Inventory-2017 20 6 2

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

Date Enrolled: Spring 2022
Date of Graduation: Spring 2025
HDF 190: 1, 2, 4, 6, 8, 10, 17, 27, 28, 41, 42, 47, 48, 132, 133, 148, 149, 150, 154, 161
HDF 413: New: 45, 46, 89, 90, 93, 97, 102, 125, 126, 128, 130, 131, 134, 135, 138
HDF 413: Revised: 8, 133, 148, 149, 161
Leadership Inventory Revised 08/22/2017 1

*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD)
at the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.

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

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

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

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

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

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

At URI, we are among only a handful of colleges and universities across the country that offers a Minor in Leadership Studies and one that is customized for each student. We
utilize a cross-disciplinary approach to leadership education designed to complement your academic studies. All courses utilize a variety of teaching methods but ultimately include
some form of experiential learning, practical application, and reflective learning. Employers, now more than ever, are seeking candidates with exceptional skills in the areas of
interpersonal and group management, problem solving, critical thinking and effective communication. We can help with all of the above.
GENERAL INFORMATION
• Regardless of your major, you can minor in Leadership Studies.
• Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
• Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of “C” or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
• No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
• Application for the minor must be filed in your academic dean’s office no later than the beginning of the final semester or term.
• Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors
Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
3 credits or internship experience for graded credit
Experience through Office of Experiential Learning & Community Engagement
or
Internship Class in Academic Major The only time the major and minor can overlap
Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar Must be in Honors or have GPA of 3.3
Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit
MINOR ELECTIVES-9 credits

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

BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
You need to have your own act together before you can lead others:
2. Lead Yourself
▪ Time management
▪ Organization
1. Know Yourself ▪ Self care
▪ Self discipline
Lead Others ▪ Strengths ▪ Perseverance
▪ Weaknesses ▪ Develop and maintain family,
▪ Values PROGRESS interpersonal, and intimate relationships
▪ Needs ▪ Academic, social, personal goals and
P ▪ Styles objectives
R o Learning
O o Teaching
G o Personality P
R o Membership R
E o Leadership O
S G
S RE-EVALUATE R
former stages E
as you progress S
4. Develop and Refine S
Skills
▪ Leadership theory and

practice 3. Broaden Your Perspectives…
▪ Communication Understand others
▪ Group Development
▪ Inclusion ▪ Hierarchy of needs
▪ Citizen Activist Skills ▪ Racial, cultural, gender, sexual orientation,
PROGRESS
▪ Critical Thinking religious, class, ability, etc. diversity and
▪ Teaching and Programming commonalities
▪ Power, privilege, oppression, liberation;
individual and institutional discrimination

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

Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a Getting involved at college I am generally a quiet, introverted person. I get nervous in social situations and try to avoid
minimized need for approval them as much as possible. Coming to a university where I didn’t know anyone has improved
my social skills. I used to be incapable of going places alone, trying new activities on my
own, and joining clubs by myself. I realized that the only way that I will meet people who are
like me here, is if I join clubs that that I am passionate about. The thought of going alone
terrified me, and although I am very close with my roommate and suitemate, we have
different interests, so I didn’t expect them to get involved the same way as me. So, I took the
initiative and made the autonomous choice to join the RhodyTHON executive board, Best
Buddies, and the Student Senate. Normally I wouldn’t be able to put myself out there, but I
worked hard to become comfortable and not think too deep into it. I started realizing that no
one cares if you eat alone in the dining hall, if you’re sitting alone in the library, or even if
you’re new to a club. That is how you make friends. I have learned to enjoy my alone time
and embrace my unique qualities. I am working towards getting to the point where I don’t
care what other people think and don’t want their approval.
2. Student will demonstrate personal, Bio 220 RhodyTHON In my time at URI, my time-management and self-discipline have improved. I am on the pre-
organizational, and academic examples of Bio 221 Best Buddies professional physical therapy track, intend on minoring in Spanish and Leadership Studies,
self-discipline Honors College and am trying to graduate with honors. I am also involved in the RhodyTHON executive
Two minors board and Best Buddies. This is a lot to balance and often gets overwhelming. My top
Pre-professional PT track strength is achiever, and this is prevalent in this example. To stay organized and on top of all
my commitments and assignments, I write everything down in my agenda and cross my tasks
off as I complete them. This gives me a sense of reward and relief. I am taking the first part
of anatomy and physiology right now. This class is stressful, has lots of work, and is very
difficult. To dedicate time to studying, I formed a study group with my friends, made weekly
tutoring appointments at the academic enhancement center, and scheduled times for myself
to go to the library. I block out times to go to the library and get as much work done as I can
before my time gets up. I do not leave until the time that I blocked off for the library has
passed or I complete all my assignments. This has helped me be academically successful,
self-disciplined, and organized.
3. Student will demonstrate the ability to
manage emotions
4. Student will demonstrate knowledge of URI 101 Adjusting to college In URI 101 and UCS 270, I learned about time management and how to improve my skills.
stress management methods UCS 270 Major, minors, extracurriculars Coming to college as a former student-athlete who had multiple practices and trainings a day,
many academic commitments and extracurriculars, and a job, I thought that managing my
time would be easy. I was used to having long, full days where I would be out the whole day
and then come home only to eat dinner, do homework, then go to sleep. Managing my time
at college was easy in the beginning because all I had was class and then free time for the rest
of the day to complete my work. I had much more time than I was used to, so I felt very
productive and on top of all my work. That was until I got involved in Best Buddies,
RhodyTHON, the URI Student Senate, signed up for tutoring, and am attempting two minors
on top of my rigorous major. I started feeling overwhelmed and like I had no time to do
anything. I had always used an agenda to keep track of my assignments and because I find
satisfaction in checking an assignment off as I finish it, but I learned in URI 101 and UCS
270 that there are more ways to effectively manage my time. For example, I learned to plan
out the week. Now, I sit down on Sundays and look at everything that is due for the week,
add it to my agenda, and plan when I will complete the assignments based on when my
meetings and events are. I have breaks between classes, so I write down what I should be
doing, and when I should be doing it. I also give each task a time limit. This ensures that I am
getting to each task on my list. In addition, I learned to make deadlines for myself, aside
from the ones that are made by the professors. This allows me to get ahead in my classes and
make sure that I have completed everything. I prioritize my assignments and encourage
myself to complete the difficult tasks first, so that I can relax and do the easy assignments
after. I’ve learned to hold myself accountable and make sure that I block out certain times to
spend in the library. After learning and applying these techniques in my daily life as a new
college student, I feel less stressed and more productive.
5. Student will demonstrate the ability to
manage stress
6. Student will express a personal code of HDF 190 HDF 190 Ethics Workshop In HDF 190, we did an Ethics Workshop where we ranked statements from most ethical to
leadership / membership ethics least ethical. I learned that ethics is our moral code. I came to understand that because each
person lives different lives, we have varying ethical views. This workshop changed my
perspective because I realized that I had some selfish views. For example, I learned that the
least ethical statements are the ones that involve other people. Prior to the workshop, I
mainly thought about how these statements could affect me, but I failed to think about the
larger picture. Once I reflected on the fact that other people are affected by my actions, my
views changed. This helps me as a leader because an effective leader is inclusive and aware
of the strengths and weaknesses of their group, as well as how their actions impact their
people. My personal code of leadership and ethics is based on the “lead from within” aspect.
I am not very outgoing and get uncomfortable in social situations, but I always make sure
that I make the best decisions for myself and the people around me. Therefore, I may not be
the leader that takes charge and advises everyone’s next steps, but I take my own steps in the
right direction with hopes that people will look to me as a leader based on my logical
strategies and tactile decisions.
7. Student will demonstrate practice of the

personal code of ethics
8. Student will express a personal values HDF 190 Work at daycare In HDF 190, I learned that my top five character strengths are love of learning, kindness,
statement (Sources = VIA, values hope, fairness, and prudence. I express all these strengths at work. For example, I work at a
clarification exercises, etc.) Involvements at URI/ being a daycare where there are kids ranging from infants to preschoolers. Before starting to work
college student there two years ago, I did not know how to properly care for children. I changed diapers for
the first time, fed babies bottles for the first time, and disciplined the kids for the first time. I
started to love the job. I became so passionate about my job, and it made me eager to learn
more about babies and children. This led me to discover what I want to do in the future. In
addition, when working with so many children at different stages of their lives, it is important
to be kind, hopeful, fair, and prudent. I learned that I need to treat each child the same
because that is fair. It would be unfair to pick favorites and spend more time with those kids
because kindness is important, and they need to learn that from a young age. I am also
hopeful that I will have an impact on these children and set an admirable example for them.
Lastly, when working with kids it is important to be prudent. Being prudent and not changing
the rules is necessary for me to keep my job and to teach children morals at a young age.
In HDF 190, I learned that my top five character strengths are love of learning, kindness,
hope, fairness, and prudence. I demonstrate these strengths in all aspects of my life, but they
have been even more relevant during my first semester of sophomore year. For example, I
take every opportunity that comes my way because I appreciate meeting new people, making
connections, and learning from others. I believe that there is a lesson to be learned from

