, while you do the
same with them. Leadership focuses on who you are, being values based, and this varies for each
person, which makes it so great. Within this theory, there are the 7 C’s of Leadership: which are the
consciousness of self, congruence, commitment, collaboration, common purpose, controversy with
civility, citizenship, and change (the eight C). When examining organizations, it is clear that this theory
fits many organizations at URI with the clear goals to bring about change and growth for students and
staff.
Sources: Sheriff, S. (2019, August 01). Social Change Model of Leadership Development. Retrieved
January 11, 2021, from
https://www.dickinson.edu/info/20380/student_leadership/3795/social_change_model_of_leadership_d
evelopment
Source: Powerpoint: Camba-Kelsay, M. (2020) Leadership Theories: Historical and Current

Approaches
48 Student will describe personal application HDF 290 SOLC,Young Global Fellows in When examining the Social Change Model of Leadership deeper, I feel that SOLC Fully fits this theory.
of the above theory (Astin et al) Courage SOLC, or Student Organizational Leadership Consultants is an organization that I am involved in
. on-campus, that I just joined in Fall 2020. This organization works to run retreats for other
organizations on campus, and allow students to grow their facilitation skills and really build a beautiful
community. I truly love this organization, and have had the opportunity to serve in a leadership
position, which has furthered my understanding of the group. Within SOLC, I have truly seen
leadership to be a process. We plan retreats, and connect constantly about how to improve our group
and how we can continue to connect in a virtual world. This type of leadership requires work, it
requires energy, and patience. This is a process, and clearly so. Not only that, but within our group, we
are able to understand the role of each individual in the group, where in meetings we collaborate with
each other to learn from each other and grow. What motivates each member is different, but we all
have the same drive to serve and facilitate. Each member in SOLC is committed, and I have seen that
more than ever this year. Within this little organization, we have our extremely dedicated members who
are the cornerstones of this group, constantly showing up and committed to make this group great. In
SOLC, no decision is made alone. Collaboration is the key to our success, when we plan our
meetings, we allow for many opinions and options to make the meetings the best they can be, and
oftentimes more than one person facilitates, which allows for even more collaboration. SOLC has a
common purpose, in our mission and core, we are an organization that works to serve the student
body of URI, to allow their organizations to be the best they can be, and in turn, allowing our members
to become stronger facilitators and better humans. There is controversy, we often butt heads, but this
allows for us to see other people’s perspectives. Controversy with civility is important, it is inevitable to
have different opinions, and SOLC allows for the space to express different ideas and opinions, which
in turn helps each person to become a better person and understand more about other people. Each
member of the group is dedicated to service in the community, the whole basis of this group is to give
back to the URI community and make it stronger. Not only that, we often re-examine how we can
make positive change outside of ourselves and this organization, but in general, which adds to its
individuality. Finally, SOLC is constantly changing and evolving. This is what makes our organization
so strong, in the face of a global pandemic, we have changed our style to fit the needs of the world
right now. Our members change, eboard changes, and the world changes. In conclusion, the
organizations that make me the happiest are the ones that truly fit this theory, due to my personal
passion for service and social change.
Revised: When thinking about the Social Change Model, I think a lot about the role of serving others in
my life. This model works to promote change in our world, and works in collaboration with the 7 C’s.
This past semester, I created a branch of an organization called Young Global Fellows in Courage.
This works to help educate those in the state of Rhode Island about personal courage, and educate
regarding issues of human rights. A large subset of Global Fellows in Courage, which works to bring
fellows from all across the world to RI and allow for these human rights fellows to connect and create
change together. This is a fairly new organization, and it is in the first stages, but I have seen the social
change model really aid here. When I think about Consciousness of Self, I know that I value passion,
connection, and service. In this organization, I am able to connect with others, allow for them to learn
more about themselves and issues facing our world, all while promoting growth, and growing myself.
The Common Purpose here is to promote change, and allow for human rights education to be a real
part of our world. The more we know about the issues facing others in our world, the stronger things
can become. Finally, Collaboration. I did not do this myself, and the entire board of directors for Global
Fellows in Courage comes together to make a change. When I hosted the first Conversations in
Courage, I saw how many factors and parts come into making a difference. I needed to collaborate
with Leadership RI, the Secretary of State for RI, Georgia, and the office of Congressman Cicilline. I
have begun to enact real change, and the values of the Social Change Model have helped me get
there.
49 Students will demonstrate knowledge of
the “Leadership Identity Development
. Model” by Komives et al
50 Students will describe personal
application of the above theory. (Komives
. et al)
the Strengths-Development Model by
. Hulme et al
of the above theory (Hulme et al)
.
53 Student will demonstrate knowledge of
behavior theories of leadership from
. Michigan and Ohio State
of the above theories (Michigan & Ohio
. State)
55 Student will demonstrate knowledge of HDF 492 MGT 341 The charismatic leadership theory states that followers attribute heroic or extraordinary leadership
Charismatic leadership abilities when they observe the certain behaviors and tend to give those with those characteristics
. power. These certain behaviors are socially accepted, attributed partly to genetics, and experience.
These leaders are able to be optimistic, enthusiastic, communicate with their body in verbal and
nonverbal ways, inspire others, and draw them in.
Education Services.
56 Student will describe personal application HDF 492 Political Science Major In my political science career, I have had the opportunity to look at some individuals that would be
of the above theory considered charismatic leaders. Charismatic leaders are those that are tall, loud, and sometimes even
. men. When we think about the dark side of charismatic leaders, leading to corruption and greed- this is
often how government systems fall apart. When looking at the cases of politicians, like Donald Trump,
who used his charisma to sway millions of people to vote for someone so unqualified in office, the
highest one in the United States. They have moxie, and in my studies, I have analyzed other leaders
such as Winston Churchill, and even Ronald Reagan to see where the similarities lie. Understanding
why we view those are leaders to influence the way we present those running for office, for example,
can change the course of an election. “Marketing” charisma is very important.

57 Student will demonstrate knowledge of HDF 492 MGT 341 The fiedler leadership model states that effective group performance depends on the match between
contingency approach to leadership by the leader’s personal leadership style, and the degree in which control is given to the leader in the
. Fiedler situation. The model assumes that the leadership style of the leader is permanent, and uses the least
preferred co-worker (LPC) questionnaire to determine the leadership style by measuring if the person
is task-oriented or relationship-oriented. You then match the leader’s style with the degree of
situational control. From here you have three spots:
1. Leader-member relations: the degree of confidence
2. Task structure: Is there structure
3. Position Power: Degree of influence a leader has over certain variables
Education Services.
58 Student will describe personal application HDF 492 MGT 341 The Fiedler leadership model only gives two options for managers and leaders. You have to chance
of the above theory (Fiedler) the leader to fit the situation, or chance the situation to fit the leader by changing the tasks or
. increasing or decreasing the leader’s power to control certain aspects. This aligns with the choice and
leadership competency of responding to change. In order to be a good leader, you have to be willing to
change. You have to adapt to the circumstances. one of the critiques of this theory above is the fact
that there are only two outcomes. You can be a good leader and not have ot fully change the
leadership style or the scenario. Furthermore, the fiedler model is limited in its application. Responding
to change is important, and recognizing the competencies in your experiences like this model allow for
better reflection.
59 Student will demonstrate knowledge of HDF 492 MGT 341 The Path-Goal theory was created by Robert House, and stated that it is the leader’s job to provide the
Path-Goal theory by House followers of theirs the information, support, and materials necessary to achieve the goals of the
. organization. Effective leaders are supposed to clear the path for their followers’ goals and make the
journey easier. It predicts that directive leadership yields greater satisfaction in stressful and vague
tasks. When tasks are structured, supportive leadership results in high performance, and those with
high ability or experience may view directive leadership in part redundant. Those who set consistent
goals enable strong followers to achieve high performance, but for those who are not as strong, could
result in low performance.
Education Services.
60 Student will describe personal application HDF 492 HDF 413 TA When thinking about my own personal leadership style, I do see the implication and some influence of
of the above theory (House) path-gaol theory. When thinking about the model of challenge and support used in my internship
. experience teaching HDF 413 in Fall 2021, I felt at first that I had to work really hard to make
everything work for everyone. I wanted every student to feel taken care of, but when I was supporting
them and removing the road blocks, to clear their paths to their goals, I took away the teaching
moments. In order to grow, you need to have some bumps along the way. In failure is when we
succeed. One thing the Path-Gaol theory states is that if you support those who have a lot of
experience directory or have high ability this may seem redundant. If you over-support someone, like I
did at first in my leadership style, you will not grow. You have to let yourself fly and fall, and get back up
again. Sure, having people help clear things and make it easier along the way is helpful, and the
influence of Path-Gaol theory will always be apart of me, but not as much anymore. Challenges make
us better.
61 Student will demonstrate knowledge of HDF 492 MGT 341 The Leader-member exchange (MX) theory states that leaders’s support creation of ingroups and
Leader Member Exchange (LMX) theory outgroups. In these ingroups, they will likely receive more insight ont eh day to day operations, have a
. by Dansereau, Graen & Haga; Graen & high job satisfaction, and higher job performance ratings. The leader in this must have a personal
Cashman; Graen compatibility, and an extroverted personality. The leader with the outgroup maintains formal relations.
Within the ingroup, there is trust, helpfulness, and much communication.

