Inventory - Mary Godek

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

Date Enrolled: January 2022
Date of Graduation: May 2025
HDF 413
1, 2, 3, 6, 11, 17, 38, 49, 50, 119, 120, 126, 127, 131, 137, 138, 139, 143, 153, 160
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD)
at the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.
Leadership Inventory Revised 08/22/2017 1

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

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

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

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

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

Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar
Must be in Honors or have GPA of 3.3
Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit
MINOR ELECTIVES-9 credits

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

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

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

Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate HDF 415 ● Greek Life I was personally waiting to fill out this outcome until I truly felt as though I have
autonomy and a minimized need ● Peer Leader for attained a good sense of who I am as a leader and who I am as a person and this
for approval Leadership Institute year, I truly have achieved this goal. In the past, I tended to focus on the approval of
others for almost every aspect of my life. As President of Student Council my senior
year of high school, I found the need to constantly go out of my way to prove that I
deserved this title, and do everything in my power to show that I was a good leader.
Coming into college, I knew that I wanted to continue my leadership development
but was not ultimately sure how. It wasn’t until I joined the CSLD that I found what I
was truly passionate about, but it still took me a while to understand my own
personal journey and how to utilize my strengths to foster a positive impact within
the community. Being chosen as a Peer Leader for Leadership Institute is where I
began to understand that I do not need the approval of others to know that I am a
good leader, and most importantly, a good person. There is always going to be a
competitiveness aspect in different organizations for roles or positions, but
throughout Leadership Institute, I have acknowledged that I don’t necessarily need
a “role” in order to make a difference. Right now, I am just so proud of how I have
grown in this short year and I know what I bring to a group. There is no need for me
anymore to look for the approval of others. While yes, this is a natural human trait
that everyone pertains to at times, I can wholeheartedly say that I am focusing now
only on my personal growth and how to make the organizations that I am a part of
grow as well.
2. Student will demonstrate BIO 101 + 103 ● Other classes (CMD Ever since coming to college, I have become very organized especially with my
personal, organizational, and 160, WRT 201, PSY academics, my personal life and my mental health. At the beginning of the
academic examples of 113) semester, I go through all of my syllabi and write down all my assignments, exams,
self-discipline meetings, and anything else important I do not want to forget. When I turn in an
assignment or take an exam, I highlight it and check it off so I know that it is done.
The class I have used this technique most for this semester has been BIO 101 +
103. With the lecture part of this class, we have a lot of pre-class work that I need to
make sure I do before going to lecture. We also have reading quizzes and muddy
points every week. Muddy points are a discussion post where we say if we did not
understand anything in the reading. I need to make sure I do this before class to be
most successful. For the lab, we have quizzes every week that I need to do well on
because it is a big portion of our grade. I make sure I prioritize my time to do well on
these assignments. For my other classes, I use the same tactic and make sure I am
on top of my schoolwork because that is the main reason I am here.
As I am now wrapping up my second year of college, I have a lot of different ways
that I handle personal, organizational and academic self-discipline. This year
instead of using a handwritten agenda, I decided to use a Google Sheets page. As
more things are electronic in this time period, this worked a lot better for me. It was
super easy for me to link it to my Google Calendar which I also have been utilizing a
lot this semester. Specifically for personal self-discipline, this has been a year of
tremendous growth for me. I have been learning a lot about myself, specifically little
things that go a long way for my personal well-being and mental health. One of my
goals for this year has been to not be on my phone for the first hour I wake up in the
morning. I have noticed that this has had a huge impact on my mental health. I’ve
also tried to stop endless scrolling and overall just be on my phone less. This has
taken a lot of self-discipline, as I am so used to being on my phone often. Another
thing that has required self-discipline, has been trying to move almost everyday.
Whether that be going to the gym or simply just going on a walk, it has been a huge
benefit to my mental health. As I continue to grow, I cannot wait to see what other
activities or things I add to my routine to benefit me.
3. Student will demonstrate the PSY 113 ● Executive Board In PSY 113, we learned about managing our emotions and the reason behind
ability to manage emotions Student Council certain emotions that we have. For example, why we are happy when certain things
Secretary happen or why we are sad, and the hormones behind it. With this information, I try
● Executive Board to do things that I know will give me serotonin, such as going outside when it is nice
Student Council or laughing with my friends. With this information, I also can now acknowledge that
President it is okay to be sad, and allow myself to sit in my sadness. Often you are told by
others to not be sad and it almost feels like you are constantly striving to be happy
100% of the time, which is not actually a reality. I now am trying to acknowledge my
emotions more often, and see what works best for me. With being Executive Board
Student Council President and Secretary, I have had to focus a lot on my emotions,
especially in a leadership position for a council of 150 students. It was often easy to
get upset or hyperfixate on something that was out of my control. I often had to take
a step back when these tough moments happened, but also remind myself that it
was okay to feel how I was feeling. Reminding myself of this is one of the best ways
I have learned to manage my own emotions.
One of the things I have been truly trying to focus on this year has been allowing
myself to feel every emotion necessary. I often said this in the past but rarely did it.
In college, it can be very hard to express your emotions because you are always
surrounded by people. If you wanna feel an emotion privately, sometimes you can’t,
whether you have a roommate, class or another obligation you have to attend to. As
such an outgoing, positive personality, people often think that I do not get upset or
only ever feel happy which is far from the case. I’ve also realized that people love to
project their emotions on other people. Overall, I’ve been trying to manage my own
emotions while balancing checking in on my friends as well.
4. Student will demonstrate URI 101 ● Executive Board In URI 101, we had a class on stress management and resources that are available
knowledge of stress management Student Council on campus for stress management. We were informed about resources in the
methods President Roosevelt Center and even how our URI 101 mentors are always available to talk if
we need to. We also went through many self-care methods, including a worksheet
that I still have in my possession, such as journaling, going on walks, drawing, etc.
In my dorm, we have had many RA sessions explaining stress management
methods, even with planting a flower in our own painted pot. All of this information is
definitely a way that I know I can handle stress. With Student Council, I served as
President during a year of COVID and was constantly stressed out about how to
make it the best year possible for my high school. Balancing school work, student
council, show choir and NHS was a lot for me to handle my senior year, but the
reason I was able to was learning how to handle my stress. I took time for myself
and also realized I am not superhuman, I am just a teenager. I also surrounded
myself with people who I knew would support me. I realized that it is okay to ask for
help, and this is something I am still working on. I hope to continue to work on stress
management methods on top of all that I have learned.
5. Student will demonstrate the CMD 160 ● URI 101 Student In CMD 160, we had two exams and that was our grade for the whole semester.
ability to manage stress ● Chi Omega Immediately when I heard this I was super stressed and nervous because I knew I
had to do well on these two exams to do well in the class. With this information, I
used my agenda to plan out times to study. I also went on long walks and made
time for myself within my school work. This is super important when handling stress
because at the end of the day, you need to put yourself first in what you do. Being a
URI 101 student, I learned stress management methods and how to use them, such
as selfcare, taking time for myself, or even going for a walk.
As sophomore year began, I was unaware of how different academically it would be

compared to freshman year. I was taking a lot more classes regarding my major that
were a lot harder than anticipated. I remember feeling very overwhelmed and
caught off guard, coming back from summer vacation and Institute. With my
personal life as well, I was going through a lot. In addition to everything I did
freshman year, I also began journaling which has helped a lot when I am stressed.
Getting everything down on paper allows it to leave my mind and often calm down.
My sorority, Chi Omega, also recently added a Health and Wellness Director. Every
other weekend she hosts yoga in our house that we can attend. I have gone
multiple times and this activity always makes me feel better. Being surrounded by
my friends and allowing my body and mind to relax has helped a lot with my stress.
Sometimes if I am really stressed, I’ll even do these exercises on my own or get a
group of friends together to do it. Overall, I have found a lot of techniques to help
me manage and relieve my stress.
6. Student will express a personal HDF 190 ● Executive Board In HFD 190, this worksheet in class really opened my eyes to my personal values
code of leadership / membership Student Council and what I deem right and wrong. It is important as a leader to realize what you
ethics President think is right and ethical because you are leading and being an example to others.
For me, I like to remember to treat others as I would like to be treated and the
golden rule. As an executive board for Student Council, we had to focus on our
morals and what it meant to serve as a leader within a group.
I still resonate a lot with this statement, but have also acquired a new vision about
my own personal code of leadership/membership ethics. I still agree that it is
important as a leader to understand what is right and ethical, but I also think that
you need to think about other communities and groups, thinking about what would
benefit them the most. You shouldn’t necessarily do something because you want to
“look ethical” and look like you are making the right decision, but rather do it
because those are the kind of morals and values you uphold. This year I also got to
understand the idea of “being kind versus being nice.” In the past, I tended to focus
on being nice. Being nice involves being polite and treating people well which is so
important, but this year I really wanted to choose to be kind instead. I think kindness
is doing things out of the goodness of your heart to benefit others and show that you
care. These two acts definitely go together, but I’m trying to focus more on doing
things that benefit myself and others, rather than just being nice to be nice.
https://docs.google.com/document/d/1BMkTYpy7Muw4Pmje8Bfu2xMGiqU0a4Le/ed
it?usp=sharing&ouid=103068198823996244488&rtpof=true&sd=true
7. Student will demonstrate practice
of the personal code of ethics