every experience and interaction in life, whether it is positive or negative. Because of that, I
have tried my best to put myself out there. I was promoted from a chair position last year to a
director position for RhodyTHON. I have taken a greater position in the student senate by
joining a committee in addition to being the College of Health Sciences Representative. I
also joined a professional pre-health frat this semester to meet other students who have my
major and take similar classes. I found a job at a daycare near campus too. Expanding my
connections and stepping out of my comfort zone allows me to network, make new friends,
and exemplify my strengths, as well as work on improving my weaknesses. I also value
kindness. Because I am involved in many different organizations and commitments, I get to
meet different groups of people. I. believe that it is important to always be kind to everyone,
regardless of their beliefs or background. I have also learned that being kind to others is
beneficial for my success and happiness because people are kind in return to those who treat
them well. For all the interactions and experiences that I have had, I am hopeful that I make
an impact on those around me. Since I learn a valuable lesson from each person I encounter, I
hope that I have the same effect on people. It is evident that I value fairness from my
involvement in the student senate. As a member of the Senate, I am fortunate to take part in
the decisions that affect the students of URI. We work to ensure fairness, equality, and
representation of all students here. I am an advocate for the students in the College of Health
Sciences and am a resource for them because I see issues from a student’s perspective.
Lastly, it is important to be prudent when making decisions. Whether it’s for RhodyTHON,
Best Buddies, the Student Senate, or work, I believe that prudence is necessary for setting
boundaries and taking initiative.
Login: Via Institute. VIA Institute On Character. (n.d.). Retrieved February 17, 2022, from
https://www.viacharacter.org/surveys/finished/22083295
9. Student will demonstrate practice of the

personal values statement
10. Student will demonstrate the ability to RhodyTHON main event This year, I joined the RhodyTHON executive board and held the position of Stewardship
lead a project from start to finish (follow- Chair. RhodyTHON is a student organization that works to raise money for Hasbro
through) Children’s Hospital. Throughout the year, we hold mini events, such as movie nights, craft
nights, game days, and dance parties where we get spend time with the miracle families that
we fundraise for. Our main event is a ten-hour dance marathon that the families and entire
URI community are invited to and encouraged to raise money for. People can make teams
with their friends, “adopt a miracle child” for the day, and have fun all while supporting the
children’s hospital. Countless hours of work are put into this event by the executive board,
committees, and team captains. We work with our advisors to coordinate this event. We start
from nothing and put on a huge event. As an executive board, we recruit participants,
communicate with the families, steward members, write the script, find partners and
sponsors, hold fundraisers, post on social media, connect with alumni, design newsletters,
and coordinate the events. These tasks are completed as a group with our directors during our
two-hour long meetings on Mondays, as well as in our own time. Our main event was on
April 2, 2022, where we witnessed all our hard work pay off. We had to set up the entire
gym, including the stage, banners, decorations, stations, and activities, as well as break them
down after the event. After all the weekly meetings and work behind the scenes to put on the
main event, it was a success. We raised $62,350 for the children. As one of the leaders and
coordinators of this event, I can say that we were successful from start to finish and
surpassed all our goals and expectations. We used relational leadership to work together to
achieve our common goal. I learned how to work with people who share the same passions as
I do. Our communication with our directors was strong, which made working together very
easy and fun. A change I would make for next year is to make sure that we better engage our
participants. The point of RhodyTHON is to stand and dance for ten straight hours for the
children in the hospital who can’t. Many people came and sat during the event. They weren’t
engaged or passionate. Our goal for next year is to raise awareness and challenge people to
dance for the kids, instead of just coming and sitting down. It was my favorite and most
memorable experience I have had since coming to URI and everyone I have talked to says
the same. This means that our executive board led this event successfully from start to finish.
11. Student will describe goals and objective
statements regarding personal issues,
career issues, and community issues
12. Student will show evidence of goals and
objectives that were planned and
achieved
13. Student will show knowledge of the
“Hierarchy of Needs” theory by Maslow
14. Student will show application of Maslow’s
theory to own life
15. Student will show knowledge of the theory
of Superleadership by Manz & Sims
16. Student will show application of Manz &
Sim’s theory to own life
17. Student will describe StrengthsQuest HDF 190 College setting In HDF 190, I learned that my top five Gallup Strengths are achiever, discipline, harmony,
Signature Themes, shadow side of Group work focus, and analytical. I began to realize that I am an achiever, focused, and analytical when I
Strengths and/or weaknesses, and could not decide what to pursue when I came to college. There are so many goals that I want
examples of application (Source = Gallup) to accomplish and not enough time within the four years I am here to complete them all, so I
need to determine which ones I am the most passionate about and which ones will help me
the most in life, and with my career path. For example, I am on the pre-professional PT track,
and I want to be in the honors college, as well as minor in Spanish and Leadership Studies. I
am analytical in the ways that I determine what I need to do and how I can get there, and I
am focused and determined to achieve my goals. I exhibit discipline when I am so
overwhelmed with my work and have thoughts about giving up. I refocus and remind myself
of my long-term goal of becoming a NICU physical therapist to regain my motivation. In
addition, I demonstrate harmony whenever I work in a group setting. Although this can be
viewed as a weakness, I despise confrontation and try to always avoid it. Sometimes when I
work in a group and I know someone’s idea will not be effective, I suggest my opinion and
when it is not supported, I let people try their idea first. This is because I want them to realize
their idea had inconsistencies, but also because I want to avoid conflict. These strengths
allow me to be a better leader by helping me be the best version of myself, while also
encouraging and leading others to push themselves to their fullest potential, just like me. I
inspire people with my motivation and determination.
Gallup, I. (2021, October 7). Develop engaged & thriving students, on campus and beyond.
Gallup.com. Retrieved February 15, 2022, from
https://www.strengthsquest.com/home.aspx

18. Student will describe personal leadership
style and/or personality style including
strengths and weaknesses and examples
of application (Sources = Leadership style
inventories, the L.P.I., Type Focus
(MBTI), LAMP, DISC, and other career
inventories, etc.)
Outcome Category: Leadership Theories
“Authority and Bureaucracy” theory of
leadership Weber
20. Student will describe personal application
of the above theory (Weber)
“Scientific Management” theory of
leadership by Taylor
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 HDF 190 HDF 190 Guest Speaker Panel In HDF 190, I learned about the “Servant Leadership” theory. I learned that there is a
“Servant Leadership” theory of leadership difference between helping, serving, and fixing. What stuck with me the most is that to serve
by Greenleaf effectively, one must be in the “servant mindset,” where they are motivated to serve out of
the kindness of their heart. Service is voluntary, meaning people don’t receive a monetary
reward in return. If one is not in the serving mindset they will get burnt out because they will
not feel rewarded, grateful, or satisfied. Servant leadership implies a relationship between
two equals who benefit from each other’s service. Helping implies that the person being
helped is lesser than the helper and will only succeed with help. Being a fixer implies that
someone is broken and needs a savior. In addition, there are ten characteristics of servant
leadership. These include listening, empathy, healing, awareness, persuasion,
conceptualization, foresight, stewardship, commitment to the growth of people, and building
community. While servant leadership can be learned and adapted, it typically is natural and
comes from the heart. People don’t usually exemplify all these qualities, but if they do, some
are more prominent than others. Effective servant leaders use their strengths and most
admirable qualities to serve others.

Helping, fixing or serving? - mental health association ... (n.d.). Retrieved March 10, 2022,
from https://www.mentalhealthsf.org/wp-
content/uploads/2020/01/HelpingFixingServing-by-Rachel-Remen.pdf
Character and servant leadership: Ten ... - regent university. (n.d.). Retrieved March 10,
2022, from https://www.regent.edu/wp-content/uploads/2020/12/Spears_Final.pdf
28. Student will describe personal application HDF 190 RhodyTHON executive board In HDF 190, I learned about the “Servant Leadership” theory. The two characteristics of the
of the above theory (Greenleaf) “Servant Leadership” theory that best describe me are healing and stewardship. As a
kinesiology major on the physical therapy track, who hopes to work in a children’s hospital
with recovering cancer patients and serve in the NICU, I look to exercise as a form of
medicine and healing. My goal is to help heal children and assist them with their recovery to
help them live a life with minimal complications. To get involved, I joined the RhodyTHON
executive board and earned the Stewardship Chair position. We work to raise money for
miracle children at Hasbro Children’s Hospital. In my time serving this position, I have
learned how to effectively communicate with the internal team, as well as the RhodyTHON
members. I also make sure everyone is heard and I pick up my peers’ tasks when they are too
overwhelmed. I make sure that our executive board works well together, and I come up with
ways that we can cooperate better as a team. An example of this is scheduling activities
during meetings such as making team bracelets and giving each other compliments. I think of
ways we can get to know each other outside of RhodyTHON on a more personal level. As
we learned in class, service is an equal exchange. I serve the families at Hasbro Children’s
Hospital, and in return, I get to know the miracle children from the hospital, and they teach
me their strength and life lessons they have learned that I will never experience.
Character and servant leadership: Ten ... - regent university. (n.d.). Retrieved March 10,
2022, from https://www.regent.edu/wp-content/uploads/2020/12/Spears_Final.pdf