Education Services.
62 Student will describe personal application HDF 492 Employment In my old workplace, there was the use of the LMX Theory in Leadership. The owner and manager had
of the above theory (Dansereau, Graen & his ingroup of gentleman, they would work the same nights together, have jokes, always talk to each
. Haga; Graen & Cashman; Graen) others, and completely isolate the rest of us from the conversation. In turn, the boss would speak
highly of his friends often and compare us to the rest of them. The manager would allow them to slack
off and then get mad at the outgroup for the mistakes of his friends. What I noticed is the extroverted
personality aspect. At first my manager did not seem extraverted, but he had the ability to turn the
charm on with the customers and his friends, so his extraversion garnered attention, and was
compatible with all those. We maintained formal relations, and when trying to infiltrate the ingroup, I
found it more and more difficult, and eventually left that workplace due to the toxic nature of in and
outgroup development.
Leadership Substitutes Theory
.
of the above theory
.
Models of leader emergence
.
66 Student will describe the impact of traits
on leadership emergence and
. performance
Chaos approach to leadership by
. Wheatley
of the above theory (Wheatley)
.

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
69 Student will demonstrate how cultural
anthropology / paradigms relate to
. leadership
70 Student will describe personal example
of using cultural anthropology /
. paradigms as a leader
the “Cycles of Socialization” (Harro)
. theory and its uses in leadership
72 Students will demonstrate personal
application of the “Cycles of
. Socialization” (Harro)
the “Cycles of Liberation” (Harro) theory
. and its uses in leadership
74 Student will demonstrate personal
application of the “Cycles of Liberation”
. (Harro)
the “Configuration of Power” (Franklin)
. and its relationship to leadership
application of the “Configuration of
. Power” (Franklin)
racial identity development (Cross &
. Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)
application of model(s) of racial identity
. development above
models related to gender / identity /
. gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
application of model(s) of gender identity
. above
additional social identity development
. model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;
Johnstone; Gibson; Forber-Pratt &
Aragon; etc.)
application of additional social identity
development model(s) above
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 HDF 290 Workplace Relationships with In HDF 290 we spoke about many different laws and policies that were related to issues of equity and
relevant laws and policies related to Family Members its relation to leadership. With this class, we each were given a certain law and/or policy, and I was
issues of equity and its relationship to able to learn more about disparate impact and disparate treatment. Disparate impact in unintentional
leadership (i.e., Title IX, Affirmative indirect dismcrimation. This can occur in act in the workplace, from hiring, promotions, or problem
Action, Protected Classes, etc.) solving. These acts can disportionally affect members of a group that are protected under title VII.
Disparate impact is when a practice appears to be fair but unevenly impacts some people and not
others. An example would be in the hiring process to check credit scores and do background checks.
Some people who are minorities have a higher chance of having a low credit score, and therefore
could be unintentionally screening out those in a minority for something has affected them differently.
Then we have disparate treatment, which is an intentional and direct form of discrmination. An
example is the difference in pay scales for men and women. If someone feels that they are
experiencing disparate treatment, they have to prove that the employer intentionally treated them
differently due to their membership of a protected group, such as race, gender, or sexuality. These
discriminatory practices are an issuing facing equality because discrimiantion halts equality. When one
group is being treated like less than, when there is an in-group, out-group mentality, or there is special
treatment occurring, there is not equality. In relation to leadership, you need to ensure that you go into
leading any situation with no biases, and the ability to work with equality, Accepting all those that you
lead, for who they are, and respecting. Allowing for equal opportunity, but mistakes can still happen.
Knowing the difference between disparate impact and disparate treatment can allow for bystanders
and leaders to notice their own faults to improve for a better experience. I have seen disparate
treatment in my life with my mother’s job. She works on TV with a male co-host. My mother and her
co-host have the same job, the same responsibilities, and have been there for the same amount of
time. The only difference why her male co-host is paid more is because he is male. I find that sad,
disappointing, and discriminatory. This is an action of disparate treatment, and it is intentional based on
sex.
Source: , Yahnke, K. (n.d.). Disparate Impact & Treatment: The Definitive Guide. Retrieved January
20, 2021, from https://i-sight.com/resources/disparate-impact-treatment/
87 Student will show knowledge of effective

leadership as it relates to change agency
.
88 Student will describe personal examples
of being a change agent
.
89 Student will demonstrate knowledge of The Developmental Model of Intercultural Sensitivity goes into detail about diversity and understanding
the “Model of Intercultural Sensitivity” by in groups. We can all grow to be more inclusive and understanding, myself included. This is a 6-stage
Bennett and its uses in leadership model that “people move from having minimal contact with others who are different through various
stages to seeing differences as wrong to eventually reaching a state of having a strong sense of who
they are as cultural beings and an appreciation of how cultures are similar and different.” (Komives,
Lucas, & McMahon, 2013, p. 203). Currently, I believe that I am in between stage 4 (Acceptance of
Difference) and stage 5 (adaptation of difference). I want to be at stage 6 (integration of difference) and
before learning, i would have thought I was at stage 6, however, I am not. I think that I realize my
difference from others, and that I am shifting my perspective, but I have a long way to go. I think that
my privilege for a while made me blind to seeing how undiverse my experiences and life were, and that
in order to be a leader, I have to be culturally competent and sensitive. I think in regards to growing my
cultural competence, I have to educate myself, as well as educate others on being more culturally
competent. I have always found that I can grow when I educate myself, whether that be in reading, or
listening. I also think joining organizations that reflect a culturally competent and inclusive narrative is
important as well. Surrounding myself with the resources to grow and become more culturally
competent is necessary, and I think I am doing that through the Leadership Institute, SOLC, Rotaract,
and Tour Guiding. I think we all have room to grow, especially myself, and I think realizing that was
harder than I thought.
90 Students will demonstrate personal HDF 413 Greek Life The Model above has been essential to my understanding of how I can make a difference within an
application of the “Model of Intercultural organization that means a lot to me, Greek Life, and my sorority. First, I looked at where I am right now
. Sensitivity” by Bennett in terms of this model. I believe that I am in between stage 4 (Acceptance of Difference) and stage 5
(adaptation of difference). I want to be at stage 6 (integration of difference) and before learning, i would
have thought I was at stage 6, however, I am not. I think that I realize my difference from others, and
that I am shifting my perspective, but I have a long way to go. I think that my privilege for a while made
me blind to seeing how undiverse my experiences and life were, and that in order to be a leader, I
have to be culturally competent and sensitive. I think in regards to growing my cultural competence, I
have to educate myself, as well as educate others on being more culturally competent. I have always
found that I can grow when I educate myself, whether that be in reading, or listening. I also think
joining organizations that reflect a culturally competent and inclusive narrative is important as well. In
an organization such as Greek Life, the conversation of race is only skimmed over. We have to work to
realize our mistakes in order to grow. I feel that in my experience I have seen groups like this get
defensive over this conversation, but I feel that I am fortunate enough to have opportunities that will
prepare me for these conversations. I became a Diversity Dialogues Affiliate through my sorority and
have gone through many diversity training sessions that will allow me to work to have these
conversations with my organizations. I am lucky enough to notice where the inclusivity is lacking, and
how I can use this to move forward. I have had the opportunity through my own fate to explain where I
see the mistakes and how I think we can move forward. My voice has given me the chance to call for
change, and I am lucky I learned about it.
Evidence #6: Notes about Diversity Dialogues.

