hdf492 BLG Inventory

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

Date Enrolled: September 2018
Date of Graduation: May 2022
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD)
at the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.
Leadership Inventory Revised 08/22/2017 1

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

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

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

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

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

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

At URI, we are among only a handful of colleges and universities across the country that offers a Minor in Leadership Studies and one that is customized for each student. We utilize
a cross-disciplinary approach to leadership education designed to complement your academic studies. All courses utilize a variety of teaching methods but ultimately include some
form of experiential learning, practical application, and reflective learning. Employers, now more than ever, are seeking candidates with exceptional skills in the areas of
interpersonal and group management, problem solving, critical thinking and effective communication. We can help with all of the above.
GENERAL INFORMATION
● Regardless of your major, you can minor in Leadership Studies.
● Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
● Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of “C” or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
● No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
● Application for the minor must be filed in your academic dean’s office no later than the beginning of the final semester or term.
● Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors
Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
3 credits or internship experience for graded credit
Experience through Office of Experiential Learning & Community Engagement
or
Internship Class in Academic Major The only time the major and minor can overlap

Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar
Must be in Honors or have GPA of 3.3
Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit
MINOR ELECTIVES-9 credits
*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Women’s Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Women’s Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: First‐Year Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport ‐ Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option) PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, Multi‐Ethnic, & Alternative Leadership PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication (capstone option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: FLITE Peer Leadership

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

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

Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a MUS106 Sea Level Research Lab Research In MUS106, autonomy and a minimized need for approval were critical to my success. This course was
minimized need for approval Assistant an online course in which all of the material was given out on the first day and it was my responsibility
to have it all completed by the last day of class. There was no schedule, so I was required to plan
everything out myself. To complete the class on time and achieve a high grade, I created a schedule
and worked through assignments and exams on a weekly basis. I was not worried about checking in
with the professor or finishing on time because I knew that I was completing work, achieving good
grades, and on track to finish the class on time. In addition to MUS106, my work as a Research
Assistant in a Sea Level Research Lab on campus further demonstrates my autonomy and minimized
need for approval. After starting in this lab, the Principle Investigator and his graduate assistant told
me that they were going to the UK to continue research and work on their post-doc, respectively. They
added that this meant that I would be working and managing the lab by myself. Initially, I had been
intimidated because this was my first Research Assistant job. However, in the months following their
departures I became more comfortable working in the lab on my own. I am in the process of wrapping
up the research project they have been working on for the past several months. I perform grain size
analysis, prepare samples for geochemical analysis, and manage the lab in their absence. In addition,
I maintain consistent communication with the graduate student in the UK and send him updated data
that he can utilize. Despite this communication, I am still working independently and responsible for
maintaining a schedule, producing high quality work, and keeping the lab safe and clean.
2. Student will demonstrate personal, Balancing Academics and Work Self-discipline is the ability to do what one thinks is right even in situations where it’s tempting to do
organizational, and academic examples Schedules Sophomore Year otherwise and to maintain control of your thoughts, behavior, and emotions. This is demonstrated
of self-discipline through personal, organizational and academic examples. For a personal example to illustrate
self-discipline, during my fall semester sophomore year I took 21 credits and worked 20-30 hours every
week. Maintaining good health and good grades while trying to balance academics and my work
schedule required a lot of self-disciple. Instead of going out with friends, I had to go to work or spend
time studying in the library. It was hard to have to say ‘no’ to doing fun things with my friends and it
required a lot of self-discipline, but it was critical to my success during my fall semester. An
organizational example of self-discipline is my budget. For the past several months, I have been
working to pay for a J-Term trip to Indonesia. The trip was extremely expensive and I was responsible
for paying for it by myself. In order to do this, I needed to have a lot of self-discipline in order to
continuously save money. I changed a lot of my spending habits, began to pick up extra hours at work,
and even got a second job. As a result of my hard work and self-discipline, I successfully saved
enough money to pay for the trip and I am excited to travel in January. Finally, an academic example is
my sophomore year schedule. This schedule consisted of 21 credits of class and was the heaviest
course-load in one semester I had ever taken. In order to maintain my GPA and complete all of the
work for each class successfully, I needed to utilize my self-disciple. I did this by spending time in the
library, utilizing a planner and a calendar, making to-do lists, and utilizing my limited amounts of
free-time for studying. My self-discipline allowed me to hold myself accountable for all of the work that I
needed to accomplish each week throughout the semester.
3. Student will demonstrate the ability to HDF190 Day of Discovery, Safe Zone As part of HDF190, the entire class participated in a retreat. During this retreat, one of the activities
manage emotions Training involved expressing our emotions, thoughts, and feelings within our small groups. The activity was
guided by our peer leader and involved discussions on social issues like sexual orientation,
socioeconomic status, and race. While discussing some of the topics, particularly sexual orientation, I
recalled memories and events that occurred in my past that were rather sensitive for me to discuss.
However, I think that I was able to demonstrate my ability to manage my emotions by continuing the
conversation while being able to both share my own experiences in a way that made others feel
comfortable and also listen to the experiences of the other members of my group. I understood that I
was in an accepting and safe environment, which made the discussion more effective. A similar
experience occurred during Safe Zone Training, which aims to increase awareness (both personal and
community) surrounding LGBTQ issues and to then have those who complete training serve as
support for members of the LGBTQ community on campus. During the training, I was once again
involved in a discussion about topics such as gender, identity, and sexual orientation. This discussion
brought me back to some past memories that definitely had some emotions attached to them.
However, I demonstrated my ability to manage my emotions at this moment. For example, when
discussing the lack of rights of the LGBTQ, I was able to share my personal experience on the topic in
an appropriate manner, despite my inner emotions, so that everyone else participating in the training
felt at ease. I think that in both of these experiences I managed my emotions by reminding myself that I
was in safe and accepting learning environments in which my emotions, thoughts, and experiences
could be shared openly without judgment.
Evidence: Safe Zone Card and Packet from Training
4. Student will demonstrate knowledge of URI101 Personal Life (Day-to Day While in URI101, stress management was a discussion that occurred over the span of two or three
stress management methods Experiences) classes. I learned more about myself and how I typically manage stress, while also exploring
alternative methods of stress management. In addition, we discussed several different ways for
managing stress that depend on the situation and the individual under stress. For example, some of
the most effective ways to manage stress which we discussed in class are: mediatiting, exercising,
focusing on time management, and reaching out for support and guidance as necessary. Meditating
can help promote relaxation and calm down some of the symptoms of stress. Exercising can release
muscle tension and pent up energy, which can also help calm you down. Focusing on time
management can help you prevent stress in the future because you will be more organized and
therefore more effective with using your time. Reaching out for support and guidance is a way to help
receive advice and wisdom from a peer or mentor who has gone through a similar experience. While I
found that these classes on stress management were helpful, I think that the most beneficial thing I did
to truly gain knowledge of stress management methods was make a list of all of the stress
management methods that I possess and work well for me in addition to some of those discussed in
URI101. This list, which is something I created after URI101, contains several stress management
methods that I have found beneficial and I often refer to this list when I am feeling stressed. Some of
the things on the list include: listening to music, meditating, going to the beach, taking deep breaths,
and several other activities. This list now serves as a resource to help me manage myself when I am
feeling stressed.
Evidence: Personal List for Stress Management
5. Student will demonstrate the ability to URI101 Nanotechnology Research Lab In URI101, one of the main focuses was stress management since it is essential to success in both
manage stress Intern, Personal Life, Sophomore college and life. We focused on the importance of recognizing stress in your life and then addressed
Year how to best organize yourself in order to both prevent and manage stress. Through this class, an
internship experience, and my daily life, I have truly grasped the understanding of managing stress
and determined what methods work best for me. The internship experience took place in the spring of
2018 where I worked in a nanotechnology graduate research lab at URI for about nine weeks. While
involved, I was under an immense amount of stress because of my corresponding rigorous academic
schedule and the fact that I had no experience in nanotechnology but was working with PhD
candidates who had years of knowledge and lab experience. Despite these stressors, I was still able to
successfully complete the internship and find a balance that would minimize stress. In my personal life,
I experience a great deal of stress everyday because of both academics and simply the fact that I am
living life with a chronic rare disease, which developed about two years ago and is accompanied by
almost constant illness and a variety of symptoms. This puts a great deal of stress on me physically,
mentally, and emotionally, but I have slowly begun to adjust to this new stress by utilizing the stress
management methods I previously learned in URI101. Two of the ways I work to minimize stress in my
life are meditating and spending time outside, which I typically combine into one exercise. Meditating
or even just spending time alone outside allows me to clear my head and step away from all of the
stressors in my life. I have realized that I can always rely on mediating or spending some time in
nature to clear my head and relax before returning to my work more focused and less stressed than
before. In general, I think I manage stress best by acknowledging stressors and then taking a step
back through meditation or time outdoors in order to clear my head and take a break. During my
sophomore year, I was working 20-30 hours per week while taking 21 credits. This is obviously
an incredibly stressful schedule and it took me a while to adjust. However, utilizing my stress
management skills I was able to effectively minimize stress levels while completing my
semester both maintaining my job and a 4.0 GPA. I continued to meditate and spend time
outside in order to relax and destress. This semester was the most stressful situation I have
ever put myself in, but I knew that I would be able to manage all of the stress that accompanied
it and in the end it would be worth it. While it ended up being more stressful than I anticipated
because of some other unexpected life events, stress management skills that I learned and
implemented during my first year have continued to aid me in my success.
6. Student will express a personal code of
leadership / membership ethics
7. Student will demonstrate practice of the NWCC The code of ethics I hold myself to at the North Woods Challenge Course (NWCC) involves
personal code of ethics maintaining my credibility with the participants through confidence and making sure to watch what I
say and how I say it. In this context, I actively make sure I hit all the safety points for each element so
no one gets hurt. I also need to watch what I say there because of what I represent while I’m there. I
should always say gender neutral terms as to not offend anyone and to make sure I’m addressing
all the participants in the group. I need to remain confident while I’m facilitating at the NWCC because I
need to uphold my own credibility while there, and even if I mess up, I can fix it later during the activity
rather than stumbling over my words trying to add one thing.
8. Student will express a personal values HDF190 In HDF190, I completed the VIA character strengths report, which demonstrates the values I hold.
statement (Sources = VIA, values According to the results of the report, my top five values are love of learning, judgment, honesty,
clarification exercises, etc.) humility, and perspective. The combination of these values has led me to create a personal values
statement which I strive to act in accordance with on a daily basis. I think that my personal values
statement connects most to two of my top values: love of learning and humility. I think that the most
effective way to live life is to remember that there is always more to learn and that actions speak louder
than words. In my personal experience, the first half of that statement means that I am constantly
focused on improving myself through learning, whether that be from peers, mentors, a class, or even
from a book I choose to read for fun. The second half of my values statement relates to humility and
my belief that you should allow your actions to speak for themselves because ultimately, your actions
say more about your character than your words do. Therefore, as a leader I try to focus on leading by
my own example and always challenge myself to learn something new everyday. In order to be an
effective and ethical servant leader, I think that it is important for me to uphold these values of humility
and learner and to help others see those same values within themselves. I have realized that leading
by example and constantly continuing to learn from everything and everyone around me can help me
achieve this in my life.
Evidence: VIA Results