“Principle Centered Leadership” theory by
Covey
of the above theory (Covey)
31. Student will show knowledge of the “14
Points / TQM” theory of leadership by
Deming
of the above theory (Deming)
“Visionary Leadership” (now often cited
as “Transformational Leadership”) theory
by Sashkin

of the above theory (Sashkin)
“Individuals in Organizations” leadership
theory by Argyris
of the above theory (Argyris)
37. Students will demonstrate knowledge of
the “4 V’s” theory of leadership by Grace
(Center for Ethical Leadership)
of the above theory (Grace)
“Situational Leadership” theory by Hersey
& Blanchard
of the above theory (Hersey & Blanchard)
41. Student will show knowledge of the HDF 190 HDF 190 Relational Leadership In HDF 190, I learned about the “Relational Leadership” model by Komives, McMahon &
“Relational Leadership” model by Class Discussion Lucas. This model describes relational leadership as a process of people uniting to make a
Komives, McMahon & Lucas HDF 190 Relational Leadership difference for the common good. I learned that relational leadership is about equality, but
Activity more importantly equity. In relational leadership, people come together because they are
dissatisfied with something. They bond over their dissatisfaction, develop ways to make a
change, and act on those ideas. Relational leaders work well together. They strive for
everyone to be equal on a deeper level. Equity is important because it is important to
acknowledge and consider everyone’s views when working with a group. Part of relational
leadership is learning the strengths and weaknesses of peers to understand how everyone can
effectively work together to achieve a common goal. In my opinion, stewardship is a very
important aspect of relational leadership because it is crucial for a group to be close and
connected to be successful. There are three basic principles of relational leadership. These
include knowing, being, and doing. To be an effective team, you must know yourself, how
change occurs, and understand and accept that people have different strengths and values
than you. You must be ethical, caring, inclusive, have morals, and be open and responsive to
change. You must act in socially responsible ways, consistently and congruently, as a
participant in a community and on your commitments. Engaging in these three ideas makes
for more effective relational leaders. In addition, there are 5 components to relational
leadership. These are inclusive, empowering, purposeful, ethical, and process-oriented.
Relational leadership is inclusive, meaning it is understanding and encourages diverse views,
approaches, styles, and individuality. It is also empowering, meaning it promotes ownership
and embraces self-worth and encouragement. Relational leadership is purposeful, meaning
that everyone has their “why” and reasons for uniting to make a change. It is ethical,
meaning that the model emphasizes ethical and moral leadership that is driven by values and
standards. Lastly, relational leadership is process-oriented, demonstrating that there are
tactical ways to approach a task and be successful. The group is strategic in the way that they
assign jobs and work together to reach a common goal. When each of these five components
are present, leaders are efficient and successful.
Komives, S. R., Lucas, N. and MacMahon, T.R. (2013). Exploring leadership: For college
students who want to make a difference. San Francisco: Jossey-Bass.

42. Student will describe personal application HDF 190 RhodyTHON executive board In HDF 190, I learned about the “Relational Leadership” model by Komives, McMahon &
of the above theory (Komives et al) Lucas. The RhodyTHON executive board exemplifies relational leadership. I am the
Stewardship Chair of RhodyTHON and work in a group with the External Team members.
These include the External Director, the Hospital Relations Chair, and the Alumni Chair. As
part of this smaller group within the executive board, we work together to contact miracle
families, recruit participants, and enhance the connection of our team. Relational leadership
is people with a common interest uniting to make a change. As a RhodyTHON executive
board, our members unite to raise money for the children at Hasbro Children’s Hospital and
put on a dance marathon at the end of the year to raise awareness and increase funds. We
want to have a positive impact on the lives of all the sick children. Our board works well
together because we make sure everyone’s opinions are heard and understood. We have a
document where we put our updates and ideas for each meeting, and we present them at each
board meeting. This represents effective relational leadership.
Komives, S. R., Lucas, N., & McMahon, T. R. (2013). Exploring leadership: For college
students who want to make a difference. Jossey-Bass.

concept of constructivism
44. Students will describe personal examples
of implementing constructivism
45. Student will demonstrate knowledge of HDF 413 Class discussion about In HDF 413, I learned about Kolb’s Experiential Learning Model. This model is a cycle of
the Experiential Learning Model (Kolb) experiential learning experience, reflection, conceptualization, and experimentation. Kolb states that experiential
learning is gaining knowledge through concrete experience, which is doing something, and
abstract conceptualization, which is thinking about something. Learning is best achieved
through hands-on experience or critical thinking. Then we process the information we gained
through reflective observation, which is reflecting on the experience, or through active
experimentation, which is applying the information gained to other opportunities. Real
learning is obtained through practice and concrete experience. A significant part of the
learning process is reflecting on knowledge and experiences in order to make improvements
and adjustments for the future. Reflection also allows us to recognize what went well and
how to apply that knowledge to future opportunities.
46. Student will describe personal application HDF 413 Facilitation practice In HDF 413, I learned about Kolb’s Experiential Learning Model. As I continue with the
of the Experiential Learning Model (Kolb) leadership studies minor, I recognize that the common theme throughout the classes is
experiential learning. In HDF 413, I had many opportunities to practice what I learned in
class and reflect on them. For example, I learned about facilitation and debriefing techniques.
I sat through lectures on facilitation and debriefing where I learned framing and techniques.
After I learned these techniques, I was able to practice what I learned in class and SOLC. I
gained concrete facilitation experience when I gave my group presentation on decision
making. That was my first long presentation. I also gained experience when I did my
facilitation in SOLC. After, I engaged in reflective observation and got feedback from my
peers and professor. I reflected on the experience and made meaning from it, challenging
myself to think about why my facilitations went how they did, what went well, and what I
can improve for next time. After reflecting, I used my knew knowledge and applied it to
other facilitations, for example work and RhodyTHON. I have engaged in the experiential
learning cycle throughout the year and will continue to gain experience from the
opportunities that the center for student leadership provides.
47. Student will show knowledge of the HDF 190 HDF 190 lecture about social In HDF 190, I learned about the “Social Change Model of Leadership Development” by
“Social Change Model of Leadership change Astin et al. This model describes social change of leadership as an inclusive process that
Development” by Astin et al promotes values of equality, social justice, self-knowledge, personal empowerment,
citizenship, and service. It was created for students who want to learn to work effectively
with each other to create social change over their lifetime. The way I interpret it is as a
combination of relational leadership and servant leadership because an inclusive group of
people unite to make a social change while completing acts of service and fundraising to
draw awareness to an issue in the world. It is assumed that the Social Change Model is
socially responsible, views leadership as collaborative and values-based, believes that
community involvement is crucial, and enforces that everyone can contribute to the change.
Social change works to address the root causes of problems rather than the surface-level
issues they create. The Social Change Model of Leadership examines Leadership
Development from three levels or perspectives: the individual, the group, and the
community/society. Within the three levels, there are seven C’s that fit into one of the
perspectives. The individual values include consciousness of self, congruence, and
commitment. Consciousness of self is the awareness of personal beliefs, values, attitudes,
and emotions that motivate someone to act. Congruence is walking the talk and thinking,
behaving, and acting with authenticity and honesty. Commitment is demonstrated by
significant involvement and investment of time, as well as emotional passion. The group
values include collaboration, common purpose, and controversy with civility. Collaboration
is working together, sharing responsibility, authority, and accountability in achieving
common goals. Common purpose is collective aims, values, and visions. Controversy with
civility is understanding and accepting that disagreements are disputes are inevitable and
allowing for thoughtful and considered differences of options to be heard. The
community/society value is citizenship. Citizenship is being active and present within the
community and being vocal to make beneficial change. The social change model is
collaborative and voluntary.
Higher Education Research Institute. (1996). A social change model of leadership

development (Version III). Los Angeles: University of California Los Angeles Higher
Education Research Institute.
Komives, S.R., Wagner, W., & Associates. (2009). Leadership for a better world:
Understanding the social change model of leadership development. San Francisco:
Jossey-Bass.
48. Student will describe personal application HDF 190 RhodyTHON executive board In HDF 190, I learned about the Social Change Model of Leadership Development.
of the above theory (Astin et al) The RhodyTHON executive board demonstrates application of the model. For
example, we each enforce the idea that change is inclusive, leadership is a process,
we promote equality, social justice, and self-knoweldge, as well as empowerment,
citizenship, and service. Our goal is to dig deeper than the surface level and raise
awareness and funds to donate to the local children's hospital. We dance for the
children in the hospital beds that don’t have the opportunity to dance. Our impact is
small, but our effort and contributions are significant. We demonstrate each level of
leadership development and exhibit the seven C’s. For example, in terms of
individual values, each person on the executive board is conscious of themself,
congruent, and committed. Each board member is aware of their passion for serving