the ally Action Continuum by Griffin &
. Harro
application of the Action Continuum by
Griffin & Harro
93 Student will show knowledge of the HDF 417 HDF 413-TA The Multicultural Organizational Development Model by Jackson is a continuum that allows for the
Multicultural Organizational growth of organizations to understand and see where they stand developmentally with this spectrum.
. Development Model (Jackson) In this model, this is a developmental stage model. There are 6 stages, with 3 stages each.
Monocultural organizations are made up by the exclusionary organization, and then the club. The

exclusionary organization openly maintains the majority’s power and privilege, where they deliberately
restrict membership. “The Club” maintains privilege of those who have traditionally held power and
influence. This is made up of monocultural norms, politics, and procedures of dominant culture-
“business as usual”. The second stage is non-discriminating organizations- made up of the compliance
organization, and the affirming organization. Compliance organizations are committed to removing
some of the discrimination inherent in the club organization, and provides some access to members of
previously excluded groups. The affirming organization demonstrates commitment to eliminating
discriminatory practices and inherent advantages, and they are actively recruiting and promoting
members of groups that hav ebeen historically denied access and opportunity. The final stage is
multicultural organizations, the redefining organization, and the multicultural organization. Redefining
organizations are in transition, and moving past nondiscriminatory and non-oppressive, and working to
create an environment that”values and capitalized on diversity”. The multicultural organization has
leaders and members act on the organizational commitment to eradicate all forms of oppression within
the organization, and the missions, values, operations, and services reflect the contribution and
interest of the wide diversity of cultural and social identity groups. This model helps build organizations
and institutions that value multiculturalism and diverse perspectives.
Source: Jones, B. B., & Brazzel, M. (2014). Chapter 9: Theory and Practice of Multicultural
Organization Development. In The NTL Handbook of Organization Development and Change:
Principles, practices, and Perspectives. essay, Pfeiffer.
94 Student will show personal application of HDF 417 HDF 413-TA In the class, HDF 413, as the TA, I took on the role of teaching the class about the Multicultural
the Multicultural Organizational Organizational Development Model. Part of the capstone requirement that I am obtaining during this
. Development Model (Jackson) internship experience was to learn more about multicultural development. In other opportunities for this
capstone class, I was hoping to engage in this topic more, but due to scheduling conflicts, this is how I
made it work. In teaching the class about the MCOD, it will eye-opening and set the stage for some
amazing discussions about where our organizations are on the spectrum. In teaching this topic, i was
really worried about handling this topic. I had learned about it in class, and seen it in some areas, but
as a white woman, I did not want to make this some white-savior scenario. When applying this in
teaching and practice, I made sure to let the students know that I am not perfect, that I am just
educating about this topic, and I am also growing in my journey of multicultural development and
education. Realizing that I am apart of the problem, and that the contribution that my ancestors have
made in the history of racism in America, I know that I am not the group that is disadvantaged. In
practice, calling out where there are issues in an organization, whether is it a small level, to a
large-scale university application. We always need to grow, and in teaching this topic,I pushed myself
to covering topics I may never had felt that I could prior, to engaging in meaningful discussion about
future steps for organizations, to revitalizing the passion and call to service for dismantling systems of
oppression and support those who do.
Evidence #14: Notes on teaching MCOD to HDF 413.

Multicultural Change Intervention Matrix
. (Pope)
96 Student will show personal application of
the Multicultural Change Intervention
. Matrix
97 Student will create a personal code of HDF 413, HDF 415 Leadership Institute, HDF 190 PL I had the opportunity in my HDF 413 class to create my own personal statement of inclusive
inclusive leadership leadership. I reflected on my experiences as a student in a world that changes so drastically and in the
. midst of the Black Lives Matter movement, more than ever it is important for all of us to have a strong

sense of awareness and goals to create a comfortable environment and safe environment for all. In my
statement, I wrote that, “With this ever changing world, it is important as a leader and consultant for me
to create my own inclusive leadership statement, and I will do this based off my research regarding the
theories of leadership we have learned, my past experiences, my personal leadership style, and how I
will use this knowledge to facilitate in the future. In learning about Intercultural Sensitivity, as well as
the Multicultural Organizational Model, I have seen how organizations develop from being an
exclusionary monocultural organization to a multicultural organization. My inclusive leadership
statement is that in order for consulting and leadership to be applicable to every single person, you
must be willing to accept diverse viewpoints and engage in behaviors that allow individuals that are
different than you to be a part of it.” When we look at creating our own personal code of inclusive
leadership, we set precedent for what we do moving forward. It is a reflection of my privilege that I do
not face discrimination based on my race, but I am lucky that I can learn and be an ally for all.
Evidence #7: Paper stating my inclusive leadership statement for HDF 413.
Revised: A personal code of inclusive leadership is crucial in being a leader. As I reflected on my time
as a Peer Leader for HDF 190, I had to reimagine my idea of Inclusive Leadership. That is not to say
that my definition above was wrong, but I am always growing and this definition is always expanding. I
have grown in my understanding of leadership, how important it is to be inclusive, and how we can do
that today in the 21st century. When I think about inclusive leadership, I think about every single
person that has helped me to get to where I am today. In a world filled with unrest, pandemics, political
instability, and more; now more than ever must we promote inclusive leadership. As I focus more
moving into my senior year on my understanding of inclusive leadership, I can attribute much of this
growth thus far to this class, HDF 415. Inclusive leadership is not just making everyone feel welcomed,
but meeting where everyone is at to provide them with the support and welcome. Each one of us is
different, and we have different needs. As I work to lead, inclusive leadership recognizes that we all
live different lives, but at the root of our differences is the empathy and understanding that we can
address these differences to ensure a fair and inclusive environment. As I reflect on my privilege as a
white woman, I know that I will never understand face issues of racial injustice. When discussing topics
of prejudice, racism, and barriers that may affect students, I have to be inclusive and transparent with
myself that I will never truly understand, but working to meet these students where they are to build
them up, and make sure they feel valued is important. As I move into my capstone course, I will be
working to further my understanding on inclusive leadership.
Outcome Category: Critical Thinking
98. Student will show knowledge of principles
of critical thinking and fallacies (logic is
used in this minor)
99. Student will demonstrate proficiency of HDF 417 HDF 413-TA Critical thinking principles in any scenario is crucial. Being in this internship experience, I had to face
critical thinking moments where logic and critical thinking was necessary. With a group of students my age, dealing
with disruption and upset feelings is something that I did not prepare myself for, but when I was put in
this position, I had logic and critical thinking on my side. I had the chance to basically lead the class
while the professor/supervisor was out for the day. The students had known that was occurring- and
our guest lecturer was supposed to be there, but he had to cancel last minute. That being said, the
whole day was a bit chaotic, but my supervisor and I were working to ensure that the students had a
class and that due dates did not change too much. During the class time, I had to work with the
students to discuss the change in due dates, pick group members, and oversee a facilitation by a
guest lecturer about group roles. This class was exceptionally difficult- with the culmination of
students being exhausted, and unsure how to adapt to the change in the semester that late in the
game. That being said, being solo and dealing with the outbursts required logical and critical thinking.
For starters, I had to shut off my own emotions to ensure that I was not taking anything personally.
Secondly, my job was to keep the peace and deliver the content. I kept everyone on task, assured
them that their concerns were real, but made sure that they knew that it was okay to take a step back
and not freak out. Next, I had to make sure that the students were not upset each other. Debriefing
the situation, listening and empathizing with them, and just pushing through helped get over this
hump. Critical thinking is something that is not always taught, but reinforced.. I went about this day
and event by keeping my composure, listening to the students, and working through what was
expected of me. Truly this event pushed me in ways I never thought, but I think I am a better person
because of it. I had to think critically to make sure things did not escalate, but I can tell you that I did
not plan for this at all. Critical thinking is intertwined with thinking on your feet.
100 Student will show knowledge of
metaphorical analysis to critically analyze
. self and leadership situations
101 Student will demonstrate proficiency of
metaphorical analysis to critically analyze
. self and leadership situations
102 Student will show knowledge of at least HDF 290 Life in general There are many different ways to make a decision. When it comes down to it, we make decisions
five decision making methods every day. When you are leading, you have to be able to make decisions. I have struggled with fast
. decision making if we are being open and honest. There are so many different ways to make
decisions, For starters, when you are in a group, you can have the leader decide and make the
decisions for the group. Secondly, in a group, you can consult a highly-trained expert in the field in
which you are making a decision, passing the responsibility to an outside source.. That way, all of the
in-group biases are not there. Thirdly, you can vote if you are making decisions for a whole group.
This way, each person is given the opportunity to voice their opinion as well as the chance to have an
equal opportunity to feel like they are contributing to make a decision for the group. Fourthly, you can
come to a consensus, where individuals that are a part of the group can negotiate, where you are
weighing in, collaborating to come to the best idea, or at least a position that everyone can agree to. I
find that this is probably the best decision making method for a group, where you are able to hear
what each person has to say, their ideas, and how they envision this decision making moment. When
you are alone, and making your decision is between two things, something you can do is flip a coin,
which is a very simple way to make a decision. This way, you are giving up to fate, where each option
has a fifty fifty chance. Most of these decision making methods work best for groups, but can also
work for individuals if you change a few things around, or vice versa. I think that when you are making
decisions, either in a group or as an individual, I find that you have to have a s much information as
possible, but other than that, what you value will come through in your decision making method.
Source: Neill, C. (2019, May 16). The 4 Methods of Decision Making. Retrieved January 08, 2021,
from https://conorneill.com/2019/05/16/the-4-methods-of-decision-making/
103 Student will describe personal examples of HDF 290 Life in general When thinking about the personal applications of these decision make tactics, I will disclose some fun
having used five decision making methods personal stories of my life undergrad and maybe even before. The first decision making tactic is
. electing a leader in a group to make decisions for you. In college, I have been the president of
organizations, and the leader of many group projects. I have experienced the pressure of being the