9. Student will demonstrate practice of the HDF190 Daily Life In HDF190, we completed the VIA Character Strengths Quiz, and I discovered one of my top values is
personal values statement love of learning. This value is used in my everyday life and is connected to my personal values
statement. One demonstration of how I practice love of learning in my daily life through my personal
values statement is my involvement academically at URI. In terms of classes and learning
experiences, I operate under the premise that there is always more to learn and more challenges to
explore. As a student at URI, I always strive to constantly be learning things and expanding my
knowledge in all aspects, whether that be from professors, classes, peers, advisors, or even simply
reading a book or article. Starting my journey in college, I made it my goal to either learn one new thing
myself or help someone learn something new every single day. I have done this through taking a wide
variety of classes ranging from astrobiology and the philosophy of logic to communications and
resource economics. Being in these environments has allowed me to engage in debates and
discussions with other individuals who are also striving to both learn and teach. In addition to a
demonstration through my academic involvement, I have practiced my personal values statement on a
more personal level through my own goal of reading a new book every two weeks on a different topic.
This practice, which I have implemented in my life for the past three years, truly embodies the notion
that there is always more to learn. I have read because I have this never-ending internal desire to
constantly increase my knowledge base and reading has allowed me to explore and learn in a fun and
relaxing manner. In addition, this personal practice connects to the second half of my personal values
statement, which states that actions speak louder than words do, since this is not a practice that I
openly boast about or discuss with other people. Rather, I think that it is better to simply continue this
practice and let others see it in action rather than have it be something I only talk about doing.
Evidence: Reading List (2017-2019)
10 Student will demonstrate the ability to GEO204 Independent Study through URI In GEO204, we were given an individual semester-long research project. For the project we were
lead a project from start to finish Undergraduate Research Grant responsible for creating a unique survey on a topic related to Earth history, conducting the survey, and
. (follow-through) then creating a poster, blog post, and written report. Since it was an individual project, I was
responsible for managing and accomplishing everything on my own. I created a survey about climate
change and then contacted college students to have them participate. After receiving responses, I then
had to organize and analyze all of my results to create graphs and tables. I then assembled everything
into a poster, which I presented near the end of the semester. In addition, I then had to expand on my
results in order to create a blog post and written report, which effectively summarized and evaluated
my project and its results. This project was the first major project that I have had to independently lead
throughout an entire semester and it was very successful. During my senior year, I worked on an
independent research project examining the role of savoring in the association between
cannabis use and cannabis related consequences. The project began when I applied for grant
funding through URI. I then led the project through IRB approval, recruitment of participants,
data collection, data analysis, and the creation of both a research paper and poster. This
required organization, commitment, and time management. After a year of work, the project is
complete and I have presented the results and submitted the paper.
11 Student will describe goals and objective UCS270 Academic, Shadowing Physicians, In UCS270, the main goal was to understand how to make both academic and career decisions and
statements regarding personal issues, COVID-19 then use that knowledge to declare a major. Throughout this class and my sophomore year in college,
. career issues, and community issues one goal that I had for myself was to declare a major, which was in line with the career path I thought I
was looking to follow. In order to accomplish this goal, I did research, conducted informational
interviews, and explored different subject areas in order to find those that I was most interested in. This
took a lot of time because I love learning and that applies to basically every topic area, but eventually I
confidently chose psychology and geology. Eventually, this led me to the pre-med track (very late in my
college career). In order to apply (and get in) to medical school, I needed to make up for a lot of lost
time. I constructed a 2 year post-grad plan, which involves classes, clinical experience, and continuing
research. In the meantime, I shadowed physicians, worked at the medical examiner, and continued my
research involvement on campus. Another more personal goal I set for myself was to run a half
marathon. I have a long history of illness and injury that have prevented this from being an attainable
goal in the past. In order to accomplish this, I took extra training time, slowly built mileage, and
followed the guidance of my doctors. It was frustrating at times because of how long the process took,
but when I ran the half marathon in October 2021, it made it all worth it. In the community, I saw a lot of
stress and challenges during the COVID-19 pandemic; I made it my goal to get involved and help ease
some of the community’s burden. To do this, I joined the RI Disaster Medical Assistance Team and
began volunteering to administer COVID-19 testing. I volunteer several hours a week from the
beginning of the pandemic (March 2020) until now and I continue to volunteer when needed. I believe
that my decision as well as those of the other volunteers helped solve our community’s issue of lack of
testing and ease some of the burden on healthcare workers.
12 Student will show evidence of goals and UCS270 Academic (Choosing a Major), One of my goals starting this year, and especially at the start of second semester was to declare a
objectives that were planned and Academic (Changing a Major) major or majors. This was also a goal that I set for myself during UCS270, which is a class that
. achieved focuses on making academic and career decisions. Despite entering URI as an undeclared student, I
had a plan for how I was going to decide which majors would be right for me. I knew that in order to
achieve this goal, I needed to utilize all of the resources that are available on campus and outline the
best path for me. Throughout the year, I have met with advisors (both academic and career) and have
had discussions with professors within the departments I am interested in. In addition to these
meetings, I had planned to do some of my own research and reflecting in order to evaluate my own
thoughts during the process. I think the way that I approached this goal definitely connects to my
strengths and values, especially analytical, judgment, and input. In addition, my sheer determination to
move effectively and successfully through the process in a reasonable amount of time in order to
accomplish my goal connects strongly to my achiever strength. By taking all of the previously
mentioned steps in order to shift from undeclared to declared, I have realized that I have numerous
possibilities when choosing a major. However, I have also become confident in my decision to declare
two majors: geology and philosophy, which will actually earn me two separate bachelor’s degrees in
four years. To accomplish this, I have scheduled meetings with the two advisors (Lauren Bauer and
Heidi Bills) who will walk me through the process of filling out the forms to declare those majors. I am
proud of myself for setting a goal and working to achieve it and I am especially excited about moving
forward with my passions. Following UCS270 and some personal reflection over the summer, I
decided to change one of my majors from Philosophy to Psychology. While this wasn’t in my
original plan, I was able to utilize components of my plan created in UCS270 to continue
moving toward my goal. I had conversations with people in the geology and psychology fields
and met with advisors again to ensure that the change was realistic to accomplish in four
years. In addition, I spent time thinking about my own future, reflecting on the path I want to
follow, and the majors that will help me achieve that. To make this decision official, I met with
Val Trainor, the Psychology advisor in University College and completed the necessary
paperwork. I am confident in my recent decision and excited about moving forward in geology
and psychology, which can be seen under my academic status on ecampus. The plan that I
created and spent a lot of time working through enabled me to confidently make a new decision
to achieve my goal of declaring majors that I am passionate about.
Evidence #6: Change of Major Sheet

Evidence #6.1: My Program List from E-Campus
13 Student will show knowledge of the
PSY113 In PSY113, I learned about Abraham Maslow’s Hierarchy of Needs, which focuses on prioritizing
“Hierarchy of Needs” theory by Maslow
. several different kinds of needs. In this theory, one cannot progress to the next level of the hierarchy
without fulfilling the needs associated with the previous level. The levels in order from bottom to top
are: physiological needs, safety needs, love and belonging needs, esteem needs, and
self-actualization. The physiological needs include necessities such as food, water, sleep, air, and
shelter. Safety needs include personal and financial security as well as good health and well-being.
Love and belonging needs include friends, family, and intimacy. Esteem needs include respect from
others and oneself. Self-actualization refers to the realization and use of one’s potential.
Self-transcendence occurs when all of the needs within the hierarchy have been fulfilled.
Self-transcendence is the highest level of human consciousness of oneself, significant others, human
beings in general, other species, nature, and the universe. Maslow’s Hierarchy of Needs gives people
the steps to gain needs and move up on the hierarchy and in order to continuously move closer to
achieving self-transcendence.
Evidence #13: PSY113 Image of Hierarchy of Needs
Mcleod, S. (2018, May 21). Maslow's Hierarchy of Needs. Retrieved from

https://www.simplypsychology.org/maslow.html
14 Student will show application of Maslow’s

PSY113 Post-It Notes of Positive Affirmations I have been able to apply Maslow’s Hierarchy of Needs to my own life. In PSY113, I examined this
theory to own life
. theory within the context of my own life. In this process, I realized that I have all of my physiological
needs and safety needs fulfilled. Then, I took the time to analyze the love and belonging needs and
realized that my friends and family fulfilled those needs in my life. When analyzing the esteem needs, I
realized that this is where I was lacking. I have consistently had difficulty with self-confidence and did
not feel like I could progress to the needs above esteem. I am continuously working on this level of
needs through post-it notes with positive affirmations to help me improve self-confidence and
self-satisfaction. Although I am still working through this piece of the hierarchy I have a clear
understanding of how it applies in my life. I understand that if I want to reach both self-actualization
and self-transcendence then I need to effectively build and maintain a strong self-esteem and
self-appreciation.
Evidence: Post-It Notes of Positive Affirmations
Mcleod, S. (2018, May 21). Maslow's Hierarchy of Needs. Retrieved from

https://www.simplypsychology.org/maslow.html

theory of Superleadership by Manz &
. Sims
16 Student will show application of Manz &
Sim’s theory to own life
.
17 Student will describe StrengthsQuest HDF190, HDF413 In HDF190, I completed the Gallup StrengthsFinder Inventory (strengthsquest.com). The results
Signature Themes, shadow side of indicated that my top five strengths are learner (constantly learning in order to constantly improve),
. Strengths and/or weaknesses, and intellection (very introspective and reflective), achiever (hardworking and productive), input (collecting
examples of application (Source = Gallup) information and ideas), and analytical (examining the factors impacting a situation and looking for
causes).One example of me using my strengths is being URI101 mentor, which allows me to utilize my
strengths of analytical and input to guide incoming first year students through their transition to college
by mentoring, teaching, and serving as a resource for them on campus. Another example is my
position in the Philosophy Club where I serve as Secretary. In this club I utilize my strengths of learning
and intellection to engage in and even facilitate weekly discussions and debates with fellow club
members on a wide variety of topics. While I have learned how to utilize my strengths, in HDF413 I
have also learned that there are shadow sides to my strengths. For example, my top strength is
learner. Learner is a great strength because it allows me to constantly seek out additional knowledge,
explore new topics, and become involved in new experiences. However, this can become somewhat of
a weakness when combined with my achiever strength, which allows me to be internally motivated,
challenge myself, and actually succeed in accomplishing whatever I set out to do. The combination of
these two strengths can cause stress in my life. My learner strength can sometimes cause me to
spread myself too thin because I am excited about every opportunity to learn or become involved in a
new experience. In addition, my achiever strength drives me to want to be successful at everything
that I do or attempt to do, which when combined with constantly learning new things can quickly
become overwhelming. Another example is shown through my analytical strength. My analytical
strength can appear to be very rigorous because I spend a great deal of time refining thoughts, plans,
and ideas. In addition, I am very focused on patterns and the implications of certain actions or
decisions, which causes me to consistently work on a thorough analysis of any situation. In consulting,
this shadow side can be detrimental because I often over analyze situations, activities, debriefs, or
plans for retreats, which can be extremely time consuming. In order to prevent your shadow sides from
dominating, it is important to be aware of your strengths and how you use them in various settings.
Being aware of your strengths and how you use them can help to prevent this from happening and use
your strengths and strengths and not let them become weaknesses. In HDF414, I learned how to use
these strengths to help others as a social change agent, which requires me to use them to my full
potential without overusing them.
Gallup. (n.d.). Retrieved from https://www.gallupstrengthscenter.com/
Evidence #26: StrengthsQuest Results
18 Student will describe personal leadership UCS270 URI101, HDF413 In both URI101 and UCS270, we took the Type Focus (MBTI) Personality Test. The results of the Type
style and/or personality style including Focus indicated that I am an INTJ. These four letters indicate that I have a preference for: introversion
. strengths and weaknesses and examples (gaining energy from internal sources and time reflecting), intuition (focusing on the meaning and
of application (Sources = Leadership style patterns of information), thinking (examining principles to analyze information in a logical manner), and
inventories, the L.P.I., Type Focus judging (planning and organizing when making decisions). My personality style includes both strengths
(MBTI), LAMP, DISC, and other career and weaknesses. Some of the strengths are having a quick and strategic mind, being hardworking and
inventories, etc.) determined, and being open-minded. I have seen these strengths in my own life in several aspects.
For example, I am an undeclared student here at URI . This aspect of my personal life connects to the
thinking and judging parts of my personality style since I felt that in order to make the best decision, I
needed to explore all of my options, conduct some research on various majors and occupations, and
have conversations with peers and other individuals who had experience in the fields I was exploring. I
think that this analytical side is one of the strongest aspects of my personality because it is very
beneficial in terms of making decisions. In contrast, some of the weakness of my personality style is
rooted in the introversion preference. When I took the MBTI test, my results indicated that I was
extremely high on the introversion scale. This can sometimes be a weakness because I tend to spend
more time thinking and reflecting independently than I do working with a group or collaborating. For
example, when working on group projects or when I am involved in group discussion, I tend to
contribute less and spend more time thinking about the actual project or listening to the discussion. I
think my personality style functions best in actions and areas that involve strategic thinking, logic,
organization, reflection, and searching for patterns within information. In HDF413, my personality
style continued to develop and was evident throughout the class. In a room of facilitators and
leaders, I tend to be one of the most quiet. This is partially due to social anxiety, but some of it
is connected to my personality style. As someone who is an introvert, thinker, and judger, I
spend a lot of my time thinking, reflecting, and evaluating situations and questions being
asked. In facilitation and HDF413 my personality style proved most effective in the activities
that required strategic thinking or analysis, such as planning retreats, writing papers, and
examining the effectiveness of new activities.
The Myers & Briggs Foundation. (n.d.). Learning About Your Personality Type. Retrieved from
https://www.myersbriggs.org/my-mbti-personality-type/my-mbti-results/