the kids and hospital and uses their credibility to educate and persuade others to get
involved. Not only does the board claim that they care for the kids, but they are
congruent and prove it by fundraising, educating others, and raising awareness.
Everyone demonstrates commitment by working tirelessly to put on the main event
and attending long meetings every Monday to be successful. In terms of group
values, we demonstrate collaboration, have a common purpose, and demonstrate
controversy with civility. For instance, as an executive board, we collaborate to
achieve our common purpose of making a change for the children at Hasbro
Children’s hospital. Because the executive board is large, and there are many
different beliefs and perspectives, we demonstrate controversy with civility by
understanding and accepting that we are different and won’t always agree. We do
our best to compromise, and we are successful. Finally, in terms of our community
values, we exhibit citizenship by being vocal and present in our community, as well
as educating people about our cause and helping them make a connection.
the “Leadership Identity Development
Model” by Komives et al
50. Students will describe personal
application of the above theory. (Komives
et al)
the Strengths-Development Model by
Hulme et al
of the above theory (Hulme et al)
53. Student will demonstrate knowledge of
behavior theories of leadership from
Michigan and Ohio State
of the above theories (Michigan & Ohio
State)
Charismatic leadership
of the above theory
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
anthropology / paradigms relate to
leadership
70. Student will describe personal example
of using cultural anthropology /
paradigms as a leader
the “Cycles of Socialization” (Harro)
theory and its uses in leadership
72. Students will demonstrate personal
application of the “Cycles of
Socialization” (Harro)
the “Cycles of Liberation” (Harro) theory
and its uses in leadership
74. Student will demonstrate personal
application of the “Cycles of Liberation”
(Harro)
the “Configuration of Power” (Franklin)
and its relationship to leadership
application of the “Configuration of
Power” (Franklin)
racial identity development (Cross &
Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)
application of model(s) of racial identity
development above
models related to gender / identity /
gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
application of model(s) of gender identity
above
additional social identity development
model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;

Johnstone; Gibson; Forber-Pratt &
Aragon; etc.)
82 Student will demonstrate personal
application of additional social identity
development model(s) above
McIntosh’s theory of privilege and its
relationship to leadership
application of McIntosh’s theory
85. Student will describe the differences and
similarities of individual and institutional
oppression and relationships to
leadership (Source = Three Dimensional
Matrix of Oppression)
86 Student will demonstrate knowledge of
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 HDF 413 HDF 413 Content Assessment In HDF 413, I learned about the “Model of Intercultural Sensitivity” by Bennett and its uses
the “Model of Intercultural Sensitivity” by in leadership. The Developmental Model of Intercultural Sensitivity is a model that describes
Bennett and its uses in leadership the ways that people experience, interpret, and interact with cultural differences. According
to Exploring Leadership For College Students Who Want to Make a Difference written by
Susan R. Komives, Nance Lucas, and Timonthy R. McMahon, there are six stages of
intercultural sensitivity: denial of difference, defense against difference, minimization of
difference, acceptance of difference, adaptation to difference, and integration of difference
(Komives, Lucas, McMahon 2013). In the first stage, denial of difference, people are in
denial about cultural difference and are unable to experience differences in complex ways.
For example, they are unaware of how culture impacts lives and have no interest in learning
about how other people live. Someone in the second stage of the model, the defense against
difference stage, has a difficult time grasping the concept that people live differently than
they do. They focus on their culture and fail to consider that people experience hardships and
disparity outside of their beliefs and ideals. In addition, they view their way of life superior
and look down to others who are different. In the third stage, minimization of difference,
people are becoming more culturally aware. People begin to understand that deep down we
are all humans, and with that, start to recognize that everyone has their own culture and
identity. The fourth stage is acceptance of difference where people experience cultural
difference in context. They accept that all behaviors and values, including their own, exist in
distinct cultural contexts. People are accepting of the distinctive reality of each culture’s
worldview and believe that diversity enhances cultural competency and tolerance. In
addition, people are conscious of cultural differences and recognize that although we are not
all the same physically, mentally, and spiritually, we all do have similar goals in life. In the
fifth stage, adaptation to difference, people interact with others from a different culture. They
learn and embrace a new way of life. They adapt to new traditions and values while still
learning to balance their own beliefs. Often times people enter the fifth stage when they
study abroad or reside in a different country for an extended period of time. Finally, the sixth
stage is integration of difference. People reach this stage when they make a conscious effort
to become fully competent in all cultures. At this point, people can move in and out of
cultures with ease and view a situation from many different cultural points of view. The
“Model of Intercultural Sensitivity” is used in leadership because as someone progresses
through the stages and becomes more culturally competent, they become a more effective
leader and facilitator. The more leaders understand and know about culture, the more they
can resonate with their followers. A group benefits from an inclusive leader who embraces
diversity. The best way to become inclusive and diverse is to strive to improve cultural
competency.
90. Students will demonstrate personal HDF 413 Content Assessment In HDF 413, I learned about the “Model of Intercultural Sensitivity” by Bennett. When I
application of the “Model of Intercultural Cultural Competencies in apply this model to my life, I believe that I am in the fourth stage of the model which is
Sensitivity” by Bennett Anatomy acceptance of difference. I think I am in the fourth stage right now because I don’t have
Service learning trip in Hawaii enough experience with other cultures to be in a more advanced part of the model. I have the
mindset of the more advanced stages but lack the physical experience. For example, I work
well with people from various backgrounds and upbringings, I assimilate well into different
groups, and I am socially and culturally aware. At the same time, I have never left the
country and experienced a culture other than my own. I don’t think I can advance into the
next stages until I branch out, which is one of my goals. I am currently taking many steps to
enhance my cultural competency, though. For example, I go out of my way to join different
clubs and surround myself with diverse people to make as many connections as possible. I
try different jobs and positions so that I encounter people that I wouldn’t normally interact
with. In addition, I have taken a few Spanish classes after taking five years of Italian in high
school in order to expose myself to other languages and cultures. Taking leadership classes
and learning about how to work with diverse groups of people is also improving my cultural
awareness. In addition, I complete the cultural competency extra credit assignments provided
in my anatomy class to reflect on my biases and learn how to eliminate them. I have learned
about implicit bias, microaggressions, and my own personal biases by completing these
assignments. In January I am going on a service-learning trip in Hawaii where I will
experience a new culture and learn how to assimilate into a new way of life. I will interact
with diverse populations and encounter different beliefs and traditions. Taking these steps to
increase my cultural competency and social awareness will allow me to progress on the
“Model of Intercultural Sensitivity.”
the ally Action Continuum by Griffin &
Harro
92 Student will demonstrate personal
application of the Action Continuum by
Griffin & Harro
93. Student will show knowledge of the HDF 413 Melissa Camba’s presentation on In HDF 413, I learned about the Multicultural Organization Development Model by Jackson.
Multicultural Organizational Development multicultural organizations This model defines a multicultural organization as one that is characterized by the equal
Model (Jackson) participation of diverse constituents in the organization’s full range of activities, both formal
and informal. To remain multicultural, an organization must be willing to remake itself. This
can be achieved by following the concept of the multicultural organizational development,
which “emphasizes the full participation of members from all cultural and social groups and
a commitment to end all forms of social oppression that may exist within the organization
that blocks the meaningful, inclusive involvement of all members” (Komives, Lucas, and
McMahon 2013). On the other hand, a monocultural organization is one that works against

diversity where only certain perspectives, values, and assumptions about the world are
allowed. In the Multicultural Organizational Development Model, there are stages of
organization moving from a perspective that is monocultural and exclusionary to one that is
compliant and nondiscriminatory, then to a multicultural perspective. Organizations that have
a monocultural perspective are exclusionary because they have few minorities at top level
positions, they are close minded and believe that there is only one way to complete a task,
they view their organization as the melting pot, and believe that culture does not impact
management. A non-discrimination organization, also known as the compliance organization
and affirming organization consists of an encouraged group of marginalized group members,
but they are still expected to fit in the status quo culture. Finally, multicultural organizations,
also known as redefining organizations, are workplaces that reflect contributions of all
groups, value diversity as an asset, and emphasize that access and opportunity does not mean
equal treatment.
Jackson, B. & Hardiman, R. Creating Socially Just Organizations: Dismantling