8. Students will express a personal HDF 190 ● Executive Board For this assessment I received: Zest, Kindness, Gratitude, Fairness and Honesty. I
values statement (Sources = VIA, Student Council think these qualities are all really accurate and something that I definitely see not
values clarification exercises, etc.) President only in my leadership skills, but also my everyday life. Zest was my number 1 which
● Leadership really stood out to me because I try to live my life with as much energy and
Ambassador excitement as possible, although it can be hard sometimes. I like doing every task
with everything I have and I do not like doing things half-heartedly, especially with
schoolwork. Kindness and gratitude also go hand in hand, and I try to live my life
with as much kindness as possible because you never truly know what someone
else is going through. This is an important quality for myself. Honesty was the one
that I see least in myself, but not in a way that I lie or do not tell the truth. I just
struggle to say my opinion sometimes even when people ask, which is definitely
something that I am working on. Fairness for me was very neutral. I do see fairness
in my everyday life, but definitely not as much as zest or gratitude. I saw a lot of
these qualities when I was a Leadership Ambassador, welcoming prospective
students and informing them of Leadership Institute and the Leadership Minor.
Using Zest, I was able to pull people in and make them excited about the
opportunities that URI has to offer. Being energetic and enthusiastic brought a really
good feeling to the group of students I was working with and the people I was
talking to. Kindness also helped a lot as I wanted to give the best experience to
everyone that was coming to talk. As everyone came up to us, I made sure to
answer every question they had and help them out, whether they needed help
finding a location or about housing. Overall, I really enjoy taking these assessments
and I think that they are very helpful.
Via Institute. VIA Institute On Character. (n.d.). Retrieved March 10, 2022, from
https://www.viacharacter.org/takestudy/3c31c960-dd57-4a0e-9630-2df963
2de1d2
9. Student will demonstrate practice
of the personal values statement
10 Student will demonstrate the HDF 413 ● Chi Omega Last semester, I was Chi Omega’s Assistant Director of Philanthropy. Working
. ability to lead a project from start directly with our Director of Philanthropy, we were responsible for hosting an event
to finish (follow-through) for our Philanthropy “Make a Wish.” Our director let me have full responsibility for
our spring event, entitled “Cheesing for the Children.” For this event, I was required
to get donations from local restaurants, send out information to our full chapter
regarding how many tickets each Sister had to sell, how many girls other chapters
were selling, overall how many tickets we sold and a list of all of their names. I
began planning this event in February for it to take place in April. Overall, with this
project I had to make sure to follow through or we would not have a philanthropy
event for the spring. I had a lot of different responsibilities, including delegation.
With the Phil Team, I had to constantly be asking them for help or if someone could
tag team a project with me. As the head chair for this event, I also was the person
that people came to if they had any questions. I was receiving a lot of texts when
people sold tickets or had questions so I had to make sure that communication was
very clear and that I was organized with who sold tickets. Our goal was to raise
$3,000 and we succeeded in raising $4,196. Overall, our event was very successful
and everyone was very happy!
11. Student will describe goals and HDF 415 ● Leadership Institute This has been a tremendous year of growth for me, personally and professionally.
objective statements regarding ● URISSHLA Specifically, I set a lot of goals that either have changed or turned into a completely
personal issues, career issues, ● Chi Omega different goal that I am still working towards. With my career/academic goals and
and community issues issues, sophomore year is the year that you truly dive into your major. Rather than
taking electives and gen eds, this year I have been taking mainly classes relating to
my major of Communicative Disorders which has been a challenge in itself. In
Communicative Disorders, we have an organization called the URI Student Speech
and Hearing Language Association. We are currently holding elections and I am
running for the position of Treasurer. My career goals have also changed this year. I
plan to work in a school for Speech Pathology and then go back to school to
continue my education, and then hopefully work in administration with the goal of
hopefully being a Superintendent one day. Specifically with my community goals
and issues, I hope to make as much of an impact as I can in the URI community.
Whether that be in SOLC, the leadership institute, or in Greek Life, I hope to just be
as inclusive as possible.
12. Student will show evidence of
goals and objectives that were
planned and achieved
13 Student will show knowledge of PSY 113 ● Class and In PSY 113, we talked and had a discussion about the “Hierarchy of Needs” theory
. the “Hierarchy of Needs” theory discussions by Maslow. It is represented by a pyramid of needs that go into detail about what
by Maslow ● AP Psych (High you need first in your life, the bottom being the most basic and the top being the
School) most complex. The bottom is your physiological needs which includes water, food
and safety. Next it goes into safety needs which is personal security, employment
and health. The middle of the pyramid is love and belonging. This discusses
friendship, intimacy, family and a sense of connection. The next is esteem which
discusses self esteem, recognition, and freedom. The top, self-actualization
discusses personal growth and personal potential, the desire to become the best
person you can be. With a discussion in class, we talked about our personal needs
and where we think our personal life is currently on the pyramid. In AP Psych, I was
introduced to this topic and then I have learned a lot more about it in depth
throughout college.

Cherry, K. (n.d.). How Maslow's famous hierarchy of needs explains human
motivation. Verywell Mind. Retrieved March 29, 2022, from
https://www.verywellmind.com/what-is-maslows-hierarchy-of-needs-41367
60
14 Student will show application of PSY 113 ● Class and After learning and discussing the Hierarchy of Needs, I have come to realize the
. Maslow’s theory to own life discussions important things in my life versus the things that are not important. My physiological
● AP Psych (High needs are all met on campus, with health services, the dining hall, living in my dorm,
School) campus security, etc. Since these needs are met, I can begin to focus on the other
four, such as belonging and self-esteem. With safety, I am healthy and also have
options on campus and at home incase I am sick or unwell. With belonging, I have
found it within my sorority and have met many of my close friends here. I focus a lot
on self-esteem with my school work. When I do well on an exam or a test, I receive
that as achievement and recognition. With self-actualization, I feel as though I meet
that on some occasions. At the end of the day, I am focusing on growth and how to
be the best person that I can be.
Cherry, K. (n.d.). How Maslow's famous hierarchy of needs explains human

motivation. Verywell Mind. Retrieved March 29, 2022, from
https://www.verywellmind.com/what-is-maslows-hierarchy-of-needs-41367
60
15 Student will show knowledge of
. the theory of Superleadership by
Manz & Sims
16 Student will show application of
. Manz & Sim’s theory to own life

17 Student will describe HDF 190 ● Student Council My top five for this assessment were Includer, Empathy, Achiever, Positivity, and
. StrengthsQuest Signature Executive Board Arranger. Similar to the VIA assessment, I also felt like these were very accurate.
Themes, shadow side of President They all play a role together in the person that I am and what characteristics I have.
Strengths and/or weaknesses, I was super happy and not surprised at all to have includer as my number one. I
and examples of application think it is super important as a leader to look around and assess a situation,
(Source = Gallup) acknowledging who is left out or who doesn’t feel comfortable using their voice. It
ties in with empathy and positivity, because I am really good at sensing how people
feel and being able to talk to others about their emotions. I am a very sensitive
person and am always in touch with my feelings, which I think is why I am good at
seeing how other people feel. Achiever is definitely something I see in my everyday
life, but also something I struggle with. I often feel as though I am an overachiever
or struggle with getting motivated, the extremes of both sides. Arranger is also
something I see in my life but not as much. I like things to be a particular way, which
can be a good thing and a bad thing. One of my weaknesses is futuristic and
strategic. I tend to either focus too much on the future or not at all. Since I do not
know what is going to happen in the future, that can be intimidating for me, but I
understand the importance of it. Being strategic has never been a strength of mine,
but definitely something I am working on. I am indecisive and struggle with decision
making because I do not want to be “wrong”, even though I have learned there are
really no wrong answers. Everything will work out in the end. I am striving to learn
how to be more strategic and make decisions at a quicker pace. With Student
Council and being a high school student, I have definitely learned about my
strengths and advantages. As I have continued to grow in college, I am still learning
about my strengths and weaknesses, and this assessment has definitely helped
that.
Although my strengths are still the same, I feel as though sometimes I utilize them in
different ways now. Specifically with arranger, I have come to learn that my way of
using this strength is I am good at arranging people and seeing who works well
together and who doesn’t work as well. I have grown a lot with my weakness of
strategic thinking and now can see things in a more strategic sense. I often have
been thinking decisions and thoughts through in a way that makes sense for me and
the people around me. With my weakness of futuristic, I have also been focusing on
living in the moment and only think about the future when it is necessary to think
about. I definitely see my achiever strength a lot more than I ever have. This year
I’ve really been focusing on my academics and utilizing all my resources to be
successful in terms of school. I still see my strengths of empathy and positivity, but
also acknowledge that it’s okay to put me first instead of my friends which can be
very challenging for me at times.
Gallup, I. (2022, March 4). Analytics & Advice about everything that matters.
Gallup.com. Retrieved March 10, 2022, from
https://www.gallup.com/home.aspx
18 Students will describe personal
. leadership style and/or personality
style including strengths and
weaknesses and examples of
application (Sources = Leadership
style inventories, the L.P.I., Type
Focus (MBTI), LAMP, DISC, and
other career inventories, etc.)
Outcome Category: Leadership Theories
19. Student will show knowledge of
the “Authority and Bureaucracy”
theory of leadership Weber
20. Student will describe personal
application of the above theory
(Weber)
the “Scientific Management”
theory of leadership by Taylor
(Taylor)
the “Management by Objectives”
theory of leadership by Drucker
(Drucker)
“Theory X and Theory Y” theory
of leadership by MacGregor

(MacGregor)
27. Student will show knowledge of HDF 190 ● Panel of guest In HDF 190, we learned about Robert Greenleaf’s theory of Servant Leadership. A
the “Servant Leadership” theory speakers servant leader focuses on the well-being and growth of the community around them.
of leadership by Greenleaf They lead with compassion and have a natural feeling to serve first. All of the 10
characteristics of Servant Leadership work together to compose the true definition.
The 10 characteristics include: listening, empathy, healing, awareness, persuasion,
conceptualization, foresight, stewardship, commitment to the growth of people, and
building community. With all of these characteristics, I really relate to listening and
empathy the most. Empathy is one of my top strengths and I see a lot of it in my
daily life. I also tend to really acknowledge people and listen to them, because I
would want someone to do the same for me. Healing discusses emotional
wholeness, and involves supporting them physically and mentally. Self-awareness
involves being aware of yourself, your surroundings, and knowing your strengths
and weaknesses. Persuasion involves using persuasion rather than authority.
Conceptualization refers to looking at a bigger picture, and working towards your
dreams and your goals. Foresight involves looking at the future, and hoping for the
best. Stewardship is about taking responsibility for your actions. Commitment to the
growth of people involves helping a community of people grow, whether it be
personally or professionally. Lastly, building community is building a community
within your group. This speech helped me improve my public speaking skills and
continued my knowledge of the Servant Leadership Theory. With the panel of guest
speakers, I also got to recognize how they use servant leadership, whether it be in
the jobs, or even just everyday life.
https://docs.google.com/document/d/1UjDUnMVIgNOEQleed4u6NnmKEIYkEHhmF
V_VSDK8Gx8/edit?usp=sharing
28. Student will describe personal HDF 190 ● Panel of guest In HDF 190, with the knowledge of the Servant Leadership model I hope to
application of the above theory speakers continue to use this mentality of serving first in the future, with my leadership and
(Greenleaf) ● Leadership Institute my everyday life. I really enjoyed seeing which characteristics fit into my life, and
● Preschool Teacher which ones I want to incorporate more. I am a very good listener, and I tend to be
Assistant the friend that everyone can come to incase they need something. This is
something I really try to put into my everyday life. I see healing a lot within friends,
and trying to talk to them about different struggles. Self-awareness is something I do
a lot internally, but sometimes not as much externally. Leaders use persuasion
rather than authority to make decisions and help facilitate a group. Persuasion is
something I am still working on, as I struggle to showcase my opinions and
emotions to others. Stewardship is also something I am working on, with taking
responsibility for my actions if I did or said something wrong. Commitment to the
growth of people I see often in my sorority. We are all constantly helping each other
grow as people and sisters. Lastly, building community I see everyday as a student
at URI. There is a community everywhere you go here, and it is super easy to
become involved and feel like you are a part of something. Servant leadership is an
important theory and skill to learn about in order to be a successful leader.
Over the summer, I began to truly understand what Servant Leadership means and I
found it in so many different ways. I got the experience of being a teaching assistant
in a special needs preschool. Over the 8 weeks I worked, I began to understand
what it means to truly serve and do something because you want to do it rather than
because you have to. These teachers showed up everyday for their students,
regardless of how hard it was. They wanted to be there for them and make a
difference. Discussing the 10 characteristics, I saw myself truly understanding the
healing, awareness, and empathy in a new light. I have always thought of myself as
an empathetic person but I took it to a new extent this summer. A lot of these
students came from households that offered them no support. Often their only meal
was the one served at school. As a teacher's assistant, I constantly had to be aware
of their needs and in a way I felt in charge of their healing. I wanted to do as much
for them as I could in the hours I got to spend with them. It inspired me so much to
fully serve and be a leader in the preschool even though parts of it were very
challenging. Serving as a Peer Leader for Leadership Institute 2022, I viewed
Servant Leadership in such a different way too. Besides leadership positions in my
sorority, this was my first leadership role in college and I realized in that week how
much I truly loved it and wanted to be the best leader I could be for my group and
my other peer leaders. Although I was still adjusting back to school, I found myself
fully submerging into what this experience could bring me. I remember being a
scared first year student and how much this experience helped me, simply wanting
to do that for other students because I wanted to, not because of anything else. It
was such an eye opening experience that I do not think I truly understood until this
summer.
https://docs.google.com/document/d/1UjDUnMVIgNOEQleed4u6NnmKEIYkEHhmF
V_VSDK8Gx8/edit?usp=sharing
the “Principle Centered
Leadership” theory by Covey