person to make that decision, and also the one to select another to be a leader. Both are important
roles. Secondly, consulting a highly-trained expert. In my life, when I was deciding whether to
attending graduate school for a certain program, I spoke to experts in the field I wanted to pursue. by
speaking to the experts, I was able to make an informed step in the right direction for my future. The
next decision making type is voting in a group. I have taken part in many student elections, with both
favorable and unfavorable outcomes Being apart of student senate, I have seen how important it is to
vote, and the role that each student’s voice matters. As a political science student, I have seen how
the power of a vote can change the way our world runs. Negotiating or coming to a consensus is
another way I have gone through life. When I was making the decision to go to college, I had to
rationalize with myself and negotiate on what I needed versus what I wanted. I spoke with my parents
regarding my financial future, and asked their unbiased opinion. I broke down the costs, spoke to loan
offices, and negotiated my scholarships in hopes to get more money for my top choice. However, I
had to negotiate with myself to see that financial security ni the long run is better than following a
dream that I was not sure I even wanted. In the end, going to URI brought me here and I cannot be
happier. The final decision making tactic is letting chance decide, for example using a coin. I have not
really used this toften, sometimes I go should I have pizza or burritos for dinner and flip a coin. I
believe that the best way to make any decision is with the most information at your fingertips.
104 Student will show knowledge of at least
five problem solving / conflict management
. methods, as well as understanding the
roots of conflicts
105 Student will describe personal examples of
having used five problem solving / conflict
. management
106 Student will demonstrate the ability
to synthesize multiple knowledge
. perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)
leadership that is used in crisis (i.e., James
. & Wooten; Garvin; Covey; Frohman;
Lalonde; Schoenberg; Joni; Braden et al;
etc.)
108 Student will describe examples of
leadership in crisis situations (i.e.,
. application of James & Wooten; Garvin;
Covey; Frohman; Lalonde; Schoenberg;
Joni; Braden et al; etc.)
Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
109 Student will demonstrate knowledge of HDF 415 HDF 190 (Peer Leader) Active Learning is crucial to being a Peer Leader. Active Listening looks different for every single
active listening techniques person. In Active Learning, you are listening to obtain information, to enjoy, and to learn. There are so
. many different types of active listening, This is also a skill that can be improved. Active Listening is not
just listening to listen, but to also listen to hear the message of what the other person is saying.
Listening is not just being able to regurgitate what the other person is saying, but also provides the
opportunity to connect with others, and further understand their message. Active Learning takes the
message and allows for the other person to reflect, and connect the words to a deeper meaning.
110 Student will describe examples of using HDF 415, HDF HDF 190, HDF 413-TA Active Listening in the role of a peer leader is very important. My students need to have someone who
active listening skills 417 not only listens, but pays attention to their needs. This past semester, I had many students that
. expressed a lot of things, as well as have a lot of external factors going on. As a big fixer, sometimes
listening is just that. When my students have come to me with issues, I have to make sure that I am
not speaking over their problems. Active Listening is not to help you understand things, but to give the
person speaking a safe space to do that. I have learned in this class and my active listening skills the
importance of giving the person the space to speak, then ask them what the outcome they want is. If
they just want someone to listen, then I can do that. WHen you ask someone what they want from a
conversation, it seems a bit formal, but allows for me, a fixer, to understand and actively listen, but
ensure that I am not making things worse. Sometimes, we all just need someone to listen and say
things suck sometimes.
Revision: In the role of a teaching assistant within my internship, I had to take on active listening even
further. Working with my students and listening to what they have to say- I have to just be there. Within
this experience, I was the TA for many of my friends. Putting aside personal feelings, and listen as the
TA for them in the situations they feel. Taking into account that my experiences in this course is
different than their experience. Active Listening from this lens was aiding the students in their growth,
challenging and supporting them in the best way possible. Sometimes they need a teaching assistant
to vent to, ask questions and trust, and not feel worried to ask a question. Active Listening is about
learning, listening, and support.
111. Student will demonstrate knowledge of
functions of group communication by
Hirokawa
of functions of group communication
. (Hirokawa)
113 Student will show knowledge of techniques HDF 415 HDF 190 Giving and accepting feedback is certainly something that I have grown using this past semester in
regarding giving and accepting of feedback leaps and bounds. Accepting feedback is harder for me than giving feedback.Giving feedback is easier
. for me, but I have to make sure that my message is always received effectively. Some tips and tricks
with giving and receiving feedback goes as follows: listen effectively, be an active listener; be open to
what others have to say, understand the message, reflect, and follow up. When you give feedback, you
have to make sure that the way you are doing it comes from a place of genuine understanding, and to
promote growth. When you accept feedback, you have to make sure that what someone is telling you
is not an attack on you or your work,but to help you become better. Being aware of the circumstances
of each situation without reacting solely from emotion.