Institutionalized Racism and White Supremacy. Accessed October 3, 2021.
https://brightspace.uri.edu/content/enforced/162571-
2219_222805_0001_0000_1/MCOD-handouts.pd
f?_&d2lSessionVal=zLe6tPwax0vSMCGil4qw60GxS&ou=162571
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 HDF 413 Inclusive Leadership Statement Inclusive leadership is the act of discarding biases and emphasizing equity over equality,
inclusive leadership embracing diversity in a group while being adaptive to changes, and valuing every
perspective in order to collaborate effectively. Inclusive leaders are interculturally
competent, understand intersectionality, and are knowledgeable about multicultural
organizational development. According to Exploring Leadership for College Students Who
Want to Make a Difference, “In this six-stage model [Developmental Model of Intercultural
Sensitivity], people move from having minimal contact with others who are different through
various stages seeing difference as wrong to eventually reaching a state of having a strong
sense of who they are as cultural beings and an appreciation of how cultures are similar and
different” (Komives, Lucas, McMahon 2013). As leaders progress through the stages, they
develop cultural self-awareness and gain concern for general and specific cultural
knowledge. Recognizing, acknowledging, and embracing cultural differences contribute to a
leader’s inclusivity. When people reach the final stage and refrain from defining people by
their culture and having biases, they are capable of recognizing discrimination, disparity, and
exclusion within a group. These groups are often monocultural or multicultural
organizations. According to Bailey Jackson and Rita Hardiman, a multicultural organization,
“Includes all members as active participants in decisions that shape the organization”
(Jackson and Hardiman 2006). These organizations seek values and contributions from
everyone and embrace the talent of all people. Members of multicultural groups serve diverse
populations within the organization by reflecting various social and cultural backgrounds. In
contrast, a monocultural group is a uniform cluster of people who do not stress equity, and do
not favor diversity. Therefore, they are not inclusive. My high school experience shaped my
perspective on diversity and inclusivity. In comparison to many districts in the area, my
school was more diverse and predominantly people of color. I believe this has sculpted me to
be further on the Developmental Model of Intercultural Sensitivity and more inclusive
because I am more socially aware and culturally knowledgeable than others who have been
less exposed to multiculturalism. Because of this, I embrace differences and view people as
humans with feelings rather than define them as their culture. Being conscious of diversity
within a group of people and considering inclusivity has shaped my leadership style. As
someone who leads from within, absorbs information, and analyzes a situation before taking
a stance and sharing my opinion, as opposed to being the loudest person in the room and the
first to answer a question, I know what it is like to be overlooked or excluded. Therefore, I
make sure to appreciate and recognize each person in a group for their presence and
contribution, whether it’s by speaking to them separately or making time for them to speak
when they should choose to volunteer. This knowledge affects my future facilitation practice
because now I understand that people still want their voice to be heard even when they don’t
want to speak in a large crowd. With that information, the next time I facilitate, I will give
people the option to share their knowledge and opinions in a large group, as well as make
time for people to converse in smaller groups. This will give everyone a safe place to be
heard and understood. I am also now aware that it is crucial to have knowledge of a group
prior to working with them in order to facilitate activities that everyone can participate in.
Inclusive leadership is about embracing differences rather than putting them aside and
eliminating biases to create a welcoming space with various perspectives.
Outcome Category: Critical Thinking
98. Student will show knowledge of principles
of critical thinking and fallacies (logic is
used in this minor)
99. Student will demonstrate proficiency of
critical thinking
100. Student will show knowledge of
metaphorical analysis to critically analyze
self and leadership situations
metaphorical analysis to critically analyze
self and leadership situations
102. Student will show knowledge of at least five HDF 413 Ethical decision making group In HDF 413, I did a group presentation on ethical decision making methods. There are many
decision making methods project decision making methods. A few are using the Four Dilemma Paradigm Model, utilizing
Kidder’s Ethical Decision Making Model, referring to Kidder’s Nine Checkpoints for
Dealing with Ethical Issues, the voting method, and the consensus method. The Four
Dilemma Paradigm Model is Kidder’s framework for examining right-versus-right choices.
The four dilemmas to consider when making a decision are justice versus mercy, short term
versus long term, individual versus community, and truth versus loyalty. Justice versus
mercy reflects that fairness and equity conflict with compassion, empathy, and love. Short
term versus long term means that immediate needs run counter to future goals. Individual
versus community is the idea of self versus others or small group versus large group. Truth
versus loyalty is the idea that honesty competes with commitment, responsibility, or promise
keeping. When making decisions, it is important to consider how the choices fall under the
four dilemma paradigm model to make the most ethical decision. In addition, Kidder’s
Ethical Decision Making Model consists of three different mindsets: ends-based thing,
rules-based thinking, and care-based thinking. When taking an approach to decide, it is
important to determine a mindset. For example, ends-based thinking is the utilitarianism
mindset where you do decide to do whatever produces the greatest outcome for the greatest
number of people. The rules-based approach is to follow the principle that you want
everyone else to follow; treat people how you wish to be treated. And lastly, core-based
thinking is putting love for others first and using empathy. When making a decision,
consider which one of these mindsets would have the most significant impact on you and
your surroundings. Kidder’s Nine Checkpoints for Dealing with Ethical Issues are another
method to consider when making decisions. The nine checkpoints are to recognize that there
is a moral issue, determine the actor, gather the relevant facts, test for the right versus wrong
issues, test for the right versus right paradigms, apply the resolution principles, investigate
the trilemma options, make the decision, and revisit and reflect on the decision. Going
through all these checkpoints will help one come to an ethical conclusion. Another method
is the voting method. In the vote style decision making method, a group of people discuss
options then vote to come to a consensus. This method should be used when team members
agree to support whichever decision is made. Finally, the consensus style decision making is
when a group talks until everyone agrees with one decision. This method is generally used
when the stakes are high and everyone must support the final decision in order to proceed
with a project.
Jd, Jd, & JD, A. (n.d.). 4 decision making methods. Sources of Insight. Retrieved December
6, 2022, from https://sourcesofinsight.com/4-decision-making-methods/
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)
leadership that is used in crisis (i.e., James
& Wooten; Garvin; Covey; Frohman;
Lalonde; Schoenberg; Joni; Braden et al;
etc.)
108. Student will describe examples of
leadership in crisis situations (i.e.,
application of James & Wooten; Garvin;
Covey; Frohman; Lalonde; Schoenberg;
Joni; Braden et al; etc.)
Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
active listening techniques
110. Student will describe examples of using
active listening skills
functions of group communication by
Hirokawa
of functions of group communication
(Hirokawa)
113. Student will show knowledge of techniques
regarding giving and accepting of feedback
114. Student will describe examples of giving
and accepting feedback.
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