(Covey)
the “14 Points / TQM” theory of
leadership by Deming
(Deming)
the “Visionary Leadership” (now
often cited as “Transformational
Leadership”) theory by Sashkin
(Sashkin)
the “Individuals in Organizations”
leadership theory by Argyris
(Argyris)
37. Students will demonstrate HDF 413 ● Leadership Institute The 4 V’s Theory of Leadership stands for Values, Vision, Voice and Virtue. This
knowledge of the “4 V’s” theory model believes that leaders make the difference, acknowledging you need to find
of leadership by Grace (Center your own values and beliefs first before making a change. Value is the leader
for Ethical Leadership) searching for their own personal core values. Vision is when the leader implements
their actions to lead to a certain goal. Voice pertains to the leader having a voice to
formulate the vision and motivates others to act. Virtue pertains to the leader being
a role model for others because of their behavior and the way that they handle
themselves. If someone exhibits good behavior and handles themselves very well,
you are automatically drawn to them. Overall, this model is a very personal one that
leaders go through in order to obtain ethical leadership.
Surapats, B (n.d). Theme 4: Analysis of 4-V Model of Ethical Leadership.

https://culcsurapats.wordpress.com/

38. Student will describe personal HDF 413 ● Leadership Institute During my time as a Peer Leader, I often saw myself following the 4 V’s. I found
application of the above theory ● HDF 190 Peer myself going through a very personal leadership journey in order to lead effectively
(Grace) Leader and ethically. With Value, I had to search for my own personal core values and what
leadership truly meant to me. I found that I am simply just a huge people person,
and I care the most about my connections and relationships with other people. I
found one of my most important reasons for wanting to pursue leadership is
because of the relationships and people you meet. At Leadership Institute, I was
able to meet so many amazing people, between first year students and peer
leaders. My Vision for Institute was to grow as much as I could and meet as many
people as I could. I was constantly going out of my comfort zone and talking to
people in different groups. I saw my Voice a lot when leading my own specific
group. I was giving them information about activities and motivating them, helping
them get through this transitioning period of their life. Lastly, for virtue, I always
thought about how I handle situations or carry myself. I was constantly thinking of
my personal morals, what this meant for me, and how I could portray my values in
my own behavior. One of my most important values is kindness and I exhibit this a
lot in my behavior. Overall, this model helped me achieve all of my goals during the
institute and I like to think of it often, specifically the virtue component.
I saw this theory again throughout the second semester as an HDF 190 Peer
Leader. Although I did see it in Leadership Institute, my 190 Peer Group, I got to
connect with for four months on a much deeper level and I see this theory in a very
different light now. I still find myself to be a huge people person and I think I always
will be, but I also have come to learn how much I matter to myself and how this
theory pertains to my own personal life, rather than just the leadership opportunities
that I am a part of. I have seen a lot more of my voice recently, but in a way more
confident tone. Confidence is always something I am working on, but with my voice
and thoughts I have seen a huge increase in my confidence. I have been learning
that the thoughts and insights are valuable and truly contribute to a group. My vision
for leadership continues to be to make as much of an impact as much as I can, and
be a person for other people to look to.
Surapats, B (n.d). Theme 4: Analysis of 4-V Model of Ethical Leadership.

https://culcsurapats.wordpress.com/
the “Situational Leadership”
theory by Hersey & Blanchard

(Hersey & Blanchard)
41. Student will show knowledge of HDF 190 ● Student Council Relational leadership is composed of the relationships you create with the people
the “Relational Leadership” model ● Show Choir around you. The five components of the relational model (purposeful, empowering,
by Komives, McMahon & Lucas Leadership Team inclusive, process-orientated, ethical) all work together to help us fully create the
relational model of leadership and move towards positive change together. When
we first began to learn about the relational model of leadership, I thought of all of the
activities I have been involved in that focus on relationships with other people.
Specifically, working on a board with people, talking to professors, or advocating
your group to other students requires you to build relationships. As I have continued
to grow and learn as a leader, I have to come to realize how important this aspect of
leadership truly is. Being purposeful involves finding a purpose in everything that
you are doing and finding it within a group as well. Empowering discusses lifting up
the other members of the group, and focusing on positive growth together. Inclusion
refers to including everyone and making sure that they are heard and important in a
group setting. Process oriented discusses how a group makes decisions and how
they communicate. Lastly, the ethical part of the relational model of leadership talks
about your morals and values in a group leading style. I saw a lot of this model
throughout high school, whether it was with show choir or student council. We were
constantly making relationships with other people with these 5 components.
Leadership Component Knowing Being Doing... (n.d.). Retrieved March 29, 2022,
from
https://getinvolved.uky.edu/sites/getinvolved.uky.edu/files/img/uploads/Rela
tional%20Leadership%20Model.pdf
42. Student will describe personal HDF 190 ● Student Council I definitely see myself incorporating this model into my life at URI. I am trying to
application of the above theory ● Show Choir become the best version of myself, while also working with the people around me to
(Komives et al) Leadership Team be a positive influence in their life. Ever since coming into college, I have found a
● Chi Omega strong sense of purpose for doing my school work. I am very lucky and fortunate to
attend college. I am constantly trying my best, whether that be going to office hours
or even just checking in with my professors. Within my sorority, I am currently
serving as Assistant Director of Philanthropy. With this job, I am in charge of helping
out our Director of Philanthropy. This job also includes empowering and uplifting
others to be excited about volunteering within our community and helping out.
Inclusion is a really big part of my life at college, especially as a first year student.
Coming here, I was determined to be the friend that goes out of my way to make
sure everyone is listened to and feels heard. This is very important to me. I see
myself being process-oriented when it comes to group projects, specifically my
COM 100 group final project. We focus a lot on communication to make sure
everyone gets their part done in a timely manner and works as hard as they can.
Since coming to college, I have focused a lot on my ethics, morals, and values.
These all tie into who I am today and who I am becoming. I try to be a little kinder
and more accepting everyday, and I am constantly striving to be a better person. In
Student Council, we focused a lot on relationships that we built with other teachers,
staff and faculty and how to make these connections within the building.
Now that I have attended college for a year, I think a lot of my relationships are
different from what I thought they were or in a deeper way. I think that I thought this
model was more about forming friendship relationships rather than all different types
of relationships. I found a lot of my relationships in my sorority or through my
professors, specifically in the leadership minor. In class, you guys often highlight the
importance of relationships in the political schema so other organizations and
people will back you up because they know you do a good job and this is something
I have been thinking about a lot because it is so true. When I think of the Relational
Leadership Model, I immediately think of my sorority, Chi Omega, and how well we
all work together to accomplish our goals. As a member, I am constantly aligning my
goals and values with my sorority to help accomplish everything that we need to. All
members are purposeful with what we are doing, specifically with our philanthropy
“Make a Wish.” Without being purposeful, we would never raise enough money to
grant a wish, never mind our goal of granting two a year. I feel as though we are a
very inclusive chapter and everyone accepts everyone for who they are. I am
constantly putting myself in my other sister's shoes to make sure that they feel seen
and heard. Our motto is “Sisters on Purpose” which directly responds to the
message of empowerment. We all lift each other up and I know if I am ever down
about anything, I can count on the people around me to make me feel better. Being
ethical is also a part of our values and we pride our sisters on their morals. Lastly,
process-orientation is a quality I see everyday in my chapter. Our Executive Board
is established and we have a system that works very well for our chapter. They are
all driven and motivated, helping us be the best versions of ourselves.
Leadership Component Knowing Being Doing... (n.d.). Retrieved March 29, 2022,
from
https://getinvolved.uky.edu/sites/getinvolved.uky.edu/files/img/uploads/Rela
tional%20Leadership%20Model.pdf
the concept of constructivism

44. Students will describe personal
examples of implementing
constructivism
45. Student will demonstrate HDF 413 ● PSY 113 Kolb’s Model of Experiential Learning is something we continue to experience
knowledge of the Experiential ● SOLC Debrief without necessarily realizing we are going through this process. It starts out with a
Learning Model (Kolb) Presentation concrete experience, which is simply trying something new to see what could
happen. This could be joining a club, talking to someone new, or just doing
something you have never done before. The next part is reflective observation. This
consists of analyzing the experience or how this experience made you feel. After
this step, you enter the abstract conceptualization stage. This stage consists of
learning from this experience and how you have changed or grown over this time
period. Finally, we enter the active experimentation stage. You use the information
you have learned to try something new or different, all while using the knowledge
you have gained prior. The Kolb’s Model reminds us that we have to reflect in order
for us to grow from an experience and gain knowledge. We discussed this learning
model for a brief time period in PSY 113, exploring how each stage impacts us
differently at a different time in our life.
Komives, S. R., Lucas, N., & McMahon, T. R. (2013). Exploring leadership : For
college students who want to make a difference. John Wiley & Sons,
Incorporated.
46. Student will describe personal HDF 413 ● Student Council This model is one I am constantly going through, especially as I’ve transitioned into
application of the Experiential ● SOLC Debrief my second year of college. The most prominent example I am reminded of this
Learning Model (Kolb) Presentation process is when I was elected Student Council President my senior year of high
school and how this helped me grow as a person. Since my senior year was only
half normal due to COVID, everything I was experiencing as President no one else
had ever been through before. My presidency started off with the concrete
experience stage. Since I had never been President, this was something I was
learning about for the first time. I actively had to create agendas for Full Board and
Executive Board meetings. I had to become the School Committee Representative.
This was all a super huge learning process for me, especially balancing schoolwork
and all my other extracurricular activities. After beginning this process and getting
situated, I began to make sense of my title and all of the work I had to finish to
accomplish my goals for that year. Throughout this stage of reflective observation, I
found myself reaching out to past presidents often to see how they ran events or
held their meetings. I also communicated the most with my advisor throughout this
stage, as I was constantly asking questions and getting opinions from her. Once I
became more comfortable, I entered the abstract conceptualization stage, which is
where I began to make sense of these events and how I could best run them for
other students in my school. This is the stage where I ran meetings, talked to the
school committee and talked to my other Executive Board members. This stage is
where I learned the most about my school and also became a lot more confident in
my ability to hold this title. My final couple of months as president, I entered the
active experimentation phase. This is where I used all of the knowledge I have
gained throughout the year to host the best, final events and meetings. I also
passed my knowledge onto the next president. I applied all of the knowledge I’ve
learned throughout my presidency to continue my leadership development in
college. At an SOLC meeting, we also talked about debriefing correlates to Kolb's
Experiential Learning Model. You start with experiencing an activity. Then once the
activity is done, you move into the publishing phase or the “what” phase. This is
where you begin to share what happened during the activity. Next is the processing
or “so what” phase. This is where you dig a little deeper into the activity and begin to
focus on the group/individual goals. Next is the generalizing or “now what” phase. In
this phase, the facilitator tries to get the group to recognize the skills that can be
used outside the activity and in the real world. Lastly is the applying phase. This is
where the facilitator tries to relate the activity back to the group's organization's
goals and values. As a consultant, it is important to remember this model as your
group or organization grows and progresses towards their common goal. You need
to acknowledge that your company or organization will go through many different
phases until you find what works best for them.
Komives, S. R., Lucas, N., & McMahon, T. R. (2013). Exploring leadership : For
college students who want to make a difference. John Wiley & Sons,
Incorporated.