114 Student will describe examples of giving HDF 415 HDF 190 Giving feedback as a Peer Leader is very interesting. I have felt myself grow in that area a lot this
and accepting feedback. semester. I usually try to pick out all types of errors, but I realize a lot of the errors I find come from the
. fact that I want people to complete work as I would do that. That is unrealistic and unfair to the
students. Giving feedback to my students this semester, I made sure to tie it back to the prompt of
things. I go in with open eyes and ears, ready to take in the information. Instead of hopin right to things
I would fix, I made it a point to make sure they knew the things they did right. Going forward, I fully
explained what I would change, and provided concrete feedback that was specific and allowed for my
students to make changes. Accepting feedback has been hard. That being said, due to the amazing
support of my fellow Peer Leaders, I have begun to enter a new part of life, that has opened feedback.
When I first brought up my ideas for the Servant Leadership Model activity, I had a very different
direction in mind. Having my fellow peers provide their input, how they would change things, I was able
to create a more inclusive and stronger facilitation. As I begin to think about this issue, accepting
feedback is not a critique on you, it is a chance to allow yourself to grow. I feel that you view things in
one perspective, your own. Sometimes, you cannot see the full picture, I know that I happen to get
tunnel vision sometimes. I have begun to welcome more and more feedback, because it si for the good
of other people, and at the end of the day, we are meant to serve others.
115 Student will show knowledge of the 7D
coaching model (Knott)
.
application of the 7D Model (Knott)
.
117 Student will show knowledge of elements
of a Crucial Conversation and steps to
. maintain dialogue and move to action
(Patterson, McMillian & Switzler)
118 Student will describe examples of
engaging in a Crucial Conversation
.
119 Student will demonstrate knowledge of HDF 417 North Woods Challenge Course, In understanding facilitation techniques, this can be applied and seen in my internship experience and
facilitation techniques HDF 413-TA as a manager at the challenge course. This semester, I led many retreats, working with children, young
. adults, and even full-fledged adults. Facilitating techniques range based on the ideas of the group. For
example, I had a group at North Woods that was made up of my friends and co-workers. This group
wanted to work together to create a unified team, and get connected with one another. From that, we
created and led a program that pushed the group to work together, get passed their bumps in
development, and start the group development process. From the introduction, the energizer, and the
initiatives - the team and I were intentional with what activities we led, how we framed them, the
debrief, and language to deliver a program that helped the organization grow. Facilitating techniques
look different based on what is expected and asked for you, but in my personal practice- I facilitate in
an open and supportive manner- focused on the growth of all.
120 Student will demonstrate proficiency of HDF 413 SOLC, Leadership Institute Looking back at my facilitation experience of the past year-and-a-half of facilitating I feel that I have
facilitation techniques inadvertently facilitated activities where I had no clue what I was doing. I know that's true because I
. have now learned throughout HDF 413 what it really means to facilitate an activity. As a peer leader for
the Leadership Institute I have had the opportunity to facilitate in small groups with my students. What I
have learned throughout my experiences are completely different to what these students will learn in
theirs. I had certain expectations and ideas when facilitating, however, these had to change. I know
that when I was a student at the Institute, I felt a certain type of way, and I really wanted to recreate
that feeling for my students. The question of if I have done that is not one for me to answer or ever
know. I made sure in the Institute that I create each activity with integrity and lead by example. I create
a safe space for everyone, and I work to build up each student. In SOLC, I was given the role of PR
Director, and I led a co-facilitation with another Executive Board Member. We collaborated together to

create an activity that was fully virtual and made sure we planned and appealed to all people, and I felt
comfortable based on my experience as a lead facilitator to do this.
121 Student will demonstrate knowledge of HDF 417 HDF 413-TA There are a few different ways to lead a debrief. In my internship experience, I gained hands on
de-briefing techniques experience in leading debriefs and discussing different debrief techniques. At the start of every class
. for more than half of the semester, we had students in pairs or solo facilitate an energizer. I led the
debriefs after their activities, this was a simple debrief technique, just asking questions about how it
went etc. That being said, in this class I also led multiple initiatives. With the debrief technique of pilot,
crew,passenger, you ask the participants what roles they felt they played in the activity and why.
Throughout this technique it helps groups as I saw, see how they contribute to the group process,
adapt, and see what they can do differently to work more efficiently together. I find techniques like pilot,
crew, passenger; and red,yellow, and green light to be more beneficial with groups and in my
internship class. Having people talk about what they did is easier than going deep with questions,
especially on a Monday afternoon.
122 Student will demonstrate proficiency of HDF 413 SOLC When I co-facilitated with a member of the SOLC executive board, I made sure that our debriefing
de-briefing techniques techniques were up to par. Lee and I decided that due to the nature of our activity and the format we
. were in, that we would debrief as we went along. We introduced the activity, and as we moved up
through the activity, we continually asked more in-depth questions and eachs tep, allowing for each
participant to get what they wanted out of the activity. Debriefing an activity along the way was
something I learned to be beneficial because when we discuss topics that make sense to us, you are
able to understand and build on it. We made sure our questions allowed for discussion and we made
sure to use inclusive language; while emphasizing challenge by choice. We also made the decision to
have one of us share each time we did a question to make the participants feel comfortable sharing,
especially when the questions might have been difficult for some.
Evidence #8: Grow Through what You Go Through Facilitation- SOLC images.
framing based on psychology and its use
. in group facilitation
124 Student will demonstrate proficiency of HDF 413 HDF 413, SOLC, Leadership Framing based on psychology is extremely important. The language you use, your body language, and
framing based on psychology and its use Institute any small action will influence how the participants understand a group facilitation. In HDF 413, we did
. in group facilitation a group facilitation project, where we had to teach the class about a topic. We had an activity
throughout the lesson that worked to engage the students. However, due to unforeseen
circumstances, half of our group was virtual presenting, and the other half was in-person. We still had
to facilitate as a group, but this was harder. We kept in mind that this was sprung on us last minute, but
we had to appear and were actually really prepared. We worked hard to create this facilitation, keeping
in mind the ability of each member and participants, as well as keeping our emotions and stress levels
down, because we wanted this activity to be the best it could be. The way we framed our community
contract to be inclusive, collaborate, and easily accessible made all participants comfortable. In the
Leadership Institute, we handle framing a lot. Based on psychology, when you present an opportunity
as a positive one, people are more apt to engage. Throughout our training, we saw and practiced
positive framing, and each activity even if it challenged us, we came together as a group to learn and
grow from one another, and were more eager to do hard things because it was presented as a positive
experience, and it was.
125 Student will demonstrate knowledge the HDF 413 HDF 413 There are four frames: structural frame, human resource frame, political frame, and the symbolic
four frames of organizations, and the frame:
. meaning of reframing by Bolman and Deal 1. Structural Frame: Organizations exist to achieve established goals and objectives,
Organizations increase efficiency and enhance performance through specialization and
clear division of labor, Appropriate forms of coordination and control ensure that diverse
effort of individuals and units mesh, Organizations work best when rationality prevails over
personal preferences and extraneous pressures, Structures must be designed to fit an

organization's circumstances, Problems and performance gaps arise from structural
deficiencies and can be remedied through analysis and restructuring
2. The Human Resource Frame: Regards people’s skills, attitude, energy and commitment,
Organizations exists to serve human needs rather than the reverse, People and
organizations need each other. Organizations need ideas, energy, and talent; people need
careers, salaries, and opportunities, When the fit between individual and system is poor,
one or both suffer. Individuals are exploited or exploit the organization- or both become
victims, A good fit benefits both. Individuals find meaningful and satisfying work, and
organizations get the talent and energy they need to succeed.
3. The Political Frame: Organizations are coalitions of diverse individuals and interest groups,
There are enduring differences among coalitions members in values, beliefs, information,
interests, and perceptions of reality, Most important decisions involve allocating scarce
resources- who gets what, Scarce resources and enduring differences make conflict central
to organizational dynamics and underline power as the most important asset, Goals and
decisions emerge from bargaining, negotiation, and jockeying for position among competing
stakeholders.
4. The Symbolic Frame: Culture is the glue that holds an organization together and unites
people around shared values and beliefs, What is most important is now what happens but
what it means, Activity and meaning are loosely coupled; events have multiple meanings
because people interpret experience differently, In the face of widespread uncertainty and
ambiguity, people create symbols to resolve confusion, increase predictability, find direction,
and anchor hope and faith, Many events and processes are important for what is expressed
than what is produced. They form a cultural tapestry of secular myths, heros and heroines,
rituals, ceremonies, and stories that help people find purpose and passion in their personal
lives and work.
126 Student will describe personal application HDF 413 Leadership Institute Bolman and Deal's Four Frames are extremely applicable to everyday life and I think that a great way
of organizational analysis using the four that this fits into my experience as a facilitator and an individual. Looking at these frames as a role in
. frames of organizations, and breaking the Peer Leader for the Leadership Institute, I used these four frames; Structural, Human Resource,
frame / reframing (Bolman and Deal) Political, and Symbolic to frame our activity called “Reach for the Stars” (or as we called it back in my
day, Breaking Boundaries). This activity is extremely vulnerable and oftentimes can elicit many
emotions from people, and can be triggering for others. I had to make sure I did everything I could to
make sure my students felt safe and comfortable in their environments, and continued to ensure a
strong facilitator. As an emotional being myself, I needed to make sure that I was not making my
students uncomfortable. Within the structural frame, I needed to make sure that this organization and
group was achieving the goals and objectives they wanted to. This activity is meant for people to dig
deeper, and I had to make sure that this group stayed on track but got out as much as they wanted to.
This activity is all about what you put into it, and I had to make sure this activity was adaptable and
applicable to all students. I allowed my students the opportunity to build off of each other, while
allowing the opportunity to stay on task. WIthin the human resource frame, I made sure to create and
allow each student to make this environment their own, and encouraged the option to take space
between each question. I also made sure each question was intentionally vague so that each student
had the chance to understand the question in their own way. Institute exists for these kids, so I want to
make sure that each student knows that we exist to help them grow, and not vice versa. Within the
political frame, I made sure each student respected each other’s experiences, where we have people
who have different cultures and values, which contribute to who they are. People may feel differently or
not understand, but as their peer leader, I needed to make sure that our group respected the