facilitation techniques
facilitation techniques
121. Student will demonstrate knowledge of de-
briefing techniques
122. Student will demonstrate proficiency of de-
briefing techniques
framing based on psychology and its use in
group facilitation
framing based on psychology and its use
in group facilitation
125. Student will demonstrate knowledge the HDF 413 HDF 413 Lecture with Melissa In HDF 413, I learned about the four frames of organizations and the meaning of reframing
four frames of organizations, and the Camba by Bolman and Deal. According to Bolman and Deal, the four frames of organizations are
meaning of reframing by Bolman and Deal structural, human resource, political, and symbolic. The structural frame exists to achieve
established goals and objectives. In this frame, organizations have specialization and a clear
division of labor. They are very structured like a family tree, but people are not recognized as
humans with feelings, rather they are seen as the position they occupy in the organization.
The human resource frame considers that people have feelings and emotions. People are
recognized as more than just their position. Their strengths are valued and it is understood
that there is more to a person than their work. In this view, if workers support the workplace,
the workplace supports the workers. There is a mutual dependency and both parties benefit
when they are treated with care. In the political frame, there is competition for power and
scarce resources. The task is to develop an agenda and power base. This frame assumes that
conflict will arise, and people are separate from problems. In the political frame, the issues
and interests of a group or population are recognized, and it is important to connect with
allies. Lastly, the symbolic frame emphasizes that culture is the component that holds an
organization together and unites people around shared values and beliefs. The results are not
important, but the lessons learned, and growth overtime are the focus. The symbolic frame is
not concerned about rules or policies. Instead, they ensure experiences for clarity and
direction. Bolman and Deal express that reframing is the ability to view situations in more
than one way. It is knowing the ideals, beliefs, and structure of a group before working with
them to ensure that the approach taken during a facilitation is the most effective and efficient
for that organization.
Bolman, L.G. & Deal, T.E. (2013). Reframing organizations: Artisitry, choice & leadership.
(5th ed). San Frnasisco, CA: Jossey-Bass
126. Student will describe personal application HDF 413 RhodyTHON In HDF 413, I learned about the four frames of organizations. The four frames of
of organizational analysis using the four Government organizations are structural, human resource, political, and symbolic. While I haven’t
frames of organizations, and breaking the Church encountered all these structures in my life, I have been to places that demonstrate these
frame / reframing (Bolman and Deal) structures. For example, I have never been a part of an organization that has a structural
frame, but I have been to large corporations that use this structure. Target or any other large
grocery store is an example. Target has a CEO, and under them are directors and managers,
then retail workers. Because Target is such a large corporation, the CEO does not have a
relationship with the workers or take their personal lives into account. People are recognized
as workers for the company, and not as humans who have lives outside of their job. On the
other hand, I am apart of RhodyTHON, which has the human resource frame. We have the
same structure as the structural frame, but the people in the organization are recognized as
humans that have emotions and lives outside of RhodyTHON. We have a president, followed
by directors, chair positions working for the directors, then committee members. There are
ranks, but there is a strong relationship between the tiers of members. There is a mutual
beneficial relationship between the president and directors, and the chair positions and
committee members. In addition, as a US citizen, I recognize that the US government is
based on the political frame. There is competition for power and scarce resources within and
outside of the country, politicians focus on the interest of the population, and the government
has strong connections with allies. Lastly, even though I do not actively attend church
anymore, I have experienced the symbolic frame at my catholic church. From what I
understand, religion abandons all rationality, brings clarity and direction, and focuses on the
rituals and how people become members. The catholic church is not concerned about what
happens but focuses more on the lessons learned and the importance of the experience.
127. Student will show knowledge of organizing
meetings / setting agendas / and leading
meetings
128. Student will describe personal examples of HDF 413 RhodyTHON In HDF 413, I learned how to facilitate meetings and events. Part of facilitating is organizing
organizing meetings / setting agendas / meetings, setting agendas, and leading meetings. As the External Director of RhodyTHON, I
leading meetings complete all these assignments weekly. As the External Director, I have three chairs below
me: alumni chair, community engagement chair, and hospital relations chair. I am
responsible for facilitating weekly meetings with my team, recording meeting minutes, and
assigning tasks with deadlines. Before our first meeting, I created a form asking for each
member’s availability to determine a set date for each meeting. We decided that Sunday
mornings at 11:00 AM was the most ideal. I created a zoom link that we utilize each week.
The Friday before each meeting I create an agenda that consists of what the meeting will
cover. I make a to-do list for each chair and set a deadline for each task. Then, on Sunday
mornings I lead the meeting by introducing and explaining the tasks. We discuss our
upcoming events and plans, then I leave room for questions. Finally, we part ways and meet
again the next week. When a member of my team completes a task, I ask them to inform me
right away and send me their work. I provide them with feedback, and they edit accordingly.
129. Student will show knowledge of
Parliamentary Procedure
130. Student will show knowledge of techniques HDF 413 Ally’s story about working with In HDF 413, I learned about working with difficult people. In order to work effectively with
for working with difficult people difficult people difficult people, framing is important. This means possessing the ability to think of situations
in more than one way to allow for the development of other strategies. Framing is important
for balance, creating new options, and finding impactful strategies. When facilitating an
activity, there will always be people who are unmotivated and uninterested. When this
happens, it is important to not take their attitude personally, or get offended. Although views
may not always align, being kind, compassionate and respectful as a facilitator is necessary
because it allows one to gain credibility, encourages the group to be receptive to guidance,
and best serves the audience. It is important to stand up for yourself while supporting the
group. Maintaining composure in stressful or frustrating situations also benefits the facilitator
because this attitude expresses that the facilitator is strong, experienced, and unbothered. In
addition, a facilitator must practice empathy and understand the circumstances of the group
when working with them. It is imperative to emphasize individuality and be responsive to the
group’s needs. Always be direct and concise but make time for questions and reflection.
Seven strategies to effectively deal with difficult people at work. American Society of
Administrative Professionals. (n.d.). Retrieved December 2, 2022, from
https://www.asaporg.com/communication/seven-strategies-to-effectively-deal-with-
difficult-people-at-work
Mat ApodacaOn a mission to share about how communication in the workplace and personal
relationships plays a large role in your happiness Read full profile, & Apodaca, M.
(2020, January 6). How to deal with difficult people: 10 expert techniques. Lifehack.
Retrieved December 2, 2022, from

https://www.lifehack.org/articles/communication/how-deal-with-difficult-
people.html
131. Student will describe personal examples of Working as a physical therapy In HDF 413, I learned about working with difficult people and adapted techniques to use
using techniques to work effectively with aide when I am in a situation where the group is unresponsive to and unappreciative of my
difficult people service. Over the summer I worked as a physical therapy aide and I encountered numerous
patients who lacked motivation to heal. There were also some patients who did not consider
my service credible because I appeared to be a young woman working in healthcare with
little experience. When people found out that it was my first time working in a physical
therapy setting, they would question my knowledge and direction even though I would
provide the same service as my older, more experienced coworkers. When working with
people who do not respect you or want your service, it can be difficult to find motivation to
continue serving them. It is times like this where it is important to use techniques for working
with difficult people. For example, when a patient would belittle me, I would reestablish my
credibility and assure the patient that I am qualified to work there. I would also ask my boss,
the physical therapist, to explain to them that I was hired because I was the best fit for the
position and I am a valuable asset to the staff. I stood up to the patients while maintaining
composure and being respectful. I was extra kind and acted unbothered which proved to the
patients that I am strong and capable. Although it was difficult to work through, I did not let
this treatment discourage me, which is another technique. I did not take the mistreatment
personally or get offended because I was empathetic and understood that a patient who is
hurt and vulnerable just wants the best care and is looking out for their wellbeing. Using
these techniques helped me grow as a person and helped me become a more confident and
credible physical therapy aide.
132. Student will show knowledge of the stages HDF 190 HDF 190 lecture, discussion, In HDF 190, I learned about the stages of group development constructed by Tuckman,
of group development (Tuckman/Tuckman group activity Jensen, Bennis, and others. These stages include forming, storming, norming, performing,
& Jensen, Bennis or others) and adjourning. In the forming stage, a person is put into a position where they are
surrounded by new people and places, for example, coming to college. They feel alone and
must put themselves out there to meet people who are in a similar situation until they get to
the next stage. In the storming stage, people begin to recognize where they stand on the
hierarchy and strive to form roles in relation to their peers. Competition is high and people
try to beat out their peers to feel validated, for example, joining a sorority. In the norming
stage, people are settling down and becoming comfortable with their new life. People form
more secure relationships and friendships, for example, missing their roommate after a
weekend at home. In the performing stage, people are thriving. People are successful, work
well together, and have a better bond. In adjourning, the last stage, people step back and
reflect on what they have just accomplished, for example, completing their first year of
college. They probably feel rewarded but may also feel lost and confused when thinking
about their next steps. When working together on projects or forming relationships, people
experience all five of these stages.
Dunkel, N.W, & Scuh, J.H. (1998) Advising student groups and organizations- San
Fransisco: Jossey – Bass.
133. Student will describe personal examples of HDF 190 Adapting to college, making In HDF 190, I learned about the stages of group development. The five stages are forming,
group development in use HDF 190 friends on campus storming, norming, performing, and adjourning. I have been through all these stages since
(Tuckman/Tuckman & Jensen, Bennis or coming to college. For example, I was in the forming stage on the day I moved onto campus.
others). HDF 190 group It was my first time meeting my roommate and I did not know anyone here. I felt alone and
had to navigate college life on my own. I made friends with my roommate and suitemates,
and we got comfortable with each other. Then, on the first day of class, I entered the
storming phase when I saw all my peers that I will be competing against for spots on the