47. Student will show knowledge of HDF 190 ● National Honor The “Social Change Model of Leadership” involves leadership that is able to affect
the “Social Change Model of Society positive change for the betterment and growth of the community, others, and
Leadership Development” by society. This model is built around being inclusive, personal empowerment,
Astin et al citizenship, service, and the idea that leadership is a process rather than a position.
This model should work to address and begin to fix the root causes of problems
rather than the other mini issues that they create, all with collaboration and
inclusion. This model includes the “Seven C’s for Change '' which are:
consciousness of self, congruence, commitment, collaboration, common purpose,
controversy with civility, citizenship and change. Citizenship involves engaging
individuals to join a community to feel connected. Collaboration is working together
in all aspects and focuses on how we all bring different things to the table. Common
purpose is everyone’s values and goals all together. Controversy with civility is
realizing that arguments are normal, but also acknowledging how to fix them and
move forward. Consciousness of self is awareness of your own personal beliefs
outside of a group. Congruence is all about being confident and behaving in the way
your true self would. Commitment is showing how you are involved in many different
aspects or groups, yet are still dedicated to all of them. Change is one of the most
important things and involves all of these working together towards a positive
change, growth or development. After learning about the Social Change model and
debating in class whether something is social change or not, I feel as though I have
a better knowledge and understanding of it. I saw a lot of qualities of the Social
Change Model when I was a member of the National Honor Society in high school.
Through different food drives, organizations, I have seen these qualities come up in
many different ways, specifically citizenship, commitment, controversy with civility,
and most importantly change.
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.
48. Student will describe personal COM 100 ● National Honor In COM 100, we are working on a group project that is specifically for civil
application of the above theory Society engagement and social change. In Portsmouth, Rhode Island Carrigan Nelson is a
(Astin et al) survivor of osteosarcoma, a very rare type of bone cancer. It has an 80% chance of
relapse and she is currently still undergoing chemotherapy to keep the cancer away.
For our project, we are raising money and awareness for Carrigan. For citizenship,
we are inviting individuals to be involved with the Rhode Island community and help
someone that is just like them. For collaboration, I am working with three other
students, and we are all collaborating on fundraising, our powerpoint, presentation,
and getting our information across. For our common purpose, we are all trying to
raise money and awareness for Carrigan. For controversy with civility, we had to
create a group contract at the beginning of our project. We acknowledged that if
someone did not do their part of the group work they would be kicked out of the
group and receive a zero. Consciousness of self is my own personal beliefs towards
the group project and goals. I am proud of the work I am doing for this group project
and I know we will make a difference. For congruence, I am showing my fundraiser
on social media, like Facebook and Instagram. I am also donating myself though,
showing how I “walk the talk.” For commitment, we are all very dedicated to this
project and making a difference. For the National Honor Society, we had to do very
similar projects, specifically with our November Food Drive, right before
Thanksgiving. All of the values play directly into community projects like this,
changing the community and helping families have a Thanksgiving meal.
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.
49. Students will demonstrate HDF 415 ● Leadership Institute The Leadership Identity Model, by Komvies, discusses moments of growth in an
knowledge of the “Leadership individual's leadership development. This model implements six core stages that all
Identity Development Model” by work together to help a leader grow into their truest form. These six stages include
Komives et al awareness, exploration/engagement, leader identified, generativity, and
integration/synthesis. The first stage is awareness. This stage involves becoming
aware that there are leaders and important figures in someone’s life, outside of
themselves. This could be a teacher, the President, or a family member. The next
stage is exploration/engagement. This is when the individual begins to join different
group experiences to make connections, such as joining a sports team or a club.
The third stage is the leader identified stage. This is when someone begins to view
leadership as a hierarchy of leadership positions in a group, and acknowledges that
there are positions in different organizations. The fourth stage is leadership
differentiated. This is when the leader acknowledges that leadership can also be
viewed as non-positional and a true group process towards a shared goal. The fifth
stage is generativity. This is when the leader commits to developing leadership in
others and begins to have a true passion for the things that they are involved in,
hoping to make an influential impact. The sixth and last stage is
integration/synthesis. This is when the individual acknowledges their own personal
capacity for leadership in different situations/organizations and acknowledges that
they can be a leader without necessarily holding a title. I saw this model often when
I was a Peer Leader for Leadership Institute, often the last two stages throughout
myself and other students.
Komives, S. R., Longerbeam, S. D., Owen, J. E., Mainella, F. C., & Osteen, L.
(2006). A Leadership Identity Development Model: Applications from
a Grounded Theory. Journal of College Student Development, 47 (4),
401–418.
50. Students will describe personal HDF 415 ● Leadership Institute I saw the first three stages of this model in my life before college. The first stage,
applications of the above theory. ● Student Council “awareness” was when I was younger and acknowledged that there is a President, I
(Komives et al) have teachers that serve as leaders and my parents are leaders in our family. The
second stage, “exploration/engagement.” I really found this stage in my earlier
years, specifically in middle school, when you begin to join different sports teams, or
specifically for me, the dance team. This was when I went out of my way to make
friends that I hadn’t known prior. The third stage, “leader identified” position, I really
remember when I first went to high school and was introduced to Student Council
for the first time. This was the first time I think I truly understood the different
positions in a hierarchy level of leadership and the roles that they played in the
organization. Specifically you think of President, Vice President and Secretary but
my Student Council board had a lot of different positions that I quite never thought
of before. The fourth stage “leadership differentiated” I began to learn when I came
to college and also is something that I am still working on. Although I do not have
positions in every organization, I acknowledge that the energy and positivity that I
bring to the table is important. I am a vital asset to every community that I am a part
of. Specifically with Leadership Institute, I recognized how much of an impact that
we all have on each other and it inspired me a lot. As I’ve said prior, this was a huge
year for personal growth for me and I began to figure out that I am an important
person to many people, regardless of the “title” I hold or even if I hold a title at all.
The fifth stage, “generativity”, I saw a lot at Institute. I was dedicated to developing
the leadership skills of others. As I see some of the students I had in the beginning
of the year to now, I can clearly acknowledge their growth already and it is so
inspiring. In moments like these, I think back to my own peer leaders and how they
completely shaped who I was, and made me the leader I am today. The sixth stage
is “integration/synthesis.” As I’ve recently become a member of SOLC and now am
on the Executive Board, I understand where my leadership skills work best and
where I can make the most difference. I know people believe in me, and overall I
believe in myself, which at the end of the day is all that matters.
51. Students will demonstrate
knowledge of the
Strengths-Development Model by
Hulme et al
(Hulme et al)
53. Student will demonstrate
knowledge of behavior theories of
leadership from Michigan and
Ohio State
application of the above theories
(Michigan & Ohio State)
knowledge of Charismatic
leadership
knowledge of contingency
approach to leadership by Fiedler
(Fiedler)
knowledge of Path-Goal theory
by House
(House)
knowledge of Leader Member
Exchange (LMX) theory by
Dansereau, Graen & Haga;
Graen & Cashman; Graen
(Dansereau, Graen & Haga;
Graen & Cashman; Graen)

knowledge of Leadership
Substitutes Theory
knowledge of Models of leader
emergence
66. Student will describe the impact
of traits on leadership emergence
and performance
knowledge of Chaos approach to
leadership by Wheatley
(Wheatley)

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
69. Student will demonstrate how
cultural anthropology / paradigms
relate to leadership
example of using cultural
anthropology / paradigms as a
leader
knowledge of the “Cycles of
Socialization” (Harro) theory and
its uses in leadership
personal application of the
“Cycles of Socialization” (Harro)
knowledge of the “Cycles of
Liberation” (Harro) theory and its
uses in leadership
“Cycles of Liberation” (Harro)
knowledge of the “Configuration
of Power” (Franklin) and its
relationship to leadership
“Configuration of Power”
(Franklin)
knowledge of racial identity
development (Cross &
Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos;
Kim; Horse; Renn etc.)
personal application of model(s)
of racial identity development
above
knowledge of models related to
gender / identity / gender identity
development (Lev; Bussey;
Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
personal application of model(s)
of gender identity above
knowledge of additional social
identity development model(s):
Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et
al; Fowler; Parks; Astin et al;
Peek; Smith; Johnstone; Gibson;
Forber-Pratt & Aragon; etc.)
82 Student will demonstrate
personal application of additional
social identity development
model(s) above
knowledge of McIntosh’s theory
of privilege and its relationship to
leadership
personal 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 Students will demonstrate
knowledge of relevant laws and
policies related to issues of
equity and its relationship to
leadership (i.e., Title IX,
Affirmative Action, Protected
Classes, etc.)
effective leadership as it relates
to change agency
examples of being a change
agent
89 Student will demonstrate HDF 413 ● Summer Teacher The Developmental Model of Intercultural Sensitivity describes six different stages
knowledge of the “Model of Assistant including; denial, defense, minimization, acceptance, adaption, and integration. This
Intercultural Sensitivity” by model describes the standard way in which individuals experience and interact with
Bennett and its uses in cultures different from their own. All of these stages work directly with inclusive
leadership leadership, specifically the adaptation and integration stage. The first stage, denial,
occurs when people fail to recognize distinctions among cultures and simply just
ignore them, making them seem irrelevant even though that is far from the case.
People in the denial stage often categorize people of diverse backgrounds in one
group such as “immigrant” of anyone of a different race. Next is the defense stage.
The defense stage is when people view other cultures as competitive or a threat to
their own. A big example of the defense stage is the phrase “immigrants are taking
our jobs.” People in the defense stage will also try to deprive equal opportunities to
marginalized people, as they see them as a threat. The minimization stage occurs
when people assume that their view on other cultures and diverse populations is
how everyone sees the world, often disregarding the struggles and hardships other
people face. A prime example of the minimization stage is the phrase “I do not see
color.” These people fail to recognize the importance of cultural differences. The
fourth stage is the acceptance stage. People in this stage recognize that there are
different beliefs held by different cultures, and that these need to be respected.
People in this stage also might begin to learn more about other diverse groups and
seek out relationships that they hadn’t before. Adaptation occurs when people are
able to adopt the perspective of others and truly understand what they might go
through. They can interact in a true authentic way, with both parties respecting each

other. Lastly, we have the integration stage. This occurs when someone’s identity or
true self evolves to truly allow the values, beliefs and perspectives of another culture
into their life. You can often see this in schools with a more diverse setting, such as
when most of the adult demographics are opposite of the children they are teaching.
These stages focus on allowing other cultures to impact and become involved in our
lives. Milton Bennett, who originally developed this model stated “Integration of
cultural difference is the state in which one’s experience of self is expanded to
include the movement in and out of different cultural worldviews.”
Bennett, M. J. (2017). Development model of intercultural sensitivity. In Kim, Y.