Evidence: MBTI Results
Outcome Category: Leadership Theories
“Authority and Bureaucracy” theory of
. leadership Weber
20 Student will describe personal application
of the above theory (Weber)
.
21 Student will show knowledge of the Self Learning Scientific management is a style of leadership that focuses on increasing efficiency and streamlining
“Scientific Management” theory of everything possible. There are four principles of scientific management theory: replacing rule-of-thumb
. leadership by Taylor methods, training people for their jobs, providing detailed instructions, and dividing work equally. For
rule-of-thumb methods, it’s determining the most efficient way of completing a task, and not doing it
“the way it’s always been done.” Training people for the job means rather than just sending workers
out into the world and expecting them to come back with good results, teach your people how to
complete their jobs effectively and efficiently. Providing detailed instructions allows for there to be no
ambiguity with what is expected out of the employee. Finally dividing work equally allows for every
group member to pull their own weight, and doesn’t burn out one good worker just because people
around them don’t do their job properly.
of the above theory (Taylor)
.
“Management by Objectives” theory of
. leadership by Drucker
of the above theory (Drucker)
.
25 Student will show knowledge of “Theory
X and Theory Y” theory of leadership by
. MacGregor
of the above theory (MacGregor)
.
27 Student will show knowledge of the HDF190 In HDF190, we learned about the servant leadership theory of leadership by Robert Greenleaf. In this
“Servant Leadership” theory of theory, servant leadership involves the natural need to serve and the idea that one is a servant first.
. leadership by Greenleaf When a servant leader discovers their natural need to serve, they then aspire to lead and guide others
through the process of becoming servant leaders too. In this model, everything stems from a servant
leader’s purpose and grows outward from there. There are 10 characteristics of a servant leader, but a
servant leader can possess any combination of the ten. The ten characteristics are: listening (actively
and intently listening to others and yourself), empathy (understanding others and being able to
empathize with them), healing (understanding how to heal yourself and others), awareness (increasing
your understanding on issues dealing with power, ethics, and values), foresight (seeing the outcome of
a situation), persuasion (seeking to convince others rather than coerce them), conceptualization
(thinking beyond everyday realities), stewardship (“holding something in trust for another”),
commitment to the growth of people (committing to the growth of every individual within your group or
organization), and building community (identifying ways to build a community among those within an
organization or group). While these characteristics are all critical components of servant leadership,
each servant leader is unique in regards to the combination of characteristics they possess.
Greenleaf, R. K. (1991). The servant as leader. Indianapolis, IN: Robert K. Greenleaf Center.
Evidence: Greenleaf packet
28 Student will describe personal application HDF190 Rotaract Club, Safe Zone Training, I believe I have applied servant leadership through my involvement in Rotaract Club, Safe Zone
of the above theory (Greenleaf) Daily Life Training, and the simple acts of service (like holding a door) which occur daily. The mission of Rotaract
. is "service above self", which directly connects to the servant leadership model and its emphasis on
serving others first. Through my involvement in Rotaract, I have participated in two retreats, a holiday
drive, and a few other events that all focused on some of the characteristics of servant leadership such
as building community, listening, and most importantly serving others before myself. Participating in
Safe Zone Training also connects to the model of servant leadership because the emphasis during the
training was to increase both personal and community awareness (a characteristic of servant
leadership) regarding LGBTQ issues and to serve as support for the LGBTQ community on campus. In
addition to those more formal examples of servant leadership, I also make an effort to practice servant
leadership in my daily life by doing things like holding the door and being a listening ear and helping
hand.
Evidence: Picture of me from Rotaract Holiday Event

“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)
.
33 Student will show knowledge of the Self Learning
“Visionary Leadership” (now often cited Transformational leadership was coined by Sashkin, and is distinguished by a leader working with
. as “Transformational Leadership”) theory others to identify change and then acting on that change. This model has four parts; Idealized
by Sashkin Influence, Inspirational Motivation, Individualized Consideration, and Intellectual Stimulation. With
Idealized Influence, it has to do with the old saying of “walking the talk,” meaning you act on what
you say. With Inspirational Motivation, it has to do with inspiring and motivating others to make
change. With Individualized Consideration, it has to do with understanding who your other team
members are, how they work and how they feel. If you can give them what they need and show
empathy, you can bring out their best efforts. With Intellectual Stimulation, it has to do with using
your emotional intelligence to inspire your team members. All of these parts add up to leading
towards being a transformational leader.
Chandrayan, P. (2017, December 17). To Be A Transformational Leader, You Don’t Always Need To
Be Innovative, You Just Need To Be… Retrieved from
https://codeburst.io/to-be-a-transformational-leader-you-dont-always-need-to-be-innovative-you-just-
need-to-be-26d5f1cf6cf9
34 Student will describe personal application Peer Leader at Leadership Institute
of the above theory (Sashkin) As a peer leader for the Institute, we’re usually student’s first experience in leadership at URI. In my
. group I have used this model throughout my time as their peer leader. I try to motivate and inspire
my group of students to do the best they can both at Institute and into their time on campus. I also
try to use the information they shared with me during one on ones to help motivate them to share
during group discussion and try to make sure they all share during these discussions, because their
perspectives are important. Also, during these discussions I try to keep prompting them with
questions that get them talking, so that way they all engage in a stimulating conversation that they
can learn and grow from. I also try to lead by example, by remaining engaged and making sure
they’re all paying attention if something important is being said.
35 Student will show knowledge of the Self Learning

“Individuals in Organizations” leadership The individuals in organizations theory by Argyris suggests that people have plans and behaviors they
. theory by Argyris develop for themselves or about themselves for different situations. This can include theories that
protect the individual and how they view the world. Most people who use these theories don’t realize
that they’re doing them. There are two ways that these theories are proposed; theories in use and
espoused theories. Theories in use govern the individuals behavior and how they react. They can
show in their behaviors, assumptions about themselves, others, and their environment. Espoused
theories are theories that convey what we do; it isn’t necessarily how we react to a situation, but how
we think we might react. The three other elements of this theory are: governing variables (keep people
within predefined limits), action strategies (moves and plans used by people to stay within predefined
ranges), and consequences.
https://infed.org/mobi/chris-argyris-theories-of-action-double-loop-learning-and-organizational-learning/
36 Student will describe personal application Working at Morgue My time working at the morgue with medical residents presented many challenges including both
of the above theory (Argyris) personal and interpersonal. Despite all of the challenges, I was trying my best to get as much
. experience and learn as much as possible alongside the residents. In doing this internship, I’ve
learned a lot about how I react when situations go outside of the expected limits we set as a group. In
the beginning, we’d panic and try to get everything back on track as quickly as possible. For example,
the schedule we made for each week and autopsy was not accurate for how long things were taking us
and did not account for all of the unexpected things that arise when conducting an autopsy. We made
multiple fixes in order to ensure things ran more smoothly including dividing the work, updating the
schedule, enlisting the help of medical examiners, and even switching roles to maximize productivity.
This situation showed that how I thought I’d react, my usual unemotional reaction, to these situations
and just keep chugging along was different than how I actually reacted. I was a little more stressed and
emotional, but I was still able to keep working and gaining experience in the field. This showed that I
had my limits for what was acceptable, I got it back on track, and didn’t have to worry about the
consequences.
37 Students will demonstrate knowledge of HDF190 In HDF190 we learned the “4 V’s” theory of leadership by Bill Grace. This theory focuses on
the “4 V’s” theory of leadership by Grace understanding your core values in order to then live them in every aspect of your life for the “service of
. (Center for Ethical Leadership) the common good.” The Four V’s of the theory are: values, vision, voice, and virtue. Values are at the
core of our identity and they are incorporated into choices in our personal and civic lives. Vision is how
you frame your actions or plan ahead, especially in service to others. Voice is used to explain your
vision in an original way which prompts or inspires others to act. Virtue involves attempting to do what
is right under the notion that we eventually “become what we practice.” In addition to the four V’s, there
are three more elements that Grace included in this theory. The three elements are: service (the ways
values are tested), polis (voicing our vision in a public context), and renewal (taking a break from
action to reflect on whether our actions are aligned with both our values and vision). Therefore, in
order to achieve ethical leadership we must practice our values, focus on achieving our vision,
cultivate virtue, and take time to reflect on the connection between them.
Center for Ethical Leadership. (2007). The four –v model. Retrieved from
http://www.ethicalleadership.org/philosophies/ethical-leadership
Evidence: Ethical Leadership Packet
38 Student will describe personal application Peer Leader at Institute In being a peer leader, I have used the 4-V’s to model my style of peer leadership. I understand what I
of the above theory (Grace) value and what others may value in me, and from there I use that knowledge to fuel my interactions
. with the students at Leadership Institute. An example of this is when talking to others, something I
value is being open when speaking and being true to your word. For vision, I used my values to format
how I converse with the students and how I navigate talking and working with them. With Voice, I am
open when speaking with them, and usually prefaced a conversation with saying that, so I am open
with the students, so they’ll hopefully be open with me. And for Virtue, I make sure that I’m holding
myself to all of these pieces to make sure I’m being the most authentic leader that I can be.
Center for Ethical Leadership. (2007). The four –v model. Retrieved from
http://www.ethicalleadership.org/philosophies/ethical-leadership
39 Student will show knowledge of the Self Learning The Situational Leadership Model, which was coined by Dr. Paul Hersey and Ken Blanchard, states
“Situational Leadership” theory by that instead of using just one style, successful leaders should change their leadership styles based on
. Hersey & Blanchard the maturity of the people they're leading and the details of the task. Using this theory, leaders should
be able to place emphasis on the task, and emphasis on the relationships with the people they're
leading, depending on what's needed to get the job done successfully. The model has four parts;
Facilitating/Counseling, Selling/Coaching, Delegating, and Telling/Directing. For
Facilitating/Counseling, it is a style of leadership that is high in relationship and low in task leader
behavior. This means that the leader shares in the decision-making process through two-way
communication and facilitation from the leader. For Selling/Coaching, it is a style that is high relational
and high task leader behavior. This means that most of the direction is provided by the leader and
attempts two-way communication in a way to get people to “buy into” decisions that are made. For
Delegating, this style is low relationship and low task leader behavior. This means that this style is a lot
of letting followers do their own thing; the leader tells them their task and lets the flowers complete it
however they see fit. For Telling/Directing it is a style that is low in relationship and high in task leader
behavior. This style is a lot of one-way communication in which the leader defines roles and assigns
people to them.
Hersey & Blanchard, (2019). Situational Leadership. Retrieved from