vulnerability and the openness of our students. Handling tough issues in any setting is hard, but
creating a strong precedent about how things will go and making sure that our differences unite us is
what the goal was. Finally, within the Symbolic frame, I saw many similarities that created the culture of
our group. Our shared value and belief of connecting and growing in leadership together brought my
students closer and they found another level of their relationship with each other. We built a stronger
bond because of this activity, and due to Bolman and Deal’s frames, this activity exceeded all my
expectations and connections with my students.
Evidence #9: Notes regarding Bolman and Deal’s frames.

127 Student will show knowledge of organizing
meetings / setting agendas / and leading
. meetings
128 Student will describe personal examples of HDF 413 SOLC, Peer Leader Organizing meetings, planning agendas, and leading meetings is not an easy task. Especially online,
organizing meetings / setting agendas / and with many different people having so many different plans and ideas. During the fall semester of
. leading meetings 2020, where I served as a peer leader for the Leadership Institute, I was able to connect and lead my
students. I was given an agenda with the small group meeting plans, but overall, it was up to me. I had
to plan what days we were meeting, how long, where they would be, and more. This was not an easy
task for me I admit. Learning what worked best for my students, making sure that they were continually
engaged, and working to make sure they got the best information out of this. Organizing meetings
took me a few days, where I would look at my notes from training, reflecting on my experience, and
looking at what my students needed to be successful. I worked to ensure that virtually my students got
the same out of an experience. I created a poll to see what days worked best for all my students,
created an itinerary for myself when leading the meetings, and working to make sure that I gave time
and space for creativity and whatever my students needed. I used visuals, stories, and notes to
organize and lead the meetings. Furthermore, I made sure that each student felt supported, allowed
them to take the time for them and work on them. I recorded each meeting, and I opened the floor to
feedback each time.
Evidence #10: Notes regarding being a Peer Leader for the Leadership Institute 2020.
129 Student will show knowledge of
Parliamentary Procedure
.
130 Student will show knowledge of techniques HDF 417 HDF 413-TA Working with difficult people is no easy task. It requires patience, and the ability to think about other
for working with difficult people people than just you. In my internship experience, I encountered moments of disagreement, with
. difficult individuals. Truthfully, I have a hard time not overthinking and jumping to take responsibility and
fix things in life. That being said, during this experience, I learned and worked in difficult scenarios with
difficult people. When conflict arises, disagreements occur, etc. I found myself stepping outside of my
own personal feelings, got more perspective, and did what was best for the collective group. Working
in groups and in life, not everyone is going to like you and that is okay. What I found is that to succeed
you have to be willing to compromise. In my internship experience, I had to put my personal feelings
aside sometime and make sure that the group grew. It was nothing personal, and sometimes we have
to compromise things, and that is okay.
131 Student will describe personal examples of HDF 492 North Woods Challenge Course Over the summer of 2021, I was a North Woods Challenge Course Manager, and I worked to facilitate
using techniques to work effectively with Manger programs for many different groups. I had children from age 5 to age 18. I had adults, differing abilities
. difficult people and attitudes. It was hot, and also, sometimes children in particular did not want to participate. I had
one particular day where we were doing high element activities, so everyone has to be very careful
and listening. I had a little boy in the group who was completely uncooperative and did not want to
participate in any way shape or form. As discouraging as this was, his teachers tried to get him to join
in and try to challenge himself, but he just would not do it. Eventually, I went up to the boy and created
a new way for him to be involved. He worked with me to collect and disinfect the helmets. Often times,

when faced with difficult people and situations, reframing the scenario and allowing yourself to think
front heir point of view allows for a more empathetic approach and hopefully better responses.
132 Student will show knowledge of the stages https://www.wcupa.edu/coral/tuckmanStagesGroupDelvelopment.aspx#:~:text=These%20stages%20a
of group development (Tuckman/Tuckman re%20commonly%20known,more%20collaborative%20or%20shared%20leadership.
. & Jensen, Bennis or others)
133 Student will describe personal examples of HDF 413 Peer Leader Group I actually experienced group development during the Fall 2020 Semester within my HDF 413 class. I
group development in use was really worried about joining a class that was full of students that had already started their
. (Tuckman/Tuckman & Jensen, Bennis or leadership journey within either HDF 190 or 290, and even more scary was the fact that we would be
others). joining a club that was full of upperclassmen, I was quite insecure. However, within our little HDF 413
class, I think we needed this class as much as we needed the knowledge. Within a global pandemic,
coming back to school everyone was really nervous. Our group became more than a class, but a
family. The first stage of forming of Tuckmans’ Stages of Group Development was apparent for the first
few weeks. Not only were we adjusting to the new virtual/hybrid learning, but we were getting used to
each other. Once we got past the first few weeks, we entered storming, where we worked with SOLC
and together, and we bumped heads sometimes. We may have disagreed on some topics, saw things
differently, but all and all, the stages of storming were normal. Norming was easy, and we got to know
each other in different settings, within our group projects and collaborative assignments. I can honestly
say that I got to know each and every one of my classmates, which is not common. I feel that the
performing stage happened at different times, we became smaller groups within the class, due to
projects and we performed a lot at different stages. I feel that the biggest performance so to speak was
being able to truly connect as not just as students, but as people. We all talked and were honest with
each other and I think when we reached a point where we all felt comfortable, this was the
performance. We all needed each other, and I know that this class made my semester, and my life. My
classmates and this group helped me realize how passionate I am about facilitating, much more than I
would have thought. The Adjourning stage was sad. I can truthfully admit I shed tears. Never in my life
have I had the pleasure of connecting with these students. This class was something special, each
individual was so well-spoken, unique, and special. I feel that adjourning, at the time of all us having to
go home was bitter-sweet. Never again will the little group of us meet in the Senate Chambers again,
but I think that is okay. I value the time we had together and never will take it for granted. I truly believe
that Tuckman’s stages of group development truly capture how this group came to be.
134 Student will show knowledge of group
roles and how they contribute to group
. dynamics (Johnson & Johnson; Benne &
Sheats; Knowles & Knowles; etc.)
135 Student will describe personal examples of HDF 413 Greek Life As a member of Greek Life, during my time I have served many different roles that have contributed to
group roles and how they contribute to the differing dynamics. As a first year student with no leadership experience in the group, my role was
. group dynamics (Johnson & Johnson; just to learn. I was there to learn about the organization, my sisters, and how we fit into URI. I had
Benne & Sheats; Knowles & Knowles; etc.) ideas, but my role was simply an observer. As I spent more time, I picked up leadership roles, and I
saw that I was beginning to have some say. I became the academic chair, and I worked with the
executive board to ensure that our girls were achieving high academic goals. I had a new role and that
was one of an e-council, where I had more responsibility and more to do. Once that happened, I had
more people who recognized me and talked to me. I contributed and understood more regarding
decision making, and making sure that 180 girls were staying on top of their studies, all while in the
midst of a global pandemic. I worked alongside the VP and we collaborated to make sure people were
still engaged. The role of a leadership position was important and taught me a lot about group
dynamics, especially within a governing board. THings can change in an instant, and the hierarchy
between leadership positions makes the environment and the role you have to play harder. I had a job
as the academic chair, and I contributed to the group dynamic by keeping everyone in check, and
making sure that I was there to support my sisters in any way that I could.