(Ed.), International Encyclopedia of Intercultural Communication. Hoboken,
NJ: John Wiley & Sons.
90. Students will demonstrate HDF 413 ● Summer Teacher Over the summer, I worked in a special needs preschool and I often saw the
personal application of the Assistant integration phase of the Model of Intercultural Sensitivity. Most of the children were
“Model of Intercultural Sensitivity” ● Leadership Institute of a different demographic then the adults and we truly evolved with each other to
by Bennett this stage of intercultural sensitivity. Since we spend so much time together
consistently our values, beliefs and perspectives are all aligned. We were all able to
truly interact authentically. Specifically at Leadership Institute, I also got to see this
model in action. We all came from such different backgrounds, yet came together to
form a beautiful program for first year students. We all acknowledged and talked
openly about how we came from different backgrounds, yet that we all still
respected and loved each other. In consulting, this model is super important and
something that you need to keep in mind. In order for your organization or company
to work to the best of its ability, you need to make sure everyone is respected and
can interact with each other truly. If this isn’t happening, then you need to provide
diversity training or take initiative to make it happen. It is important to acknowledge
this model and the importance of a diverse workplace and environment.
Bennett, M. J. (2017). Development model of intercultural sensitivity. In Kim, Y.

(Ed.), International Encyclopedia of Intercultural Communication. Hoboken,
NJ: John Wiley & Sons.

knowledge of 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 HDF 413 ● PSY 113 A multicultural organization is characterized by equal participation of diverse and
the Multicultural Organizational different communities in an organization’s full range of activities. In the Multicultural
Development Model (Jackson) Organizational Development Model, they are 6 different groups across the realm of
mono-cultural, non-discriminating, and multicultural. The first group is exclusionary.
This is a majority group of dominance and privilege. This group is very hostile and
nervous towards social justice and allowing equality with others. The next group is
club. This group engages with social justice, but only if it is comfortable to them.
There is still that initial majority group of dominance, but they are more willing to
change than the exclusionary category. Both of these groups are excluding the
presence of marginalized group members. Next is compliance group. They will allow
some people of difference, but only if it works along their lines. In a company or
organization setting, they will hire minorities in a lower level role. Then there is
affirmative. In the affirmative group, they support diverse social groups. They even
might provide training to their organization about diversity. These two groups accept
marginalized groups members, but they are expected to fit in with everybody else.
Next is redefining. This group is very intentional on who they are hiring, looking for a
more diverse staff in hopes to better their organization. Lastly, there is the
multicultural group. This group reflects the contributions and interests of a
multicultural organization. They include members of all different backgrounds when
making decisions. These last two groups experience fundamental change due to
their awareness of diversity and how that can allow a company or organization to
grow to a different extent. In PSY 113, we also learned about diverse organizations
and how these grow with so much more knowledge of their surroundings, often
making better company decisions in the long run. With this new knowledge, I am
often looking at the clubs and organizations I am a part of, trying to decide what
group they fit into, seeing if we can begin to create more change within them.
Sue, D. (2008). Multicultural Organizational Consultation: A Social Justice

Perspective. Consulting Psychology Journal: Practice and Research.
Vol(60), No.2, 157-169. DOI: 10.1037/0736-9735.60.2.157
94. Student will show personal

application of the Multicultural
Organizational Development
Model (Jackson)
the Multicultural Change
Intervention Matrix (Pope)
96. Student will show personal
application of the Multicultural
Change Intervention Matrix
97. Student will create a personal
code of inclusive leadership
Outcome Category: Critical Thinking
principles of critical thinking and
fallacies (logic is used in this
minor)
proficiency of critical thinking
metaphorical analysis to critically
analyze self and leadership
situations
proficiency of metaphorical
analysis to critically analyze self
and leadership situations
102. Student will show knowledge of at
least five decision making methods
examples of having used five
decision making methods
104. Student will show knowledge of at
least five problem solving / conflict
management methods, as well as
understanding the roots of conflicts
examples of having used five
problem solving / conflict
management

106. Student will demonstrate the ability
to synthesize multiple knowledge
perspectives (course work),
competencies (communication,
writing, information literacy or
mathematical/statistical skills) and
responsibilities (global, diversity &
inclusion or civic knowledge)
knowledge of leadership that is
used in crisis (i.e., James &
Wooten; Garvin; Covey; Frohman;
Lalonde; Schoenberg; Joni; Braden
et al; etc.)
108. Students 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
knowledge of active listening
techniques
110. Student will describe examples of COM 100 ● Student Council Throughout COM 100, we have learned what active listening truly is and how to be
using active listening skills ● URI CDC Teacher an active listener. It means the active process of making meaning out of another
Assistant person’s spoken message. Listening requires more than just hearing, it involves
attending to someone’s words and paying attention to their verbal and nonverbal
cues. As I have grown up I have been learning this, especially this year. I look at
people’s nonverbal cues and acknowledge/listen to what they are truly saying
before I even think of a response back to them. Specifically with Student Council, I

had to work a lot with the board and myself on active listening. Since our year was
so different with COVID, we had to come up with a lot of different ideas, some that
worked and a lot that didn’t. We were very hard on ourselves and decision making
was very tough. With decision making I had to constantly make sure I was actually
listening to what others were saying before I even formed a thought in my head.
Being a teacher assistant at the URI Child Development Center is where I have
learned the most of my active listening skills. Working with three and four year olds,
you have to constantly be actively listening to what they are saying or rather not
saying. A lot of the ways you learn things about these children is through their
nonverbal cues, whether they are super open, closed off, quiet or loud. I use these
tactics and efforts more often in my everyday life than I ever have before.
knowledge of functions of group
communication by Hirokawa
application of functions of group
communication (Hirokawa)
techniques regarding giving and
accepting of feedback

114. Student will describe examples of WRT 106 + ● Student Council For WRT 106 + 201, we are constantly doing peer review feedback on essays and
giving and accepting feedback. 201 ● URI CDC Teacher annotated bibliography. We email or give each other our work, read through it and
Assistant write comments about what we think they should revise. When I get my peer
● Leadership Institute reviewed essays back, I look through these comments and see if I should take the
● Summer Teacher’s revisions and contemplate the feedback. With WRT 106, we got to resubmit every
Assistant assignment until the end of the semester. When I got my grades back, I would look
● SOLC Facilitator through my professors comments and change whatever I needed to to resubmit the
assignment to get the best grade possible. With Student Council, we constantly
send out Google Forms to get information and feedback about events, meetings,
and ideas. With these forms, we would look through them and evaluate for the next
time we had the event. Being a teacher assistant is where I see myself accepting
feedback the most. I have only worked there for two semesters so far and am still
getting used to the school setting and working with such little kids. I work with two
main teachers that are always giving us feedback on working with the kids, such as
telling them to do things rather than asking a question if they want to do something.
Criticism is something I used to struggle with a lot in the beginning of high school,
and I have definitely seen a huge improvement since then. I thrive off of receiving
feedback and fixing my mistakes to improve my learning and teaching.
Giving and accepting feedback is something that I am still learning and growing with
daily. This summer I worked at a new preschool, specifically with students with
special needs. In the afternoon, I was in charge of being 1 on 1 with a visually
impaired student. I had never worked with someone who was blind before and this
was a whole new experience for me. I was also working with a lot of older,
knowledgeable adults who do this for a living. I was often getting corrected on how
to help her out, such as with her walking cane or giving her directions. She was just
learning to use her cane and often put it to the side of her instead of right out in
front. Adults gave me feedback on how to correct her when she doesn’t put her
cane in the right spot. Something I also got very good at was giving her directions. I
began the summer saying that an item would be “right here” or “over there” because
that is what I would say to a child with different accommodations. An adult gave me
the correction of saying “right” or “left.” I honestly did not realize what I was doing
and this feedback helped me tremendously. Without it, I would have kept giving her
directions that were not useful. In the beginning of the year, I also had the
opportunity to be a Peer Leader for Leadership Institute. As this was my first time
doing it, I was constantly receiving helpful feedback in our training days. Each group
had to facilitate an activity with the group of peer leaders and I remember how I took
the feedback given to me into the week by my peers, trying to adjust and grow. This
was also a place where I could give feedback too. I’ve realized how much others'
feedback helps me so now I give as much feedback as I honestly can so I can
benefit others too. I also got to facilitate an energizer at SOLC with one of my
classmates and then given feedback after. We were told that we said “hey guys”
which is something I am trying so hard to work on so this information was very
helpful.
115. Student will show knowledge of the
7D coaching model (Knott)
116. Student will demonstrate personal
application of the 7D Model (Knott)
elements of a Crucial Conversation
and steps to maintain dialogue and
move to action (Patterson,
McMillian & Switzler)
118. Student will describe examples of
engaging in a Crucial Conversation
119. Student will demonstrate HDF 413 ● Leadership Institute Throughout HDF 413, I had the opportunity to learn a lot more about facilitation
knowledge of facilitation techniques and how to make an impact on an organization with facilitating.
techniques Throughout this class, we learned about different framing styles, different activities,
and debriefing. Framing involves setting up an activity to let the group know the
purpose of it and what they can expect from an activity. The activity that you choose
is supposed to work on the problem that the group is having. This could be their
problem solving skills, communication skills, team work skills, etc. Lastly occurs the
debrief. This is where you go over the activity. You can acknowledge what you did
well, what could have gone better and where you will take this activity outside of the
group. We also connected a lot of different leadership theories to facilitating, such
as Tuckman and Jensen and the Multicultural Organization Development Model.
With facilitation, we also acknowledged that there are many different kinds of
facilitators. Some are louder, some are more quiet, but overall you have to find what
works best for you and makes you the most confident. I also learned a lot of these
skills prior to class as a Leadership Institute Peer Leader, but this class really set
these skills in stone and allowed me to grow and utilize them throughout the
semester.
120. Student will demonstrate HDF 413 ● Leadership Institute My facilitation skills were not something that I was originally confident in until this
proficiency of facilitation HDF 415 year. At Leadership Institute was truly where these skills began to grow and
techniques progress, and from there they have just skyrocketed. A major change for me in my
confidence to facilitate was facilitating an activity for our HDF 190 class. Even
though I had a co facilitator, we decided to split the class to make it more