https://www.situational.com/the-cls-difference/situational-leadership-what-we-do/
40 Student will describe personal application NWCC On the North Woods Challenge Course, we run through all of these styles of leadership during our
of the above theory (Hersey & time. We facilitate for our clients and help them go through the stages of group development and get
. Blanchard) the most out of their time at North Woods. We coach other facilitators when they are tackling a new
activity or doing something that makes them a little uncomfortable. We delegate tasks to facilitators in
order to get set up quickly and effectively while utilizing everyone’s strengths in that moment. Finally,
we direct people when they are arriving and need to know where to go, or if we need other facilitators
to do specific tasks for us. This goes to show that as leaders/facilitators on the challenge course, we
have to be able to cycle through each of these parts. For example with a program that happened
recently, the group showed up very early and left early as well, so when they showed up, we had to
think on our feet and start the program with them doing an activity while we were getting set up. We
found out in the middle of the program that they were leaving early, so we had to direct the facilitators
to be on time and shorten their activities to allow them to go on the bus on time.
41 Student will show knowledge of the In HDF190, we learned about the Relational Leadership model, which was created by Komives,
“Relational Leadership” model by McMahon, and Lucas. This model emphasizes that relational leadership involves a process of actions
. Komives, McMahon & Lucas and decisions that focus on the why (purpose) for doing something, rather than simply doing it. The
model highlights the importance of focusing on and understanding why you want to make a positive
difference or create beneficial change for the good of others. The three principles that the model is
composed of are: knowing, being, and doing. The knowing principle focuses on understanding yourself
and the others within a group in order to lead and engage in action. The being principle, which is
based in value strengths, involves awareness and openness in order to both recognize and appreciate
differences and new perspectives. The doing principle, which is based on character strengths, involves
action and practicing critical skills like listening and interpersonal communication, in order to build
community and engage in effective civil discourse and work well as a team. In addition to the three
principles, the model also contains five components: inclusive, empowering, purposeful, ethical, and
process-oriented. Inclusive involves understanding, appreciating, and engaging with individuals of all
different backgrounds. To be inclusive is to embrace the differences of others while helping them
develop their strengths and talents in order to achieve equal contribution from everyone in a group.
Empowering encompasses both self and others and is rooted in an expectation of success. To
empower means to encourage all group members to be actively involved and engaged in the activities.
Ethical can be rephrased as leading by example, meaning that an individual acts and is driven by a
system of moral guidelines and a set of values. To be ethical means to engage and encourage socially
responsible behavior that benefits others. The purposeful component focuses on motivation and the
reasons behind what you do both on an individual level and a group level. To be purposeful means to
make an active commitment to a common goal while simultaneously finding a vision with individuals
around you. The last component is process-oriented, which involves being intentional in your actions
and the actions of your group. To be process-oriented, you must understand the group dynamics in
order to recognize what is working and what isn’t working within the group. This component highlights
the idea that the steps (process) of actions are just as important as the result (outcome) of those
actions by encouraging collaboration and high quality effort from all members of the group. If a leader
operates according to the previously mentioned three principles and five components, then that leader
is an effective relational leader.
Komives, S. R., Lucas, N., & McMahon, T. R., (2013). Exploring leadership: For college students who
want to make a difference. San Francisco: Jossey-Bass.
Evidence: Relational Leadership Grid
42 Student will describe personal application HDF190 Rotaract Club In HDF190, we learned about the relational leadership model. After learning about the model, I have
of the above theory (Komives et al) been able to personally apply it through involvement in a student organization called Rotaract. I have
. seen the Relational Leadership model effectively employed the success experienced as a result. I am
an active member of Rotaract Club, which is a service based organization focusing on the ideology of
“service above self.” This organization effectively employs the components of the Relational
Leadership model, which are inclusive, empowering, purposeful, ethical, and process-oriented. In
terms of being inclusive, this organization works to ensure that all members are heard and given an
equal opportunity to be involved in the work we do within the community. We welcome the variety of
diverse perspectives that are brought to the group and actively embrace the differences among us.
This connects to one of my top strengths, input, since Rotaract and myself are constantly focused on
including the ideas and thoughts of others in order to reach the common goal of the group and work
stronger as a unit. In addition, the organization is also very empowering by constantly encouraging
each other to become involved in the community and the service conducted through embracing the
organization’s mission. Rotaract is also extremely purposeful because everyone in the group is
passionate about service and actively committed to our common goal of putting service of others
above ourselves. This aspect connects strongly to one of my top values, humility, because the entire
mission of Rotaract is to lead by example and always put others before yourself, which is essentially
equivalent to the definition of humility. This connection allows me to feel strongly attached to Rotaract
and therefore more engaged in the group’s actions. It also connects to one of my top strengths,
perspective, because having perspective allows me to examine how we fit in and our purpose in
connection to the bigger picture and our community as a whole. Another component of the Relational
Leadership model that Rotaract uses effectively is being ethical (acting according to both values and
standards). The group does this through things like community building, clean-ups, and fundraisers
that actively support the values of service, humility, and positivity that are held by the group. The
ethical nature of Rotaract connects strongly to honesty, which is one of my top values, because I think
it is absolutely critical that we act in an honest manner, meaning that our actions support the standards
and values we have established so we can accurately portray ourselves to the surrounding community.
The last component of the Relational Leadership model that Rotaract uses effectively is
process-oriented. Rotaract employs this component by building ourselves as team and actively
seeking to understand our group dynamics and behavior, particularly through group retreats where we
come together to reflect and analyze. These retreats allow us to maintain a strong group and ensure
that everyone understands how we can and will accomplish our purpose and vision of “service above
self.” Since Rotaract connects to both my strengths and values and effectively employs all of the
components of the Relational Leadership model it is a strong and successful organization that I am
proud to be involved in. It is also an organization where I can actively apply and practice all of the
components of the Relational Leadership model and work on being an effective Relational Leader.
Evidence: Picture from Rotaract Retreat
43 Student will show knowledge of the HDF190 In HDF190, we learned about the concept of constructivism. Constructivism is a theory regarding how
concept of constructivism people learn and is based on both scientific study and observation. In this theory, individuals build their
. own knowledge through experiences and reflections. Constructivism emphasizes that new knowledge
has the potential to change our previous knowledge and beliefs because we process that new
knowledge within the context of what we know, who we are, and the experiences we have had. In
addition, constructivism focuses on the idea that in order to learn, individuals must constantly
re-evaluate what they already know, ask questions, research, and explore. Constructivism and a
constructivist learning experience is all about gaining the knowledge of how to learn and integrate new
knowledge. Therefore, differences exist between a constructivist classroom and a traditional
classroom. In a traditional classroom, emphasis is placed on learning by repetition through following a
very rigid curriculum. But, in a constructivist classroom, learning becomes an interactive experience
that builds on the prior knowledge of students and the curriculum is modifiable and more
discussion-based. In addition, in a traditional classroom students typically work alone but in a
constructivist classroom students usually work in groups. Traditional classrooms conduct assessments
through tests in which there are correct answers, but a constructivist classroom conducts assessments
based on the work, observations, and points of view of the students in addition to tests. This is
because in a constructivist classroom, the process of gaining knowledge is just as important as the
actual product or result.
Educational Broadcasting Corporation. (2004). Constructivism as a paradigm for teaching and

learning. Retrieved from http://www.thirteen.org/edonline/concept2class/constructivism/index.html

Evidence: Constructivism Worksheet
44 Students will describe personal examples HDF190 In HDF190, the classroom was based on constructivism. At the beginning of the semester, we were
of implementing constructivism placed into small groups, which included both our peers and a peer leader. The small groups allowed
. us to engage in thoughtful discussions based on the material that we were learning in class. In
addition, the small groups led by a peer leader allowed for greater collaboration and ensured that each
student was able to effectively understand the material. In addition to being placed in small groups, the
classroom setting was very interactive and discussion-based, which encouraged questions and
engagement from every single student. As a result of this, we were able to incorporate our own
experiences and points of view in order to connect what we were learning from the primary sources
utilized by the lecturer to knowledge we already had. Another component of HDF190 that connected
to constructivism is the way assessments were conducted. Rather than taking tests, we were given a
different types of assessments throughout the semester, such as speeches, projects, and papers. This
structure highlighted the significance of the process of learning being as significant as the product
since a great deal of thought had to be put into the assessments and it wasn’t just memorizing facts or
correct answers. Also, the variety of assessments allowed us to express and demonstrate our new
knowledge in a variety of ways in addition to allowing us to reflect, process the knowledge in a more
personal context, and then adding that knowledge to the foundation of what we already know. All of
these components of my HDF190 classroom directly connect to the fundamentals of constructivism
and what a constructivist classroom entails.
Educational Broadcasting Corporation. (2004). Constructivism as a paradigm for teaching and

learning. Retrieved from http://www.thirteen.org/edonline/concept2class/constructivism/index.html
Evidence: HDF190 Syllabus
45 Student will demonstrate knowledge of HDF413 In HDF413, I learned about the Experiential Learning Model, which focuses on learning style and
the Experiential Learning Model (Kolb) cognitive processes. There are four components to Kolb’s model and they move in a cyclical motion.
. The components are: concrete experience (feeling), reflective observation (watching), abstract
conceptualization (thinking), and active experimentation (doing). Concrete experience involves
encountering a new experience or reinterpreting an existing experience. Reflective observation is
when you review the experience for importance and look for inconsistency in understanding. Abstract
conceptualization emphasizes creating a new idea or modifying an existing idea based on what was
learned during reflection. In active experimentation, the learner will apply the idea created to the world
around them and then observe what happens. An individual can begin Kolb’s learning cycle at any of
the four stages and continue going through the cycle. Moving from concrete experience to reflective
observation, it is important to engage in the process of diverging, which involves feeling and watching
different experiences. From reflective observation to abstract conceptualization, an individual goes
through the process of thinking and watching. From abstract conceptualization to active
experimentation, one will go through the process of converging or thinking and doing. Finally, when
transitioning from active experimentation back to concrete experience, an individual will go experience
accommodating (feeling and doing). In this model, moving from one part of the cycle to the next
focuses on going through emotions and experiences that change perspective on a particular topic.
Mastering this theory may lead an individual to evaluate their own learning processes and work
towards new learning opportunities.
Mcleod, S. (2017, February 05). Kolb's Learning Styles and Experiential Learning Cycle. Retrieved
from https://www.simplypsychology.org/learning-kolb.html

Evidence #27: Handout of Model from HDF413
46 Student will describe personal application HDF413 Mentor for Middle School Girls in In HDF413, I learned about the Experiential Learning Model from Kolb. A personal application of this
of the Experiential Learning Model (Kolb) STEM model would be the time I spent serving as a mentor for female middle school students looking to enter
. the STEM field. Looking back on that leadership experience, I am able to connect it to Kolb’s Model of
Experiential Learning. In this context, I think I entered the model at the Active Experimentation Stage.
This is because following my first year, I spent time with my teacher discussing what I learned from my
experiences and how I could take that into my position the following year to become a better mentor.
After this, I moved in the traditional cyclical motion of the model throughout my three years in that
leadership experience. I transitioned from Active Experimentation into the Concrete Experience that
came along with my second year as a mentor. Actually working with the middle school students
through molecular biology experiments and serving as their mentor is what I would label the concrete
experience for this circumstance. During my second year, I then shifted to the Reflective Observation
stage in which I thought about the significance of my experience and the concrete experience itself.
This was more surface level reflection compared to my experience with the Abstract Conceptualism
Stage in which I spent a significant amount of time thinking about the ‘why’ behind my continued
involvement, the importance of the mentorship itself, and some of my biggest takeaways. In this stage,
I realized how much I enjoyed the mentorship program, building relationships with students, and
getting to see the confidence develop within each one of them throughout our time together. I also
began to make connections between my experience in this program as a mentor to other aspects of
my life where I also lead and guide others. This program and the reflection associated with it really
helped me begin to understand myself as a leader.
Mcleod, S. (2017, February 05). Kolb's Learning Styles and Experiential Learning Cycle. Retrieved
from https://www.simplypsychology.org/learning-kolb.html
Evidence #27: Handout of Model from HDF413
47 Student will show knowledge of the HDF190 In HDF190, we learned about the Social Change Model of Leadership Development, which was coined
“Social Change Model of Leadership by Astin et al. The model begins by defining social change as something that is collaborative, not
. Development” by Astin et al simple, and addresses the root causes of problems. It assumes that leadership is a value-based
process grounded in the belief that everyone has the ability to contribute to improving the world. In
addition, it assumes that leadership is both collaborative and socially responsible in order to effect
change on the behalf of other people. This model examines leadership at three different levels of
values: the individual, the community, and the group. Within these, it incorporates the Seven C’s for
Change: Consciousness of Self, Congruence, Commitment, Collaboration, Common Purpose,
Controversy with Civility, and Citizenship. Citizenship, which is a community value, aims to help
individuals see themselves as part of a larger group or community. Collaboration, which is a group
value, incorporates the variety of talents, strengths, and perspectives that each individual brings to a
group to create creative solutions and actions. In addition, this value emphasizes the importance of
shared responsibility and working together to achieve common goals. The next value, Common
Purpose, which is also a group value, highlights values and vision through collective goals. Another
group value is Controversy with Civility, which enables different opinions to be thoughtfully considered
because of the inevitability of conflict and disagreements. In addition to group and community values,
there are individual values (consciousness of self, congruence, and commitment). Consciousness of
Self is all about awareness regarding personal beliefs, attitudes, values, and emotions. Congruence
deals with ensuring that your actions match your words. Finally, commitment focuses entirely on follow
through, meaning that an individual demonstrates passion, involvement, and awareness. The
interactions and interchangeability of the model creates a feedback loop and allows it to work in any
order. However the combination of the three levels and the values within them illustrate that the model
incorporates individual development (self-awareness, values), group development (collaboration and
interaction between individuals within a group), and community development (working for the common
good). When these three components come together, great change can be achieved and benefits to
the common good become clear.
Astin, Helen S. and Alexander W. Astin. A Social Change Model of Leadership Development
Guidebook Version III. The National Clearinghouse of Leadership Programs, 1996
Evidence: Diagram of Social Change Model of Leadership Development Received in Class PowerPoint
48 Student will describe personal application HDF190 In HDF190 we applied the Social Change Model of Leadership Development in the context of a group
of the above theory (Astin et al) project. For the project, my small group engaged in a clean-up at Narragansett Beach. We arranged
. the clean-up ourselves and spent about two hours walking along Narragansett Beach cleaning up
trash. Prior to the clean-up we met as a group to discuss our goals for the activity and how we could
utilize the combination of our personal strengths and values to accomplish the goals we set. For
example, I used my strengths and values of judgment and honesty to organize a plan for the clean-up
that would be efficient and work well with everyone’s schedules while still being a purposeful event. As
a group, we used collaboration to progress toward our goal of picking up as much trash as we could
within the time we had in order to create a cleaner beach and ultimately a better community within
Narragansett. In addition, during the clean-up we worked together to elaborate on our plan and work
more efficiently. When we initially arrived at the beach, we were having a hard time finding trash that
needed to be cleaned up. While we were happy about this, eventually we were able to work together
and discover some target areas on the beach where there was a clear need for clean-up. Then, we
made the decision to split up into groups of two throughout the beach with one person in each group
holding the bags and the other wearing gloves to pick up trash and recyclables. Through this small
scale project, both myself and the members of my group were able to come together and work to
create positive change for the Narragansett community. We did this by strategizing, working as team,
establishing a realistic and attainable goal that we were able to then accomplish for the common good.
Evidence: Picture of Group from Beach Clean-Up
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 CSV302 IN CSV302, we talked about behaviors that are demonstrated by leaders. These behaviors can be
behavior theories of leadership from characterized into two components: task and relationship behaviors. The task behaviors are behaviors
. Michigan and Ohio State demonstrated when completing tasks, while the relationship behaviors come out when interacting with
other people. This topic was studied by Ohio and Michigan state, where they came up with similar but
different outcomes. Ohio created LBDQ which essentially identified initiation of structure and