memberships skills in groups
.
membership skills in use
.
Challenge and Support theory by Sanford,
. and its relationship to organizations
139 Student will describe personal examples of HDF 413, HDF PSC 434, HDF 190 This summer I took a Political Science Capstone Course, American Foreign Policy. Sanford’s theory of
using the theory of Challenge and Support 415 challenge and support states that for developmental growth for a college student. challenges must be
. (Sanford) met with supports that can help them manage the stress of the challenge, but not limit their growth. I
experienced that in this class. Being in a senior level course after my freshman year, I was worried that
I might not have been able to handle the responsibility of it all, since it was 4 credits in 5 weeks, the
challenge was daunting. However, I knew that I wanted to give this class a shot, I was passionate
about the subject material and the professor who taught it was my advisor, and he believed in me and
my abilities. This class was hard, there were times that I was struggling to finish materials, to get stuff
in on time, and times where I was not able to comprehend the materials. That being said, my professor
checked in on me weekly, provided the space and materials to support me in the class, and helped me
succeed. We had this final term paper at the end of the course and I was really freaking out about this
paper, I was not sure if I was going to be okay about it. However, my professor worked with me to help
me do really well, and we worked to collaborate on our ideas, and I ended up getting a 97 on the
paper. This class challenged me academically, but truthfully I enjoyed it wholeheartedly and that is due
to the support I received from my professor.
Evidence #11: Final Term Paper for PSC 434
Revised: Challenge and Support truly played a role in my experience as a Peer Leader. One
experience that really tested the model of challenge and support was in my student’s social change
model assignment. This was a group assignment, and to be honest, the outlook at first was spotty at
best. Being able to challenge my students, put them in a place where I would not be holding their
hand, and allowing for them to work together. A huge part of challenge and support is actively
challenge the students. As someone who often takes control, I had to take a step back. This was an
act that challenged my students, they knew I was there if they needed me but this project was for
them. When one student mentioned that some students were not pulling their weight, I simple
supported her in her efforts to get other members to contribute, In supporting this student, making her
feel valued and heard. Furthermore, challenging the students to actively work together in a group, but
know they had someone if the needed is a crucial in peer mentoring. The students have the ability to
create something beautiful together, but sometimes they needed that push to get there. When I
challenged myself as a PL, I challenged the students to work together, support one another, and grow.
It made me happy as their Peer Leader seeing them actively come together for a topic they were
passionate about.
140 Student will show knowledge of the HDF 290 COM 100H When looking at persuasive and informative speeches, I find it crucial and fundamental to look at an
construction / elements of informative and idea called, Ethos, Pathos, and Logos. This idea is monumental to informative and persuasive
. persuasive speeches speeches. When giving an informative/persuasive speech, you have to appeal to many different sides
of people, to ensure that they are able to understand your point. Aristotle said there are three ways to
make a claim and persuade people, and that is the idea above. Ethos is an appeal to the authority and
reputation of the speaker or writer. Basically you are building up your credibility about the subject to
ensure the audience trusts you. The more the audience believes in you, the more willing they are to
see your idea. Secondly we have pathos, which is the appeal to emotions. You can do this in many
ways, making people cry, laugh, smile, or make them upset. When people are convinced with their
emotions and appealed to in that way, they have an emotional response to the subject and can sway
their opinion or inform them more. Lastly, we have logos which appeals to logic. You use facts,
statistics, or any logical idea to build a claim in this. When informing or persuading, combining all three
ideas above can ensure that you are reaching your audience in the possible ways.
Source: Ethos, Pathos, and Logos -- The Three Rhetorical Appeals. (2020, August 08). Retrieved
January 16, 2021, from
https://natureofwriting.com/courses/introduction-to-rhetoric/lessons/ethos-pathos-and-logos/
141 Student will demonstrate proficiency in HDF 290 COM 100H, HDF 290 Presentation When I was a first-year at URI, I was given an assignment. I had to give a persuasive speech in public
informative and persuasive public to my class. This was a small class, but nonetheless I had to write about something I was passionate
. speaking about. I decided to write about shopping second hand, or thrift shopping. I knew that I needed to
appeal to my peers in many different ways, and I chose to do that by utilizing ethos, pathos, logos. I
firstly dressed in all thrifted clothes during my presentation, and calculated just how many clothing
items I thrifted and money I spent to build up credibility for my presentation, appealing to ethos.
Secondly, I used imagery in my speech about how thrift shopping and donating your old clothes and
furniture can help people in so many ways. I painted a picture of a family who needed it most, and how
instead of throwing things away, so many items can be repurposed and reloved. This image appealed
to pathos. Finally, I found statistics and expressed just how much water goes into making clothes, and
the dangers of buying and supporting fast-fashion. I used facts to support my argument and influence
my audience to support second-hand, and how they can make a difference. My speech was strong
because I used ethos, pathos, and logos, to convince and show my audience how passionate and
important this topic was. In HDF 290, I had the opportunity to do a virtual presentation regarding arts in
education. This informative speech was something that I enjoyed doing, and I was able to utilize some
aspects of ethos, pathos, and logos in my presentation. Within this informative presentation, I had to
explain my stance, but not persuade, merely explain the point. Within this presentation, I found it
crucial to explain the benefits of arts in education, explaining the history, the research that has been
done and how it benefits students, as well as the opposition. In comparison to persuasive speeches,
informative presentations allow for you to give the viewer all sides of the issue to create their own
decision. Within my education presentation, I was able to grow with what I knew, and went further. I
went outside of my comfort zone and expressed the desires I had while staying unbiased. When
looking at the skills that I acquired during this time, I find it beneficial when you are a leader, to present
all information to each individual from all sides. I think it serves each person well if they have the
necessary information provided, to guide them to create their own decision. In an informative speech,
and in leadership, you cannot force students or participants to feel a certain way. A good leader
educates, simply allowing those included to design their own views; which is the purpose of informative
speeches.
142 Student will show knowledge of planning HDF 415 Leadership Institute Peer Leader As part of my responsibilities of being a Coordinator for the Leadership Institute, I had to help plan and
and conducting interviews (as the Interviews conduct interviews. Part of this process was working together with the staff and other coordinators to
. interviewer) plan not only the application, but the interview process. Since we were fully virtual, we had to adjust
our interview to ensure that we are able to learn from the interview applicants, but also see their
leadership ability. We met a few times to discuss the interviews, the questions we would be asking,
and the way it would work on zoom. That being said, the biggest thing was logistics. We had to
develop a full spread-sheet of what to do, who would be going where, what time, etc. The biggest goal
with these interviews was to find our next generation of peer leaders, and ensure that we get the best
people for the future students. Interviewing my friends was a really interesting thing, but I feel that this
experience allowed me the opportunity to gain experience in a different realm, which is planning
interviews. I had the chance to gain flexibility with my questions, and it helped me to feel more
comfortable interviewing others, while also helping the future of the program.
planning and conducting interviews (as the
. interviewer)
144 Student will show knowledge of preparing HDF 415 Leadership Institute Coordinator In the past history of my life, I have prepared for my fair share of interviews. Most of the time, they are
for and effective answers in interviews (as Interviews for pretty small things, like jobs and such. Preparing for interviews over zoom, regardless of what it is
. the interviewee) for, has tested me. I am a big reader of humans, and when I cannot see people physically in front of
me, I struggle to assess how things are going based on body language. that being said, I have
developed a way to help prepare myself for interviews as an interviewee. For interviews, I make sure
that I have researched the organization/group that is interviewing me. I learn their motto, goals, etc.
Anything is fair game in interviews. Prior to interviews, I ask if they need any materials prior to my
interview. Practice answers for questions is something I do as well. I write out some answers to
questions regarding my strengths, my weaknesses, as well as anything that may connect to the groups
values. I find that when you are in interviews, you have to make an impression. I do this by connecting
my passion to the organization, being a person rooted in passion, I am able to create worthwhile
connections even virtually due to a shared bond over connecting and passion. Finally, I go into every
interview knowing that whatever the outcome, every moment is a growth experience
145 Student will describe personal examples of HDF 415 Leadership Institute Coordinator When preparing for the interview to be a student coordinator for the Leadership Institute, I first took a
preparing for and being interviewed Interviews breath to remind myself that I got here because people believed in me. Secondly, I did a lot of
. research. I researched all about the message of the CSLD, Institute, and more. Even being a
participant, I reflected on what I learned in my past 2 years of leadership institute. I thought about why I
wanted to ba a Coordinator, and the impact that I could have. We were given a list of questions ahead
of time, so I wrote out my answers a few times to reinforce the idea. I sometimes have trouble
articulating my thoughts, so writing out bullet points helps me when I get anxious. I prepared myself
be ensuring I was in a place that I was comfortable; my car. I dressed to impress, logged on early, and
the fact that I knew everyone interviewing me was really comforting. I remind myself by writing on a
sticky note in my car that I am capable of great things, and that whatever happens is meant to happen.
I went into the interview confident, cool, and I think it paid off!
collaboration / coalition building (Sources:
. Cilente/Komives et al; NCBI; etc.)
working in collaboratives/coalitions
.
148 Student will demonstrate knowledge of HDF 415 HDF 190 Diversity and Inclusion is something that I value in my leadership practice. This past semester as a
techniques to communicate and engage in Peer Leader, I had a very great group of students. We truly connected, and we had conversations
. difficult dialogues related to diversity and about topics that sometimes were difficult. As a white woman, I recognize my privilege. In my
inclusion. mid-semester reflection, I thought about these conversations. I know that I have a hard time facilitating
these conversations, but they must be had. Being empathetic is important, but I know that in issues of
diversity and race, I will never be able to fully know what is like for individuals of color. I reached out to
Melissa Boyd-Colvin, and I told her how I wanted to get better at these conversations. Inclusive
leadership is important, and promoting diversity and working for diversity in every place in our world is
a hefty task, but must be done. In my classes, I learn about race in many government systems and the
role it plays. I reflect on my privilege every single day, and within being a Peer Leader, the biggest
thing in communicating and engaging in difficult conversations is knowing that you are not always
going to have the answers. You must be open, willing to actively listen, and understand that sometimes
you cannot understand. I am actively continuing my work on this, so that I can continue to be a strong
leader for my students, and to make sure that these conversations continue to be had.
149 Student will demonstrate proficiency in
communicating and engaging in difficult
. dialogues related to diversity and inclusion.
150 Student will describe ways to maintain
accountability in leadership / member
. relationships