manageable for our activity. Although I had instructors in the room to back me up if I
got lost or confused, I was the main facilitator which was the first time that this had
happened. Overall, I was so prepared that it went so smoothly. I have also gotten a
lot more confident in my public speaking abilities, and this has something that has
gone hand in hand when facilitating. Public speaking is always something that I am
working on. Going into next year as an Institute Coordinator, I can say I am fully
ready to facilitate training, especially with an amazing team around me to support
and guide me. Throughout HDF 413 and 415, I have learned and grown with my
facilitation style and techniques.
121. Student will demonstrate HDF 413 ● SOLC The technique of debriefing is always something that I am working on and recently I
knowledge of de-briefing ● Leadership Institute have had many opportunities to grow and learn more about it. Throughout the
techniques beginning of the school year, I had the amazing opportunity to be a Peer Leader for
Leadership Institute. Before the students came to institute, we reviewed all that
would be taught throughout the week, one of these things being debriefing. With
debriefing, you want to try and allow the first year students to think critically of the
activity that they just did and what it truly means. In SOLC, we also discussed
debriefing techniques with a presentation. As I learned as Institute, we discussed at
SOLC how you are trying to get your group to describe the activity that they just did.
As a facilitator, you hope that the group recognizes and identifies with everything
that occurred. In SOLC, we also talked about debriefing in correlation of Kolb's
Experiential Learning Cycle. You start with experiencing an activity. Then once the
activity is done, you move into the publishing phase or the “what” phase. This is
where you begin to share what happened during the activity. Next is the processing
or “so what” phase. This is where you dig a little deeper into the activity and begin to
focus on the group/individual goals. Next is the generalizing or “now what” phase. In
this phase, the facilitator tries to get the group to recognize the skills that can be
used outside the activity and in the real world. Lastly is the applying phase. This is
where the facilitator tries to relate the activity back to the group's organization's
goals and values. Within our presentation, there were also other techniques shown
such as “Rose, Thorn, Bud”, “Pilot, Crew, Passenger”, and “One Word Whip.”
file:///var/mobile/Library/SMS/Attachments/0b/11/AFA9B678-ABD8-4
785-A7BC-2F37E9CEB094/Debriefing%20Techniques.pptx
122. Student will demonstrate HDF 413 ● SOLC As a Peer Leader in the beginning of the school year, my co-facilitators and I always
proficiency of de-briefing ● Leadership Institute made sure we were well prepared with our debrief questions prior to our facilitation.
techniques ● Student Council Whether it was a fun energizer or our journey stick, all of our debrief questions were
well thought out, often following Kolb's Experiential Learning Cycle pattern without
even realizing we were doing it. Specifically with our journey stick, this was
something that we continuously debriefed and talked about, essentially capturing
the whole Leadership Institute experience. It made the first year students think
about why they decided to show up and continue their leadership journey, beginning
their first experiences at URI. As peer leaders, we also place questions at specific
places in the discussion to get the first-year students thinking. I often thought of how
I would interpret an activity to best ask questions that would allow them to think
about what they had just experienced. At SOLC, Sarah and I facilitated a fun
energizer that we debriefed together. Although this was more a fun, simple activity,
we still got the group to understand that we were bonding with one another and
keeping the morale high through the middle of the semester. Prior to college, I had a
little bit of experience debriefing in Student Council. I ran a workshop at multiple
conferences about how different resources and budgets allow schools to do different
things. With debriefing, this was the moment that the students fully understood that
a lot of activities your council puts on has to do with factors that remain outside of
your control. After all of these experiences and knowledge, I am a lot more confident
in my debriefing skills. As a consultant, it is important to understand debriefing and
how this could affect your organization or your company. Debriefing allows everyone
to think over what they did, what went well, and what didn’t go well so you can
improve next time. Without debriefing, there will be less chance for improvement.
file:///var/mobile/Library/SMS/Attachments/0b/11/AFA9B678-ABD8-4
785-A7BC-2F37E9CEB094/Debriefing%20Techniques.pptx
knowledge of framing based on
psychology and its use in group
facilitation
proficiency of framing based on
psychology and its use in group
facilitation

125. Student will demonstrate HDF 413 ● School Committee Reframing, as stated by Bolman and Deal, is acquiring an ability to think about
knowledge the four frames of Representative situations and scenarios in multiple ways, helping you develop a number of
organizations, and the meaning of strategies. Bolman and Deal also stated that “Reframing is a powerful tool for
reframing by Bolman and Deal gaining clarity, regaining balance, generating new options, and finding strategies
that make a difference.” There are 4 different distinct frames which are; structural,
human resource, political and symbolic. The structural frame is centered around the
idea that organizations or companies exist to achieve and maintain established
goals or objectives. To achieve these goals, they increase production and
performance by “specialization and clear division of labor.” This frame is mainly
task-oriented and focuses on creating systems and procedures. An example of the
structural frame is how you have the President of a University, and then below them
comes the Vice President for Student Affairs, followed by the Dean of Students,
Associate Vice President, Department Directors, etc. Next, there is the human
resource frame. This frame focuses on people’s attitude, energy and skills, rather
than a huge goal to achieve. Rather than focusing solely on the goal, this frame
acknowledges that organizations and people need each other both to survive.
Organizations need the ideas and input of people and people need the organization
for salaries and opportunities. This system works best for both organizations and
the people working for it because they would fail without each other. Both parties
are successful when they work together. An example of the human resource frame
is the Center for Student Leadership Development. We have the Assistant Director
of Student Leadership and are followed by the Coordinators and the Graduate
Assistant. All of these positions work because they work solely for the good and
improvement of the organization. All of their needs and resources are met,
acknowledging that without each other the organization would not be able to run.
The work they do is meaningful to all of them which allows the organization to be so
successful. Next is the political frame. This is where an organization is often seen as
a contest where one must deal with power and conflict, hidden agendas, build
coalitions, and deal with different aspects of politics. This frame makes conflict
central to organization dynamic and highlights power as one of the most important
things to be successful. There is often a lot of negotiation and bargaining with this
frame, as everyone wants the most that they can possibly get. The last frame is the
symbolic frame. The organization really emphasizes their goals and values, and this
is the glue that holds everyone together. The organization focuses more on what
things mean rather than what happens. People often rely on symbols of the
organization to cure confusion or uncertainty. This organization helps its employees
find purpose and passion within their work. All of these frames work in organizations
and companies daily, allowing them to achieve their goals.

Bolman, L. G. & Deal, T. E. (2013). Reframing organizations: Artistry, choice &
leadership (5th ed.). San Francisco: Jossey-Bass.
126. Student will describe personal HDF 415 ● Leadership Institute Reframing, as stated by Bolman and Deal, is seen across different communities and
application of organizational ● SOLC organizations of URI. For the Structural frame of this model, we have the President
analysis using the four frames of of URI, and then other leadership roles follow underneath him, specifically the
organizations, and breaking the President’s Leadership Council, the President’s Team, and the Board of Trustees.
frame / reframing (Bolman and They all work together for the University in all different areas. The Human Resource
Deal) frame is seen a lot more in the organizations I am involved in and focuses on the
people’s attitudes, personal development, and energy and skills. Specifically with
SOLC and Leadership Institute, although we do have goals we are trying to achieve,
we focus more on the energy that we bring to the group. At SOLC, we focus a lot on
learning how to facilitate, but also having fun and the energy that we bring to the
room. The same can be said for Leadership Institute. We have the goal and
responsibility for making an amazing experience for first year students, while also
focusing on our own personal attitudes and development. Without the other people
in both of these organizations, they wouldn’t be as successful as they are. All of the
work that we do is meaningful to ourselves, allowing it to be meaningful to everyone
else. The next frame is the political frame. This frame focuses on the competition,
hidden agendas and doing things for yourself, rather than the good of the group.
Personally, I cannot think of an organization that I am a part of currently that attains
to this frame, but they definitely do exist. Politics in general follow this frame of
competition and getting to the top of the chain, often by tearing others down. The
last frame is symbolic. I see this frame a lot in Leadership Institute again. We do
have goals and values that we want to achieve, but we do like to focus more on how
things feel for ourselves and others. With the Center for Student Leadership
Development, we are encouraged to find purpose and passion within what we do
and this is one of the main reasons I love this program so much.
127. Student will show knowledge of HDF 415 ● Chi Omega Throughout high school and in Chi Omega, I have learned a lot about organizing
organizing meetings / setting ● Student Council meetings, leading meetings, and setting agendas. Prior to becoming Student
agendas / and leading meetings Council President, I had to shadow the old President to understand how to
effectively make an agenda. Being Assistant Director of Philanthropy, I also had to
create agendas and lead meetings when our Phil Chair could not make it. First, it is
important to define your objectives/goals of what you want to come out of the
meeting. Specifically in Chi Omega, when I led meetings it was often to plan the
Spring Make a Wish event. For Student Council, I covered many different things in
the agenda as I served for President for a year. Next it is important to decide who is
going to attend the meeting and send the agenda out to them, allowing them to add
anything that they need to talk about. Communication is a very important skill to
have when creating an agenda and sending it out to everyone because you want to
make sure everyone is on the same page. If you do not have a set executive board,
it is important to decide who will keep notes/minutes. For Student Council, we had a
set secretary but for the Phil Team, we didn’t necessarily have a secretary so we
assigned someone to take notes. After the meeting, it is important to send the
minutes out to everyone, especially if not everyone was able to attend. Overall, one
of the most important aspects of leading a meeting is open communication. This
allows for a safe, comfortable space where everyone can share their thoughts.
Communication will also allow for less mix ups throughout the meeting.
128. Student will describe personal HDF 413 ● Chi Omega Throughout high school, I have had a lot of experience with leading and creating
examples of organizing meetings / ● Student Council agendas for meetings. For Student Council specifically, I was in charge of creating
setting agendas / leading meetings agendas for Executive Board and Full Board meetings, and to lead these meetings.
I had to make sure I was very organized, remembering the things that needed to be
talked about. Since I had to make agendas for two meetings weekly, I also had to
manage my time very well. When leading meetings, I always had the agenda
printed out for everyone and also projected on the board so everyone could follow
through. They were also sent the agenda prior so they knew what to expect. During
committee time, each committee chair knew exactly their responsibilities and what
they were expected to get done by the end of the meeting. At the end of meetings,
there was always time for questions, comments, or concerns. I took a lot of this
knowledge with me to college, specifically within my sorority. Our Director of
Philanthropy gave me the responsibility of creating the agendas for our biweekly
meetings and sending these out to other members of the phil team. Similar to high
school, I had to make sure everything we needed to talk about was addressed on
the agenda so the meeting could run most effectively. I also let each chair have a
portion of the meeting to talk about updates they had so we all knew what was
going. Creating agendas and leading meetings comes with a lot of organization.
This is a really useful skill to have when consulting because you want everyone on
your team to be on the same page and know exactly what is going on. When
everyone knows what is going on and the communication is clear, everyone will
work more effectively, allowing your goals to be met.
Parliamentary Procedure
techniques for working with difficult
people