consideration as core leadership behaviors. Michigan’s findings were similar, but they focused on
production orientation and employee orientation instead. A practical model of this was created by
Blake and Mouton where people can fit on a grid of care for people and care for tasks, where a 1 on
the care for people axis means there’s low care for those around them. On this grid, there are many
different leadership behavior styles, including country club management and team management.
Northouse, Peter Guy. Leadership. Theory and Practice. SAGE Publications, 2018.
54 Student will describe personal application Internship at hospital While working at the hospital, I saw a lot of different leadership behaviors. One of the surgeons there
of the above theories (Michigan & Ohio (unsurprisingly) has a behavior style of authority and compliance, where he wants everyone to just
. State) listen and not question what he says. In doing so, people don’t like him much and aren’t receptive to
his style of leadership within the hospital. His actions aren’t reflective of being a good leader. There are
also nurses who work there who reflect the behaviors of team management, where they care for the
people around them while also getting good results when it comes to getting product out of the door.
These people will always help out when needed, either through moving people around, or by simply
joining the line to make sure it doesn’t fall too far behind; they are well liked and respected within the
hospital setting.
55 Student will demonstrate knowledge of CSV302 In CSV302, we talked briefly about charismatic leadership. This style of leadership is about people
Charismatic leadership following the leader for who they are and their voice. These individuals are highly influential and
. confident and inspire that within the people who follow them. They set high bars for their followers to
meet and attend to their needs as they do it. This is similar to transformational leadership, but their
main difference is with transformational leadership, people follow the leader for the vision they inspire
rather than for their personality. Charismatic leaders are diplomatic and can implement the change that
they see necessary.
Northouse, Peter Guy. Leadership. Theory and Practice. SAGE Publications, 2018.
of the above theory
.
57 Student will demonstrate knowledge of
contingency approach to leadership by
. Fiedler
of the above theory (Fiedler)
.
Path-Goal theory by House
.
of the above theory (House)
.
Leader Member Exchange (LMX) theory
. by Dansereau, Graen & Haga; Graen &
Cashman; Graen
of the above theory (Dansereau, Graen &
. Haga; Graen & Cashman; Graen)
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 Self Learning Cultural anthropology is the study of human science and culture. It examines how different societies
anthropology / paradigms relate to interact with each other and how different cultures are similar to and different from other cultures.
. leadership When we learned about this model, our instructor showed us an iceberg that represents culture,
because an iceberg is only one-tenth out of the water, you cannot see nine-tenths of it, which is the
same with culture. There are visible parts of culture (such as food, music, art, language, architecture,
etc.) and non-visible parts of culture (such as body language, values, work ethic, feelings, customs,
etc.). These are important to keep in mind when dealing with people who come from different
backgrounds than you, so you don’t say anything to offend anyone down or shut them out. In order to
be a good leader, you must be inclusive of other people’s perspectives and backgrounds, as so
everyone feels like they are a part of the group.
Handwerker, W. Penn. (2016) What Is Cultural Anthropology?. Retrieved from

https://www.nps.gov/orgs/1209/what-is-cultural-anthropology.htm
70 Student will describe personal example
of using cultural anthropology /
. paradigms as a leader
71 Student will demonstrate knowledge of HPR224G Self Education In HPR224G, we learned about the Cycles of Socialization. The Cycles of Socialization begin with the
the “Cycles of Socialization” (Harro) situation into which we were born, which we have no control over. We are born without bias,
. theory and its uses in leadership assumptions, or questions; We are either born into a privileged situation or born into an
underprivileged situation. The cycle continues with the fact that our socialization process begins
immediately. The rules and norms are already in place and we are made aware of the rewards of
conforming and the consequences of defying the norms. Additionally, there are a variety of institutions
and our culture that help shape our views and beliefs, and help instill within us prejudice or
acceptance. The installation of these ideas, beliefs, and behaviors reinforce the cycle of oppression.
We are rewarded for good behavior – conforming to the norms and standards. By the same token, we
are punished for bad behavior – questioning or rebelling against oppressive/prejudicial societal norms.
The third circle of this cycle represents the result upon all of us that this self-perpetuated cycle of
oppression produces. The final arrow of the cycle represents the results of the cycle. We are forced to
make a decision, even if that decision is to do nothing. At the center or core of the cycle of socialization
are fear, misunderstanding, insecurity, confusion, etc. The cycle can be broken through becoming

aware of your biases/prejudices, educating yourself, making changes, taking a stand, and questioning
beliefs, ideals, etc.
Adams, M., Bell, L. A., Griffin, P. (1997) Teaching for Diversity and Social Justice, New York:
Routledge.
72 Students will demonstrate personal I was born into a white, upper-middle class family, which is a privileged situation in this country. Most of
application of the “Cycles of my family is Roman Catholic, cis-gendered, heterosexual, and lacking in diversity of culture,
. Socialization” (Harro) occupation, beliefs, etc. However, I was born into a family of two moms at a time where their marriage
was not legal and opposed everything my religious family believed in. For most of my life, my moms
have helped in the process of overcoming the ignorance and beliefs that were instilled in me by both
the culture of my extended family and the institutions (church, Catholic private school, etc) I was raised
being a part of. Their main goal was helping me have an awareness of my own socialization and
helping me be comfortable defying norms that felt discriminatory. They combatted the continuation of
the cycle by instilling alternative values such as respect for others, love of nature, humility, hard work,
and resilience. Through this, I began to understand that everyone has their own values, identities, and
privileges – it’s about recognizing them, treating everyone with respect, and ensuring each person is
safe/comfortable and even excited for the journey ahead. Breaking the cycle takes courage and
involves active work – doing better, continuing to push and make a difference when it gets
uncomfortable or hard. Leadership and my parents have taught me about diversity, equity, and the
privileges that I have and when I walk through life my goal is working towards fighting the system,
breaking stereotypes, not continuing the values and norms that I was instilled with as a child by the
society around me.
B. Harro. Conceptual Frameworks. pg 45-52

https://depts.washington.edu/geograph/diversity/HarroCofS.pdf

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)
relevant laws and policies related to
issues of equity and its relationship to
leadership (i.e., Title IX, Affirmative
Action, Protected Classes, etc.)
87 Student will show knowledge of effective
leadership as it relates to change agency
.
88 Student will describe personal examples
of being a change agent
.
89 Student will demonstrate knowledge of Self Learning Through personal research, I learned about Bennett’s Model of Intercultural Sensitivity. It is a
the “Model of Intercultural Sensitivity” by framework for how people work with cultural differences. “It is based on observations he made in both
Bennett and its uses in leadership academic and corporate settings about how people become more competent intercultural
communicators. The underlying assumption of the model is that as one’s perceptual organization of
cultural difference becomes more complex; one’s experience of culture becomes more sophisticated
and the potential for exercising competence in intercultural relations increases. By recognizing how
cultural difference is being experienced, predictions about the effectiveness of intercultural
communication can be made and educational interventions can be tailored to facilitate development
along the continuum.” It is made up of six parts; Denial, Defense, Minimization, Acceptance,
Adaptation, and Integration. Denial is the denial of the differences in people. Defense is that people
defend their own culture. Minimization is the minimization of differences in cultures. Acceptance is
being open to other cultures. Adaptation is adapting yourself to other cultures. Finally, Integration is
allowing other cultures to become a part of your culture.
Bennett, M. (2013). Basic concepts of intercultural communication: Paradigms, principles, & practices.
Boston: Intercultural Press.
90 Students will demonstrate personal
application of the “Model of Intercultural
. Sensitivity” by Bennett
the ally Action Continuum by Griffin &
. Harro
application of the Action Continuum by
Griffin & Harro
Multicultural Organizational
. Development Model (Jackson)
94 Student will show personal application of
the Multicultural Organizational
. Development Model (Jackson)
Multicultural Change Intervention Matrix
. (Pope)
96 Student will show personal application of
the Multicultural Change Intervention
. Matrix
97 Student will create a personal code of
inclusive leadership
.
Outcome Category: Critical Thinking
98. Student will show knowledge of principles PHL101
of critical thinking and fallacies (logic is
used in this minor)
99. Student will demonstrate proficiency of PHL101 Philosophy Club, Secretary of In PHL101, we learned all about critical thinking and logic, since that was part of the course title. I
critical thinking Philosophy Club learned the techniques and skills necessary to demonstrate proficiency of critical thinking. We
explored different types of arguments, translating arguments into logic language, types of fallacies,
propositional logic, and inductive reasoning. We primarily focused on arguments and how to
understand, analyze, reconstruct, and evaluate them, which is a crucial part of critical thinking.
Throughout this class, I was challenged to learn many new things and change the way I think about
arguments and logic. After taking this class I believe that I am proficient in critical thinking. This is
evident to me in two ways. First, through the activities, exams, and worksheets completed in class.
These activities truly tested my ability to apply all of the knowledge I had gained through the critical
thinking lectures given during the semester. The worksheet I included as evidence, focused on my
ability to construct a valid moral argument (of my choosing) based on all of the rules and information
provided throughout the semester. During this assignment, I constructed a moral argument based on
an issue that I am passionate about: LGBTQ rights. In order to construct the argument in a way that
made it both valid and moral, I had to recall and use the philosophical rules we learned to test my
own sentences and argument through the use of a complex truth table. My entire process of
constructing this argument is outlined on the worksheet, which was then turned in and reviewed by
my professor. The second way my proficiency was demonstrated happened about halfway through
the semester when I had a meeting with the professor where she recommended that I enroll in her
400 level logic (critical thinking) class (PHL 451). When she recommended this, I realized that she
saw potential in me and knew that I was proficient enough in critical thinking to be successful
pursuing it at a higher level, despite only being a first semester freshman. In addition to PHL 101, I
actively work on improving my critical thinking skills every week through participation in Philosophy
Club. This club challenges my level of thinking through weekly discussions and debates on a variety
of topics including: death, the philosophy of childhood, animals and philosophy, personal identity, and
several others throughout the semester. By being a member of this club, I am participating weekly in
critical thinking exercises and further expanding my knowledge of philosophy in connection to the
various topics we discuss. During my sophomore year, I began serving as the Secretary of the
Philosophy Club. I was elected to this position by my peers in the Club and it has given me a
chance to further demonstrate my proficiency of critical thinking. This is primarily because
rather than just engaging in weekly discussions and debates, I have to work with other
executive board members to plan debates and discussions that we believe will engage
members and help them develop the critical thinking skills we possess. This adds an extra
dimension because while we still develop our critical thinking skills at weekly discussions, we
must utilize those skills to plan topics that allow for continuous development of critical
thinking skills.
Evidence: Valid Moral Argument Worksheet