151 Student will describe personal examples
related to maintaining accountability as a
. leader
152 Student will describe ways to build HDF 415 HDF 190 Building relationships between leaders and members is super important. When I lead, I do not want
relationships between leaders and those around me to not view me as their friend. I am there for them, to help them grow. With my
. members students this past semester, I scheduled one-on-ones, to talk to them about them. In this action, I was
able to see these students in a different light, just them. I let these one-on-ones be just about them.
They expressed to me how they were doing, what they were involved in, and their goals. As their Peer
Leader, I had a responsibility to make them feel comfortable. As I learned more about these students, I
began to connect with them. When I saw them on campus, I always said hi. I remembered when they
had events coming up, asking them how they were doing, and just making them feel heard and seen.
As time passed, my students truly felt comfortable with me and we build some amazing bonds. Seeing
my students grow truly made me feel so important and special. When you serve other students, you
learn so much. One of my students came into HDF 190 very shy, but as time passed, I have seen her
grow so much, she has confided in me for so many things, and I have seen her not just grow as a
student, but I call her one of my friends. When you lead, there is often times a power-imbalance. This
semester, my students really taught me and made me feel like they were leading me, and that we
relied on each other. Not only did the students and I create amazing relationships, they made amazing
relationships with each other, and seeing that is truly something special.
building relationships with members as a
. leader
154 Student will describe how credibility
applies to leadership, as well as the
. characteristics and skills of a credible
leader
building, maintaining, and repairing his/her
. own credibility as a leader
156 Student will describe ethical standards in
influence
.
157 Student will describe influence applies to
leadership
.
158 Student will describe principles of effective
mentoring, as well as problems particular
. to the mentoring relationship
mentoring and being mentored
.
160 Student will describe principles of effective
peer leadership, as well as problems
. particular to peer leadership
161 Student will describe personal examples HDF 413 Leadership Institute I attended the Leadership Institute as a first year student, where my peer leaders lead me to
related to being a peer leader and being understand myself and my leadership style in a new way. Lindsay and Brian were only a few years
. led by peers older than me, but they helped me connect with my leadership abilities, while also teaching us new
skills and theories that we could apply to our daily lives at URI. They worked alongside us, not above
us, to help ensure that we understood and got as much out of the experience. They were genuine and
vulnerable with us, which made us even more comfortable and willing to engage and learn. They set
the foundation for my peer leadership journey, and when I had the opportunity to be a peer leader this
year, I reflected back on how they led and how they made me feel, and I wanted to do that. My
students faced many challenges, mostly adapting to a virtual world all while transitioning to college. I
led my students in a way that made them feel supported and valued, and making sure they got what
they needed out of this. I was honest and open with them, leading our meetings in a relaxed and
informal way that put them at ease. I connected with them outside of meetings to check in, and
honestly I just did what I thought they needed. I got to know them more than just as my students, but
as my friends and peers. I have had the opportunity since then to connect with them about
opportunities and help them navigate through college, and for that I am thankful for the experiences I
had as a first year student and have been paying it forward ever since.
Evidence #12: Leadership Institute Coordinator Page

Inventory - Final HDF 492

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LEADERSHIP

Name: Emma North

Leadership Inventory Revised 08/22/2017 2

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 08/22/2017 3

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

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

Evidence #1: Picture of my agenda where I organized my time.

Leadership Inventory Revised 08/22/2017 13

Evidence #2: A photograph of the class where I was a Peer Leader!

18 Student will describe personal leadership

Outcome Category: Leadership Theories

Leadership Inventory Revised 08/22/2017 16

Powerpoint: Camba-Kelsay, M. (2020) Leadership Theories: Historical and Current Approaches

Sources: In Business Communication, O. (2017, October 30). Management by objectives (Drucker).

Leadership Inventory Revised 08/22/2017 17

Powerpoint: Camba-Kelsay, M. (2020) Leadership Theories: Historical and Current Approaches

Source: Powerpoint: Camba-Kelsay, M. (2020) Leadership Theories: Historical and Current

Evidence #3: Lesson Plan, Reaching for Greenleaf’s

Source: What is Ethical Leadership? (n.d.).

Leadership Inventory Revised 08/22/2017 20

Evidence #4: Photograph of Greek Life!

Evidence #5: Study Session PSC 113 Presentation

Source: Powerpoint: Camba-Kelsay, M. (2020) Leadership Theories: Historical and Current

Leadership Inventory Revised 08/22/2017 26

Leadership Inventory Revised 08/22/2017 27

Leadership Inventory Revised 08/22/2017 28

87 Student will show knowledge of effective

Evidence #6: Notes about Diversity Dialogues.

Leadership Inventory Revised 08/22/2017 31

Evidence #14: Notes on teaching MCOD to HDF 413.

Leadership Inventory Revised 08/22/2017 32

Outcome Category: Critical Thinking

Leadership Inventory Revised 08/22/2017 34

Outcome Category: Interpersonal and Organizational Concepts & Skills

Leadership Inventory Revised 08/22/2017 36

Leadership Inventory Revised 08/22/2017 37

Leadership Inventory Revised 08/22/2017 38

Leadership Inventory Revised 08/22/2017 39

Evidence #9: Notes regarding Bolman and Deal’s frames.

Leadership Inventory Revised 08/22/2017 40

Leadership Inventory Revised 08/22/2017 41

Evidence #11: Final Term Paper for PSC 434

Leadership Inventory Revised 08/22/2017 44

Evidence #12: Leadership Institute Coordinator Page

Leadership Inventory Revised 08/22/2017 46

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