Dean’s list and positions in extracurriculars. I entered the norming stage when I went home
for the first time for Thanksgiving break. I was so excited to go home and see my family and
friends but when I got there, I missed my roommate and my college friends. That is when I
started to accept that this is my new life and I enjoy it. I entered the performing stage when I
came back after a month away for Christmas break. I realized that I am excelling in school
and love my life here. I know my way around the school, I have a dependable group of
friends, and I like my classes. I am confident in myself and my abilities after adapting to
college so well. I am currently in the adjourning stage, as I am getting upset that this school
year is ending. I am proud of what I have accomplished because I have gotten involved in
ways that I never imagined I would, but I am going to miss my life here. I am also scared to
start over again next year. I am already thinking about next year and making plans for it.
During my first year at college, I went through the five stages of group development with my
friends.
In HDF 190, I learned about the stages of group development. When I first learned about
group development, I thought of assimilating into college and making friends. Now, I think
of my HDF 190 group. We went through all five stages of Tuckman’s model. For example,
we were in the forming stage when Cammy picked our group members, and we met each
other for the first time. During this stage, we were unfamiliar with the group and our purpose
was unclear. As we got to know each other and became friends, we moved into the storming
stage. During this time, we enjoyed learning about each other and why we were put into the
same group based on our strengths and values. We were eager and enthusiastic to learn and
thrive as a group but were still apprehensive about relying on each other in terms of group
projects and assignments for class. As we became more comfortable with the idea of working
together, we headed into the norming stage. At that time, our purpose was well-defined. We
knew why we were grouped together and how we can be successful. We were confident that
we would each complete our individual tasks for the group projects correctly and effectively.
We were creative with our ideas and committed to each other. As we started executing our
ideas and working on the project rather than just brainstorming, we moved onto the
performing stage. In this stage we each used our different strengths to complete various parts
of the projects. We were motivated and excited to work together. We finished the
assignment, gave our presentation, and learned about more projects from the other groups.
Finally, when all the assignments were completed and the semester was almost over, we
moved into the adjourning stage. At that time, we debriefed and reflected on our time
together. We looked back on our favorite memories together, recognized each group member
for their accomplishments, and celebrated with each other. Then, we went our separate ways
for the summer and moved on to new leadership classes in the fall. Some of us have found
our way back to each other and work well in our new class. The group development process
started from the beginning this year as well.
134. Student will show knowledge of group roles HDF 413 Flip the blanket activity in class In HDF 413, I learned about group roles and how they contribute to dynamics. There are
and how they contribute to group dynamics Learning about group roles in many roles within a group. One’s role may change depending on the circumstance, activity,
(Johnson & Johnson; Benne & Sheats; class or event. Sometimes, people transition between roles or fit the description of multiple roles at
Knowles & Knowles; etc.) once. According to page 323 in the book Exploring Leadership for College Students who
Want to Make a Difference, the common roles in groups include the information seeker, the
opinion seeker, the opinion giver, the summarizer, the clarifier, the gatekeeper, the
encourager, the mediator, and the follower. The information seeker is the one aware that the
group needs more facts before proceeding with the task. They contribute to group dynamics
by analyzing current information and asking for clarification. The opinion seeker is the
person who values inclusive leadership and makes sure to ask for everyone’s insight, ideas,
or opinions before proceeding. This person contributes to group dynamics by ensuring that
every participant has room to speak and share their ideas. On the other hand, the opinion
giver is the person who contributes their ideas and opinions to enhance the efficiency and
efficacy of a project. An opinion giver contributes to the group dynamic by taking the
initiative to speak when others are apprehensive and refrain from speaking. The summarizer
combines all ideas and suggestions into one fluid process to guarantee that everyone is in
agreement. The clarifier is the person who elaborates on a plan or explains ideas in a
different way to add meaning. They contribute to group dynamics by reflecting on the
process and making sure that everyone understands the next steps. Like the opinion seeker,
the gatekeeper is inclusive and invites those who have not yet spoken or have been trying to
share their thoughts to speak. The encourages is the “woo” of the group and welcomes all
individuals and diverse ideas. They add to the group dynamic by being a positive voice and
responding kindly to promote inclusion and empowerment. The mediator is the harmonizer
who avoids conflict and seeks to straighten out opposing points. This adds to the group
dynamic because when people disagree and there is tension within the group, the mediator
attempts to resolve the issue and unite the group. Lastly, the follower is an active listener
who supports the group’s actions and decisions. This is an important role in the group
because the followers recognize that they are less qualified in the area and decide to let
others lead the task, but they are obedient and follow the directions of the other group
members.
135. Student will describe personal examples of HDF 413 Flip the blanket activity in class In HDF 413, I learned about group roles and how they contribute to group dynamics. I also
group roles and how they contribute to Disk activity in class learned what role I play in a group and how my strengths and values add to the group
group dynamics (Johnson & Johnson; dynamic. We engaged in two different activities in class where we demonstrated obvious
Benne & Sheats; Knowles & Knowles; etc.) group roles. The first one was the activity where we all had to stay on the blanket but flip it
over to the other side. In this activity, I had the role of follower. I was not sure how to flip the
blanket and I knew the group would benefit if I took a step back and listened to everyone
else’s ideas. I did what the group members told me to do, and I shared my opinions when I
thought they were relevant. I supported the group’s decisions and did what I was told. As a
follower I contributed to the group dynamics by helping the process flow with ease. Instead
of being another voice trying to talk over the others, or someone who was sharing unhelpful
ideas, I stayed quiet until necessary and trusted my peers. In the other activity, where we had
to reach the opposite disc without touching the ground or passing the person in front of us, I
took on a very different role. I was an opinion giver, summarizer, and clarifier in this
activity. I took a more vocal role in this activity because I was more knowledgeable on the
subject and believed that my contributions would be significant. As the opinion giver and
someone who had more ideas than my other peers, I worked with Sarah to relay our ideas
and plans to the group. Because for most of the time the group was following Sarah’s and my
lead, there were questions and inconsistencies. The group asked questions and debated our
process. As a result, I acted as the summarizer and clarifier to assist the group and make
directions more understandable. This contributes to the group dynamics because it is always
important to have someone who analyzes the task and focuses on developing an efficient and
effective plan to complete the task.
memberships skills in groups
membership skills in use
138. Student will show knowledge of the HDF 413 HDF 413 class discussion In HDF 413, I learned about the Challenge and Support theory by Sanford, and its
Challenge and Support theory by Sanford, relationship to organizations. This theory states that for growth to occur, a person needs a
and its relationship to organizations balanced amount of challenge and support. When a person is given too much support, they
fail to learn. When they are given too little support, they become overwhelmed and
frustrated, and quit trying. There must be a happy medium. This concept applies to

organizations as well. The theory suggests that when there is low support and low challenge
within an organization, there is low optimism and determination to complete projects and
achieve growth. There is also a lack of progress because people within the organization lack
motivation to succeed. When there is a high level of challenge but little support, there is
apprehension and unproductive stress within an organization because there is no support
system. When there is a high level of support but little challenge, an organization is stagnant
and unproductive. This is because they are constantly succeeding and don’t have any
setbacks, therefore they have no mistakes to correct and no lessons to learn from. Finally,
when there is a substantial amount of challenge and support, an organization reaches
maximum growth. They continue to learn, innovate, and demonstrate development and
growth. An organization that has a balanced amount of challenge and support will thrive
because the members will be motivated and engaged. On the other hand, an organization that
has an unbalanced amount of challenge and support will decline and fail because they do not
have a goal to work towards.
Academic advising resources. Sites DOT MIIS. (n.d.). Retrieved December 6, 2022, from
https://sites.miis.edu/academicadvisingresources/theories/sanford-challenge-support/

using the theory of Challenge and Support
(Sanford)
construction / elements of informative and
persuasive speeches
141. Student will demonstrate proficiency in
informative and persuasive public speaking
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
148. Student will demonstrate knowledge of HDF 413 Best Buddies workshop In a Best Buddies club meeting, we had a workshop in which we learned how to spread
techniques to communicate and engage in Bio 101- cultural competency awareness about the “r-word” and were taught about different ways we can approach
difficult dialogues related to diversity and Bio 220- cultural competency situations regarding diversity and inclusion. For example, I learned that many people do not
inclusion. know the real meaning behind it, so it is best to teach people. To teach people, we must
Identity workshop become experts ourselves. This means that we need to educate ourselves before correcting
someone else. It is most important to establish discussion guidelines. For instance, each
person should speak without interruption. One should also explain the accident to the person
rather than criticize someone for their mistake. It is important to avoid disrespectful
comments and inappropriate language, as well as allow others to ask questions without
judgement. Although it is an awkward conversation, it is a crucial one to have, so it must be
addressed with an open mind and acceptance of the other person’s beliefs. It is also
imperative to manage emotions and avoid blaming others. It is helpful to ask questions for
people to reflect on and have a clear agenda going into the discussion. Patience is important
because oftentimes, people don’t understand why they are wrong. Talking about diversity
and inclusion is about informing people to help correct their mistakes so that they go on to
teach others. Some call it “spread the word to end the word,” and this approach is effective
and beneficial. In addition to Best Buddies, my anatomy professor gives us “cultural
competency” assignments to complete to encourage us students to reflect on our inclusivity.
In these assignments, we learn about microaggressions, how to address adversity, and how to
be culturally competent in our chosen healthcare field. We are encouraged to educate
ourselves about other cultures and accept and embrace that everyone is different to ensure we
provide the best care for our patients. We also learn ways to address and educate people who
are not as culturally competent and aware.
In HDF 413, there were many instances where we discussed diversity and inclusion.
Engaging in dialogues related to diversity and inclusion can be difficult and uncomfortable,
so it is important to approach the conversation carefully and with intent. The best way to do
this is to set the stage with the group. The group should be aware of the topic of conversation
ahead of time in order for them to prepare for the thought-provoking discussion that will
occur. Next, it is important to establish discussion guidelines. For example, stating that one
person talks at a time and no one interrupts, everyone has the opportunity to speak, don’t
criticize one another but challenge ideas, and avoid disrespectful language. It is also helpful
to view the conversation as a brainstorming session and expect different viewpoints. People
should also engage in active listening and are encouraged to listen more than they speak. It is
also important to encourage diversity and inclusion discussion questions and refrain from
shaming or humiliating peers for their beliefs and experiences. Encouraging participants to
“check their privilege” is a way to get an uncomfortable or awkward conversation started
about diversity and inclusion. It may also be necessary to address hesitancy in the
conversation and reassure members that the conversation is confidential but encourage them
to only share what they are comfortable with. Lastly, as a facilitator, it is important to
continuously remind everyone of the common goal, which is to work toward equity,
understanding, empathy, and ending discrimination.
Facilitating diversity conversations in the Workplace. CoachDiversity Institute. (n.d.).