Evidence: Philosophy Club Officers Email Announcement
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 Self Education and Experience Five decision making methods I utilize on a regular basis are: pros and cons, intuition, exploring
five decision making methods future scenarios, rational model, consulting with others. Pros and cons are fairly self explanatory but
. when making a decision, I will use this method to create a list of positive and negative outcomes of
the decision at hand. Typically, if the pros list outweighs (in quality not necessarily quantity) the cons
list, then I will move forward with the choice that leads to that outcome. Second, using intuition. This
decision making method is straightforward and requires almost no thought; you simply decide based
on what your gut feeling and intuition is telling you. This method is one I have only recently begun
using because of how hard it is for me to trust my own gut; trusting your gut feeling takes practice and
confidence in knowing that your intuition is strong and has developed through lots of prior experience
and decision making. For exploring future scenarios, I use this method to look ahead and determine
what the possible outcomes of my decision may be. For me this involves looking years ahead and
exploring basically every possible scenario that could arise in the future as a result of my decision; if
the future scenarios seem positive then I will move forward with the decision. Using the rational
decision making model involves several steps: define the problem, identify the criteria used to judge
the situation/solutions, decide how important each criteria is, generate a list of alternatives, evaluate
those alternatives, and determine the best solution. Finally, consulting with others. This method is
critical because it allows me to gain additional perspectives, connect with others, and gain insight and
knowledge from others with more expertise than me.
103 Student will describe personal examples of
having used five decision making methods
.
104 Student will show knowledge of at least
five problem solving / conflict management
. methods, as well as understanding the
roots of conflicts
having used five problem solving / conflict
. management
106 Student will demonstrate the ability
to synthesize multiple knowledge
. perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)
107 Student will demonstrate knowledge of RI-DMAT Training In training for joining the RI Disaster Medical Assistance Team, we briefly reviewed leadership in
leadership that is used in crisis (i.e., James crisis. For crisis leadership, we reviewed 4 parts to it: deciding with speed over precision, adapt
. & Wooten; Garvin; Covey; Frohman; boldly, reliably deliver, and engage for impact. Deciding with speed is making a decision based on the
Lalonde; Schoenberg; Joni; Braden et al; information you currently have and what your priorities are. If you wait too long, things can possibly
etc.) spiral out of control, so making a decision to gain control is important. Adapting boldly is being flexible
to changing situations. It involves deciding what the people around you need, how that changes over
time, and strengthening the connections between people in the group to promote the flexibility that’s
necessary to deal with crisis situations.Reliably delivering is owning up to the current situation and
helping the team focus on how to get past it. This can be through taking it day by day or making sure
to give everyone the mental health breaks that they may need. Finally, engaging for impact is all
about connecting deeply with the people around you in order to set up a support network. This helps
create an environment where individuals can ask for help when they need it and trust each other.
Northouse, Peter Guy. Leadership. Theory and Practice. SAGE Publications, 2018
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 HDF190 Day of Discovery In HDF190 I learned about active listening during the Day of Discovery. Active listening is important
active listening techniques when you’re engaging in a conversation with others because it shows them that you are paying
. attention and invested in the conversation. You can actively listen by encouraging, restating basic
ideas, reflecting feelings, clarifying, and summarizing. Encouraging can be done by showing that you
are listening through saying things such as “yeah” or “mhm” without necessarily agreeing or
disagreeing with what is being said. Restating the ideas of the person you are listening to shows your
understanding of the content being spoken. In addition, reflecting on the feelings of the speaker
demonstrates you care, compassion, and even empathy. Clarifying by asking questions is helpful
because it provides the opportunity to gather additional information and explore multiple perspectives
on a topic. Finally, summarizing allows you to fully understand what someone said and continue the
conversation accordingly. Active listening can help you build relationships, both professionally and
personally because it makes you seem caring and professional.
Active ListeningHear What People are Really Saying. (n.d.). Retrieved from
https://www.mindtools.com/CommSkll/ActiveListening.htm
Evidence #28: Active Listening Chart from Day of Discovery

110 Student will describe examples of using HDF190 Customer Service, Hydrogeology In HDF190, I learned active listening skills. I utilize my active listening skills in order to ensure others
active listening skills Lab know that I am engaging, paying attention, and grasping what they are telling me. Most commonly I do
. this through nodding my head and maintaining good eye contact with the person speaking. In addition
sometimes I may add a quick “yeah” or “mhm” to further demonstrate my engagement in the
conversation. My active listening skills proved most useful in my previous customer service jobs. This
is because these skills allowed me to show customers that I was listening and working hard to help
serve them to the best of my ability. In addition, I utilize these skills when I have conversations with
people who work in the hydrogeology lab with me. In this situation I utilize all of the five components of
active listening because I want my Principle Investigator (boss) to know that I am listening to her,
comprehending her instructions, and understanding all of the information being presented to me. By
utilizing these skills, I have more productive and meaningful conversations with people that I enage
with every day.
Active ListeningHear What People are Really Saying. (n.d.). Retrieved from
https://www.mindtools.com/CommSkll/ActiveListening.htm
Evidence #28: Active Listening Chart from Day of Discovery

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 CSV302
regarding giving and accepting of feedback
.
114 Student will describe examples of giving COM100H Peer Editing Papers (BUS104GH, In COM100H, we learned some tips for giving feedback, including giving constructive criticism and
and accepting feedback. GEO103), CSV302 always being honest yet fair when providing someone with feedback on how they can improve. We
. then applied these tips in the context of our speeches, which were in-class presentations. When giving
my speech, there were five of my peers who were responsible for giving me feedback on both the
content of my speech and the delivery, including things like my eye contact, voice, and the main points
of my speech. Once I was finished with my speech, I received their written feedback, which was
anonymous, and was able to review all of the comments. In order to truly benefit from the feedback
they were giving, I knew I needed to really think about their comments and be open to accepting some
of the suggestions for improvement. Once I recognized this, I was able to objectively examine the
feedback I received and even apply it to the future speeches I was required to give throughout the
semester. By applying and accepting the initial feedback from my peers, I was actually able to improve
some of the scores on my rubric for giving speeches. In addition, I was also required to give some of
my peers feedback in the same manner during their speeches. While giving this feedback, I strived to
remain honest and fair while also offering them some solid constructive criticism on things they need to
improve and even mention things they excelled at. By giving them feedback in the same manner that I
had received it, everyone was able to benefit from the process and apply the feedback to future
speeches. Another example of giving and accepting feedback is by peer editing papers, which is
something I have done in numerous classes. The classes, such as BUS104GH or GEO103, will have
all of the students sign up for Eli Review, which is a website where papers or assignments can be sent
back and forth between students in order to give and receive feedback on work before turning in the
final version to the professor. On Eli Review, I rated papers on scales which ranged from 1-5 and
addressed a variety of topics including content, references, language, and even format of the paper.
However, in addition to rating aspects of the paper on a scale, you must explain why you assigned the
specific rating and then how that rating could be improved. I think this is extremely beneficial because
it doesn’t just provide a value judgment to an aspect of your paper, it provides explanation, justification,
and more detailed feedback. Another component t of Eli Review which I found helpful when giving
feedback is the end of the review when you must state three strengths and three areas of improvement
within the paper. In addition, on Eli Review you cannot view the feedback you received from your peers
until you have finished giving them your feedback, which demonstrates how feedback is something
that should be reciprocal. Overall, I think both the written experience in COM100H and the online
experience editing papers on Eli Review allowed me to effectively practice of both giving and accepting
feedback. In CSV302, I was presented with a new challenge: giving and accepting live feedback.
This meant that I was expected to go in front of the class and give a five minute speech and
during the speech I would be stopped for peers to provide live feedback on my public speaking
skills. In addition, I had the opportunity to provide live feedback for my peers. During my
speech, I didn’t receive too much feedback aside from a few comments about my use of the
words “so” and “like.” The feedback that I gave was quite similar to the feedback that I
received. This was an interesting and challenging way of giving and accepting feedback, but I
found that it was beneficial throughout the semester. For example, on the final presentation we
had to give, I received minimal critiques on my public speaking skills and was even
complimented by the professor saying I was the best public speaker in the class. Overall, the
giving and accepting of live feedback in CSV302 allowed for everyone in the class to improve
their public speaking skills and thus their final grades.
Evidence #18: Peer Feedback Received from COM100H Speech