131. Student will describe personal HDF 415 ● Greek Life When working in such big organizations and groups, there are always going to be
examples of using techniques to different scenarios or situations where you have to handle working with difficult
work effectively with difficult people people. Oftentimes as such a big “people” person, I tend to be the person that
everyone comes to when they have a problem just because I am such a good
listener. I am very good at putting myself in other people’s shoes and seeing things
from a different perspective. When working with difficult people, I often like to take a
step back and allow a moment for everyone to breathe. This gives everyone time to
cool down and truly process their feelings and their opinions. I love to allow for a
civilized conversation about what is going wrong and how we can move forward in
order to work together towards the same goal. Specifically, I see myself working
with a lot of different leadership styles within Greek Life and sometimes this allows
us to clash with each other. I try to utilize this method, specifically within my own
chapter. As we all come from different backgrounds, it is important to acknowledge
how our differences might make it difficult to work together, but also how to
overcome these difficulties.
132. Student will show knowledge of the HDF 190 ● Emerging Greek The Tuckman Model describes the stages of group development and how important
stages of group development Leadership Council these are in your everyday life. There are 5 stages which are: forming, storming,
(Tuckman/Tuckman & Jensen, norming, performing, and adjourning. I see a lot of these in my everyday life,
Bennis or others) especially as my first year of college is close to ending. The first stage, forming,
explains how a team meets and establishes a presence with each other. You are
often preserved in this stage as you are still getting to know each other and what
everyone is like. The next stage is storming. This stage is where members of the
group start to communicate and get more comfortable with each other, yet still act a
little bit preserved. It is still unknown who the group leaders are and there is a little
bit of hostility towards each other. The middle stage is norming. Group members
start to feel included in the group and realize they can achieve things when they all
work together. Performing is when the team works in an open environment where
everyone trusts everyone. Flexibility is super important in the performing stage, and
there are established leadership roles even if they are not verbally announced. The
final stage is adjourning. The team adjourns from their final goal and assesses how
well they did and what they could have done better. This is where you celebrate the
group's accomplishments and how proud you are of each other. In our Emerging
Greek Leadership Council for first year Greek Life members, we went over the
Tuckman model and how this is important in such large groups, such as sororities
and fraternities. The Tuckman model is involved in every group project, organization
or committee whether we realize it or not.

The Mind Tools Content Team By the Mind Tools Content Team, et al. “Forming,
Storming, Norming, and Performing: Tuckman's Model for Nurturing A
Team to High Performance.” From MindTools.com,
https://www.mindtools.com/pages/article/newLDR_86.htm.
133. Student will describe personal HDF 190 ● Emerging Greek The stages of the Tuckman Model relate directly to moving into college as a first
examples of group development in Leadership Council year student and the stages you go through as you develop and get more
use (Tuckman/Tuckman & Jensen, comfortable. I know when I moved into college, I felt all of these stages
Bennis or others). tremendously. Forming is when you first move into college. You meet your
roommate, suitemates, and the people are your floor. You are introduced to your RA
and first get to know the people that live in your building. When you do orientation
week, you are introduced to many people briefly. Next, you go into storming. This is
when you begin to put names to faces and begin to see people more for who they
are. You are beginning to make connections with people, yet are still preserved and
maybe a little shy. For me, this stage was probably at the end of September or the
beginning of October. I went through recruitment for a sorority and met a lot of new
people, but still felt shy around them. Norming is when you actually get comfortable
with people. You see who your real friends are and begin to tell each other a lot
more about yourself. You are hanging out more freely, rather than just the people
who you live with. You are meeting new people, but not just the people who are in
your dorm. Performing is when you actually feel comfortable with people, and the
campus. You are getting more involved in things. I know during the performing
stage, I got selected to be my sorority’s assistant director of philanthropy and was
also chosen to be a Peer Leader for Leadership Institute in the Fall of 2022. Finally,
adjourning is the stage we will soon be in where we all pack up and go back home
for the summer. We take our finals, say goodbye to friends and celebrate that our
first year of college was so amazing. I know when this school year is over, I will look
back on everything that I accomplished this year, and be so proud of myself.
Learning about this in the Emerging Greek Leadership Council was another way for
me to be taught this model, and I definitely can see it in every group setting I work
in.
The Mind Tools Content Team By the Mind Tools Content Team, et al. “Forming,
Storming, Norming, and Performing: Tuckman's Model for Nurturing A
Team to High Performance.” From MindTools.com,
https://www.mindtools.com/pages/article/newLDR_86.htm.

group roles and how they
contribute to group dynamics
(Johnson & Johnson; Benne &
Sheats; Knowles & Knowles; etc.)
135. Students will describe personal
examples of group roles and how
they contribute to group dynamics
(Johnson & Johnson; Benne &
Sheats; Knowles & Knowles; etc.)
effective memberships skills in
groups
137. Student will describe personal HDF 413 ● Chi Omega As I continue to grow as a leader, I have discovered what works best for me in
examples of membership skills in HDF 415 ● Greek 101 Mentor terms of my personal membership skills. I tend to lead with kindness, empathy and
use my includer strengths. A lot of my skills are rooted in my ability to make
interpersonal connections with people. I tend to be the person that other people lean
on. When working in groups, I tend to be the mediator, specifically when a situation
arises. Another one of my useful skills when working in groups is open
communication. If you provide an outlet for open community, you will be able to get
more work done, as the expectation has been set that you have respectful,
communication boundaries set. Overall, in a group I tend to lead with kindness and
empathy. Empathy allows me to see things in a new perspective and from a fresh
set of eyes. When working in a group, this is important as this is an easy way to
come up with new ideas. In my sorority, I work with a lot of people with different
leadership styles which can sometimes cause problems or some tension. As the
mediator and emotions-based leader, I often get girls coming to me with their
problems and I tend to hear a lot of situations from both sides. In Greek 101, I had a
co-partner whose leadership style was a lot different than mine. I dealt with the
more challenging, deeper conversations such as hazing and sexual assault, where
as he focused on other topics, such as leadership opportunities and ways to get
involved. Him and I balanced these topics very well with our leadership styles.
138. Student will show knowledge of the HDF 415 ● Personal college This model, created by Nevitt Sanford, focuses on the balance of challenge and
Challenge and Support theory by experience support and how it works in your everyday life. The example given by Sanford talks
Sanford, and its relationship to about a child learning how to tie their shoe stating that if you make them tie their
organizations shoe by themselves they will likely give up in frustration and never learn. On the
other hand, if you tie their shoes for them everytime they need it, they will never
learn how to do it themselves. In order for someone to grow individually, they need a

good balance of challenge and support. If there's an imbalance in these two areas,
often they will not learn to the best of their ability. The best use of this theory is in
the lives of college students. College is one of the most crucial times for
development, often resulting in a lot of challenges, trial and error, failures, and
successes. With the proper balance of challenge and support, college can be the
amazing experience of your life, with the most growth and development.
Sanford, N. (1966). Self and society: Social change and individual

development . New York: Atherton.
139. Student will describe personal HDF 415 ● Personal college Personally, I see this in my everyday life as I am finishing up my sophomore year of
examples of using the theory of experience college, but in my major the most. As a Communicative Disorders, some of the
Challenge and Support (Sanford) classes I am taking are a lot more rigorous than others. Luckily, I have amazing
professors that offer the best balance of challenge and support. Our classwork and
exams can be very challenging, but we have so many opportunities for support,
such as office hours, practice exams and study groups. I would not be as successful
if it were not for this balance of challenge and support. In addition to this, coming to
college is overall the best example of challenge and support. You enter college,
which is a huge challenge but there are so many different communities that provide
support, whether that be a club, Greek Life, the counseling center, your RA, etc. URI
provides so many opportunities for support, but also many aspects of a challenge.
140. Student will show knowledge of the
construction / elements of
informative and persuasive
speeches
proficiency in informative and
persuasive public speaking
planning and conducting interviews
(as the interviewer)
143. Student will describe personal HDF 415 ● Leadership Institute Being given the amazing opportunity to be a Student Coordinator for Leadership
examples of planning and Student Coordinator Institute for the upcoming school year, I also had the opportunity to work on being
conducting interviews (as the an interviewer to pick our new team of peer leaders. This was one of my first
interviewer) moments being the interviewer in college, and I was a little nervous going into it, as I
didn’t know what to expect. Overall, we had a list of specific questions and
scenarios that we knew we wanted to ask them. We printed these out and had them
in front of us. I made sure to have some other questions in the back of my mind that

I could have the students elaborate on if necessary. I also learned how to manage
taking notes and listening to what the interviewees were saying. Knowing how nerve
wracking an interview can be, I wanted to make sure that I created a comfortable
environment so people felt calm and relaxed. Overall, you want everyone to
succeed and feel confident in their answers and this was part of my role as the
interviewer.
preparing for and effective answers
in interviews (as the interviewee)
145. Student will describe personal HDF 413 ● Leadership Institute I used to get very nervous about interviews but as I continue to grow, I have learned
examples of preparing for and Interview how to control these nerves and perform to the best of my ability. For interviews, I
being interviewed ● Tour Guide Interview always like to take some deep breaths before entering and remind myself that I am
well prepared and know what I am doing. Specifically for my Institute interview, I sat
down prior to it and made a list of my favorite parts of Institute, what I have learned
since then, and what the experience meant to me. Doing this allowed myself to be
reminded of how I have grown and I was able to answer the questions to the best of
my ability because I had thought about it prior to the interview. For the Tour Guide
Interview, they sent you a prompt and you had to prepare a 60 - 90 second
statement about the prompt. For this interview, I wrote out my prompt and practiced
it a lot, sometimes even in the mirror. All interviews are super helpful, regardless if
you get the position or not because it allows practice at such a tough, nerve
wracking situation.
146. Students will show knowledge of
effective collaboration / coalition
building (Sources: Cilente/Komives
et al; NCBI; etc.)
examples of working in
collaboratives/coalitions
knowledge of techniques to
communicate and engage in
difficult dialogues related to
diversity and inclusion.
proficiency in communicating and
engaging in difficult dialogues
related to diversity and inclusion.