Retrieved December 5, 2022, from https://coachdiversity.com/blog/ten-strategies-for-
holding-difficult-conversations-about-diversity/
149. Student will demonstrate proficiency in HDF 413 Best Buddies workshop There have been a few instances where I have had to educate my friends or acquaintances
communicating and engaging in difficult Having conversation with friends about diversity and inclusion. In each instance, they used the “r-word.” What I took away
dialogues related to diversity and inclusion. from each conversation was that their usage of the word was a misunderstanding, and they
Identity workshop didn’t know why they shouldn’t use it. When I first hear someone use the word, I let them
finish their sentence to allow myself to gain context of the situation. Then, I inform the
person that using the word is wrong and I will not tolerate it. I explain the true meaning
behind the word and inform them that using the “r-word” in any other context is
unacceptable, incorrect, and disrespectful. I let them know that this is a common
misunderstanding and that to end the usage of the word in inappropriate contexts, we must
inform our peers. I give them alternative words to use that better represent what they are
conveying. Then I encourage them to educate people about the “r-word” the same way I
informed them. I allow the discussion to be open and am willing to listen to their views to
demonstrate inclusivity. Each conversation I have had has been beneficial because my
friends learned the true meaning and have gone on to inform others about the topic.

In HDF 413, I engaged in many difficult dialogues relating to diversity and inclusion. One of
them was the identity workshop. In this workshop, we were encouraged to reflect deeply on
our identity and share our results in order to gain a better understanding of diversity and
inclusion. Although it can be awkward and uncomfortable to talk about personal experiences
and beliefs such as social class, disability and ability, sexual orientation, religion, gender, and
size and appearance, engaging in this activity made me more comfortable sharing my life
with a group of people. I also got to practice active listening and techniques for engaging in
difficult dialogues related to diversity and inclusion. When asked to share within our small
group, I was apprehensive at first, but everyone stated before that it was a safe space with no
judgment. We also made it clear that we have boundaries and will only share what we are
comfortable with. Then we talked about our individual results and how they compare with
each other's. From there, we were able to talk about how our similar, yet different answers
make us diverse. We were encouraged to think critically about diversity and inclusion and
think broader than just our personal experiences. We thought about what life is like for
people who have very different answers than us and discussed how our experiences have
shaped our lives. We all practiced active listening and enjoyed hearing from each student
because hearing differing viewpoints made us reflect on our life and how it compares to
those around us. Although it was a serious and intimate conversation to have, I felt
comfortable with my peers because the activity was framed and facilitated well.
150. Student will describe ways to maintain HDF 190 HDF 190 lectures To be an effective leader and uphold relationships, it is crucial to maintain accountability. To
accountability in leadership / member maintain credibility, it is important to establish clear goals, focus on the present and consider
relationships the future, ask for help when needed, and provide and accept honest and constructive
feedback. It is important to have clear goals to avoid confusion, disorganization, and
frustration. It is difficult to achieve a goal if the goal is unclear or not thought out. Goals
must be meaningful, obtainable, and adjustable. In addition, it is important to focus on the
present to avoid getting overwhelmed. At the same time, it is important to have a clear vision
and know what you want to accomplish, have an idea of the process and steps that it will take
to get there, and plan how to deal with obstacles. Obstacles are inevitable, so there must be a
plan on how to avoid them as well as how to cope with them when they are encountered.
Although asking for help is difficult, it is essential to maintain accountability. It is important
to embrace difficulty and ask for help because that is how we grow and learn. Many people
will try to persevere through the obstacle, but this will set them back and increase the chance
of failure in the future. Lastly, it is imperative to be open to feedback. It is necessary to give
your team feedback, but also ask for feedback from them. This is important for
understanding what is working and what needs alterations. This allows for growth and
improvement.
151. Student will describe personal examples
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 Learning about credibility in In COM 100H, I learned about the importance of informing your audience of your
to leadership, as well as the characteristics COM 100H credibility during a speech. The same concept applies to leadership. Credibility is
and skills of a credible leader
the quality of being believed or accepted as true, real, or honest. Credibility is about
trust, respect, and being believable. A leader’s credibility is defined in terms of the
degree of confidence, belief, and acceptance towards the leader. Credible leaders are
tolerant, accepting, encouraging, knowledgeable, and trustworthy. It is imperative
to establish credibility as a leader to gain a following, be effective, and make a
change. If someone doesn’t possess the qualities of a credible leader, they will not be
successful because they won’t be trusted and respected. They will not be taken
seriously, and therefore will be unable to lead efficiently and make a difference.
building, maintaining, and repairing his/her
own credibility as a leader
156. Student will describe ethical standards in
influence
157. Student will describe influence applies to
leadership
158. Student will describe principles of effective
mentoring, as well as problems particular
to the mentoring relationship
mentoring and being mentored
160. Student will describe principles of effective
peer leadership, as well as problems
particular to peer leadership
161. Student will describe personal examples HDF 190 Leadership Institute As part of Leadership Institute, we were broken up into groups and assigned peer leaders. My
related to being a peer leader and being group had three peer leaders. Throughout the two days of institute, they guided us, educated
led by peers us, and were there for us as we were new, lost, and overwhelmed college students. They
welcomed us with open arms and gave us an idea of what the URI community is like. Over
the course of the two days, we got to know them on a deeper level and they shared what
made their experience at this school so great. They encouraged us to get involved and make
the most of our time here. As an anxious introvert who is afraid to put myself out there, they
were encouraging and made me feel secure. They convinced me that college is a place where
you will find your people and sense of belonging, and I did. They led me to believe that I can
be successful and accomplish anything I want. Because of them, I worked up the courage to
get involved in many different clubs and organizations, like Best Buddies, the RhodyTHON
executive board, and the Student Senate. They also shared their majors and minors and
helped me believe that I can fit a major and two minors in my schedule. Being around them
taught me what effective peer leaders are and how I can be one just like them.
Most of my freshman year I was led by peers. Leadership Institute was the first time I was
led by peers. Then, when I took HDF 190, Cammy was my peer leader. I learned a
tremendous amount from all my peer leaders, especially Cammy because I spent an entire
semester in class with her as my peer leader. Cammy was a great peer leader and I learned so
much from her that I will use in the future. For example, right away I felt a connection with
her because she was outgoing and seemed genuinely interested in my life and wellbeing. She
wanted the best for my group members and I and loved watching us succeed. She set an
exceptional example for us by giving us specific details for each assignment. She clarified
any questions we had as well as shared her work from HDF 190 to use as a guide. She shared
her leadership website with us that I still use as a reference. She demonstrated kindness,
respect, empathy, and inclusivity that I admire. I will try to incorporate her leadership style
into mine when I peer lead because I want to make my group feel as comfortable and
welcomed as she made me feel. I am excited to use what I have learned from my peer leaders
as well as my own strengths and values in my upcoming leadership opportunities.


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LEADERSHIP

Name: Isabella Leggett

Leadership Inventory Revised 08/22/2017 1

Leadership Inventory Revised 08/22/2017 2

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 08/22/2017 3

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 08/22/2017 6

▪ Leadership theory and

Leadership Inventory Revised 08/22/2017 7

Leadership Inventory Revised 08/22/2017 8

7. Student will demonstrate practice of the

Leadership Inventory Revised 08/22/2017 10

9. Student will demonstrate practice of the

Gallup.com. Retrieved February 15, 2022, from

Leadership Inventory Revised 08/22/2017 12

Outcome Category: Leadership Theories

Leadership Inventory Revised 08/22/2017 13

2022, from https://www.regent.edu/wp-content/uploads/2020/12/Spears_Final.pdf

2022, from https://www.regent.edu/wp-content/uploads/2020/12/Spears_Final.pdf

29. Student will show knowledge of the

Leadership Inventory Revised 08/22/2017 14

students who want to make a difference. San Francisco: Jossey-Bass.

Leadership Inventory Revised 08/22/2017 15

43. Student will show knowledge of the

Higher Education Research Institute. (1996). A social change model of leadership

Leadership Inventory Revised 08/22/2017 17

Leadership Inventory Revised 08/22/2017 19

Leadership Inventory Revised 08/22/2017 20

Leadership Inventory Revised 08/22/2017 22

Jackson, B. & Hardiman, R. Creating Socially Just Organizations: Dismantling

94. Student will show personal application of

Outcome Category: Critical Thinking

103. Student will describe personal examples of

Leadership Inventory Revised 08/22/2017 25

Outcome Category: Interpersonal and Organizational Concepts & Skills

Leadership Inventory Revised 08/22/2017 26

Leadership Inventory Revised 08/22/2017 28

Leadership Inventory Revised 08/22/2017 29

Leadership Inventory Revised 08/22/2017 31

139. Student will describe personal examples of

Facilitating diversity conversations in the Workplace. CoachDiversity Institute. (n.d.).

Leadership Inventory Revised 08/22/2017 33

Leadership Inventory Revised 08/22/2017 35

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