Evidence #18A: CSV302 Grading Rubric for Group Assignment
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 HDF413 SOLC, NWCC Through involvement in SOLC and NWCC, I’m surrounded by so many leaders who all have a variety
facilitation techniques of strengths and weaknesses as leaders. Some facilitation techniques that I picked up during my time
. in both organizations include silencing leaders in a group without singling them out, being adaptable
during retreats, using inclusive language always, and trying to keep everyone in the group engaged. If
there’s one person in the group who’s obviously telling people how to do the activity, you should find a
way to silence them without singling them out in front of the group, that helps other people speak up
and add their opinions and insight. You should also try to include active listening techniques during
activities to keep people involved during the retreats. In HDF413 we go more in depth about facilitation
techniques and theories. Facilitating allows groups to work in an environment where they can either
work through their difficulties or just learn more about each other. When you facilitate, you have to
make sure to keep the environment open and inclusive, involving everyone in some way, and using
active listening techniques. When you’re facilitating, you need to make sure you’re keeping a watchful
eye on yourself and the participants. You need to make sure you hit the rules and safety points you
want to hit, as well as make sure the participants aren’t being too aggressive to each other. However,
conflict is a part of facilitating, you just don’t want that to escalate too far. During the activities, you
have the power to jump in at any time and add/change around the rules. By doing this, you can expose
them to new ideas and concepts, such as a lack of the ability to communicate, dealing with diffability,
and having new people lead the group. These can all help in going to the debrief and allowing them to
get what they set to get out of the program. There’s also the choice of having an active or passive role
when facilitating, and that varies by group. Some groups need some extra help or guidance to get
through it, while others can figure it out by themselves after you explain only the rules.
120 Student will demonstrate proficiency of When facilitating in groups such as SOLC or NWCC, it is important to use your experience to make
facilitation techniques the most out of every moment. When I facilitate, I give a concise, barebones outline of the activity
. and then adjust and adapt as the group goes through the activity. For example, with Whale Watch at
NWCC, you can start with three touches and the group needs to reset to see if they figure out the idea
of standing on one side of the board and letting everyone on. You can then have them do it again with
different partners and say if they leave it on the ground, it counts as three touches and you need to do
it over again. You can also adjust the activity as you do it. When I did Nitro with the Girl Scouts, as I
went through and gradually modified the difficulty after each round, I started to see areas where people
struggled to reach the hoop more, so I went through and modified the hoop layout slightly to better
adjust the activity for the size of the young participants. Another important technique is when members
of your group ask clarification questions that turn out to lead to a rule you missed, you can either work
it into your facilitation once they finish talking or add it to the next round.
121 Student will demonstrate knowledge of HDF413 SOLC, NWCC In both SOLC and NWCC, I’ve been around lots of great debriefers. Some techniques I picked up are
de-briefing techniques “Rose Stem Thorn,” “Airplane,” Active Listening, asking feeling questions, and asking more why and
. how questions. In “Rose Stem Thorn” and “Airplane,” you use those to figure out how the group felt
and to help ease your way into Kolb's theory. Rose means “what went well?”, Stem means “what
could’ve gone better?”, and Thorn means “what didn’t go well?”. With Airplane, there are three parts:
Pilot, Passenger, and Cargo. Pilot are the leaders, Passengers are the followers but still had some
individuality, and Cargo are the people who were moved around without any say to it. These
techniques help factor into the rest of the debrief, where you should be asking feeling questions (How
did this make you feel? Why did this happen? I heard someone say this, why did they say that?). In
HDF413, we learn about a debriefing theory commonly called Kolb’s. With this theory it goes
through the idea of how to walk the group through debriefs and get what they need to get out of the
program. Kolb’s model starts by asking the simple question, “What happened?” This allows the group
to reflect on how they got through the activity. You can then ask, “What went well? What could’ve gone
better?” This opens the conversation to try to isolate certain words or topics to get the debrief
conversation moving in the direction you want it to go in. After that you can start dissecting the
conversation and wording to isolate the goal of the retreat. After you talk about a couple of topics, you
then want them to try to figure out ways to bring these topics and ideas into the next activity or their
organization. You want to make sure their goals aren’t fluff or lofty, you want concrete ideas. For
example, instead of “I want to increase communication in the org,” you can try to lead them towards
saying something like “I want to engage less engaged members in the discussions for the activities.
122 Student will demonstrate proficiency of HDF413 SOLC, NWCC In SOLC and NWCC when we do activities or elements, we debrief the activity afterwards to make
de-briefing techniques sure that the group gets the most they can after the activity. When I facilitated the Lincoln High School
. retreat, I used Kolb’s and thumbmometer to debrief the activity. I started with Kolb’s to try to get them
going with how they were feeling with the activity, Act or React. I quickly realized that a lot of them
weren’t participating, so I decided to do thumbmometer to get everyone involved in the activity
more. After that, I then started going through the rest of Kolb’s, where I asked what happened, why
it happened, how does it make you feel, and how can you bring this to the next activity. Another
method I saw being used when I shadowed during the eXposure retreat was feeling cards to get the
group to share how they felt after the activity. It was quite effective because it allowed the group
members to select a card to formulate their experience around, which made it easier for them to put it
into words when sharing.
123 Student will demonstrate knowledge of AEE Conference At the 2020 AEE (Association for Experiential Education) Conference, I attended a workshop on the
framing based on psychology and its use use of psychology in experiential education. While I was there, I learned about why certain ways of
. in group facilitation getting people’s attention work better than others, and why certain initiatives invoke the reactions that
they do. This information was interesting to me given that I am a psychology major. One of the skills I
gained, which is something I have learned from Allie as well, was the idea of frontloading and how it’s
useful for people who tend to overthink. If you give the participants everything they need in order to
complete the activity or get through the day at once, it will allow the participants to process that
information and be able to prepare for what’s ahead. They also talked about giving the props out to
people before framing, because it allows for the people that need it the tactile feeling in order to allow
them to pay attention.
124 Student will demonstrate proficiency of
framing based on psychology and its use
. in group facilitation
125 Student will demonstrate knowledge the
HDF413 In HDF413, I learned about Bolman and Deal’s four frames of organizations and their impact on
four frames of organizations, and the
. meaning of reframing by Bolman and Deal
leadership. The four frames are: structural, human resource, political, and symbolic. The structural
frame, which focuses on the “how” of change, is task-oriented. It focuses on setting measurable goals,
using strategy, clarifying tasks and responsibilities, and reporting lines. The second frame, which is the
human resource frame emphasizes the needs of people. This frame is particularly focused on giving
employees the power and opportunity to perform their jobs well while addressing human contact,
personal growth, and job satisfaction needs. The third frame, called the political frame deals with
individual problems when it comes to conflicting groups and agendas. In this frame the power lies with
the group leader and coalition building, conflict resolution, and power-base building are used to
support the initiatives of that leader. The symbolic frame, which is the fourth frame, addresses a
person’s sense of meaning and purpose within their work. It focuses on inspiring others and making
organization’s direction both clear and important. When using this frame effectively, people create a
motivating vision and recognize strong performance through celebration. All four of these frames are
valid and can be used in different situations to get the most out of an organization and the people
involved in that organization. In addition, Bolman and Deal coined the idea of reframing. Reframing
entails examining the four organizational frames, analyzing which frame an organization is currently
using, and deciding whether a different frame should be utilized to further an organization’s potential.
Bolman, L.G. and Deal, T.E. (2013). Reframing organizations: Artistry, choice & leadership. (5th ed).
San Francisco, CA: Josey-Bass
Evidence #29: Four Frame Model Handout
126 Student will describe personal application SOLC In SOLC, we deal with many organizations that have very different values and expectations of their
of organizational analysis using the four members. When facilitating, it is important to realize what type of organization you have so you can
. frames of organizations, and breaking the tailor the debrief for them. If you have a service organization, they usually tend to be Human Resource
frame / reframing (Bolman and Deal) group, so you have to tailor the activities and debrief to talk about working to their collective goals and
working together in their activities. If you have a Greek organization, they are usually Structural or
Political groups depending on the organization and the time of year. Greek organizations are usually a
large group of different people that are all under the same greek name, and work together to support
one another, go to social events, and participate in philanthropy week. With these groups, you usually
have to talk about how to structure the power in the group and how to get people recruited and working
together for their events.
127 Student will show knowledge of organizing CSV302 Philosophy Club

In CSV302, I learned about the importance of keeping schedules and setting agendas when leading
meetings / setting agendas / and leading
. meetings
meetings, which are things I do in the Philosophy Club, an organization on campus. As Secretary, part
of the role I serve is to organize meetings by creating an agenda and assisting other executive board
members in running these meetings. I do this by keeping all members focused and engaged in the
discussion or debate of the week. Agendas are so important to have at a meeting to stay on task and
make sure that the group is working effectively. Without an agenda, the meeting would be disorganized
and it would be difficult to stay on task, particularly since most of our meeting time is spent debating a
philosophical topic. By setting time limits, you can control how the meeting is run and which topics or
questions need to be more heavily emphasized relative to others. It is also important to set aside time
for feedback from people at the meeting to know whether you need to change anything or improve on
the way that the meeting is run. In addition, a big part of my role is to help create the schedule for the
entire academic year, which allows us to plan topics and invite guest speakers or philosophers to come
to our meetings.
Schwarz, R. (2017, December 6). How to Design an Agenda for an Effective Meeting. Retrieved from
https://hbr.org/2015/03/how-to-design-an-agenda-for-an-effective-meeting.
Evidence #30: Philosophy Club Schedule 2019-2020
128 Student will describe personal examples of HDF413 Philosophy Club, SOLC Through my experience in the Philosophy Club, I have gained an understanding of the importance of
organizing meetings / setting agendas / setting agendas and organizing meetings. As Secretary, I am responsible for coordinating with other
. leading meetings members of the Executive Board and our club advisor to create a schedule of meetings for the
semester and an agenda for each of the meetings throughout the semester. It is extremely important
that we have an agenda for each meeting because there are always updates about classes,
internships, and job applications and sometimes those things can get lost in the middle of our long
winded philosophical debates. In addition, this year I have started to lead some of the meetings, which
means working my way through the agenda and announcements while also facilitating the debate of
the week to ensure that we stay on track in terms of both time and the topic. The agendas allow
Philosophy Club Meetings to run smoothly, help keep members aware of what is coming up in the
future, and allow us to finish our meetings in a designated amount of time. Similarly, in SOLC, I have
served as both Treasurer and Vice President. In both of these roles I have worked with other members
of the executive board to plan weekly meetings and create agendas based on upcoming events within
the organization. I have led several meetings by facilitating a variety of activities, hosting discussions
about important facilitation skills, and career conversations. In HDF413 we went over making an
agenda for a retreat, including everything from the introductions all the way to the closing
activity. With most agendas for retreats, we start with looking at what the groups goals are for
this retreat and the group size. Knowing these two, you can plan a proper initiative to hit the
goals they wanted to hit, as well as choosing activities that work for that group. You don’t want
to plan activities that require more people than you have for that group, as well as you don’t
want to choose an activity that gets too hectic (in a bad way) for that size group. You can also
plan activities based on previous retreats and their feedback, such as how engaged the group
is or how well they know each other. When choosing activities, you want to make sure you’re
choosing them considering everything about the group, not just based on what you feel
comfortable doing as a facilitator. If a group wants to build teamwork, there’s not much reason
to do an activity that requires them to resolve conflict. This thinking also applies to the other
activities as well, because every activity should be intentionally chosen.
Evidence #30: Philosophy Club Schedule 2019-2020

129 Student will show knowledge of
Parliamentary Procedure
.
130 Student will show knowledge of techniques
for working with difficult people
.
131 Student will describe personal examples of NWCC At the North Woods Challenge Course, there are times where I can be put on a program that makes
using techniques to work effectively with me work with people whose styles are different from mine, or that we just do not get along well. In
. difficult people these situations, I try to make sure that professionalism comes first, and that even though I may not
get along with them, the participants come first and are the main priority. The other thing I’ll do is make
sure not to interact with them too much at one time. I know myself and how easily I can get annoyed
depending on the person, so on some occasions, I’ll make sure there’s basically a “buffer” of people
between me and them, so if they need something, they can ask someone else rather than go directly
to me.
132 Student will show knowledge of the stages HDF190 In HDF190, we learned about the stages of group development, which was created by Tuckman.
of group development (Tuckman/Tuckman There are five stages of group development: forming, storming, norming, performing, and adjourning.
. & Jensen, Bennis or others) Forming is the stage that always occurs first and adjourning is the stage that always occurs last, but
there can be variation in the order of occurrence for the other three stages. In the forming stage,
individuals are coming together, but are still unclear about the group’s mission and the other members
of the group. This stage indicates the beginning of group formation because members are setting rules
and expectations for the group while also setting goals, identifying tasks and distributing them.
Following forming, the storming stage occurs. In this stage, challenges arise members clearly articulate
responsibilities and roles within the group to try to establish some sort of power or hierarchy. Members
begin to set boundaries while also trying new ideas and attempting to modify the mission of the group.
However, since the group is not yet fully comfortable working with each other, problem solving is not
very effective, which leads to conflict, anxiety, and low team spirit. Instead of working together,
members become competitive and cliques can start to lead the team forward. The third stage is
norming, which is a critical part of group development. During this stage, group success occurs and
members begin to build appreciation and trust. The team becomes confident in themselves, committed
to the group, and recognizes that they can achieve their group goal by working together as a team.
The fourth stage is performing, when members shift their orientation from “I” to “we.” During
performing, the group is working very efficiently toward their goal and become more okay with
addressing confrontation if it occurs. The team members take pride in their team and have high
amounts of empathy, trust, and openness within the group. In Tuckman’s model, the last stage of
group development is adjourning. This stage focuses on celebration and transition because the group
reflects on their experience, recognizes their achievements, and acknowledges the contributions of
different group members. The group may consider what could have been done better during their
process. Once the group’s final assessment is complete, the group officially adjourns.
Ramsey, D. (2017, March 20). Tuckman's Stages of Group Development. Retrieved from
https://www.adventureassoc.com/tuckmans-stages-of-group-development/
Evidence: Tuckman’s Stages Handout
133 Student will describe personal examples of HDF413 SOLC eXposure Retreat In HDF413, I solidified my understanding of Tuckman’s theory for group development. As a part of
group development in use HDF413 and SOLC, I served as a facilitator at the retreat for eXposure, which is an organization on
. (Tuckman/Tuckman & Jensen, Bennis or campus. Tuckman’s Theory of Group Development was evident throughout this retreat. Since the
others). group already knew each other fairly well because they are members of the same team, the Forming
stage was not super obvious in this retreat. The Forming stage is where groups are just getting to
know each other, there is little trust and everyone is just starting to feel each other out (Ramsey, 2017).
The group was somewhat in the Forming stage during “Identity Circles” because they were learning
more about each other on a deeper level. Then the group entered into the next stage of Storming
during “Keypunch” because in this stage of Tuckman’s theory, there are disagreements and specific
roles are not defined very well if established at all (Ramsey, 2017). In “Keypunch”, they were having
conflicts over the best strategy and there was some tension as a result of the competition within the
group to get the best time. Eventually, they figured it out and entered into the Norming Stage. In the
Norming stage, trust is established and roles are defined (Ramsey, 2017). This could be seen during
the Full Values Smackdown where the group felt a sense of connectedness over their similar values
and the sense of pride in the group was high. The next stage they entered was Performing, where
there is a sense of acceptance and openness amongst the group (Ramsey, 2017). They share a
common goal and work together to successfully complete it (Ramsey, 2017). This stage was also
evident during Full Values Smackdown. Finally, the group entered the fifth and final stage of
Adjourning. In this stage, there is a strong sense of pride in their group and they have positive feelings
towards each other and the organization (Ramsey, 2017). This can be seen when we were ending the
retreat with the closing activity of Web. They were giving each other compliments and expressed how
they got closer to group members who they never even talked to prior to this retreat. This retreat was
just one of the many times that the group went through the stages and the effectiveness of the group
increased throughout the stages These stages can be repeated many times and sometimes groups
regress back to earlier stages or go through the stages in a different order (Ramsey, 2017).
Ramsey, D. (2017, March 20). Tuckman's Stages of Group Development. Retrieved from
https://www.adventureassoc.com/tuckmans-stages-of-group-development/
Evidence #28: eXposure retreat agenda
134 Student will show knowledge of group HDF413