150. Student will describe ways to
maintain accountability in
leadership / member relationships
151. Student will describe personal COM 100 ● Student Council For my COM 100 Group Project, we all have to do our part in order to finish the
examples related to maintaining HDF 190 ● Greek Life project. We all are required to work on different parts in order for our presentation to
accountability as a leader HDF 413 ● Leadership Institute run smoothly and so that we can do the best that we can. We all are in charge of
● Summer Teacher fundraising and raising awareness, but I am specifically in charge of making sure
Assistant the powerpoint is finished in time. Other group members are responsible for making
our fundraiser flier and the actual presentation itself. While having one specific
group leader might be an effective tool, it is also a good idea to have everyone be
accountable for their own parts. In a big group of leaders, it is important to realize
that everyone has their strengths and weaknesses, but to use these to our
advantage. Within Student Council and Greek Life, you see leadership
accountability in a lot of different ways. You are responsible for going to meetings,
chapter and events in order to make these organizations work. If you join these
groups, you need to realize the responsibilities that you have and maintain them.
After my freshman year of college, I see maintaining accountability to a greater

extent. As a Peer Leader for Institute I had to show up for myself and constantly
hold myself accountable and my other peer leaders. In order to make this the best
experience for first year students, the three of us had a very big job to do. We were
constantly in communication, letting each other know what we needed to work on to
better the group. We knew we were in charge of deciding what activities to do
during scheduled times, debrief questions, who was going to frame and open the
activity, etc. There was one specific conversation where we asked each other what
we all needed from one another in order to be the most successful. After this, we
decided to hold each other accountable for the things we said so everyone would
feel comfortable and content. This summer, our team of teachers had the
responsibility of being the best for our students, and constantly showing up for them
in different ways. We also had a similar conversation of what we can do for each
other to make the summer run smoothly and also so that the kids were happy. I
have to constantly be holding myself accountable for different things whether that be
in a job, leadership or school.
152. Student will describe ways to build
relationships between leaders and
members
153. Student will describe personal HDF 415 ● HDF 190 Peer A lot of my strengths are rooted in my ability to make connections and build
examples of building relationships Leader relationships with each other, specifically empathy and includer. When I first got my
with members as a leader HDF 190 group, we first began by everyone writing down some fun facts about
themselves on a piece of paper so I could read them and understand them on a
more personal level. We also played “two truths and a lie” to break the ice and begin
to build our group dynamic. At the end of every class, I try to ask my group their
“high and low” of the day so I can get an idea of how everyone is doing and see
where their heads are at. Overall, one of my main goals as a peer leader is to
continue to be there for them, in any way, shape or form. I let them know as much
as possible that I am always available to talk, creating that connection outside of the
classroom. At the beginning of each class, I go up and talk to them individually
asking about their week and how they are feeling. Our group chat is constantly
being talked, whether it be me giving them information or them asking me a
question. The group dynamic that I have created with my 190 group is something
very special, and I hope to continue to build these relationships throughout the last
two weeks and after this class ends.
154. Student will describe how
credibility applies to leadership, as
well as the characteristics and
skills of a credible leader
examples of building, maintaining,
and repairing his/her own
credibility as a leader
156. Student will describe ethical
standards in influence
157. Student will describe influence
applies to leadership
158. Student will describe principles of
effective mentoring, as well as
problems particular to the
mentoring relationship
159. Student will describe personal CSV 302 ● Leadership Institute Throughout CSV 302, I have had the privilege of being a Greek 101 mentor for new
examples of mentoring and being HDF 190 ● Greek 101 Mentor Greek Life students. This class has taught me a lot of what it means to be a mentor
mentored and guiding people throughout an experience they have never been a part of. With
being a mentor, I have been mentored by the Greek Life advisor and my TAs
previously. They teach us the content prior to each Thursday class and then we are
responsible for teaching it to our students. I am paired with a member of a different
fraternity so we have to work together as a group to best share the information to
our class. The way that we have the ability to change the dynamic of Greek Life at
URI is very significant and I feel as though I have a very important job of being an

amazing mentor, just like I had when I was a first year Greek student. I had the
privilege of being a Peer Leader for Leadership Institute 2022. I was paired with a
Peer Leader who was a senior and another Peer Leader who was doing it for the
first time, just like me. He did such an amazing job of being a mentor to me,
constantly allowing me to take charge and be as involved as possible to make it an
amazing experience for me. Without him helping me so much, our group would not
have done as amazing as it did. I also had the most amazing student coordinator
team that constantly was making sure we were all feeling okay mentally and
physically. The way that they mentored all the peer leaders allowed us all to mentor
our first year students to the best of our abilities. Without the student coordinators
and my older peer leader guiding me, Institute would have been a lot different. As a
student in HDF 190, I had the most amazing peer leader who was constantly going
above and beyond for me. He was always available to talk, whether it was class
related or life related. He is a constant reminder of what it means to be a true
mentor. As I prepare to be an HDF 190 Peer Leader for next semester, I am taking
all of this knowledge with me so I can give my students the same amazing
experience that I had.
160. Student will describe principles of CSV 302 ● HDF 190 Peer This year I have had the privilege of being a mentor in many different settings,
effective peer leadership, as well HDF 415 Leader including being a Greek 101 Mentor and an HDF 190 Peer Leader. Both of these
as problems particular to peer ● Greek 101 Mentor mentor opportunities have allowed me to understand effective peer leadership and
leadership how to make an impact on the students that you are mentoring. As a peer leader, I
have learned what works best for me to make connections with my students, which
is using my strengths and the Relational Leadership Model. A lot of my strengths
are in the relationship building domain, which makes me very approachable to
people. Oftentimes, I will attempt to make connections with these students outside
of the class, figuring out what they are involved in, where they are from, and other
things that make our relationship more personal. Something that has really worked
for my HDF 190 Group is at the end of every class (if we have time), we do our high
low of the day. This allows me to get to hear about their days, while they are
fostering connections with other students in the group. For Greek 101, we started off
every session with an energizer. This allowed us to get comfortable with each other
and break down some of those initial barriers. Although I am confident in my abilities
to be a peer leader, this does not mean that problems do not arise sometimes.
Being such a leader that thrives off of my relationships with people, sometimes the
line between friend and leader gets blurry, which is something I acknowledge I need
to work on. Occasionally some students will think that they do not need to be as
involved in the group or put their best foot forward because I get so close with them.
This leads to some tough conversations but ultimately I am willing to have them. For
Greek 101, since it is only a four week program, oftentimes students thought they
could just skip or not show up, even though it was mandatory. I had to report this
back to my CSV instructors and we figured out a plan to make them attend. Overall,
I really enjoy being a peer leader and cannot wait to grow more, and learn more
techniques about how to manage some of these problems.
161. Student will describe personal HDF 413 ● Leadership Institute The relationship between peer and peer leader is something so special and
examples related to being a peer ● HDF 190 something that I have grown to be really grateful for. My first memories of URI were
leader and being led by peers at Leadership Institute and it truly set the bar so high. My three peer leaders truly
paved the way for me. The way that they opened their arms for me and allowed me
to ask any questions and talk to them about absolutely anything through one of the
biggest transitional moments in my life is something I will always remember. I was
so inspired by them that I decided to take the leap to apply to become a Peer
Leader. I constantly was striving to be that person for my first year students, just like
how they were for me. It was such a full circle moment because I ended up working
with two of them and I still was just as inspired and amazed to be considered on the
same level as them. Now as I get ready to be in a Coordinator position, I reflect
back on my freshman year self and how this connection with my peer leaders led
me to this moment. I think I will always strive for that relationship with others and I
can confidently say that I got that relationship with my first year students. I still talk
to many of them and we will always say hi to each other around campus. Many of
them even applied to be peer leaders for Institute Another peer leader I am so
grateful for is with my HDF 190 Peer Leader. He constantly went above and beyond
for me, showing up for me always, whether it be in a school point of view or a friend
point of view. There is one specific instance I always think of where I was having a
bad day and he went out of his way to sit and talk with me to make sure I was okay.
As I prepare to be an HDF 190 Peer Leader in the spring, I am going to remember
how he treated me and treat my students very similarly. Overall, my experience
being led by peers or being a peer leader has been very inspiring and some of my
favorite memories at URI. From a consultant point of view, these relationships are
so important. Since I have so much respect for my leaders, I feel as though we were
able to work more effectively. In a company or organization, this will be way more
beneficial and you will get more work done. This peer leader relationship ties
directly into the Relational Leadership Model. As a consultant, you can maintain and
grow your relationships with others using this model and previous knowledge of
relationships, such as a peer leader/peer.


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LEADERSHIP

Name: Mary Godek

Leadership Inventory Revised 08/22/2017 1

ADVISING INFORMATION (students will include own documentation)

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

CSLD Mission Statement

Leadership Inventory Revised 08/22/2017 2

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

Leadership Inventory Revised 08/22/2017 3

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 08/22/2017 4

Leadership Inventory Revised 08/22/2017 5

Leadership Inventory Revised 08/22/2017 6

As sophomore year began, I was unaware of how different academically it would be

Leadership Inventory Revised 08/22/2017 10

Leadership Inventory Revised 08/22/2017 12

Cherry, K. (n.d.). How Maslow's famous hierarchy of needs explains human

Leadership Inventory Revised 08/22/2017 13

Leadership Inventory Revised 08/22/2017 15

Leadership Inventory Revised 08/22/2017 17

Surapats, B (n.d). Theme 4: Analysis of 4-V Model of Ethical Leadership.

Leadership Inventory Revised 08/22/2017 18

Surapats, B (n.d). Theme 4: Analysis of 4-V Model of Ethical Leadership.

Leadership Inventory Revised 08/22/2017 19

Leadership Inventory Revised 08/22/2017 21

Leadership Inventory Revised 08/22/2017 23

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

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

Leadership Inventory Revised 08/22/2017 27

Leadership Inventory Revised 08/22/2017 28

Leadership Inventory Revised 08/22/2017 30

Leadership Inventory Revised 08/22/2017 31

Bennett, M. J. (2017). Development model of intercultural sensitivity. In Kim, Y.

Bennett, M. J. (2017). Development model of intercultural sensitivity. In Kim, Y.

91. Student will demonstrate

Sue, D. (2008). Multicultural Organizational Consultation: A Social Justice

94. Student will show personal

Outcome Category: Critical Thinking

Leadership Inventory Revised 08/22/2017 34

Outcome Category: Interpersonal and Organizational Concepts & Skills

Leadership Inventory Revised 08/22/2017 35

Leadership Inventory Revised 08/22/2017 36

Leadership Inventory Revised 08/22/2017 38

Leadership Inventory Revised 08/22/2017 40

Leadership Inventory Revised 08/22/2017 41

Leadership Inventory Revised 08/22/2017 43

Leadership Inventory Revised 08/22/2017 44

Leadership Inventory Revised 08/22/2017 45

Leadership Inventory Revised 08/22/2017 46

Sanford, N. (1966). Self and society: Social change and individual

Leadership Inventory Revised 08/22/2017 47

Leadership Inventory Revised 08/22/2017 48

After my freshman year of college, I see maintaining accountability to a greater

Leadership Inventory Revised 08/22/2017 50

Leadership Inventory Revised 08/22/2017 52

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