In HDF413, I learned about group roles and how they contribute to group development and dynamics.
roles and how they contribute to group
. dynamics (Johnson & Johnson; Benne &
These roles were split into two types: task roles and group-building roles. Task roles are: information
seeker, opinion seeker, opinion giver, summarizer, and clarifier. The information seeker knows that the
Sheats; Knowles & Knowles; etc.)
group needs more information before proceeding and attempts to gather that information. The opinion
seeker works to gain more insight, ideas, and opinions from group members before moving forward. In
contrast, the opinion giver is the person responding to the opinion seeker and sharing their views and
feelings to benefit the group. In addition, the summarizer helps to clarify group discussion by
condensing a conversation into something that can be put into action. The clarifier helps to explain
ideas in a different way to add more meaning and ensure that all group members are on the same
page before continuing. Group-building roles are the gatekeeper, the encourager, the mediator, and
the follower. The gatekeeper invites group members who haven’t spoken yet to do so and gives them a
platform to share ideas and contribute to the conversation. The encourager welcomes ideas and
responds with positivity to promote the empowerment and inclusion of all group members. The
mediator helps to create harmony, resolve conflicts, and reach compromises. The follower actively
listens and supports the group's actions, but doesn’t frequently share their own ideas. All of these
group roles are necessary for a cohesive group and each serves an important role in helping a group
complete a task. While it is important to recognize your role within a group, it is equally as important to
be adaptable and shift that role based on the group’s needs.
Evidence #134: HDF413 Group Roles Handout
Gregory, M. (n.d.). Using Roles in Group Work. Retrieved from

https://teachingcenter.wustl.edu/resources/active-learning/group-work-in-class/using-roles-in-group-wo
rk/.
135 Student will describe personal examples of HDF413 GEO204 Field Trip to Acadia In HDF413, I learned about group roles and how they contribute to group dynamics. Looking at these
group roles and how they contribute to National Park roles from the perspective of Johnson & Johnson; Benne & Sheats; Knowles & Knowles, I think that I
. group dynamics (Johnson & Johnson; typically take on the mediator role in many groups. The mediator creates harmony within the group,
Benne & Sheats; Knowles & Knowles; etc.) makes compromises, and helps resolve conflict. In my daily life, I fulfill this role on a regular basis.
Friends, peers, and others often come to me when there is conflict or they need advice on a situation. I
am more than happy to provide them advice, help ease tensions, and work with them on resolving their
conflicts. Another example of me serving in the mediator role was during my GEO204 field trip to
Acadia National Park. During this trip, there was a lot of conflict within the group initially because the
trip was long, we were backpacking for days in the rain and cold, and people were unclear about their
roles within our camp. Immediately, people turned to me with their conflicts since I stayed relatively
neutral. I stepped into the mediator role and worked on creating more harmony, clarifying roles (who
needed to cook, do dishes, pack tents, etc.), and ensuring that members of the group felt like the
situations were fair. For example, one night two of my friends and I did the dishes for everybody, but on
the second night I worked with other people to create a compromise so that we wouldn’t have to do the
dishes again and instead would gather wood. This compromise prevented conflict and kept the trip
running smoothly.
Evidence #33: Picture of Group from Acadia

memberships skills in groups
.
membership skills in use
.
138 Student will show knowledge of the HDF413 In HDF413, I learned about Sanford’s theory of Challenge and Support. This theory focuses on the
Challenge and Support theory by Sanford, development and growth of an individual through a balance of being challenged and being supported.
. and its relationship to organizations For there to be growth, there needs to be a balanced level of challenge and support based on the
specific tasks at hand. A lack of balance can have a negative impact on the individual’s growth and
success. For example, if there is too much support, there won’t be room for growth and development
through learning. The individual will not be challenged enough and will remain in their comfort zone.
On the other hand, if there is too much challenge, the individual will be confused, overwhelmed, and
pushed into their panic zone. Neither of these scenarios are positive and beneficial so it is vital to find
that balance between the two. Readiness is a third added factor of the model that Sanford added to his
theory. Readiness is the idea that a person is not able to grow as a leader and as a student until they
are physically and mentally ready to grow. It’s important to determine the appropriate balance of
challenge of support by looking at the mental and physical growth and development of a person. The
balance of challenge and support is unique to each individual.
Sanford, N. (1962). The American College. New York: Wiley.

Sanford, N. (1966). Self and Society: Social change and individual development. New York: Atherton.
Evidence #32: Challenge and Support Graph

139 Student will describe personal examples of CSV302 In CSV302, we were required to give a 30 minute presentation on a topic of our choice. The
using the theory of Challenge and Support presentation needed to also include an engaging activity. My group chose to present on social media
. (Sanford) and the impact it can have on your ability to get a job as a college student. For our activity, we decided
to organize students into small groups and have them share their social media profile with each other
(Twitter, Instagram, Facebook). After providing students with some information about what hiring
managers or potential employers may look for on social media, we asked them to assess whether or
not they would consider hiring each other and why. Since this was a relatively vulnerable activity, I
introduced the idea of challenge by choice before starting and even went through my own social media
platforms in front of the class to have them assess mine as an example. Throughout the presentation
and activity, my group provided students with a supportive environment in which we also challenged
them to objectively evaluate what they were posting on their social media platforms. We created a
challenging activity but did it in a supportive environment where they felt comfortable engaging in the
activity. In addition, my group worked hard to find a balance between challenge and support that would
help the individuals in our class grow without pushing them so hard that they become disengaged. In
CSV302, the theory of Challenge and Support was also utilized to practice public speaking. Our
professor challenged us with 30 minute presentations and timed impromptu speeches on the spot.
These activities were very challenging, but he balanced them by providing us the support that we
needed to complete the activity while growing from it. He effectively used Challenge and Support to
push us out of our comfort zones and into our growth zones, which led to improvements in our public
speaking skills.
Evidence #31: CSV302 Facilitation Guide for Social Media Activity
140 Student will show knowledge of the COM100H Throughout COM100H, we learned about, prepared for, and presented both persuasive and
construction / elements of informative and informative speeches. Prior to presenting and preparing for these speeches, we learned about the
. persuasive speeches construction and elements of both types of speeches. The processes and elements of each speech
are similar, with the only difference being that when giving a persuasive speech you must provide
substantial evidence which supports your entire argument because you are attempting to persuade
your audience to accept your point of view on a specific topic. In addition, in order to create an
effective persuasive speech, it is often important to introduce a counter argument and then make
claims to refute it since this could help strengthen your own argument. When presenting a speech,
either informative or persuasive, it should begin with an attention getter, which is a part of the
introduction, in order to engage the audience and give them a reason to listen to you.This could be
done through things like an anecdote, visual aids (pictures, powerpoint, etc.), statistics on the topic, or
anything else that you think will grab the attention of your targeted audience and make them interested
in your speech. Also in the introduction, you should state the topic that you will be presenting, briefly
introduce yourself, and provide a preview of the main points that you will be discussing throughout the
speech. The introduction serves to establish your credibility as a speaker and outline the path of your
speech. After the introduction, you should discuss the main points relating to your topic. In general, the
most effective informative and persuasive speeches should have somewhere between three to five
distinct main points. This range is given and followed because there are enough main points to support
your claim or topic but not too many points that your audience will lose themselves and be unable to
follow your speech. Following the main points, you should move to a conclusion in which you restate
and rephrase your claim, provide a quick recap of what you discussed, and leave the audience with a
memorable closing that also indicates a clear end to your speech. In addition, a successful informative
or persuasive speech will also incorporate transitions because they allow the audience to easily follow
your speech. This is because transitions connect the parts of the speech together in order to provide
continuity. In the context of COM100H, my informative speech was on environmental activism in the
form of tree sitting, but my persuasive speech was about how individuals should make an effort to
reduce their use of plastic.
Evidence: COM100H Notes
141 Student will demonstrate proficiency in COM100H HDF190 In COM100H, I learned the techniques to demonstrate proficiency in informative and persuasive public
informative and persuasive public speaking. During COM100H, we needed to give informative and persuasive public speeches. Prior to
. speaking giving one of the speeches I was a little nervous because I have anxiety surrounding speaking in
public. However, when it actually came time to give my speech, I felt comfortable because I had
prepared and practiced. In order to prepare for this speech, I began the project several days in
advance. In addition, I made an outline, which detailed the points that I was going to discuss during my
speech. In addition to the formal outline, I made a speaking outline which served as my handout to use
during the speech. Then, I made sure that I repeatedly practiced my speech in order to ensure that I
covered all of the required material and still fell within the time limits given by the professor. While
giving the speech, I made sure to focus on achieving good eye contact, projecting my voice, and
avoiding filler words (like, um, so). I believe that my preparation for the speech is what ultimately led to
my confidence when giving the speech and allowed me to truly demonstrate proficiency.
Evidence: Rubric for Informative Speech in COM100H
142 Student will show knowledge of planning

and conducting interviews (as the
. interviewer)
planning and conducting interviews (as the
. interviewer)
144 Student will show knowledge of preparing
for and effective answers in interviews (as
. the interviewee)
preparing for and being interviewed
.
collaboration / coalition building (Sources:
. Cilente/Komives et al; NCBI; etc.)
working in collaboratives/coalitions
.

techniques to communicate and engage in
. difficult dialogues related to diversity and
inclusion.
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
related to maintaining accountability as a
. leader
152 Student will describe ways to build
relationships between leaders and
. members
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
related to being a peer leader and being
. led by peers


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LEADERSHIP

Name: Blaine Lynch-Gadaleta

Leadership Inventory Revised 08/22/2017 1

ADVISING INFORMATION (students will include own documentation)

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

CSLD Mission Statement

Leadership Inventory Revised 08/22/2017 2

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

Leadership Inventory Revised 08/22/2017 3

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 08/22/2017 4

Leadership Inventory Revised 08/22/2017 5

Leadership Inventory Revised 08/22/2017 6

Evidence: Safe Zone Card and Packet from Training

Evidence: Personal List for Stress Management

Evidence: VIA Results

Evidence: Reading List (2017-2019)

Evidence #6: Change of Major Sheet

Evidence #13: PSY113 Image of Hierarchy of Needs

Mcleod, S. (2018, May 21). Maslow's Hierarchy of Needs. Retrieved from

14 Student will show application of Maslow’s

Evidence: Post-It Notes of Positive Affirmations

Mcleod, S. (2018, May 21). Maslow's Hierarchy of Needs. Retrieved from

15 Student will show knowledge of the

Gallup. (n.d.). Retrieved from https://www.gallupstrengthscenter.com/

Evidence #26: StrengthsQuest Results

Leadership Inventory Revised 08/22/2017 13

Outcome Category: Leadership Theories

Evidence: Greenleaf packet

Evidence: Picture of me from Rotaract Holiday Event

29 Student will show knowledge of the

35 Student will show knowledge of the Self Learning

Evidence: Ethical Leadership Packet

Hersey & Blanchard, (2019). Situational Leadership. Retrieved from

Evidence: Relational Leadership Grid

Evidence: Picture from Rotaract Retreat

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

Leadership Inventory Revised 08/22/2017 19

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

Evidence: HDF190 Syllabus

Leadership Inventory Revised 08/22/2017 20

Evidence #27: Handout of Model from HDF413

Evidence: Picture of Group from Beach Clean-Up

49 Students will demonstrate knowledge of

Leadership Inventory Revised 08/22/2017 22

Handwerker, W. Penn. (2016) What Is Cultural Anthropology?. Retrieved from

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B. Harro. Conceptual Frameworks. pg 45-52

73 Student will demonstrate knowledge of

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Outcome Category: Critical Thinking

Evidence: Valid Moral Argument Worksheet

100 Student will show knowledge of

108 Student will describe examples of

Outcome Category: Interpersonal and Organizational Concepts & Skills

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Evidence #28: Active Listening Chart from Day of Discovery

Evidence #28: Active Listening Chart from Day of Discovery

Evidence #18: Peer Feedback Received from COM100H Speech

Evidence #29: Four Frame Model Handout